ri I pc4(s4F ED 023 731 l)D 006 285 By -Isgar,Tom. Isgar. Susan The Institute for Tutorial Development, April 1967 i%2:5 FinalPeport United States National Student Association. WashiNton,DCTutorial Assistance Center. Spons Agency -Office of Economic CIppor tun,/ y , Wahirt.r,E'C Pub Date 68 Note-175p MRS Price MF -S0.75 HC -S8 85 Descriptors -Field Experience Programs, Individual Development,*Institutes (Training Programs), Internship Programs, *Leadership Training, Learning Theories, *Midile ClassCollege Stud<mts, Program Content,Program Descriptions, Program Effectiveness, Program Evaluation,Program Proptnals, Seminars, *Summer Institutes, Tutorial Programs Identifiers -Detroit,Michigan Reported is a summer training institute for thedirectors and staffs oftutorial protects. The 30 interns weremiddle class college students who came toDetroit for a leadership training program combining field work, seminars,residence in disadvantaged comm,,nities, and intense personaland group interaction experiences.The goal was to develop strong tutors capable of socialinvolvement as well as personal growthand understanding. The bulk of the report consistsprimarily of excerpts from tournalskept by the interns during the courseof the institute. Also included is anappendix containing relevant data on the protect.An addendum consists of the protect proposal, a paper on the process ot individual growthwithin a learning theory context, some notes on the traininginstitute, and an interim reportprepared tor the Office of Economic Opportunity, the funding agency.(NH) ED 023 731 UD 006 285 By Isgar.,Tom, Isar. Susan The Institute for Tutorial Development, April 1967 %Firl Pepcsrt United States National Student Association. WasKton,DC Tutorial Assistance Center. Spons Agency -Office of Econi.)mic OppOrttontty, WaLhiryon, Pub Date 68 Note-175p MRS Price MF -S075 HC -$885 Descriptors -Field Experience Programs, IndooduadDevelopment, *Institutes (Training Programs),Internship Programs, *Leadership Training. Learning Theories, *Middle ClassCollege Students, Program Content,Program Descriptions, Program Effectiveness. Program Evaluation,Program Proposals, Seminars, *SummerInstitutes, Tutorial Programs Identifiers -Detroit,Michigan Reported is a summer training institute for thedirectors and staffs of tutorial protects. The 30 interns were middleclass college students who came toDetroit for a leadership training program combining field work, seminars,residence in disadvantaged comm,nities, and intense personaland group interaction experiences.The goal was to develop strong tutors capable of socialinvolvement as well as personal growthand understanding. The bulk of the report consistsprimarily of excerpts from tournalskept by the interns during the courseof the institute. Also includedisan appendix containing relevant data on the protect.An addendum consists of the protect proposal, a paper on the process ot individualgrowth within a learning theory context, some notes on the traininginstitute, and an interim reportprepared for the Office of Economic Opportunity, the funding agency. (NH) U.S. DEPARTMENT OF HEALTH, EDUCATIOW & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTI`i AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFI ICIAL OFFICE OF EDUCATION POSITION OR POLICY. FINAL REPORT ON THE INSTITUTE FOR TUTORIAL DEVELOPMENT April 1967-1968 Tom and Susan Isgar Tutorial Assistance Center USNSA By Contract With Tfte Office of Economic Opportunity n. t , . i ........--,---.--....a.........--.-..--......- r A NOIE OU READING THE ITD REPORT The report form is a stylewhich evolved to meet the needs of the general readers as well as thoseinterested in specific cL. _a and nical information. Without reading any of the mqterial inthe Appendix or Addendumsections, a casual reader can pick upinformation about the types of changes (andexperiences which caused them) thatmiddle class college students mu3t under go ifthey are to become oriented toward social chan.ce. He can also delve into SOM2praztical learning theory and gain a clear picture of amiddle class perspective of socialproblems without wading through too manytechnicalities. We have used Appendix andAddendum sections to keep the flow of the body of the report and maintain areasonable length. Important, relevant data is included in theAppendix, however, so pleasedon't avoid it just because you mightconsider yourself a casual reader. In fact, should you be confused aboutsomething, check references to the Appen- dix and the situation should beclarified. The Interim Report to 0E0 onthe ITD, included in theAddendum, covers most of theinformation not included in this report. We would like to advise you to read it beforegetting very far along inthis report since it can add insight tothe training. Susan and Tom Isgar 1968 a 11. Tutorial Assistance Center, U.S.N.S.A. 2115 S Street, N.W. Washington, D.C. 20008 TABLE OF CONTENTS page 0 1 Introduction° **** OOOOOO 0 0 0 0 0 0 0 7 Arrival in Detroit . 0 0 OOOOOOOOOOO 0 OOOOO11 '..,rientation 0 0 OOOOOO .OOOOOOOO 19 Community Housing 23 Group Meetings O . 24 Field Work OOOOOOOO 0 OOOOOOOOOO 0 0 0 0 3i Reality0 OOOOOOOOOOOOOOOOO 0 0 0 0 35 Perceptions 37 Problems OOOOOOOOOOOOOO 0 0 0 o 0 . 38 SearchingO OOOOOOOOOOOOOOO 0 0 0 0 48 0 0 0 o Al OOOOOO Riot . 0 OOOOOOO 0 0 57 . 0 0 0 0 0 ..... Parishfield . 0 0 0 e 0 61 End of Training Evaluation . 0 0 0 . 0 . 0 OOOOO 0 0 a 0 . 69 Re-Entry 0 0 0 0 0 0 . 73 Post Re-Entry Evaluation . 0 0 0 0 0 0 0 OOOOO 0 84 Plans for Home TutorialsO OOOOO 0 0 . 0 0 o 0 0 0 90 Follow Through on TutorialPlans 0 0 0 0 0 0 0 0 OOOOO98 Working . 0 0 0 OOOOOOOOOOOOOOO . 104 0 0 0 0 0 0 . Conclusion 0 0 0 0 e o o a107 The Dedication OOOO , 0 0 a OOOOO . 108 Appendix OOOOOOO a OOOOO a 0 0 0 a 0 109 Addendum .0 0 .. a ....a.. 0 0 a 0 0 0 a ITD REPOaT IN1RODUCTION College students have been doing fantastic jobs administering tutorials enco,2parising over 200,000 volunteer tutors and affecting at lease 350,000 tutees every year. Considering the lack of experience and time, of project directors' and staff, the mere existence of tu- torials is a major achivement. In its effort to improve and facilitate the operation and in- crease the impact of tutorials as change agents, the Tutorial Assis- tance Center undertoolr a major training program for tutorial directors and staff through a contract with 0E0; the ITD. The goal was to create stronger, more capable leadership for tutorials through a program of cognitive input and "realworld41 experience that wouldcause socio- political attitude change and personal growth. (The proposal is in- cluded as Addendum I.) The ITD emphasized developing leadership qualities, since working with volunteers reciuires that tutorial directors be leaders as well as administrators. Without the ability to attract and keep tutors, the most brilliant planners are helpless. Thus, one of the primary goals of the training was to have the Interns improve their awareness of how groups function and to strengthen their ability to facilitate group interaction.Awareness of the.individual is com- plimentary to awareness of the group, so the training also emphasized the importance of the individual in and outside of the functioning work group. The training was based on learning, theory evolved through the training program director's experience, evaluation of causes of his 1 own growth, aud study efrecent literature about learnins, growth, and training. (A full account of the theory is included as Addendum II). Essentially, the theory assumcs that the best leaders are those who are aware of themselves...their strengths,weaknesses, etc...as well as those of others. They are people who can afford to take personal risks and make decisions, be candid and innovative without feeling threatened. They are honest with themselves and trust their ability to meet challenges. This realistic attitude and confidence allows them to deal with the full complexity of problems with courage and originality. The best leaders do not livewith the delusion that they must 6r do know everything about their work; instead, they know where to find and draw uponr,asources that can. provide them with theinforma- tion needed. They also know how to work with people. Since the thirty Interns involved in the training program would collectively have more cognitive knowledge of tutorials than had ever been assembled before, the staff was not as concerned about working with the "facts and figurbs" of tutorials as we were with developing the Interns' ability to use their own knowledge effectively and with helping them find a realistic perspective from which to view their work as part of a social change movement. Our decision to favor this emphasis was based on the results of an "Evaluation of Needs" completed by the Interns and returned to us before the training and their responses. to questions on their final applications, as well as our own inclinations. (A sample evaluation is included as Appendix I). A combination of field work, seminars, community housing and intense group and personal interaction was formulated to give the Interns a structure in which to grow during the eight-week session. The first week was devoted to orientation to the program and to Detroit; the next six weeks concentrated on seminars and field work; and, the last week was to have been spent on synthesis and re-entry (trans- ference) problems. Monday and Tuesday were seminar days during the middle period; Wednesday was 'project' day and, Thursday and Friday were devoted to field work. Weekends were free for the Interns who were encouraged to get to know their communities during this time. (A detailed listing of seminars and topics is included in Appendix II.) The seminars generally emphasized building personal skills and ability in the dealing with people. This was done in the contexts of the community and the tutorial, so, while cne week the Interns were learning how to work more effectively with people, (tutees) in tutorials, would be working with people in the community.