PUB DATE Jun 74 NOTE 122P. AVAILABLE from Center for Continuing Education, Department of Conferences, the University of Georgia, Athens, Georgia 30602 ($5.00)

DOCUMENT MESONS

ED 099 956 HE 006 033

TITLE National Conference on Public Service and Extension in Institutions of Higher Education. INSTITUTION Georgia Univ., Athens. Georgia Center for Continuing Education.; National Association of State Universities and Land Grant Colleges, Washington, D.C. PUB DATE Jun 74 NOTE 122p. AVAILABLE FROM Center for Continuing Education, Department of Conferences, The University of Georgia, Athens, Georgia 30602 ($5.00)

EDRS PRICE HF-S0.75 HC Not Available from EDRS. PLUS POSTAGE DESCRIPTORS *Chief Administrators; Decision Making; *Extension Education; Federal Legislation; *Higher Education; Local Government; *School Community Cooperation; School Industry Relationship; State Government; *University Extension

ABSTRACT A National Conference on Public Service and Extension provided top administrators of colleges and universities an opportunity to explore with the most knowledgeable experts available problems facing institutions of higher education. The conference proceedings covered: the university's role in public service and extension; state government, as clients for public service and extension activities; the third era of American higher education. Additional emphasis was placed on decisionmaking procedures, internal problems, and the impact of federal policies. (Hal) US DEPARTMENT OF HEALTH. PERMISSION TO REPRODUCE THIS EDUCATION & WELFARE COPYRIGHTED MATERIAL SY MICRO. NATIONAL INSTITUTE OF FICHE ONLY HAS BEEN GRANTED BY EDUCATION Tn% COO :An NT PA 11FLNfit PRO 21AI. II v 4,1 14(1 lyi 11 FROM 14 14 PI OWN OR OfloANIA TI1N IL,IN TO ERIC AND OR -ANATIoNS PERAT T .11; PO.4 T OF Y:e 04 OW OPINIONS INC UNDER AGREEMENTS WITH THENA %WI. 00 NOT *AC YAWL Y RE Pitt TIONAL INSTITUTE OF EDUCATION .lNIOFFICIAL NATIONAL ,14%, ITU TE OF FURTHER REPRODUCTION OUTSIDE E DI. I A TON P0% I ION OR POL ICY THE ERIC SYSTEM REQUIRES FERMIS SION OF THE COPYRIGHT OWNER

Proceedings

NATIONAL CONFERENCE ON PUBLIC SERVICE AND EXTENSION

IN INSTITUTIONS OF HIGHER EDUCATION

Sponsored by

The niersitof Georgia

NationalAssociation of StateUniversities and Land Grant Colleges

The UniversityofGeorgia CenterfurContinuing Education

Athens, Georgia30602

Printed in the United States of America CONTENTS

Page

FOREWORD vii

PROGRAM viii

CHALLENGE 1

Tomorrow's Need: The Universal Man 3 --Dean Rusk

SESSION I-- KEYNOTE 9

The University's Role in Public Service and Extension 11 - -George B. Strother

SESSION IICLIENTELE PANEL SYMPOSIUM 19

State Government as a Client for Public Service and Extension Activities 21 - -Robert W. Scott

Business and Industry as Clients of Public Service and Extension Programs 25 --Fred H. Ramseur, Jr.

Local Government as a Client of Public Zervice and Extension Activities 29 --Edwin G. Michaelian

General Discussion (Summary) 33

SESSION III--NEW DEVELOPMENTS 35

The Third Era of American Higher Education 37 --Cyril U. Houle

Reaction Panel and General Discussion (Summary) 46 FOREWORD

In the spring of 1973, responses to a letter bent to the presidents or chancellors of about two hundred colleges and universities throughout the country indicated a strong desire that they get together to discuss problems concerned with public service and extension in institutions of higher education. These same presidents and chancellors considered that such a conference would be appropriate and timely, especially since their institutions are becoming increasingly besieged by requests, demands and exhortations to do more in public service and extension areas. Responses reflected interest in such issues as (1) how to select programs for public service, (2) how to finance them. 13) how to orgrnize on campus to carry out programs, (4) how to evaluate and reward faulty performance in public service, (5) now to maximize benefits in the context of the multi-campus university, and (6) how to deliver the product to the user.

It was with these factors in mind that the University of Georgia and the National Association of State Universities and Land-Grant Colleges planned and conducted, on June 23 26, 197.1, a National Conference on Publ:c Service and Extension to provide top administrators of colleges and universities an opportunity to explore with the most knowledgeable experts available problems facing institutions of higher education.

It is our hope that the conference, together with the Proceedings, will result in a better understanding by top-level administrators of public service efforts currently being exerted nationwide and attendant problems, and that better coart:ination of purpose and directicn for implementation of public service and extension programming will be achieved.

Fred C. Davison President, University of Georgia PROGRAM all sessions held in theauditorium

(continued) SUNDAY JUNE 23 SESSION II 1:30-- 2:15 Hospitality Suite open Sunday eveningbeginning at 5:00 and on Monday evening after thePresident's Reception. Panelist --Dr. Edwin G. Michaelian, Director, Institute for Sub/Urban Governance, Pace University- 7:00 p.m. Dinner at the Georgia Center Westchester, New Yolk (1 Kmer County Executive, Westchester County, Nev.' ;ark) Host President Fred C. Davison, University ofGeorgia Speaker -- Professor Dean Rusk, Universityof Georgia Law School 2:15 2:45 General Discussior MONDAY JUNE 24 2:45 3:15 Coffee Break SESSION I WELCOME AND KEYNOTE

9:00 a.m. SESSION III NEW DEVELOPMENTS Welcome and Introduction ofMr. Ralph Huitt, Executive Director, National Associationof State 3:15 5:30 Universities and Land Grant Colleges and Introductions and Moderator -, -Dr. HowaalJordan, ;r., Dr. George L. Simpson, Jr.,Chancellor,University Vice Chancellor for Services, University Systemof System of Georgia -President Davison Georgia Welcome and Introduction of Keynoter Speaker Dr. -yril 0. Houle, Professor of Education, Chancellor Simpson University of Chicago Vice Keynote Address Dr. George Strother, Reaction Panel Chancellor, University of Wisconsin .-. Stephen Bailey, VicePresident, American Council on Education Coffee Break 10:15-10:45 -Dr. J. C. Evans, Vice President,Oklahoma State Dr. Glenn A. Coerke, Vice President,:lorida SESSION II CLIENTELE PANEL SYMPOSIUM International University

10:4512:15 p.m. Genera! Discussion Introduction and Moderator,- --Mr. Ralph Huitt

Panelist The Honorable Rob. rt Scctt, Former Governor, North Carolina 6:30 President's Reception at home of --Fred H. P. tmseur, Ir., President, Cities Service Oil President and Mrs. I- red Davison Company, Tulsa, Vklahorna Southern Buffet at Georgia Celter following It Jception 12:30 Luncl:--Georgia Center Banquet Area

viii Tl'ESDAY- JUNE 25 SESSION VI SPECIAL INTEREST GROUPS 4:30 SESSION IV DECISION MAKING PROCEDURES IN SELECTION OF PROGRAM SCOPE This unstructured session has been set asideto provide for follow up on initiatives which might resultfrom AND THRUST conference discussions and forthepreparatiorof recommended position statements for inclusion inthe 9:00 10:30 a.m. conference proceedings. Introduction of Session Leader, Dr. S. E. Younts 7:00 Reception and Dinner, Poss's Lakeview Mr.I.S.Elkins,Jr.,Conference Chairman, University of Georgia Universitof Georgia Participants WEDNESDAY- JUNE 26 Dr. S. E. Younts, Vice President for Services SESSION VII IMPACT OF FEDERAL POLICIES .rVv. Fanning, Vice President Emeritus 9:00 10:45 a.m. DI CharlesEllington,Director,Cooperative Extension Service Introductions and Moderator Mr. Charles A. Harris, Chairman, University System of Georgia Board of Dr.Velmer D. Donn, Director,Institute of Regents GLvernment Speaker.- Dr. Earl L. Butz, Secretary of Agriculture Mr. Thomas W. Mahler, Director, Georgia Center Reaction Panel tor Continuing Education Dr. Floyd B. Fischer, Vice 3sident, Pennsylvania Mr. HaroldF.Holtz, Governmental Training State University Di-ision, Institute of Government - -Dr. Paul Miller, President, Rochester Institute of Technology 10:30-11:00 Coffee Break Or. E. T. York,Jr.,President, University of Florida

11:00 11:45 10:45-11:15 Coffes. Break Session IV (continued) SESSION VIII SYNTHESIS 11:15 Introdu;tion of Speaker ?residen! Davison 12.00 Noon Lunch--Georgia Center Banquet Area Speaker--Dr. Donald McNeil, Chancellor, University of Maire

Wrap-up and Adjournment -- President Davison

SESSION V INTERNAL PROBLEMS Following adjournrrIt a Buffet Lunch will Ibt served at SYMPOSIUM the Ceorgia Center 1.00 2.30 p.m. Introductions and Moderator Dr. W. L. Hays, Vice President for Instruction, University of Georgia Panelists Dr.BriceRatchford, Pr ..ident, Universityof Missouri Dr. Eldon L. Johnson, Vice President, University ut Illinois Dr. Thurman J. White, Vice President, University of Oklahoma

2: :s0 3:00 Coffee Break 3.00 4 30 Session V konti1luer0

ix CHALLENGE TOMORROW'S NEED: THE UNIVERSAL MAN

Dean Rusk Professor of International Law University of Georgia

It is a great compliment to be asked to join this said, "What this country needs is more land-grant notable company, but as I look at your program, I colleges." That was the end of that. am a little puzzled about just what my role should be. I see that tomorrow morning you will receive I thought thatI might speak very briefly this your official welcome and you will have a keynote evening on three points.I am often asked about address from a most distniguished member of this the pi oblems of the transition between the lurid group, Dr. George Strother, and then you will start past that I had in Washington and coming back to in on a program with a most incrediole array of a campus here in Georgia.Iusually make some talent.I suppose that my role is simply that of an remarks about how luxurious itis to move from hors d'oeuvre, something that you sample with the world of decision to the world of opinion and yourdrink,somethingthatwillcause you to be a free man again. But there has been one tomorrow morning to say, "Thank God, we are problem. I was trained by George Marshall and getting to some real food." Harry Truman and Dean Acheson and Presidents Kennedy and Johnson and many a My favorite comedian, Professor John Kenneth Congressional committee to say what I had to say Galbraith, not from a land-grant university, wrote as quickly as possible and then shut up. Now that I in the New York Magazine about two years ago am back on the campus I find that whatever I hive thatI was in exile down here iiiGeorgia, that to say is supposed to last for fifty minutes.I do being in Georgia was about like being in Ulan not know how I feel about that because I suspect Bator, the capital of Outer Mongolia. Well, this that, as most of us found when we were in college, notion that a -nan would not come to a great students still pass their course... in the last two landgrant university unless he had been boycotted weeks of the quarter or semester and we could by the Ivy League is one of those genial conceits lave them a good deal of time if we just found out heldbya smallcircle on the northeastern how they do it. seaboa'd, not shared in other parts of the country. I am glad that you are visiting here on this campus. We Americans are so consumed with the next task, Like the Atlanta Braves, the University of Georgia the unfinished business that lies ahead, that we is playing a hot I.:and these days, and I am glad you very seldom look back to draw a little hope and have a chance to see it while you are here. It is a confidence and encouragement from what has very exciting place in which to serve under the gore on in the past. At the risk of seeming a little stimulating l6adership of Fred Davison. pretentious, I want to remind you of the past very briefly by taking you back more than sixty years One of the nice tributes paid to land-grant colleges to Cherokee County, Georgia, the place where I came from the late Harry Truman. was born. It was a pre-scientific, underdeveloped Senator Fulhright, in the late forties, called upon part of the country, a place where typhoid, scarlet Harry Truman to resign; and Mr. Truman, recalling fever, dysentery, goiter, pellagra, and whooping that But Fulbright was a Rhodes Scholar, simply cough were simply a part of the environment in

/3 which the good Lord had placed us, where cops cabinet for eight years, it was my great privilege to were planted with the help of theFpmer's move through many nations. I visitedsome Almanac and the phases of the moon, wnere seventycountriesduringthatperiod--and improved seeds were relatively unknown, where became deeply and personally involved in the medical care was extremely thin and the general elementary and driving problems of human misery principles of public health---such as, for example, and economic and social development. Wherever I the relation between the well and the went I hat'aspecialinterestinwhat was privy--unknown. I thinkoftheone-room happening in educational systems. This survey led schoolhouseinwhichsevengradesstudied me toconcludethattheinventionofthe together, where the only qualification for the land-grant institutions was a most creative and teacher was that he or she should have graduated !nique American contrihution. In the so-called from that particular school and be big enough to developing countries, most of which were within a lick the largest boy in the class. Those were days western colonial empire at one time or another, ofgrindingpoverty,iaan-killing,andmore one found verylittle impetus to concentrate particularly woman-killing, work--where intellectual and scientific resources on the needs of nutrition was poor, where opportunities were the, people. Broady speaking, the British in their limited by the hand of God, where the adversities empire had done more than most other nations in of life drove us to a reliance upon Divine Will. terms of education, but the universities that they had founded in India or in Africa or in the West

In the lifetime of one person I have seen that Indies were largely geared to the curriculum of the situation transformed.I can remember when the University of London. I remember, for example, first county agents began to come into the area, that it was only in the late 1950s, with some help bearinglittle pamphlets produced here at this fromtheRockefellerFoundation,thatthe university and other places. County agents, who principal uniersity in Nigeria was able to begin to did not know very much at that time, but knew a offer some courses in African history, because the little more than we did, and who advised us on the University of London did not prescribe courses in whole range of problems that arose in rural life. I African history. remember their mini; the seeds of a passion for education, andoverthe ears I have seen As far as the French, Dutch, and Belgian empires unfolding in my own county, among my own were concerned the role of university education cousins, the extraordinaryeffect of the was largely reserved to the metropolitan country; partnershipbetweeneducation,research, and yetthese countries hadth hounds ofhell extension, a partnership which has transformed breathingontheirheels when they became the life of this nation. Itis no accirient that this independent. I hadalongtalkwithPrime nation has performed miracles in the sphere of Minister Nehru on the subject of how easy it was

economics and in the social sphere. I say "no to lead a revolution and how difficult it was to accident" and it is no accident unless you consider build a nation. Uppermost in his mind was the the Morrill Act a happy accident. The contribution great question of how to project into that mass of our state universities and land -grant colleges population the simple elements of knowledge, toward the uplifting of human life throu6aout know-how technique, which wauld give them most of the country, perhaps excluding some areas dome reasonable chance tosurvive under the along the northeastern seaboard, has been utterly strenuous conditions of the modern world.Having fundamental. We do not often pause these days inherited a rather widespread university system in andlookback andsay"thanks"tothose India, he was in a situation where he could not call responsible, but there are thanks for those who are upon one university to do somethinghe was not willing to receive them. prepared to support in other universities. Thus, theydeveloped a seriesofspecialresearch institutions. For example, the All-India Institute Ialso had a chance to look at you from another vantagepoen.Asheadofthe:lockefeller cf Medical Sciences in New Delhi and the Virus Foundation for eight years and as a member of the Resedrch Center at I Ana were able to concentrate

4 their slender resources on a few institutions rather institutions in the developing countries that are than dissipate these endeavors among alarge struggling to deal with despair, problems which are number of universities. not being adequately supported by the intellectual resources of the nations in which those problems The situation throughout much of Latin America are found. was similar tothatinIndia.Latin American universities on the whole took the classic mold of Many of these things are so very simple. For continental Eurcpe, without the driving impetus example, out of the land-grant system came the to grapple with the real problems of their own notion that itis all right for an educated man to society in terms of what happens to the people, get his hands dirty. Both with the Rockefeller and there again, one found that these efforts, as Foundation and our aid programs I had the they began, came to be very specialized. For impressionthat this was a major sociological example, the fine Graduate School of Agricultural problem in many countries. We could produce Sciences at Chapingo in Mexico or the Ph.D.'s in agricultun., but tiny were not willing to International Rice Research Institute at Los Banos cross-pollinate corn. They we:e not able to get out in the Philippines were not injected into the main in the field, take their coats oil, roll up their university tradition. sleeves or perhaps their trouser legs, and get their hands and feet dirty. They expected an educated Ne fosind in our aid programs that the greatest man to be a member of a government department, obstacle to real headway came from this gap in the with a job behind the desk, perhaps teaching in the educational-scientific structure. Many of you have university; but he could not be found out where participated in various contracts that we have had the action is, where those first county agents came with your universities and the foreign countries, out to lead an uninformed, uninstructed and you know something of the dead weight of population in thiscountry inour own inertia with which you have wrestled in those undeveloped areas. various enterprises. To me, it seems that we, the

American people, were extraordinarily fortunate, Ithink also wt, have discovered that time deeply more than a hundred years ago, to have come up ingrown cultural resistances to change are not all with the concept of the Morrill Act, which that important. When groups like the Rockefeller permitted many of our top universities to provide Sanitary Commission first began to work on the service to the people. Every college and university hookworm problem in the South, their teams were will claim, and with justification, that it is :.erving driven out of many a locality by sticks and stones, the people; but the state universities and the by people who did not want strangers coming in to land-grant colleges have thatas achartered, remove the so-called lazy worm. We have run legislative duty, and this has made an enormous across those culturalobstacles in many other difference here and abroad. countries, but W3 are finding that when people are confronted with a practical, significant problem I would hope that we continue to keep our doors cultural resistance to cultural differences fades very open to the young people of other countries who fast. come nere tostudyinourgreatland-grant insiitutions,17.,en though there may be a gap I remember, for example, in one Latin American between what we try to teach them and what they country the Rockefeller Foundation had can accomplish when they get home. I suspect one developed a black bean which yielded four times little piece of unfinished business we have in front the crop of the yellow bean which at that time was of us is to try to find some way to adapt what we indigenous to that arebut there was difficulty in are able to teach to the circumstances they will getting the peons to accept it. We tried to find out face when they return to their own countries. But why, and we ran around asking questions about it.

I disc, believe that the great institutions which are We came up with two answers. One was that the flear.:dto the needs of the people can play a black bean gave them a stomach ache. This was sister*,. affectionate role of association and serve possible for the first two or three days because it

5 had a much nigher protein content. Then, they I would now like to suggest to you a problem that said, with the black bean one cannot see the flies. I think is on your plate and for which I do not That was pretty hard to overcome, but the have the answer. I am sure about the problem, but governor of this particular location adoptedthis I can only grope toward the answer. The human black bean as the governor's bean and it soread race has finally reached a point where it is faced then very rapidly. with a series of problems which are different in kind from any it has ever faced before. So long as On another occasion, a new virus infection hit the the human race endures, we will be confronted villages in southern India; thirty percent ol those Nith a breathtaking acceleration in the pace of infected were killed. A team of virus research change, and no amount of nostalgia will slow people near Bombay, made up of both Americans down that pace of change. We are facing a future andIndians,went down intothe are and whichwillbeincreasinglycomplicated--so discovered thatit seemed to be a mutation of complicated as to test the capacity of the mind of Russian Spring-Summer Virus. They immediately man. I have elected to spend such time asremains asked the government of India to ask th. Soviet to me in working with young people inthe field of Union for maximum quantities of Spring-Summer international law, because as I look out over the vaccine developed in the Soviet Union. The Indian range of the next two or three decadesI can see government wa., astonished that the Americans certain problems like the organization of a durable would suggest that they ask the Soviet Union for peace, the handling of the environment on aworld anything, but they did it; and the Soviet Union, scale, the population explosion, race relations, the without claiming any political credit, immediately problem of diminishing raw materials and energy sent down quantities of vaccine, which came close supplies, the human reactionto extraordinary to being completely effective for thismutation. advancein science and technology--a whole This same tear,; then told the authorities in India series of questions which willrequire solutions thatthisdisease was beingsustained by a within a few decades if Homo sapiens is to make it. man-monkey cycle and that it would be necessary to go out into the jungles and find themonkeys We arelearningthat everything isrelatedto that seemed to be ill, infected, and destroy them everything else. It was not the ecologists who first in an effort to overcome this problem. The discovered this simple proposition, because human authorities in the central government of India said experience is driving us in that direction. A very this was impossible; iirthis area, Humayum (the wise man, General Omar Bradley, said some years monkey god) is the supreme deity, and could not ago that "the time hns come tochart our course be touched. These scientists then went down and by the distant stars and not by the lightsof each talked to the villagers aid explained the problem passing ship." What I am concerned about is to them in their villace councils.The villagers compass bearings, the ability to seethings as a themselves went out into the jungles, found the whole, the knowledge and understanding which sick monkeys, and brought the problem under justmight generate wisdom at atime when wisdom is needed most of all. My guess is that control. since state universities and land-grant colleges are I think we tend to be too hypnotized by what we committed to the service of the peopie, perhaps at a distance consider to bedeeply entrenched this--helpingourcitizens seethingsas a social customs where problems of life and °oath whole--is our next big jab. We have wrought are involved fnr those affectedI have no doubt miraclesthroughspecialization,but have we that in this general field of economic andsocial wrought miracles in synthesis? What about the development, the land-grant college experience in compass bearings which willhr,!n us and our young this country has been a genuine innovation in the people Cod our way through the turbulent storms history of man. Without fanfare, without false of change and the confusion of compl°xity? Of pride, without chauvinism, we have amajor that I am not sm. contribution to make to the rest of the world.

6 This is not a matter for an elite of philosopher system, that would have meant that we would kings, technocrats, or whatever you want to call have recruited young people intothe foreign them, because in this country we are dedicated to service at the age of 70. More and more the the consent of the governed; and without the important decisions of government are involved understanding of 210 million Americans, we shall with fields of knowledge to which politicians have not accomplish whatisnecessaryforus to notbeen accustomed: nuclearphysics,space accomplish. I do notregretthat, because a science,themedicalandbiologicalsciences, politicalsystem which rests upcn 210 million Meteorology, oceanography, all the rest. pillars is a very strong system. able to stand the earthquakes and storms, able to be flexible in the One of the greatest problem:. that a policy officer face of change. has to face is how to call upon expert opinions and mold them into a whole, a web, which will make Nevertheless, where are our universal men? We sense.I know that you have been discussing this shall soon be celebrating the 200th anniversary of among yourselves and will discussing it here at our Declaration of Independence. Where are the this meeting, butI am dully convinced that we universal men like Thomas Jefferson and mustfindsome way tcbreakthroughthe Benjamin Franklin? About150 yearsagothe traditional academic specialization and find the German doctorate and the British Master were universal man. This talent hunt is not impossible. essentially the same degree; they were licenses to Thisisnot afigure which theRockefeller teach. The Germans went off in the direction of Foundation ever used publicly, but over the years, research with a powerful impetus to the physical in its unceasing search for talent, the Foundation sciences. The British retained theirbroad has located and supported the work of more than humanities approach in their principal universities. ninety young people who later won the Nobel Has it been a good idea for the social sciences and Prize. We were not looking for the universal man, the humanities in this country to be captured by however. These were highly specialized people. the German Ph.D.? Are we making room in our Still, I would hope that some foundations make it educational system for those who might become possible to give to some of the young people that universal men and women? Is it asking too much youwilldiscovertheleisure,the economic that a doctorate of philosophy should include support, the time that is required to think about some working arrangement withphilosophy? things as a whole. Whereisthe process by which we discover,

encourage, and open the way for those who might Let me emphasize a phrase I used become aThomas Jefferson,anAlexisDe earlier--"problems dif:erent in kind." We have Tocqueville, a Lord Bryce? not had to worry thruughout the history of the human race about the possibility that thousands of Thisis more operational than some of you may megatons could be exploded in a moment of anger feel. One of the things which I had to think a lot and call into question the capacity of the human about while I was in the cabinet was the problem race to survive on this planet. We have not really ofpullingtogetherthemost wideranging faced until the last few years the possibility that disciplines of knowledge in order to come to an man himself could inflict irreparable damage upon important decision. Many years ago the State this thin skin around the surface of the earth we Department asked Professor Dunn of Princeton call the biosphere. The population explosion has University to make a study as to which academic been gradually catching up on us, until the curve disciplines were vital to the successful performance of population growth now is almost vex lice!, and of a foreign service officer, and after a two- or under the most optimistic considerations that I three-year study, he came back and said, "A have seen, we will reach a population of at least foreignservice officer needsthefollowing 14 billiononthisearthbeforethereis any twenty-one academic ,disciplines." They ranged possibility of its leveling out. We have been relying from history to oceanography to nuclear physics. upon the capacities of science and technology to Given the present arrangement in our educational produce those minimum requirements which we

7 will need to maintain our relative, our respective the capacity to be rational at the end of the day, economic systems. A Russian delegate to the even though in the early monring we can all be United Nations last year said that the earth can prettl ridiculous. I have no doubt about that; that afford only one United States, that if the other is an article of faith. This is not, however, based nations and peoples of the earth should come upon vague sentiments of brotherhood; it is based anywhere near our productive capacity and our upon harsh necessity, and harsh necessity is a very rate of consumption the old earth itself would just eloquent teacher. groan and collapse. That is why I wish you well in your discussions Somewhere along the way we are going to be faced here on this occasion. I associate myself with you with major readjustments in all directions. Who is and have been reading some of your literature, getting ready to deal with those problems? As I your discussions among yourselves, and share with said,I do not have an answer, and I think this is an you the feeling that there isa great task of extraordinarily difficult issue. Who are prepared to synthesis to be done.Itis a dangerous task, teach, who are prepared to lead young people in because when we talk about the meaning of things the discussion of these issues? Is it goifig to take as a whole, we are going to find ourselves involved another generation or two before we can produce with the most lively and controversial social and those who can give us the leadership we so politicalissues. Whether the university can go desperate:y need in these directions? beyondraising thequestionsand offering alternative answers, I do not know. As a word of You would know better than I, but my guess is warning, let me say if we start offering the answers that we shallneed more fraternity among the to these complicated things we had better know academic disciplines and more fraternity among what we are talking about, because it is too late in individual campuses; and, if you will forgive my history for us to engage in charlatanry. That we saying so, my experience over the last twenty-five must avoid even at the expense of confessing our yearshassuggestedtome thatnegotiating ignorance. cooperation amongdepartments and more particularly among campuses is just a little more I wish you well in this meeting. I hope to learn a difficult than negotiating with the Russians. You good deal from it and I know Ishall. but I am have wrought miracles in what you have taken to greatly stimulated by the mission of the state the people of this country, in those fields which universities and the land-grant colleges, committed are vital to their economic and social development; to the service of the people in a very special, but there is one miracle stillleftuntended, or chartered, statutory sense, because I suspect that rather unaccomplished, and that is to develop a that mission alone will give us insights as we look people who can see things as n whole. Of course, to the needs of our people which might otherwise we cannot help them to do that unless we be ignored. ourselves can find a way to see things as a whole. Inthe long run I must say I am relatively optimistic.I do believe that the human race has

8 SESSION I-KEYNOTE THE UNIVERSITY'S ROLE IN PUBLIC SERVICE AND EXTENSION

George B. Strother Vice Chancellor, University of Wisconsin

There is a theory of memory that likens it to the definition of the rota of the keynoter as being to working of a scanning sonar. In the case of the clear away some of the contaminants that might kind of recollections that are most characteristic impair the purity of the end product and even of the very young and the old the analogy might more importantly to stimulate the engorgement of be carried further, likening it to the working of a the mammary tissues, leavingitto those who sonar scanning a rubbish heap. I am n.,,t sure that follow to produce a good supply of sweet, pure, those of us who have joined the over-thirty-nine pasteurized, fortified and homogenized age group remember less well, but the circuits are nourishment. moreclutteredand welackthe advantage possessed by magnetic tapes, which can do what in According to the planning document for this computer jargon is called a "core dump." This conference the flow of wisdom is supposed to start may seem a strange lead-in to a keynote for a with the keynote. I quote: "The keynote should nationalconference on publicservice and provide the historicaldevelopmentof the extension in institutions of higher education but, conference theme." I don't want to alarm you; I being a psychologist by Veining, I am intrigued by do intend to remain within the allotted time lirr " the process of remembering and, in the present but my thoughts about the historical development instance, what it brought forth with respect to the of this conference took me back to Greece in the role of the keynoter.Ihave, in another context, thirdcenturyB. C.Inabout 250 B. C.the defined my role as vice chancellor as that of the astronomer-mathematician Eratosthenes computed eunuch inthe harem who isresponsible for the circumference of the earth within about three bringing about productive encounters without quarters of one percent. He did this by a process direct participation. of logic that any educated man of third century Greece would have been able to follow and In the orocess of defining the role of the keynoter understand. He found that at the time of the my scanning sonar produced a blip it the rubbish summer solstice there was a very deep well in heap of memory, and upon clarification it proved Syene where the sun at high noon shown directly to be a film on milking cows, which I saw perhaps on the bottom of the well. Due south 500 miles fifteen years ago. Why I was watching a film on away in Alexandria there was an obelisk which at milking cows I can't recall, being a city dweller that precise time cast a shadow of TA degrees. and holding my professorship in the graduate Putting these facts together Eratosthenes school of business, but this odd blip did prove to computed the circumference ofthe earth at be relevant. The opening, as I remember, advised 24,662 miles,whereasthe bestofmodern the farmer that before starting to milk he should scholarship makes it out to be 24,847. wash the udders down gently. It appeared that this would serve two purposes: first it would eliminate Before examining the implications of some possible contaminants, and second it would Eratosthenes' discovery I would jump forward stimulate increasedlactation. Anyway by this 2,100 years to the year 1866 in which rather strange and devious process I arrived at a Gregor Mendel published his definitive paper on the laws of genetics. Gregor Mendel's paper lay on Albert Einstein, and Karl Marx.1 don't mean to library shelves for another thirty-four years before underplay the tremendously important role of the itwas discoveredin1900 and became the university in any advanced society but rather to foundation of the modern science of genetics. callinto serious question the monastic tradition Now turning the pages of history back again, to that still persists in many universities and confuses 1492, approximately 17 centuries after aloofness with objectivity. I find Eratosthenesproof, I lookatthecaseof Thorstein Veblen's 1899 viewpoint still timely as Christopher Columbus who figured the it is set forth in the following quotation: circumference of the earth at 18,600 miles and who mislaid Japan by 8,200 miles. Nevertheless, Learning, then, set out with being in some sense by dint of kick and good seamanship he managed a by-product of the priestlyvicarious leisure to doubly the size of the known world. class; and, at least until a recent date, the higher learning has since remained in some sense a What have Eratosthenes, Christopher Columbus, by-product or by-occupation of the priestly and Gregor Mendel to do with this conference? We classes. As the body of systematised knowledge are not talking about isolated instances inhistory; increased, there presently arose a distinction, we can multiply the examples adinfinitum and traceable veryfarbackinthe history of carrythem upintothepresentday. The education,betweenesotericandexoteric production and etorage of knowledgeisnot knowledge, the former--so far as there is a enough; the interactions between particular fields substantial difference between the of knowledge and other fields of human endeavor two--comprising such knowledge as is are multitude. Knowledge does not extenditself; primarily of no economic or industrial effect, knowledge needs a delivery system. If Athens had and the latter comprising chiefly knowledge of had an Extension service the western hemisphere industrial processes and of natural phenomena might have been settled a thousand years sooner. which were habitually turned to account for If the Spain of Ferdinand and Isabella had had an the material purposes oflife.This line of extension service Columbus would have known demarcation has in time become, at least in where he was going and where he was when he got popular apprehension, the normal line between there. If Austria had had an extension service in the higher learning and the lower. 1866 the science of genetics might not have waited for thirty four years to be born. I can't resist jumping to another place in the same chapter to a statement which would not be out of Admittedly I'm stretching things a bit but I can't placein John Kenneth Galbraith's most recent emphasize too strongly the fundamental premise works when Veb len says: that effective utilization of knowledge requires a complex systemofinteractions and thatthe The conventional insistence on a modicum of unique roll of the university must go well beyond conspicuouswaste asanincidentof .211 the production and storage of knowledge or simple reputable scholarship has affected our canons retrievalinthe sense that modern information oftaste and of serviceabilityin matters of technology uses the term. It must also go beyond scholarship in much the same way as the same the kind of dissemination through publication in principle has influenced our judgment of the learned journals that satisfies the needs of the serviceability of manufactured goods. academic community. If then we are moving, however slowly, from a It is significant that four of the most revolutionary monastic model of the university, if it is true as the documents of the last half of the 19th and the first Newman and Carnegie reports and i rash of other half of the 20th century were the work of people studies and reports would indicate, that we are who at the time of these discoveries were not moving toward a major rethinking of the functions is toward th'; role of the university professors. I refer specifically to the ofthe university,it works of Charles Darwin, Gregor Mendel, university as an open system, as an integral part of

12 the total community. And here, all the evidence Iwill discuss first-I model for the delivery of suggests, lies the growing edge of the university in university knowledgeresources and then try on the remaining fourth of the 20thceitury. you some though .s on the job of the universityto reach new, non-traditional studentbodies. Ihave trouble in myown mind separating the word "vigor" from the notion ofgrowth. Certainly in the first three quarters ofthis 20th cenzury the The Delivery of UniversityKnowledge Resources vigor of our institutions ofhigher education has been accompanied by extraordinary growth. Yet In thefirst instance, against as we look at the years ahead all the dissent of its indications are numerous critics,I that the rate of growth will should like to explore the diminish and then cooperative extension model.I am acutely aware cease, and that by 1990 we will have seen a general of the fact that this model hasits critics. I would decline in traditional enrollments. Many comment further on this shortly, butI would universities, especially in stateswith the highest begin withthe premise thatitisthe most percentages of the 18-21 year oldage group successfulknowledge transfer model thatthe attending college, have alreadybegun to feel these world has ever seen. effects and will testify thatthe result is traumatic, to say the least. Granting this premise for themoment, the most important single reason, inmy judgment,for the We can hardly argue thatgrowth is a virtue in success of this program lies in the fundingpattern. itself, and thereare those who would argue that The combination of formula fundinglinked to a alreadyuniversities are suffering uncontrolled plan of work has been farmore productive than growth and the attendant diseases of gigantism or the categorical funding characteristicof so many acromegally or both. But who can seriously argue other federai programs. There is builtinto the that controlled growth inresponse to legitimate funding a historic ratio of extensiontoresearch needs and in keeping withthe proper mission of funds. as best I can determine, for every dollar higher education can be bad? spent on agricultural researchwe are spending fifty cents to promote the utilization ofthat research. I would suggest therefore that a rethinking of our The ratioforallotherkinds of mission and a significant utilization reassessment of our expenditures appears to bean incredible fraction priorities is essential to the maintenance of some of1 percent.Thereare many other federal reasonable degree of growth and to the vigor of programs costing the nation more than the Federal our institutions and that the prospect for such Extension Service that do not havea comparable growth lies primarily in thepublic service and record of practical success. extension areas today--in the openingup of our universities to what the CarnegieCommission has As we look further at the cooperative called extension in a1971 report "New Students,New model there are six factors that Places." account for its effectiveness: I would suggest that in this opening up of the 1. The service has deep roots in localpeople university we must confront two challenges: first and local government. Itis to a very great for the more effectiveuse of the university as a degree, as it purports to be,a partnership resource in the solution of societal problems and between the federal,state,and local second as a vehicle for reaching new academic interests. It is more thanmany morr- highly markets. Ishould like to explore both of these toutedprograms,thebestexampleof avenues with you this morning in the hope of creative federalism. providing a point of departure forsome of our discussions in the two anda half days ahead.

13 2. It has faculty or academ'i: staff out where back to the research faculty they started a the problems are, identifying the problems chain of events which produced significant and reaching back to the university for practical results and also important needed resources. theoretical contributions to the biochemistryof blood. Pure or applied, 3. It has faculty on the campus, whose primary problem or theory. Where is the line? job is to be expert scanners and interp. eters of research results--brokers, as it were, There are those, as I noted earlier, who argue that intermediate between the research scholar this model is inapplicable in other settings. There and the community based staff. are others also who argue that the model is obsolete even with respect to its historic role in 4. These scanners and interpretis are closely agriculture. In a speech to one of a series of linked to the research faculty, often moving university urban outreach conferences, sponsored from the scanner-interpreter role to the by the American Council on Education, research role and back again, and in the most William C. PendletonoftheFord Foundation successful institutionshoused with a announced "The Ford Foundation has had its day working together with a total faculty. with the universities' urban thrust," and went on to say thatit was certainly not obvious that 5. This team of research workers and universitieshave thetalents andspecialized interpretersis partof an international resources to help the cities. As a result of the Ford network of scholars so that it is possible to Urban Program in the early sixties, he said, they reach out almost anywhere in the world for had foundthattheurbanextensionagent needed information. Just to givean compared with his country counterpart faced illustration(whichincidentally came to much more complex problems with much smaller naught), let me tell you about a group of us resources and far fewer research-based answers. He who were interested at one time in the went on to say, "Colleges and universities at their infra-red sensitivity in vertebrates. We had a best perform certain educational and research hunch that this might shed some light on the functions;they don't make political decisions nor migration pattern of the sea lamprey. We do they perform very well in the arena of social quickly discovered that most of the work and economic reform." In still another critique of had been done in Poland and had appeared the cooperative extension model, Hard Times, in Polish languagejournals. We were able, Hard Tomatoes, the theme has been that the because; of our universityties, quickly to program has become the captive of a few special obtain copies of the articles and translations, interest groups and no longer serves that broad afeat which university people take for base of clientele for which it was designed. While granted but which no other institution can there is an element of legitimacy in both of these so readily do. criticisms, to say that the model is inapplicable or has failed, based solely on these tests, is like saying 6. There isinthissystem a continuous that a car with a faulty ignition system must be feedbackbetweenthe community-based scrapped because replacing the spark plugs and the staff member and the research scholar. The points has not corrected the defect. Universities payoff isnotonethatneatlydivides have not done well yet in making the transition to between pure and appliedresearch but, a broader-based delivery system, but scattered rather, at its best affects the whole range of throughout thecountry there are enough agricultural research. In our own university, demonstrations of what can be done to suggest forexample,thedevelopmentofthe that much can be accomplished, given adequate anti-coagulantand rodenticideWarfarin funding and a sound conceptual model. So far we came about in part because field workers have received pennies to do the job and therefore were encountering an animal disease which the comparison with the agricultural model is had them stumped. In carrying the problem totally inappropriate.

14 One other consideration should be noted. There is ever-extended schooling and continuing implied in Mr. Pendleton's comments the notion education.Butthetwoareactuallyin that the role of the universityissocial and opposition. Extended schooling assumes that economic reform. I arr sure that none of us are wewill crammore andmoreintothe tempted to fallinto that Liap. Our product is preparationforlifeand work. Continuing knowledge and the creation of conditions for its education assumes that schooi becomes more effectiveutilization. Ouri de is one of integrated withlife. Extended schooling still enhancing the quality of decisions being made in a assumes that one can only learn before one complex society by bringing a wider range of becomes an adult . . . Above all, extended possible alternatives to bear. To claim more than schooling believes that the longer we keep the that, to claim that we are or shouli be the decision young away from work and life, the more they makers, would be to invit?, disaster. wili have learned. Continuingeducation assumes,on thecontrary,thatthemore BoththeLandGran,Associationandthe experience inlife and work people have, the AmericanAssociationofStateColleges and more eager they will be to learn and the more Universities havegoneon recordasfavoring capable they will be of learning. Smith-Lever type funding fortotaluniversity research utilization. There are many indications The point, asI see it, is that we know really very that our time has not yet come, but this is a goal little about the learning process outzide of the that must be kept constantly before. us if the vast laboratory. We know how college sophomore range of university resourcesis to be utilized volunteers in introductory psychology classes learn with anything approaching maximum nonsense syllables. We know a great de& about effectiveness. how lets learn mans and how dogs discriminate between geometric patterns but very little aoout how adults learnin the outside world. And we The Serving of New Academic Markets need to remember that 95 percent of the people we serve are adults both in law and in fact. With respect to the second major thrust of a more open system of higher education, the serving of I'd like to take just a moment to describe to you a new academic markets, we have a long way to go study which one of my doctoral students did and a lot to learn. The growing body of literature several years ago. It was a study of how supervisors on external degrees and non-traditional studies learntheirjobs. We found verylittledirect provides, I wouldsuggest, a falsesenseof evidence that they learned anything about their security--an exaggerated feeling that academia is jobs ina classroom. Yet surprisingly when we moving ahead in significant new ways. The truth compared thosewho had hadconsiderable of the matteris that universities have changed amounts of instruction with these who had not, their basic philosophies of instruction very little there were highly significant differences. While since St. Thomas Aquinas lectured at the they learned about the job on the job, organized University oT Paris in themiddleofthe instruction appeared to have several effects. First 13th century. In far too many cases the "new" of all the more educated appeared to learn faster extern& degrees are simplyold wine in new on the job; second they made fewer errors while bottles. learning on thejob. Finally, and most significantly, they were able to generalize more I haveborrowedthefollowingquoteofa effectivelywhattnevlearnedfromspecific Peter Drucker statement from the book Patterns on-the-job situations. For Lifelong Learning.It puts a finger on one aspect of the problem. Drucker says. It seems to me that this capacityfor conceptualization, which arises from a If educators give any thought to the question, combination of experience and the way in which they assume thatweshould haveboth people perceive their experiences, is perhaps the

15 most important aspect ofeducation. The Furthermore, economic and methodological barriers operate selectively to exclude many who difference between Archimedes and some Athenian slave was notthat Archimedes have significant promise for future success. It is discovered the lever that was discovered long fact, for example, that a high potential student before--butthatArchimedes wasable to from the top socioeconomic bracket is three times formulate a set of experiences into the law. aslikely to go to college as a high potential student from the lowest socioeconomic bracket. I Likewise, in a less revolutionary way, the truly would alsosuspect,although I cannotcite educated person operates at a higher levelof evidence, that a significant portion of the co-called abstraction. He is able to bring usable concepts underachieverswhodropoutinspiteof from one experiential setting to other, indications of high potential are simply turned off superficially quite different, settings. But few of by academic rituals and routines that have no our tools and techniquesfor the selection and relationship at allto ultimate performance. In evaluation of students get at this ability to form other words, much of the attrition that we and apply concepts to reallife situations. As attribute to student inaptitude is in fact the result David McClelland has pointed out in an articlein of academic ineptitude. the American Psychologist most of ourselection tools and our measures of academic achievement So much for the negative. While I have no magic assess the student's ability toplay word games elixir to cure what ails academic, I should like to rather than to thus conceptualize and utilize suggest a few avenues that we might exploit more knowledge effectively. effectively.

Those who are, admittedly with some justification, First of all we need to break down the pattern of fearful of the eff.'cts of a more open approach to cost-pricediscriminationthattodayrestricts new markets, new kinds of students, newacademic opportunity for the part-time adult student. The methods and settings are right in warning of the AmericanCouncilon Educationreporton dangers of a come-one-come-all approach to higher financing higher adult education, which just came education. But the accompanying premises that off the press this month, documents a pattern of only through total immersion can one be saved "massive discrimination" against the part-time and thattherefore part time and off-campus studentand, on theotherhand, substantial experiences we ipso facto second rate is,I would indications that the needs of the parttime student argue, completely contrary tothe little we know for low cost education can be as well documented about how people learn useful things in a rc.si as those of the full-time student,if not more so. world setting. Second, while avoiding a headlong olunge into If then there are new academic markets made up experimentation there is a need for a much more of people capable of a high level ofconceptual imaginative exploration of methodologies. thinking, where are they and why are we not Teaching withinthe fixedtime frame of the little to servingthem?Thereareseveralanswerst quarter or the semester, for example, has this: one is in the assessment procedureswhereby commend it except economy and a bureaucratic we now effectivelyexclude peop1.1 by using orderliness. In particular as we attempt to appraisal methods which have frig iteningly low reach more people from cultures which do not predictive validity. The criteria we use are bad have our Anglo-Saxon obsession with time, more enough--grades inlaw school predicted from flexible time frames may be especially valuable. grades in an undergraduate liberal arts course,for Such flexible time frames would also help us to example, yielding correlations of .45 or less. If we rethink our present grading practices. In linking accomplishment to the fixed time frame instead of are so unsuccessfulinpredicting grades from grades, think how much less successful we must be requiringarationallevelof competence we in predicting success in the practice of law on the provide a set of achievement categories called basis of an undergraduate grade point average. grades that tell very little about what the person

16 can do. To borrow from my navy experience, I effective relationship to the opportunitiesthat are would want a navigator that could get me from available and that need to be made available.In San Francisco to Funafuti and not simply one who ourminorityprograms attheUniversityof could Sat me within 100 miles or 500 miles. And Wisconsin, for example, we have foundthat within certain limits whether it takes four months paraprofessionalsdrawn from theminority seven months to reach that level of competence communityandtrainedspecificallyforthe isfar less important than the competence itself. purpose have been quite successful in bridging the What does a "C"or '0"tell usabout gap between the local ethnic community and the performance? professional resources availableon the campus. Also staff trained for this purpose in strategically Third,I read about the media revolution--the located county extension offices have provedto be fourth revolution as the CarnegieCommission calls a valuable addition. The Continuum Center for it. I am reminded of a commentthat Women at Oakland Universityappears to have Sherlock Holmes made. When asked by performed a similarlyvaluablefunctionfor Inspector Gregoryifthere were any point to women, particularly women who stand at the which Holmes would wish to draw his attention, critical new career threshold between child-rearing Holmes replied, "To the curious incident ofthe and middle age. dog in the night-time," to which the Inspector replied, "The dog did nothing in the night-time." Fifth, we need to develop better incentives for getting faculty more involvedinreaching the 'Thatwasthecuriousincident,'remarked non-traditional student. The traditional incentive Sherlock Holmes." The curious thing about the of overload payments has never been particularly media revolution is how little revolvingseems to effective. At bestithas usually resulted in a have taken place. The gap between the teacher and faculty member's transposing a prepared script the technicianremainsconsiderable and the fromone settingtoanother. The needsto alternative oflearning from people whoare experiment, to adapt, and to innovateare not professionally competent or fromexposure to a satisfied by overload payments. Thereare, as those display of audio-visual pyrotechnics stillseems to who have tried it well know, both extraordinary be the choice. The wedding between media and demands and extraordinaryfrustrations in matterstillremains to be consummated, and attempting to work in non-traditional settings. For hopefully some concentration of effort in this those who play the numbers game it isa road to regard in the continuing educationarm of the completefrustration.Overtimethecostof university would seem, as the Carnegie non-traditionalprograms can bebroughtto Commission has suggested, to be the quickest acceptable levels but the startup costsare high and means to bring it about. must be faced. Faculty, who are after all human, are not going to flock to new standards in great If we can listen at 250 words per minute and read numbers solely for the psychic reward,nor are at 500 wordsperminute,aren't we saying they in the initial stages going to find iteasy to something about the inefficiency of the lecture adapt content and methods, to say nothing of method, which operates at about 125 wordsper criteriz and objectives, to avery different set of minute? Furthermore,if we were to free the circumstances. instructor from the bondage of the lecture, aren't there ways in which that time could be directed Finally, special efforts must be madeto build in toward more meaningfulinteractions with social reinforcementforthenon-traditional students? student. To a degreethetraditional student studying on campus has social reinforcement built Fourth,the part-time adult student and the in. The student who is learning by independent non-traditional student body in generalare in need study methods or the student who is settinga ofgreatlyexpandedandcarefullyadapted precedent in a particular cultural setting suffers counseling services to bring them into amore from a sense of isolation that only themost inner

17 directed can cope with effectively. Non-traditional for light and love. The only thing that the guild study methods need not be exercises in intrinsic used to provide and we do not is masses for the motivation. Modern transportation and dead, and if we do not it is because we are not communication technology, simple group study asked. techniques, and the increased use of paraprofessionals and volunteers can do much to Ithink he misses the point; it is not the function provide the needed reinforcement. of the university to provide masses for the dead. I might also point out that it is not a function of the I have tried not to paint a picture of the university university to provide spectacles for the multitude, ?s all things to all men. I think of Jacques Barzun's which we do almost routinely. The extension and mournful lament in The American University, in public service role of the university is something which he likens the modern university to the quite different. It is an effort to seek maximum medieval guild. He says: utilization of a unique societal resource. It is an effort to move from a monastic image of the The nearest equivalent to what the university is university as a community of postulants who have becoming is themedieval guild,which forsworn the world and its works to a university undernok to do everything for the town. The thatsitsinthe mainstreamofsociety. Our motive of the universityis not overweening universities must become the source of self-confidence.Itisthat Alma Mater, like information and instruction not just forthat many women, can resist her own feelings better 3 or 4 percent who happen to reside for a brief than she can resist the feelings she inspires in period of time on the campuses but for that far others. And the motive of the community in larger segment of our population which have need

making its requests . . . is not so much an of and the right to enjoy the resources of the expression of natural greed as a pathetic desire university throughout their entire adult life spans.

18 SESSION II-CLIENTELE PANEL SYMPOSIUM STATE GOVERNMENT AS A CLIENT FOR PUBLIC SERVICE AND EXTENSION ACTIVITIES

Robert W. Scott Former Governor of North Carolina

Ithink itis extremely healthy that this group of do doesn't mean much anymore," and that "you educational administrators is taking a hard look at have to be very careful in dealing with people." just what higher education should be doing in the area of public service and extension activities. The This profound crisis of trust penetrates to the very campus unrest of the 1960s, among other things, depths ofour senseof community. We are forcedhigher educationtore-examinethe beginning to distrust each other not because of relevance of its on-campus offerings. The youth of some mechanical failure of our institutions, but that day were not satisfied with a status quo because of a shift in our sense of belonging or a situation. The demand that classroom activities, in shift in our feeling of a community of interests. some way, be more closely tied to the real world outside the academic walls has also led to a rising I am convinced that this crisis of trust will not be demand that the universities become much more eliminated by the simple reformation of existing actively involved in the real world. institutions. A more fundamental development will be required. We must recapture The land-grantuniversitieshave a long tradition Thomas Jefferson's vision of a continual American for off-campus or extension programs. Yet, even Revolution where a greater mass of people will these institutions are struggling with the problem of become caught up in the arrangements through expanding and strengtheniqg their involvement in which the transactions of life occur. abroader spectrum ofsocialproblems. Even though many institutions of higher education may Where do we begin in regenerating this basis of have met with limited success in developing an trust? Some say the family. Others suggest that effective public service and extension program, the leisure pursuits and friendships are becoming more seriousloss of confidence in a wide range of important. Still others point to the workplace as a American institutions calls for a dedicated pursuit critical starting point. A recent study of a large of excellence inthis area of the universities' group of citizens in North Carolina attempted to mission. assess that question. A bcttery of questions was asked concerning satisfaction with family, friends, Recentsurveyshave documented, without a work, and the political community. doubt, the widespread disillusionment and loss of faith in the performance of our educational and In relating these feelings to symptoms of anxiety governmental institutions. However, these surveys and stress and to psychosomatic symptoms, it was have uncovered something more than a simple the political community that was most likely to concern with the level of performance. More and affect people's basic levels of satisfaction with more people are showing signs of a general loss of their lives. Here then lies the greatest opportunity trust, not only in our institutions but also in to regenerate the foundation of trustband mutual people generally. People are saying that they just esteem which is essential to the reemergence of the "feel left out of things," that what they "think or vital spirit of American life. To understand this fully we should remember that A firststepinthe process must be a rather it has not been the failure of Americaninstitutions significant expansion of opportunities for citizen which has brought us to this point.Rather it has involvement in governmental affairs. People have involved, to been their phenomenal and unprecedented success. shown an increased desire to become effective force At the bottom of this process is the unprecedented become active. Yet, to become an material productivity of the American economy. in discussing alternative goals or policies, acitizen mind to the Thousands ofyears of experimentationwith must bring an enlightened and open productive arrangements have culminated in a task. Involvement without soundinformation will system which is viewed by nearly ageneration of not achieve the desired results. people who have never known it tofail. Fewer and unquestionably the most fewer of us remember the depressionproblems of The United Statesis historyof the 1930s. Although many inthe United States information rich societyin the is bombarded continue to suffer privation, that is theresult of mankind. The average individual information. In our distributivemechanisms, not our productive with an overwhelming array of fact, the flow of information is sooverwhelming capabilities. that the central problem becomes oneof screening is common The question arises as to what institutionsin our rather than searching. This problem toindividualcitizensbutalsoto society accept responsibility for weighing notonly ley, lativeand questions of equity in the distributionof material governmental officials - -both executive. A really effective selectionprocedure is benetits.Whatinstitutionsserveas channels through which people exchangenonmaterial values not available. which have assumed new and greatermeaning? The university community can play asignificant information for The answer to all these questions is thepolitical role in analyzing and organizing individuals and Yet, many feel our political moreeffectiveuse by both institutions. provided in institutions are inadequate to their new task.We governmental officials. Help can be university has a storehouse of facedwiththetaskofrecreatingthe two areas. First, the are helping foundation of trust which will undergirdcontinual capabilities that can be extremely useful in problems. Second, efforts to improve and strengthen ourpolitical government deal with shortrun the university community has theinclination and mechanisms. It is herethattheuniversity community can and must step to thefront and ability to take the longer view of things. join hands in the search for a betterspirit of GeneralIy, governmental units are not able to community. affordthefullrangeoftechnicalpersonnel for dealing How do we reconstruct a communityof trust in a necessary to develop new procedures problems.There have been society thatis so greatly different from that withday-to-day numerous succesful programswhere universities envisionedby Jefferson? Where he expected backup. farmers separated by considerable space, we must have provided this kind of technical of government have providedlegal cone with urbandwellers jammed together in Institutes stategovernments, limited space. Where he imagined an agrariansocial assistancetolocal end university and economic equality known toall we are includingstatelegislatures.Other assistance confronted with a social structure expectedby institutes have provided similar technical and virtually all but not clearly identifiableby many. in areas of transportation, waste management, Inthefaceofteeming human relationships other problems. stripped of clear occupational andmarketplace community meanings they once had, we must create new The time has arrived for the university mechanisms for broader oponroinities for the reconstruction of a common to develop more effective participation by the entire academiccommunity. trust in society.

22 The current campus structure has resultedin understanding resulted in a much more effective segmentationofeffortsintorathernarrow decision-making process. specialty areas. The ability of state and local government to tap these specialties has been on a We have the challenge to do the same for the more or less ad hoc basis, with an individual on urban citizen and for governmental leaders. If our campus developing a working relationship with citizens gain a better understanding of how our some individual in a government agency or some publicinstitutionsfunction,whateconomic, individual legislator. The problems facing society social, or political forces are impinging on public today demand a more comprehensive response by decisions, then these same citizens will be better theuniversities. A mechanism isneededto prepared to become involved in the total process. integrate and synthesize the capabilities of the Thisenlightenedinvolvementwillgofarin academic community. developing the sense of common trust and spirit of community that is so lacking today. In addition to assistance in dealing with short-run problems, the university can play an even more I am keenly aware that it will be difficult for many importantrole in helpingstateandlocal institutionsofhigher education to make the governmenttakethelongview.Historically, necessary changes in commitment and government has found it almost impossible to look organizational structure. Yet, society will beyond a single budget cycle. Too little attention continually hold us accountable if public support has been given to long-run trends. is to continue at levels necessary to sustain public institutions of higher education. During my term as Governor of North Carolina, I placed special emphasis on establishing a process Perhaps itwill be impossible to develop more for setting long-range goals and developing policies workablearrangements between governmental to achieve those goals. The General Assembly, at units and institutions of higher education. Based my request, created and gave statutory authority on my attempts to get state government to take a to a Council on State Goals and Policies. This longerviewofthings and onthe apparent Council has a mandate to seek broad citizen administrative problems of getting highly involvement in its deliberations. Staff support for specializeduniversitydepartmentsto become this important Council comes primarily from the more involved in the practical problems of society, State Planning Office. I feel that a new approach may be essential.

Even with the best intentions,Ifear that most I am proposing that state governments experiment state planning programs just absolutely are not with a partially independent institute of public able to brak out of the bind of short-run vision. policy analysis and development to provide all The university community is uniquely suited to integrated and comprehe.lsive view of the options thetaskofdeveloping the information and opento government and toindividuals.This analyses to support a debate about our long-run institute should sit sort of halfway between state options. If the academic community is to respond and local government and the university. Both meaningfullytothisneed,then some new government and theuniversity would make a coordinating mechanism is even more critical than strong commitment to provide personnel to work would be necessary for responding to short-run on special task force assignments. problems. In this way we might create a common meeting Extension programs, supported by on-campus ground forthegovernment and academic researchprograms, werehighlysuccess4u1in community to take a new view of our problems developing and distributing information which andpotentials.The information and analyses drastically improved the farmers' knowledge of the flowing from such an institute would upgrade the economic and technical forces that were impinging abilityofboththelegislativeandexecutive on his operation. This knowledge and branches as wellas the individualcitizen. By

23 following such a procedure the overwhelming flow real meaning and where renewed confidence and of informationthat we now have could be trust abound once again. The university cannot structuredandchanneledina much more afford to remain behind the ivory walls during this meaningful way. crucial search.

The times in which we live should cause us to realize that we must redouble our search for ways to create a society in which personal life takes on

24 BUSINESS AND INDUSTRY AS CLIENTS OF PUBLIC SERVICE AND EXTENSION PROGRAMS

Fred H. Ramseur, Jr. President, Cities Service Oil Company

It is a privilege to be participating on this panel at economic successofthe enterprise. Unless a your important national conference, particularly business is financially successful it will soon fail in befora a gathering of such distinguished leaders all of its activities. from institutions of higher learning. The basic purpose of my remarks will be to outline the ways Depending upon theirfieldsof specialty, which Ibelieve colleges and universities can help businesses have varying objectives. Yet--large or meet the requirements of business and industry. I small--they willhave many similarities to the hope to go beyond the scope of services that your aims of my company. Our overall objective is to institutions havetraditionallyofferedthrough plan and conduct the firm's many operations in a academic, public service, and extension programs. waythatwillmeetboththeshorter-and The close relationship between business and higher longer-term needs and desires of our stakeholders. educational institutions must continue if we are to By stakeholders I am referring to a variety of develop educational programs that are attuned to individuals--shareholders, creditors, employees, the changing demands of our highly technological customers, suppliers, governments, and members society. Business has an obvious self-interest in of the general public who do not fit into these assisting universities in improving the quality of categories. Other businesses may be simpler or education to meet society's new demands. morecomplex,butwithoutearningstheir structures ultimately would tumble like a house Examining the role of business and industry in built of playing cards. society will help us determine the ways in which higher education can best serve them. There are The bsiness community cannot many types of business enterprises, but all of them succeed--financially or as a social must provide products or services for which people catalyst--without contributions from the arewillingtopay.Going beyond this basic academic world. Our requirements from function, businessis now accepting new social educationalinstitutionsfallinto two primary responsibilities. These responsibilities include the categories. First of all, we need trained people to necessity to operate in a manner that is compatible bring into our businesses. We then need to update with the environmental goals. Businessis also their skills and further develop their abilities. helping foster changes in society by providing Secondly, business must call upon the expertise better wages and working conditions, instituting and broad knowledgethat can be foundin fair employment policies, and contributing to institutions of higher !earning. I will elaborate organizations, institutions and causes of many briefly on these two needs of business--people kinds. Businesses also help pay for governmental and expertise. services through their tax obligations All of these contributions by business and industry have one The business world needs graduates trained in an ingredientin common: they depend upon the infinite variety of skills and fields to perform the

25 host of necessary lobs that exist in our highly of education, beginning in the lower grades and sophisticated society.I am referring to graduates continuing intoinstitutions of higher learning. of all kinds --from high schools, junior colleges, Colleges no longer assume that freshmen students and trade schools, as well as those with degrees will have a workable command of the English from institutions of higher learning. Whatever their language or mathematics, and their skepticism level, these graduates need training that will help should be widened to economics and political it1(1111 perform duties within a business enterprise. science. Something else very important is also demanded; they need training that will help them understand Business also has an educational role to play in theworkings of our economic andpolitical helping the general public, and young people in System s. particular,acquirea betterunderstandingof economics and the profit motive. While businesses As we have seen inthe past few years, both should expect improved basic education to resolve business and government have been under severe this problem, they must recognise that their own attack. The colleges and universities have been a employees may need additional training in these center of much of this feeling. Some of it has been areas. Again, an understanding of economic and merelyverbal, but insome instancesthe political institutions is essential for those working culmination has been physical violence directed in the business world. In earlier years people could against business and governmental facilities, and see firsthand how they were contributing to the even the educational institutions themsleves. These overall success of their employers, but that is no attacks againstthebasic components of our longer true in our complex society. Employees society are, in part, the natural result of people's must still recognise, however, that increased wages reactingto the pressuresofnationaland and benefits can spring only from profits and worldwide issues. Yet, I maintain that some of the increased predoctivity, not from a limitless pot of rebellionin our society can be attributed to a gold in the corporate treasury. faulty understanding of our economic and political institutions. To say that millions of our citizens Concluding this point, business definitely looks to We economically naive is an understatement; in you to help foster a better know,4qe of our many instances they are economically illiterate. economic and political institutions., , can help Their grasp of political processes may be almost as us substantially and will also accrue to the benefit shal low. ofcollegesanduniversities fortheyonly prosper in a healthy economic climate. This deficiency cannot be placed on the shoulders of academic institutions alone. We all share in the While the type of basic education I have been blame. Nevertheless,ifour societyisto make discussing is a must, businesslooksmore continued progress, steps must be taken to remedy specifically to yourinstitutions to provide the this situation. So long as people fail to understand learning experiences that men and women need if our basic economic and political principles, they they are to participate effectively in the world of willtie misled by those who advocate simplistic business and industry.I am not at all reluctant to solutionsto verydifficult problems, solutions speak up in behalf of higher education that is job whicharenotcompatiblewiththeprivate and profession oriented, although that view IS enterprise system and democratic institutions that perhaps unpopular in some circles. After all, the built this nationI am not calling for a nation of most important contribution that most of us can stanis-uuothinkers,butrather one of people make tosocietyisthrJugh ouroccupational who becauseoftheir understanding of our roles . . . whether we he craftsmen, clerks, or YiSIPITI are capable of working for meaningful executives. Institutions of higher learning do not imoroyernerit within it. degrade themselves by giving highpriorityto courses that will be of direct value to graduates as F ()storing a better understanding of our economic they step into business. Businesses am looking for drat nolitic.il wstem will require steps at all levels new employees who can become productive in

26 relatively short length of time, although they do Businesses,large and small, have long derived recognize that some on-the-job training will always substantialbenefits fromthe seminars,short be necessary. courses,and managementtrainingprograms offered by your institutions. In many instances The type of educationI am suggesting will not these programs have been developed through close limit colleges or universities, nor will it squeeze coordination with the businesses and agencin that them into a mold. The opposite will likely be true. enroll their people in them. Many firms actively Every discipline is in the midst of change, whether encourage employees at all levels to take relevant itis engineering, finance, management, or what additional courses, with the companies paying a have you. It will be a significant challenge to your major share ofthecosts.This trend should institutionsif they are to keep pace with the accelerate in the years ahead. changing needs inthese and countless other occupational fields. This challenge can best be met An important new element has enteredinto through close communications with business. American life that I believe will affect business and influence educational institutions.I am referring I believe that professors from universities and to the phenomena of zero population growth. colleges will benefit increasingly from While an end to population growth in the U. S. participationin programs that enable them to may bring with it benefits, it also poses problems. work for short periods of time in the business Colleges and universities will obviously have to world. Itis one of my convictions that helping rely less on young people if they are to maintain establish such programsisoneof the most physical plants and faculties that were built to important single contributions that business firms handle peak undergraduatestudent bodies. can make. In recent years, there hes been an Businesses will find themselves in a position where increasing tendency for young faculty members to they will be unable to expand their operations go directly into teaching from graduate school, without looking beyond young employees--who without a detour through industry for seasoning will be in shorter supply--and turning to older and experience. As aresult, many of these men and women. individuals have never had the opportunity to apply their knowledge and understanding in a This will create a need for training of two types. company atmosphere. Working together, First, it will be necessary update the job skills businesses and unk ersities will be able to establish of older people who are to be brought back into flexible workable plans such as the the work force and also assist those approaching "week-a-month" program used by Oklahoma State retirement age who will be offered the chance to University. continue their careers. Second--and thisis a particularlychallenging prospect--we willbe It also will be valuable if expert! from the business involved inre- trainine older men and women to world can be utilized to a greater degree in the assume new jobs. A person who has been an instructional process at colleges and universities. accountant may find himself needed in Students can benefit from the insights of business programming, technicaldrafting,orpersonnel and industrial leaders and businessmen will profit administration. Some people arereluctant to from their exposure to young people. change, but hundreds of thousands of individuals will welcome the opportunity to shift into new The education provided to people before they step careers, thus bringing added zest to their senior into business and governmental positions is only years. Thisconceptwill demand creative the beginning. Every individual, no matter what approaches andpolicies on the partof both his or her occupational specialty, willrequire businesses and educational institutions. additionalfuture training on aregularbasis. Colleges anduniversities can perform a major Many types of continuing education and extension service by creatively expanding their continuing courses will be needed. Hopefully, there will be education and extension programs far beyond greater US° ofeducationaltelevision,video present levels. cassettes, and other technological advances that

27 reach out to people without requiring them to was created for this clean-burningfuel, in many journey to the campus. The possibilities seem instancesdivertingitto uses that are now infinite. Suppcne, for example, that a college has a perceived as wasteful. This governmental policy particularlyableprofessorofhumanitiesor not only hurt the petroleumindustry but other history. Video cassettes could be sold or rented energy producers, such as coalcompanies who saw that would enable individuals to expand their demand for their product fall off. In the long knowledge broadly and also generate income for term, the public interest wasdamaged by the the college. regulation of natural gas prices, but there was very little objective analysis of the issue. Hadthere So far, I have been discussing the training needsof been, the energy outlook might be brightertoday. business. As mentioned earlier, we also look to youforresearchandimaginativethinking. Educational institutions will have many future Business has only begun to tap the potential of the opportunities to be of service as counselors.I professors andinstructors who are on your believe that you will find the business community faculties.I hope we will be more resourceful in increasingly willing to provide funds for impartial utilizing that brainpower in the future. Colleges studies of vital issues. The importance of colleges and universities should be more aggressivein and universities in providing objective thinking merchandising their services to business. should not be minimized.

There is one area in which your institutions can be To conclude, I would like to return briefly to the of tremendous value to the nation: as impartial commentsImade concerning the necessity of business and counselors standing between if a business isto serve and which they financial success government. There are many issues on survive. This also applies to your institutions. and have divergent views, and while business Academic standards must not be diluted, but government both communicate theiropinions collegesand universities, nevertheless,must widely citizens are often confused by the rhetoric. increase the efficiency of their operations. Just as The energy dilemma, for example, has seen wild business must be willing to examine its policies, so accusations by politicians on one hand and the must your schools. This may meanputting the p a r tisan --al though I hope more microscope on traditional policies . . .such as reasonable--pronuuncements by industry. Your tenure, the growing tendency to addfrill courses institutions could serve the general interest by uf toitib:;v3tite value, and the Ph.D.syndrome compiling objective reports on these and other that compels virtually every facultymember to subjects, and I believe your credibility wouldbe have a doctorate. These are matters you must high. An impartial viewpoint is necessary if the for resolve yourselves, but I urge you to be thorough public's interest is to be effectively upheld, in your self-examination. The use ofvisiting officials and even the best intentioned government committees of business leaders, giving them an businessmen speak from polarized vantagepoints. opportunitytolearnof your problems and contribute their thinking, has been beneficial to I wish that an objective look had beentaken years the universities and business leaders andshould be ago atthe Supreme Courtdecisionthat expanded. empowered the Federal PowerCommission to regulate the wellhead prices of natural gas.The government, looking at the natural gassituation The business system looks forward toworking from a short-range viewpoint, chose to regulate with you in the decades ahead. In thebalance is these prices as if they were part of thepublic the survival of our respective institutionsand the utility structure. This discounted theproblems of future success and development of the nation seeking out and developing new reserves.By within a framework of private enterprise and keeping prices at low levels, a tremendousdemand freedom.

28 LOCAL GOVERNMENT AS A CLIENT OF PUBLIC SERVICE AND EXTENSION ACTIVITIES

Edwin G. Michaelian" Director, Institute for Sub/Urban Governance Pace University

As a practitioner in the vineyard of sub/urban campus in 1962 and now occupies 180 acres with governance, (six years a councilman, eight years a student body of 2,500. I became affiliated with Mayor of the City of White Plains, and thereafter Pace, officially, on April 1, 1974. My commitment sixteen years as County Executive, the chief to co-found,direct, and lecturein the new executive and administrative officer of Westchester institute on problems of sub/urban governancewas County),I am pleased to participate in thisvery made a year prior to that, while I was County significant conference. May I identify Westchester, Executive. Currently, I am atrusteeof. Pace a county of 452 square miles, immediately north University, the New York Medical College which, of New York City, lying between the Hudson like Pace, has campuses both in New York City River and Long Island Sound, witha population and at the Westchester Medical Center, and the of 525.000.Itstotal gross budget for 1974 is College of White Plains. As County Executive,I 350 million dollars, of which nearly 50 percent,or appointed the majority of the trustees of the 175 million dollars, is budgeted for the Westchester Community College, was responsible Department of Social Services (public assistance for the supervision of its operations, other than in accounts, etc.).Approximately 58,000, slightly curriculum and teaching, working in cooperation more than 6 percent of the population, receive with the trustees and the college administration to some formofpublic assistance, including determine policy, such as open enrollment or the Medicaid, despite the fact that Westchester has the full opportunity program, responsiveness to the highest per capita income of any county in New wants anddesiresof the citizenryinhigher York State and has ranked nationally from, first to educational needs, accreditation, budgetary seventh during the past fifteen years in expendable matters,capitalconstruction,physical plant family income. There are a dozen accredited, maintenance, etc. Ir. addition, I organized a citizen privately endowed colleges in Westchester, each effort to establish a branch of the State University offeringliberalarts and science degrees on a of New York in Westchester, which willbe a four-yearbasis,plus a state university with a university center offering graduate and capacityof 5.000 students and a community undergraduate degrees, stressing the performing college of nearly 3,200 full-time equivalent day arts for those who wish to major in that field.I students and 4,000 in night classes. have, therelore, been on both sides of today's subject, as a practitioner as well as in assuring publicservice and extension of institutions of Among the private institutions in Westchester is higher education in my county, whichis an Pace University, which founded its Westchester integral part of the New York metropolitanarea.

Or. Michaelian is the former County Executive, Westchester County, New York.

29 While many students at the Westchester colleges vigilancenotonly regardingtheeconomic occupy dormitories and student quarters, the development and viability of the area itself within majority are "commuters." On the other hand, which educational institutions operate but also to most students domiciledinWestchester and update, revise, and remain flexible on a continuing attending institutions of higher learning basis with respect to curricula offered students. matriculate at universities and collages outside our county. This had been the case for over a There is yet another side to this coin. Universities century: thus,thereasonforthefounding, and colleges must provide continuing educational growth and expansion of Westchester Community opportunities in the undergraduate and College, the establishment of a state university post-graduate fields for those who seek to improve branch, the creation of its Westchester campus by themselves,remaincurrentwithrespectto Pace University as well as that of the New York developments in technology and keep abreast of MedicalCollege, tomeetthedemandfor new developments. "Continuing education"in educational opportunities, particularly during the today's worldis the name of the game. Our fifties and sixties duE to the post World War II technology in science, in all disciplines, continues "baby boom" and Educational deferments from to advance rapidly. As jobs become obsolete, the draft. These reflect challenges to public service manpowerretraining is essential.Fieldsof and extension: a responsibility to which endeavor,duetosociologicalandeconomic universities and colleges, be they public or private, changes, frequently become subject to must be responsive. over-supply, over-demand or vice versa. Therefore, there is an on-going need for extension to retrain. Westchester County conteins the home offices of many "blue chip" corporate entities such as IBM Our approaching zero population growth, due to and General Foods, as well as regional or branch family planning, the pill, etc., produced a decline offices of many other nationally well known ofpotentialprimaryandsecondaryschool business enterprises, some of which are dedicated students. With the demand for teachers abating to research and development projects. Most of after the tremendous increase in supply to meet these companies settled in Westchester following earlier demands, many who seek teaching positions World War II. As a result, employment now cannot obtain them, at least in the areas that opportunities within the county multiplied to the they desire. Retraining for another occupation extent that, whereas in 1930 70 percent of our becomes essential, and, again, it is the obligation labor force commuted to jobs outside of the ofthe universityor collegeto provide such county, by 1970, 70 percent were employed facilities. Social work is in a similar category. The within the county, with in-commuters almost demand for engineering services has once again equaling those commuting out of our county for expanded, ar..;engineers are in relatively short t...) same purpose. This development took place supply as an entirely new broad field opened up for a variety of reasons, not the leastif which was following our concern for the environment and the expansion of our colleges and universities to ecology.Publichealth,closelyalliedtothe educate potential students who, upon graduating, environment, is likewise due for expansion, and enteredinto Westchester's attractive personnel only institutions of higher education can fill the resourcespoolfrom which corporations and void thus existing. business could recruit. This required local colleges and universities to gear their curriculum to supply The desire on the part of corporate entities and trained college graduates in marketing, accounting, business enterprises to offer their employees an engineering, and various technologies, graduate opportunity to enhance their education, either nursing. pAilic health, etc. In other words, one of off-duty or on company time, is liken :se beneficial theprincipalpublic service functions of any tothe community,theindividual,andthe college oruniversityistotrain,teach, and employer. Opportunity for employees to attend graduatemen and womeninfieldsof job night school to obtain their degree, graduate or opportunities that exist and for which persons so otherwise, and opportunity for the employee's trained are in de. land. This necessitates constant familytoseekacollege education within a

30 reasonable distance from home make fora happier the only one located between New York C;ty and family, a more productive employee, and better Albany, some 150 miles away. economy within the area concerned. Innovative inservice programs should be developed with Our Institute of Sub/Urban Governance is alsoan corporate participation to stimulate employees to example ofinnovation, a new unit withina obtain graduate degrees. university, offering a tremendous opportunityto serve governments' educational needs and the Perhaps the most important responsibility ofan public in a variety of ways, stimulating citizen elected official is the human quotient rating within participation ingovernmental andeducation the community that he serves. To me this means activities, to promote greater efficiency andmore "people concern." It reflects concern with iob and economical services by governmentthrough educationalopportunities, withthe economic education. Careerists in government will havean viability, the interplay of government, bus'ness, opportunity to prepare themselves for and education to share the benefits of living ina advancement and better service,allof which community that has a good climate contributes to better living and greater economic environmentally,employment-wise, culturally, viability of an area. human-relations-wise, so thatitwill attain and retainfinancialstability and goodliving. To Perhaps Ishould conclude on a highly personal achieve this goal and these objectives, institutions reference. During my tenure as County Executive. of higher learning have a major cooperative role to the Westchester Community College, originally play.I hey must train their graduates so that when housed ina Junior HighSchoolwithits "Career Day"--a most important experienceon 400 students,acquiredand movedtoa new any campus--arrives, recruiters from business ane 218 acre campus, constructedon a matching fund industry will be able to place the graduates. There basis by the county and state. Following this, is a broad field, particularly for the woman whose application was madetotheMiddle States familyis grown, who wishes to complete her Association foraccreditationtosupplement education, obtain a degree, or acquire greater skills accreditation granted by the state when the college to seek a second career.This hasbeen was founded.Afteralengthyinvestigation, accomplishedsuccessfully in the metropolitan accreditation was denied by the Middle States New York area. Jobs going begging were filled by team, and it subsequently developed that this was ''second careerists" in the paramedical field, social due largely to the fact that, in pLiasing the building services, clerical, accounting, and other areas. ofthe new community college campc. No. 3 priority was given to the gymnasium rather than to Inshort, a college oruniversitymustbe a new library, which was placed in priority No. 5. I community oriented.It should be part of, not pointedout -tonoavail - -thatthestate apartfromthe community-- participatingin university had the last word on priorities and that community affairs and openingits doors for this was the wish and desire of the state. A few community use. Its facilities should be available, years elapsed andthecommunity college ..4hen not inconflict withits own scheduled administrationecided to try again. It did, but in events, for public usu.It nuts, be alert to meet the midst of the study and investigation, a labor changing conditions, to meet educational needs or dispute erupted between some of the faculty who shortages in skills existing-in paramedics, for sought to organize under the new state law and the example,or even morerecer,tly, in law. college administration. As aresult,there was Inciden al:y, to stitisfy the growing demand of law hesitancy oh tie part of Middle States Association. school aspirants,Pace University pledgeefive Into the breech thus caused one private college million dollms of its resources, and was chartered presidentjumped, soughtthe support ofhis by the 3tate 9oard of Regents to establish a law colleagues, who joined him eagerly to intercede on school on its Westchester campus scheduled to behalf of the community college, despite the fact open September of 1975. the first of the new that the community college was a competitor for law schools to be established in many decades and their students, offering a much lower tuition rate.

31 Nevertheless, through the cooperative action of universities, Middle States Association the other colleges in Westchester, consideration accreditation meant universal acceptance of credits necessary for the accreditation was accomplished. from students who qualified. This is indeed a This exemplifies public service. While prior to such prime example of public service,deeply accreditationWestchesterCommunity College appreciated by all concerned including especially students could transfer with full credit to other students and their families. state institutions and certain other colleges and

..,

32 GENERAL DISCUSSION

(Summary)

Following the presentations ofGovernor Scott, Mr. Ramseur, and Mr. Michaelian, the followingmajor points were made in general discussion by the conference.

1. The public service and continuing education 4. Institutions of higher education need program of universities and colleges to have must continuing ongoing mechanismsthat will not neglect business and the professions. provideforcontinuousinputby the universitycommunity tome long-term 2. Population growth is declining in theUnited problems of society. This mechanismshould States but is expandingin many countries. focus upon alllevels of government, since Universities locatedin the United States governmentisthe operating agency that must be sensitive to the needs of other must deal with the constellation of societal countries with different population problems. This mechanism should provide demographics as well as to the needs of ongoing study and evaluation of the options multinational cooperatives which are doing available to governmental decisionmakers business in many countries where population with respect to these problems. Thereare, is still expanding rapidly. It is possible that however,presently barriers which would new training opportunities will open up in impede the proper functioning atsuch a those parts of the world which are now, and mechanism. People in governmentare of ten are likely to continue, experiencing reluctant to approach those in theacademic expanded population growth. Opportunities community. Decision makers sometimes fail for training include language, scientificand to comprehend the cost of programs which technical skills, and administration,among wo'ild provide output that would be directly many other areas. useful to them. They usually calculatethat institutions of higher education alreadyhave As the population traditionally servedby vast resources and that services should be higher education declines, universities and made available out of theresources already colleges will continue to he challengedto allocated. develop programs which servesegments of the population riot previously served. This Itispossible, however, thatinstitutes or will create several problems, includingthe schools of public affairs oriented towards retraining ofindividuals cirrently serving state and local governmental decision makers traditional student populations. The ct;'lddemonstratedirectlyenoughthe institution of higher education must change resultsoftheirservicestoobtainthe with the changing demands whichare placed necessary funding to provide the services. upon it. Many problems of society, including Likewise, many of those associated with unemployment, poverty, manpower training, institutions of higher education face arid many of the other intractable social problems in providing services beneficialto problemsshould beundertaken as governmentaldecision-makers. Some are responsibilityof institutionsofhigher reluctant to tarnish their"objectivity" by education. dealing with practical problems

33 Structurally, most research-oriented publicaffairs,whicharerapidlybeing departments withininstitutions of higher established, may provide a system of rewards education do not reward, through salary that encourages faculty members and others increases and promotions, those who choose associated with universities to engage in the to engage in activities likely to be of benefit kind of public policy research that would be to governmental decision makers. Schools of beneficial to governmental decision makers.

34 SESSION In--NEW DEVE1,011111ENTS THE THIRD ERA OF AMERICAN HIGHER EDUCATION

Cyril0. Houle Professor of Education, Universityof Chicago

If Emerson had been alive in 1967,he could have repeatedhiscomment.New cleavages were The basic assumption underlying this conference is indicating that a third erawas at hand. In the years that public service and extension will become since 1967, we have becomeever more aware of much more important functions of universities in profound changes thatseem likely to alter the the future than in thepast. None of us would be shape and ways of work of the university.We need here if we did not share this belief. It would be a to understand the nature of the first twoeras fatalerror,however,for anypresidentor before we can grasp how publicservice and chancellor to take it for granted that the basic extension will give a specialscope and definition institution he administers will continue inmuch to the third era. To deal with the present and plan the same fashion as before while these particular for the future, we must first glancebackward to functions are being strengthened. OurAmerican see from whence we have come. universities and colleges will changefundamentally inthe next quarter-century. One ofthe chief reasons why they will do so is because the adult community willbe relatedtopost-secondary institutions in different ways. The so-called"universities" of which Emerson spoke were not universities at all. Such institutions In 1867,Ralph Waldo Emersonnotedinhis were well known in the Western Hemisphere, but iournal, with something less than his usual elegant the United States did not yet haveone. Spain had syntax, that "the treatises that are written on exportedeightuniversitiestoLatinAmerica university reform may be acute or not, but their before Harvard was founded, but it differedfrom chief value to the observer is the showing that a them in two crucialrespects. Harvard was an cleavage is occurring in the hitherto firm granite of importation of the Puritans, notan exportation by the past, and a new era is nearly arrived."1 Hewas a ruling European government. More important, it exactly correct. The first era of American higher was a college. At Emmanuel College at Cambridge, education was soon to end, and the beginnings of the Puritanshadclustered together as a the second era had already occurred. By the start community, tolerating and being tolerated bythe of the twentieth century, that second era would University but venturing out into itsdangerous itself be firmly established and begin to assume its atmosphereonlywhennecessaryandthen own granitic structure. hurrying back to their own enclave of religious

1 Journals of Ralph Waldo Emerson, Volume X, Boston: Houghton MifflinCompany, 1914, p. 197. beliefs. When they founded the Massachusetts Bay Harvard.Four yearslater, Johns Hopkins was Colony, what they wanted was a rigorous, highly founded as the first American university on the disciplined, and theologically dogmatic training of German model and established a medical school the mind and character. A small number of young whichwaslatertobecomean important men, they thought, should move through a set instrument in the introduction of the professional curriculum, all at the same pace and all full-time, schoolinto American highereducation,thus laying the basis forlater careers as teachers, re-establishing in the New World the chief function preachers, doctors, or landowners inthe new which had caused the university to be created colony. Specialized training was either self-taught seven hundred years before. The idea of university or gained by apprenticeship. With minor variations extension (which had been officially adopted by and despite strenuous effortsto change this Cambridge University in England in 1873, was pattern, it was to last for twc 'undred and fifty soon brought to the United States and started its years, a quarter of a millenium. firstgreat period of success. As these events occurred,thecurriculumflowered,itcrange This first era had a gradual start. The second constantlybroadening asfieldsoflearning college in the United States was not founded until multiplied and areas of study deepened. 57 years after the first, and by 1770, there were only 9. Then came a sudden rush of growth. Therapidgrowthofthesenew typesof Between the end of the Revolution and 1860, institutions, students, and subject-matter made 950 institutions were created. By that latter year, necessary the creation of marvelously intricate however, 700 had died and only 250 remained. patterns of higher education never before needed They all had a striking uniformity of substance or known. Among the apparatus invented in the and procedure. Despite the grandiose plans for last quarter of the nineteenth century and firmly change of Jefferson and other innovators as well as established in the first quarter of the twentieth the attacks of the Jacksonian democrats, the were the course, the department, the chairmanship dominant pattern of instruction remained. The ofafieldofstudy, and the deanship. The public colleges resembled the private ones.In semester, the quarter, and the trimester appeared. 1851-52, Princeton had 13 faculty members and The idea of credit was a master stroke in academic the University of Michigan had 17.(By 1973, bookkeepingand was elaboratedtoinclude Princeton had 1,052 faculty members and residentcredit,non-residentcredit,extension Michigan had 4,904.)Theverystrengthof credit, credit-free courses, various grading systems, conception of the colleges of the first era has and grade points, the latter being designed to add a caused some of the old ones to survive, and some measure of quality to what might otherwise seem new ones are being created to this very day. to be chair-warming. In establishing the overall Believers in their inherent virtues can still be found design of the degree, subtle distinctions were made among some facultymembers--and some be' lnmajors, minors,freeelectives,lower presidents. divoonal, upper divisional, and graduate study, as well asotherpatternsofconcentration and A surprisingly complex series of events, some of distribution. A long list of other procedures was them the result of long-sustained efforts, marked invented or borrowed in order to accommodate the beginning of the second era. In 1855, the first size,diversity, breadth, and depth, while still state agricultural college was founded in Michigan. retaining a tradition of excellence. Lincoln and Wilberforce (both intended for Negro students) were openedin1856. The Elmira Some people may be astonished at the newness of Women's College awarded its first degrees in 1859. this apparatus. The so-called "ancient traditions" In 1862 came the Morrill Act and in 1868 the by which academics regulate their lives and often opening of Cornell, whose donor said, "I would determine what they call "quality" are not very found an institution where any person can find old, and, outside the United States, are not very instruction in any study." In 1872, Eliot launched widespread. These categories and distinctions do thefirstsuccessful attackonthelockstep not define the excellence of a university. They are curriculum by introducing the elective system at merely useful devices to regulate a system as large

38 as ours, which now has 2,750 institutions enrolling special personal characteristics or unusual more than 9,000,000 students taught by more predilections began to formgroups and demand than 600,000 faculty members and costing more privileges. The readiness with whichsome faculties than 32 billion dollarsa year. The process of and administrators acceded indicatedthat while inventionrequiredtocontrolthis mammoth the academic syste might look like granite itwas growth has continued. Aslate as 1930, actuallymadeofsome much morepliable braham Flexner noted that the Universityof substance. Chicago had "created the office of vice-president, therebygreatly relieving the presidentof All such changes, drastic thoughthey were, served administrativeduties."1 What a success that only ar, a prologue for whatwas to come. Since innovation has turned out to be. Just think of the 1970, we have witnessed thebreaking-down of the universities which now have presidents, barrier between non-profitand proprietary chancellors, provosts, and platoons of subordinates institutions, the challenges of facultyunionism, whose titles are prefixed with the words "deputy," the growing sense that all accreditationis based on "associate,""assistant," "assistant-to-the,"or indefensible dogma, the distinctionbetween higher ''vice,"allof them making up the splendidly education and post-secondary education(a term intricate super-structure of the modern :nivarsity much celebrated in Washington butlittle system. understood elsewhere), major shifts inexternal governance, over-production of graduates insome fieldsof study and shortages in others, III and profound changes in the valuesystems of students. A widespread leveling-offor decline in enrollment Despite the capacity of that system to grow and to has occurred, leaving many inst;tutions(including develop a managerial structure large enough to some very distinguished ones) to face oneor more controlits growth, thoughtful academic people of several fates: death, amputation,shrinkage, or began to realize in the mid-1960s that there was a the abandonment of the belief thatthey could need for changes more profound than any which maintain excellenceinalldepartmentsof had occurred in the past. The so-caled student instruction. Some colleges and universitieshave revolts--many of them really led by dissident come very near to the end of their rope--and it faculty members--made obvious the need for has not taken them long toget there. Meanwhile rethinking many patterns ofundergraduate and society casts an eversharper look at higher graduate study. The speed with which aspects of education. Some legislators and state boardswant the old system were abandoned also indicated that to impose minimum teachingloads, abandon much of it was held together by unexamined departments,andeliminateacademictenure. dogma. For example, in 1967-68, Other legislators have givenup on the universities 1,517 institutions operatedon the traditional entirely and want to createnew systems of semester schedule; five years later the number had education to serve society's needs. Everyissue of dropped to 637. Meanwhile the early semester the Chronicle of Higher Education bringsa fresh system had risen from use H only 205 institutions batch of upsetting news and thereports of boards, to use in 860 and is now the prevailing mode of commissions, and councils which deplore,warn, organizing the academic year. Dormitory rules had scold, threaten, advise, and recommendUtopian been made more lenient or had been abandoned, solutions. Somehow institutions of higher learning studentswere involved in all levelsof have lost that special place of privilege andhonor decision-making, and rules of student conduct and they once held. One thinks of the signin front of a behavior were drastically changed. Peoplewith dilapidated church ii) Venice which reads "Beware of falling angels."

1 Abraham Flexner, Universities. New York: Oxford University Press, 1930.p. 185.

39 IV This idea was fostered by those scholars of higher education who have treated higher education not Themostpositiveway toconsiderthese as a way of learning but as a way of life, a process difficulties is to interpret them as meaning that a of acculturation in which sheltered family-oriented new third era has nearly arrived. We still live very youngsters can be inducted intothe broader centrally in the second era, but this conference, concerns of adulthood. Thus the campus becomes like so many others that have been held since a compression chamber whose guardians 1970, indicates that a new period in the history of eventually release into the "real" world students higher education is about to begin. We can na who have spent sufficient time in reedence. The more predictits nature than someone living a people who needthis experience are chiefly hundred years ago could have predicted the between the ages of17 and 25.It would be characteristics of the second era. All we can do is unseemly to allow young people to enter very to extrapolate present trends and to expect that much earlier. If allowed to stay much longer, they outlandish new inventions --Such as the academic mightbecome--horridthought! -- "perennial vice-presidency--will emerge and become students" or"eternaladolescents." unable to commonplace. face the real world outside. Thus, to use the felicitous term of Chancellor Ernest L. Boyer, the Several master charts ofthe third era exist, the campuses became "youth ghettoes." most widely known throughout the world being the so-called Edgar Faure report, actually entitled Meanwhile, educational services for adults, one of "Learning to Be." The former prime minister of the oldest traditions of the second era, were, at all France, who gives his name to the report, and six too many institutions, kept carefully out of sight. other educator-statesmen who are citizens of other Men and women could attend at night or while the countries were asked by UNESCO to design a university was "not in session" or in a segregated world-wide pattern for education. They adopted building or in some remote location, or they could twenty-oneprinciples, thefirstofwhich use a postman, a telephone, a radio or television :s "Every individual must he in a position to keep set,ora county extension worker astheir learning throughout his life. The idea of lifelong intermediary. At some universities, rules were set learning is the keystone of the learning society." up to keep them off the campus as part-time The secondprincipleis: "The dimensions of students,lestthey frightenorinconvenience !earning experience must be restored to education young people or make it hard for planners to make b redistributing teaching in space and time." Let firm predictions of future trend-lines. .1s see how these two principles, and others of the ;;venty.one which Ishall use without identifying You doubt this? Then let me tell you that on Them, might serve as guides for partof the April 20 of this year, the Board of Trustees of umersity's work in its third American era. Princeton University votedto allow 50 to 100 "olderstudents"toattendundergraduateor 1.;beginwith,theseprincipleschallenge a graduate courses if there were room for them and npepty-held view of the American campus. It is if they promised not to register too often, stay too %did that an eighteenth century New England ;ong, or seek a degree. This proposal was regarded ..,,haiing captain once prophesied that when all the as outrageous by an organization known as whale oil was gone, the entire world would be Concerned Alumni of Princeton, which has already plunged into darkness. A somewhat comparable pointed out the callousness of the president, the belief is held by all those people who think that radicalism of thefaculty,the inexcusable when ullhigh school graduates have a college admission of women students, and other gross edircation immediately available to them, mistakes. In its sumptuous journal. Prospect, CAP ;Inst-secondai y schooling will reach its point of published an editorial entitled "The Dangers of saturation Adult Education." This perilous new idea is said to

40 have "unsavory" aspects unless the adult students universities entire and whole, takingaccount of all are decently hidden by the advent of nightfall, students, all faculty, all methods of instruction, though the editor realizes that to all right-thinking and all of the varied times andplaces in which peoplethevery ideaof"nightschool"is instruction is carried out. inherently "unedifying." As it happens,Concerned Alumni of Princeton has an advisory board of Why are so many of themnow beginning to do so? forty men whose date of graduation is proudly One reasonarises fromthe cruelnecessities placed after their names. Assuming thatthey all imposed by stabilityor actual decline in the secured their baccalaureates at the age of 22, as number of youthful students accompaniedby a right-thinking, clean-living, non-stopping-out rise in the cost of living. If facultytenure is to be Princetonians would, theiraverage age is 57, their honored, young scholarsare to be promoted, range in age is from 24 to 78, and 38 of the 40 are buildings maintained, bills paid, andpolicy-makers above the age of twenty-five, which the Bureau of kept happy, new studentgroups must be found the Census defines as the time when one becomes somewhere. At the moment, adultsseem to make fully an adult. One must admirethe courage of a up the only feasible alternative clients. What then group whichwoulddenyeducationduring can we do for them, at least until the late 1980s daylight hours to all but two of the distinguished when, some demographersbelieve,thenext men chosen as its own counselors. bumper crop of post-adolescents is due?Anyone who thinks in this fashion is still caught firmlyin Such a view seems a caricature to everyone who the second era of higher education. Asadults, knows that extension helped usher in the second would you want to attenda university which views era of American higher education in the 1880s and extension and public service onlyas ways of thatithas grownsteadilyinqualityand balancing budgets orsupporting more highly distinction. In 1943, Jacques Maritain, the valued activities than theone provided for you? distinguished French theologian andphilosopher, called extension "one of the finest achievements The other reason for enlargingthe university's of American education."' The post-World War II mission to include adults ismore positive and growth of this function has far outstrippedits straightforward.Itgrows from the belief that earlier achievements. Yet somehow at many places individuals,groups,andthe community(at it has remained off at one side, not fully absorbed whatever level it is considered) all have de.,iresand into the thought and planning of most university needs which can be met only by highereducation. administrators and academic councils. This fact is Men and women are as much worthserving as are notuniversallytrue. For example, the chief the late-adolescents whocome to campus to be administrators of at least four statewide systems of inducted into mat Jrity. An educationconcerned university education have come from the ranks of with a continuing fulfillment ofpotentialities extension, and they have certainlynot forgotten throughout the whole life-span is inherently good. theirorigins. Yet, with honorable exceptions, So is an education IA .lich intermittentlybreaks books on higher education still focus on the youth intothe customary patterns ofadultlifeto ghetto,describingits history,analyzingits provide a period of intensive study. Toembrace processes, and forecasting its future solelyon the this conception positively doesnot merely add a basis of the number of people whoare likely to be penumbra of worthwhile activities around the within the narrow time-band of itstraditional centralbull'seyeofthetraditionalcampus kinds of students. program.Itcalls for therestructuringof the university itself. The third era will differ fromthe second in this respect Presidents and chancellors mustsee their

'Jacques Maritain, Education at the Crossroads. New Haven: Yale University Press,1943, p. 83.

41 Consider, for example, the widespread controversy These special responsibilities are important, but as to whether the pre-servicepreparation of they should be secondary matters in the lives of university-trained professionals should be shortened those who discharge them. Nobody should be so and become more closely integratedinto captured by a way of work as to cease being a community practice. A three-year medical school broadly concerned and widely involved individual. or atwo-year law school can provide only a Several careful studies have been made of how generalized training, but knowledge has grown so adults actually consider education. One such study greatly that the same thing is true of a four-year showsthatthere are atleastseven different medical school or a three-year law school. The real orientations toward learning: the desire to know issue inany controversyonthelengthof because the knowledge itselfis thought to be pre-service training has to do with how much good; the desire to reach a personal goal; the desire general preparationthepractitionerrequires. to reach a social goal; the desire toreach a Specialized trainingmustcomeeitherafter religious goal; the desire to escape from some graduationorin an apprenticeship which the other activity or situation which is unpleasant or university helps to establish and maintain. Thus tedious; the desire to take part in a social activity; professional education must flow naturally in a andthedesire tocomplywith a formal continuing stream as the individual gains greater requirement.1 control,first by general competence, then by specialized competence, and, throughout an active During the second era of the American university, lifetime, by the maintenance and enhancement of many people have narrowed the orientations for professional skills. learning to the desire to reach a personal goal (usually occupationally-related) or the desire to Other needs of the professional, needs beyond that comply with a formal requirement. Economists of keeping up with occupational change, must also have based manpower studies almost entirely upon be served.It may be necessary to master a new these motivations, ones which would naturally conception of the career itself, as nurses are now occur to economists. Until recently, academics in the process of doing. The basic disciplines have seized hold of this rhetoric and drummed it relevant to a practical career will continue to into the minds of the general American public so establish new concepts which the professional assiduouslythat a dangerousnarrowinghas must understand.Consider,for example, how occurred in both the academic and the general many occupations have been influenced by the conceptions of what an education ought to be. development of computer technolcgy.The Potential students tell their counselors what they professional may also shift careers, moving from believe their counselors want to hear. We should one specialty to another, moving upward in a pay more attention than we yet have to the hierarchy, moving to a larger area of responsibility, changes which occur in occupational majors in the or moving from one role to another, as when a pre-service academic years and to the changes in lawyer becomes a judge. The professional must occupationwhichoccurafterthedegreeis learn how to keep fresh and alert, not falling into conferred. These data might cause us to pay less routines which may prove dangerous or fatal to attention than we now do solely to the utilitarian the clients, and eventually to the practitioner's reasons for higher learning. career. Every profession also has a social role. Its members mustlearn how totake collective Any university which wishes to plana broad responsibility, to make right choices on issues, to program ofpublic service and extension will improve and extend the delivery of service, to realizethatallofthese motivations must be collaborate with allied professions, and to police considered.One word ofcaution shouldbe the actions of their fellow professionals. exercised, however. The motivation of a student

1 Paul Burgess, "Reasons for Adult Participation in Group Educational Activities," Adult Education, 22, no1, 1971. pp. 3-29.

42 cannot be determined by the content of a course academic accounting systems established during or a program. Research shows that English, for the second era; others make arbitrary assignments example, is a vocational subjact for many people. of credit so as to retain a fictitious compatibility; Residental professional seminars derive much of and still others have developed new systems and their enrollment from people who want to escape are not compatible at all. We may cast a bemused from routine or to take ;Art in a social activity. and uncomprehending--and often,it must be Perhapsbythinkingmore deeplythan we confessed, an antagonistic--look at the mentor sometimes have about the educational desires and system, the contractplan,theassessment motives of adults we shall be aided in thinking committee, the modular unit (unless that module about the desires and motive; of young people. In happens to be a course), the portfolio the past, some faculty members may have thought demonstration, and other concepts whichare they were elevating the universities when they strange to us, just as our forebearsa hundred were really only depressing the students. yearsagowould havebeenastonishedby semesters, majors, distribution requirements, grade Many of the novelties in the third era of American point averages, and academic vice presidencies. higher education will result from new institutions and procedures for awarding degrees. We have had Many new ventures will fail just as earlier ventures a vivid forecast of what may be coming in the have in the past. Some of them will succeed and growth of the General Educational Development may in time replace the respected systems of test as a basis of issuing high school diplomas or today. Certainly a lotis going on. The national their equivalents. In 1973, a total of accrediting authorities have embarked upon a 440,216 peopletooksuchexaminations,and serious and important study of the basic principles almost 70 percent of them passed. The average age of accreditation. The Educational Testing Service of all examinees was a little more than 25years isattempting,ina new programcalledthe and the average number of years of formal Cooperative Assessment of Experiential Learning, schooling was 9.8.Forty-two percent indicated to develop solidly respectable ways of measuring that they wanted to undertake post-secondary the educationaleffectofexperience.The education. Studies of previous GED examinees American Council on Education has long been who have gone on to college show no significant engaged in assessing the credit equivalence of difference between their performance and that of military courses; nowits Commission on people who nave secured diplomas by the usual EducationalCredit is undertakingasimilar means. evaluation of training offered under industrial and other sponsors. The armed services must now rely If people can complete high school in thisway, solely upon volunteers. The best way to attract why should they not secure a university degree in them is by providing them with education, and, as the same fashion, preparing themselves as they like aresult, many universitiesarebeing offered and being required only to perform adequately on military contracts. A Council for the Progress of some assessment of competence. The New York Non-Traditional Study, chaired by State Board of Regents has answered, "Why not Samuel B. Gould and supported by the Phillips indeed!" It is now very carefully and methodically Research Foundation, has been establishedto developing programs of assessment. The usual study the progress of innovative post-secondary routinesofselectionand teachingarenot education. undertaken, nor is the program restricted to New Yorkers. The board's staff concerns itself only The creation of the new era has problems, the with evaluation and.;rtification. most obvious of which have to do with finding or retraining instructors and discovering sound bases At other places, asallofus know by now, of financing. We now have only the most tentative innovative programs of admission,instruction, ways of suggesting how these problems will be evaluation, and certification are being tried out. solved.And, speaking very frankly, we must Some of them are directly compatible with the continuetolove education too much to be

43 disenchantedbytheoccasionalconductof and knowingly about "delivery systems," educators. Butif anybody at the University of mentioning, in particular, cable television, the use Michigan had said in 1859 that within the next of videotapes, computerized instruction, and the 115 years it faculty would grow from 17 members miniaturized reproduction of print. All of these to 4,904 members, he would have been thought systems have already had an impact on education insane. Yet somehow it happened. and seem likely to continue to do so, becoming eventually, to carry on the military parlance, part We are not likely to have a similar growth in the of the total armament of education. Perhaps it Permanent higher education establishmentduring would be wise to wait a while, however, to see the third era and, in fact, we may not have very whether they or others of the inventions which much growth at all,despite the fact that the proliferateso abundantly willbring about a number of potential students is very great. Many revolution. able adults never had a chance to go to college or university. Almost twelve million men and women An iron law governs tne acceptance of educational wereonceadmittedtocollegebut never techniques.Onlythose succeed whicheither completed a baccalaureate, though probably most inherently or by the use of supplements can be of them would have liked to do so. Those who adapted to the needs of individuals. Consider, for were graduated with eiti-erfirstor advanced example, thegreat success of xerographic degrees need to continue their learning throughout reproduction, new processesofprinting, LP theirlivesforboth professional and personal records and audiotapes, slide and transparency reasons. projectors,andminiature taperecorders and calculators.Allof these have rapidly and with How can colleges and universities cope with this little fanfare become part of the educative process vast accumulation of social and individualneeds? throughout the country. Sound motion pictures It seems likely that the chief answer must lie in the are a moderate success, though getting the right establishment of effective new forms of film to the right place at the right time for the collaboration with other institutions in society. right audience and showing it without interruption The passion for truth must keep the university on the right machine still seems, after forty years from being dominated by its own practices or its of effort, to be somewhat beyond the capacity of own dogma. Inprofessionaleducation,joint many ofus.Mass radio and televisionhave efforts may be made with professional societies, informed, entertained, and conditioned us, and government bureaus, and the commercial have created attitudes which may in the long run purveyors of information. In general education, we prove to have been either purifying or debasing to may see the growth of multilateral orbilateral our culture. But neither radio nortelevision has agreements with voluntary associations, libraries, educated very many people. Somebody once made museums,labor unions, and commercial and the point that these two media have been golden industrial companies. Some new social institutions geese thatlaidscrambled eggs. The Open may be needed. One of them is surely acounseling Universityin Great Britain uses both broadcast and referral service which can help adults find the systems, but itintegrates them into a web of programs they need and then serve asfriend and reading, correspondence courses, attendance at advocate in helping its clients to complete those study centers, and residential short courses. programs. My letter of invitation suggested that this paper Another answer lies in the use of new media of should deal with the British Open University. I am instruction.Eversincethe stereopticonfirst happy to do so.Itis the most rigid, inflexible, appeared, we have all been solemnly and regularly lengthy, and arduous way to secure a bachelor's assuredthat new methods of communicat.ion degree that the mind of man has yet devised. Do would alter American education. So they have, notthink me prejudiced on thispoint. The decade after decade. In recent years, borrowing a observation just made expresses the opinionof term from military weaponry, we talkfrequently Dr. Walter Perry, the Vice Chancellor and chief

44 administratoroftheUniversity.Parts ofits however, by the CNAA itself.Some essentially program can be used elsewhere in many interesting British features of its plan combinations; but the success of would mean thatwe the whole could-it precisely follow its pattern, butwe must package in its native land is dueto the deprivation certainly find a way to deal withthis emerging and of higher educational opportunities inthe past, to potentially perilous issue. the ready availabilityof study centers made possible by the concentration of the population In all of this developmentand ferment, we cannot (more than fourteen times denser than ours, and yet discern any grand design. Weare probing, perhaps to the addiction of the British people to trying out experimentalventures, developing ways blood, sweat, and tears. to deal with specific problems, givingdecent burial to failures, identifying successfulventorits so that Looming just ahead is a fairly new problem we they can be imitatedor improved elsewhere, and must use all our wisdom to solve. Outside the buildinga nationalconsciousness ofmange. universities, there are now large clusters of highly Sooner or later, however,a new comprehensive trained and talented people: in the research and framework of higher educationwill emerge and development units of business,industry, and will seem as natural thenas the framework of the government; in centers of healthcare; and in second era doesnow. companies which deal with advancedtechnology or provide highly expert consultative service. In Shortlyafterthathappens, people willstart such institutions, numbers of capable individuals, talking about the need fora fourth era. many of them from socially disadvantagedgroups, are locked into junior positions because they have V neither the knowledge nor the formalcredentials to be promoted and cannot afford to go away to a As a center of high culture,the university had university which offers their specialty. With this many precursors, and during its long lifetimeit has group as a nucleus but also drawing on other had many parallels. But theinstitution which took sources for students who can often be paid for a hundred and fifty years to struggle into existence part-time work, some of these non-university and finally achieved its basic formin the early institutions have become degree-grantingagencies. thirteenthcenturyhas shown an astonishing Many others are likely to follow their example. capacity both to endure andto be replicated throughout the world. Why hasthe guildof No countrycanafford thedangersofan scholars prevailed? Why has it spreadto Tokyo, unsupervised proliferation of degrees, most of Peking, Moscow, Bangkok, Dares Salaam, Lima, them at the graduate level and many of them so and Athens? Theanswer seems to be that every narrow that they hold their recipients forever in society understands the necessityof protecting bondage to the agency which has granted their and supporting a company of learnedpeople who degree. We must develop a coordinatedapproach preserve, advance, and transmit the higher and to deal with the emerging situation. Probably we deepermysteriesofknowledge.Times and shallhave to create a distinctively American conditions change, erascome and go, but the solution, but one of the models we might consider university will persist so longas it holds fast to the is that developed to deal witha somewhat similar central idea which gave it shapealmost eight situation in the United Kingdom. The Council for hundred years ago but also constantlyreinterprets National Academic Awards, whose statureis that idea to each society and in eachperiod of indicated by the fact that its honorary president is time. A French proverbsays that the more things the Duke of Edinburgh, approves the degree change,the more theyarethe same. That programs of non-university institutions, applying comment has been true of the university, butso rigorous and, some would say, highly conventional has itsreverse. The more the universityis the standards.The degrees are actually awarded, same, the more it must change.

45 REACTION PANEL AND GENERAL DISCUSSION

(Summary)

Panelists responding to Di. Houle's presentation on new developments were as follows: Dr. Swphen Bailey, Vice President, American Council on Education; Or. J. C. Evans, Vice President, Uklahoma State University; and Dr. Glenn A. Goerke, Vice President,Florida InternationalUniversity. A brief summary of their presentations and the general discussion appears below.

Stephen Bailey The thirdorpresent eraisbeset wi h inflation, low birth rates, energy constraints, In his response to Dr. Houle's remarks, Or. Bailey and w idespread unemployment. noted in general that the future of public service is Additionally,Dr. Baileynotedthatthe greatly dependent upon the economic search for economic security will prevrit developmentsinthe nextdecade.Moreover, adults fromseekingneworcontinued Dr. Bailey presented apessimistic view of the education. future in the nation's economy and predicted that unless we call for and obtain leadership to solve C. Regarding leadership, Dr. Bailey concluded suchveryseriousproblemsasdepletionof that the United States needs able leaders to resources, energy shortages, and the like, there will formulate and implement necessary social be little time and effort for education. He went on and economic policies. to say that the pressing need for public service today is to create public awareness about the D. In expanding on the absence of an aspiration dangersthatlieaheadinournationaland ofhigherlearning among the American economic life. This public awareness is essential if public, Dr. Bailey cautioned against hasty we are to bring about the kind of leadership projection of motivation that is not existent required in the solution of our problems. and challenged the participants to earn the future by stimulating adult learning within More specifically, Dr. Bailey's reaction included their own institutions. the following significant points:

A. The realization of Dr. Houle'sdream Glenn Goerke depends on thP stability of the economy, the capability of the leadership in this country, Dr.Goerke emphasized the need foraclear and a positive aspiration for higher learning understanding of public service on the part of tne university administration. He made the following B. With respectto the economy, Dr. Bailey points: observed that we had experienced three eras: 1. The era of extension A. Itisessentialthat public service become 2. The era of exploitation more relevanttothereal-lifeneeds of 3. The era of economic trauma people. What will be needed in the future is

46 emphasis on problem solving in the world of B. Still,itis good to be part of an organism reality,As Dr. Goerke pointedout, the (public service and extension) as it begins to laboratory has moved out intoour emerge from darkness into sunlight. communities,and it is timeforthe university to move back to the laboratory. C. It is essential that the public service program have strong external and internal support by B University involvement in problem solving university ctlief executives who have a basic willinevitablybring the universityinto understanding ofthe proper functions of controversialissues. This will require new public service. commitment on the part of the university administrations. D. Public servicr people must have a commitment to help people learn. Or. Evans C. Institutions must guard against entering into commented that "all progress of all people the publicservice arenainreactionto in all circumstances depends on what people decliningenrollment.;ratherthantrue know and what they do with what they commitment to public service. know." He cautionedthatpublic service needs to avoid a desperate lunge to protect a D. There is considerable dangerfor the financial base in an era of declining numbers universityifit moves into a community of oncampu., students. without careful consideration of its involvement. Some institutions do not have E. An acute sense of hearing must existin public service as part of their mission and hir;liereducationinstitutions. "We must probably shoulr!not attempt to become learnto listen to clientele and hear what involved in public service. they say."

E. Th.. missionofthe universityinpublic F. We must develop aninfinite capacityto service should be clearly shiedand conceptualize what we hear and an ability to financially supported. It is necessary that the understand what we hear and package it into university provide an appropriate structure a product public service clientele will buy. for carrying out the public service mission, and a reward system must be developed to There must he a general philosophic base as encourage the university faculty and staff to a frame of reference for the public service support the program of public service. function, a philosophic base that not only pf0"!ii !Sfor but also encourages risk taking.

J. C. Evans H. We needtohave a genuinesenseof partnership with otherinstitutions in Or Evans agreed withDr. Houle thatpublic society. service and extensionwouldbecomemore important functions of universities in the future. I. We most develop a better understanding "I'm ve, y optimistic, for this area in which I've than currently exists on the need for more devoted my life offers a great promise for the coordinationofthepublicservice and future." Or. E.ans made the following points: extension role. Or. Evans expressed concern over the increase in statewide coordinating 4. "As anything becomes more important;1i boards. He offered the opinion that some of the society,it becomes more vi-ible, more these boards have become so competitive comolex, encounters more adversity, needs withtheinstitutions theyaretryinrto more coordination, and, thereby,is more coordinate that they have actually become vulnerable." athiersariestotheinstitutions.He also

47 expressed concern that many of these boards 1. During the 1960s the public was sold on the are staffed with people without knowledge ideathatuniversities could have major of the job to be done or a commitment to impact on the problems of that decade. the job. There is a general feeling that universities failed to demonstrate their ability ti effect J. We must develop an ability and a propensity change. The question then is: Whatiidence tc, dsk useful questions. He stated, "Until we is there that this will be different in the askuseful and meaningful questions, we decade of the '70s and '80s? aren't going to go far in the development of useful answers." 2.Should the public service pro( ram be an integral part of the university, or should it Dr. Evans concluded by offering three questions be allowedtodevelop as a separate for thought. What should we be doing in public function? The general consensus seems to be service and extension? Why should we be doing it? that public service needs to be woven into Who should answer these questions? the fabric of the entire university.

3. Greateducationalresourceshavebeen developed outside of the formal educational General Wscussion irstitutions.Itis becoming imperative that universities establish liaison and rapport with Following the reactions by Drs. Bailey, Goerke, these other organizations and agencies so and Evans, thegeneraldiscussionbythe that they can work together harmoniously conference of the questions raised by Or. Houle tobringabout the desiredchangesin and the reaction panel centered around three society. major points. They are as follows:

48 SESSIONI V--DECISION-MAKI NG PROCEDURES

IN SELECTION OF PROGRAM SCOPE AND TIM t i ST DECISIONMAKING PROCEDURES IN SELECTION OF PROGRAM SCOPE AND THRUST S. E. Younts VicePresident for Services University of Georgia

The subjectofthisconferencesessionwas best be exercised in pursuits that would result in recommended by a number of you in responding an improvement of the quality of life. Even the to University of Georgia President Fred C. experienced public service institutions have had Davison'sletterinthe spring of 1973. Some their share of ivy which has received a full measure selected suggestions follow: ofyanking, snapping the tendrils from walls mortared by tradition which has left outreach Developing new thrusts; considerations that are efforts outdistanced by an expectant public. important in reaching decisions regarding scope of public service efforts. Thereisno foolpi oof academic barometer or transducer which can signal precisely when and Maximizing the growth and effectiveness of under what conditions an institution initiates or public service programs. enlarges a public service and extension thrust. Volume 5, Number 10 of Change magazine carried How does a university or college decideit a stirring and vivid account of Duke University's should establish a public service and extension entry into the public service arena. The article is thrust? colored both by accounts of internal trauma and an atmosphere of excitement as this institution Decision-making procedures in establishing possessing a historyofaspiringfornational effectivepublicservice and extension thrusts excellence in academics focuses on the would probably be similar for institutions both commonplace affairs of ordinary people. experienced and inexperiencedinthe artof responding to public needs. Differences may exist, One cannot help wondering what circumstances or however, between the two types of institutions in set of conditions caused Duke's the extent of debating and agonizing over the President Terry Sanford and his chief institutional decision. Many universities and colleges, including officers to conclude that an Institute of Policy the private elitists, have in recent years for any Science and Public Affairs is a worthy function. number ofreasons begun to make themselves Certainly, this move marked a departure from useful to the workaday community. Others sit on tradition for one of higher education's giants. The me sidelines wondering what to do. authoroftheChangearticledescribedthe newly-created institute as completely redesigning During the past decade higher education's rhetoric the structure and substance of university was punctuated, even overworked, if you please, instruction. A professor who now supports the with the terms "relevant" and "creative." An concept of the institute and its programs says, observantoutside community distraught with "They're making education relevant to the world." growing internal and external problems started tugging at theivyon the walls of academia Our objective this morning is to address some of emphasizing that "relevant" and "creative" could the suggestions you offered in correspondence

/51 with President Davison. Decision-making in public discrete program planning and service and extension will be discussed at three development occur? programming levels. Appearing with me today are live persons who are Level 1. When and under what conditions should intimatelyacquainted with public service and a university system or single institution extension at the University of Georgia. They are plan and organize public service and professional decision makers who have been in the extension programming units? What are trenches. Their presentations are not intended to the criteria, goals. and processes at the be an orchestrationof how the University of system or institutional level in Georgia does it or has done it in outreach efforts determining whether or not and when a but a discussion of considerations in decision new majoroutreachunitistobe making at the three aforementionedlevels of organized? programming.Certainly,youwillbe hearing University of Georgia examples as the presenters Level 2. When and under what conditions should uraw upon experiences. No claims or admissions, majorpublicserviceand extension however, are made relative to program successes or programming units develop new failures. sub-units? What are the criteria, goals, and processes at the organizational unit Emphasis will be on decision making as it relates level in determining whether or not and to new and expanded public service and extension when a new programming sub-unit is to ales. On the other hand, equally important in be established? decision-making proceduresisthe question of phasing out programs that have outlivedtheir Level 3. How should public service and extension usefulness. Working in public service might be programs be planned and implemented? likened to a love affair. Any person can start one. What are the principles and processes at Bringing it to a satisfactory conclusion requires a theprogrammingleveland how do touch of genius.

52 PROGRAM DECISION MAKING IN PUBLIC SERVICE J. W. Fanning Vice President for Services Emeritus University of Georgia

An institutionofhigher educationregularly considerationofinstitutionalcommitment to receives requests from both its faculty and the public services, resources, administration, public that it provide assistanceon a problem with organization, and program. which the public as a wholeorinpartis confronted. The institution must makea decision I. Assessmentof theproblemandneed on whether to respond.Ifthe decision is to requiring consideration of the establishment respond, other decisions ofan administrative, of a major public service programming unit. organizational, and programming naturemust be made. A. What is the problem on which institutional assistance is being requested? The situations with which the public served by the 1. Is the problem residual, recurring,or institution mustdealare dynamic and ever emerging in nature? changing. Old problems constantly take on new 2. If an emerging problem,can itbe dimensions. New and quite often unsuspected classified of potential minoror major developmentstakeplace.Insome instances importance? established, on-going programs of public service can be adjusted to meet the new needs for B. What13the current as well as prospective assistance. In other cases, new major public service importance of the problem andprogram programs are needed. Program decision making in of assistance? public service is not only difficult but dynamic. 1. Hew important is the problem to the prople and agencies served by the The decision to which this phase ofdiscussion is institution? directed is best stated in thefollowing 2. KA pressing is it thata program of question. "Where and under what conditions assistance be establishedby the should the institution plan and organize major institution? public service programming units?" 3. Who is affected most by the problem and who will benefit most from the Possibly, if there were time, it would be wellto assistance provided? reviewthedecisionswhichwere made by 4. What kind of assistance is needed? institutionsinestablishing such majorpublic a. Instructional service programming units as Cooperative b. Technical Extension, Continuing Education, General c. Advisory and counselling Extension, the Institute of Government, d. Informational Community Development, etc. The decisionswere not easy. They were made over time and after C. What are the prospects forrendering much study.There was not onlya careful effective assistance? assessment of need but also a thorough

53 If the assessment of the problem and need proves A. How many and how often do requests affirmativeandpointsconclusively tothe come to the institution for public service advisabilityoftheinstitution'sgiving serious assistance? consideration to the establishment of a major publicservice programming unit,otherbasic B. How are these requests handled? questions need answers. One of these has to do with institutional commitment to public service. C. What resources have been committed to public service? II.Examination and appraisal of the depth of commitmenttopublicservicebythe D. What resources are available? institution. E. What faculty competencies and leadership A. What is the present status and position of exist foi public service? public service programming in relation to instruction and research? F. Whatcooperativerelationsinpublic service are maintainedwith other B. How is public service presently organized institutions? and administered? G. How could the public service program be C. How many major public service organized within t.ie institution? programming units are presently 1. How would it be administered? operating? 2. Coulditbe handledas aspecial program? D. What is the area of responsibility of each 3. Could tills public service programming major programming unit and its service unit serve as the initia! step toward a clientele? manyfaceted public service program? 4. Could joint staffing be arranged with E. What are thefinancialandfaculty anotherinstitutionhaving a well resources committed to public service and established public service program? to each major programming unit? IV.Considerations by an institution with an F. How are other institutions within the established public service programin same area of service responding to the planning andorganizinga major public problem and need for program assistance? service programming unit.

The decision by the institution to respond to the A. From whom arethe requests for need for assistance by planning and organizing a assistance coming and what aretheir program of public service is affected by the extent interests? of its presentservice program. The questions 1. Are these internal within the considered will be differentfor the institution institution? with only a limited public service program as 2. Are these external to the institution? comparedto an institution with an extensive program. B. How do the requests for assistance relate to existing programs of public service? III. Considerations by an institution with only a 1. In subject matter offerings? limited public service program in planning 2. In technical qualifications of personnel and organizing a majorpublicservice required? programming unit. 3. In clientele served?

54 C. What backup research will be required, K. Whatwill be thewillingness and and how does this relate to existing competency of existing public service research capabilities? units within the institution to acceptnew major programming unit responsibilities? D. What faculty competenciesare available, and what are their possible relationship to L. Will the clientele to be served by thenew and involvement in the majorprogram program require service from a new major under consideration? programming unit?

E. What financial resources will he required M. Willthe leadershipof those presently and available for the program, and how served by existing public service units do these relate totheavailabilityof serve as a constraint on the assignment of existing budgets? a new major program to an existing unit?

F. What personnel qualifications and N. How are other institutions responding to competencies will be required forthe the request for a new major program of program? public service?

G. Ifpresentlyemployedpublicservice 0. What are the advantages or disadvantages personnelwereutilized,how much of creating a new major public service retraining would be required and what programmingunitin termsofthe change in workload and responsibilities effectiveness of the program? would be necessary?

H. What status will be given theprogram Obviously, the decision to plan and organi?ea within the institution? major public service programming unit is affected by situations internal as well as external to the I. What status will be given theprogram institution. The support of faculty is essential,as is outside the institution? thatofthe people and groups to be given assistance. J. Where wouldthe program be placed within the administrative organisation for public service?

55 DECISIONMAKING PROCEDURES INTHE SELECTION OF PROGRAMS

Charles P. Ellington Director, Cooperative Extension Service University of Georgia

Each public service or extension unit is sooner or recognizes them. You recall the creation of later faced with the question of whether a new the Cooperative Extension Service in 1914. program should be added. The decision-making It was created by a small group of U. S. prucess is a continuing one. It includes not only senators and representatives without the addition of new programs but also decisions widespread support of farmers. In fact, in with respectto discontinuing some alreadyin many ofthe veryearlysituations, the existence. The questions are identical in making county agents with their "book learning" either decision. were ridiculed. The audience was there; it had many common problems; but it was When we consider adding a new programin extremely slow to accept the opportunities Cooperative Extension, we must first determine its presented by the new program. legality under the federal Smith-Lever Act and the Memorandum of Understanding between the U. S. 2. A second factorIlike to look for is our Department of Agriculture and the land grant capability to deliver the needed educational institution. All expenditures under the agreement efforts. Many subject matter areas are simply are subject to approval by the University and the outside our capability. We in extension have Administrator of the Extension Service of the historically hadprogramsdealingwith U S. Department of Agriculture. agriculture, youth, home economics, and community development. We like to deal Once the legalityhas been determined, other with programs that fit into one of these four factors come into play. If the program is to enjoy broad categories and to stay out of programs success, the following conditions must be met: for which we are ill-qualified.

1 An audience with common interests and 3. The third factor we look for is the potential needs is the first prerequisite. The audience for measurable resuln. For the program to may be agroupofsmallbusinessmen be successful, some audience must receive concerned with personnel management; it benefits; and the benefits must be may be a groupof tobaccofarmers measurable in terms ofincreasedyields, concerned with insect control; or it may be a better diets, or some other factor. group of county commissioners concerned with meeting new environmental quality 4. Then, of course, we look for funding.It standards. But the audience must have some must come from somewhere.However, clmmon interests. perhapsthisis not ascriticaltothe Cooperative Extension Service asitis to The audience may or may not recognize its some other units. Extension is large enough own needs. A skillful, innovative that, given time,it can usuey do some administrator perhaps can see opnortunities shiftingof personnel and assignments to forprogramslong before the audience accommodate a modest new program thrust.

56 5. One other criterion that needsto be stressed Public affairs. Icite this one as an example of is the support an audience can provide to what happens when the audience is continuing operations. The only ill-defined and way any when the Cooperative Extension Service isnot public service unit can persist over time is really capable of delivering theprogram.I was through support from its audience. Almost associated once with a state in whicha new any audience will testify in your behalf if it constitution had been drafted andproposed to the has been rendered a genuine service. electorate for adoption. The Cooperative Extension Service became activelyinvolved in As an exercise in following through with these attempting to inform the general publicon the criteria, let us look at a fewprogram areas that need for a new state constitution. Theaudience either areunder consideration nowor have was ill-defined. The electorate or general public is recently undergone consideration in extension. a very unresponsive audience with which to work. Local government officials might havebeen a Environmental education.There are four potential audience. However,most of the old potential audiences to an environmental education courthouse gang already had their minds madeup program: public school teachers, state and county about a new constitution; they hadno need for a government officials, farm producers,and thousand printed pages explaining in detailall the agri-business firms that are requiredto meet sections of the new constitution. federal standards for air or water purity.

The need for help would be identifiedas urgent by Whiletheneedfora new constitution was any of the potential audiences, stimulated, of recognized by some state officials and bymembers course, by the requirements of meeting federal of the legislature, it was largely unrecognizedby standards. The Cooperative Extension Service has the general public. The CooperativeExtension engineers, soil scientists, chemists, entomologists, Service capability was extremely limitedin this and others qualified in the field of environmental endeavor.Funding was inadequate. Timewas education. However, additional specialists would short. The question failedon the referendum. The be neededin most states. The results of an university,however, wasidentifiedwiththe environmental education program would be almost segment of state politics that had advocateda new immediate from farmers and businessmen. Support constitution; and its prestige suffered inmany, could be gained from these twogroups and many courthouses and in many localpolitical probably from local government and public school gatherings throughout the state. officials.

Nutrition for diabetics.Here in an immediately Itisall right to play the role ofadvocate in a identifiable audience that can be located through situation like this if you have enough timeand the state medical association. A program can be remrces and if you can identify an audience with conducted in every county in the state. The need common interests with which you can work. But is continuing,althoughprobably veryfew efforts such as this in which information issimply diabetics or medical practitioners have classified it tossed at the general public havevery little chance as an emergency situation. of success.

The Cooperative Extension Service is capable of conducting a nutrition program for diabetics. The I hope this gives you some ideas on wayswe make results would be almost :mmediate. They would be decisions regarding program areas in Cooperative measurable from the diabetic patients themselves Extension. and from practicing physicians.

57 ESTABLISHING A LEGISLATIVE RESEARCH SERVICES DIVISION IN THE INSTITUTE OF GOVERNMENT

Delmer D. Dunn Director, Institute of Government University of Georgia

A persistent theme of this conference hasbeen The Institute of Government, therefore, initiated that universities and colleges should notexist in with the legislature a plan to establish a Legislative splendid isolation from the society of which they Research Services Division within the Institute. It would find the are a part. I want todiscuss with you one effort by was believed that the legislature the Institute of Government at theUniversity of plan desirable and appropriate for several reasons, Georgiatointerject the Universityinto the as follows: problems of society through a program associated inthedivisionwouldhave with the Georgia General Assembly. 1. Personnel resources at their disposalbeyond those il!embers of the staff of the On July 1 of this year the Institute will establish a availabletrl Legimative Counsel. These resources include, Legislative Research Services Division.This for example, the University and Law School division will supplement present research and faculty members with capabilityavailableto theGeorgia General libraries Assembly. The personnel in this division willbe specialties in areas likely to be pertinent to assigned to research projects which membersof research projects. Assemblyrequestthrough their theGeneral of Legislative Services Committee and theirOffice of 2. The location of the staff in the Institute Government would insure that their time Legislative Counsel. would not be diverted to bill drafting or the The need for this research capability was not other non-research activities as might be directly in the difficult to establish. Legislatures in general,and case if the staff were located state legislatures in particular, aregenerally not legislature. well staffed--especially in the areaof research. staffinthe State As states have become mcrc abanizedand the 3. Space for additional problems of state government more complex,the Capitol is minimal and location of this staff minimize need for a legislative research capability has grown. at the University of Georgia would the need for more space in theCapitol The Georgia General Assembly has an Officeof building. Legislative Counsel. The staff associatedwith this office provides bill drafting service to membersof 4. The dedication of this staff time to the the the General Assembly. One goal of theoffice has General Assembly would expand Counsel also been to provide legislatorswith research researchservicestheLegislative offer to the Georgia General services, butthis second goal has never been could Assembly. achievedtothe satisfaction of the Legislative Counsel's staff because the pressure of billdrafting has generally diminished the timeavailable to The creation of this division was also appealing to Institute of Government. By this engage in research. the

58 institutionalizedmeans, the Institute, through Science,provideddirectstaffservicetothe applied research projects, could bring the resources General Assembly. These services consistedof of the University directly to bear upon the public delivering census materials and providingstaff problems which must inevitablybe resolved assistance to legislators, includingan interactive through the legislative process. Suchan activity computer system to assess census information. In was very appealing, as well as very challenging. additiontotheseservices,theInstitute has provide other assistance to thelegislature. Of The creation of the Legislative ResearchServices course. legislators have many other contacts with Division willoffer a capability not previously the L niversity, includingtheireducational providedbythe UniversityorInstituteof experiences and in manycases their interaction Government to the Georgia General Assembly. with other service programs of theinstitution. The full time of personnel associatedwith this division will be directed toward servicingthe Building upon this historywas my personal General Assembly as a clientele group. At the interest in legislatures andsome knowledge about present time other divisions within the Institute the way in which they operated. Theneed for serve numerous client groups of public officials greater research capability by most legislaturesis within thestateofGeorgia,includingthe evident to anyone whocomes into contact with legislature. The activities performed by the other them.In addition, severalGeorgialegislators divisions for the state legislature will continuebut indicated to me the kinds of activitiesthey would will be augmented considerably by thenew like to see related to research servicesand their Legislative Research Services Division. belief that the University of Georgia shouldbe a primeorganizationinvolvedinprovidingthe This di ,cribes the establishment ofa new division desired additional services. within the Instituteof Government. The organizers of this program have askedme to Finally, no administrator ofan organization within reconstruct this decision to illutrate in aconcrete a university exists in isolation from its central case study how an existing service unit decides to administration. The University of Georgiacentral undertake a new program. What follows represents administration as well as the administration ofthe my effort to do so. statewide University System stronglyencouraged the proposal. This kind of support isabsolutely This decision did not occur in isolationfrom past critical in establishing anew program. interaction between the Institute of Government andotheruniversity organizationswiththe It was in this context that the Instituteinitiated a Georgia GeneralAssembly. Severalactivities proposaltoestablish aLegislativeResearch illutrate this relationship. Eight bienniallegislative ServicesDivisiontobe fundedinpart by workshops have been organized by the Institute of reallocationofpresentlyexistingInstitute of Government and the Georgia Center for Government resources and in part bya direct Continuing Education. These providednew contract with the Georgia General Assembly. member orientation sessions for legislatorsand discussion of substantive policy issues for holdover There were, of course, several internaldecisions members of the General Assembly. Inaddition, related to establishingthis activity within the the Data Systems Division of the Institutehas Institute. These decisions included thelocation in workedcloselywiththe LegislativeServices the present Institute organization of thenew Committee indeveloping a computerizedbill activity and such items as finances, recruitment of drafting service for the legislature as well as a bill staff, and mechanisms by which thenew division retrieval system to facilitate the work of the Office could be blended into the overallInstitute of of Legislative Counsel. During the last threeyears, Government organization. Support for the the UniversityofGeorgiaReapportionmeit creation of this new division by Institute staff Services Unit, organized through the Institute of members has been very high. Part of the creation Government andthe Department ofPolitical of a new division, which includes reallocation of

59 present resources, requires support from those the Institute and the recognition that the General who j re already associated with the organization. Assembly as a client group could be better served. This is frequently one of the most difficult tasks Thus, next week a new Legislative Research of one who wishes to build support for the Services Division in the Institute of Government creation of a new unit. In this particular case, will begin operation. We believe that it will add a however, the task was not difficult, partly because new dimension to our service to state government of the "client centered norm" which exists within that will result in substantial benefits.

60 PROGRAM DECISION MAKING IN CONTINUING EDUCATION T. W. Mahler Director, Georgia Center for ContinuingEducation

Introduction --This discussion is basedon the experience of the Georgia Center for Continuing Education, This presentation explores program an integral part of the University of Georgia. decision making in public service Thus, while recognizing the uniqueness ofa single institutioninits - -fromtheperspectiveofthecontinuing particular place and from its education organization particular point of view, emphasis will be placed on points of general applicability in dealing with decisionmaking criteria and processes. - -as a part of the total public service program of the University

--basedonprogram developmentprocesses evolving over a period of nineteenyears ContinuingEducationFunctions and Operating Systems --andfocusedon criteria end processes by which decisions are made to establisha new Continuing education organizationally is defined programdevelopmentunitordepartment in terms ofitsbasic functions and i;;;!rating within the organizationto serve identified systems in support of those functions. The Georgia clientele in a defined programming category on Center for Continuing Education fundamentally, a continuing and, hopefully, comprehensive is an organizational structure of the public service arm basis. oftheUniversitythroughwhichthe University plans and implementsorganized instructional programs in response to identified and expressed diverse needsofadultsas Some Limitations manifested individually or through a multitude of organized groups ranging in kind from official Among the numerous limitations to this discussion government agencies to business organizations, to whichwill beapparent readily,threeare civic,cultural,andeducationalgroups.The underscored: program of continuing education emerges from the interaction between the University and the adult --The content of the discussion is derived from publics, with the Center serving as a contact point reflection on experience rather than systematic through which planning and implementationcan takeplace. Assuch,the role is experimentation according to research designs. Center's multi-functional but never exclusive since it works in concert with adult organizations and agencies --This discussion is directed primarily toward and relevant University of Georgia and University decision making about nondegree credit System of Georgia resources and structures. This programming. basic function is represented diagramatically and in simplified form at the top of the nextpage.

61 Higher Education Georgia Center Adults Resources Expressions of Educational Needs

Federal, State & Local Faculty & Staff government agencies Organized knowledge and skills State-wide organizations Area and local community Educational materials groups

Continuing Education Programs

A I irrher of significant points need emphasizing researchandserviceinstitutesin which r; on this concept of central role, as Collectively reside the knowledge and skill

4 1* ,1;:1S,V, resourcesforinstructionalprogramming. Similar linkages must be established and

1 Initiative for programming is encouraged to maintained on a continuing basis with the now freely from any and all of the three clientele groups and agencies whose maim sourcesidentified--namely, the educationalneedsinstructional programs faculty and staff of the University, the staff seek to meet. ;:f the Georgia Center, and the multitude of urg.miled groups and agencies in our state, rilon, and nation. Program Development Matrices--The Framework for Decision Making Ti e olanninu, ()ionizing, and implementing instructiona! programs is a cooperative The framework for program development -.7r:coss involving inputs from appropriate decision making is created through the #,i7.1!!',and staffof the University, the never-ending search for interrelated answers to two Genrgia Center, and the clientele group. fundamental questions: education programs for whnm? / about what? Socialandinstitutional T.e obiect of the activity is the devel e.nent purposesguidethesearch, andeducational ,r ;i1offering ofpurposeful, planned, and objectives Ire formulated from the findings; but it Instructional programs to meet thf... lb at the intersections of the answers to these two 'dent! f ied needs of specified clientele groups. questions that the scope of continuing education T.Ip organizational structure of the program development takes place. mtinumg education enterprise takesits `,um from this basic function, with three Anyone who is around continuing educators when intl.interlocking systems in operation: program planning is involved will hear frequently such terms as"targetgroup" and "program Program development systems clientele."Questionswill be raised as to Prltiram delivery systems demographic characteristics--numbers, age, sex, Program support services educational levels, location, and the like--us,ny descriptive terms such as leaders,rural ople,

.1 ffoctive functioning in such a role places a urbanites, suburbanites, management, ;:mrrlum on the establishment of clear and middlemangement, supervisors, skilled workers, linkages within the University to professionals, club members, and so on schools, colleges, and specialized ad infinit..m.These areallindicationsofthe

62 search for and judgments about the question of Several points should be madeabout the use of "education for whom?"In asimilarway, program development matrices. continuing educators raise questionsabout and discuss such matters as people's needs, concerns, 1. Matrices are visual representationsof ways life activities, developmental tasks, lifedemands, of thinking about programming. Theyare occupational demands, and the like. Theseare all not charts for a wall or a manual. indications of the search for and judgmentsabout the question of "education about what?" 2. Matrices are stimuli and guidesto potential programming, requiring constant focusing Theinteraction betweenthetwoprogram and refocusing of thinking from the general elements identified by these questions can be to the specific and from the specificto the formulated into program development matrices on general. the basis of experience, study, andanalysis. The accompanying illustration of a general program 3. Matrices, and particularly the basic questions scope matrix is substantially the one used by the they reflect, are a way of life for continuing GeorgiaCenter,althoughithas never been education programmers as they seekgreater officially designated as such. The reason it has not versatility andprecisioninidentifying been formally adopted is that no such matrix is a clientele andtheir relatedcontinuing fixed and immutable specification. It isdynamic education needs. and changing as programmers deal with peopleand their needs. Thus the general matrix is merely a 4. The matrices,intheirmore general framework for a host of discrete instructional expressions, are useful ways for organizing offerings wherein the specific content of each falls actual programming information for along the content axis, and the specific individuals evaluation and reporting purposes. enrolling fall along the clientele axis. There isa constant flow of inductive and deductive planning from the general to the specific and fromthe Continuing Education specific to the general. Program Development Responsibilities

A general matrix, however, is useful instimulating The immediate preceding paragraphsdealt with identification of broad areas ofprogram potential thefundamentalanalyticalprocess by which and in summarizing data aboutprogram offerings. program developers in continuing educationgo Here at the Center. for example, we have monthly, about their business. In the next fewparagraphs quarterly and annualreports of numbers of the allocation of responsibilities for programming programs,enrollments, and even instructional andsome generalindicationsofthebroad hours within each of the broad areas of the matrix. procedures programmers use in carryingout these These data reveal readily the concentrations of responsibilities will be discussed. Inanoverall p!cgrcrnming e'ffurt and thegaps. wziy, everyone who works in continuing education isprogram development conscious and makes An illustration of a special program scope matrix is contributions. Program development ideashave also presented. Here we have taken thecontent come from secretaries and maintenance workers; areain the general program matrix "personal the convenience store clerk has identified andeven interests" and then identified music as one of the madefirstcontactwithimportant progrLm subjects of personal interest. The music matrix isa clientele. Still, the program developmentrole is matrix within a matrix, analagous to a play within notanofficialpartoftheirresponsibilities. a play or a painting within a painting. Although Officialresponsibility is assumed bytwo more specific than the general matrix, thisone is types--general program development personnel still quite general, and is illustrative of one that and specialized program developmentpersonnel. mightbedevelopedby a special program development unit within the Georgia Center.

63 ILLUSTRATION OF A GENER.'-.L PROGRAM CONTENT SCOPE AREAS MATRIX CLIENTELE Problems and IssuesSociety of ImproysmentOccupational PersonalInterests Intellectual Skills Personal Life Problems and Demands Adult Developmental Stages A.B. Pre-Marriage Young Marrieds Youth (21-30) (18-30) C.E.D. Youthful AgingMiddle-Aged Adults Middle-Aged (60+)(45-60) (30-45) Sex WomenMen os Educational Level Illiterate CollegeHigh School Plus Occupational Unskilled Workers TechnicalSkilledProfessional Workers and Managerial ILLUSTRATION OF A SPECIAL PROGRAM SCOPE MATRIX CLIENTELE Instrumental Music CONTENT AREA--MUSIC AS A SUBJECT OF PERSONAL INTEREST MusicVocal Composition Appreciation Music Music Support Activities Developmental Stages B.A. Pre-MarriageYoung Marrieds Youth (21-30) (18-30) E.0C. Middle-Aged AgingYouthful Adults Middle-Aged (60+)(45-60) (30 -45) LT, Performance Level C.B.A. BeginnersProfessionalAmateur Interest Area A. Folk 0.C.B. EthnicClassicalPopular General Program Development Most of these specialized program development units are headed by personnel joint-staffed with General program development responsibilities are the professional schools and colleges and other in the hands of division and department heads of public service units. In some cases the individuals the program delivery units. At the Georgia Center may be totally employed by either the school or theseunitsarelodgedprimarily withinthe collegeor the Georgia Center,but these InstructionalDivision, headed by an associate arrangements are matters primarily of budgetary director,andconsistofthe departments of convenience. The functions are similar, regardless Conferences and Short Courses, Extension, and of the budgetary arrangement. Independent Study, headed by assistant directors. Program developmentinitiatives and responses The specialized program development units are which do not fall within the content/clientele of responsiblefordeveloping comprehensive and specialized programming areas are handled by coordinated programswithintheirspecified general programmers. One of the ways the need content/clientele areas. Your next speaker will for a specialized programming unit is tested is to discuss this process in greater detail, so let us turn keep tabs onthenumbers andkindsof at long last to consideration of the criteria and programming handled by general coordinators and, process by which the decision is made to establish when the volume and continuity of programming such a new specialized program development unit. for a given clientele or in a given content area warrants, to establish a new specialized unit. Decision-Making Criteria

Specialized Program Development Criteria used in making the decision to add a new specializedprogram development unit will be Itisinthe discussion of specialized program discussed in terms of the following dimensions: development responsibilities that we come to the centralpointofthispresentation.When a Educational needs particular clientele or a specific content area is perceived as having such significanceand Clientele potentiality that a major programming effort on a continuing basis is required, the matter is studied Educational resources to determine if a new program development unit should be established to assume responsibility. The Fiscal support specialised program development unit is considered initially as one professional program It should be noted that these are not "air tight" developer plus a secretary and supporting budget categories; rather, they are closely interrelated. to care for travel, operating expenses, and the like. The dimensions are separated in this discussion ;n This unit can be expanded by allocating additional order to identify those factors within each which professionalprogramplanners and supporting point to a negative or positive decision to add a personnel and funds as the volume of special programmingunit.Furthermore,the programming warrants. Examples of such units in criteria will be dealt with primarily in terms of operation at the Georgia Center include questions. government training (our largest unit), community development, gerontology, and units represented by the most activeprofessionalschools and The Criterion of Recognized Educational Need departments, such as education, business administration, music, pharmacy,veterinary 1. To what extent are there recognized needs medicine, home economics, and the like. for an organized body of knowledge, skills, and related values?

66 tgb

2. Who recognizes this need? for themselvesor 5. The need is long-term rather than for others? temporary.

3. Is the recognition of the need specific and 6. Formal and informal requestsare made to concrete or vague and general? the University to program tomeet the need.

4. Are the people who recognize the needs 7. The need has been created by significant diffused as individuals through the general scientific, technological, and social changes. population, or are they relatively concentrated within organizationsand 8. The diffusion of the knowledge, skills, and agencies or in specific geographic localities? values involved contribute to the economic, political, and social welfare of our society. 5. Do the needs exist in the state, the nation, even world-wide, or are they local? The Criterion of Potential Clientele 6.Are the needs temporary in nature,or are they likelyto exist for the foreseeable 1. How large is the potential target population future? for the programming within the basic service area of the institution? Within the peripheral 7. Are the leaders and advocates of the need service area? regionally? nationally? expressing their concerns publicly, in the media, in meetings, and through the political 2. What are the demographic characteristics of and governmental process? the target group? age? sex? race? educational level? occupational categories? 8. To what extent are expressions of the need socio-economic level? being made directly to the University, both formally and informally? 3. Is the target population so organizedor located that linkages can be established for 9. To what degree has the need been created by purposes of programming communication, technological,governmental,andsocial planning, promotion, and assessment? Ifnot, changes of significant scope and withina can such organization be developed? relatively short time frame? 4.To what degree are leaders and spokesmen The sub-criteria for the criterion of educational for the target population committedto the need are implicit in the questions. Forme at least, need for continuing programmingon a a program development unit is needed to the relatively long-term basis? degreethat a substantialrelatedbodyof knowledge, skills, and values exists andcan be 5. Is there reasonable expectation that the organized to meet educational needs of adults. target population will participate al nally in Favorable indications include the following: sufficient numbers of different programsto justify a special programming unit? 1. Widespread recognition of the need. 6. Does the target population provide 2. Specific and concrete expressions of the opportunities for the use of the "multiplier need. effect" in programming? In other words, does the group offer the opportunityto 3. The existence of organized groups and educate leaders who will educate, in turn, agencies expressing the need. larger numbers of others in the target group?

4. The existence of leaders and advocates of Inapplying thesecriterion questions,the the need. experience of the Georgia Center would point to the following positive indicators:

67 1. The numbersinthetargetpopulation body of knowledge be developed on an between the ages of 30 and 55 are more interdisciplinary basis? indicativeofpotentialparticipants than thoseyoungerandolder, except when 2. Can this body of knowledge be organized programs are specifically designed for and made meaningful to the target audience? younger adults or older adults. 3. Is the relevant knowledge in the content 2. Program participation will come primarily areas growing and expanding throughwork from the basic service area of the institution. of dedicated researchers on your campus and Drawing power outside the basic service area at other higher education institutions in the iscloselyrelatedto the effectiveness of United States? Is this research both basic programming within. and applied?

3.The higher the educational level the greater, 4. Does the institution have enough faculty in general, the participation. with the needed expertise and commitment to continuing education whose time and 4. The more professional the target group the energies can be allocated to the instructional greater, in general, the participation. planning,teaching, andleadershiproles required for the anticipated programming on 5. *the more effectively the target group is an annual basis? organized, the greater the participation. 5. Is there a substantial body of print and 6.The better the track record of the target media instructional materials available group for sponsorship and participation in suitable for the clientele? If not, can these previous continuing education programming, be developed? the greater the likelihood for successful future efforts. 6. Will instructional resources such as laboratories, clinics, field-study locales, and 7. The potentialforusingthe"multiplier the like be needed?Ifso, can they be effect" enhances greatly the pervasiveness provided? and breadth of total participation. 7. Is there available a major library and one or bibliographical search and 8.The minimum ball-park figures for more relevant programming output that should be information stoiage and retrieval systems? expected after a start-up year for a new How readily accessible are these to support specialized program development unit would thprogramming in the content area under beinthe neighborhoodof12 different consideration? program offerings enrolling about 1,000 participants for atotalparticipant There are a number of positive indicators which contact hours of 12,000 generating about may assist in making judgments aboutinformation 1,200 continuing education units. securedinseeking answerstothe suggested criterion questions about educational resources, as follows: The Criterion of Educational Resources 1. The existence of at least two or more faculty

1. Does there existasubstantial body of members in each needed content discipline organized knowledge within the disciplines who have demonstrated, in addition to their in and oftheUniversity which undergirdsthe academic competence,(a) interest educational needs of the content/clientele commitment to continuingeducation. area under consideration?If not, can such a (b) ability to plan and interact with adults in

68 a varietyoflearning situations,and 5.What is the potential for securing (c) resourcefulness in the selection and/or programming agreementsincludingfiscal creation of suitable instructionalmaterials. support from relevant organizationsand agenciesservedsuch asunits oflocal 2. Participation;ri and support of program government, business and industry, development by department heads and deans volunteer organizations, and the like? who administer the academic units withthe needed content expertise. 6. What continuingfiscalsupport can be expected from institutional funds tosupport 3. The existence of an active research program the programming unit? budgeted in related contentareas. allocations?in-kindallocationssuchas personnel time, office space and equipment, 4. A promising record of priorprogramming staff benefits, and the like? initiatives by the faculty and administrators in the relevant academic units. 7. What funds can be providedannually from theexistingoperatingbudgetofthe 5. A successful record of prior interdisciplinary continuingeducationorganization?Are operations and structures in relevantcontent there unallocated surpluses? Should existing areas for purposes of research, academic non-productive programming units be instruction, public service,or all three. discontinued or reduced in size to provide support for the proposed unit? 6. A recordofreadysupportofand cooperation with the libraries, the The Center experience would indicatethat the information storage and retrieval units,and amounts needed to establish a new specialized the suppliers of other learning equipment programmingunitconsistingof one program and materials. developer and secretarial and operatingsupport will rar.ge between $23,000 and $40,000annually, dependiig upon tne salarylevelprevailing for The Criterion of Fiscal Support competent personsin the programarea.Our prefef..Ace is for the basic support ofthe program 1. What is the financial capacity of the clientele development office to be provided from budgeted to pay for programming? funds or restricted contracts andgrants. The direct costs of the programming gererated should be, in 2. Willfiscal support from the clientele be most cases, obtained through fees,contracts, and providedprimarilybythe payment of grants. individual fees? If so, are the lees likelyto be paid by the individual from his private Our experience demonstrates furtherthat extreme funds orwill they be provided by his cautionshouldbeusedinestablishingnew employer or sponsoring organization? programming units financed entirely byrestricted grants and contracts. We would preferthat a 3. What is the potential of foundatior jrants to minimum of one programmer and hissupport be support the programming on a pilot or funded from regular budgeted funds.When this is experimental basis for two or more years? not possible,we wouldlike a reasonable anticipation of restricted grant orcontract funds 4. What is the potential for federal and/or state for a period of at least three to fiveyears. fundsfor programming on the basis of discrete grants and contracts? on the basis of We offer, in conclusion, no hard and fastformula continuing categorical support for threeor for making decisions about adding new more years? programmingunits.Themoreaccuratethe

69 information we can obtain about the suggested members, legislators and governors for public criteria questions, the greater the likelihood of a institutions, and leaders of and spokesmen for the sound decision. But such decisions, in the final interests of diverse citizens. In a real sense, the analysis, depend upon the value systems of the program of continuing education emerges from the peopleinvolved--continuingeducators,vice interactions between these groups. presidents, provosts, presidents, chancellors, board

70 DECISIONS ANDISSUES AFFECTING THE SUCCESS

OF A CONTINUING EDUCATION PROGRAM

Harold F. Holtz,Jr. Governmental Training Division, Institute of Government University of Georgia

My perspective for these thoughts is based on our clientele by toing on the telephone with them and experiencesinproviding continuing education getting out of the office to see them. (I had major opportunitiesforlocal and state government difficulties with our fiscal man my firstyear officials. There are many decisions of a qualitative because of my long-distance telephone bills, but nature which must be made for any program. the telephoning paid real dividends.) There is no Someofthese--programdesign,execution, better way to exhibitinterest than regularly evaluation, and clientele feedback--will not be expressing it, but we often neglect this. Once the discussed. While these are important issues, I want clientele is convinced of your sincerity, you are to discuss with you those issues Ibelieve to be ready for business. However, don't expect this to most crucial to the success of your program. The happen overnight. only assumption I am making isthat there is already a commitment by your institution to have As an example, we decided several years ago to a public service activity. offerourassistance indevelopingtraining opportunities in mangement development for state At the very heart of discrete programming is the government officials. We camped out in Atlanta development of an environment which (1) secures with the Director of the State Merit System, his general acceptance of your institution by the training chief, andall major state department clientele and(2) generates program ideas. The heads and their top staffs. I'm sure some of them environment we attempt to createisa close felt "politicked to death," but we convinced them partnership between ourselves, the faculty and, of our sincere interest. We continue to visit these most important, the clientele group we want to peopleregularlytoreaffirmourinterestin serve--whether itis someone in City Hall, the helping--as witnessed by my ninety-one trips to courthouse, or the State Capitol. If you can create Atlanta alone last year. Out partnership has grown the right environment, you have won the major with the largest state agency, the State battle; but it is hard work. Department of Human Resources, to the point that they fund one-half of the cost o1 one of our One major decision is: How do you sell yourself professional staff members. Incidentally, who to the clientele?Thereis nothing magical or you deal with within the clientele group is also really innovative about selling your program. What critical. For example, some training officers in vou are trying to sell is your genuine interest in individual agencies, unfortunately, have little input helping, your capabilities at a very practical level, in many major training decisions. By working with and youravailability torespond quickly. top management and keeping the training office Obviously, you do not sit back in your office informed, we have in effect played a major role in waiting for the telephone to ring, a letter to arrive, selling training for the training officer. Also, some or a clientto runin asking forhelp. Your statewide organizations in relating needs do not professional staff must be the aggressor. Camp out always represent the best interest of individual on the clientele's doorstep.Get to know the rank and file members.

71 A second major decision is: What kind of staff do discussed. In deciding the scope and thrust of the you employ? Please select bright and activities to be offered several questions must be knowledgeable professionals who can relate well at asked: a practical level with the clientele. A staff member who does not possess state-of-the-art knowledge or - -In which areas can the institution make a major who does not equip himself through outside impact? reading, researching the literature, or belonging to professional societies is an albatross around the -Can you respond on short notice? neck of the service unit. A staff member who does not have knowledge of the field through direct --Will you be able to respond well?..Flemember, it work experience or by way of building up equity often takes only one unfavorable experience to with the best field practitioners will not be able to dampen enthusiasm on both sides. capture discrete program ideas which arise in the field.Ifirmly believe it is extremely difficult for --Does the discrete program idea have real utility most teaching or research faculty members to to the clientele? function on a regular basis as the focal point for a service program with the pressures ofachieving If the proposed discrete program idea is "go" at and retaining academic rank, this point, two major decision barriers are yet to be passed. Oneisclientele commitment and Itis equally important for staff members to acceptance of the specific program; another is the develop optimal professional linkageswith availability of funding. professional associations representing the clientele. In addition to being members of such groups, the Let us first look at clientele commitment and staff must visit state and national offices to inform acceptance. A large number of sound, discrete them of your services,as well as attend and programs needed by the clientele have died only participate in state, regional, andnational becausetheprogramhadno acceptanceor conferences. The better the linkages, the more commitment fromtheclientelegroup. Adult effective the resultsin discrete programs. For groups can be led into change and "newness," but example, in our municipal training program, we only with the professional staff member's skillful have not only developed apartnership with fingers clothed in kid gloves. It is possible for the individual cities but have a close relationship with staff member to get so far out in front of a group staff personnel in the Georgia Municipal that he disappears from sight. When that happens, Association, the National League of Cities, the the group is "lost" and acceptance plummets to International City Management Association, and zero. Oo not push the clientele too far to your many, many others. As newly emerging and position in initial programs. Itis better to meet developing programs occur with accompanying somewhere inthe middle instead of losing the problems, we are certain to learn of them early group ---as long as the compromise is. and receive suggestions on potential program ideas. educationally sound and you believe justifiable, if In the case of federal revenue sharing, we were not exactly what you think they need. Recently, ableto secure advanced copies of preliminary we initiated a program with a city after discussions guidelines. After reviewing them, we recognized with the mayor and chief administrative officer in many potential problems, which led us to design which the city agreed to initiate a new training and conduct aneducational television program program for all management personnel. Because of and prepare 16 mm films to distribute statewide to the subject matter in the program, we felt it was explain in advance what each city and county imperative to begin with all department heads, and should and should not do. they agreed. However, when the first session was attended by only a few department heads with Finally,once the partnerships are developed, other staff members we decided to cancel the specific needs, many of which you may already remaining sessions untilthe "right" personnel know, can be determined and potential programs could be secured.

72 l'

Turningfinally to the availabilityof funding that, in most cases, you can convince the clientele issue--this is the stern judge under which you to pay for a program, if you have developed the must pass in final review. Funding usually boils partnership and sold them on the need. However, downto a"go/no go" decision. From our you may receive much quicker acceptance if you experience, it is better for all concerned to make can find supplemental funding to assist in at least the funding test come sooner instead of later. part of the costs for initial programs. Suddenly, There seems to be a special nausea which comes you may become a hustler sometimes seeking when a discrete program has to be aborted due to federal funds--but that's a whole story in itself. a lack of funding at a late date. We are convinced Good luck!

73 PANEL DISCUSSION

(Summary)

Following the presentations by individual panelmembers, there was a short period of open discussion.General topic areas and pertinent points aresummarized below.

exclusive "trade area," problem area, or clientele Phasing Out Programs category. The public service delivery systemof the J. W. Fanning commented that the strategyfor University System is flexible, and it is understood supportive de-emphasizing or phasing out specific programsis that mutually cooperative and relationships are essential. complicated by tradition and deep-seated relationships.It may occur through (1) gradual diminishing of the particular thrust, (2)absorption into newer or more encompassing programs, or Private Institutional Relationships to (3) reorientation or redirection of programthrusts University System Public Service of lessening significance. Vice Chancellor Jordan said that direct associations existed through Title I and TitleVIII been Differentiation between Service and Education and through the 1202 Commission which has appointed in Georgia. Or. Ellington noted that direct serviceis not a principal university function and that theemphasis must be on education; educationis changing the State Funding behavior of people. Dr. Fanning felt thatservice thatpublic from the university should be education--which ViceChancellor Jordan explained service funding is part of the Systemfunding can be delivered in avariety of ways. Mr. Holtz package from the state legislature, which is in turn cited technical assistance capability asessential dispensed to System institutions, each ofwhich and bound to follow continuing educationefforts. has comparative autonomy in utilizing itsfunding allocation.Althoughspecialattentionatthe System level is paid to the C.E.U. fundingformula, Coordinating University System each institution is basically responsiblefor its own Public Service Units internal allocation of funding.

Or.Howard Jordan,Jr.,Vice Chancellor for Services, University System of Georgia, explained Miscellaneous Comments on Approaches to thattheUniversitytiiGeorgiaplays a "big brother"roleto smallerinstitutions.Special Public Service in Urban Areas publics are served. Georgia State University serves relies on an urban public andthe Rural Development TheCooperativeExtensionService such as Center serves a rural public. No systemunit has an research and cooperation with other units

74 the Institute of Community and Area and public institutional interests in the solution of Development. Dr. Ellington suggested the urban problems in Georgia. Dr. Fanning concluded possibility of interunit joint-staffing off campus as that continuing education generates new problems a way to take problem-solving expertise into the and thrusts; there are problems of identity for an field to provide a closer and long-term source of institution as it decides whether to help resolve competence and service. particular kinds of problems and issues.

Vice President Vaunts said that the Inter-University Urban Cooperative provided an umbrellatype vehicle to help coordinate private

75M, SESSION V-- INTERNAL PROBLEMS SYMPOSIUM ORGANIZING TO ACCOMPLISH THE PUBLIC SERVICE OBJECTIVES

C.Brice Ratchford President, University of Missouri

In the very beginning you are entitled to my features,byestablishingprogramsingeneral philosophy about organizational structure. The studies and multidisciplinary fields. administrative structure is a tool to accomplish the program objectives. It can and indeed should be While the existing structure functions to grant changed from time to time, and this should be degress and preserve the disciplines, it is not well accepted as anormal course ofevents.Itis suited foreithermission-type research or unnecessary to remind this group that good people extension. If one were developing the ideal sort of who have a common understanding of the goals to organization to accommodate these fissions, he beachieved willproduceexcaent results would produce something quite different from the regardless of the administrative arrangements. present universitystructure. The objectivein mission-type research and extensionisto help While there are variations due to size, mission, and people and institutions solve problems and achieve special circumstances, most colleges and a different kind of goal. Seldom are the problems universities--public and private--are organized and goals related to a single discipline. There is in essentially the same way. The basic unit is the considerable meaning in the old cliche that people department, usually organized around a discipline. have problems and universities have departments. Several departments are organized into schools or Effective programs in the public service arena colleges which in turn are organized into a campus often requirenot only a multidisciplinary labeled a university. This structure was developed approachbutalsoindividuals who are more throughtrial and errorto accomplish several broadlyoriented than the regularfaculty, objectives. Theprimaryone wasenrolling, individuals who can understand the problems and training, and certifying the competence of resident goals and find the relevant information to help students. The second objective was collecting the provide answers. scholars of similar interests into an administrative unitforthe purpose of preserving past and Institutions have tried almost every conceivable creatingnewknowledge.Thisorganizational structure to overcome the weaknesses in the basic structure has resulted in strong advocates on a university structure.Institutes and centers have national and even international level for the several been established. Some universities have even tried disciplines. I findnothing wrong withthis to establish parallel organizations. The particularadvocacyrole.Theorganizational administrative structures of universities have varied structure has worked remarkablywellfor from making the leaders ofthevarious achieving the obj6.,tives for which it was created. organizational units almost independent of the Itisfar from perfect, though. Flexibility and university to being parts of thecentral multidisciplinary activities are seriously restricted. administrative structure. Unfortunately, there has All major universities are trying to find ways to been no significant evaluation of the bypass the structure, without violating the main administrative or organizational forms which have

71/79 been tried. Further, the missions of the several journalsinthelastthreeyears. I am typesofinstitutions are verydifferent.For convinced criteria can be developed. example, consider a major land-grant traversity's mission visa-vis that of a private university. The 3. A public service program to be effective university system, a rather recent phenomenon, is must be continuous. It must be continuous anothervariable.Yetanotherfartoris the in order to developcontinuing rapport and increasing power of state coordinating boards. communications with the student body it serves. The student needs to understand that Some dozen years ago, a group of institutions there is always a place to go for advice. which had great similarity decided independently Extension, much more than research,is ofeachotherto reorganizetheirextension penalized by stop and go efforts. A research activities. I am referringto Wisconsin, Iowa, project can be writtento explore a very Missouri, Nebraska, and 011ahoma State. Different specificquestion.Graduatestudentsor approaches were tried in e, of the states. The undergraduate students can be involved in universities have kept in touch with each other, theprocess. Theinvestigation can be anditappears thattherearea number of wrapped upin astated periodof time conditions which must prevail for a public service without severe repercussions to staff because delivery system to work. I am convinced that the many of the research projects are geared to followingbasicconditionsmust existinan the time span a student will be in school. institution regardless of organizational framework: Obviously, a program's continuity depends upon a stable source of funding. This is not 1. Theremust be a stronginstitutional to say that extension cannot make use of commitment to the function. This relates to short-term grants. Indeed, ithas not been theprestigegiven the publicservice sufficientlyaggressive inmostcasesin functions. It derives from policy statements, seeking such grants. However, they need to but more importantly from the location of complement a very stable base of funds and theleadership withinthe administrative personnel. structure and its authority. Most important of all are the priorities on funding. If public 4. Inspiteofthedifficultorganizational servicefunctions arereceivingonlythe problems, the public service function should residue of funds available, the flowery policy be integral to the university.Ifitis pulled statements and the title of the leader make away as a remote administrative tether, the little difference. universityhasnogreateradvantagein performing public service activities than does 2. The rewards system for the individuals who an agency of the federal or state government choose to devote their time to public service or a proprietaryfirm.The extension functions must offer the same salaries and programs must use the knowledge base of job security available to those involved with the university. Further, extension must have more traditionaluniversity activities.Itis the objectivity and academic freedom that is only recently that faculties are recognizing part of a university. that excellence in public service should be rewarded as well as excellence in teaching 5. The system must have permanent and advising graduate students. Extension offcampus staff who interreact regularly workers have griped, and with cause, for with the consumers of the years that they were not being treated fairly service--students. We have not found a under the university rewards system. The complete substitute fora teacherinthe extension workers are not blameless. They classroom. The same istrue in extension havecriticizedbut have notdeveloped activities. The staff perhaps will have some cirteriaforevaluation which wouldbe differentcharacteristics from theregular equivalent to, say. three articles in refereed teaching faculty, but in essence it plays an

80 identical role. A large number of people who Now, as to the question of organization, we facea need the services will not come to a campus problem, since both single campuses and university and, further, the campus is not organized to systems are represented in this group and since the accommodate their needs. university systems are not homogeneous. All of this,however,makestheassignmentmore 6. The institution must develop a quite precise challenging; I am bold enough to offer some definition of the role and scope of its public concrete suggestions regarding organization. service or extension activities. No university can be everything to everyone. Indeed, part 1. The university,whether a campus or a of the weakness of the past has been the system of campuses, should have a extension division's attempt to solve any coordinated thrust. There are both defensive problem for anyone. The program must have andoffensivereasonsforthis. From a specific goals, an indication of who will be defensive point of view, it is important not

worked with, the academic levelof the to confuse the students.I think the single programs, and answers to a host of related event which caused Elmer Ellis of Missouri questions. todecide he would have a coordinated thrust was five colleges ofthe Columbia I havestayedawayfromthe maintopic, campus sending representatives 250 miles to "Organization," for as long as possible. In doing ameeting attended by 25 people--and so,I am admitting my uncertainty on this subject. none of the five colleges knowing the others I thought about developing a model which would would be represented there. Apparently, it meet the usual criteria outlined by experts in was a "donnybrook" andclearly the administration. I finally gave up and decided to University looked foolish. Offensively, the rely on my own experiences. totaluniversityisneededtosolvethe problems of students and help them achieve Fourteen years ago I was given the assignment to their personal and professional goals. organize a campus for a university-wide extension program. Four years later, when the University of There must be within the university a leader, Missouri developed a fourcampus system,I was ina spot and with atitle and with the given the assignmentto organize an effective administrative clout, to achieve extension program for the system. Twelve years coordination. He must have a major voice in ago I had allofthe answers. In fact, I made the allocation of resources within the public speeches in a majority of the states, outlining quite servicearea.Afterall,thisis where he precisely how the assignment could be derives his clout. dccomplished. As late as four years ago, I had most of the answers Now I am not sure. I decided to go 2. I find no suitable alternative to the basic back to my feelings of at least a nalf damn years model pioneered by Cooperative Extension. ago and outline some rather specific suggestions so I am clearly referring to the major concepts that we canatleasthave alively discussion. of this activity and not the details of subject Incidentally, tne reservationsI have developed in matter or internal organization. This model thelastfour, years relatetothe increasingly includedfaculty within regular academic powerful forces external to the university and departments who wereresponsible for their possible influence. validity of program content and training of field staff. The field staff, or county agents I mustsay thatincarryingoutthetwo and home agents as they were once called, assignments I was !liven,I had the backing of two integratedtheinformationfromseveral universitypresidents.They defended me and departmentsand relatedthistotheir extension internally and externally. They did find particular student bodies 4.H Clubs, funds to wiable us to move ahead at a fairly rapid women's clubs, farmers, business paCP. organisations, and governmental units.

81 If this model is applied to the entire campus or a fourth role, whichIfeel should be emphasized. multicampus system, it meansthatevery This is the role of serving as a teaching staff for department accepts public service as part of its workexperiences.These roles needtobe responsibility. It means having one or many of the understood by thg off-campus staff and the faculty paid full- or part-time to do extension faculty they relate to on the campuses. The work.The department chairman accepts the academic competence of those with teaching roles responsibility for the program. Thoss departments should be ascertainedorconfirmed by the with a major program in extension usually assign a appropriate academic departments. Further, there person to act as assistant departmentchairman for should be a channel of communication between the extension function. At the school or college the departments and their counterparts in the level, the dean's office accepts the responsibility field, because departments should accept for the extension function. Again, it usually is responsibilityfortrainingandfor supplying necessary to have some person on either a full- or tsauhing materials and the back-up--the part-timebasisresponsible for the extension counseling and handholding. function. At our institution, we now have in almost every college an assistant or associate dean Special problems exist in a multicampus system. who is responsible under the academic dean for At the University of Missouri, the Vice President the extension function. At the campus level there for Extension administers the off-campus staff, must also be a leader working directly under the which represents all four campuses. While there is head of the campus. In the case of a university strong pressure from the campuses, we have system, there also needs to be a person in the rejected a geographic assignment for each campus. officeofthechiefexecutive who has the While we have three colleges of education, we find responsibilityforadministering the extension that their interests and capabilities are different, function and serving as its advocate. and all three are useful statewide. It is necessary to develop coordinative arrangements, which is fairly simple to accomplish. I will expand on this if you Iindicated earlier that an off-campus staff was needed. ;fieold agricultural extension model are interested in the discussion session. employed only people with degrees in agriculture and home economics. The staff for the type of I have outlined very briefly a model which I have program we are discussing should comefrom many seen work. The question I cannot answeris disciplines, be not only agriculturalists and home whether it is the optimum model. As I said, I have economists, but also engineers. people trained in had some reservations develop in the last four business and public administration, professional years. educators, community developers and planners, artists, humanists, and, yes, even people trained in Fourteen years ago the University of Missouri was the health sciences. the only institution of higher education in the state doing anything significant in extension. Now The minute you start thinking of this mix, the almost every college--public and private, junior organizationby county, which was a major and senior--is in the act. Further, we have about component of the agricultural extension model, twenty-three open universities in operation in the breaks down. In our own case, we have organized state, several being proprietary and several others 115 counties into 20 administrative units. In a few being institutions from out of the state. The of the more highly specialized areas, a single field General Assembly is very properlyraising staff member may serve more than one. questions about duplication. We have tried every means we know to coordinate our activitieswith The off.campus staff plays three roles, one as a those of other colleges. In several cases we have teacher, the second as an arranger and expediter, even located our field offices on the campusof and the third as a source of feedback to the another college or university. We have tried joint campus onproblemsofthe"real"world. appointments for field staff with other institutions Parenthetically, these are beginningtoplay a of higher education. I would have to say that none of these devices is really working.

82 There are real pressures to put all of the public is defined as coordinator of higher education. I do serviceactivitiesdirectly under the operating accept the fact that there must be some fairly control of the state coordinating board. Iresist precise rules of the game developed and enforced. this on the principle that the coordinating board Frankly, I do not know what they are. cannot be tied effectively to the basic academic unit--the department. I realize this argument I would guess that the situation in Missouri is not wears thinner and thinner as we move to larger and very different from that in most other states. This larger multicampus university systems. I do see my session is limited primarily to the state land-grant role, however, as quite different from that of the universities. Iguess that in every state there has head of the state coordinating board. My job is been a significant move into this arena by other defined as theprincipleadministrativeand public institutions and private schools. I hope that academicofficerof theUniversity. The job some of you are developing better answers than we description of the head of the coordinating board have derived and that you will share those with us.

83 THEINTERNAL IMAGE

Eldon L. Johnson Vice President University of Illinois

Caught between organizational matters General Ambience (President Ratchford) and resource-allocation The central,determining characteristicofthe (VicePresident White), I amleftwiththe miscellaneousinternalproblemsofextension extension function is its marginal role as perceived work.I am reminded of the professor's wife who by the academic community. It is peripheral, not was heard saying, "No, heis unavailable because central. It has been called "the third function." he is translating his book into Japaneseand has This is not a fact to be immobilized by, but it is a been hung up for three days on 'nitty-gritty.'My factto accept--to accept, althoughnotto experience and temperament qualify me only to approve. Such realistic recognitionwill contribute both to understanding and to whatever remedy is seeifthe nittiest-grittiest have any threads of cohesion, hopefully for a new perspective. possible. The status of "extension," the internal image, stirs and shapes all else we can identify as Viewed in that way, this topic may well be the internal problems. Among the status indicators of most important on the agenda. Icallit "the the extension function are these: internal image." In an internal report seven years 1. theliterature deficiency.(An incredibly ago, I began, as the very first words after the introduction: "Academicpersonnel come to small amount of hard data, and even less as compared extension education and public service theoretical treatment, exists responsibilities with misgivings and some with other university functions.) reluctance.That is themostpervasiveand faculty resistance or indifference. (This has intractable problem of all."I am glad Idid not 2. yield to some strong advice to delete or say less, been singledout as the No. 1stumbling because that may be the cnly enduringthing the block in almost all the studies which have report said. What to do aboutitis the proper been made.) sequel; and it will occupy the remainderof our the assumption tnat itis competitive with, lives. 3. and subtracts from, research and writing, to Beyond treatment ofthe general status or the say nothing of teaching. ambience in which we work, I shall deal with dependence cn "surpluses" left over from related and sometimes derivative problemsof 4. other functions, whether instructional time, career development, professional incentives, responsive and realistic programming, and quality or space, or funds. control.This willleadto someconcluding observations, far short of remedies.

84 5. unequal treatment of studentsand faculty With predictability, thedominant component in whenever they are caught inan "extension" the general status picturerecently reappeared category. as the first of seven "real obstacles"to CATV for continuing education. Itwas there labeled "faculty 6. the common and often popular suggestion to resistance."Itwould be interesting to know "let somebody else do it,"somebody else whether there is any study whichhas not put this being another part of theuniversity, an attitude as the first problemmaker.In looking at entirely new institution,or a professional what had been learned inthe first18 years of association. extension experience which beganat Cambridge University 100 yearsago, the British chronicler 7. the widely-accepted but unexamined ideal said of college professors in1891, "their time thatpublic service should "pay was its own so occupied and their energies taskedby their way," rather than shareequitably in the daily work" that their help basic institutional funding. was precluded. In 1908, Wisconsin's Directorof Extension wroteto President Van Hise: "Whilethe instructors of the 8. general absence from centers of academic universityarecooperating with the extension power and financial clout. officers cordially, several difficultiesconfront us;" and from the cordialityof the difficulties, he 9. the extraordinary ambiguities whichpervade deduced that special teachers shouldbe employed every feature, from style of organization to "as rapidly as possible." In viewof this history, whether there is an identifiable profession. there is no point in further taxingmy rhetoric and your time with the overlyfamiliar 10. the derivative, fall-out theory components of which says faculty inertia.It all adds up toa lower priority that teaching or research is service (i.e., the for service than for instructionand discovery latter needs no explicit attention). - -to itsweakerclaimupon a portionofthat 100 percent time which limitsevery professor. If 11. the "state papers," both of the universities this is ow worst obstacle, it ismost in need of and their national spokesmen,which examination. "forget" to mention the function.(The higher-education theses of the American The faculty viewis notirrational; indeedit Academy of Arts and Sciencesfound space possesses much logic. A university is finite.It has a in one item out ofa total of 85.) special task. It compresses lifeand experience. It operates from a home base, where theresources The place forus to start is with the realization that are effectively aggregated.It follows, therefore, "ever it was thus," to whichwe may safely add. that as we move in concentric circlesout from the "and ever will be." The historiesof individual core,we notonlyextend butattenuate. universities show it unmistakably. Speaking about Everybody agrees that atsome point we should the "ambiguitiesand impossibilities"which call a halt, but allmay debate about where that plagued extension education begun by pointis. The core is more importantthan its President William Rainey Harperat the University extensions. The most important questionfor the of Chicago, as a coordinate division in1892. a professor and his university ishow he is to spend recent historian says, "The troubles which almost his time, how to divideup his 100 percent. How destroyed University College in 1906 can by no he answers is an amalgam oftradition, values, and means be regarded complacently today as the rewards.Itis an attitude, embedded ina rich quaint problems ofa remote and barbarous age. professional culture. Within bounds.itis true that Their implicationsare still cogent factors in the whatever he does here he cannot do there:hence present scene." The "nagging and unresolved hisnecessarilyinvidiouspriorities among the problems" of yesterdayare also the unresolved fiercely competitive claimantson histime.If problems of today, and will be tomorrow. How we extension comes off badly,we have two kinds of live with them, amelioratethem, and maximize recognitionwe oughttoseek- (1) what is results despite them--that is the challenge. amenable to intervention and change and(2) what

85 is immutable and had better be accepted. Much rank, but the proportions are not available; and rhetorical blood has been needlessly shed over one can quickly observe that every conceivable lower versus higher priorities, when the university combination (including less than one employee) is mission c!earfy encompassed them all and regarded employed somewhere Furthermore, this variety them as complementary rather than competitive. has often been choser by extension administrators O.::frustration .s not in not doing but in not themselves. Specialist titles, simulated rank ("with doing better. We c, n surely live with that. the rank of 1, or four rung ladders different but paralleling the academic ranks are common. Particular universities are influenced by Career Development what they also do with certain librarians, certain researchers, and certain administrators. Let us now turn from the general ambience to Cooperative extension services are influenced by career development. Again, theinternal image practicesinotherstates,the existence of a influences,or may even seemtodetermine, national governmental career system alongisde the whether the extension function becomes a career academic system, and perhaps, in some cases, line of its own, with lifetime progression, as well as whether the land-grant university thinks it must co-equalwiththeparallelfunctionsinthe visibly rival the non-land-grant state university. In university.Sometimesextension workersare other words, anyone who wants to know whether residentin the field, far from the norm-setting academic rank, or any other single classification urnpus faculty. That tends to produce certain scheme, should be uniformly insisted upon will career results. Sometimes they are engaged in what gain little insight for national practices Morn than others might call subuniversity work. Sometimes one plan works, and so long as a university has theyperformdutieswhicharedeadendr.d. support-service types of personnel Sometimes they work with new-found colleagues (paraacademics, or professional but riot who are imported from the outside. Many are "academic" in the conventional faculty sense) who part-time, with careerlineelsewhere. Almost arenot accnrded academicrank,then some always, they are non-traditional in some way; and extension personnel are bound tohe similarly it is instructive that we have accepted treated. Th s treatment wouLi not seem to he "non-traditional" as including ourselves. discriminatory, or demeaning, unless one believes thatthisisanother case where "separate but Itis not surprising that in a university which has equal" should be outlawed. That argument seems its staff divided into academic, nonacademic, and less_valid in a system built on classification. If it is inoctween personnel called any solace, neither does the university know how ; ofessional-technical(oradministrativeprofes- to rankits house staffin hospitals, its in-house sonartechnical), extension personnel fall into the lawyers and architects, and its computer wirards. same three categories. The debate lies in what In any case, you and I are not going to solve the or000rtion of the professional staff should be in problem today--or even agree on how to do so if me academic category in view of the fear that we wanted to try. consignment to the neither-academic-nornonaca- demic category is second-class The irony is that The moreimportantquestionsare issome despite the heat about the subject, there is almost organic linkagesevered, is connectionwith no light --limited hard data on what the practices subject-matter home-base unhooked, leoparditing really are. One can get a global glimpse but not tae extension goals sought;isthere alifetime much more.Forexample,regarding useof progression,ifnot a profession, which will he academic rank, only elevenofthe fiftystate uplifting instead of demeaning in the extension Cooperative ExtensionServicesemploy the worker's career? A respectedcolleague Ifl conventional faculty mode for their field staff; and cooperative extension tells me that the these, except for Ohio and Oregon, are tha smaller personallysecure type of worker asks fnr staterIrganizations Obviously not all the supporting services to get the 'oh done, while the firnpils-basedextension people have academic insecureis likely to ask for status An effect,.0

86 career service can build resultsoriented rather than tenyearold study concluded: ". . . teaching in status-oriented personnel; therefore, the quality of the evening college frequently suggests internal personnel administration becomes professional hazards and penalties of such a nature extraordinarily impurtant. Among the common that it should be severely limited, and if possible, deficiencies are the absence ofclearlines of avoided altogether." promotionand ofacorpus ofintrospective knowledge about the field, capable of Despite these drives and trends derived from the transmission. As a result, a deficiency in training internalimage,theresultsare by no means also occurs, both pre- and in-service, in using that disastrous, as might have been assumed. What we knowledge which can build career lines for a again really lamentisthe shortfall from what lifetime. This is unfortunate because professional might have been. Cooperative extension services growth, with avenues toit,is the key both to have been better integrated with the regulars hack morale and to performance. inthedepartments andbetteraccepted on c areer termi ning faculty committees. Partic;pation in extension is neither a necessary Professional Incentives diversion nor a stigma. Arid even the roiindlycursed overload scheme in general The internal image also helps shape professional extension is the backbone of much that is done, incentives Arecentdoctoralstudyofthe with commendable response from regular faculty. deternunares of almost 600 faculty salaries in a Probablytypical of stateswported institutions, large university showed that among seven factors those inIllinois in 1972-73 were able to use "extension and service" ranked last; and among regular faculty in 80 percent of their classes, with the seven, there was no common ordering, except surprisingly equal participation from among the thatextension was so consistentlylow. The three top ranks. internal image also often produces the invidious distinctionofdual compensation patterns: the While we speak glibly of professional incentives, regulars" with "regular" pay and the irregulars we actually know little about them. Common who either defected from the academia temple for sense and observation tell us !hat there WI! many overload pay or escaped com7etition with the non-monetary incentives, too, and sonic schools of temple because of out ide or part-time organizational psychology put theheaviest rer.rlatment. The regulars look upon overload as an emphasis on self .rao tivation and inner-generated erosion of the base, much as we all do when we creativity. Harvard Professor Harry Levinson has redd a social item which says, "She is a part time published a bookcalled The Greak Jackass model and a full time mother" (except that the Fallacy, which attacks the hypothesis that marl, elarnor is missing). The internal image also tends to like that familiar animal between carrot and stick, 'alonse a singlemethod and standard for willrespond onlyto reward and punishment. professional preferment, whether salary advance, Frederick Herzberg thinks that work itself can he a promotion. tenure, or other recognition, weighted motivationalfactor,along withachievement, understandably both in representation and criteria recognition,responsibility,advancement, and in favor of themajorityregulars Foully growth. Douglas McGregorbelieves that, in supposedly lies in evaluating every person it terms Levinson's paraphrase, "commitment to objectives of his particular duties, but since criteria for the is a function of the rewards associated with their difterentduties rarelyexist and by definition achievement . . the most significant rewards depart from the norm, every difference being the satisfaction of self.actualirinq needs." produces an unintendedthrowback to the Although he probably(leesrimknow how unstated.implicitcriteriaimbedded in the peculiarly dependent extension rewards have been majority faculty culture, with regular teaching and on the "jackass fallacy," this critic gives us implicit research vyini; for first place. "Regular teaching" is advice to use "the deeper emotinnal components the rienssary phrase because there is also a telltale ofmotivation,"recogniiingthat "themost peck int] order even among kinds of teaching. A powerful motivating trace for any human being is

87 his wish to attain his ego ideal," his measure of university's imperative need to target its efforts in himself against his picture of his ideal best, thus terms of mission and manageability. potentially producing "a complementary conjunctionof theman's needsand the This area of hazard and neglect was pointedly organization'srequirements." Such "meshed addressed by Jack McBride of the University of interests"oughtmoreoften toparallelour Nebraska: "Somewhere, somehow, sometime, preoccupation withthestickandcarrotas somebody had betterstart devoting some incentives. attention to the problem of how to get the viewer, the student, the one out there who needs all this information and education motivated to watch all Responsive and Realistic Programming of this prograniming we plan to send down the line." AnOriental"yes"toalreadyloaded The internal image also sets up tension about who questions is an inadequate program base. And in will do the outreach programming and about what continuing education, there is a crying need for isbothrealisticandresponsiveintermsof continuity --programs as distinguished from offcampus need. A study of evening colleges snippets and pieces. Continuity was recognized as shows that the extension dean and the department a deficiency as far back as the first International head each thought he was the "creative program University Extension Congress held in London in developer." Thisismerely a reminder of the 1894,whencommittees reported onsuch never- endinginterplaybetween academic and strangelycurrent mattersas comparability of extension personnel in program planning extension and college work and how the former internally, to say nothing of the third-party clients could be made "worthy of very definite University outside. Tapping the campus reservoir, attaching a recognition." Such committees today would be conduit for delivery, and dragging it off far enough calling it "flexibility," or that internal to do the job without breaking the liberalization which puts the student first, with contact -- that's the trick. But there is a question more access andlessritual.In other words, prior to making the linkages, getting the right mix subjectmatter linkages, more options with more ofinputs,andplanning aprogram: thatis, blocks of continuity, needs determination, and assessment of the need to which such a program is flexibility of requirementsallafeneeded said to be "responsive." Assessing needs is an ingredients of respon4ive and realistic outside enterprise beyond the scope of this paper, programming. but itis the other half of responsive and realistic programming. Much of what potentially lies ahead forextensionunderthatoverwroughtlabel, Quality Control "lifelonglearning,"is jeopardizedfrom two sides: the traditionalists who prescribe the same At no place does the internal image work its will old medicine regardless of the new patients and with more tenacity thanin quality controlin the nontraditionalists who sound as if they are extension matters. Who maintains standards? Who selling snake oil. The "needs" discovered by the does the credentiating and internal accrediting? latter group are often so all-embracing and so Who assures that the university's goodname will inoperable for any conceivable university response not be defiled? These are not irrelevant questions that credibility is overwhelmed. When university when we concede that a university is known for education becomes indistinguishable from what it refuses to do as well as what it does and unstructured life experience, the that what it does should be done well. Colonial non-traditionalists have run amuck. They also do a universities inthe British empire alwa,.had a seriousdisserviceto the university by raising "specie,relationship"withuniversitir *jack anrealizable expectations, and to the extension home," for monitoring, externally examir and functionbyfurtherdiminishing itsalready symbolically attesting to maintenance of 'ever ti oublesome "Vernal image. Exciting vistas do lie mystical standards the outer world see. . to ahead, but that intensifies rather than removes the hold. That dependency extended well into the

88 111leamuoww03 'po!Jad isouoP olul 0141 Ise' bulritio? mow men sasodmi pup leym spun 'apeoap pup Bow ue 1! 6tomas itooto 'paau spy A1111111ti 10111103 ploys 'ansind )010W P 3110npiSin uoqedr13300Jd 111!M Snlels pull Loup spy pmelipu, ayl atioilid istuelie imps!) 1113I1led 3 SSW ;URI 111d II Alidu am., ul jo uolle3lidde Aosomiun abiptimuul 03 wool, 11111c3ripii jutistolsip ieq1 11011r10 SI iuU 01,; Ul 11114 i1111S '01iJA aM SOW11131.i0S 0.110 le saitioad ?';1,0 bumeti vow] liuonlpl! 01 0111 away lulus pauTO:u! mow! Aosompin Mi111 SIAM 3(1 Alapos 11 UM WADI MO11 01 lit1M 1.1 51515111 110 Ay 0111 1111116110 ulP.,L11 'sm1111)11 101 P1110115.11'! a130M palJuolP Ay 'S1X01 01 0111 'Aaaoi asopiati suluolsupJ3 UJp p buitopap 1Plu 101 pue tiu!buutp paps ,,opaau puooas sselo s!la buyind pile uaamlaq al!3 001 uat,PAnslioA paJedwoa 01 mli '3ell!PP3 03100s put! 0131 Joleisupq ammo(' s,obeopo ut,t SOON 'uo 0601103 103 ato sassew S! 10(1 (' AJois!y 10 aLo aibueippno pup 'unnolumua unnop-pwalem uoisJaA aba1103 103 041 %Iola Si niuls!ti-S.asioeins 3O 0131 IIIH pup Ow pue pu!1 'AaileA iumalop jo woolonpa to!An 116o1 solepuels awns le301 ORM Ale U1111 bOIPUP luatuiledaa 01 so umu ,:sasodinci leu0olp:pip3 jenb Al (1awiley) ale 510111311! o! 11010 'sau!idipsip 'pup '1011u0:1 al!, Jay10 plugs aoliaJ ul .1)S1mdl!I 01p 011111)P1t) Sill)011(13 snoleal suclpwuti lanpoid 'It1111105 pUl? 11 111.1141.1 '11111 SP 0110a1110S 'pies Alyptit! 1011u03 idaooe mo 'pap! 10 ulyeuiwnyto A0(l10()Ir1s

SI 1011 P snopotoJi "JilAUM011 pOSPC1SI;dtDP3 SJPIOOS op iJAP11 A3eunu(ial ()I ialuo3 l pi3apu Aolii auoie ue3 101U(13 '11 pue katil uo!sniauo3 OSII' 0111 a3ew11111 031rmso1 asey 'uolsualx3 Art 10uUC3 ay pup so UI Allnym luapuadap AUl lsui limp 111 asato I 1)10101 ousAw smoys AJuls!Li Jaisesip uatim 0 spy paldwoup 01 ay falisAivue uNAA ma ay )liO3) 01 0/1)111W' mu 'cis aM II paau 111A(103 0011 L111 APIPFI0 '101111100 IeUlallll OtiPull 11 SI 011011111 d10111 Help I' 1011110 10 ann tiA1,14 O1 ualsg 01 11011117 Aluo 3110011d :S3llalUS03 I 01111 110105 s11011Siallf; 11)1011f.11.1kil SUM 11)0111? 11!J1311 blilt1103011 '50501103 JO1 JUM buii u001/0 olo waisAs pile 111110 bin OW 1) Sti1l1S111101 03P0d Sd1113 1101011 'AliS1i1A1011 A11113t1 ua 110t11 UMO St111;11 10 0 .1 1 ustia ieu( Awl u- p111) Mtn tiul13430 'saathap 01101,admt 1111111N111ii IriR 00 Enny pup Jarius oifinotopuf.laas I P.I -coyeampa 'ampayi amyl swaas oil bt1011:1S11 UW111101411! ieto tiommiciP %1Sf1P3Ut.1 itplaMtiti 111111S0 aw0S 30 pull apimAllSiaAlUrl 'ssauJuulatioi UI p Amuawaidthis 'asuas ji si atp 'pal jaalyo laq1auM Aq 11101 'sluatuiwodde ihuutuliedup In Aliaows uouls ato abpwl SI 3111wUldUJAS 11011 01U1 3011 10 's03upp-qp3 fit111 "SiiifillUtin(13 !U 1010 'palodlim tit(' p.I11111 SPI1 ilk 0010 1110t1111.1 041 U0WW03 "Sii3InUp atjl W111111111 OM SIM( 01 ;111 W1US 111 atll 11A11i1001 '1X01110:1 pIP U0)S IIIIM u1191 11511!'01 1ud

aid ul Olpu, SIt11 Aft:SSUIitl diutoci '01 x 1 utusu0 51 lasioi All aouapuadapJalul dAJUS 1001121 111111 apadull - 'Alleuoluvaiebm 'Aiivolietuweileild Ipeanno 'web 11)0(1111pr,1uou Iuapnl5 'spauu pup pur 'Aii,e10111e0i MIL bt11111p1S0 St1111S00111110 a1J1 It) 111.10130s "Sul011110t1 111 011 1100A1 xi) Utns001 11UP S11(1:1)11:1 0111 ititi1PJ Un111S0(1 'L11.1101011 hiptip:Jtomi (mop) 1.1 piglipA(1111 illiitiI ',1 1111 OSI) 0011111 1111pip 0.10tij uew 'fiultipmb nl wolf) pup 011,15tis 50111Ju113 In SaSSiltlraM JO.- '51111.111U0S pit 11:til 01 'pip No! r.litIA 0:piti11i1ixi1 111 S111101 jil --101 ;111 US1IP:1 Aatil ill'' ".)it11,1011 pi SIM% iat11111 1 uPti S101)111 P) siiiiiiiiA 611"1 1111113 it) plOpt11111000111 SI e S11(1NA tjpipPitlitIS ualiht p S(iad1 01111

A1lS10Alup WW1 511 1;111 Sy 0111 t10 0qI 1111110 '1111Pt1 SI feemlin "WiltlitInd .A11111J01101 01111M 11111A0111 ulMa 1U X] UOISutil 111P1. 11: 0111 A11S10A1Un 10 ii1A0t1 1001,111 III Xi) papi1111 "(ppip:11:01t ISOLuie iquo11li.1)i0 Awl si('ilA '061: wit. 1S03 10 P :1(1 0171111 ;11 110111!1 '11());(1.;111pil pup 1(1 (00111(1 polo(

ApSntAlun SI 1111 001 111011.1 i01 Sp suilAii.1S 01 ay .S1131APP; '11111! hill111Uit1111 Mil 611o:1110 WM pi ':1.11 piiiium uI ato MO1 INA!) p110111: 11 aJd111 (p);) 0(1 Op 110011 0111 d'i1111;, 311 (01190 juilzuntflP ISUIPljp 1110:1Al Intl 11 SI 1111t)'.1 AS1111100 01UPt1:1 .111s010(.1 001,

68 reports are inundating 'he academic world with would learn where one learns now." Thatis newneeds. Problemsinthecitiesandin neither the Carnegie Commission, Samuel Gould's naturalresource utilization are making our case for report, nor an urban extension proposal. It is from us. Our universities are notdenying our function; William Dell, the Master of Gonville and Caius instead, they articulate, applaud, and accept it, College, Cambridge University, and the date is including most of the faculty and certainly the 1650. administrators who directlysense the external realities The frustration of the whole university If I myself have belabored the internal image, to community is in not knowing adequately how to arrive at the conclusion that we have made too meet the challenge. When and as the university much ofit,itis because we are in danger of increasingly moves to meet it, will extension be evolving a convenient devil theory of extension the ready, obvious, and competent instrument? administration. to justify doing less than we could Perhaps we can be sure only that meeting the and far less than we ought, while waiting for the challenge will not come as a blinding flash, like devilto be castout. Assumpons determine To make the solving a puzzle.Instead,itwill be an endless strategy, as we learned in Vietnam. prncess--a striving, an accommodation, and an wrong internal assumption now may well put usin approximation. What we are trying to do did not the wrong war for winning the future.Ifthe originate with us, nor will it end with us Archimedes among us would put his fulcrum out there where the new expectations lie, he would An olustration is implicit in the quotation uttered sorely move the internal iriNerSity world. Ann as on behalf of education "in every greattown," to improvement of image occurs, as a by-product be "so ordered that the youth may spend some instead of an object of strategy, we should keep part of the day in learning or study, and theother steadily in mind that it rests un mutual respect. part of the day in some lawful calling; or one day Therefore, among the obvious ingredients are in study and anz....i.lerin business as necessary or superior personnel andtasks well done, both persistentlyappliedovertime. Then: are no occasion shallrequire . . andifthis course were taken in the disposing orordering of colleges short-cut rites of exorcism. and studies, it would come to pass that twenty

90 TWO THOUGHTS ABOUT MONEY

Thurman J. White Vice President, University ofOklahoma

To what extent should tax dollars be used to pay for higher education, including continuingeducation?

The question assumes that the billfor higher reflect on what has been wrought.In the battle education, including continuing education, will be against ignorance, such an approach isnot even as met from a variety of sources. Sometimes the effective as sniper fire--and thisis the atomic moneywillcomeintheformoftuition age. In the universal love for the life of the mind, reimbursement under company or union plans, the chance to grind out a few more courses fora sometimesoutofthe family bankaccount, baccalaureate is a single flower in the garden of sometimes under contractual arrangements made opportunity. Bluntly put, the mission of higher by a company, an association, ora congregation education is to provide a lifetime of learning for all with a college, sometimes with funds froma who complete high schoolorits equivalency. philanthropic foundation, sometimes from local, Anyone who has thought about this mission for state,or federaltaxes, and frequently trom a thirty seconds knows it cannot be done by the combination of two or more sources. Throughout superficial expedience of movingnine o'clock his lifetime, an individualmay learn at the expense morning classes to the evening hour of six-thirty. of all funding sources. This is the present situation and, as the lawyers would say, stipulated at the May I interruptmyself? Lest anyone forget, outset of the consideration of the central question. professors have finished high school The mission Furthermore, an additional concession is madeto ofhigher educationto providealifetimeof all my colleagues in public institutions whoargue learning for all who comi,;ete high school includes that with a voting age of eighteencame adulthood them too. We put in the euphemism of research, and thus made moot the concern for tax support butit amounts to the same thing; learning by of continuing education. These respected professorsis a partofthe missionofthe colleagues are willing--nay, quite properlyare university. It seems trite to say it, hut research is avid -- to admit qualified people of allages to day to teaching as is sin to confession, without it, not and evening classes which are taught undersome much can be said. kind )f historic head-count formula. My respected colleagues have come a long way in a shortspan of Sostipulatingthathighereducation may be time to find people of all ages acceptable in their funded from several sources and conceding that classrooms, and I applaud their conversion for back door funding is available in evening classes, whatever reason. Parenthetically, it may occur to the question of public support from tax dollarsis less generous observers that the lower votingage still before us. HMV not have been as academically compellingas thshrinking pool of high school graduates. But my concession stands. Some Programs Deserve Complete Tax Support

Put as many people of all agesas you can into the I take it for granted that tax dollars should he used day ano evening classes of any college. Collect all for the total educational support of thepoor, the the public monies histwit.ally allocated to such needy, the underprivileged, and those who suf ter students and then pause for an hour or half day to economic discriminationI also take it for rinmted

91 that tax dollars should pay substantially all of the public officials. Something has happened to the costof Preparationfor entryintothefirst trust and faith of John 0. Public in the presidency, vocationorprofession.But fromtherethe both at the federal level and at the institutions of question becomes more difficult. higher education. This is transparently important tc every one of us. But keep in mind, please, the For example, why should I pay any more taxes to same erosion and ebbing of trust and faith is daily educate my neighbor? At this timeIcan only revealedintilei!istilutionsofmarriage,the identify two reasons--to make him a better church, the school system, health care, the courts, parent (like I am) and/or a better citizen. In either and the economic system we know as capitalism. case, wu both win. When we both win, society Do Ihave an overly optimistic view of education wins, which is the reason for taxes. in the first tospeculatethatfaithandtrustinpublic place. So Iwill gladly pay taxes so he can learn to institutions is based on informed values instead of be a better parent or a better citi'en, and he will ignorance? Would you be completely turned off enthusiastically do the same for me. To help him by an opinion that a candid examination of our make more money is no part of my tax incentive, institutions under the leadershipof professors and I am certainly no part of his design for raising would bring forward the enlightened consensus incomes. We are both college graduates and middle necessary for institution& reformation? class in America. For us, I know exactly where our tax money should go--to make both of us better AllI am really asking isdo you still have faith in parents and citizens. We devoutly want to be the rational process in the affairs of men'? Ido. I better parents and citizens, and a few tax dollars in still believe that the mind Gf man is superior to his that direction will pleasure both of us. Quite likely emotion and instincts. Quite possiblyI am wrong. both areas representcollegiateprogramsin History in the political arena is replete with men continuing education of such pervasive social value who would rather have their way than he right that they deserve complete tax support. May I But history really teaches that reasonable and illuminatethe point witha somewhat longer rationalleaders ultimately prevailReason has discussion of one of them? survivedand isthusthebasicelementof governance to be nurtured-- which brings me to Speculating about the possibilities of an improved the point. Trust the professors. In our society, so citizenry through higher education has provided far as I know, they are still--with exacerbating me with a fascinating way to spend time between exceptions-- ae hard core of people who would office appointments. Every day it becomes more rather be right than to have their way. They are urgently clear to me that Jefferson was on the ourcivilization'sbestbetto move rationally right track when he observed that a government of through the perioa of institutional uncertainty. So the people will inevitably fall if left to an ignorant now it seems to me that when faith and trust in people. Part of my clearing vision comes from institutions has dangerously weakened, we simply reading the daily newspapers, and while I readily resort to a higher faith and trust, we turn to the admit they mirrorourselves somewhat darkly, people who have made a life of learning and ask even muddily at times, all of us have a common them to share their way of learning in order to experience in the daily paper. Let me suggest that find the reiional way of institutionally relating hereis the s )urce of our strongest impressions ourselves. We /mild do this because we believe the about the problems of greatest common concarn rational way is the most humane way - -not the and therefore problems to be addressed in a public emotional way, though it has precedent, not the program of education for citizens. Free your mind might-makesright way,though it too has momentarily from the incidental events in today's precedent. headlines and recall the preoccupying themes of the times. Let us liuw look at the cost of citizen rule with reason.Inthe UnitedStates everyone has a Let me suggest an item to start your cerebral vote--135 million of us. Ten million of us are in juice: public confidence in public institutions and college, where presumably we are learning the

92 exigencies and issues of public life.That leaves money in rounding out the figures for hisannual 125 million whoare daily faced with public issues budget request. Evensoit seems like a lot of without rational assistance in thinking their way money. !f the stakes were smaller it might through the issues. Seventy very percent have the well be too much to givea second thought. But equivalent of a high school education and at least the stakes are very high indeed. If on paper are ready for a collegiate the cultivation experience. of rationality in public affairsis the best long Mathematically, that is 86.5 millionready people. range counter-force to crisis and chaos,who can Now assume forthe moment that all have a think of a more importantuse of our tax dollar? moving concern about public problems,about inflation, about equal opportunityin employment and education, about the deficit ininternational Part-Time Students Deserve SomeTax Support trade, the fantastic famine in India andAfrica, the vulnerabilityof our persons and propertyto With this questionwe leave the proposition that criminals in our neighborhood, and various other there are some collegiateprograms in continuing threats to our good life. What will it cost to give education which deserveto he fully supported the nation a rational approach? from taxes. Now we turntothelarger consideration of the financing of all Put in educational jargon, programs in we need to figure the higher education. Letme begin by carefully noting cost on a basic studentteacher ratio.If we use that institutions of higher educationhave recently 25 students as atypical group, we will need become institutions of adult education.Dropping professorsfor3,480,000 groups. How many the voting age to eighteen didthat. Our finance groups can one professor handle? The answer officers know this probably betterthan any of us depends mostly on how much time he gives one because more and moreyoung people are declaring group. Sinceme smallest numberinour themselves independent of theirparents and thus mathematical system is one, the least a group can establishing themselves eligible for in-statetuition get from a professor is one of something. And the rates, loans and scholarships basedon need, and smallest standard unit (well, almost standard) in otherwise impinging on the traditionalfinancial higher education is the continuingeducation unit. structure of higher education. Sogreatisthe It represe Its about a day and a half with a professor, movement to independence thatone may now sojive the professor his usual preparation and openly wonder about theyears we have subscribed follow up time and each group gets five professor to the notion that adults shouldpay all of the days or roughly one week. How many groups per costs for their further education. Itseems just as professor per year? Fifty-two is the number of likely that legislatures willmove this principle weeks per year but not the number of groups. By downward to include eighteen-year-oldadults as the time you subtract vacation time, holidays, that they will move the principle ofstate support weekends, and bad colds, the best estimate of upward to include the thirty-year-oldadult. We work time during the year is 200 days. Given stand in a fair way to be hoiston our Own petard. 5 daysper group,it now follows that one The consequences of instant adulthoodfor all r.` professor can handle 40 groups, and from this we our students are only dimly perceivedas of this determine a need for 87,000 professors. moment, but itis abundantly clear that changes Presumably most of the 87,000would be added to will occur in the financial base. theapproximately 600,000 facultymembers presently employed by the institutions of higher Instant adulthood is butone of the changes in the educati;,;i.Usingtheaveragesalaryrate of student body which have financial implications. $13,000, we come to an instructional budget of Another change which promisesa substantial S1,131,000,000 andbyaddingmoneyfor iii act on finance is laconically taught in the title supporting personnel and service we arrive at a of a new ACE publication. The titleis "Financing total annual outlay of approximately two billion Part-Time StudentrThe New Majority in dollars. Federal budget watchers will tellyou that Post Secondary Education." Thetitle refers to the the Secretary of Defense may drop that much fact that in 13,'2, for the first timein American

93 history, slightly more than half of the students population, we have a population of "would-be (degree credit, non-degree credit, and non-credit) learners" of nearly forty million people. Proud as inhigher education participated on a part-time we may be of the record of part-time student basis. The rate of increase in part -time students participation, we may also pause a bit to reflect on between 1969 -1972 was three and one-half times a society which frustrates 80 percent of its ready as great as for full-time students. Who paid the people who are willing and able to share the bill? The report pungently observes that two-thirds benefits of higher education. of the public institutions charge a higher tuition rate for part-time students in order to make their Now much money willit take to bite into the continuing education programs self-supporting. problem? Where willit come from? The most Seventy percent of the part-time students paid complete answer to these questions and the most their expenses out of their own pockets; and they detailed analysis of the problem is available to all also paid taxes to make the lower tuition rate inthe ACE publication previously mentioned. possiblefor the full-time adult students. The Again, the title is "FinancingPartTime report comments, "Regardless of family income, Students: The New Majorityin Post-Secondary part-time students on the whole are massively Education."It may be ordered from the Sales discriminated against in federal and state student Office, Publications Division, American Council on andinstitutionalaidprograms, socialsecurity Education, One Dupont Circle, survivor's benefits, institutional tuition rates and Washington, O. C. 20036. The price is $4.75. The financial aid programs, and income tax report is concise, only 118 pages. It is so mu h of requirements." a digest of the Committee's year long deliberations that a three minute summary is impossible. I could Some people quite justifiably may take read you the fourteen pages of summary of considerable pride in the determination shown by findings and recommendations, but I fear the gavel so many people to get a collegiate experience nven of the timekeeper on this session and then of ifthey have to pay forit themselves. There is, course you can read them for yourself. I will give however, another voice to be heard. It comes from you one clue to a recommendation. The report the Commission on Non-Traditional Study. They states that Georgia is the only state which provides had a specialsurvey made of"learners" and fundsfor academicinstruction,research,acid "would-be learners" by the Educational Testing administration for part-time credit students on an Service. The survey did a representative sampling FTE formula basis and administrative funds for from more than a million adults. They found that non-creditstudentprograms onthebasisof 45 percent of the "would-be learners" waited a continuing education units. Obviously, we have collegiatelevelexperience with some type of cometotherightplace forthis conference, formal recognition. Extrapolated to the general because here we may learn something.

94 ;F:NI:K.U. I)Is(:I:ssu)r

(Siaisu,uir

e\t t1if (:(i!l1:tti!;ii,rI cii Irii:i' Fitriifiiiii; ii(il?viI,tihit iiuitytiu' iiit! uuliuJ(if uiuulVl'ISitul'', ;r'i;it.ifIi1li,Ttscjr,iii,iVtiiti' i';kcitvitiitticil'tII! (.ini .iittuiul i r;iii'rii, 5l'hiII.lti! I!Xtl'uiSlhuui fiitir:tinui it tin:,it iiititiiIuiiiriiiijit iiiiii:iirriiIilj I';iiit1itti'iiiiuii;ttunhii1 that !hVi!Vl!Itill! iiiiivlI!.ity iivtipi:Ii or tdt(;iiftirli ri?Iitil(J tii1it this is stull(:tilui!li,liii!ITiIIl!i(!l ihu,(:hi itiii 1I.il1i/1! iuicI

liii? iflfll nit c11!;r! i .15 I1II!1I 1.' i iituir iit', nl;uuiiui':, shi itchhi'wry111(1(111(11111

hII'tVi!Ili iii ,:iit.'i,t.iliilirIfI uIilIinIstr;itIvI!'itilts CIl?utivl!. tt A/iI!,hi(iliitUit illitti.it#\Ili(!lic.ihiui'hilt '''i' :;;'!iitif: tIII'!I I i.,itriiit Ili! .1111, VII()Ii11 hlivI!.111 iiih,iii achiitl t!cluca in tlunvnnHi!uul hui:aii!;u'

iriitit'rri;it tpc;1t V!I! hi' ii';titijtiiiiltii hII,I' nutfh'!Vl'tli1ul!(J ul;it uiiui.it(:tlr'uutl!tfl III CIlVl iii1.Is;n'citii mu !Iti!r phic1it I'IItIty thtir OuiMlhitl!A!hihi 111!lhIulTiiIlIlhlui( iii'lXtI'iI:,iiuui iii tinthuui t,!ISiUti 1iCtIVitui!S l!lhi i:1it ii usat ;ii vig:i.s.

,5ki!lI *0101010 1Ittr!r it ;hr'tis pt:IcI! liii (I ''Critic mc :: F xti!iSi(ufI ur(till!!;ir'upi;irstriic:ttunliui i ';l!).irjti! irtui,.itininiatl!tltity hUt l!Xt(!Ii'I(iII tn tui ,i ur''iiiir;r I;iIlrti(unuhguicni I tiiyul I hluutt, i)rF4utr:hitiurtJ ri!I)tIi!c1tiittin iJnIruit thinkSU. Thui,nnni,iti \,Jhuiii!11.itl'li tti.itIii' !;ulJIa tninic1 flit !it,ihl! iti.it 'ii;'.. :)ttpiji! n;tiitu1 titt t:iuiil.uuiu liii' t)nI)111juinx uiu!;lululliiIuut;tiii.i)tilinuiIiIliJutIr.ui;isiI!Ii,tInunu(;t!;u,fIi.; !1ft,i;lnit iil!rJ,j. !ristitiitituiis tii;it criqhut try tiii liii till!l,ifi IlI!tV/l!l!ti uuiIiiuc: uuiil f)fiVItl! .iuuti;ic:pi viiiih1 ;)riiiuIi)iy tinirl ttIItil';l!Ihu;,tl!iuiiIt unistitiutiiiui';' tnuitiuuni '.l!u!nul!; tn ti'ti;intiiAiini(j. !r;i vviiitd its r(!sI!;,c(:iIihisi';uiiil hii'I:linIul! SiiiTii'tiiiiliI I)i!;;hi!,innl .i,uucinin a uuilnnuhl!r ui 11111tk;ivauut; (ruin' hii',il:l)iiittuiq hun Iiiiui a pinu ntthu' i:tuuitIuIiul!(hiihi t.is fuiiiht. himu1ulU,ui!;iI5v,il!that !jiil'.'t'r;iTj.1\';i'hir;itI!i.(Jtt(!qif iI.cu v,iui,iiJ tiki?ty linthi uuhitic ini(I(Jniv.Itr!fnuuuhiiuivvilt hin!(:iuunnl! hl,!i:!iruI!iuistiiiitinunpiti,i'ci and his,'itsitl!XIh)uIIty luIl:nlI!;inunIhV v;ultahitI!, tiihiI(Ihul!l urhiui;.ituniuiiii .iiiti !!iij t t uhisc:iihtiiary c;dri1u:lty (;r'uui'.r1it and Icu Iin' u;iul.iinn,c''.iuinhI!tilIII ihuItiLiIhiIt. Sdu'uur!nutliii! firi!Iifl)ini;uhy il1it, WI, all! fti!ttir'fh ai 0* 1*1*0 11111 ui'ti.ititi, tiiil VJI! kuituvv iii liii' fiuihIt (h(!Ini;uuu(I iii' i:uiuuti,iuuInun1 nchui(.:ituu,ui unliln.irniS Fhii!Ir u.itiul I :iiriiiii I iihiinu ,Iiiiiui;iui;.uhchn,r;;. it'I;I!;Iililuitl'iI iIhii*JtIl l, (liii!thutiif;i,.tthi.tt'h(il(.uh1i. 11.11'! huiiui huttii;uI liii!(hciivir.it';i.hV/i:ciuiiui';!.tr!(i:tluni, ii:;ithi';iv,iut.uhiti, fuui'r.iuuuiiiiuuliluhunliluiit, till! '1ithi,i d!nl.ir.Itli'xtiui',iiuii heuCiitt', luis viin i'iI vitt I irriu '/ thitinuuuii irunf,ui.t'ui ii' ncqhni',uI nivuu,I F;iiruri,uII'Vhlitl?nuh,i,rvi',

t) 5/14 SESSION V I SPECI Al. INTEREST GROUPS

This unstructured session was set aside to provide for fellowupdiscussion which might result from formal conference sessions. As a result of this procedure, two interestgroups were formed. One group, dealing with federalfunding ofuniversitypublic service and extension activities, was initiated by the follwving confereesOr J C F vans, Vice President, Oklahoma State University; Dr Floyd B. Fischer,ViCI! President, Pennsylvania State University; Dr. Paul E. Hadley, Associate Vice President, University of Southern California; Dr. Robert J. Pitchell,ExecutiveDirector, NUF A:Cr. Thurman White,Viti!President.Universityof Oklahoma. A second group, initiated by Dr. Lloyd H. FIliott, President, Come WashingtonUniversity, and Dr. Edmund Hughes, Vice President, Georgia State University, dealt with university publicvice relationships in the orhan scene.

97 SPECIAL INTEREST GROUP ON FEDERAL FUNDING

(Summary)

The following is a summary of major issues related to federal funding of universitypublic service and extension activities, discussed duringa special interest group session.

Need for Program Proposals tothe creation of new programs thatcan be implemented through university extensionand A great handicap to acquiring federalfunds for public service programs. public service and extensionprograms is the lack of a prospective program to "sell."Before an institution can ask Congress for funds,it must The Threat of A-95 Review and Approval conceive a national need thatcan be met through university public service/extension and write itout University programs supported by federal funds interms of objectives, procedures, budget,etc. may come under closer scrutiny by subdistrict Armed with such a package,one can go to organizations that have been given "review and Congress and say, "Here isa need, and this is how approval" power under A-95 and 1202. Thus far, we propose to meet it. Will you fund us?" these regulations have been applied primarilyto facilities,not to universityprograms.Most The National Endowment for the Humanitiesis a observers agree that A-95 did not intend that the national public service program that has gained subdistrictorganizations "review and pass on" widespread acceptance. A major factor in gaining federally-supported operating programs thatare acceptance ofthat program was the support it implemented out in the states. received from influential personsacross the nation. Presently, however, thereare some indications that LEAA has also gained firm acceptance. This was 0MB mightpromoteor requiresubdistrict due in large measure to the grassroots support for approvalofuniversity programs supported by "law and order"--the felt desire to do something federal funds; and some executive directors of constructive to reduce the incidence of criminal subdistrictorganizationswould welcome the acts in the nation, particularly in large urban areas. move. Theuniversitieswould beseverely Both the federal government and the universities hampered in the areas of program development responded. and implementation ifthis were required in the future. Review would slow theprocess of program Theseobservations suggest thatthefederal development, cause disruptionsinestablished government will support well-conceived proposals programs, and lead to mixed program content at on subjects that are of keen interest to the nation, various area locations. Thus, universities or a large clientele group, provided plans are drawn throughout the nation should strongly opposeany and organized support can be generated. Public attempt by 0MB to require subdistrict program universities need to give greater thought and effort review of federally-supported programs. Control of

0799 programs should remain with the universities and one study suggests that the public is more willing the federal agencies charged with implementing to spend tax dollars on education than on most the acts of Congress. other categories of federal spending. The issue is: How can support for continuing education be organized? Need for Federal Support for Continuing Education One suggestion is to break the total continuing education population into interest groups that A major area of public service /extension that has could provide a groundswell of support for the not as yet received significant financial support is particularkindsof continuing education that continuing education. Several studies support the appeal to each group. Undoubtedly, the number of general observation that there is a large latent persons desiring continuing educationisquite demand for organized continuing education, but large. Many of those who might participate do not part-timeandadult"students"arenotan have funds to pay full costs. Should they not organized group. They come from many receive assistance in some appropriate form, just as profession, age, and interest groups. Consequently, college-age youth do? it is extremely difficult to gain grassroots support for federal funds for continuing education. Yet

100 SPECIAL INTEREST GROUP ON UNIVERSITY PUBLIC SERVICE

RELATIONSHIPS IN THE URBAN SCENE

(Summary)

Formal notes were not taken in this session, but recited the experience of the University of Georgia for nearly an hour about twenty participants from in the metropolitan area of Savannah and Chatham thegeneralconferencemettodiscussthe County. Among the relationships and relationships of public service in institutions of involvements which Dr. Melvin mentioned were higher education to various elements in the urban the following: scene. The session was chaired by University of Georgia Vice President S. E. Younts. 1. Technical assistance to an inner city church as it attempted to redefine its community VicePresidentEd Hughesof GeorgiaState role. Universityintroducedthesession byciting examples of the relationship of Georgia State 2. A long-standing relationship of more than University to the Atlanta scene. Among the items eight years with the business and mentionedwere the Inter-University Urban professional leadershipin Savannah in Cooperative, the work of the Urban Life Center, assistinginthe conduct of aleadership and experience withUrban Observatory. The seminar for middle and emerging leadership Urban Corps activity, which consists of student in the city. involvement with field problems, was mentioned as being unusually successful. 3. Technical assistance to the Savannah-Chatham County Metropolitan There was a variety of experience and opinion Planning Commissioninidentification of regarding the acceptance by local governmental metropolitan planning goals. officials of possible university contributions to the solution of urban problems. One participant felt 4. The conduct of two studies in Savannah that local agency and governmental officials were dealing with lnw-cost housing and quite reserved and suspicious of the capabilities of employment training needs. a university to address itself to urban problems, whereas other experience indicated a great deal of 5. Continuing technical and non-credit reliability on university public service's educational assistance to a variety of local contributing to improving the strength of local governmental functions in Savannah. agencies and, particularly, local government. In answer tothe question which generated the 6. The conduct of community development request forthesession, Dr. Ernest E. Melvin work in cooperation with Savannah State College under Title I of the Higher Education Act. SESSION VII-IMPACT OF FEDERAL POLICIES

la3 GOVERNMENT'S IMPACT CALLSFOR BETTER ECONOMICUNDERSTANDING

EarlL. Butz Secretary of Agriculture

The concepts of "extension" and "public service," Yet, there are dangers inherent in sucha system. in their broad aspects, mean transmittingfacts and Despite the recognized need for this form of techniques from their source to people who can education, the Congress tends to look askanceat use them.Inthis sense, extension ar.d public appropriations for information services. Theyhave service are major thrusts of public education in reason to, andIwill concur in their skeptic:sm. this country. TheCongressis oftensuspiciousthatsome information activities may be isedto rev up public 1n agriculture, the state e.(tension serviceshave orpolitical si'pport for specificprograms. That played a major role -and their partners have been dangeis always present. The temptation touse the land-grant colleges. Together, these forceshave government information systems for such purposes given substantive meaning to the concept of is sometimesbeyondthepoint ofhuman extension. They have set the standard for sound, resistance. effective public service. Clearly,itis a questionable practice for the The federal governmentis itself an extension agent administrative unit charged with carrying out the and all educational institution ofsorts. One of the intent and direction of federal statutesto be primary tnrusts of most ge ernmentprograms is involved in extensive educational campaignsthat communication-- whetier it ty.. facts, procedures might influence the very program it administers. for collecting benefits, regulations,or taxation That fact is precisely one of thereasons why in procadures. The Department of Health, Education, this country we have developed extensive adult and Welfare, of course, has education as one of its educationprograms--ca0 them extensionor primacy charges. Its ever-growing responsibilities public service as you wish--in connection with relatedto both health and welfare require 3 our land-grant colleges and state universities. These sizeable quantity of communicative effort also. institutions are independent and The Department of Agriculture has itsown very quasi-autonomous.Theyhavethequalityof substantial communication and information objectivity--if, in fact, it is possible to achieve system, and each of our agencies has avery that quality any place. They havea substantial effective information function. Iam proud of our depth of scientific expertise on whichto draw. system. Itis one of the best, if not the best, and They are isolated as muchas is possible from most effective in government. The other whatever crusade may be popular at the moment. departments and agencies of nriyornment have They are less likely than most other forcesto similar systems of communication, education,and espouse particular part;san points of view. information- -and they performa vital function in a free and open democratic society.

NV/i05 The American system of adult education is fairly systems of public service and extension, as they unique in this regard. It is heavily financed bythe seek to inform the electorate so that it will be federal government through continuing capable of making those decisions wisely. aopopriations to the states, to the institutions, and through specific categorical grants. Thesestate Nearly twenty years age in a speech I addressedto Ind 'ocal institutions and agencies then exercisea thenation'sfarmercooperative leaders, relatively I highdegreeof autonomy as they attempted to hammer home the vital importance attempt to meet effectively the needs of their of how big the government's business was--and ;Atoms. the extremely crucial place of government policy formulation in agriculture. At that time, it took This stem must be preserved and strengthened in justunder$64 billiontorunthefederal '' days ahead---if we are to deal effectively in government each year--and just under the private sector with the challenges we face, and $100 billion for government at all levels. I pointed if we are to have good government capable of out then that we had socialized approximately meeting thepublic sector challenges we face. one-fourth of our gross rational product, that all Indeed, our system of land-grant colleges andstate of our people together decided how each ofus universitiesis the main hope we have fora would spend one-fourth of his income. well.inf armed electorate capable of addressing the vital issues of the day. This year, twenty years later, we are spending roughly $275 billion on the federal government The press and broadcast media have sufferedsuch alone. That increase might not be too startling a substantial loss of credibility in recent years that when population growth, inflation. and economic the electorate is hesitant to depend on them for growth are taken into account. The startling fact, reliable informationand objectiveanalysis. however, is that today--considering government Industry hasalrvays beensuspect. Private spending on local, state, and national levels--we orqunizations and institutions are conceivedas have now socialized approximately one-third of representing narrow spacial interests. Evenmore our gross national product. All of us together are than in the oast, therefore, the American people now deciding how each of us will spend one-third :mist depend on the extension and public service of his income. The body politic nuw makesmore Drograms ofthe land-grant colleges and state decisions for every American and spends more of universities for adult education and information every American's money for him. Thus, it has transmittal that will enable people to make sound becomeincreasinglyimportantforthe adult public decisions. education functiorof your institutions to be effective. Ti is burden weighs increasingly heavily This aspect of your function is accented by the on your shoulders -and your budgets. ir:reasing tendency of our people to lookto the if:deraIgovernment for solutions to problems. Each day I am in government I ammore and more E'.enthough thefederalgovernmentmost convinced that the most limiting factor in good certanly dues have the capability of perfurioing governmentistheshockinglylowlevelof lyre functions better than any other public or economicliteracyoftheelectorate.Asin ::rivate body,Ifear we have already leaned too economist by training, and as an educator by -wavily in that direction. practice, I suppose I should feel special shame for this sad state of affairs. I clearly do. Some of ycu that as it may, the direction we have shifted must share the blame with me. Yet, all of us face r-Ipans all of us must be able to make a greater the challenge of doing something about it. -..-lber of decisions on matters which affect an ncrnsingly large part of a societythat grows Evidence of the problem is widespruad. It has lar9er and more complicated by the day. he sheer become altogether too easy for the ,ass tthe public decisions now being made adds narrow-tninking leaders of special -iountainous burden of resporribility onto your i n t erests - -glib-tonguel advocates and

106 zealots- -to stampede people into t...:cepting, and Great responsibility for achievingthat objective sometimes even into demanding, unsound and rests on your doorsteps. Perhaps the uneconomic greatest panaceas or shortrun challenge ever to face the extension counterproductive and public palliatives.Lastyear's meat service segment of price controls are your institutions is that of a case in point. Nearly everyone upgrading the economic literacy of with any economic sense this country. now proclaims that they Whethar you succeedor fail may determine just werewrung.Consumers,grocers, themeat how long America remainsa great nation. industry, and livestock producershave all suffered in turn. The entire meatproducing industry (beef, Public constraintson the use of the tools of pork, aad poultry)is now in a dangerously science--designed and adopted in recentyears to depressed state. enhance the quality of this country's environment- -have presentedour system of adult Fertilizer or.ce controlswe a second example. education with a new challenge: Tocome forth Controls on domestic fertilizerprices were slapped on when fertilizer with widespread understanding andacceptance of supplier. were plentiful and a sound and realisticbasis for weighing risks pricesweremoderate.As world conditions against benefits in regulating technologyusage. changed, the shackles remained. Asworld demand climbed, and as fertilizer manufacturers sold into While agriculture is not the onlysector of our the world market where priceswere !ising, supplies aconomy to run head on into environmental lisappeared. Yet, because domestic prices constraints, the case of agriculture is criticalaid of 'ermined controlled, there was no incentive to worldwide concern in anera when ...a have all increase fertilizer production for domestic use. In become painfullyaware of the race between fact, some plants shutdown, new plant population and food. Progresson the scientific construction plans were scuttled, and expansion front clearly offers the world'sbest hope for plans were delayed. When controlsfinally came expanding agricultural off, production through prices skyrocketed--for soundeconomic increasing cutting losses, and improving reasons--and fertilizer production has still not quality. The pondulum of environmental caught up with demand. constraint may well haveswung too far, as far as the use of science in agriculture is concerned. ineed not cite thenumerous other examples ire agriculture---or the countless additioaa! ones in Agriculture is now up against the starkreality of the general economy. Clearly, some of our pub'ic limited resources--limitr..: land resources, limited economic decisions have not beenwise ones, and fertilizer supplies, iimited many of the most unsound enely supplies, limited ones have been made water supplies. From her' on, 'toma glabal point reluctantly becaize of political pressure or public of view, we must increase theyield of pmductiv clamor stemming froman appallingly low level of [Noun, whatever they may be--whether laid,or public economic understanding. water, or chemicals, or sunshine.

This problemisheightened by the increasing We can do that only oil thr scientificfront. We can tendency of the federal government to st.ek to ao that only by modifying the ecology ofnature. achieve5ublicends bytampering with the We can do mat only with scientificonslaughts economic rystem. Again, I cannot concur with againstnaturalforcesinthephysical world. what seems to be a growing mood of dependence Environmenol constraints frequentlyhamper our on the federal government in tne economic arena. efforts. I have sometimec bcnn criticalof many of Experience tells me the, the marketsystem is our public decisions made as if we could afford the vastly superior to the government in its ability to luxury of bair.-. "absolutely safe"on the scientific perform inort economicf :inctinns. Yet, *fthe front. Admittedly, such decisionshave generally electorate coutinues to insist on .finre and more been based on noble intent. Furthermore, i do not econnmidecisions in he public sector, tl:e need quarrel with the adm,nistrative andlegislative for a sign ;; :ant imp nveinsInt in our public Irvel of processes which have tended strongly to take the economic literacy s a must. side of conservative prudence in thename of

107 health--because there seemed at the time to be necessity (or its acceptance and use if this world is no better basis for making a decision. to be able to win the race between food and population. I am confident that the scientific On the other hand, in light of the increasingly community can set forth such a creditable Rule of untenable constraints we plate on the use of Reason, a finite numical level which isthe technology, it is incumbent upon us to come forth dividing line between acceptable and unacceptable with abetter basis for decision--a Rule of risk. On the other hand, the extent to which the Reason, if you will--which will realistically and extension and publicservicearmsofthe objectively weigh risksagainst benefits in institutions represented here gain public regulating technology use. We will look to the understanding and implementationofsuch a entire scientific community, but especially to our idtionale will be the extent to which reason will great colleges and universities, to suggest bases for rule in the use of technology in agriculture. rational judgment with respect to the use of the tools of agricultuiI technology to assure adequate Good government is the business of all of us. The food, fiber, timber, and energy for man. We will future of education, of agriculture, of business, of lookto your laboratories andfieldresearch allfacets of the economy, will continue to be stations fey adequate criteria on which to base a closely entwined with government. No longer can meanirgful evaluation of technology in agriculture our educational institutions withdrawcomfortably thatseparatesobjectivefact from subjective behind the curtain of a technological or scientific conjecture. That is a vital prerequisite for reaching education and ignore the impact of government. conclusions based on a proper assessment of the risksversus thebenefitsfromtheuseof The 'mportanceoffundamental economic technology. education at the grass-roots of America can never be overestimated. This willinfluence present Clearly, we need a rationale for making judgments legislation, as well as the econcmic thinking of our on the risk that is acceptable in return for the leaders a generation hence. Sound public policy benefit to be obtained. Furthermore, we will need formulation and execution thrive orly inthe a major effort to achieir widespread and in-depth fertile soil of rising economic literacy among all public understandint, of the soundness of this our people. rationale or Rule of Reason--and of the absolute

108 REACTION PANEL

(Summary)

Or Floyd B. Fischer, Vice President, Pennsylvania State University, and Dr. Paul Miller,President, Rochester Institute of Technology, were the reactionpanelists for Session VII. Asummary of their reactions and Dr. Butz's response follows.

Floyd Fischer education, (2) continuing health education, and (3) continuing education in social welfare.One Or. Fischer began by saying that he was privileged hundredeighteenofthe208 programs were to share the rostrum with the Secretary of essentiallyinthosethreeareas.Dr. Fischer Agriculture, a man who is personally committed to commented that, not withstanding the factthat the service concept and who representsan agency there is currently a need for manpower training in of government that many yearsago perceived a these areas, the choice of these three for extensive need for educational and informational services for funding does not appear to stem fromany broad adults in the communities in which they lived and conceptofeducationalphilosophy,political then proceeded to work with other agencies in philosophy,ornationalmanpowerstrategy. developing and sustaining the highly successful Rather, in his opinion, it may indicate that the cooperative extension model forone type of government is overly concernedwiththe public service. development of those fields whichare essentially within the public rather than the privatesector. Concurring with the secretary, Dr. Fischer noted that the federal government has hada tremendous Or. Fischer noted that the well being of the nation impact on extension and continuing education. clearly depends on the success of privateas well as This impact has been a naturalconsequence of the publicactivities and that in a field as fv:t that the federal government has expended underfinanced as extensionand continuing billions of dollars for public service and extension. education the impact of such funding practices HecitedtheSeventhAnnualReportand helps shape not only the nature of continuing RecommendationsoftheNationalAdvisory education but also the total institutional faoric of Council on Extension and Continuing Education, our society. He cautioned that social engineering indicating that it had examined some 208 federal through education is e danger ous practice, whether programs with continuing education components. directly or indirectly conceived. Itis especially Those federal programs involve the total of about dangerous because of the lack of coherent national $8.25 billion, of which about $2.5 billionwere policy on the fundiag of continuing education and directly concerned with higher education, extension from the point of view at the individual continuingeducation,andextensionpublic student, the citizen. service. He noted that most of these dollarswere concentrated in thefollowingthreemajor DI. Fischer lamented the fact thai while society is fields:, 1) continuing education in the practice of beginning to recognizetheimportanceof

109 education as a lifelong endeavor it has yet to maKe problems they address. Thus, the patchwork in a national commitment to its funding as such He federalfundingforextension and continuing noted that society has recognized its obligation for education imposes on our institutions an financing education for youth and children; but administrative structure whichisalsoheavily when it comes to the adult, there is not only patched and is subject to ripping and tearing in massive discrimination but also "massive neglect," any stressful situation. Dr. Fischer noted that the as a recent American Council on Education study issuesandproblemsincontinuing education, described it. extension,and publicserviceareextremely complex. He cited drug abuse, mental health, Dr. Fischer summarized comments regarding the traffic, safety, environmental pollution, and a host impact of federalpolicies on publicservice, of other problems es representing a range of issues extension, and continuing educationin higher institutions are asked to deal with in the context education by noting that without a financing plan of continuing education service programs. which permits the individual adult to move into the educational environment based on his own He noted that interest in continuing education and perception of need he isrestrained and extension by the public is probably at a peak. He manipulated by those opportunities provided by noted that this conference should identify again financing conceived from points of view other what we all have to achieve through extension and than his. Dr. Fischer notedthat there is public service, set some broad guidelines, and seek, considerable consensus by colleges and universities withfederalhelp,tobuildan institutional and increasing recognition by government that framework which supports those guidelines. He there are too many discrete programs supported then advanced three propositions intendedto by categoricalgrants,establishedby separate achieve a balance between the federal and state statutes and administered independently of each government needs andthoseofeducational other. While the intent of most of these programs institutions, a balance between educational was good they have not been bound together by resources that serve individual needs and those unifying policies or well cooroinated that serve the public and private sector of our administrative efforts. Thus, many institutions of economy, and a balancebetweensociety's higher education are reluctant to become too resources for education for youth and adults. heavily involvedin them--thatis,to accept responsibility for administering a program which His first proposition was that we no longer have to may involve extensive resources, large numbers of convince others that education is not only for personnel, and complex planning and management children and youth. The proposition must now be only to find in a relatively short time that the made that the individual adult mist have access to program is no longer "in" with federal government educationalprogramsthroughouthislifetime planners. Many programs disburse funds Jnly under financing arrangements similar or equal to throughtheprojectgrantmechanism, and those for youth. institutions have no assurance offunding continuity or grant renewal. His second proposition from the point of view of the individual institution of higher education was In short, the number of categorical aid programs that afinancialfoundationof recurring fiscal from the federal government condemns a related support for educational programs and services for educational effort to a peripheral status in higher the adult student should be established. It should education. With such funding it is not possible for be broad enough to protect thn integrity of the the programs to become a part of the institution's institution in terms of academic decision making basic educational commitment. This practice has and to support a research base similar to that spawned such administrative structures within whichcharacterizesthesuccessful cooperative colleges anduni..ersities asinstitutes,centers, extension and experiment station relationships in bureaus, and other agencies designed to permit agriculture.He notedthatthe foundationof response to categorical aid programs in the social support for extension and continuing education

110 programsis too narrow for an institution to serve not only to heighten the impact in terms of respond to many of the real needs of the adult benefits to the individuals but also to blunt the student population. According to the Seventh impact which can both impinge on and corrupt the Annual Report and Recommendations of the individual framework of our society. NationalAdvisoryCouncil on Extension and Continuing Education, "With inadequate support from the general university budget, and with Paul Miller minimal direct and ling-term input from Federal, State,andothergrantprograms, continuing Dr. Miller stated that even though lie had hadan educationper se has gone of necessity to the opportunity toread Secretary Butz's paperin marketplace to sell its wares like many commercial advance he had not prepared a reactor enterprises on a profit and loss basis." presentation, saying that he did not think it at all proper to bring the Secretary of Agriculture to this Thus, university continuing education activitiesare group without giving the group an opportunity denied whatvirtuallyeveryotheruniversity within the limits of the meeting to explore some activity has access to--a responsive federal focus questions and delve further into the ramifications for their own interests. From the point of view of of his remarks. Therefore, he proposed to couch institutions of higher education, then, it is time for his comments in the form of questions. all parties concerned with the financing of higher education to work toward a financial base to Or. Miller identified three major pointsor issues support a foundationforadultcontinuing either expressedorimpliedinthe secretary's education and extension programs in the future. paper. One was the great need for an increased economic literacy, another the need fora higher Dr. Fischer's fin,' proposition was from the point levelof understanding of how to measure and of view of government. Noting that the number of weigh the risks and benefits which accompany the categorical aid programs (and total disbursements) application and consequences of technology. is excessivelylargein proportion to presently existing alternate sources offunding, he The third point--and the issue that Dr. Miller maintained that, despite the dangers generated by said he really wanted to raise about the secretary's the imbalance, government, both state and federal, presentation--was that it would be easy for the should retain categorical programs as one way of group to leave the conference and remember the assisting higher education in being responsive to fireworks without thinking carefully about what social problems. It should be only one type of the secretary said and in so doing conclude that it support,however,notthetotal.Dr. Fischer is possible to develop a social technology in the admonished that federal categorical aid programs United States to help the people assimilate the should be given time to succeed, saying that many mountain of knowledge which we have and put it programs are terminated too soon to determine to use through and by the university sistem alone. their value and worth. A case in point was the That is, Dr. Butz seemed to suggest that we could State Technical Services Act. perhaps get alot gwithout the powerful, legitimizing influence of the federal government. Or. Fischer concluded his remarks by noting that his propositions were directed only to the central Dr. Miller asserted that the secretary did not mean point of developing and maintaining a balanced thisatall, because the very structure which system of financing, one that will sustain the brought him up would never have been able to integrity and worth of the individual as well es the succeed without the support of what is in its own delicate relationships between a government which rightakind of federal university--the U. S. is involved in the financing of another institutional Department of Agriculture. One has only to recall education, whose goals and objectives are not and the land-grant institutions, in a time similar to ours should not be totally parOel to those of the today, with reference to other aspects of society, government. The balance that can be achieved wil! saying they were not at all enthusiastic about such

111 a conception as he CooperativeExtension Service. deal with things on an inter-personal strategy Without the far-reaching stimulation and creative towardinter-institutionalstrategies.These are drive of far-sichted people like Secretary Butt in endlessly complex. Then he said, "Mr. Secretary, I the Department of Agriculture we might not have think your views about the role of the federal the Cooperative Extension Service as we know it government are too simplistic. We have to build a today. networkof knowledge utilisation in American society and we have to do it a lot faster than many "So," said Or. Millet, "I am simply saying to the think We cannot do according to simple unilateral secretary, that in the context of our discussion models of the university interacting with a given here we are searching for linkages. One might c immunity. We have to have the legitimisingforce mistakenly take from his message the idea that we nrthe federal government and we have to build could make it as an autononious--whatever we this all into a network whole itis possible to mean by free--type of university, andIdeny into the field as a Cooperative Extension Servi,:e that.I say that in order to create technology in with your kind ofevangelicalspiritto apply this country, to help our people meet a new set of knowledge to the very dangerous areathat of problems,to assimilate the knowledge At our normative value and at mode change on the part of disposal we need morethanautonomous, people over the country. unilateral universities. We must have not only the financial support but also the creative, stimulating, "So, in a sense, I ask you the question. Ifelt the legitimizingforce ofnational policy andthe thirdpartofyourpaper where youwere federal government." constraining the role of government might allow us in the conference to go away feeling that we can Or.Miller asserted that as one looks at the do everything by ourselves, and I submit that we community development traditions in the United can't." States, the Cooperative Extension Service, and the variousinternationaldevelopment modelshe always finds three matrices, (1) a macro-national Secretary Butz matrix, (2) a place where the action takes place, a kindifmicro-level of development, any (3) a Secretary Butz agreed with Or. Miller and said, category for technical development. "Government must have a deep and continuously pervasive impact on adult education. The only Dr.Miller suggestedthat the easiestkind of thing Ifear is that it goes too far." He indicated knowledge use is that performed bythe that in many instances buvernment officials make Cooperative Extension Service. That is the straight- decisions that affect the very fabric of American forward, impirical application of knowledge to life. changing the structure of nature. A second use of knowledge is that of making a normative change, a Secretary Butz contended that we have moved too re-education, and that--changing the values of many decisions to Washington, andhe cited as people--is what we are talking about at this examples the decisions mat are made by the Cost conference. There is also a third use of knowledge, ofLiving Council andthe Commodity Credit and that is the exercise of power. The modalityof Corporation. He noted that tile Commodity Credit that use of knowledge is coercive. As a colit,ge CorporationBoardmakes decisions onprice president, when project proposals come in, one relationships that build up one commodity at the marketing m .jst ask: Where does this modelfit?Isitin expense of another, that build up one Said he, "We schooling, in individual learning, in choice-making, system at the expense of another. or in action? make a dccision on the price relationships between butter and cheese that puts Wisconsin Cooperative Or. Miller observed that ore of the difficultiesof Cheese Comparies in business forces them out. cooperativ,; extension work today is the fact that We can't avoir4 it. This is the kind of thing that I and correctly only as we we are moving in our societyfrom the ability to say can he done wisely

112 increase the level of economic literacy throughout with which we make these broad social and the nation. There is no substitute for that." political decisions, but it can be done onlyas you 1 (referring to the institutions) can doa more The secretary continued, "I ,don'tmean to say effective job of education at thegrassroots. In that government is not important, that it is going short, the government must havea deep and to go away. It won't.Itis `here to stay." He decisive impact on education through increasing asserted, "I think we can imprOve the effectiveness the grassroots level of economic literacy."

113Pi/ 05efil3P,Nk.'?)\,1,

SESSION% III----S1 \THESIS SYNTHESIS

Donald R. McNeil Chancellor, University of Maine

Thishasreallybeen themostfrustrating, service. With all shades of opinion represented,one aggravating three days I have ever spent. Those of has to make an assessmentas to what the overall you who are acquainted with me know how meaning was. My own view is thatthe joy and difficultitis for me to sit still for three days optimism attitude overshadowed the gloomand .,vie..out saying a word. (However, it was not as doom school. The overriding feeling seemedto be bad as my experience of three weeks ago when I that great possibilities in public service lic ahead of was in Oklahoma for a conferencewith us. Thurman White. I lostmy voice on the plane going down, so when I arrived Thurman took me to the Second, I was struck by how, whenwe get into a healthservices building tosee thedoctor. conference likethis, we broaden our horizons. Thurman walked in and said, "I've got a man here Here there was a breadth andan overview that is who has to give a speech in fortyminutes. What not prevalent in many conferences. I think of are you going to do for him?" The doctor, without some of the subjects that were brought into the hesitation, responded, "Call Oral Roberts.") conversationduring the courseofthethree days--zero population growth, overseas Of course, it would bepresumptuous of me to talk programs, poverty and pollution, race relations, to you about what you have heard these past three welfare, food supplies in the country, needs ofthe days.Iunderstand that these proceedings will be private colleges, the whole man, and printed. Since you will have a chance to study coordination--and they indicate clearly thescope them in detail and find out what you heard in of our interests and breadth ofour views. these three days,I am not going to review the effortsof each speaker. You will notice the Third, Ijust have to share withyou some of the programplanners did not callthis session a extracts that I have selected fromthe critique, they called it a synthesis. As presentations, either frommy notes or from the "synthesizer," however, I would liketo both papers themselves, because, if nothing else, the critique the conference and voicesome of my own conference has coined some memorable phrases. I preiudices about various issues thathave been picked out the ones I particularly liked. raised.

The people have problems; the universitieshave First.I would like to give you some impressions of departmerits. the conference and to share withyou sort of an overview. It seems to me that all shades ofopinion We mistake aloofness for objectivity. were represented here. There was, on the one hand, an impression of great joy and optimism; on Failure is not so much student inaptitudeas it the other hand, several participants expresseda is faculty ineptitude. gloomy and pessimistic view of the future of continuingeducation,extension,andpublic The more the university is the same, the mole it Now I would like to talk about the critique of the must change. conference as I see it. First, let's talk for a minute about the objectivesof the conference. This Everything is permanently temporary. conference was really set up to expose a body of top officials in American colleges and universities That memorable phraseof Ralph Huitt's will who had not been reached previously with the certainly reappear the day "resident faculty begin public service message. The program was aimed to invade extension." I also particularly liked the previously at presidents and chancellors. Yet the "beware of falling angels" story and the comment program reflected too much the interests of the about faculty members who thought they were extension people.Ifelt sometimes as ifI were elevating the universities only to find out they being talked to as a formerextension were really just depressing the students. Perhaps administrator, which I am. the most opinionated statement of the entire conference was one to the effect that the British Second, as to the methods of the conference,I open universityisthe "mostrigid,inflexible, think there could have been a gdod deal more lengthy, and arduous way to secure a bachelor's involvement of the presidents and chancellors. I degree that the mind of man has yet divised." began to get a reading the second day that some of the presidents wanted to talk with other presidents When I heard this statement---"Research is to and with the extension people, specifically about teaching like sin is to confession; without it not programs and ideas. much can be said"--I thought the word was "conception," not confession. Then there was the Third, as to the substance of the matter, some of rather flowery language of one speaker who said, the issues could have been more clearly drawn. (I -In the universal love for the life of the mind, the expect, by the way, that all conferences are guilty chance to grind out a few more courses for a of this shortcoming.) I think, for example, of the L'accalaureate is a single flower in the garden of issue of the objectivity of a university, which we opportunity." And getting to the heart of the skirted around and flirted with in many of the matter came this statement: "Our frustration is sessions. That is really one of the major problems not in not doing, but in not doing better." facing continuing education and extension and public service. How do we retain our integrity and

I suppose one of the outstanding memories I will our objectivity while we serve people? I think that have of this conference is that of Thurman White if the issues of the conference had been drawn chastising his audience for reading his paper as he almost as "ideas in conflict," the presidents and was delivering it with his customary charm. And I the extension people and our outside speakers thought it was high justice indeed when Cy Houle would have zeroed in on them better. Rather, it then chastised Thurman White forasking, not seemed to me that there was too much description answering, questions. and not enough drawing of the issues. It would have been expedient had there been at least part of As I said, we did bring a breadth and scope to this asession where the verylatestinthe new conference. During the course of the three days, approaches could have been brought together and we went back to Greece, returned to the sixteenth synthesized and presented, followed, perhaps, by a century, stopped atMonticello, spent time in study discussion group. Hindsight and Georgia, traveled overseas, took a glimpse of the Monday-morning quarterbacking are, of course, White House, Congress, and Watergate, went back unfair, and my criticism certainly does not mean to England severaltimes, and skipped through that the conference was unsuccessful.Ithink it Oklahoma, Washington, D. C.. West Virginia, and was a success. Westchester County, New York. I'll say nothing about ,.he jokes we received while journeying back Finally, let me preach a little, because I have been and fu 'h through time. preached at for three days. There ar3 some points

118 thatI would like to make now. Perhaps I should definition of terms. You know, thisis an old have stood up during the conference to make semantics game that the extension andcontinuing them. In the first place, I want to respond to the education people play all the time,and I guess I statement that the universities oversold theidea have been as guiltyas any other player. The public that we were going to solve all problems. We did service that we conceive and thatI think came out say that we would bring an educational dimension of this conference is agreat deal broader than the to those problems, that we would educateand part-time student doingsome kind of educational teach and bring our resources and expertise to help work off-campus. Untilwe state clearly what we individuals and communities confront and perhaps mean by public service--and Ithink each of us solve the problems; but that is quite different from has his own interpretation--weare probably saying we would do it all ourselves. When I hear going to !lave the usual problems of that we "oversold the suit," I denythe charge. I communication. think those who claim this c:onot have the issues in proper perspective. We at the universities have However, I want to stress that I really donot care alwayssaidthat we are onlypart of the if there is some division about theconcept or problem-solving process. We merely added the about the meaning of public service. Itmay be educational dimension to enable othersto solve that each of us must have hisown interpretation, the problems. must march to the sound of hisown drummer, do the best job he can. So, while I donot become too Second, there was a great deal of emphasis on upset over the fact that we cannot agreeon terms, manpower training at the conference. ' wish to I do feel that, forpurposes of conferences like this point out that the universityis not just a one, we could have spelled out exactly whatwe manpower training firm, that we in the university meant for these discussion purposes. I thinkwe are are educating people to think critically, to evolvea going to find out that, in the longrun, public value system, and to make judgments. If,at the service is going to bean umbrella covering many end of the educationalprocess, a person cannot interpretations. think critically, cannot evolve hisor her own value system, and cannot then address that criticalstate I would like to make a comment abouttuition for of mind to the problems that confront him or her the part-time student. I do not thinkwe are asking as an individual or as part of a community, then for anything special just becausealow-tuition, we have failed. high-quality person is coming froma land-grant institution. All we are arguing for is equality.A I think there are voices rising in this country now student is a student, and credit is credit. Ido not about higher education thatare beginning to say care where the student is or when the work is (1) we are educating too many people (which I done. The part-time studentisentitledto a deny) and (2) if we have to educate all these proportion ofthe same tax dollars thatthe people, then we should shift them into programs full-time undergraduate student receives.That is where there is a job at the end of the line.I am not all we are asking. crazy enough to argue that we do not do that. We educate professional people, doctors and lawyers Fourth, I would liketo saya word about and engineers and teachers. And we educate a lot affirmative action. Thank goodnessa couple of of people for the sake of knowledge itself. Unless extra women came into the room, andwe can now we keep that balance in universities, we will go off say "ladies and gentlemen." It is a fact, however, in the direction of public service only. We will be that within the public service dimensionof the responding to demand, trainingmanpower; but we university the most disgraceful discriminationis will have lost the central core of what a university going on; the fact thatwe have only one woman is. dean here in attendance and the fact thatwe have notbegun totrainwomenatthatlevel Third, if I have any criticism of the conference, it immediately under the topperson says something is that there probably could have beena clearer important to us all.

119 I was also somewhat disturbed by the small from the resin ant units, often is to mold you into number of blacks that were here because for years theirtraditional norm. Unless we can clearly we have been working with the black institutions demonstrate the fact that we may indeed be the to try to get them to build an outreach extension cutting edge of the university, that we have tc be function. Then, of course, after we solve some of innovative, then we are not going to get very far. these problems, we really ought to have that affirmative action program for students some of us Third, we do have to have a responsiveness and have been talking about. receptivity to demands of untapped audiences; and lastly,Ithink we need to examine the attitude Finally, what did we decide or what do we need? I about the sense of dignity which extension and assume that we decided that public serviceis continuing education sometimes lack, or whero important. You would not be here if you thought there is a need for constant reassurance. Unless we otherwise. We identified some needs, and yet here have professicnal dignity, institutional dignity, anti again, I thinkthat we probably could have personal dignity, then that lack is going to Le identified them more specifically. Still,I have a reflected in our actions; and I think other people hunch that in rereading the papers you are going will, and do, sense that. to find that a great many of the needs facing this part of the university are there. With the responsiveness that we have and with the flexibility and the objectivit/--whatever that We come down to trying to summarize what we all may mean--I would say to you, in summary, were talking about, what we really want. I would only one thing. Let us not get hung up on one probably put it too simplistically, but let me try it structure, one system of financing, one kind of anyway. Ithink we need four or five things. The staff, or one set of attitudes. As somebody said to extent to which you are successful back on your me in this conference, "My eyes glaze over when I home campusesisgoingtodetermine how hear about THE way to structure a continuing successful this conference was. education extension operation in a university." There is no one way, and I think we ought to stop. In the first place, it was very clear that we have to trying to say there is. There are a lot of ways, and have a delivery system, an improved delivery our efforts are going to be a mix, depending upon system; and to do that, one has to have a sound the cultural and economic bases of any particular structure and a staff. Besides the structure and area of the country. We are different, and we are staff, one must have a base of financial support going to remain different. In fact, our differences beyond the pay-as-you-go principle that has been are part of our strengths.I remind you that the traditional in many of the extension operations. I things that make us different--the time we teach, think that this is changing. the place we teach, the method by which we teach, and the student body we teach --really make Probably more important than the structure, the us so far different that we can never really go all staff and the financing, however, is the need for the way toward the old traditional way of doing some change in attitude. First - -and this was the things. I think that we, as university administrators purpose of the conference--we have to have a and extension administrators, ought to have pride top-level commitment. I do not care how you slice in that, and through that we are going to :le strong it at the vice-presidential level or the level of deans enough to fight some of the forces :hat are anddirectors,unless the presidents andthe challenging us from all sides.I am talking about chancellors are committed to this, the movement bureaucracy,abouttraditionalismandabout is not going to progress very far. I think we have to torpor. I think all of these--increasing have a different turn of mind in regard to the bureaucracy, the pressure oftraditionalism, structure of teaching and learning itself. apathy, neglect, torpor - -are our vicious enemies. Everybody talks about "innovative approaches," It is up to you, and in the deathless prose of the and we have lots of examples, but certainly we are television commercial, I challenge you. "Try it; going to have to do more, rather than less. The you'll like it." problem is that the pressure from the campuses,

120 LIST OF PARTICIPANTS

Mr. Christian Arnold Dr. James E. Boyd Associate Dean Chancellor NationalAssociation of State Universities and University System of Georgia Land Grant Colleges 244 Washington Street One Dupont Circle, Suite 710 Atlanta, Georgia 30334 Washington. D. C. 20036 Dr. Hoyden C. Braithwaite Mr. Richard Ashworth President Deputy Under Secretary of Agriculture Southern Utah State College Department of Agriculture Cedar City, Utah 84720 Washington, D. C. 20250

Dr. Stephen P. Bailey Dr. Warren W. Brandt President Vice President American Council on Education Virginia Commonwealth University One Dupont Circle Richmond, Virginia 23220 Washington, D. C. 20036 Dr. Guy E. Brown Dr. Milton S. Baker Associate Dean Assistant Provost University College Continuing Education University of Louisville University of South Carolina Louisville, Kentucky 40208 Columbia. South Carolina 29208 Dr. W. Wray Buchanan Or. William E. Barron Vice Chancellor Dean of Extension State University and Community College System University of Texas of Tennessee Austin, Texas 78712 Nashville, Tennessee 37203

Dr. Robert F. Berner Dr. Earl L. Butz Dean Secretary of Agriculture Division of Continuing Education TheMall,betweenTwelfthand Fourteenth State University of New York Streets, S. W. Buffalo, New York 14214 Washington, D. C. 20250

Dr. Charles E. Bishop Dr. David L. Call Chancellor Division of Cooperative Extension Unr,ersity of Maryland Corneal University College Park, Maryland 20742 Ithaca, New York 14850

Dr. Edward J. Boling Dr. Chester Carroll President Vice President for Research University of Tennessee Auburn University Knoxviile, Tennessee 37916 Auburn, Alabama 36830

121 Or. George A. Chambers Or. J. C. Evans Executive Vice President Vice President for University Extension University of Iowa Oklahoma State University Iowa City, Iowa 52242 Stillwater, Oklahoma 74074

Or. Louis W. Cochran Or Robert N. Faiman Vice President for Academic Affairs Vice President for Research University of Kentucky University of New Hampshire Lexington, Kentucky 40506 Durham, New Hampshire 03824

Or. D. W. Colvard Or. James E. Farrell Chancellor University of North Carolina Dean of Extension and Continuing Education Tennessee State University Charlotte, North Carolina 28223 Nashville, Tennessee 37203 Or. Robert L. Crom Assistant Dean, University Extension Or, Floyd B. Fischer Iowa State University Vice President for Continuing Education Ames, Iowa 50010 Pennsylvania State University llr.iversity Park, Pennsylvania 16802 Or. Bruce Dealing Vice Chancellor fur Ace.dmic Programs Or. Glenn A. Goerke State University of New York Vice President for Community Affairs Albany, New York 12210 Florida International University Miami, Florida 33144 Or. Galen N. Drewry Assistant Academic Vice President Or David Goodsell University of Alabama Valdosta State College Tuscaloosa, Alabama 35486 Valdosta, Georgia 31601 Or. Pope Duncan President Dr. Mary N. Greenwood Georgia Southern College Director of Prograrn.r.. Statesboro, Georgia 30458 University of Missouri Columbia, Missouri 65210 Or. John 0. Eidson Vice Chance llo Or, Paul E. Hadley University System of Georgia Associate Vice President 244 Washington Street University of Southern California Atlanta, Georgia 30334 Los Angeles, California 90007

Or. Lloyd H. Elliott Mr. Evan Hale President Administrative Assistant to Secretary George Washington University Department of Agriculture Washington, D. C. 20006 Washington, D. C. 20250

Or. John B. Ervin Mr. Charles A. Harris Dean Chairman, Board of Regents School of Continuing Education University System of Georgia Washington University 244 Washington Street St Lows, Missouri 63130 Atlanta, Georgia 30334

122 Mrs. Hubert Harris Dr. Eldon L. Johnson Vice Chancellor Vice President University System of Georgia University of Illinois 244 Washington Street Urbana, Illinois 61801 Atlanta, Georgia 30334

Dr Lawrence Hawkins Dr. Joseph E. Johnson Dean of Community Service Executive Vice President University of Cincinnati University of Tennessee Cincinnati, Ohio 45221 Memphis, Tennessee 38103

Dr. Maynard C. Heckel Dr. William R. Johnson Dean, School of Continuing Education Vice President for Academic Affairs University of New Hampshire Texas Tech University Durham, New Hampshire 03824 Lubbock, Texas 79409

Mr. Frank Hersman Dr. E. Walton Jones Head, Office ofInternationalGotsnmental Public Service and Extension Officer Science and Research Utilization University of North Carolina 1800 G Street, N. W. Chapel Hill, North Carolina 27514 Washington, D. C. 20550 Dr. Robert Jones Dr. Cyril 0. Houle 650 University Hall Professor of Education University of California University of Chicago Berkeley, California 94720 Chicago, Illinois 60E37 Dr. Howard Jordan, Jr. Dr. Robert E. Hubbard Vice Chancellor Asliistant Provost University System of Georgia Wayne State University 244 Washington Street Detroit, Michigan 48202 Atlanta, Georgia 30334

Or. Edmund Hughes Dr. William B. King Vice President President Georgia State University Georgia Southwestern College Atl,:nta, Georgia 30303 Americus, Georgia 31709

Dr. Ralph K. Huitt Dr. William E. Lavery Director, National Association of State Executive Vice President Universities and Land Grant Colleges Virginia Polytechnical Institute and State One Dupont Circle, Suite 710 University Washington, D. C. 20036 Blacksburg, Virginia 24061

Mr. George E. Hull Mr. J. K. Leasure Denartrnent ct Agriculture Southern Illinois University Washington, D. C. 20250 Carbondale, Illinois 62901

Or. Charles Johnson Dr. Kenneth E. Lindner Vice President, Metropolitan Studies Chancellor University of Cincinnati University of Wisconsin Cincinnati, Ohio 45221 LaCrosse, Wisconsin 54601

123 Or. William F. Little Or. Nicholas P. Mitchell Vice Chancellor forDevelopment and Public Vice Provost Service University of South Carolina University of North Carolina Columbia, South Carolina 29208 Chapel Hill, North Carolina 27514 Or. William H. Moretz President Dr. L. J. Lomax Medical College of Georgia Fort Valley State College Augusta, Georgia 30902 Fort Valley, Georgia 31030

Or. Roy S. Nicks Dr. Durward Long Chancellor Vice President for Services University of Tennessee University of California Nashville, Tennessee 37203 Berkeley, California 94720 Dr. James C. Olson Dr. S. Walter Martin Chancellor President University of Missouri Valdosta State College Kansas City, Missouri 64110 Valdosta, Georgia 31601 Or. Ward Pafford Or. T. K. Martin President Vice President West Georgia College Mississippi State University Carrollton, Georgia 30117 State College, Mississippi 39762 Or. T. J. Pinnock Or. Fritz A. Mc Cameron Human Resources Development Center Director, Continuing Education Tuskegee Institute Louisiana State University Tuskegee Institute, Alabama 36088 Baton Rouge, Louisiana 70803 Or. Robert J. Pitchell Dr. Shealy E. McCoy Executive Director Vice riancellor National University Extension Association UnivErsity System of Georgia Washington, D. C. 20036 244 W,:shington Street Atlanta, (3eJrgia 30334 Mr. Fred H. Ramseur, Jr. Executive Vice President Or. Donald R. McNeil Cities Service Company Chancellor P. 0. Box 300 University of Maine Tulsa, Oklahoma 74102 Portland, Maine 04102 Or. J. Ralph Randolph Mr. Edwin G. Michaelian Director, Program Development Institute of SubUrban Governance Continuing Education Pace College, Westchester Campus Memphis State University Pleasantville, New York 10520 Memphis, Tennessee 38111

Or. Paul A. Miller Or. Richard E. Rasmussen President Director, Division of University Outreach Ror'-iest!Ir Institute of inchnology University of Wisconsin R. i:ester, N 11W York 14623 LaCrosse, Wisconsin 54601

124 Or. C. Brice Ratchford Mr. Richard A. Thigpen President Executive Assistant to President University of Missouri President's Office, Box B Columbia, Missouri 65210 Tuscaloosa, Alabama 35486

Mr. Thomas M. Riley Or. FL E. Wagner Director of Extended Services Director, Cooperative Extension Service Augusta College University of Maryland Augusta, Georgia 30904 College Park, Maryland 20742

Or. C. H. Weaver The Honorable Robert Walter Scott Vice President for Continuing Education Haw Fields Farm University of Tennessee Haw River, North Carolina 27258 Knoxville, Tennessee 37916

Dr. Betty L. Siegel Or. Thurman J. White Dean, Academic Affairs for Continuing Education Vice President for Continuing Education and University of Florida Public Service Gainesville, Florida 32601 University of Oklahoma Norman, Oklahoma 73069 Dr. George L. Simpson, Jr. Chancellor Dr. Tom V. Whitley University System of Georgia President 244 Washington Street Columbus College Atlanta, Georgia 30334 Columbus, Georgia 31907

Mr. William H. Wilkie Dr. W. E. Skelton Program Director Dean, Extension Divisior. W. K. Kellogg Foundation Virginia Polytechnical Institute and StIte 400 North Avenue University Battle Creek, Michigan 49016 Blacksburg, Virginia 24061 Dr. Sam Willis Dr. Howard L. Sparks Dean of Extension Assistant Vice President Clemson University Virginia Commonwealth University Clemson, South Carolina 29631 Richmond, Virginia 23220 Dr. Louis N. Wise Dr. Donald Stewart Vice President University of Pennsyivania Mississippi State University Philadelphia, Pennsylvania 19104 State College, Mississippi 39762

Dr. George B. Strother Dr. Robert Woodbury Vice Chancellor Associate Provost University of Wisconsin University of Massachusetts Madison, Wisconsin 53706 Amherst, Massachusetts 01002

125 UNIVERSITY OF GEORGIA FACULTY:

Dr. Warren K. Agee Dr. Cameron Fincher Dean Director School of Journalism Institute of Higher Education

Dr. Robert C. Anderson Dr. W. C. Flewellen, Jr. Vice President for Graduate Studies Dean College of Business Administration Mr. Allan W. Barber Vice President for Business and Finance Dr. Henry W. Garren Dr. J. Ralph Beaird Dean Acting Dean College of Agriculture School of Law Mr. Louis Griffith Mr. Larry R. Bramblett Dean College of Business Administration University Relations

Dr. Gene A. Bram lett Dr. William L. Hays Associate Director Vice President for Instruction Institute of Community and Area Development

Dr. Frederick C. Davison Dr. Allyn M. Herrick President Dean University of Georgia School of Forest Resources

Dr. Delmer D. Dunn Mr. Harold F. Holtz, Jr. Director Governmental Training Division Institute of Government Institute of Government Dr. Talmadge Duval; Assistant Director Dr. Albert Ike Cooperative Extension Service Institute of Community and Area Development

Mr. Albert B. Jones Mr. James S. Elkins, Jr. Institute of Government/Institute of Community Institute of Government and Area Development Mr. Douglas Kidd Dr. Charles P. Ellington Institute of Government Director Cooperative Extension Service Mr. C. B. Lord Associate Director Dr. Frank Fabris Center for Continuing Education Center for Continuing Education Mr. Thomas W. Mahler Dr. J. W. Fanning Director Vice President for Services Emeritus Center for Continuing Education

Or. William D. Feltner Mr. Benjamin Broox McIntyre Institute of Higher Education Institute of Government

126 Or. E. E. Melvin Or. Charles Stewart Director Dean Institute of Community and AreaDevelopment School of Social Work

Mr. Jim W. Meredith Dr. Richard Talbot Institute of Government Dean College of Veterinary Medicine Or. Alan Pardoen Department of Adult Education Mr. James Thorson Center for Continuing Education Miss Betsy Powell Center for Continuing Education Or. Kenneth Waters Dean Or. Paschal Reeves School of Pharmacy Associate to the Provost Or. Robert Wheeler Mr. Perk Robins Director of Resident Instruction Vice President for Development College of Agriculture

Mr. Oean Rusk Or. J. A. Williams Professor of International Law Dean College of Education Dr. Adolph Sanders Division of Research Or. S. Eugene Mounts College of Business Administration Vice President for Services