An Exploratory Study of Student Recruitment in Community College Occupational Programs

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ED 105 955 JC 750 348

AUTHOR Ellis, V. Edward TITLE An Exploratory Study of Student Recruitment in Community College Occupational Programs. INSTITUTION Pasadena City Coll., Calif. PUB DATE Jun 74 NOTE 104p.

EDRS PRICE MF-$0.76 HC-$5.70 PLUS POSTAGE DESCRIPTORS College Faculty; Counseling Effectiveness; Counselor Attitudes; Females; Inservice Programs; *Junior Colleges; Junior College Students; *Occupational Guidance; Public Relations; Questionnaires; *Recruitment; *Vocational Counseling; *Vocational Education IDENTIFIERS Pasadena City College; *Student Recruitment

ABSTRACT This study sought to ascertain the factors and problems which influence student recruitment in occupational programs at Pasadena City College (PCC) in California. Perceptions of administrators at PCC and surrounding community colleges, faculty members of the Engineering and Technology Department, PCC students, and a number of local high school students were surveyed through a variety of questionnaires, interviews, and rating scales. Responses to the questionnaires and interviews are presented and the current recruitment efforts of PCC are reviewed. As a result of this study, the author recommends:(1) the employment of a student recruitment specialist to coordinate the total recruitment efforts at PCC; (2) the assignment of counselors to deFartments so that occupational students can be guided by counselors familiar with and in favor of the program; (3) the recruitment of more women into occupational programs; (4) a reward system for faculty members who devote time to student recruitment; (5) inservice programs on student recruitment for faculty members;(6) expansion cf the Career GuidanceCenter; (7) better publicity; and (8)ongoing research to update and improve student recruitment. The questionnaires and interview formats are appended. (DC) I I U S DEPARTMENT OF HEALTH EDUCATIONS. WEL! ARE NATIONAL INSTITUTE OF EDUCATION ,,, V1 I., , If F NPI PI, F L' Fx ,I e , e t 1 ,I U, lent/ IIIPF 14 ,I,N kr ,,, N I, ,-,,,N, ,,,,,,%

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1 I III, ',UN {, " I,.1 kW V, [ r 0- 2AN EXPLORATORY STUDY OF STUDENT RECRUITMENT LLIN COMMUNITY COLLEGE OCCUPATIONAL PROGRAMS

I P

V. Edward Ellis

c, ft) Office of Occupational Education ci /() IN Pasadena City College June 1974 f; i .... 2 r

ACKNOWLEDGMENTS

The writer would like to express his appreciation to Dr. Armen

Sarafian, President of Pasadena City College, for the opportunity to

serve PCC as an Administrative Intern. John R. Toothaker, Director

of Occupational Education, is due special thanks for providing an

excellent internship experience which resulted in this report.

Appreciation must also be expressed to the Project SR Advisory

Committee consisting of Vern Spaulding, Supervisor of Occupational

Education, Dr. Larry Johannsen, Chairman of the Engineering and Tech-

nology Department, Joseph Mathias, Counselor, and John Toothaker, Dir-

ector of Occupational Education for guidance and assistance.

Grateful acknowledgment is given to all faculty and students of

the Engineering and Technology Department who participated in interviews

or completed questionnaires for the purposes of this study.

Special thanks are also due the various members of the administra-

tive staff who were involved in informal interviews or provided other

forms of assistance which has been so essential to the completion of

this project.

A special indebtedness must be acknowledged regarding the congenial

manner in which Chester Gromacki, James Johnson,William Lorbeer, John

Buller, and Irvin Colt contributed significant insights through their

involvement via the interview process.

Finally, it is most appropriate to express gratitude, as an EPDA

(552) Fellow, to Cr. Melvin L. Barlow for the high standards of excell-

ence in leadership development stimulated by theinternship program at

UCLA.

3 TABLE OF CONTENTS

PAGE

ACKNOWLEDGMENTS ii

LIST OF TABLES iii

LIST OF FIGURES v

CHAPTER

ONE. INTRODUCTION 1

TWO. RECRUITMENT ACTIVITIES AT PASADENA CITY COLLEGE . . 12

THREE. PERCEPTIONS OF ENGINEERING AND TECHNOLOGY FACULTY . .24

FOUR. PERCEPTIONS OF OCCUPATIONAL STUDENTS 38

FIVE. PERCEPTIONS OF OCCUPATIONAL EDUCATION ADMINISTRATORS 59

SIX. SUMMARY 71

SEVEN. CONCLUSIONS AND RECOMMENDATIONS 76

BIBLIOGRAPHY 81

APPENDICES 83

: .§. 4 4 LIST OF TABLES

TABLE P.'.GE

1. Educational Plans of High School Students Concerning Future Attendance at a Community College 21

2. Educational Aspirations of High School Students Regarding the A.A. Degree 21

3. Educational Plans of High School Students Relative

tc Occupational Training Versus a Degree Program . . . . 22

4. Educational Aspirations of High School Students Regarding the Four-year Degree 24

5. Frequency Distribution of Recruitment Presentations by Faculty Members 28

6. Faculty Occupational Experience in Business or Industry . 37

7. Faculty Teaching Experience on the Community College Level 37

8. Crosstabulation of College Reputation by Student Major . . 40

0 9. Crosstabulation of Occupational Program Rating by Student Major 41

10. Crosstabulation of Quality of Occupational Instruction by Student Major 42

11. Crosstabulation of Quality of General Education Courses by Student Major 44

12. Crosstabulation of Adequacy of Instructional Facilities by Student Major 45

13. Crosstabulation of Adet,iacy and Availability of Instructional Materials by Student Major 47

14. Crosstabdiation of Work Experience Arrangements by Student Major 48

15. Crosstabulation of Quality of Work Experience by Student Major 49

16. Crosstabulation of Adequacy of Counseling and Guidance by student Major 51

5 iv

TABLE PAGE

17. Crosstabulation of Effectiveness of Job Placement by Student Major 52

18. Crosstabulation of Information on Job Success of Graduates by Student Major 53

18A. Continuation of Table Eighteen 53a

111111M. 6 LIST OF FIGURES

FIGURE PAGE

1. An Illustration of the "Hard-Sell" Recruitment Format . . . . 14

2. A Causal Model for Occupational Program Rating 56

3. Altered Academic Coals . . . . 61

4. Unit Load Patterns 62

5. Change in Sex/Age Composition 63

6. Change in Student Majors 64

7. Percent Change in 10 Top Majors, 1971 to 1974 65

7 CHAPTER ONE

INTRODUCTION

The present study ha4 its beginning as a broad internship assignment related to student recruitment. It all began when the investigator discussed with Dr. Armen Sarafian, President of Pasadena City College, the possibility of being involved in an administrative internship at

PCC. John R. Toothaker, Director of Occupational Education, along with

Dr. Sarafian considered student recruitment to be an important areaof concern to the college and many of the othercommunity colleges in

California. While the total student enrollment at PCC has continued

to increase, some of the community colleges have experienced reduced

student enrollments. The declining birth rate has stimulated concern

regarding student enrollment among educators at all levels of education.

Mr. Toothaker conceptualized an internship activityentitled Pro-

ject SR as a means of involving the investigator in anexamination of

student recruitment problems.A series of interviews with administrators,

faculty, and staff provided the investigator with information onwhich

to structure a study of student recruitmentat Pasadena City College.

An advisory committee consisting of VernSpaulding, Supervisor of

Occupational Education, Dr. Lawrence Johannsen, Chairmanof the Engineer-

ing and Technology Department, Joseph Mathias, Counselor and JohnR.

Toothaker, Director of Occupational Education wasformed to provide

guiaance for Project SR.

ORM 8 2

Statement of the Problem

Although Pasadena City College is not currently experiencing reduced enrollment, it was decided that there was a need to explore the

factors and problems which influence student recruitment.The occupa-

tional nrogram was selected for study to accommodate the background of

the ii.vestigator.

It was assumed that the perceptions of administrators, teachers,

and students would provide the relevant data for the study. The basic

problem of the study Y to survey the perceptions of Occupational admin-

istrators, teachers, and students regarding factors and problems which

affect student recruitment.

Procedure

A decision was made to limit the major portion of the study to the

Engineering and Technology Department which is one of the largest de-

partments at Pasadena City College. However, occupational education

administrators from several surrounding community colleges were included

in the study to provide perceptions based on a wide range of community

settings. Appendix E contains a listing of the occupational administrators

and a description of the colleges they represent.

Faculty respondents consisted of twenty-nine teachers in the Engineer-

ing and Technology Department. Informal interviews were held with the

faculty members in order to structure relevant questionnaire items. A

questionnaire, subsequently referred to as the SR Questionnaire, was de-

veloped from the informal interviews and administered to the respondents.

Results of this survey are reported in Chapter Three and a copy of the

instrument is located in Appendix A.

s'I r IMP. 9 3

Student respondents were randomly selected from the following programs: (1) Auto Mechanics, (2) Drafting, (3) Electronics, (4) Food / Service, (5) Printing, (6) Machine Shop, (7) Fire Science, (8) Police

Science, (9) Welding, and (10) Sign Arts. Each teacher was asked to randomly select fifteen students which resulted in 150 student respondents.

Perceptions of students were measured with a Community College

Occupational Programs Evaluation System (COPES) questionnaire entitled

Student Perceptions of Occupational Education Questionnaire.The items in this questionnaire were considered to measure factors which have a strong influence on student recruitment. A copy of the COPES student perceptions questionnaire is available in Appendix B. The results of this survey are reported in Chapter Four.

High school students were also included in the study relative to the

Career Fair which is an annual recruitment activity of the occupational program. The perceptions of high school students were considered valuable concerning their educational plans and the effectiveness of the Career

Fair. Appendix D contains the interview schedule used to elicit the perceptions of high school students. Results of these interviews are reported in Chapter Two.

Questionnaire and interview data were processed and analyzed manually with the exception of the COPES questionnaire which involved a sufficient number of cases to justify the use of electronic data processing techniques.

Frequency distributions and crosstabulations were obtained for each

COPES questionnaire item via the Statistical Package for the Social

Sciences (SPSS). This pre-packaged computer program was utilized at the

r L.10 4

UCLA Campus computing Network.Additional statistical computations yielded means, standard deviations, percentages, chi square, factor analyses, regression analyses, and path analyses. Only the most perti- nent of the various analyses are presented in this report.

Limitations of the Study

Because of the sample sizes and to some extent the manner of sample selection, the findings of this study are not intended to be generaliz- able to other community colleges.

Historical Perspective

Tne development of the comn.inity junior college movement can be divided into three phases.According to Thornton, the initial phase includes a period extending from 1850 to 19%0.1 During this period, two- year colleges were being formed to release colleges and universities from the task of providing the initial two years of college course work. Ed- ucational leaders such as William Folwell, William Rainey Harper, and

David Starr 3%,rdan considered the first two years of college to be relatively unimportant to the major objectives of the university patterned after the traditional German institution.

This ideology resultej in the establishment of two-year colleges which were basically an extention of the high school and offered instructional programs at grades thirteen and fourteen. However, not all two- year colleges chose to organize in a parallel pattern with the secondary schools. Some junior colleges opted to implement programs which were derived from four-year institttions of higher education. The development 5 of this initial phase was crystallized in the formation of the American

Association of Junior Colleges in 1920. The AAJC declared that the

Junior College was "offering two years of instruction of strictly collegiate grade."2

Vocational education emerged on the junior college scene as a major contributor to the identity of the contemporary two-year college. Economic conditions of the depression period stimulated rapid development of occupational programs in the .junior colleges to meet important national

3 economic needs. The AAJC expanded its conception of the junior college to include vocational education.4

By 1930, there were over 1600 terminal vocational programs. Continued rapid growth in the occupational sector resulted in the total number of junior college occupational courses reaching 4000 by 1941.5 Automation brought about a substantial increase in the demand for technical skills in the labor market. Junior colleges began developing technical education programs under the leadership of individuals who were interested in link- ing general education with the new programs of technical education to deliver a unique educational package to the technical student.

Technical students found the prestige of attending college quite attractive.As the trade and technical programs flourished, the junior colleges became increasingly involved in activities which were an innova- tive blend of secondary and higher education elements. Thorton concluded that the junior college had begun to "achieve a separate identity and a unique set of purpo'as."6 This phase of development extended from approximately 1920 to 1945.

A third developmental phase was influenced by a sharp drop in junior college enrollment caused by the outbreak of World War II. Subsequently,

0 ; 12 6

the junior colleges became involved in a wide range of community activities

O related to the war effort.The war related course offerings proved to be

so popular with the community at large that such programs became a major

aspect of the junior college pro-- 'illowing the war. Adult education

and community services became ,. ,cit functions of the junior college

and resulted in the general conceot of the community college.7

Community College Ideology

It is particularly important to understand the community college

ideology as expressed by the AAJC and to examine the opposing views. These

conflicting notions may have considerable influence on student recruitmen

problems.

The objectives of the American Assojation of Junior Colleges (AAJC)

are clearly stated in its constitution as follows:

The purpose of this organization shall be to stimulate the professional development of its members, to promote the growth of junior colleges under appropriate conditions, to emphasize the significant place of the junior college in American education, and to interpret the junior college movement to the country.°

Official AAJC views are widely disseminated through the Junior College

Journal. Friedman posits that a clearly established normative consensus

has been developed among a large group of community college leaders includ-

ing officials of the AAJC, university professors in community college

education, USOE staff members, state departments of education, and community

college administrators as to the contemporary functions of the public

9 community junior college. The aforementioned group agrees that the

community junior college program should include (1) community service

13 7

inclusive of continuing education, (2) general education for all students,

(3) guidance and counseling of students, (4) occupational education, and

(5) transfer or pre-professional education.10

Community colleges have a distinctive student orientation that is highly relevant to the study of student recruitment. Higgins and Thurston articulate this view rather effectively in the following statement:

Since the senior colleges and universities appear to be primarily concerned with students whose scholarly bent is already demonstrated, the role of the junior college becomes clearly that of sorting, identifying, and developing potential; of helping students to clarify their goals; and of assisting them in developing the comprehensive skills which will enable them to move successfully to a senior jostitution or into the mainstream of community participation."

Another important aspect of the community college ideology is the type of attitude community college educators have regarding students. Beckes expresses the crucial attitudinal dimensions:

Every student who attempts post-high school education must be accepted at his own level of devel 'ment and advanced from that point with the expectancy that he will attain an educational objective that will be meaningful to him and enable him to make a worthy contribution to society.l2

The final concept to be underscored is related to the manner in which community junior college teachers accept responsibility for the guidance aspect of their teaching roles. Greenshields, Lindsay, and Crawford

describe the essential behaviors of the student oriented teacher:

Junior ullege teachers should regard individual students, their problems, their adjustments, and their progress as of central importante. They should be ready to help students reach their best possible personal development; make an effort to help them understand themselves; help them make the most of their capacities; help them adjust themselves satisfac- torily to the varied situations within their total environment; help them develop the ability to make their own deci- sions and to soave their probelms independently; and help them make a contribution to society.

14 8

The junior college teacher should demonstrate his interest in his students by becoming personally acquainted with them and knowing enough about their extra-class and outside activities so that he is able to express an intelligent interest

and give commendation for achievement when justly due . . . he should be alert to discover any students who show signs of maladjustment and confer with them individually.13

Student recruitment is closely linked to the patterns of attitudes held by community college teachers and administrators toward students.

Medsker recognized the profound importance of the attitudes of faculty and administrators when he posed the following questions:

To what extent is the success of the two-year college in providing multiple educational opportunitities for students with varying capacities and interests dependent on teachers and administrators in sympathy with the purposes of the college? Likewise, to what extent are the deficiencies such as the lack of emphasis on the terminal function, the minimal concern about general education and the inadequacies in student personnel services attributable to the attitudes of the staff?14

The Opposing View

There is some confusion regarding the purpose of the community junior college because not all administrators and teachers accept the comprehensive college student oriented ideology.

Morrison suggests that a struggle is in progress between the opposing ideologies as stated below:

Such a struggle suggests that at least some hold the original purpose of the junior college (transfer and pre-professional education) to be the main goal. Too, the stronghold of this belief appears to reside in the arts and sciences faculties of senior institutions. Indeed, representatives of this belief maintain that the occupational and community orientations of the public junior college lead to an abandonment of any pre- tense toward sustaining a responsible position in the academic and educational community.15

15 9

Another representative of this viewpoint is very outspoken in his attack on occupational education in the community college as follows:

Hitching an educational institution to the "needs" of the industrial-commercial complex, however important it may be, is to subvert the educational and academic mission of the college and to abandon control over the processes that traditionally sustain that mission.16

Although most opponents of the contemporary community college ideology agree that teaching is the basic purpose of the community college, these individuals continue to stress the essentiality of teacher involvement in research. Hager argues this point in the following statement:

There never has been any possibility of masterful teaching in the collegiate world divorced from professional achievement, research, and study; that is, from active involvement of the faculty member in advancing the frontiers of his own field. The image of the faculty member who just "teaches", masterful or not, is not one that commands respect from students or colleagues.17

The Historical Perspective and Community Colleas_ Adeology subhead- ings of this chapter were synthesized from a study by James L. Morrison.18

16 10

CHAPTER ONE

FOOTNOTES

1James W. Thornton. The Communit Junior College, (New York: John Wiley and Sons, Inc., Tg-60, pp. 6-56.

2Ibid.,p, 51.

4Ibid.

4lbid.

5Ibid.,p. 52.

6lbid.,p. 53.

7lbid.

8Article II, Constitution of the American Association of Junior Colleges, as quoted in the Junior College Journal, IX (May, 1939). p. 556.

9Normal L. Friedman, "Comprehensiveness and High Education: A Sociologist's View of Public Junior College Trends."AAUP Bulletin, LII (December, 1966), p. 417.

"Thornton,al, cit., pp. 59-70; James L. Wattenbarger, "The Expand- ing Roles of the Junior and Community Colleges," Current Issues in Higher Education, 1963, (Washington, D.C.: Department ofTTPIFRaiTion, National raTER-517Association of the United States, 1963), pp. 132-135.

"Sadie G. Higgens and Alice J. Thurston, "Challenges in Student Personnel Work," Junior College Journal, XXXIV (November, 1963), p. 25.

12lsaac K. Beckes, "TheCase for Community Junior Colleges,"Junior College Journal, XXXIV (April, 1964), p. 26.

13Myrel J. Greenshields, Frank B. Lindsay, and William H. Crawford, "Junior Lollege Teachers as Guidance Workers," Junior College Journal, XXIX (March, 1959), p. 372.

14Leland L. Medsker, The Junior College: Progress and Prospect (New York: McGraw-Hill Book Company, Inc., 1960), p. 169.

15James L. Morrison, "The Relationship of Socialization Experience, Role Orientation, and the Acceptance of the Comprehensive Community Junior College Concept by Public Junior College Faculty." (unpublished Ph.D. dissertation, The Florida State University, Tallahassee, 1969), p. 13.

17 11

16Don J. Hager, "Images ofa Junior College Education," Junior College Journal, XXXII (February, 1962), P. 313.

17Ibid.,p. 308

18Morrison,2E. cit., pp. 3-19.

18 12

CHAPTER TWO

RECRUITMENT ACTIVITIES AT PASADENA CITY COLLEGE

An important initial aspect of the study was the examination of student recruitment efforts currently in progress at Pasadena City

College. The basic concept of student recruitment at PCC was also of paramount interest at this point in the study. Members of the Project

SR Advisory Committee defined student recruitment variously as follows:

1. "Student recruitment includes but is not limited to the identification of possible enrollees for the purpose of supplying them with information and materials necessary for their ultimate matriculation to thc college into meaningful curricula of their choice."'

2. "Student recruitment: Distribution of information to the community for the purpose of encouraging eligible persons to enroll in courses and curricula offered by Pasadena City College."2

3. "Student recruitment may be defined as: Those activities of both ongoing nature and specific short-term efforts which are designed to increase the student body and specific course enrollment within the various classes offered by Pasadena City College."3

4. The aggressive attraction of all community citizens for consideration of the opportunities and advantages of our wide range of public educational offerings."4

The foregoing definitions were not intended to constitute the offi cial definition of student recruitment at Pasadena City College. However, these definitions are representative of some of the commonly held ideas concerning student recruitment.

Several interviewees have commented on the inappropriateness of the term recruitment.5A negative connotation is often associated with its use because of the past recruitment practices of the military services and

19 13

various commercial enterprises. Recruitment may connote false promises,. hard sell, and various other notions whichmay be degrading to the image of the community college. Figure 1 illustrates the type of recruitment fcrmat which might be perceived in this manner.

Student Recruitment Activities

The current enrollment of Pasadena City College is supported, in part, by a diversified student recruitment effort. Information concerning the overall recruitment activities of the collegewas obtained through informal discussions with a wide range of staff members.General student recruitment is effected through the following methods:

1. Counselors use the PCC Mobile Classroom to conductre- cruitment sessions on the local high school campuses.

2. High school students are bussed to the campus from the local high school for the annual Career Fair.

3. Counselors take the PCC Mobile Classroom to shopping centers in the Pasadena area to recruit adult students.

4. More than one-hundred thousand copies of the PCC Sche- dule of Classes are mailed to local residents.

5. The college operates a speakers bureau to send PCC staff members to local schools on request.

6. High school students are encouraged to take courses at PCC while completing graduation requirements at their local high schools.

7. Open House program.

8. Distribution of brochures.

9. Posters with mail-in inquiry cards located throughout the community.

10. Faculty members seek opportunities to make recruitment presentations in local high school classes.

11. Advisory committee activities.

12. News releases to the local newspapers.

20 14

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CONTINUING STUDENTS efuse. 4 UNITS Full Time Man. & Tues. June 17.18 3 UNITS 3/4 Time NEW MW RETURNING STUDENTS til Wed. & Thurs. June 19.20 z 2 UNITS 1/2 Time

PLAN NOW FOR SUMMER 1974 SESSION AT RIO HONDO COLLEGE OFFICE OF VETERAN AFFAIRS 3600 WORKMAN MILL RD., WHITTIER, CA., 90608 (213) 692-0921 Ext. 220/224 HOURS: Mon.-Thurs. 7:30 A.M.-8:30 P.M.; Friday 7:30 A.M.-4:30 P.M. Thrl117(artreillikTreir toriigarr. iii fti" ire. riliniiTtsreorrarrWrear.M.Otron..iiimmiettriatertrorrirrriOrmol%

Figure 1. An ,illustration of the "hard-sell" recruitment format.

21 15

Some of the recruitment is accomplished through special programs.

The counselor in charge of the Student Resources Center recruits students for the Economic Opportunity Act (EOP) program. High school students are recruited on the basis of those who can qualify for EOP benefits in terms of criteria for family income.6

The Urban Careers Specialist recruits students for the urban careers classes through outreach activities in the community.7

A substantial amount of student recruitment was reported by the

Educational Specialist for Chicano Affairs as follows:

1. Makes visits to local high schools.

2. Distributes literature to high school students through their teachers.

3. Makes individual contacts with prospective PCC students and effects follow-up by mail.

4. High school students are bussed to PCC for special Chicano events.

5. Conducts intensive follow-up of all prospective students during the summer months.

6. Some new students are personally escorted through the registration process.

7. A special newsletter is distributed throughout the community.

8. The above tasks are carried out by student recruiters who are paid by the college work study program.0

This listing of recruitment activities was not intended to be ex:, haustive but primarily a means of illustrating the variety of approaches currently in progress. There appears to be little if any central coordination of the total student recruitment effort. Certain recruitment activities result in students entering specific programs while other

I 22 16 recruhoent activities contribute to the enrollment of various departments in a random manner.

Career Fair Assessment

The occasion of the annual Career Fair, which is coordinated by the Engineering and Technology Department, afforded an excellent opportunity to sample the perceptions of visiting high school students. A seven item interview schedule was administered to thirteen students at random. This sample included a variety of individuals in terms of sex, race, socioeconomic background and various other relevant factors. All visiting high school students were either eleventh or twelfth graders.

Students were bussed from fourteen high schools in the Pasadena

Area Community College District to remain on campus for a period of approximately ninety minutes. The arrival and departure times were staggered to avoid having an excessively large group of high school

students on campus.

Interviews were conducted informally near the area where students were waiting to depart for their respective high schools. The questions

included the following:

1. How has the Career Fair been a benefit to you?

2. What about the Career Fair impressed you most?

3. How would 4.mprove the Career Fair?

4. Do you plan to attend a community college in the future?

5. Do you plan to ever obtain a four-year college degree?

6. Are you interested in obtaining an Associate Arts (AA) degree?

23 17

7. Are you primarily interested in obtaining training to get a job rather than a degree?

It was intended that the aforementioned questions obtain information concerning student perceptions of the Career Fair and also elicit a few key indicators of student educational plans. Perhaps student suggestions can be utilized to enhance the effectiveness of.any aspects of the Career

Fair which may require improvement. Student needs might be better served if the Career Fair participants consider the range and variety of educational and occupational interests expressed by visiting high school students. Hopefully, the responses will provide at least a small amount of high school student input to the Career Fair planned for the spring of 1975.

Perceived Benefits of the Career Fair

The following statements represent the range of student responses concerning the benefits of the Career Fair:

1. It was a "neat" social experience.

2. It helped me to make up my mina.

3. I didn't have to attend my physics class today.

4. It helped me to set my plans.

5. I had a chance to see the physical facilities of the college.

6. I spent most of my time talking to friends and looking at stuff.

7. It helped me to decide on a career.

8. It helped explain course offerings better than the catalog alone.

24 18

Only four out of thirteen students made flippant or trivial remarks concerning the benefits derived from the Career Fair. Most of the students perceived the fair as fulfilling its basic objective of providing an attractive form of career guidance.

Strongest Impressions

When asked, "What about the Career Fair impressed you most?," students replied:

1. The outstanding manner in which the presentations were made.

2. The dental technology display.

3. Availability of career information afforded by the fair and the social atmosphere.

4. The general environment; it is a neat affair.

5. The business machines on display; the ones I will be using next year.

6. The fashion display because I am most interested in this field as a possible career.

7. The electronics display.

8. Machine shop and the Highway Patrol.

9. Many things.

The above responses indicate that most of the students interviewed had an interest in specific career fields. If a considerably larger number of students had been interviewed it is likely that all occupational areas presented in the Career Fair would have been mentioned by the interviewees.

Strengthening the Career Fair

Students suggested the following ways in which the Career Fair might be improved: 25 19

1. I would offer a guided tour into classrooms for those interested and allow for a three hour period of visita- tion.

2. The displays without people seemed dead so I passed by them.

3. Provide a guided tour of the buildings.

4. Some of the booths did not provide enough information.

5. It is essential to have people at each booth to stimulate interest and answer questions.

6. You 3houl have counselors available at the Career Fair.

7. Have Tele-Coal equipment on display.

Many students feel that the length of time they are permitted to remain on campus is too short. Apparently, there is some student interest in touring the buildings on an optional basis.

Students are turned-off by displays which are not attended by at least one person to answer questions posed by visitors. Improved communi- cations is the focus of such suggestions. The presence of counselors would constitute a substantial improvement of the guidance aspect of the

Career Fair.

Educational Plans of High School Students

The educational plans of high school students have important impli- cations for the community college occupational program.Nearly all of the students in the sample indicated they would be attending a community college in the future as shown in table 1. However, almost half of this group was not interested in obtaining an Associate Arts degree according to table 2. A substantial percentage (38.5) of the respondents were primarily interested in obtaining training to get a job as indicated in table 3.

26 20

Table 1 Educational plans of high school students concerning future attendance at a community college.

Responses: Yes No Don't Know

N=11 N=1 N=1

84.6% 7.7% 7.7%

Table 2 Educational aspirations of high school students regarding the A.A. degree. (Are you interested in obtaining an '.A. degree?)

Responses: Yes No Don't Know

N=5 N=6 N=2

38.5% 46.1% 15.4%

27 21

Table 3 Educational plans of high school students relative to occupational training versus a degree program. (Are you primarily interested in obtaining training to get a job rather than a degree?)

Responses: Yes No Don't Know

N=5 N=3 N=3

38.5% 23% 23%

Table 4 Educational aspirations of high school students regarding the four-year degree. (Do you plan to ever obtain a four -year college degree?)

Responses: Yes No Don't Know

N=4 N=3 N=1

30.8% 23% 7.7%

Possible

N=5

38.5%

28 22

Many of the respondents (30.8%) had definite plans to acquirea

baccalaureate degree. Please refer to table 4 which also indicates that

38.5 percent of this group might pursue a four-year degree atsome time

in the future.

Many of the occupational instructors and administrators who participated in this study have described a change in student attitudes toward degree programs. It has been alleged that students are less inclined to seek degrees. An increasing percentage of the community college student population profess to be primarily concerned with acquiring skills and

knowledge with which to qualify for non-professional positions.This new outlook was attributed to publicity concerning massive layoffs in the aerospace industry and to other publicity depicting relatively low financial returns or poor job security for certain professionaloccupa- tions. Data contained in tables 2, 3, and 4 support the conclusion that considerably less than half the respondents express a strong interest in acquiring an Associate Arts degree or a baccalaureate degree.

Occupational administrators frequently mentioned the increased popularity of the occupational curricula relative to the academic curricula.

Enrollment figures for the academic curricula of various community colleges are thought to have declined or remained the same while the enrollments of occupational programs have increased during the past threeyears.

Student interest, as sampled at the Career Fair, displays a definite margin in favor of occupational preparation as opposed to degree programs as presented in table 3.

. , 29 23

CHAPTER TWO

FOOTNOTES

1Project SR Advisory Committee Meeting at Pasadena City College, Pasadena, May 7, 1974.

3Ibid.

41bid.

5John Young, Interview at Pasadena City College, Pasadena, February, 1974.

6John Hardy, Interview at Pasadena City College, Pasadena, March 18, 1974.

7Pasadena City College, Faculty Handbook, 1973-1974, (Pasadena: Pasadena City College, 1973), p. 22.

8Edward Hernandez, Interview at Pasadena City College, Pasadena, March 18, 1974. 411

30 24

CHAPTER THREE

PERCEPTIONS OF ENGINEERING AND TECHNOLOGY FACULTY

The data presented in this chapter were obtained from the SR Ques- tionnaire administered to faculty members of the Engineering and Tech- nology Department. A response rate of 75.9 percent was obtained on the basis of twenty-two questionnaires were returned out of twenty-nine that were distributed to faculty members.

Need for Ongoing Program of Student Recruitment

Approximately ninety-six percent of the faculty respondents agreed that there is a need for an ongoing program of student recruitment. The balance of the respondents (4.5%) indicated don't know.

Those who answered "yes" were asked to identify the activities that might be included in such a program. The listing below contains the suggestions of the respondents:

1. Press releases to high school student newspapers, and local press.

2. Radio advertising (public service announcements).

3. Presentations before groups of graduating high school seniors.

4. An outreach effort to contact veterans.

5. Improve image of vocational education.

6. Hire a full-time recruiter.

7. Career Fair.

8, Individual effort by teachers.

9. Tea6.3rs visit high schools. At

10. High school students visit Pasadena City College.

11. Continue present efforts on an expanded basis with consistent leadership.

12. High school counselors should visit Pasadena City College.

13. Improve articulation between Engineering and Technology Department and feeder high schools.

14. Utilize effective ways to contact high school students.

Faculty members are in substantial agreement that there is a need for increased and improved student recruitment. However, the suggested recruitment activities consist of those which are currently being tried or those that have been used in the past except for item number six.

Hiring a full-time student recruiter is a definite possibility for future recruitment programs.

Occupational administrators interviewed at neighboring community colleges stress the importance of utilizing recruitment specialists to reach certain ethnic minority groups that are not accustomed to incor- porating the services of the community college in their life plus. Such individuals need considerable personal encouragement, guidance, and demonstrated benefits before the community college programs can be considered a viable alternative for improving their lives.The cultural perspectives of such individuals seem to pose a massive barrier to most recruitment programs. The skill of a recruitment specialist may be required to penetrate certain social elements of the community not being adequately represented in the student population for the aforementioned reasons.

;z 32 26

Participants in Student Recruitment

Respondents were asked to list specific individuals by occupational

title who, in their opinion, should be involved in student recruitment at

Pasadena City College. There were thirty-nine responses from twenty-two

respondents to this multiple response item. ?esponses were tallied

according to the categories which follow. The percentages in parenthesis

are based on the total number of responses (39).

1. Advisory Committees, N=1 (2.6%)

2. Counselors, N=10 (25.6%)

3. Department Chairman, N=5 (12.8%)

4. Every individual involved in instructional or administrative activities, N=1 (2.6%)

5. High School Coordinators, N=2 (5.1%)

6. Instructors, N=10 (25.6%) Sib 7. Recruitment Specialist, N=2 (5.1%)

8. Students, N=1 (2.6%)

9. Supervisors and administrators, N=7 (17.9%)

Faculty members of the Engineering and Technology Department indicate

that counselors and teachers have primary responsibility for student re-

cruitment. The combined percentage for these categories is 51.2%. Super-

visors, administrators, and department chairmen are perceived as bearing

a secondary responsibility for student recruitment as reflected in a

composite percentage of 30.7 percent. Department chairman was included

as a separate category because five respondents made specific reference

to the department chairman.

The remaining categories, consisting of every individual involved

in instructional or administrative activities, high school coordinators, 27 recruitment specialist, and students account for only 18.1% of the responses.

Student Recruitment During the 1972-73 School Year

Faculty members were asked to indicate how many presentations were made to prospective students during the 1973-73 School year. Table 5

shows the frequency distribution of the responses.The range extends

from zero presentations to a maximum of sixty.Faculty members reported a total of 131 presentations for 1972-73. This figures out to be an

average of approximately six presentations per respondent.

These data indicate the great disparity of effort regarding student

recruitment on the part of various members of the instructional staff.

Individual teachers probably vary considerably regarding ability and

motivation to implement student recruitment efforts.

If student recruitment is vital to the welfare of students, the

community, and the college, the burden of effort associated with its

implementation should be distributed in a efficacious manner.

Recruitment Methods

Engineering and Technology faculty members were queried concerning

any methods they may have ever used in student recruitment.The listing

below presents the methods reported 1:,/ faculty members a. follows:

1. Visuals (movies, slides, etc.).

2. Informal question and answer sessions at local high schools.

3. Promotional speeches and presentations before various appropriate audiences.

4. Handouts, flyers, and brochures. 28

Table 5 Frequency distribution of recruitment presentations by faculty members.

Presentations 0 1 2 3 4 5 6 7 8 9 10

Faculty

Members 2 1 0 1 1 3 3 0 1 0 1

Presentation

Totals 0 1 0 3 4 15 18 0 8 0 10

Grand Total = 13 -esentations

Average = 6 Presentations per respondent

35 29

5. Industrial visitations.

6. Displays installed at various community locations.

7. Word of mouth.

8. Community bulletin boards.

9. Family visits; like the coaches.

10. Invite high school students to visit the college campus.

11. Open house programs.

12. Career Fair.

13. Guided tour of PCC campus.

14. Person to person contact with high school students and other prospective students.

15. Maintain good rapport with colleges and universities to which PCC students transfer. This often results in the senior institutions recommending many students to spend first two years at PCC.

16. Mailings to prospective students.

17. Press releases to various newspapers.

18. Recommendations from successful former PCC students.

19. Participation in various junior and senior high school career day programs.

A total of forty-four methods were reported, This averages out to approximately two methods for each of the twenty-two respondents.

Adequacy of Current Student Recruitment Efforts

Respondents were asked to rate the adequacy of student recruitment activities currently in progress. Eighty-two percent of the respondents rated the current recruitment effort fair or inadequate and eighteen percent gave a rating of adequate or excellent.

26 30

Inservice Education For Student Recruitment

Instructors were asked to indicate their interest in participating in an inservice education program to improve program promotion and student recruitment skills. Approximately 36% answered affirmatively, 50% responded negatively, and 14% failed to respond.

While a full fifty percent of the respondents were not interested, better than a third of the group declared a definite interest. It would appear that an effective inservice education activity could be conductei to improve the skills of the eight interested teachers.

Unique Needs and Problems Related to Student Recruitment

Each respondent was asked to describe some of the unique needs or problems regarding student recruitment. The responses were as follows:

1. Making high school students aware of our existence.

2. High schools should be more aware of what we have to offer.

3. High school teachers and counselors are not interested.

4. Better buildings for programs housed in old buildings.

5. General apathy.

6. Contacting prospective students.

7. Lack of public interest in engineering occupations.

8. Competition from four-year colleges and universities.

9. High school students lack basic skills when they enter the community college.

10. The negative image of working with one's hands.

11.. Restricted access to high school students for recruitment purposes.

12. Difficulty in getting high school counselors to play up vocational education.

... 37 31

The foregoing statements infer a variety of problems and needs.

Statements 1, 2, 3, 6, 11, and 12 may be related to perceived difficulty with articulation between the community college and local high schools.

One of the faculty respondents specifically suggested the need for improving articulation between the community colleges and the local high schools in statement thirteen of subheading Need for Ongoing Program of

Student Recruitment.

Statement number four of ...he present subheading is probably indica- tive of an isolated case of relatively poor instructional housing.Vir- tually all of the occupational prcgrams at PCC are housed in quite adequate buildings.

It is unclear as to what the respondent refers concerning the mention of apathy in statement five. However, statement seven seems to make clear reference to the recent decline in public interest regarding high technology and the related occupations. Engineering schools have experienced a drop in enrollment which nay be reflected in the enrollments of the pre- professional programs of the community college.

Several occupational education administrators expressed thoughts which parallel the one contained in statement eight above. Representatives

from several senior institutions have been observed actively recruiting

students on various community college campuses.

A traditional problem of the vocational educator is the relatively

low status accorded vocational education as expressed in statement ten.

One of the occupational education administrators made a rather significant

statement when he said, "there is nothing wrong with the image of 32 occupational education, but rather it is the occupations for which we prepare our students that may have the poor image."The social prestige of occupations constitutes a potent force relative to career choice and student recruitment in occupational education.

The Appropriateness of Female Students in Technology Programs

Relatively few female students are currently enrolled in occupational programs such as drafting, electronics, printing, auto mechanics, building construction and welding. Faculty members were queried concerning the appropriateness of female students in such courses. The response was 95.5% "yes" and 4.5% "no". Those who responded "no" were asked to provide a reason for their position. However, the one respondent who answered "no" did not indicate a reason.

The current emphasis on equal educational opportunities forfemales

is related to the question concerning the appropriateness of female students in trade and technical programs. There appears to be very little

resistance among the teachers sampled to the acceptance of female students

in programs that have been traditionally dominated by male students.

The Number of Female Students in Occupational Programs

Occupational instructors in the Engineering and Technology Department

are in favor of increasing the number of femalestudents. The "yes"

responses outnumbered the "no" responses by a ratioof 68 percent to 32

percent. Those who answered affirmatively were asked to give their

reasons which are presented below:

1. There is a need for more women in architectural occupations.

39 33

2. There is a need for auto awareness classes for women.

3. More women could or should excel in the technical and trade occupations.

4. Industry needs them.

5. Because women make good workers in this field.

6. To enhance equality of career opportunity.

7. Industry wishes to balance its work force.

8. Outstanding opportunity in this field for women.

9. Because of increased demand for women in industry.

10. Because I have fewer female than male students.

Most of the aforementioned reasons appear to suggest substantial job opportunities for women in trade and technical occupations. Faculty members probably perceive that female students are under represented in their classes relative to the many rewarding positions available to female graduates of the Engineering and Technology Department.

Factors Which Tend to Reduce Enrollments

Certain factors which are beyond the control of the instructor have the potential to inhibit student enrollment. Engineering and Technology faculty members listed the following:

1. Parental attitudes; lack f awareness regarding opportunities afforded by vocational education. (1)

2. Required board approval for out-of-district students. (1)

3. Scheduling conflicts. (4)

4. Economic conditions. (2)

5. Changing popularity of an occupati "n. (1)

6. Counselors not familiar with my program and its value to students. (2)

40 34

7. Poor counseling at high school and college levels. (3)

8. Location of classes. (1)

9. Equipment problems. (1)

10. Negative counselor bias; academically oriented. (2)

11. Cumbersome, difficult college admissions and enrollment procedures. (1)

12. Mora is a complete lack of effective communication between counselors and the teachers in this department. (1)

13. Cannot enroll students for credit after the fourth week of the semester. (1)

14. Class count control. (1)

15. Poor facilities and overcrowding in work areas. (1)

The number in parenthesis indicates the number of respondents who mentioned the factor.

Each of the inhibiting factors above can be classified into one of the following categories: (1) parental attitudes, (2) board policy,

(3) occupational popularity, (4) economic conditions, (5) scheduling of classes (6) equipment and facilities, (7) dissatisfaction with counseling, and (8) admissions and registration procedures.

Dissatisfaction with counseling appears to be perceived by the faculty as the inhibiting factor which has the greatest magnitude.Sche- duling of classes seems to rank second followed by economic conditions.

Only these three categories achieved frequencies greater than one.

The Need to Improve Counseling

Nearly every respondent (95.5%) indicated that counseling could be improved. One respondent did not provide a response but none of the

41 35

respondents answered "no". Those answering "yes" were asked to indicate

specific reasons for improving counseling. The reasons are as follows:

1. Educate high school and college counselorsas to the need and value of technical vocations.

2. Many counselors have never worked in industry.

3. Counselors should visit classes.

4. Counselors should be involved ina group activity with Engineering and Technology personnel.

5. They must 1 out what is going on in our classes and labs.

6. There should be a two-way communication (real time)between the counselor and the teacher.

7. Counseling needs to be considered as it is handledat the university level where each professor counsels 20-30 majors in his area of specialization.

8. Most counselors lack a thorough knowledge of theprograms they counsel.

9. Teachers should do the counseling.

10. Teachers and counselors should share counseling responsibilities.

11. Students are very unhappy with counseling.

The above statements clearlyexpress the desire of occupational teachers to share with counselorscommon knowledge concerning students, course activities, and occupational opportunities associated with the

Engineering and Technology Department. Furthermore, some of these ex- pressions may suggest that counselors should havean official role as a participant in a wide range of departmental activities. Also, teachers seem to be willing to share the burden of counseling students.

Experiential Background of Engineering and Technology Faculty

Engineering and Technology faculty members have extensive experience

42 36 in an occupation related to their teaching specialization. Eighty-six percent of the faculty respondents have eleven or more years cf occupational experience. The faculty is also comprised of individuals who have considerable teaching experience. Approximately fifty-five percent of the respondents have taught eleven or more years at the community college level. Tables 6 and 7 provide additional information concerning faculty . occupational and teaching experience.

43 37

Table 6 Faculty occupational experience in business or industry.

Years of Experience:

1 - 2 3 - 5 6 - 10 11 +

N=0 N=1 N=2 N=19

0.0% 4.5% 9.1% 86.4%

Table 7 Faculty teaching experience on the community college level.

Years of Experience:

1 - 2 3 - 5 6 - 10 11 +

N=2 N=4 N=4 N=12

9.1% 18.2% 18.2% 54.5%

44 CHAPTER FOUR

PERCEPTIONS OF OCCUPATIONAL STUDENTS

Occupational students were randomly selected by occupational teachers in the following programs: (1) Auto Mechanics, (2) Drafting,

(3) Electronics, (4) Food Services, (5) Printing, ,6) Machine Shop,

(7) Fire Science, (8) Police Science, (9) Welding, and (10) Sign Arts.

Occupatimial teachers in the aforementioned areas each selected fifteen students to complete the COPES Student Perceptions of Occupational Ed- ucation Questionnaire.

The Sample contained 150 respondents representing every major area of the Engineering and Technology Department except the Building Construc- tion area. A response rate of 85.3 percent was achieved for the questionnaire, a copy of which is located in Appendix B.

Respondents were asked to rate eleven dimensions of occupational education according to the following criteria: (1) poor, (2) below expectations, (3) acceptable, (4) good, (5) excelent, and (6) don't know. The responses to each dimension rating are crosstabulated according to the ten occupational specializations listed in the first paragraph above. Crosstabulations of each dimension by the students' major occupational specializations are presented in tables (8) through (18).

Subsequent paragraphs contain the Tsponses to each questionnaire

item in the order the items appear in the questionnaire. A discussion

follows the presentation of data for each questionnaire item.

Overall Reputation of the College

Approximately seventy-seven percent of the respondents rated the overall reputation of the college good or excellent. Only three students

, 45 39

(2.3%) thought the college's reputation was below expectations andnone indicated a rating of poor.

The reputation of Pasadena City College among occupational students appears to be very positive. However, 9.4 percent of the respondents indicated a lack of knowledge concerning the reputation of the college.

Perceptual variations associated with major occupational specialization can be discerned by careful examination of the cells in table (8).

Rating of the Student's Occupational Program

Slightly more than 90 percent of the students in the samplegave their occupational programs a rating of good or excellent. Two students

(1.6%) gave a rating of below expectations and therewere no responses in the poor category.

Occupational students rated their occupational programs substantially higher than the overall reputation of the college.There were no don't know responses.to this questionnaire item. Please refer to table (9) for further information.

Quality of Student's Occupational Instruction

Occupational instruction was rated good or excellent by 89.8 percent of the respondents. Only one respondent rated occupational instruction below expectations.

Students may have experienced some difficulty in differentiating between occupational program and occupational instruction.However, only three respondents responded don't know. Table (10) provides additional information.

. 46 STUDENT RECRLI TWAT PCC 06111174 PAGE 27 * *** GIVEN SPACE ALLOWS FOR CRA5S7455 12 VARIABLES AND r OLRF P la-LNEMICMLIX MAJCIP 623 VALUES FOR CODE000K ** * STUDENT====i=====2=Z==2 RECR LI TMENT PCC w===s*====PACE SK I P S U 0FtE S S F 1 =====ss======smssiesmsa 06/11/74 PAGE 20 ********** F It F COLREP * SILEcC ******** * LALAL-ILALAL/ * *OVERALL * 9.=PUTATICK CF ThEI CREAM.CCLLEGE bL_C * * * 4 t_A!*_,_11-*L-4-,-.1. CROSSTARULATIONC-A-C * OF BV MAJOR * * 0-1 * 1:CUPATIONAL SPECIALIZATION * * * * * * * * .!--*_-4--t--11---t-t-t..-t*--RAGE--111F---L * * * * * * * * * * COL!UM PCT PCT COUNT HANICSMA JCR AF T IN G E1 FCIRON FOOD ICS RV I CE 2111141.11L_MACHINE. SHOP EW CE SCI_PJ3L1.0 = SC 1E^1:1 Wel n rrG SIGN ART and COLREP TOT PCT 2.90 1.001 1 1I 2.00 1 3.COI 0 1 1 4.001 I 6.001 0_-1--- -1/-__L--- .0 I 7.001 ! 9.001 ____I I 0.001 1 I 10 .00 f 1 1 11.00 1 L I TOTAL 1 BELOW EXPECTATIO 31.3 0.07.7 I 1 33.11C.0 0.0 0.0C.0 I 1 0.0 0-1 1 0.00.0 I 0.00.0 I 0.00.0 I I 0.00.0 n tI I 0.00.0 n I1 1 37.3 7.1 tIT 1 2.3 ACCEPTABLE 3.00 I 14.3 2 I I1 0.0 0 14.3I f .4 2 I1---1 I 0.0 0 I11-=- 7.1 I .I----I 4 -I I 0 1I I 0.0 0 I 0.0 5 I 0.8 0 1 1 14 .1 T 1E04 1*6 ___..1._._.0 .,11_._I___1.6...___I_V..D.._L___0.3 I C -C 1 1 1 1. 0 1 - - -- 7.7 1L._3. 1__l 29.620.6 I I -O. 0 0.0 L__0.I 0 _-L_--.1. 9 0.00.0 IT 33.335.7 I 11.00.0 I I 10.9 GOOD 4.00 F1.516.0 A TI 10.0 C1L15 0. e___.I. 1I H.0 4 I - 3._3 -1--106.0 3 I 90 a 9 ---L--214 4 1 6.0 3 I 12.0 6 I I 14.0 7 I I C.0 4 I 1 12.0 6 f I 39.1 se - 1 1 t.3 O.3.9 1 1 3.1 -1 I 2.3 1 I 1 3.1 1 1 1 e 3 L I-150. a L -46.7 4. 7 I 5.5 I I 26. 7---L--12-.93.1 I I 4.7 1 Crirca I FArr 5.00 F I3 IL---1.2..Z---1-2.I 0--1-1-4 a 3----I---12 .2. 6 I I 7 1 6 1--1I 12.2 6 I 14.3 7 I I 1 4.2 --1 --12 AP 5 I 6 I 49 - 1 T 30.0 2.3 1 1 46.2 4.7 I 1 11.1 0.A .5 1 53.9 5.5 1 42.9 4.7 I SO. 0 4.7 I 46.7 5.5 I1 31.1 3.9 I I I 4 ? .9 4.7 I I AA- A 006 TKNOW A. nn 1 1 0.0C.0 I I 10 .0 F.3 I I 7.78.3 I ( 55.641.7 I 1 7.79.3 1 I 7.18.3 I 1 0.00.0 A I I 0.3 1 I 1 0.3 1 I 7.19.3 I 1I 9.4 12 COLUMN TOT AL 10.2 0.0 13 7.20.2 I C 10.2 0.5 13 I 7.03.9 9 I 10.2 0.0 13 1 0.9 0.8 14 9.40.0 12 1 11.7 0.06.7 15 I 11.7 0.86.7 15 I 10.9 0.0 14 1 I 00 0 128 Table 8 Crosstabulation of College Reputation by Student Major STUDENT RECRUITMENT PCC 06111174 PAGE 29 FILE OCCUPRO STUREC * OVERALL RATING OF 'MLR(CPEAIICN CCC PFC OATE CE/11/74) CP055TAAULATI* ON * * A * * * BY MAJOR O 3CCUPATIOVAL SPECTALITATION * * * 1 OF Pew PCT COUNT * * * * MAJORAUTC MEC ORAFTIKG ELECTPCN FOOD SE PRINTING MACHINE * * _.511OP* * * * * * =InE SCI n3LICFSC WELDING PAGE SIGN ART ROW OCCUPRO C-CLPC1-11-_A-YI.C-S_TOT FCT 1.001 I ?IM01 -ICSI 1 1.001 I1 "VILE 4.001 1I 6.00 7.001 1 1 ENCE __ 8.001 . _AENCE 1 I 9.001 1I 10.001 I I 1 11.001 1 1 TnTM , C 0 0 0 0 0 0 0 I ;1. 2 RFIrm FAR6CTATIn 2.00 0.87.7 I 11_40-L0.00.0 1 0.0 I1 0.0 1 1 0.0Osn _0.0 0.00.0 Ii I 0.0 1 1 1 0.03.000__I___500_1-0.0_ I1 0.86.7 1 I 0.00.0 1 I ACCEPTABLE 1.00 SC.!: I 1 1C.0 1 I I1 0.0 0 _i_ 1I 0.0 _0 __-_I Ii 0.0 0 10.0 _3 __I 1I 0.0 0 I_I 0.0 0 I I 10.0 1___L 1 0.0 n 1 1 1 1.8 In 18.5 3.9 I 10.0 C.8 I 0.00.0 I1 0.00.0 I---_1 0.00.0 21.4 2.3 _I I 0.0 1-1 0.0 II.._=._T 0.86.7 I1 1 3.00.0 1 1I 0000 4.00 46.210.5 6 I I 10.0 I.e 1 I I1 46.P10.5 6 I I 770412.3 7 I 1I 38.5 8.8 5 64.315.8 9 I1 50.010.5 6 I I 60.0159 9 I I 40.'10.5 6 I1 14.3 3.5 2 I dill. 57 5 5.00 1 t 1.14.16 II- 8A_7 '- - -I I 1 5.1 __1_-_.3*9 2 1 1 -- 8 740.--L---4.t__I______2.0--1-___4*72 1 I 6 1 1 6- - -1 I1 7 I 146. 12 I I 59 1411 EXCELLENT 7.7__L_1.7 en.n I 1 5n.13111.9 1_224.2I 1.63.4 I___61.5.___I-ll.31 -1_5.040_1 _40.0L46.713.6 6.3 1.41.6 1 10.2 4.7 1I 10.2 4.7 I 11.9 5.5 I1 85,720.1 9.4 I 1 46I 08 COLUMN TOTAL to C.8 .213 e.3 IC 10.2 5.5 13 7.0 9 tn.7 13 10.9 14 9.4 12 15 I1.1 15 ' 10.7 14 ton.8 128 Table 9 Crosstabulation of Occupational Program Rating by Student Major FILESTUDENT PECPL1 TPENT PCC STUREC ( (PEAT 104 CATE * Ot/11/74) 06/11/74 PAGE 30 257.1%c 2F ovtlurl 141T04uti T C P O S S T A D U L A T I O N n = VIC! AL,0.1:AT In NPAGF 1 f1F t R04 PCT !AUTOCrIUNT MEC I I t-L/AN ICSmAjlq °RAF 1 f NG FLEc TP oN Foot) H: MtJT7 CleiCT171,0:All; POW asrPric _CCL__FCT_TOT Pc T I t 1.0.11 1 I 2.001 1- ICS 3.001 - -0 -I I RV LCC 4.001 SF PRINTING -4ACH7NE I 1 6.001 It SAO' 7.011 1 I ENCEF 1 PP SCI POI 10ESC MELOING 0.10 I ENCE 0.001 1 I 10.001 I SIIGM APT 11.00! TOTAL PELow ExPECTALIa_ 1 _11C.0 2.00 I I1_ 0.0__E 0 1 I 0.0 1 I 0.0 0 I 1 0.0 0 1 .1 0.0 0 1 0.0 0 0 . 0 0 . 1 _ 1 . D . 0 _ . . 1 0 1 0.0_1_ 0 0 1 f A1 7.7O. 8 d- 1 ! 0.0C.0 I 0.00.0 I r 0.30.0 1 1 0.00.3 1 00 1f 0.0 1 O9.0 0 1 I.1I 0.0 0 00.0 I 1 a____L cl I 0.0 5 1_ 0.0 I 1 ACCEPTABLE ___aAsto___ 0.0 n 1 0.0 1 I1 3.0 1 1I 0.0 3_1_ 1 1 0 _1 1 1.5.535.7 I1 1I 1 1 C.C$0_11 1 1 2 1I 1 9 ... 0.0C.0 E C.00.0 0.0 I 1-r. 0.0 1 0.30.0 1 3.9 I . 11.1 0.0`1 3 1 11 1 h73.8 . 1I 0.00.0 I 1 22.214.3 I .6 1 1 7.0 GOOD 4.00 11.0 4. 7_____ID fi___I__6 1 1I 1 '1.2 I 1 1I 17.4 a 1 I -3A. 7 1 1.______.1 I 4.1 7 I1 e 7 4 1I.I 13.0 A II..1 - 21.766.7 l0 1I - 26.7 R. -I I1 2.2 1 1I 6 46.2 a- I 1 10.0 e 1 I1 61.5 . 1I I 44.4 s t 1 15.4 I I 6_. -I 1I 28.6 .3.1 a- - -1 L -1 50.0 4.7 - 5 1I- -7 48. I I1 31. 11 1----3-.H1 1 7.1 11 1 1I 3519 i1;11 EACELLEAT 5.00 7.2 1 I 11.6 I * 7.2 1 7.2 1 15.9 I 5.A 1 7.2 1I I I5.9 I 15161 1I 53.9 69 it I 5 CD nnimeTicmns 3F $11-1 . - - L - 1.)- P C a 0--1.--38.5.--1-55.6.I L-84.6 -1-28 1 A 3 t .1 1 0 1 3.9 0 I1 11A n - -I I 1 1.1 6 L --41 I7 1 i 1.9 0 1 I1 - 26 Z--.1 3.1 1I 73.3 -1786R. T1 I 1 8 6 1 1 6.00 7.7 1 1I 331...3--_.:i C C -0...13---1----0 ..3--I---0.0 1 1I C.0 I 1 0.0 1 1 0.0 -L---331 1 ..1--I--- O. 0 1 I 0.0 1 1I 3.0 0 1 1 Da 09 1 0.0rt.-0 0 1I P- 11 3 Sri WIN TOTAL 10.2 0.8 t+ 7.e0.8 I.D-----1.3 10.2 0.0 1 7.00.0 9 1- 10.2 0.0 1.3 10.9 0.87I 14---- 1. 9.40.0 12 ll 0.00 0-I 15 7 1 11.7 0.00.0 IS 1 10.9 0.0 14 I 100.0 1 PA $ a Table 10 -Crosstalaulation_ia#4uality_atilcculiationaLlnstruction by Student Major NJ 43

Quality of General Education Courses

General education courses were construed to be courses outside the occupational program such as English, science, and mathematics.

These courses were perceived as good or excellent by approximately 59 percent of the respondents.

Occupational students in the sample rated general education courses considerably lower than occupational programs or occupational instruction.

Only 16 percent of the respondents gave general education courses a rating of excellent compared to 54 percent for occupational instruction.

Almost 20 percent of the students indicated don't know to this questionnaire item. Additional information is available in table (11).

Adequacy of Instructional Facilities and Equipment

This question refers to the occupational program.Seventy-eight percent of the students felt the facilities and equipment for their occupational program were good or excellent.Approximately four percent of the students rated this item poor. Another six percent considered facilities and equipment to be below expectations.

The five students (4%) who rated facilities and equipment poor are all in a program that is in need of a better building.This Ceems to indicate that dissatisfaction with facilities and equipment is primarily associated with one specific situation. A little more than two percent of the respondents indicated don't know. Please refer to table (12).

Adequacy and Availability of Instructional Materials

Instructional materials were considered to be such items as textbooks,

50 FILESTUDENT RECRUITMENT PCC STUREC 1CRFATICN CATE A 061111741 06111/74 PAGE 31 OGENED * QUALITY CEN ED CCUASES * * * * * *4 . * 4 0 0 C R O S S T A M U L A T HY I MAJOR O N n F OCCUPATIONAL SPECIALIZATION * * ***** PAGF 1 OF 1 RCM ACT (AUTOCOUNT MEC DRAFTING EILECTPON FOOD 1 MAJCR ***** SE PRINTING MACHINE SHOIP FIRS SCI POL1 CESC WELDING -1E N' E SIGN ART ROW OGENED Tr[11_ CT PCTPCI__113ANIC5 - -1 I I .00 I 1 I 1 2.001 C I V ICS 2. COI 0 I 1 Ena CE 4. 001 0 I I 11.00 7.001 0 1 1 MICE R.00 0 9.001 0 I I 10.001 0 V 1 11.001 I I 1 TOTAL cnnR 1.00 1-1 1S_1.11_1 7.7 I I 0 .0C. C 1_ 1 I 0.00 .0 A I1 n0 . .0.0o 0_1 I1 0.0 0 0.00.0 I I 0.00.0 00.0 . n-1----01 . 0 I 1 o . n I --EDI1 .0- 7.1 r 1.A 2 7.aa I 0.4 a *1 I 0.0 G. I I 0.0 _0 _I I 1 0 1_I 1 C.0 0 0.0 2 _1 1I 0.0 0 0 _I _-___0__I 1I 0.0 I I 0.8 0_ I 7 BELOW E *AEC TA T I 0 1I 0.0 1I 0.0C.6C.0 I 0.0C.0 -!..1 I 1 0.01.0 I 1 0.10.0 100.0 14.1 1.6 I 0.0 3.00.0 I 0.00.0 I 0.0 1.6 ACCEPTABLE 3.00 -I I 1 e.7 2 L1I 4.3 1 1 Il - 4.3 I 1I I 0.0 0 _1 Ii I 4.3 1 26.1 6 I 1 Ft.4.3 3 1 21.7 5 I1i M.7 2 I1 17.4 18.0 23 II1.6_1 L___o . e__L____ 0 . 0 15.4 10.0 I 1 7.7 1 I1 0.00.0 1-II.-- 0.8 7 7 42.9 4.7 __I 1 0. 8 _33.1 3. 9 _ 1 I 1 __ I . 11.16_ 3 IL_____3 . L-- 29.6 1 GOOD 4.00 I1 11.1 1 I 1 An.,a___1___2e_s912.3 _1 8 I1 16.7 10 1I n.a____I0.0 0 1I 13.3 4 2 E.6 a 6.7 4 I1 58.11.7 3 7 __53.3 - .1_2.0.0___1 13.3 0 I 5.0 I1 35.7 0.3 5 48.9 60 5. 00 I1 53.E 5.5 3 1 6.3 0 I1 O.7.0 O. _-i 0 I 1 0.00. _O. 0 I I ti.s 6.3 2 1.1 0 I I S . 5 2 56.3 . 3 1 r1 2.3 6 1 3.9 2 16 /al/CFI 1 FNT L--12-o,I 23.1 2.2 L---D.I I C. 0.0Co C I I C.00.0 1 1I 0.0 L--12.5I 15.4 1.6 0.00.00.0--I I I 12.516. 7 1.6 0f. . 7A I1-31I 7 . 5 --11 2 . 5.--L--12.K 40.0 4.7 I I 14 .3 1.6 MN° TKNOW a 00_ -I 1 I I 0.0 0 1 I 4.0 L__1_ I 8.0 2 I1 36.0 9 I I 8.0 2 L-__ 8.0 2 IL--- 4.0 2 I I 4.0 LL I I 16.0 4 I I 8.0 2 19.5 as CmUMIN TOTAL -.-I 1 10.2 0.0C.0 12 I I 10.0 7.8C.8 IC I I 15.410.2 1.6 13 I I 100.0 7.07.0 9 I.I 10.215.4 1.6 13 1 14.110.9 1.6 14 --I- 1 16.7 9.41.6 12 -L- 1 1107 0.86.7 15 I 11.726.7 3.1 15 I 100914.3 1.6 14 100.0 128 Table 11 Crosstabulation of Quality of General Education Courses by Student Major STUDENT RECRUITMENT PCC (CREATION CATE * Ce111/741 06/11/74 PAGE 32 FILE STUREC ma * * * * * * * * * ***** * 1 * AIFEOP ********** Cl U1T ADEOLAC'i OF INSTRUCTICNAL FACILITIES MAJOR * CROSSTABULATION 0= *************** BY MAJOR OCCUPATIONALF 1 SPECIALIZATIONe'E SC I * * PAGE OF 1 .... POWTotCry D PC PCTf/ T _j_kjits,ICS- At. TO MEC DRAF /16G ELCC TQCK 1 0 0 0 1.0)1 I 2.00: ICS 3.001 I OV ICC 4.00I SE ()PINT 1NG MACHINE 1 -- 6.001 1 SA4B 7.011 1 tliCe 6.001 1 JENCEPD.. ICESC WELDING 9.001 1 10.001 I SIGN ART 11.001 I r nr kJ POW AIFEOP Drina 1.00 ion.. 0 _L---LAC---1. 5 1 I 0 0.0_ -1 0 1I .0.0_ 0 1 -I I 0.0. ...I 0 I _ 0.0 0 I I 0 1I L 0.0 0 I L---i0.0I --1---0-.0 0 I I 0 1 1I 1 -0 5 I 18.5 3.9 1 I C.00.0 0.0 I 1 0.0 1I 1 0,00.0 I 0.00.0 i1-I 0.0 0.00.0 1 1I 0.0 1I 0.0 I 0.00.0 1I I BEL 00 E XRE CT AT 10 2..00 42.9 1 0.0 0- 0.0 3 --I I I 0.0 3_ I I 0.0 a I 0.0 0 I1 14.3 I1-I O.0.0 0 0- -I I1 20.6 _2 -1 I 14.3 7.1 -1 1 I 5.5 7 1 23.1 2.3 4 0.00.0 1 1 0.0 a1 I I 0.0 1.--I I 00.0 0 11. 0.0 I I 0.08.3 I I 1 3.0 0 1. I 13.3 1.6 1 1 I I 0.P I I A CCEPTABLE 3.00 30.810.8 10.0 7.7 0.0 0 1I 0.80.0 0 I I 38.510.5 lis 0 5 I 0.0 0 I I 8.37.7 I I 0.0 1I 7.76.7 1 I 7.77.1 I 10.2 13 I1 1 C.P 2 0.00 I I .04.0 I 7 1I I A.D -I ---0.. 8--1 4 I 6 I I -0 .a 8 1I1---.0. s__1 6 1I I a .a__ r 5 If 1 48 IQtn GOOD 4.00 -I L---2.1I 7 2.1 L--20.0 --1---.2 .2__i__as . g__ 1--53.6 4.2 2.1 I 16.7 8 I 14.6 I L--28.6 --I 3.1P.3 I 50.312.5 1 --53.3I --1--A O. 4-4_____15..z 16.7 I i2.5 I I 10.4 I I 37.5 EAr Fl I S. hi 1' 5.00 -I 1I 0.8n. A 0 I 1.6 7 0.0 12 I I 1.6.3 9 1 1 1 I 5.51 .9 I I 0 1.---1 1 54.7 . 8 3 1 1I 1 / 6.3 65 1--.11I I . 5-_ 1---13 6 R 4.7 6 1 3.9 7 I I1 " 4 F. 52 I 0.0 i1 I 7C.11. C5_1-25.5 3 . / --1 92.3 9.4 I 1I 11.1 0.8 I1 7.70.8 1-17I . 3 64.3 7.0 I I 25.0 2.1 I I 40.0 4.7 I I 40.0 4.7 1 I1 50.0 5.5 I rI DON'TKNOM I I 0.0 I 0 . 0 1---- 0 0.0 I I 0.0 il I 1 0.0 I1 1 33.3 7.1 1--1---- 1 1I 33.1 IL- 33.3 J 1 I 0.0 a 13 I 0.0 n I I 2.3 1 COLUMN TOTAL -1 1 10.2 0.00.0 13 I I 0.07.C.0 e 10 10.2 0.00.0 13 I 7.00.0 9 I I 10.2 0.0 13 n I 10.9 0.8 14 I1 0.48.30.8 12 __=1_ 1 11.7 5.70.8 15 1 1107 0.00.0 IS I 10.9 0.0 14 I 100.0 128 Table 12 Crosstabulation of Adequacy of Instructional Facilities by Student Major 46

reference materials, and visual aids used in the occupationalprogram.

Approximately seventy-seven percent of the students indicateda rating

of good or excellent. However, only 2.3 percent gave a rating ofpoor

and 7.8 percent gave a rating of below expectations.

This rating appears to be consistent with other studentratings

regarding the occupational program. Only two percent of the respondents

indicated don't know according to table (13).

Arrangements by the College For Work Experience

Less than half the students rated work experience arrangements good or excellent.Approximately 30 percent thought the arrangements were good while 18.8 percent indicated a rating of excellent. See table (14).

Apparently the relatively low percentage for the good-excellent rating is based on a lack of familiarity rather thana negative percep- tion since 32 percent of the students checked don't know.This interpretation is further supported by the fact that only 2.3 percent indicated poor and 4.7 percent gave a rating of below expectations.

Quality of the Work Experience Activity

Fifty-seven percent of the respondents rated the quality of the work experience activity good or excellent while 3.9 percent indicated a poor rating and another 3.9 percent checked below expectations.

The respondents indicated a lack of familiarity with the quality of the work experience activities as evidenced by approximately 27 percent of the responses being don't knew. These responses vary considerably according to the major occupational specialization as shown in table (15). FILESTUDENT p EcR LI TMFN T PCC STUREC 1C9FATICA nATE 04/11174 06/11/74 PAGE 33 AA!MCP ************ *GI-COACT 4NO AVAIL CF IKSTR MAT CROSSTAH_LATION or HT MAJOR 0CCU74TIONAL SPFCIALIZATION PAGE I OF 1 RC* PCT COUNT 1 I AUTC MECMA JCRCRAFTING ELECTRON FOOD ******** ***** .11C-5- RV I CL SE PRINTING MACHINE = I 9E SCI Pnt. t CE SC WELDING SIGN ART ROW AAIMOP TCTCOL PC-1-1HANICcPCT 1 .001 3 I1 2.001 C 1 r 3.001 0 I r 4.001^ I I 6.00 0 SHOP 7.001 1I LICE 4.00 IEN:L 0.001 1I 10.001 1 1 11.00 rnTAL ynno 1.00 L_Loa.0 23.1 11______ct.0t C.0 I1 1 C.00.0 1 t O.0o.a_ 0 1 0.00.0 ..o.o_0.0 0 1I 0.0 0 0. o 0 ..1 ---.131 a 0_I n . o 0 I .0.0 0 v....3 3 2.3 7 1 I 0.0 1 I 0.0 ..- 0-1 -1 0.0 AL--L- 1 0.0 1 0.0 0 1 I 0.0 1 1- 0.0 1 0.0 1 1 0.0 BELOW EXPFCTATI C 2.00 70.053.9 1I 0 .00.0C.0 a__1 1 I 0 .00.0 1 I 0.0 I1 I 10.0 7.7 0.00.0 I1 I 10.0 0.1.15.3 I I 0.00.0 a-1 I 1 10.0 O.6.7 A 1_1._ I I 0.0 3 7.A to 5.9 1 1 I 1 1 0.0 I 0.8 0.0 1 I I _ O. 0 I I 1 0.0 ACCEPTABLE 3.00 l'.414.3 2 I 1 10.0 i7.1 l , e I 0.0 0 I 1 0.0 0 I 1 14.3 2 7.1 I 28.0 4 I I 7.1 I I 21.4 3 1 1 0.0 0 10.9 14 I. 1 1I 5 1 I o0.0 ...a_ _1 Q 1 I 111.00.0 7 _I 1 I 15.4 1.45___1 7 I 1 0.a 1 1 I1 33.1-3. L 4 1 I -.0 . °R.7 __L_--2.3-1_ / I '0.0 4 f I 0.00.0 GOOD 4.00 Lal____LIC.C___I___69.21.0 -1 _77.5-1_ I 1 S. I I I e.4 1 12.7 I1 !3.812.7 A 1 I 21.4_._1 -_33.35.5 I I 7.3 1 1 .60.0--1____25.116.4 a 1 1 7.1 1_-.42.1-_I1 1 10.9 6 41. 0 55 FIE L. FLI FhlT 56 00 1 0.C.° 0 0 1I SA3.9 i 4 1_-__S1I A I- -I 7.1 4 1I 5.5 2 1 1 5.5G. a 3 I 1 2.3 10 I 1 _6 ea. 3.1 3 _1___ 1I11 .4 7.0 5 I 1.1 6 I 1I 4. 7 7 11,4- 4 44 C.00.1 I1 I 40.0 3.1 1 I-f 10.5 3.1 I If 22.2 1.64.5 1I 23.1 2.3 I1.---22I .7--1 71.4 7.8 I1 *1 25.0 2.3 -11 1 33.1 3.9 -I---L3 .6I I 40.0 4.7 1 1I .50.0 15 9 5.5 1 CCM TK ACW A. CO CDC0.0_C _J I I 0.00.0 0 I 0 600.0 a -1-_-- I I 0 .00.0 aI___ a__I I1 I 0.00.0 1I 1 0.0 a__I____ I O.0.0 0 o __1_ I O.0.0 0 0 I 1 50.0 6. 7 1- I1 50.0 7.1 J 1.6 COLUMN TOT AL 10.2 0.0 13 I 760C.0 10 I 10.2 0.0 13 I 7.00.0 0 I 10.2 0.0 13 ....E.--' - 10.9 0.0 14 -:-.1 9.40.0 12 - 1 1 I1.7 0.0--_ 19 I I 11.7 0.8 15 I 10.9 0.a 14 1 100.0 12 8 Table 13 Crosstabulation of Adequacy and Availability of Instructional Materials by Student Major FILEV7U0ENT ALECRUITMF6T PCC STUREC (CREATION CATE * CE/111/74) 06/11/74 PAGE 34 * AIORKExP *MURK * * EXPERIENCE* * * * * *ARRANGEMENTS * CROSSTAOULATION 00 9V MAJOR OCCUPATIONAL SPECIALIZATION * * a***** * * * * * * * 0* * * * * * * * PAGE 1 OF t ROWr PCT [ALTOCCUNT MECrt 1C:1_ DRAFTING I ti-611-CS ELECTRON FOOD I mAJOg r as * r ********** * *******IC-S.- R VI CE_ SE PRINTING MACHINE SHOP. ENCEFIRE SCI P11- 1CF.SC WELDING SIGN ART T AA* 311 AWORK EX P clonal TOT PCT I1 I 1 C3 I 1 I 2.001 0 1 1.001 0 I 1 4.00! 0 I 1 6.001 0 "..... I1 7.001 0 I1 9.001 1 I I NCE ' 9.001 0 1 10.001 1 1 1 1. 001 0 I 3 1.00 II.1 '2.1 C7.7 E 4I 1 0.0La C L.1I 0.030 -I- 1 0.00...0.---1. 1 I 0.00.." 1 I1 1100.0 1--33.31 9.3 I 1 3 0 -1-3.3. 4 I 1 6.7 1I 0.0f1.0 .1I1 ,_ it -1 1 2 I1 0C 1 0.0 I 0.0 0.- 1I 0.0 1 0.0 I 0.9 0 1I 0.00 0 1I 0.8 13-- 0.0 1 I 1 BELOW EXPECT AT 10 2. DO-_L I 1.433.3 I I 16.710.0 I -I 1I 15.433.3 2 4 1I I 0.0O. 0 .. L. I 16.7 7.7 1 L. I- 1I 000.0 0 --I I I 0.00.0 1L 0.0nn 0 I1 0.00.0 I1 0.00.0 a 1 4.7 ^ 3.00 ..I 1I 1.6 5 I1 0.E I I 1.6 3 1II. 0.0 0 I-I 1I 0.8 I I 1 1I 0.0 0 -I 1 1I 0.0 0 -I 1I 1 1 1 3.0 2 L1I 0.0 3 1 0.0 I 1I ACCEPTABLE 1 I 31.3 I 6.3 I1 21.116.6 1I 0.0 1I 7.76.3 1 0.0 0.0 12.513.1 20.0184.8 6.37 1 I 12.5 I6 GOOD 4.00 1 II1 1133:2c3,.6 1.0 5 I1 10.. IrIR C 1 2 3 2 I 1 0.00.33-4 9 1I 09-1----.0.0-1. 5 1I 3 1I 1 0 00.0 - -I 0 I 1 L. 6 6 I 1f 2 3-1.--11.5 2 1 1-1 519 el .4wfl 7 I 1I 38 1 1.9 : 1 0.00.0 1 15.4. -L-85-5.3 1.6'7 1 1 1 21.1 1 1I 1 1813.2 5-- 1-213.9 4-- 1 1 7.9 I 0 0-0.0 1 1 .4015.9 0-1--1-1.4 3--J- 7 1 1.55.3 1 1 I 1 29.7 FIECFI LFAT 5.00 1I elan 0 1 I 0C 2 I I1 de6.3 7 4 1I 2.3 2 1 I 4. 2___I__-12. 5 1I 3 I1 16. 7 4 1I 7 0 .14 5.5 5 II 24 0. - AA -1 1I 0.0C 0 A 1 1 30.022 45li----42.3 .2 = 0.87.7 A I 1 11.1 0 9 LI II---L61 2.-- 1---8 .3 10.9 3.1 I 143 1.6 R 1 I 1430.9 1 20.0 2.3 26.7 3.1 4 I 1 35.7 3.9 II1 Is-A DON TK NOW I1 0.0 II1 !OC12.2 38.512.2 I1 itI 0 .00.0 I1 1I 15.4 4.91.6 2 I1 I 64.322.0 1I 93.324.4 --I 0.--1--- 1 I1 25.7 9. e 33.312.2 i1 I1 7.I2.4 I -1 I 1I 32.0 Ai COLUMN TOTAL ...I 10.2 0.0 13 I 7.R1.5 IC 10.2 2.9 13 7.00.0 302 13 20.9 7.0 14 I I 7.89.4 12 11.7 3.1 15 11.7 3.9 15 10.9 0.8 14 *00.0 125 Table 14 Crosstabuli,_ion of Work Experience Arrangements by Student Major FILEøSTUDE NT RECRUITMENT PCC STUREC * * 1 CREAT IEN CATE m OE/11/74) 06/11/74 PAGE 35 * QWOPKEXF* * * * OUALITY OF WORK EXPERIENCE* * * * * . * * . . * ***** CPC5SIABULATION OF BY MAJOR OCCUPATIONAL SPECIALIZATION * ******* * PAGE I OF I rROW C- PCTP C1-11-.A I AUTO COUNTAl MECES 044F TING FLEET 1Cf.4 F rou I MAJOR .ICS -_ ° VICE- SE PRINTING MACHINE _FIREF I RE 5C 1 nOL I C ES C WEL n I4G SIGN APT r nr 11W ONOPIC EX P TOT PCT 1I 1.001 C I 2. ( 0 0 1.001 1 I1 4.00I 0 1 1 5.00 S1LP 7.00! I 9.00 1 XENCE 0.001 1 -I I 10. 00! I I 11.00! 1 ..EcOR 1.00 I 0.0A . .0 I1_-_.C.I a C -1-20.0. 0 on 7.7 I1_I _0.0 0.0 IL i 0.00.0. 0 0.0 0 . I1 _ 20.0 8.3 23.0 6.7 _l_ 13.360.0-1 2 I 0.0Q..0 0 3.0 S 2. a a___I._ I I 0.0 i I.I 0.0 11..._1 C.8 a 1 I 0.0 Q. 1I 0.0 0.0 . 0.9 .0.8 3 1.6 _0 0.0 Ill I IS 8ELCW EXPECT AT IC -..1 I1 20.0 0.P7.7 I I 00.0 . 0C . C 0.0 I 1 n.00.0 I 0.00.0 a_ 20.0 7.1 0.0 a 20.060.0 0.0 I I1 0.0001 I 3.9 ... 0.0 n.0 0.0 0.8 0.0 2.3 0.0 0.0 ACCEPTABLE 3.00 I I 36.4 4 1 I I 18.2 g . I 1 I I 0.0 0 I 9.1 1 9.1 1 0.0 0 9.1 1 0.0 0 I 1I 9.1 1 11 ... 30.8 20.0 7.7 0.0.0 CI 7.7 7.1 0.0 0.0 7.1 8.6 4.00 1I 1.1____1---1sE 7 I I I O. a__L 4 I I- 7 I IL-____0.I 8_ 7 _0.8 7 0.0_1 1 I I 0.8_6.7 6 D AO 5 __-__I eft 5 GOOD ---1---52 . d 14.0 5.5 I --19.0I 2.00.S 3008 _L--TY8.03.1 . 8--153.0 I * 14.0 5.5 - I I 14.0 5415 I ---50.0__I 14.0 5.5 8.3_0.92.0 IL___4 0 a n 12.0 4.7 33.310.0 1.9 10.015.1--3.9 39.1 50 0 F NIC FLA FMT 5.00 1 I -. 4 a 1 1 1___8.7_1I I 2 I I 8 . ' 2 I 0.0--1 a O. 0- 0 I 4 3_1 L--3 0 4 . 7 .26.1 5 In.n 23 4.1_L13.07.7 I 30.0 7.7 1 22.2 I 15,4 1 0.0 o.n 6.00 0.8 0 I I 2.1 4 1 0.8 6.-_./..--- 1I 1.6 D --I I I 1.6 I 0.0 0.0 1I_I 5.70.9 . .3 1 46.7 5.5 1 42.0 4.7 2 DOPOTK NOW 0.0 I 11.8 17.6 I 0.0 I So8 3 1-- 1 I 14.7 51 -__ 79.4 10 I1 A . 8 2.9 5.9 26.6 1* 0.0 40.0 46.2 I 0.0 I 23.1 C CLU MN TOTAL 10.2 0.0 11 I 7.3.1 e 10 10.2 A.? 13 0.07.0 Q 10.2 2.3 11 _1_-- 1 10.935.7 3.9 14 14 83.3. 9.47.8 12 _ .1-___1 20.011.7 2.3 15 I 1.7 6.70.9 15 10.914.1 1.6 14 100.0 126 Table 15 Crosstabulation of Quality of Work Experience by Student Major 50

Adequacy of Counseling and Guidance

Although 44 percent Df the occupational students rated counseling and guidance good or excellent, 33 percent considered these functions to be poor or below expectations. According to table (16) half of the eighteen poor ratings were made by students in one occupational specialization.

Most of the excellent ratings concentrated in three occupational specializations while the good ratings are distributed rather uniformly among the various specializations. Although the ratings of poor were made by respondents in relatively few specializations, the below expectations ratings were fairly evenly distributed among the occupational specializations. Only seven percent checked don't know.

Effectiveness of Job Placement

Job placement received good or excellent ratings from forty-three percent of the respondents. Relatively few students had negative perceptions concerning the effectiveness of job placement. Table (17) shows that 1.6 percent checked poor and 3.9 percent checked below expectations.

Occupational students appear to be somewhat uninformed regarding the job placement program as suggested by 43 percent of the responses being in the don't know category.

Information on Job Success of Graduates

Information on the occupational success of graduates was perceived as being good or excellent by 41 percent of the respondents.Table (18) shows that less than one percent gave a rating of poor and 5.5 percent gave a rating of below expectations.

- 57 PILESTUOENT RECRUITMENT PCC STUREC 1CREATICA CATE 7 06/11/74I 06/11/74 *AGE 36 OCG ***** AOEOUACY CF CCUASEL1AG AAC CUICANCE CROSSTAFIULATION OF 87 MAJOR OCCUPATIONAL SPECIAL17ATION * * * 1 OF 1 *****crtt COUNT MA JCR *********** SE PRINTING MACHINE =111E SCI POL1 CESC WELDING PAGE ROW OC G TOTRCM PCTPC I Pr 2 iliaLLIMITC c. MEC CRAFT INC EL ECTPCN FOOD 1.00 9S 2.001 I 1I 1,5 3.001 4 -1 1 RV ICE-- 400I 0 I1 6.001 1 * 1 -SHOP-1 7. 001 2 1 C-NCE 0..001 3 1 ILNCC 9.001 1 1 1 toorr I I 1 SIGN APT 1 tcoo I !, 1 TOT11,_ 1 .00 --39.1 c 2 ''. I 10 C 4..3 I 1 17.4- 1 1 0 . 0 1 1t1-- -4 .3-1-- 1 I1 14.3 8 7-- L -1.3. 0- --1 1I I1 1 4 3 -1-----13. 7 I 1I 13.3 2 1I 1 00.00..0 0-10 1I Al, 8. n 23 BELOW t 7.0 3 1 0.0 1____I 1I - -- 30,9 :1 1 rrrr0.0 0 1 1 0.07.7 1 1.6 1 25.0 2.3 0 -A 1 0.86.7 I 1.6 1 -- 7 1 I 10 EXPECTATIO 7.00 23.115.8 10.0 5.3 1 23.115.8 .1_1_ -ml 1 0.0 i 1 21.110.9 4 -1---- 2- -L- * I_ I 1 14.310.5 I 0.0 1I 10.5 .,-.1. 1 I 13.310.5 --.=.L 1/ 14.310.5 31 I 14.8 O. 0 13.1 2- L.- 2-1 .1 1 1 1 1 1 0.0 1 3.1 1.6 1 00 1 1 1 1.6 1.6 I 3.00 I 2 3 0.8 1 2.3 4 1 0.0 3 1 3 2 I 19.0 1 6 4 I1 4.8 1I 1 I I :EPT ABLE 1 1 Cl74.8 7 10.0 4.8 ..7.21. - 1 I iso30.8 L-- -L.- 2. 3 --.I --2. 3--_ .1---I. I1 I4131.3 1I 23.114.3 14.3 9.5 1 I 0.3401 0 I 1 26.7 1.1--L--_D.8 1 f.,.7 4 If 7.10.4.9 R 1 16.4 21 GOOD 1I 0 0.11-1---3 4 I 2 1 I 5 1 -- 5 56-I---. -Oa I 5 1 I 2.613.3 4 10.3 1 12.8 5 39 OD0 4.005.00 -1 1-0I .0-1---ACL.0 1L5 4----L---5.5 6 0.0 C 1C.3 3 1 1 1 1 5.11 06 1 12.8 3.9 0 I-38.5-1 --L--.35 . 7.--i. 41.7 -1.. 12.0 3.9 0 12.0 .3.9 1 128 3.1 1 3.1 7--4 1-2 6. 7 1I 1 3.1 I . 14 104 07 5 30. FltrFil I FPI? r0.0C ..0L"t q 0 I00 0.P ^. 1II 0.0C.11---I---0. 0 1I 1 0.0 I1 0.000 5 9--L--1-17.1 8 2 - - - - L - - 1 16.7 II 232'5 .5 7 3 1 I 2140k26.7 3.1 I1 35.77:04.4 1 1 A.00 I O.00.0 0 20.022.2 1 0.0 1 1 11.1 I 1 0.0 0.8 I 1.6 1 -1- 1 II 1 I 3.9 1 I a ociorKNow COLUMN TOT AL _t 10.2 0.0 13 1.81.6 IC 1-1 10.2 0.0 13 0 -L I 1 11.1 7.00.8 9 1 1 10.20.00.0 13 22.210.914.3 1.6 14 I 1 11.1 9,0.88.3 4 12 1 11.7 0.00 15 0 11.722.211.3 1.6 15 I 1 10.911 1 0.87.1 14 I 100.0 7.0128 Table 16 Crosstabulation of Adequacy of Counseling and Guidance by Student Major FILESTUDENT RECOIL' TMEAT FCC STUREC (CPEAT 104 CATE = /I I/741 06/11/74 PAGE 37 PLACESTU EFFECTIVENESS JF J00 PLACEMENT it * BY MAJOR 0= OCCUPATIONAL SoECIALIZATION * * * 1 OF I rPOW ro PCT 1 f urrCOUNT MEC OP AF T 1NG ELFC* TRCN FOOD 1 MAJOR* CAnSSTA9ULATION SE PRINTING MACHINE 93.011 ***** * * FIFE SC I POL IC ESC WELDING* * * PAGE S164 APT ROW * ***** .11C1-111AL1 CS 1 3. OC I 3V.ICF c NCE LENCE 7ny Al TOT PCT I 1.001 1 2.001 1 WC ********** I 4.001 I 6.001 1 7.101 1 S .00 I I 9.001 I 1 PLACESTU I I / 1 I 1 1 1 . 1 10.00 1 11.001 1 1 'molt 1.00 Ii___c .c.__ 1 0 1 La C. _ _L_--11 . 011-1. 0 1 0 0. O 3 1 Om 0 0 1 0.0.-A 0 I 1 0.0 0 I1 O.0.0_-1__5n.n n 0 1 1 ft_.(.1 1 I &A 2 I C.0 o 1 1 C.0 1 0.0 Ii 0.0 .1 1 0.0 1 0.0 1 1._1 0.00.0 I I 0.0 1 0.86.7 0.A7.1 I ,1 .., I elmow EXPtC74 r to Pe r1- 1 I I 60.023.1 1I 10.020.0 I I: 0.0 0 I1 0.00.0 0 IL I 0.00.0 T I1 20.0 7.1 1 I 0.00.0 0 1I 0.0 0 1 I1 0.00.0 n 0.0 n 1 I 3.9 I1 2.3 1 0.S 1 I 0.0 1 1 0.0 0.0 n_1- 0,8 .. ---1-__ 0.0 0.0 0.0 0.0 1 ACC EPT ABLE 3.00 I I 36.4 4 1 I c.n C 1 I 9.1 I I 0.0 0 1-____I 0.0 0 I 18.2 2 I I 9.1 1 1-___I 9.1 1 1 I 2 0 I1 do 6 I1 CIOCA -1 1 30.e -1.4.1 1 f 0.0 1 1 nEI___L---07.7 O._ I 0.n IL---D a 0_1. 0.0 I ,- 14.3 1.6 I1 0.88.3 I 0.8--6.7 I I 13.318.2 Lo C n.00.00.0 I1 t 4.00 it 4 1 1 2 I 0 1 I 6 T 5 1 1 2 I 0 1 1 6 1 I 2 1 0000 I I 10.812.5 3.1 I 1 70. 0.--1---M.06.11.6 I 0.00.0 I--66.7--11 -36.5 1801 4.7 1i 15.6 3.Q 1 14.3 1.66.1 1 0.00.0 1 1 40.0--1-.-13...3--.1.--35.7IS. A 4.7 I 6 . 1.53 IS .5 5 tI I 25.0 32 fltirFI I FIAT 5.00 -I I1 1 AA 3 L_0 .Q 1 1 r 0 I I 4.3 1 IL_-L3.r1 a 3 1I--30I ...4_-- 7 I I El a Z--L--- 0 is 0 2 I 0 I1 I Se 7 2 1Ir '1,7 5 1I 3.9 2 t I I ta.n 23 1 7.7 I 0.0 1 7.7 I 33.1 I E3.8 I 14.1 1 0.0 I 13.7 I 33.3 14.3A.7 6.00 1 I I 0.8 I I1 0.0 7 /I 1 0.8 It 1 I 2.3 n 1 t1 5.5 t t I 1.6 I1 0.0 I 1 1.6 ( I I 3.9 5 T1 1.6 A I1 .5.1 DON'TANOW I 1.8 1 12.7 1 2060 I 0.0 I 1.8 1 11.7 ZL--- 1I I 23.0 1 10.9 1 9.1 1 10.9 I I 4300 C CLUMN TOTAL 1 I 10.2 0.87.7 13 - -I I 70.0 7.S5.5 10 I 10.284.6 8.6 13 I I 0.07.00.0 9 I I 10.2 0.87.7 13 1 I 10.950.0 5.5 14 1I 91.7 Q.48.6 12 1-1 43.011.7 4.7 15 ! 1 11.733.3 3.9 15 I 42.910.9 4.7 14 1 1 100.0 128 Table 17 Crosstabulation of Effectiveness of Job Placement by Student Major 01 STUDENT RECR 111 TRENT PCC 06/'1/74 PAGE 38 PILE IWOJOB STUREC INEC Ch J08 SUCCESS(CREATION CATE 06/11/741CF GRADS CROSSTABUL AT 1 ON * * * BY MAJOR OF OCCUPATIONIA.. S'ECIALIEATION * * * * * * * * PAGE * * * * i OF 2 I MAJCP F.C* PCT IUTCCOUNT MLC CRAFT 1 INC ELECTRCN RFOOD VICE SE PRINTING MACHINE 0--SH P- =IRE-NCE SCI POLICESC 1EN C E_ WI ELDING SIGN ART POW INF OJ 013 CrIL-PS-1--IHAISLIC-S_--TCT PCT 1 t I 0 031 II 2.001 0 I 1 it 3.001 0 I 4.001 0 tI 6.001 0 tI - 7.00 0 H.001 0 1 9.001 0 1I 10.001 0 1 1 11.001 1 I1 1 0.0 1 I I -1 It I I 0.0 0.0 -L- I _0.0 1t Os _0-1-L-00-. -0-1- 1 I n n ....1 L-11.0I --1.--C. a C00.0 1 C0 11--11I a 0 0.0 I a isa-_0.0 .1.-..__0. 11 - 1 I 0.0 I1 0.0 0.0 I 1 0.0 1 I 0.0 1 1 7.1 1 1 I &ILO- I I -3----I 1 1 0 0 I 0 -1 1 0.0 1*1 11 -1 I 0.0 0.0 -1--- I 0 0 1 0.0 1 0.8 0 1 7 POOR I I 23142.9 1 0.0 0--L I 0.0 L_1 I 0.00.0 0-1 I 1 0.00.0 1 I 2P.614.3 0.0 0- 1I 0 0 0 I I 172886 3 2 I I 0.0 I 5.5 2.1 0.0 0.0 0.0 0.0 - I __ 1.6 2-_ / 200 -I-- 1 3 I 1I 0 I 1 I-I I 0 I 1 1 I I 1 L. 0.0 0 A__1 1 0.0 0 11 1 16 0 1 1 0.0 1 I 7 BELOW EXPECTAT113 1 1 2342.5 ! 1 0.0 I1 14.1 7.7 I I 0.0 1I I 14.3 0 a.87.7 I1 14.3 7.1 -L---0.0-1--- 3.09.0 I O0.0 0 0 1 I1 0.11-1--0...60.0 I1 1463 7 1 5.5 ACCEPTABLE 3.00 1 1 2 °0 2.1 1 I I 0-1.3 C-1-0 L1---1 1 1 0.0 0 I 1 0 0.01 0 1 0.0 0 I1----1 11 0.0 a.0 8.3 1 I I 15.7 0 2 I I 25.0 0.0 3 I I 167 2 9.4 12 4.00 I I -7' 1- --1--.10-0---1--0.0-1-02 2,3 II f 2e 1 I1 00 3 I 1 0.0 30 --1-01)- --I IT I 0.0 7 II 0.00 3 1 1--8 3 03 I - I 1I --I-3.3-1-20. 1.6 6 I1 2.3 II 1I 4.1 1 I 35 C./1041 -I 1 -1-1 1 I 1 1 0 1 A 1I !6 6 II ig a. nn 1.1----cI1 .7 154 I. 6 T T1 I 20 c -.1.---.1----efi_1---Ii0 C 1 1 -- 23.! 2.3 1II 33.3 2.7 .6.--1.--20.-0--- -L----.2 1.I1 51.8 5.5 I 1I 0.871 I 2.4,i 3 --L.--171-1---1-1-.-..1 1I 40.0 .7 1 1 26.7 3.1 1 1 42.917.1 4.7 I1 27.1 I.1 1 es 1 1 08 1 EXCELLENT I 1I 11.1 1 I 0.0 / 1I 0.0 n 1It 66.713.3 1 1 11.1 2 1 C.0 0 1I 1 5.6 L 1 11113.3 2-1---3--- I T I 16.720.0 1 I 14.311.1 2--A. 1 I 141 I 8 1 15.4 1.6 0 1 I 0.0 7 1 1 0.0 8 I 4.7 0 I 1 '5.4 1.6 3 I1 0.00.0 I 8.3 --I-- 1 1I 1.6 I 2.3 3 1 1.6 1 I 1 I 00 I Ii I I 10 0B 9 i 2 DCPOTKICW 6.00 -I I 0.0 14.9 17.0 0.0 1 6.4 21.3 1 5 I I I 1 47 COLUMN TOTAL -t I 10.2 nnC.0 13 It 70.0 7.8..g 10 1 / 61.5 A.t 13 t1 0.0n.n7.0 9 I 23.!10.2 2.1 13 I1 71.4 7.# 14 I1 75.019! 9.47.0 12 1I 10.633.311.7 3.,3 15 1I 20.0 62.1 1 IS 14.3 314 t 36.7 128 $ t f I1HUFO1 10.2 10.9 I!7 10.9 100.0 a Table 18 Crosstabulation of Information on Job Success of Graduates by Student Major FILESTUDENT RECRUI TMEKT PCC :NFOJOD STUREC * * * * 1 NFC CN JUR SUCCESS OF (CREGRADS AT I CN CATS * * * * * * * * = 06/11:74) * C R O S S T A R U L A T RV I O MAJOR O F OCCUPATIONAL SPECIALIZATION 06/11/74 PAGE 39 COUNT * I Po* A JCt; * * * ***** 2 OF 2 C CLROW PCT !ALTO MCC DRAFTING ELEciacK Fnuct 1 **** ICS PVICE SE PRINTING MACHINE SHOP INCEFIRE SCI POLICES[ WELDING IINCE SIGN ART POW I hF0J106 TOT PCT PCLIt121+,1C5- t 1 1.001 C 1I 2.0C1 0 1 I 1.001 1 It 4.001 0 tI 6. on' 0 I 1 7.001 0 I 9 0.on 1 It a .00 1 0 T 1I 10.001 0 I 1 11.001 0 1 v TMTAj eooo I I1 0.00.0 1-10.0___1 100.0. _La ..0_1-0. 0.___.1_ 0._0_1'I 1I 0.0 1I 7.70.8 ***** I*****1I PAGE0.0 1 1 I 0.00.0 I I 0.0 I 0.00.0 -L . _0.0 I1 I 0.0 I I 0.0n_n0.0 I1 0.00,00.0 I I I A.A I cricumN TOT AL 10.2 2, 7.80C it 10.1 _Li_ 7.0 9 10.2 ta____ 10.9 14 9.4 12 11. 7 15 11.7 IS 10.9 to 10000 12A sams=mswzr======sm.e======STlrIFMT RFLRII TA1F T PCC s== PAGE SK I P 5 UPPRdSSEO =:**======-===***======.112:**** 11A1 I /713 PA4IF AA STCRCSSTADS IT 1ST t CS : COLPEP Al I BY OCCUPRO TO A IFEOP COP _CR nssir Aas * skt.

3 1 Table 18A Continuation of Table Eighteen 54

A large number of students (36.7%) indicatea lack of knowledge

concerning the job success of graduates of the occupationalprogram.

Analysis of the Interrelationships Among the Variables

Student perceptions regarding their occupational program ratings were assumed to constitute an important factor in student recruitment.

Specifically, it was anticipated that occupationalprograms with low ratings would tend to attract relatively few students and vice-versa.

It was hypothesized that student perceptions concerningoccupa- tional program ratings would be influenced by perceptions of (1)the quality of occupational instruction, (2) the work experience andjob placement activities, and (2) instructional materials and facilities.

The first step in analyzing these interrelationshipswas to sub- ject the eleven perceptual variables or items in the questionnaireto factor analysis. Four underlying factors emerged to which the eleven questionnaire items were associated.

Each questionnaire item was interpreted relative to its loadings on the four factors. Questionnaire items that loaded heavily on the same factor were interpreted as measuring the same dimension.

Two questionnaire items (7 and 8) related to work experience and another item (10) regarding job placement loaded heavily on thesame factor. These three variables were used to construct an index which combines the data contained in the constituent variables.

Results of factor analysis also showed that questionnaire items

(5 and 6) which ask related questions concerning facilities loaded heavily on the same factor.These two variables were, therefore, combined in an index.

62 55

Path analysis was used to assess the previously hypothesized relationships between occupational program rating, the work experience index, the facilities index, and the quality of occupational instruction.

Figure 2 shows the hypothesized relationships mentioned in the previous sentence. The path diagram has one-way arrows that connect the determining variables to the dependent variables.Each arrow is labeled with the symbol p for path coefficient.The first subscript is associated with a dependent variable and the second subscript identifies the "variable whose direct effect on the dependent variable is measured by the path coefficient." I For example, path coefficient p 41 in figure 2 indicates that 4 is the dependent variable X4 and 1 is the determining variable Xl.

Each path coefficient was derived from a regression equation.The system of variables shown in figure 2 wasregressed in the following sequence:

X2 with X1

X3 with X1 and X2

X4 with Xl, X2, and X3

Beta coefficients from the various regressicn equations were the source cf the path coefficients. Therefore, path analysis is closely related to regression analysis.

The symbol R denotes the residual or the amount of variance not accounted for by the variables in the system. The unmeasured variables are represented by the uncorrelated residual factors Ru, Rv, and Rw.2

The utility of path analysis has been stated rather cogently by

Duncan as follows:

63 PATH DIAGRAM quality Ru \99 P21=.12 InsOccupational truc ti onX2j 2 =435 Rw InstructionalMaterials:Facilities Xl P32=.11 P41=.27 Rating ofProgram: X4 \:33 P31 =!. 35 ExperienceProgram: X3 Work 1 Figure 2. A causal model for occupational program rating. 57

As statistical techniques, therefore, neither path analysis nor the Blalock-Simon procedure adds anything to conventional regression analysis as applied recursively to generate a system of equations, rather than a single equation. As a pattern of interpretation, however, path analysis is invaluable in making explicit the rationale for a set of regression calculations.3

Figure 2 shows that variable X4, rating of occupational program is determined by X3, work experience; X2, quality of occupational instruction; and Xl, instructional facilities and materials.The magnituue of the path coefficients indicates the relative influence of each variable.

According to the system depicted in figure 2, quality of occupational instruction (X2) is the major determinant of student perceptions regarding rating of occupational program (X4) as indicated by a path coefficient

(p42) of .35. Instructional facilities and materials (Xl) has a path coefficient (p41) of .27 which makes Xl the second most influencial variable in the system relative to X4. The work experience program (X3) has the least influence on X4.

Each of the previously discussed paths was direct in nature.

However, there is an indirect path from X1 to X4 through X2 which includes P21, P32, and P43.

The casual ordering of the variables in the system was based on an assumed order.4 Other patterns which conform to a priori considerations may provide a better fit of the equations to the data.

65 58

CHAPTER FOUR

FOOTNOTES

lOtis D. Duncan, "Path Analysis: Sociological Examples,"in H.N. Blalock (ed.), Casual Models in the Social Sciences (Chicago: Aldine Publishing Compin,771-9771:p.720.

2Ibid.p. 119.

3Ibid. p. 123.

4lbid.p. 122.

66 CHAPTER FIVE

PERCEPTIONS OF OCCUPATIONAL EDUCATION ADMINISTRATORS

Since most of the data for this studywas collected at Pasadena

City College, a broader perspectivewas sought through informal inter-

views with occupational education administrators at surroundingcommunity

colleges. The eight respondents includeone Vice-Chancellor of Vocational

Education, one Dean of Occupational Education,one community college

recruiter, two department chairmen of engineering and technologydepart- ments, and three individuals who hold the title Director of Occupational

Education. Please refer to Appendix E for further information regarding the respondents and the characteristics of the colleges theyrepresent.

All of the interviews were conducted ona face to face basis with the exception of one that was effected by telephone.Appendix C contains the interview schedule.

The Need For Student Recruitment

Interviewees were asked to express their perceptions regarding the need for student recruitment during the next three years.The paragraphs which follow detail the responses.

"There is a definite need for an ongoing student recruitment program because community college student enrollment growth has reached a flat point on the growth curve."

Another respondent offers a somewhat conflicting projection. "There will be a 10-20 percent increase in community college enrollment through

1985.

67 60

"Much depends on public attitudes toward the role of education relative to occuriational preparation. A recent economic downturn has changed student attitudes regarding their occupational plans.

Students prefer to be in educational programs that have definite employment potential or promise."

"Student values are changing with respect to the perceivea worth of the AA degree. Many students are primarily interested in the employability of the skill they gain in their community college program."

"A great need exists to make the public aware of the educational opportunities available in the local community college. This is particularly important in black communities. Minority people are easily isolated from the important sources of information regarding educational and economic opportunities."

Subgroups within the overall community college student population have begun to shift in terms of quantity. For example, the eighteen year old male is diminishing in number while the female above twenty- one years of age is increasing numerically)A study conducted at

Golden West College generated the data shown in figures 3 through 7 which illustrate age/sex shifts and other patterns of change at Golden

West College.2

Figure 3 shows a definite increase in the number of students who declared non-baccalaureate academic goals over those with baccalaureate degree goals. Also the group of students with no degree plans achieved the greatest growth of the three academic goal classifications between

1971 and 1974. These data correspond to the plans of high school students reported in Chapter One.

68 ALTEREDA.A.degree ACADEMIC GOALS o B. A. (1173) 26% only up 48 °/° ),- (1959) 30°/a A.A. degree(1872) 28% only \ (2280)spring 1970-71 degree 51 °/0 (2771) degree B.A. / 42% non transferstudents N= 4470 NOTE: while B.A. degreespring 1973 74 N= 6602 k A.A. degreeor no only degree ncnr,2280 ; : 2771 22%,oriented students rose from >ter students increased _= ncreasec.1= n I UNIT LOAD PATTERNS if full-time up 48% (2378) (12+) 530/0 7-11 1/2(1146) 260/0 .- 7-11 1/2 0..1 spring 1970-71 ------. (1733)26°/0 N= 4470 ..,1( L.9N aNLo spring 1973-74 N=6597 Students enrolled in less than 7 unitsR a (-') 't0) ' R 0) a NOTE: partgrowth time has been among highest rate of female students CHANGE IN SEXAGE COMPOSITION moles 21+ 24 °/0 (1065) f /19 °/`) females 21+(854) up 48°/a males 21+ (1516) L3°/0 females 21 - (1751) males -21 (1360) 300/0 \ males -21 (1726) 26% females//, -21 27°/24(1609) °/0 spring 1970-71 N= 4470 coin spring 1973-74 N= 6602 Fi ure females 21 and over1971 1974 NOTE: while collegethis1050/0.population group increased grew 48°/07 64 CHANGE Tei TIUDENT MAJORS

MAJOR SIZE OF DAY COLLEGE POPULATION CHANGE IN POPULATION

SPRING 1971 SPRING 1974 () (+)

GENERAL INTEREST 1267 2344 1077 (85%)

ADMINISTRATION OF JUSTICE 277 405 128 (46%)

A.A. NURSING 263 329 66 (25%)

BUSINESS ADMINISTRATION 262 268 8 (3%)

BIOLOGY 133 182 49 (37%)

ART 139 80 59(-42%)

PSYCHOLOGY 127 148 21 (17%)

LIBERAL ARTS 118 314 196 (166%)

HISTORY 105 38 67(-64%)

ENGLISH 104 57 47(-45%)

72 Figure 6 65 70 (LIBERAL ARTS) GO 50 40 30 , 202 cr, 1 0 z 100 Ln 90 (GENERAL I NTER EST) 0tx .7t) 80 70 0 GO 50 GWC DAY COLLEGE (ADMINISTRATION OF JUST zt-D 40 0 (B I OLOGY) < 30 ..4, 20 (NURSING)S I NG) zcD =< 10 . (BUS I NESS AD MI NI STRATI° zi 1971 ti1 n 20 (PSYCHOLOGY) 30 40 (ART) 50 (ENGLISH) GO 70 (HI STORY) 1974 Figure 7 73 66

Major Problems of Student Recruitment

The problems mentioned by the respondents appeared to be rather specific regarding a particular college and its developmental background. For this reason the responses to this interview item have been grouped according to the respondents.

Respondent A:

1. Competition from regional occupational programs (ROP) and regional occupational centers (ROC).

Respondent B:

1. Image of occupations for which training is provided.

2. Relatively small geographical area with several nearby community colleges offering competing programs.

Respondent C:

1. Minority parents do not want their children in occupational programs.

2. Minority students are under represented in occupational programs.

3. The college is not located in one of the major communities within the boundaries of the district. For this reason, the college lacks a community identity.

4. The college suffers from somewhat impaired community relations due to a residue of resentment created by the attitudes and practices of a previous administrator.

Respondent D:

1. Mexican and white enrollments have dropped drastically because of the negative image of the community as a high crime area.

2. The current group of paid student recruiters lack commitment of initial group.

3. Lack of funds to build facilities to house expanded vocational education offerings.

74 67

4. Community people can not get their fair shareof numberous job opportunities in the community industrial complex.

Respondent E:

1. Changing ethnic composition of the community.

2. Antagonism from certain representatives of the ethnic minority population concerning alleged discriminatory practices.

Respondent F:

1. Dissemination of information about the occupational program in the local high schools.

2. Dissemination of information about occupational program among counselors and other staff members.

3. Recruiting black and chicano students.

Respondent G:

1. Enrollment attrition between semesters.

2. Disadvantaged groups demand outstanding opportunities.

3. Meeting the expectations of disadvantaged individuals.

Recruitment Methods

The respondents reported using the followingrecruitment methods:

1. Counselors visit the high schools.

2. Instructors required to visit each high school.

3. Use of mobile student recruitment unit in thecommunity.

4. Community dialogue sessions with individuals whoare economically disadvantaged.

5. Career Fair.

6. Paid student recruiters.

7. Full-time adult recruiter.

75 68

8. Mass mail-out of class schedules and brochures to residences and places of employment.

9. Provide pick-up service for anyone in the community who wishes to receive counseling services of the college.

10. A counselor is assigned to each local high school to coordinate and facilitate all articulation and recruitment activities.

11. Ea '-h counselor is assigned to a specific department and is expected to attend all major meetines and functions of that department. The total occupational program is serviced by seven counselors.

12. Skillfully developed slide-tape presentations.

13. High school students are encouraged to attend the community college on a part-time basis.

14. Easy, convenient rc'gistration procedures.

Strengthening Student Recruitment Efforts

Each occupational educator was asked to reflect on how student recruitment practices might be strengthened. After thoughtful consideration the respondents offered the following suggestions.

Honest information is always an essential element of any presentation designed to stimulate student enrollment. The college has an obligation to realistically inform residents of the community concerning educational opportunities. This tends to build community awareness regarding the availability of educational resources at the local community college.

Another facet of community awareness is the need for an outreach program aimed at the transient population. This group is often overlooked because it is difficult to obtain address information for such individuals.

Student personnel services has the potential of providing substantially increased suppnrt to student recruitment activities.

76 69

Increased use of a mobile recruitment unit offers considerable promise in elevating community college student enrollments.Mr. James

Johnson of Compton College has proposed a state-wide workshopon the use of mobile recruitment units as a means of stimulating broader implementation of this recruitment techniqueamong the community colleges.

A large number of minority studentsare not being served by the community colleges of California. This problem is especially acute among the Mexican-American population. Research is needed to learn how community colleges can be more effective in penetrating the cultural barriers that separate the colleges from certain minoritycommunities.

Minority students may need special encouragement andassistance to weather the storms of student life during the initial periodof enrollment.Provisions should be available to students withsuch needs.

77 70

CHAPTER FIVE

FOOTNOTES

1 John Buller, Interview at Coast Community College District Offices, Costa Mesa, May 13, 1974.

2Ibid.

78 CHAPTER SIX

SUMMARY

The basic problem of the study was to survey the perceptions of occupational administrators, teachers, and students regarding factors and problems which affect student recruitment.

Occupational teachers and students in the Engineering and Technology

Department of Pasadena City College were administered questionnaires to elicit their perceptions concerning factors and problems which influence student recruitment. These respondents included twenty-nine faculty members and one-hundred fifty students.

Administrators of occupational education programs at Pasadena City

College and several surrounding community colleges were interviewed regarding their perceptions of student recruitment.

High School students who visited the Career Fair at Pasadena City

College comprised the final group of respondents. Thirteen of these visitors were interviewed on a randz.,m basis to obtain their perceptions of the effectiveness of the Career Fair. They were also asked several questions concerning their future educational plans.

Chapter One included an examination of the early development of the community junior colleges. Occupational programs became a part of the college curricula following the atpression as an important contributor to the economic welfare of the Nation.

The junior college movement developed an ideology which encouraged junior colleges to provide comprehensive educational programs for the

79 72 community including vocational education. This ideology also encourages community college teachers to have a broad concern for the welfare of their students. However, some community college personnel oppose the comprehensive program, student oriented ideology.

Current student recruitment activities at Pasadena City College were inventoried in Chapter Two. PCC has an effective and diversified student recruitment effort.Some of the recruitment makes a contribution to the general enrollment of the college while other efforts are aimed at increa:;ina. the enrollments of specific programs. There appears to be little if any central coordination of the total student recruitment effort.

Career Fair visitors from fourteen high schools indicated that the fair provided an attractive enjoyable form of career guidance.Most of the respondents had an interest in specific career fields. Several suggestions for improving the Career Fair were offered.These suggestions centered about the need to improve the dissemination of information to visitors.

The Career Fair visitors were also queried concerning their educational plans. Most of the respondents reported that they intended to attend a community college in the future. However, almost half of this group was not interested in obtaining an Associate Arts degree.

Chapter Three detailed the perceptions of the Engineering and Tech-

nology instructional staff regarding student recruitment and related concerns. More than eighty percent of the respondents considered the current recruitment effort to be fair or inadequate compared to eighteen

80 73

percent who gave a rating of excellent or adequate. Nearly every respondent agreed that there is a need for an ongoing program of studentrecruitment.

During the 1972-73 school year the respondents reported having made a total 131 student recruitment presentations. The group described forty-four methods used in conducting recruitment activities.Approxi- mately 36 percent of the respondents indicated a desire to participate in an inservice education program to improve their recruitment skills.

Ninety-six percent of the respondents considered Engineering and

Technology courses to be appropriate for female students.Almost seventy percent of the faculty respondents favored increasing the number of female students in their classes and gave substantivereasons for their position.

Nearly every respondent had strong reasons for desiring to improve counseling received by Engineering and Technology students. The respondents also suggested many factors that inhibit student enrollment or constitute unique needs and problems regarding student recruitment.

Chapter Four contains the ratings of occupational studentsconcern- ing the following factors related to student recruitment:

1. Overall reputation of the college.

C. Perceptions of the occupational program.

3. Quality of the occupational instruction.

4. Quality of general education courses.

5. Adequacy of occupational instructional facilities and equipment.

6. Adequacy and availability of occupational instructional materials.

81 74

7. Arrangements for work experience.

8. Quality of work experience.

9. Counseling and guidance.

10. College's effectiveness in job placement.

11. Information on job SUCC2FS of occupational graduates.

Students gave a high raying to each of the above factors exceptcoun- seling and guidance which was perceived by 33 percent of the respondents as being poor or below expectations.

Path analysis was used to show how student perceptions associated with the rating of the occupational program are influenced primarily by the quality of occupational instruction and secondarily by instructional facilities. Work experience and job placement activities have a lesser influence as indicated by the magnitude of the path coefficients in figure 2.

Perceptions of occupational educational administratorswere reported in Chapter Five. The interviewees stated the following reasons for having a student recruitment program:

1. Community college enrollments have reached a slow growth stage.

2. Changing public attitudes and student values.

3. The need to make the public aware of educational opportunities at the community college especiallyamong ethnic minority populations.

4. The changing composition of the community college student population.

The respondents reported a wide range of major problems related to student recruitment, many of which were highly specific to their particular

82 75 institution. However, the following are relevant to most community colleges:

1. Competition from regional occupational programs (POP) and regional occupational centers (ROC).

2. Image of vocational education.

3. Ethnic minority parents dc not want their childreo in occupational programs.

4. Enrollment attrition between semesters.

A variety of recruitment techniques were reported to be in operation at the institutions of the respondents. Most of these can be considered as common knowledge among occupational educators. Please refer to

Chapter Five for a listing of these recruitment approaches.

Several suggestions were made concerning how student recruitment

Car be strengthened as follows:

1. Provide prospective students with honest, realistic information regarding educational opportunities at the community college.

2. Attempt to reach the transient population of the community.

1 3. Use or increase thz ase of a mobile recruitment unit. 4

1 5' 4. Conduct an outreach program imong'the ethnic minvit; 'groups of the community.

83 CHAPTER SEVEN

CONCLUSIONS AND RECOMMENDATIONS

Based primarily on data presented in previous chapters of this

report, the major conclusions of this study are as follows:

1. The basic ideology of the community and junior collegemove-

ment as advocated by the American Association of Community and Junior

Colleges (AACJC) is Highly supportive of occupational education. There-

fore, the community cullege ideology as developed in Chapter One tendsto

facilitate the prccess of recruiting students into the various occupational

programs of the college. The opposing view, also presented in Chapter

One, is likely to have a negative influence on the enrollment ofoccupa-

tional programs.

2. There is a definite need for coordination of the total recruit-

ment effort of a given community college. Since student enrollment is

a major determinant of financial support, a student recruitment specia-

list or coordinator can be readily justifiedon economic grounds. Student

recruitment is a very complex and diffuse task chat requiresa unique

4 ltdership role lithinkth6 "tpWegeand in the community.

3. Female litudents co,sti1.tute an important source of new students

for trade, and thclnical jlucation programs. Relatively few female

students are cuveitly entlled. in these occupational programs. Therefore,

a vigorous effort should bt: !"fie to attract a substantial number of female

students from the community. Many financially rewarding trade and tech-

nical occupational opportunities are available to women. 77

4. Students and teachers agree that counseling should be improved.

The pr'mary source of dissatisfaction centers about the fact that counselors are perceived as being ineffective participants in the educational programs for which they provide counseling. Engineering and

Technology faculty members indicate that counselors do not share their work culture. Because counselors are assigned a work station in the

Counseling Center they are culturally isolated from the Engineering and

Technology Department. Teachers, Administrators, and students of the

Engineering and Technology Department have a strong desire for counselors

to visit classes regularly, attend departmental meetings and to maintain appropriate relations with industry. This type of social interaction is considered vital to the role of the counselor since the value orientation and the information base of the counselor should be derived from such

social interactions.

Counselors at viount San Antonio College have been assigned to departments so as to be a functioning member of the assigned department. This

includes attending meetings and other functions of thedepartmental

The basic rationale for placing counselors in departments is the Y concept of socialization as defined by Merton:

The process by which people selectively acquire the values and attitudes, the interests, skills, and knowledge- - in short, the culture--current in the groups of which they are, or seek to become amember.2

Socialization, as defined above, is a vital influence within the

s,ecific work cultures of the various departments for teachers and stu-

dents of a collcge. It is expected that the effectiveness of counseling

85 78 can be enhanced immensely by placing counselors within the work culture of the departments. Counselors could be assigned or dist buted to departments in an equitable manner. Counselors are essential to student recruitment.

5. Individuals who are effective participants in student recruitment activities should receive appropriate career incentives since recruitment is so vital to the welfare of the college.The student recruitment ideology should not be forced upon anyone in the college organizational structure. Rather this activity should be associated with outstanding leadership qualities and style on the part of those who are involved. It must be recognized that many teachers and administrators may not have the personality factors to successfully integrate effective recruitment strategies into their daily routines. These individuals are likely to view student recruitment as a separate task which overburdens their existing daily routine.

Recommendations

The following are recommendatios to increase or improve service. to community college students relative to student recruitment:

1. Expand the operation of the Career Guidance Center to better serve the needs of the student population by acquiring additional hardware and software as required by student needs. Then encourage large numbers of students on campus and members of the community including public school students and adults to make use of the center.

2. Cc1nduct inservice education program regarding student recruitment for teachers who are interested.

3. Examine the possibility of making admissions and registration procedures less difficult for students.

86 4. Examine articulation between the college and the local high schools.

5. Place greater emphasis on disseminating information concerning successful graduates.

6. Job placement program should receive more on-campus publicity.

7. Student impressions or perceptions should be sampled at each Career Fair.

8. Create a position for a Coordinator, Director, or Specialist of student recruitment for the college.

9. Conduct routine research which provides information needed to guide studt recruitment activities.

87 80

410 CHAPTER SEVEN

FOOTNOTES

1Irvin Colt, Interview at Mount San Antonio College, Walnut, May, 1974. 1 `Robert K. Merton, George Reader, and Patricia L. Kendall, The Student Physician, (Cambridge: Harvard University Press, 1957), p. 287.

.1.

88 4

BIBLIOGRAPHY

Books

Blocker, Clyde E; Robert H. Plummer; and Richard C. Richardson.The Two Year College: A Social Synthesis. Englewood Cliffs: Prentice -Ha TT, Tgff.

Brick, Michael. Forum and Focus For the Junior College Movement: The American AssociationRIiiiWTOTTeges. New York: Bureau of Publications, Teachers College, Columbia University, 1964.

Medsker, Leland C. The Junior College: Progress and Prospect. New York: McGraw-Hill Book7ompany, Inc., 1960.

Merton, Robert R; George Reader; and Patricia L. Kendall. The udent Physician. Cambridge: Harvard University Press, 1957.

Morrison, James L. "The Relationship of Socialization Experience, Role Orientation, and tie Acceptance of the Comprehensive Community Junior College Concept by Public Junior College Faculty," unpublished Ph.D. dissertation, Florida State University, Tallahassee, 1969.

Pasadena City College. Faculty Handbwk 1973-1974. Pasadena: Pasadena City College, 1974.

Thornton, James W. The Community Junior College. New York: John Wiley and Sons, Inc., 1907

Articles and Periodicals

Anderson, John E. "Research in the Junior College: Anathema or Anodyne?" Junior College Journal, XXXV (November, 1964), pp. 14-17.

Article II, Constitution of the American Association of Junior Colleges, adopted 1939, as quoted in the Junior College Journal, IX (May, 1939). p. 556.

Beckes, Isaac K. "The Case for Community Junior Colleges."Junior College Journal, XXXIV (April, 1964), pp. 24-28.

Duncan, Otis D. "Path Analysis: Sociological Examples." in H. N. Blalock (ed.). Causal Models in the Social Sciences. (Chicago: Aldine Publishing Company, pp. 115-138.

Friedmar, Norman L. "Comprehensiveness and Higher Education:A Sociologist's View of Public Junior College Trends." AAUP Bulletin, LII (December, 1966) pp. 417-422. 89 82

Greenshields, Myrel J., Frank B. Lindsay, and William H. Crawford. "Junior College Teachers as Guidance Workers." Junior College 410 Journal, XXIX (March, 1959), pp. 366-373.

Hager, Don J. "Images of Junior College Education."Junior College Journal, XXXII (February, 1962), pp. 305-313.

Higgins, Sadie G., and Alice J. Thurston. "Challenges in Student Personnel Work." Junior College Journal, XXXIV (November, 1963) pp. 24-28.

Wattenbar9er, James L. "The Expanding Roles of the Junior and Community Colleges." Current Issues in Higher Education, 1963, (Washington, DC: Department of Higher Education, National Education Association of the United States, 1963), pp. 132-135.

Interviews

Buller, John. Int!,,Yv'iew at Coast Community College District Offices, Costa Mesa, May 13, 1974.

Colt, Irvin. Interview at Mount San Antonio College, Walnut, May, 1974.

Hardy, John. Interview at Pasadena City College, Pasadena, March 18, 1974. 411 Hernandez, Edward. Interview at Pasadena City College, Pasadena, March 18, 1974.

Project SR Advisory Committee meeting at Pasadena City College, Pasadena, May 7, 1974.

Young, John. Interview at Pasadena City College, Pasadena, February, 1974

90 APPENDIX A

SR Questionnaire

91 84

STUDENT RECRUITMENT QUESTIONNAIRE

Your replies to this questionnaire are completely confidential and absolutely no information of any kind about specific persons will be relased to any person employed by Pasadena City College or anyone else. The identification code employed in this questionnaire is to be used strictly for followup purposes.

1. Please list specific individuals by occupational title who, in your opinion, should be involved in student recruitment at Pasadena City College.

2. Please rate the adequacy of current student recruitment efforts in the Engineering and Technology Department that affect your classes. (Circle appropriate number.)

EXCELLENT ADEQUATE FAIR INADEQUATE

4 3 2 1

3. Is it appropriate for female students to be enrolled in your classes? (Circle one.) Yes No If your answer is "no," please indicate the reason. b V4 1.1. 1 1.0 Do you pecrceive.any.need or reason to incrpse the number of fqiale 'stuOnts in your classes? (Circle one.) Iejes, No , 1 4 # If Aur answ2r is "Yes'," please specify thelreason. i v. . k

5. If you have ever done any student rlcyuitiNnt for your classes, briefly describe your recruitment metVods * activities.

92 85

6. Can ycu think of any factors, which are beyond your control, that tend to reduce the number of students who wish to enroll in your classes?

7. Try to describe some of the unique needs or problems of the Engineering and Technology Department regarding student recruitment.

8. Does the Engineering and Technology Department have any capa- bilities or resources for promoting course offerings that could be shared by each teacher in the department?

9. Is there a need for an ongoing program of student recruitr:Int in the Engineering and Tinology Departnent?

(Circle one.) Yes Flo If your answer is "Yes," briefly describe some of the activities that might be included in the program.

\ to .$ ik 10. Would yol) be interested in participating Nman inservice education program to increase your skills regarding program promotion and studwit recruitment? (Circle one.) Yes Ne

11. If you did some student recruitment during the 1972-73 school year, approximately, how Many presentations did you make to prospective students!

12. Relative to stud.eot r.$)cruitment, do you think counseling received by your students covId be improved? (Circle one.) Yes No If your answer is "Yes," please specify the manner in which counseling services might be improved.

93 86

IIIBackground Information

1. Teaching field

2. How many years have you worked in business or industry? (Place a check on the appropriate line.)

1 - 2

3 - 5

6 -10

11 or more

3. How many years have you taught on the community college level? (Place a check on the appropriate line.)

1 - 2

3 - 5

6 -10

11 or more

OP h

a 94 APPENDIX B

COPES, Student Perceptions of Occupational

Education Questionnaire

I 1 t

4 ''

95 Confidential 88

Name of College COPES California Community CoUeges What occupation arc you studying for? STUDENT PERCEPTIONS OF OCCUPATIONAL EDUCATION

DIRECTIONS ON RATING:

Excellent means nearly ideal, top 5 to 10 percent. Poor is totally inadequate, bottom 5 to 10 percent. Good is a strong rating, top one third. Below Expectations is only fair, bottom one third. Acceptable is average, the middle third.

How would you rate the following:

16 1. Overall reputation of the college within the community?

2. Your overall rating of your occupational program? 17

3. Quality or your occupational instruction, in general? 18

4. Quality of your courses outside of your occupational area (such as English. science, math)? 19

5. Adequacy of instructional facilities and equipment for 20 your occupational program? kaI ht 6, Adequacy and availability of instructional materials for your occupational program (such as textbooks, reference 21 inatenals, visual aids)? , 7. Arrangements by the college for work experience (or 22 clinical experience) in your occupational program?

4 8. Quality of work experienc? (or clinical experience) 23 in your program? 1111.1M11 9. Counseling and guidance at your college as they pertain to you and your program? 24

b.. 10, College's effectiveness in job placement of students completing your occupational program? 25

11. Information on job success ofstudentscoit pletingyour 26 program? 1

ase duneprd. To be used Pdata processing. 'Mr i

I L ,i 411011 -1- 96 7/2/73 APPENDIX C

Occupational Education Administrator Interview Schedule

97 90

OCCUPATIONAL EDUCATION ADMINISTRATOR INTERVIEW SCHEDULE

1. How do you perceive the need for student recruitment inthe community college during the next three years?

2. What are some of the major problems of studentrecruitment?

3. What recruitment methods are currently being used byyour institution?

4. How would you strengthen student recruitment practicesamong the community colleges?

98 APPENDIX D

High School Student Career Fair Interview Schedule III

99 92

CAREER FAIR INTERVIEW SCHEDULE

1. How hi; the Career Fair been a benefit to you?

2. What about the Career Fair impressed you most?

3. How would you improve the Career Fair?

4. Do you plan to attend a conounity college in the future?

5. Do you plan to ever obtain a four year degree?

6. Are you interested in obtaining an Associate Arts degree?

III 7. Are you primarily interested in obtaining training to get a job rather than a degree?

100 APPENDIX E

List of Persons Interviewed

101 94

LIST OF PERSONS INTERVIEWED

Coast Community College District

Mr. John L. Buller, Vice Chancellor, Vocational Education

Community College District, North Orange County

Mr. Chester P. Gromacki, Director of Vocational Education

Compton College

Mr. James Johnson, Student Recruiter

Los Angeles City College

Mr. Eller, Chairman, Engineering and Technology Department

Mount San Antonio College

Mr. Irvin Colt, Director, Occupational Education

Pasadena City College

Mr. Robert A. Berger, Director, Computer Services

Dr. Bruce E. Conklin, Dean, Institutional Research

;Ir. Robert J. Gomperz, Information Officer

Ms. Sylvia H. Green, Educational Specialist, Black Affairs

Mr. John Hardy, Student Resource Center

Mr. Ed Hernandez, Jr., Educational Specialist, Chicano Affairs

Dr. Lawrence A. Johannsen, Chairman, Engineering and Technology Dept.

Mrs. Gwendolyn E. Keller, Urban Careers Specialist

Mr. Joseph L. Mathias, Counselor

Mrs. Gene Miller, Counselor-Coordinator, Student Personnel Services

Mr. John D. Reynolds, Counselor

Mr. Vernon G. Spaulding, Supervisor, Occupational Education

Mr. John R. Toothaker, Director, Occupational Education

Mr. John E. Young, Director Occupational Ed. Programs for High Schools

102 .

0 Rio Hondo College Mr. William Lorbeer, Dean of Occupational Education

UNIVERSITY OF CALIF. LOS ANGELES

JUN 2 7 1975

CLEARINGHOUSE FOR JUNIOR COLLEGE INFORMATION 103 0.0 PROFILE OF SCII1LS 1 COLLEGE STUDENTSNUMBER OF TRANSFERVOC. ED. RATIO ENROLLMENT DAY ENROLLMENT EVENING LOCATION COMPOSITION ETHNIC SOCIO-ECONOMICCOMPOSITION Compton 7,500 32:68 4,275 3.225 Urban 67.5%23.0% BlackCaucasian7.5% Mexican-Amer. High27%disadvantaged, concentrationof families low earn of income; under Fullerton 17,068 .65:35 11,026 6,042 Suburban 91.8% Caucasian6.7%2.0% Mexican-Amer.Other Low-middle$4,000 15,600 60:40 8,900 6,700 Suburban 76.0% Caucasian .9%.6% BlackOther Middle - lower middle OrangeMount SanCoast Antonio 33,669 39:61 15,187 18,482 Suburban 90.4%24.0% CaucasianMinority 12.1% under $ 3,000 0ima, 2.5%5.0%1.1% Mexican-Amer. OrientalOther.6%.4% BlackAmer.-Indian 29.7%22.1%22.3%13.8% over to 15,00014,999 9,9995,999 Pasadena City 15,746 30:70 9,777 5,969 Urban 23.4%76.6% CaucasianMinority 35.4%16.4%20.9% under 50to $ 6,000 14,999 8,999 Rio Hondo 11,500 54:46 5,000 6,500 Suburban 30.0%70.0% Mexican-Amer.Caucasian Middle27.3% working class over 15,000 1Melvin L. Barlow, Opinions of Community College Presidents Prand .. Deans of Occupational Education Concerning a m tp Prepare Occupational Education Administrators. TRAngeles : Uni versiVITTr foi a , tos n rn MEM-Doctoral