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Shanks, Nona, Comp.Resource Directory: Some New Ways of Learning andTeaching.Study Commission on Undergraduate Education and theEducation of Teachers, Lincoln, Nebr.Office of Education (DREW), Washington, D.C.746 3p.

The Nebraska Curriculum Development Center, AndrewsHall, University of Nebraska, Lincoln, Nebraska 68508($1.00)

HF-$0.76 HC-$3.32 PLUS POSTAGEAlternative Schools; Community Education;*Educational Change; *Program Descriptions; *TeacherEducation; Urban Universities; Womens Studies*Self Institutions

ABSTRACTThis catalog is intended to assist people reforming

or "building their own', places for educating teachers in colleges,schools, and communities by providing a list of places to becontacted for assistance, models, or advice. It includes briefdescriptions of experimental teacher education programs throughoutthe U.S. These programs are classified by state, and names andaddresses are provided for obtaining additional material. There arealso sections on "self - institutions " -- black, chicano and Indian; onfree schools and alternative public schools; on resources for women'sstudies programs; and on community education and metropolitan publiccolleges. (PB)

RESOURCE DIRECTORY:

some new ways of learning and teaching

U S DEPARTMENT OP NEALTI4.EDUCATION A WIMP ARENATIONAL. INSTITUTE OF

EDUCATIONteat, DOCUMENI HAS BEEN REPRODuCID EXACIIY At RECEIVED FROMTHE PERSON OR Oftf.ANI:AtION ORIGINAT INC, it POINT% Of VIEW OR OPINIONS%tA TED DO NOT NECESSARIL Y REPRESENTOIfICIALNATIONAL INSTITUTE OfEDUCATION POSITION OR POLICY

compiled by Nana Shanks

Study Commission on Undergraduate Education

and the Education of Teachers

(Paul A. Olson, Director)

Lincoln, Nebraska1974

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This publication prepared by the Study Commission onUndergraduate Education and the Education of Teachers is oneof a series of Study Commission publications and does not repre-sent an official position of the Study Commission. The book isa study document for distribution to those associated with thework of the Commission. Requests for this book and otherStudy Commission publications should be addressed to: TheNebraska Curriculum Development Center, Andrews Hall, Uni-versity of Nebraska, Lincoln, Nebraska 68508.

Publication of this document at the University of NebraskaPrinting and Duplicating Service was funded with a Grant fromthe U.S. Office of Education, Department of Health, Education,and Welfare. However, the opinions expressed herein do notnecessarily reflect the position or policy c f the U.S. Office ofEducation, and no .official endorsement by the U.S. Office ofEducation should be inferred.

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INTRODUCTION

The catalogue that follows is a tool. It is intended to assist people reformingor "building their own" places for educating teachers in college, school, and corn-munity by providing them with a list of places with which they might wish to getin contact to find assistance, a model, or a warning.

The book was written by Ms. Nene Shanks, a student staff member of theStudy Commission who has had a consistent interest in education reform, art, andtheatre. The organization of the book is intended to make it a more useful tool:

First, pages 1.21 are an alphabetical listing of teacher edtication and/or com-ponents where teachers and teachers-to-be work at learning generally and at learningto be teachers, followed by pages 22.27, a list of addresses of people and placeswhich one might contact if he/she wishes to see or write to one of the programslisted. On pages 28.36 is a glossary of standard terms used in the catalogue withsome attempts at a brief definition. Pages 37.42 contain a list of institutions whichhave a community base in Black, Chicano, and Indian communities, perhaps modelsfor people building education and teacher educators in those communities. Listedon pages 43.44 are free schools which may be particularly Interesting to alternativeand reforming teacher educators and of organs of communication in the free andalternative school world. Section Six, pages 45.46, contains resources for commun-ity building and the building-up education which deals with sexism and sex rolestereotypes. The programs described in the last section, pages 47-50, claim in aspecial way to be concerned with "community education" and also includes a list-ing of the fullest catalogue of discussions of community/citizen participation ineducation.

The catalogue was not put together in a "scientific" way. The process ofgathering information for the catalogue involved correspondence with persons invarious educational functions. At the direction of the SCUEET Agenda committee,the Study Commission sent to the chief academic offices of all institutions of highereducation for which it had addresses, a "Study Commission Value Statement" set-ting down the Commission's basic education ideology. The statement, subscribedto by the full Commission, goes in part as follows:

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Teachers, in its definition, may include craftsmen, artists, parapro-fessionals, people fzom science, business and industry, or from the worldof religion and politics, who are asked to educate children in schools or intheir places of work. It is clear that the present pattern of recruitment andeducation for teachers and of entry to the teaching profession often drivescut of the probssion the brightest candidates for teaching the warmestpeople, the people most interested in educational change, and those intersated in identifying with the community in which they work if it is not amiddle class community. It also drives out the culture-bearing candidatesin non-mainstrelm communities such as Sioux or New Mexico Spanishcommunities; and it may make women and members of minority groupsfeel that they are pretty much second class citizens. If we are to changethis picture, the institutions educating teachers and introducing them tothe profession must change.

A major function of education is to assist individuals in moving fromchildhood to adulthood as whole people: it should encourage a growingsense of self; it should give a person the ability to hold a job which allowshim both to support himself and to feel that he is doing something worthdoing; it should give him a cappcity to understand and, to some degree,control the major physical and social forces affecting his life. Educationshould also enhance an individual's ability to express what he thinks andfeels about the world through play and social games or through written andpictorial images of what the human enterprise is all about.

If education is a personal process which implies an acquisition ofself-knowledge and of what is generally called abstract learning, it is also asocial and political process. In education people organize themselvesintogroups and endeavor to communicate the skills necessary to the survival oftheir group. Hence the need to ask: (1) whether the education offered inschool and college particularly to those who are preparing to be teachersis an appropriate education (as a means of preparing them for the commu-nity which they are entering); and (2) whether the community which theyare entering, and for which education is preparing them, is a humane com-munity. If it is not, the teachers should have some capacity and desire tochange things, Since it is education's job both to foster learning and todevelop people who can learn and work together, the goal of educatingteachers who can foster individual development in the child and youngperson and the goal of finding and encouraging teachers who can fostersocial growth toward healthy community are probably equally important.

By a community, we mean a group which thinks of itself as a com-munity having shared neighborhood or regional responsibilities and inter-ests: a county, an educational service unit, a township, a major politicalor educational-political subdivision. By a community, we also mean agroup tied together by a shared system of usages the boundaries of whichmay or may not coincide with a political subdivision: usages such as thoseidentified with a language, dialect, ethnic tradition, religious tradition,custom, racial identity, expressive form, or pattern of family and preceptfor rearing children. It is probable that a community can function best ifthe political lines and lines of group custom do not violate each otheregregiously and if the group which thinks of itself as a group is not dividedby political or educational subdivision lines or essentially governed andtold how to educate its children by groups which it perceives to be alien,having interests opposed to its interests.

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There is considerable evidence that in many parts of the countrymost teachers teach close to the institutions where they have been edu-cated and "teach their own" people; there is also evidence that othergroups have not been so well served by local institutions: e.g., most Amer-ican Indian groups and many other distinguishable ethnic groups, whiteand non-white. (We need) teachers who are cosmopolitan in the sensethat they are knowledgeable about many living and dead cultures andpossess a significant range of skills in modern analytic disciplines, but [ wealso need) to educate teachers and develop schools which clearly representthe notion that the school is an ally of the child, his parents, and his imme-diate community. This may mean that the teacher-to-be will have to beeducated to be tough-minded on occasion and capable of dealing with thepolitics of school change and with the unexpected.

Recent research in the social sciences suggests that, in general, thecommunities which are most supportive of intellectual and emotionalgrowth in the young tend to be those in which the important groups towhich the individual looks are small. They are groups in which youth andage, work and play, education and vocation are not neatly separated. Insuch communities, competition among the members is not the dominantreason for acting. No young person standsor feels that he standsalone.Indeed, such a supportive community in school and outside of schooloften seems to be basic to growth in knowledge and skills. If a youngperson is to feel that eae belongs to a significant group, both the schooland the community must have an authority structure which is not dis-rupted by, or made dependent on, outside authority structures.

Indeed, the range of personnel educated by the reformed programswill probably be as broad as the needs of the communities served. It islikely that the determination of what are the appropriate responsibilitiesand relationship among the responsibilities of the home, the family and ofeducational and community service groups will have to be explored. Thecolleges and universities should probably educate teachers to tach in spe-cific communities and not for vaguely conceived general American com-munities.

The institution of higher education should follow its students intothe communities which it serves to see how they are doing and reform itsprogram on the basis of a continuing knowledge of how it affects its stu-dents when they become teachers.

Finally teachers may well serve best when they see themselves asserving their own people or, at least, serving a group with which they wishto remain long enough so that they have to see the consequences of theiractions.

What future educational personnel will regard as appropriate placesfor assisting young people to learn, to work, to play, and to act, willlargely depend on the range of experiences and the contexts which havebeen ,central to their education. If the teacher-to-be is to regard educationas an enterprise which extends beyond the school door, his own intellec-tual, vocational, and social life at the college or institution of higher educa-tion ought to form a single continuum so that theory interprets practicalexperiences and so that this intellectual life does not stop when he goes tohis living unit. in short, the education provided should be as open and

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many-sided as possible, and the institution which offers the educationshould answer to a fairly specific autonomous culture and its authoritysystem.

A variety of ages and stages of growth should be present.

If the teacher-to-be is to learn to contribute to the personal growthof the child, he must possess himself some real knowledge and skills im-portant to the young person and his community and be able to communi-cate them. The same may be said for the person who teaches teachers.This is not to say that the only knowledge worth communicating is know-ledge which the studentalready wants to have; a teacher who teaches witha passion may well create the desire for knowledge where it has not pre-viously existed in the student. He should expect that the students ormembers of this community will create the same desire in him.

It may well be that some of the most important theoretical know-ledge which a teacher can acquire is knowledge about an area and how thehuman mind apprehends it: e.g., for example, many people feel thatappropriate knowledge for teachers is knowledge about mathematics andhow it is learned, such as that developed by Piaget in his work with theBourbaki school; knowledge about language and how it develops in theindividual, such as that discovered by Noam Chomsky and his school;knowledge about non-Western ways of thinking scientifically and how theyaffect the learning and lives of individuals, such as those developed byClaude Levi-Strauss, In some situations, the most important "abstract"knowledge to be provided teachers may be knowledge about dead culturesor about the history of non-Western cultures. These cultures, their his-tory and how they educate children, have certainly been neglected in thecurriculum for teachers:

Teachers must understand the language, history, culture(even the ethno-science) groups of people [whose history didnot always make them the conqueror). We have failed to lookat the mythology and culture of non-literate people and ofnon-white and non-English-speaking sections of the world. Wehave neglected to investigate and teach the history of Africaand Asia, and the history of the abuse of power in the whiterdominated industrial sections of the world, particularly wherepeople were made colonial subjects or slaves. We have notgiven due recognition to the work of modern anthropologistsand sociologists which would give us some glimpse of the blackand brown worlds, and the suffering and dignity of thewretched of the earth. Most of all, we have not asked theresearch activities in the disciplines which are supposed tohelp students understand their own times to present thelanguage, polls and cultural life of the people who might bethe students of teachers-to-be. (Don Davies, The EducationProfessions, 1968)

In many cases, we have neglected all but the narrowest sort of infor-mation, about the educational process itself. In many a teacher's educa-tion, the history of education begins about 1850; it is confined to theUnited States or to Northern and Western Europe. The philosophy ofeducation is confined to a few favored philosophers taught without rigorand without giving fundamental attention to epistemology. History,

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sociology, and anthropology tend to be taught as general educationcourses to all education and arts students and as courses which ignore avast amount of significant information about how education forms asociety; what the history of the family, childrearing and the education ofchildren have been; what policies lead to what social consequences. Andart and music are taught as frills for the cultured, not as fundamentalmodes through which people learn and create the social.

As Charles Silberman suggested:

My main argument is that the study of education mustbe given a central place in the entire unuergraduate period,and that it also be given a central place in the entire graduatecurriculum.

If the educationists are completely reformed, as I wouldlike to see them, and nothing changes in the rest of the collegeor the university, we won't be able to succeed. I have sug-gested specific times when critics have been extremely unfairto schools of education. They write as though the entire pre-paration of the teachers consisted of professional courses,when in fact some three-quarters of their education is in thearts and sciences department. If there is a failure in teachereducation, the failure lies with the liberal arts faculty as muchas with the school of education. If we can get close coopera-tion between the education and the arts and sciences faculty,we can begin to deal with some of these problems.

We need to stop thinking about this rigid separationbetween liberal and professional 'education. A course in psy-chology or history is both liberal and professional. "Onething distinguishing teacher education from education forother professions is that each course should be considereda course in education." How it is taught basil great deal to dowith the prospective teacher's understanding of the nature ofeducation. No man should be, or can be, considered well edu-cated unless he has had the courage and has been stimulated tothink seriously about education particularly his own education.

It is probable that present divisions between the disciplines, presentmethods of evaluating teachers in higher education and the schools, andpresent systems for credentialling teachers or managing the education ofteachers in higher education and of children in the schools do not contri-bute to the goal of forming a decent teaching-learning community forteachers-to-be which can serve the greater community in the area.

If change in the education of elementary and secondary aged youngpeople is to occur, the format of higher education and of the clinicalschools where teachers-to-be are educated, will have to change. Forinstance, if small groups are likely to make a person feel that he counts forsomething and knows who he is, if they can give him the confidence thathe can learn for himself, then the institutions in which individuals areeducated to be teachers should be small institutions or institutions inwhich the significant learning or living-learning units are small cohesivegroups. The school systems or alternative schools where teachers aretrained should likewise be small.

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We recognize that most of the fisture teacher's pre-service educationis non-professional; much of it occurs outside formal education. Anyserious effort to improve the quality of the education of teachers mustalso address the non-professional and non-academic components of undergraduate work. How this is to be done may be suggested in some of thestudy documents of the Study Commission on Undergraduate Educationand the Education of Teachers.

At the same time as this letter asking for self descriptions and self evaluationswas sent, letters were sent to Deans of Arts and Science Colleges, to many Deans ofEducation, and to a range of School Administtators and community people. Theletters proved useful in indicating what people saw as reflective of the Commissionposition. The "reflections" included:

1. complete community-based programs;2. community-based programs in the Education section;3. living-learning programs and cluster colleges using an interdisciplinary

format;4. competency-based efforts, some school-community based and some notS. efforts in which the practicum site was a "community'school," a thera-

peutic school, or a special kind of learning space.

From this group, Mq. Shanks has selected what she thought most interesting.A few, very well-known schools which fit the definition are left out (e.g., Universityof Massachusetts at Amherst), as are a few schools which have been described beforein well-known SCUEET publications (e.g., Institution for Open Education inBoston).

In addition, Ms. Shanks put together a sample list of schools which reflectefforts to do a special job of community-building, overcoming the effects in teachereducation of sexism, racism and powerlessness. These are described on pages 37-50.Establishment institutions which are endeavoring to "deal with" these problemsmay profit a great deal from these mission-oriented institutions in building pro-grams to remediate not the clients' defects but their own. New institutions willprofit from getting together.

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A few Naar words of caution.

1. Anyone interested in competency-based teacher education may wish toheed the words of caution with respect to its theoretical limitations contained inPhyllis Hamilton's Competency Based Thacher Education (available Stanford Re-search Institute).

2. Persons wishing to encourage establishment institutions to use freeschools, community schools and other "new form" institutions may in somesections of the country find resistance to "establishment use" of such centers. TheStudy Commission has a file of discouraging correspondence from the new institu-tions suggesting that local Schools of Education are not helping them in mostcases, are often hostile in attitude, or are trying to run them out of business through

the use of credentialling and accreditating tools which may be subject to legalchallenge (cf. Study Commission Newsletter, May, 1974).

3. People wishing to develop Liberal Arts-Education works for teachers-tobe using cluster colleges and other experimental higher education vehicles mayfind that local "course-by-course" learning requirements make it impossible to usemore advanced forms of Higher Education to prepare people to be educators of

children and youth.

4. A student of education who wishes to profit from looking at a com-munity-based or experimental institution may find that one or another listed herehas changed, gone out of existence, or moved. That too is learning. The sorts ofeducation about which we are talking here are still fragile and undersupported. Theworkers get tired when they have no money.

We hope that people will get in touch with each other and build up theedifIce.of a new form of teacher education by learning from each other. Write usif you have observation on more places. The catalogue is not exhaustive. We mayadd to it. Ms. Shanks took a wild, shapeless bundle of correspondence and endea-vored to make a tool of it. The catalogue makes no value judgments. We knowthat it has left out as much as it has put in. It will have served its purpose if ithelps people to learn from each others' experiences of reform and motivation-building.

Paul A. Olson, DirectorStudy Commission on Undergraduate Education

and the Education of Teachers

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ACKNOWLEDGMENTS

Thanks to persons who provided information through letters,catalogues, bulletins, and reports to the Study CommissionThanks to the Study Commission Directorate Staff, especially to

Jan Pieper. And special thanks to Jeanne Bishop.

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TABLE OF CONTENTS

INTRODUCTION/pageSTATES DIRECTORY /page 1

FOR MORE INFORMATION/page 22TERMS /page 28

SELF INSTITUTIONSblack Institutions/page 37

Alum Indltutione/page 38Indian Institutions/page 40

ON FREE SCHOOLSBE7TY LEVff0V/page 43

FREE SCHOOLS, OPEN SPACECLASSROOMS, ALTERNATIVE

PUBLIC SCHOOLS, ETC.,RESOURCE DIRECTORY/page 45

RESOURCES TO WOMEN'S STUDIES(FEMALE STUDIES, GENDER

STUDIES, SEX ROLE STUDIESIN MASCULINITY AND FEMINITY)

/page 47COMMUNITY EDUCATION AND

METROPOLITAN PUBLIC COLLEGES/page 49Minn Participation in Eds

cation: Annotated Bibliography(Descripdon) /page 52

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ALABAMA

New College/University of Alabama University

New College at the University of Alabamais an experimental college, with students work-ing, living, and learning in a community servicefunction with slow-learners in the Black Belt.The college stresses "an out-of-class learningexperience of at least one semester's durationfor academic credit for each student enrolledin the New College." New Collar*, also offers aTeaching Intern Program for students interestedin entering college teaching after graduateschool. The program deals with the problemof the lack of education programs for collegeteaching by placing students in a semester-longprogram during which they intern with an ad-visor in their field of study. Participatingprofessors are in fields including: English,social work, psychology, sociology, economics,marketing, and American studies.

College of Education/University of South Ala-bamaMobile

The College of Education of the Univer-sity of South Alabama, through various pro-grams, serves in-service teachers, deals withproblems in desegregation, provides continuingguidance for disadvantaged students, and workswith other colleges in the Consortium of South-ern Colleges for Teacher Education towardscompetency-based teacher education.

ALASKA

Sheldon Jackson CollegeSitka

ARIZONA

Arizona State UniversityTempe

Teacher education programs have beendesigned to prepare teachers for work in com-munities whose culture has traditionally beenignored in the education of their children.

Nara o (Immunity CollegeWide

Navajo Community 011ege is the firstinstitution of higher education to be controlledby an Indian tribe. Indian students are givenpriority in admittance to the college. The col-lege offers broad programs of study in IndianStudies and Navajo Studies which include his-tory, art history, crafts, and psychology.

Sheldon Jackson College is a two-year institution which has established ateacher aide education program, and is engaged in a three-year academic extensionprogram, which is designed to train more native teachers for native children.Professors are flown to the villages of Hoonah, Craig/Klawock, and Kake, Alaskafor weekend classes once a month. Prospective teacher aides have assignments andreceive supervision on the field between monthly classes.

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California State UniversityChico

"The controlling objective of the Year-Long Field Center Teacher Preparation Programat California State UniversityChico Is to pro-vide, with reasonable economy of time, cost andeffort, the attitudes and competencies shownby research and experience to be possessed bythe successful single subject or self-containedclassroom teacher." The program is field-centercd and involves participation by facultiesof each department in the university, cooperat-ing communities and school districts.

Los Angeles City CollegeLos Angeles

Los Angeles City College is a two-yearcommunity college with an extensive trainingprogram for paraprofessionals. Prospectiveteacher aides and counselor aides gain fieldexperience through tutoring, observing, andassisting master teachers throughout their twoyears of study.

Universidad de AztlanFresno

The Universidad de Aztlan is a low-costcollege-without-walls designed to provide alter-native higher education for Chicanos and ThirdWorld peoples in a five-county area The schoolis not yet three years old and sees social actionand innovative education as its primary func-tions. Its goals in teacher education are todevelop teachers who are committed to thecommunity and not the school that employsthem.

Azusa Pacific CollegeAzusa

Azusa Pacific College has been workingwith a program in particular school districtscombining directed teaching and student workas teacher aides. Students work two hours aday in directed teaching, and the rest of theday as paid teacher aides.

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University of the PacificStockton

In cooperation with the University With-out Walls at University of the Pacific, Pacific'sSchool of Education has contracted with TheCenter for Open Learning and Teaching for aspecial program to train teachers in supervisedlearning techniques in open classroom environ-ments in Berkeley. Trainees are expected todevelop competencies in: (a) evaluation ofchildren's abilities and weaknesses, diagnosis ofreading programs; (b) use of alternative methodsof teaching mathematics and science; (c) devel-opment of curriculum to improve !Mime skillsin using community resources in planning; (d)use of games and gaming techniques to improvereasoning and learning skills in all areas; (e) useof local arts resources in developing skills forwork with young people.

111111111111111Callison College/University of the Pacific-

3tockton

Callison College is an experimental clustercollege where quality teaching is a continuingtopic for discussion between faeulty and stu-,dents. Prospective teachers follow a somewhattraditional pattern towards credentialling, butthe College's requirements of field projects inthe local community and year-abroad studyprovide flexibility and development of culturalawareness in Callison's graduates.

California State UniversityHayward

California State University at Hayward iscommitted to moving its teacher preparationprograms away from the campus, and into field-based, community-involved programs in largelyblack, oriental, and chicano populated areas.

Kg COPY OAKCalifornia State UniversityLos Angeles

California State University at Los Angelesis an urban-focused institution whose servicesand teacher education program involve themin the problems of disadvantaged chicanoand black communities. The school sponsorscommunity based work-study courses, on-siteprograms at local schools, and Project Maestroa comprehensive program to attract and pre-pare disadvantaged Mexican-Americans for theteaching profession.

Chaffey CollegeAlta Loma

Chaffey College is a two-year communitycollege, offering one course leading towardteacher training and a paraprofessional curricu-lum in teacher assisting.

Pacific CollegeFresno

Pacific College maintains a sense of com-munity which aids its teacher candidates indeveloping the self-image necessary for prepara-tion to return to the multi-cultural community.The school actively recruits blacks, browns, andIndians; encourages students to develop theirown plans of study; and maintains a close rela-tionship with the schools of Fresno City andCounty.

James Graham Johnston College/University ofRedlandsRedlands

Johnston College has do eloped severalteacher preparation programs which fulfill twobasic functions: off-campus experiential edu-cation and community concept-building. Theoff-camptt., program, which is an integral partof study, permits students to spend anywherefrom eight hours per year to a full calendaryear off-campus. The program provides variousexperiences: vocational testing, cross-culturalexposure, community involvement, and voca-tional preparation. A student can be involvedin classroom work from the freshman year on.A large percentage of Johnston College studentsis involved in activities of the Greater Redlandsarea through off-campus programs which aidcommunity organizations and individuals.

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University of California San Diego

The main theme of the teacher educationprogram at the University of CaliforniaSanDiego is multicultural education. Students arerequired to take courses in minority language,literature, and community relations and pro-blems. Students receive the equivalent of threecredit courses for passing a proficiency test inSpanish. Interdisciplinary courses enable teach-er candidates to tutor in specific areas at localelementary schools.

University of California Santa Cruz

The University. of California at Santa Cruzhas a teacher education sequence of Preparation,Initial and Advanced Field Studies designed toencourage students to a continuing criticalanalysis of the nature, role, methods, and pro-blems of c- ttemporary schooling. Ideally,undergraduate assistants progress from hgtialfield study through advanced course work be-ginning with tutoring, developing and acingspecial *ills. in working with progressivelylarger (and larger) groups; developing skills suchas administrative duties and curriculum develop-ment; and,- finally, presenting student assistant-prepared materials to the entire class. The uni-versify has also developed a bilingual, biculturalteacher education program in response to theneeds of high numbers of children of Mexican-American migrant farm workers.

University of CaliforniaDavis

The University of CaliforniaDavis basesits teacher education programs on the idea thatpreparation of teachers is an inter-departmentalconcern. Many methods courses in secondaryschool teaching are taught by faculty in under-graduate departments. The Department ofEducation sponsors a bilingual-bicultural pro-gram in cooperation with the Mexican-AmericanStudies Committee, and places many of itsstudent teachers and intern teachers in rural andurban ghetto schools where they can obtain theexperience necessary for competent teaching inthose settings.

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Teacher Corpe/Southern Colorado State CollegePueblo

The seventh-cycle Teacher Corps projectof Southern Colorado State College is creatingsolutions to teacher education problems. Theproject works in six elementary schools inPueblo; features a cross-cultural component forall participants; assists the community to parti-cipate in educational decision making through acommunity-based component; operates a two-year, undergraduate, field and competency-based intern training program; features a careerladder component with programs from the highschool to the doctorate level which involve sixcolleges; maintains a communications compon-eat to build open communications among allparticipants; and coordinates all its activitiesthrough a Portal School Plan.

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Loretto Heights CollegeDenver

Loretto Heights College has a strong pro-gram in Teacher Education with the intent ofproviding field-oriented experiences which beginin the freshman year and lead to intensive in-ternships in the senior year. Students work inthe inner city and attain an awareness of thecommunity power structure. The college hasalso developed a Behavioral Science Programwith the option of elementary teacher certifi-cation.

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IIII III MI isUniversity of Northern ColoradoGreeley

The University of Northern Colorado College of Education offers two particularly for-ward-looking programs, one field-based; theother competency-based.

One of these is the Experimental TeacherEducation Program (ETEP). All courses areperformance-oriented. From the first quarterof their freshman year through their sophomoreyear, students work in schools (rural, suburban,and inner city; elementary, junior and seniorhigh schools) and work also with all ethnicgroups. The students spend their junior (pro-fessional) year on campus developing mediamaterials and being video taped as they practiceteach their own materials. Students do tradi-tional student teaching during their senior year.

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The University of Northern Colorado'sSchool of Special Education is hs the beginningphases of a ftve-year effort to improve its pro-fessional preparation of special education per-sonnel by focusing on the competencies neededby persons working in the diverse fields ofspecial education. The program will identifyand develop in students those competencieswhich are responsive to current and future de-mands In all areas of training and educatinghandicapped students. The program will alsoidentify and develop in students those compe-tencies which are related to implementing newmodes of delivering direct services ( referral, ed-ucational therapy, consultation services etc.) tohandicapped students

CONNECTICUT

Eastern Connecticut State CollegeWillimantic

Eastern Connecticut State College is ex-perimenting with several programs in an effortto improve teacher education: (1) a consciouseffort to break down barriers between liberalarts and professional studiesadoption of thepolicy of hiring liberal arts professors into theteacher education program and encouragingteacher-trainers to teach in liberal arts fields;(2) the encouragement of intermixing of ele-mentary, high school, and college personnel inthe laboratory school; (3) deliberate mixing ofgrade levels (fourth graders and college stu-dents); (4) development of intern programs inseveral area schools; (S) language, special admis-sions, and other programs for minority students;(6) consortial arrangements with area schoolsand colleges.

University of South FloridaTampa

The University of South Florida has insti-tuted a two-year supervised internship programfor elementary education majors. Faculty teamssupport the program and function much likesmall communities to deal with the formal andacademic problems which arise from time totime.

FLORIDA

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University of HartfordHartford

The University of Hartford offers severalintensive, innovative pre-bachelor's and pro-genies teacher preparation programs. The"Professional Year in Hartford" is particularlydirected towards improving education of urbanteachers. The program provides students withan integrated academic-experiential programthrough placement of all third-year ElementaryEducation majors into one of four inner-cityHartford Public Schools, where they work filltime for a full academic year under intense,joint supervision of an on-site University facultymember and Hartford Public School personnelThe Cycle VII Teacher Corps program is aidingthe University of Hartford in the developmentof competency-based field-centered teacher ed-ucation programs in Early Childhood, bilingualand multicultural pre-service training.

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1'Florida Technological UniversityOrlando

Florida Technological University blendstheory and practice in its three-phase teachereducation program. In the fast phase, studentsgain insight to the nature of teaching throughanalysis of human interaction and socioanthro-pological variables in classroom behavior, con-struction of a teaching module, and self-analysisof videotaped presentations. In the secondphase, elementary education majors spend mor-ning sessions for two quarters, and secondarymajors spend half-a-day sessions for one quarter,in Teacher Education Onters, public schoolswhere students can expand their teaching fieldknowledge. Finally, senior-year students spendthe major portion of their time in a publicschool classroom under the direction of asupervising teacher.

OM COPY MAIZE

University of Hawaii Honolulu

The University of Hawaii is tryfag to meet the problem of educating thestate's educationally handicapped children predominantly Hawaiian, part - Hawaiian,Portuguese, Filipino, Samoan, and other notsOnscasian mixturesby placing prospective teachers in an environment which is culturally different from the middle-dasi system. Students can thus learn about the living conditions and cultures ofminority students before they impose their 'own middle-class values on minoritychildren. Students enrolled in a year-long academic program are expected to live,do course-work, student teach, and become involved with local community agenciesin the area to which they are assigned.

Boise State CollegeBoise

IDAHO

In cooperation with the Boise Independent School District, the Departmentof Teacher Education at Boise State College has established an alternative to thetraditional student teaching sequence in the form of a Career Lattice Program. Theprogram provides an opportunity for students to be employed as teacher aides inthe schools with a culminating activity of student teaching in the senior year.

Malcolm X CollegeChicago

ILLINOIS

Malcolm X College is dedicated to continuing reform and preparation of blackstudents and teachers who are aware of the needs for, and who are committed tomaking positive efforts towards, social change. Some of the college's programs:(1) Urban Teacher Education Program ( cooperative with the University of Mannchusetts) which confers a Bachelor of Science degree in Elementary Education;(2) cooperative with the University of Illinois at Chicago Circle which is open to allhigh school graduates who wish to take the majority of courses at Malcolm XCollege and continue their Studies at the University of Mob until completion ofrequirements for the Bachelor of Science degree; (3) Academic Action: a federally-funded program designed primarily to provide practical experience in CommunityJustice, Community Education, and Community Health to students tvho are intenton careers in these fields.

6

Elmhurst CollegeElmhurst

Elmhurst College has developed a teachereducation program which is designed to solvethe problem of college students' lack of prepar-ation for the routine operation of schools andthe adverse effects on their attitudes by thisexposure. Work experience (at least 21/2 hours aweek in public school classrooms) is part of theElementary Principles and Procedures and Ele-mentary Social Studies courses.

Western Illinois UniversityMacomb

The College of Education at Western Illi-nois University tries to meet individual needs byscheduling modular segments of basic courseswhich offer students choices in the areas) ofmost need and interest to them. The modulescontain off-campus experience which may beindividually tailored. Non-traditional formsfor example, ethnic group living situationsareencouraged. Student teaching has also beenadapted so that students may live, work, andstudy within a broad geographical area. TheCollege is attempting to move throughout thestate with zonal renewal centers to get doterto the communities. Currently, student teach-* coordinators live in the area in which theycoordinate.

Rebecca Crown Center /Northwestern UniversityEvanston

The Center for the Teaching Professionsat Northwestern University has a campus-widefunction of improving teacher education. North-western's School of Education works as a part-ner with the Center in several areas: (1) pro-viding opportunities for majors in any disciplineto prepare for teaching careers; (2) makingjoint-appointments with Arts and Science andEducation faculty; (3) operating an undergrad-uate tutorial-clinical program of teacher prepar-ation in which less than 20 per cent of the classwork is taken in the School of Education.

7

Illinois State UniversityNormal

Illinois State University has completelyreorganized its professional sequences for pre-paration of teachers. The secondary schoolteacher program is competency- or proficiency-oriented--the new sequences are an attempt todevelop functional skills among prospectiveteachers so that they can perform skillfully withchildren of various socioeconomic and ethnicbackgrounds. The elementary school teachersequence is multidisciplinary. It is organizedthrough three different types of practicun: ex.periences in on-site situations involving a ruralsetting, a medium-sized town, and an urbansetting.

Central YMCA Community CollegeChicago

The Central YMCA Community College,committed to a significant change of conditionsin education in Chicago, has developed severalprograms in Community Education and Expert.ential Education. The college, which services abroad cultural groupincluding blacks, Latins,Native Americans, and international studentsoffers programs which provide for practiaumtime spent in educational experiences outsidethe class.

University of Chicago-,Chicago

The Department of Geography has madeit possible for its undergraduate majors tochoose from a wide range of variants in whichkey choices within geography are grouped withselections made outside the field. One of thevariants is preparation for elementary schoolteaching. The training program draws upon theresources of all departments of the university.

BEST COPY WMSaint Francis CollegeFort Wayne

Saint Francis College has inaugurated athree-phase Teacher Education Experience Pro-gram which provides for a student to make anearly, valid assessment of the realities of teach-ing. In the first phase (second semester of the"freshman year), students are exposed to careeropportunities in teaching, demonstration teach-ing, microteaching, systematic observation, andother teacher-related activities through elemen-tary and secondary students, teachers, and otherprofessionals who are brought to the campus.During the second phase (first semester of thesophomore year), students spend half-time inthe formal educational setting and the otherhalf in advisor-sponsored seminars. The thirdphase (second semester of the sophomore year)is a semester of teaching activities that is totallyexperienced in the field setting

=IL

Indiana UniversityBloomington

The Indiana University Division of Teach-er Education has developed a flexible andindividualized program which trains teachers towork in non-traditional as well as traditionalsettings and to understand students with diversebackgrounds and needs. Some of the projectsare student teaching on Indian Reservations andin Spanish-speaking communities, field experi-ences in alternative and experimental publicschools, two semesters of field experience inthree Indianapolis public high schools, and fourBloomington elementary schools.

INDIANA

8

Goshen CollegeGoshen

Goshen College is actively involved in pre-paring competent teachers who are sensitive tocultural, socio-economic, and national differ-ences. Its program of continuous laboratoryexperience in cross-cultural settings for prospec-tive teachers includes: (1) pre-college andfreshman counseling; (2) September SchoolExperience done at the beginning of the sopho-more or Junior year; (3) sophomore field work;(4) junior field work; and (S) Study-ServiceDimester, abroad, which is a fourteen-weekoff - campus laboratory experience spent in workprojects in approved, unsalaried, Peace-Corps-like lobs

11%.41K0._Indiana State UniversityTerre Haute

Indiana State University is trying to pre-pare its student teachers for handling the newmethods and innovative approaches which se-condary schools are developing. Students canintern at: Nova High School, an experimentalschool in Ft. Lauderdale, Florida where pupilslearn at their own rate; Broad Ripple HighSchool in Indianapolis, where student teachershave their own Learning Center and spend theirentire student teaching semester; or at ArthurCampbell School, a public, accredited institu-tion for boys aged 15 and olderwho have com-mitted a felony and have been sentenced to theIndiana Youth Center.

BEST tOrl IOUBILIOWA

University of Northern IowaCedar Falls

Perceptual Reality-Oriented Basic Educa-tion (PROBE) is a three and one-half semesterteacher education piogramone of two recentlydeveloped programs at the University of North-ern Iowa. It was designed under the belief thatauthenticity is the quality which gives shapeand substance to one's teaching. The programfeatures field experience during each semester;a proseminar built around student members'discussion about their field experiences; inquirygroups initiated by students who want to pur-sue personal concerns about concepts and com-petencies; and independent study, which servesto complement the inquiry group.

University of IowaIowa City

The University of Iowa has institutedseveral programs in teacher education whichare designed to give students more practicumexperience in the classroom. One of these newprogramspart of an Ed. S. program for thepreparation of Community College teachersprovides for extended internships in communitycolleges throughout the country. Another pro-grain, instituted by the faculty of education,provides sophomore experience in the publicschools for each student. .

KANSAS

Kansas State College of PittsburgPittsburg

The teacher education program at KansasState College of Pittsburg has moved signifi-cantly toward a field-based program which in-cludes early laboratory experiences in the publicschools at the sophomore level, and a fullsemester off-campus in the public schools forSupervised Teaching and related course workand experiences in the public schools.

9

Kansas State UniversityManhattan

The College of Education at Kansas StateUniversityin cooperation with a consortiumincluding the public schools of Manhattan,Junction City, Salina and Clay Centerhasinstituted a Teacher Corps program to answerthe need for knowledgeable and competentteachers. The program is diifided into twopartspreservice and inservice. Preservice corpsmembers concentrate on language learning, read-ing, and the diagnostic and teaching strategiesconsidered essential for working with impover-ished youth. Formal study is enhanced bysimulated classroom situations, competency-based instructional modules, micro-teaching ob-servations, actual classroom experiences, andfield projects in the portal school communities.The inservice program for corps members placesheavy emphasis upon the development of skillsand competencies through classroom intern-ships.

Wichita State UniversityWichita

Wichita State University's College of Edu-cation has developed several programs which(1) benefit the community, and (2) broaden theexperience of its students.

One of these is the Wichita CommunityEducation Center which is jointly-operated byWSU and the Wichita Public Schools. The Cen-ter houses both public and University officeswhich function as community services and doresearch in experimental learning The GreaterWichita Reading Service Centerwhich is opera-tional 12 months a year, provides classroomteachers with instructional and consultative ser-vices, and offers remedial reading instruction toany Wichita area resident' above third gradeprovides preparation for future teachers, tutors,and paraprofessionals in the use of the tech-niques and methods employed in reading in-struction.

The College has also developed a programto prepare students for teaching in urban class-rooms. Students are required to engage inlaboratory work in the community and to serveas teacher aides in an urban school. Studentskeep journals of all their "lab" experiences.

BST VI MIME

Kansas State Teachers CollegeEmporia

At Kansas State Teachers College, Empor-ia, Kansas, performance-based teacher educationis being planned, implemented, and tested inconjunction with the development of PortalSchools. The Portal School concept representsa means of bringing together two major institu-tions with the support of teacher associations,the State Department of Education and localcommunities to benefit everyone.... With theassistance of a sixth-cycle Teacher Corps pro-ject at Kansas State Teachers College, a Per-formance-based teacher education program thatemphasizes field-based training is being devel-oped and piloted with 30 graduate interns insecondary teacher education. The schoolsserved are in small rural unified districts ineastern Kansas.

Roger Pankratz, DirectorKSTC Teacher Corps Project

KENTUCKY

University of KentuckyLexington

The University of Kentucky College ofEducation has developed a range of activitieswhich are designed to bring its students intoclose contact with low-income communities.The College participates in the University-Year-in-Action program and its interns work in smalllearning centers in Louisville and Lexingtoncommunities. The Teacher Corps works in ruralareas through a system similar to the urbanlearning centers.

10

University of KentuckyLexingtonUniversity of LouisvilleLouisvilleLouisville Urban Education Center

The Louisville Urban Education Centerexperiments in interinstitutional cooperationbetween institutions with diverse missionsLouisviile Public Schools, University of Ken-tucky's College of Education and the Universityof Louisville's School of Education. The centerde es not operate, maintain or control specificprograms; instead it facilitates educational de-velopment by pooling the resources of the threesponsoring institutions. The universities desirefield sites for professional preparation programswhile the school district needs assistance in itsstaff development programs. The center at-tempts to locate resources with which to createsolutions mutually benefitting its clients. Threebasic strategies used in the processes are: (1)simple facilitation of communication betweenpersons, (2) logistical or manpower support (toserve this function the center employs a staffof student Interns), (3) conduction of a projectby the center itself in order to assure its com-pletion.

Kentucky Wesleyan CollegeOwensboro

Kentucky Wesleyan College is a small col-lege surrounded by two relatively large publicschool systems. This location provides thecollege's teacher-trainees opportunity for on-site practicum experience which might nototherwise be available. All students in methodscourses are placed in the public schools, wherethey spend half of their regular class time work-ing as teacher aides, tutors, and observers.

Colby College Waterville

Colby College has instituted an indivi-dually- designed, interdepartmental, field-basedteacher education program. Each student selectsher (his) own program of studies and curricula.Many of the courses required for certificationare taught by specialists in their discipline.Field experience is a major part of the profes-sional preparation program. The student isexposed to elementary, junior, and senior highschool teaching and learning from the beginningof her (his) sophomore year through her (his)senior year.

MAINE

University of MainePortland/Gorham

The Cooperative Teacher Education Pro-gram, a project run jointly by the University ofMaine-Portland/Gorham and the Kennebunk &Kennebrunkport School Administrative District,seeks to have teacher trainees actively involvedin their own learning and activity blendingeducational theory with educational practicethrough a full year's experience in selectedclassrooms of the Kennebunk & KennehrunkportPublic Schools. The university trainee is as-signed to a selected classroom teacher, whoserves as his tutor. Every week universityfaculty come to the school to give theory andbackground information to the trainee, who, inturn, puts the information to immediate use inthe classroom under the guidance of his tutor.

MARYLAND

University of Maryland Baltimore County (UMBC)Baltimore

UMBC has implemented a teacher-education program which is field-orientedand competency-based. Students learn from a productive blend of major studies,general education, professional work, and continuous involvement with youngstersand community groups. Their evaluation is competency-based, moving towardselimination of formal courses while students study, act, demonstrate and performin a variety of field settings.

MASSACHUSETTS

Institute for Learning and Teaching' University of MassachusettsBoston

The Institute for Learning and Teaching is concerned with serving, training,and working in cooperation with all the forces that make up the educational life ofBoston. The Institute's Alternative Daining Service runs short-term, in-service

11

BEST 21 MOtraining programs that concentrate on fairly specific skillsfor example,-a converse-tional Spanish course for English-speaking teachers of Spanish-speaking students.The Institute provides consultant-trainers to Boston's new open space schools. Theconsultant-trainers assist teachers, administrators and a cadre from the Staff Devel-opment Department of the Boston Public Schools in developing skills to carry outtheir work One of the Institute's services to the university is the maintenance ofthe Sociology and Urban Social Service Program (SUSS), which is designed to givestudents experience in agencies where they have direct contact with individualchildren and experience with working at different levels in' child- serving agencies.

wf

MICHIGAN

Oakland UniversityRochester

Oakland University has instituted severalinnovations in teacher education. The TeacherEducation program places emphasis on: (1) in-terdepartmental construction of curriculum;(2) classroom and field experience; (3) module-rization to permit students to progress at theirown rates; (4) competency testing. An EarlyChildhood Projectwhich involves universityfaculty, student interns, and community peo-pleprovides students majoring in elementaryeducation an opportunity to specialize. TheCommunity Based Education Program gives stu-dent interns a chance to understand the localcommunity thoroughly. The schools and thecommunity are interdependent; and much ofthe responsibility for communication betweenthe two rests on teachers who have been educa-ted in community relations and who participatein community activities.

Hope CollegeHolland

Hope College tries to offer its teaching-bound students a broad range of field ex-periences. The teacher preparation programprovides for practicum-classroom experiencebeginning in the sophomore year. Studentshave the opportunity to student teach in vari-ous cultural and ethnic settings. The collegesponsors the Philadelphia Urban Semester alongwith other more localized efforts to place stu-dents in specific cultural and ethnic settings.

12

MINNESOTA

St. Mary's CollegeWinona

St. Mary's College views professional edu-cation as one tool of human developmentfacilitation, and has re-structured its divisionalalignments to place professional education in aDivision of Human Development. Teachereducation takes place off campusin living/learning settings and in a basic seminar thatdraws its group advikors from the communityas well as in the traditional setting.

University of MinnesotaDuluth

The Department of Elementary Educationat the University-of Minnesota at Duluth hastaken several steps to increase the quality ofteachers they prepare. One of these steps isthe adoption of a somewhat limited, selectiveadmissions program which is based on such fac-tors as a competency-type achievement test,grade- point average, experience record withchildren or young adults, biographical historyand references. Another step is an attempt tointroduce students earlier than usual to elemen-tary classroom experiences of an observational-participatory nature. This provides for anoptional opportunity during the freshman orsophomore year, and such increasing involve-ment from the junior year to the professionalquarter that students are mature enough toassume immediate responsibility for directingthe learning activities of children.

-11 tr MattaUniversity of MinnesotaMorris

The University of .Mint esota/Morris hasdeveloped a "participating" or involvement-typeprogram for the preparation of secondary edu-cation teachers. Students enter the program ascollege juniors and begin a series of sequencedunits as well as a teachervideltutor program inlocal high schools. They are involved in anintern-type student teaching experience duringthe senior year. Some other features of theprogram: (1) nine-student seminar groups andindependent study; (2) extensive micro-teachingand peer teaching; (3) elimination of traditionalteacher education courses and substitution of asequenced series of experiences considered es-sential in developing the personal characteris-tics, knowledge and skill necessary for teachingin today's junior and senior high schools.

MISSISSIPPI

Mississippi State UniversityState College

Moorehead State CollegeMoorehead

The Professional Fourth Year (PFY) atMoorehead State College, an elementary teachereducation program, is an integrated process thatprovides for continuous interaction betweentheory and practice and continuous interactionbetween on-campus and off-campus learningexperiences. The PFY combines: (1) on-campus learning of psychological, educational,and sociological concepts, with (2) off-campusteaching experiences in public school classroomsfor the entire year. The program utilizesmodular scheduling, team teaching, and alter-nate learning/teaching locales.

Mississippi State University's College of Education has insti-tuted a three-phase undergraduate reading program in whichstudents learn how to teach reading diagnostically through practi-cum training. Phase I familiarizes students with the basic skillssequence that must be taught in conjunction with a developmen-tal reading program. In Phase II students learn how to implementdiagnostic teaching and how to properly use appropriate materialsin a diagnostically-oriented reading program. During Phase IIIstudents observe in schools administering diagnostics, formulatean instructional program, and finally, teach reading skills tochildren under supervision of university faculty.

MISSOURI

Westminster CollegeFulton

Westminster trains teachers for work in alternative educational settingsthrough an alternative teacher education programtwo University-Without-Wallsprojects, one in Berkeley, California and the other in Tahlequah, Oklahoma Berke-ley students have participated in the establishment and operation of free schools.Another student started a free school for high school dropouts in St. Joseph,Missouri In Tahlequah interest lies in creating viable alternatives in education forNative Americans.

13

MONTANABM Ur O M

Carroll CollegeHelena

The total design of the practicumence at Carroll College is that the student mightgrow into teaching. Students spend six hoursper week in a cooperating school for eachsemester of the junior year, and half of eachschool day in a cooperating school for the entiresenior year. The students are expected todevelop certain competencies for teachingeachperson develops at his own rate until the cul-minating week, which occurs whenever thestudents, cooperating teacher, college supervisor

NEBRASKA

and principal agree he has achieved the comp°tencies essential to being a teacher.

Eastern Montana CollegeBillings

The Seventh Cycle Teacher Corps projectincludes a community-based education com-ponent that is centered in rural communitiesparticularly reservations. The project recruitsinterns with the intent of putting together agroup which reflects the population of the localschools. Twenty-six of 38 1972.74 interns areeither Native American (20), MexicanAmerican(5), or black (1).

University of Nebraska/Lincoln

The Teacher's College at the University of Nebraska/Lincoln has initiated a course which provhles sophomores andjuniors onsite field-experience before student teaching. Thecourse, PreStep, is an answer to the problem of seniors who dis-cover they don't want to teach only after having begun studentteaching.

NEW JERSEY

Glassboro State CollegeGlassboro

In an effort to improve teacher education, Glassboro State College and theCamden City School System have joined forces in a Teacher COrps project whichenables the two institutions to design and test innovative educational concepts.Thirty-five interns are assigned to the Bonsall Elementary School, where they arecompleting the last two years of their teacher training. The internship emphasizesan individually guided program of college studies within a fieldotiented, compe-tency-based framework.

NEW MEXICO

New Mexico Highlands University Las Vegas

New Mexico Highlands University has been in the process of restructuringitself and its departments. The institution's primary intention is to specialize in thepreparation of educational personnel for Chicano and Indian children, with thepossibilitythrough a Teacher Corps projectof moving much of the p. eparationprogram to the community.

NEW YORK

State University College at FredoniaFredonkr

The college offers a summer workshop forteachers of migrant and other deprived children

14

in an attempt to improve the education of suchchildren in New York The workshop partici-pants, who are recruited from school district's'known to have true migrants, are given the op-portunity to gain knowledge and special skillsfor dealing with migrant children.

"81Hunter College of the City University of New

YorkNew York City

Hunter College has experimented withthree major programs which include elementsof culture-based approaches serving low-incomeclientele. The most important of these is the7TT program (Training Teachers of Teachers),which seeks to promote retraining of trainingpersonnel (college, public schools, community)by involving them in planning and operation ofan experimental teacher education program thatrecruits its students from minority ethnic groupsIn low-income areas and builds its programaround radically restructured work in liberalarts and professional studies. Another program,the Parallel Program in Elementary Education,concentrates most of the work for education inone year, and bases all of the work in a singleschool so that prospective teachers can combinefield experience with study of theory. TheProfessional Semester in Secondary Educationconcentrates most of the work in education ina single semester which combines observation,

NORTH CAROLINA

Appalachian State UniversityBoone

tutoring, and student teaching in a single se-master, thus providing for field experience.

C. W. Post Center/Lois Island UniversityGreenvale

In cooperation with a local school systemthe C. W. Post Center at Long Island Universityhas instituted a program conducted for sewn-dary education majors. Students completethree foundation courses before participationin the program. In the cooperating school theytake two methods courses and the StudentTeaching and Seminar, which provide for stu-dents to work three Nil days each week in theschools and to spend the other two days work-ing in class and doing student teaching.

Richmond College of the City University ofNew YorkStaten Island

The Division of Professional Studies atRichmond College structures its program aroundextended field experience. Students work asteachers assistants during the junior year.

Appalachian State University has made several efforts aimedat reform in the undergraduate education of teachers. Three ofthe programs which have developed from these efforts: (1) theAppalachian Training Complex is an institution which has as itsprimary purpose the improvement of education for children inthe Northwest region of North Carolina through the stimulationof new and better ways of training and retraining educationalpersonnel. Schools in the region are used as educational labora-tories in place of the college campus. (2) the Lighthouse Projectis operated within the Valle Crucis Elementary School. Theinstructional program is now completely personalized. TheAppalachian Training Complex trains in-service teachers in indivi-dualizing instruction at the school. (3) the College of EducationInternship Program conducts on-site internship programs of vary-ing lengths of time in public schools, state institutions, andcommunity agencies.

NORTH DAKOTA

Center for Teaching and Learning/University of North DakotaGrand Forks

The Center for Teaching and Learning integrates academicdisciplines, elements of the non-university community, arts and

15

itVRABIL

science faculty, and professional teacher educators Into a single,unified body consciously involved in the preparation of teachers.Center-sponsored programs provide for: (1) development of com-petent and informed pre-service and in-service teachers throughthe availability of a wide variety of learning activities. and (2)opportunities for development of individualized study programs.The programs are an answer to,the problems created when sub-jects are taught and studied in isolation from other subjects.

OHIO

Malone College-Canton

The Malone College teacher educationprogram, developed with the cooperation ofpublic school personnel, provides a traininglaboratory for students and increased resourcesfor the public schools. From the beginning ofthe sophomore year, teacher education studentsengage in a series of experiences in the schoolsetting. Students are volunteer teacher aidesrather than "observers." These experiencesculminate in the student teaching term duringthe senior year.

Ohio State University-Columbus

Wittenburg University-Springfield

Wittenburg University has been makingan attempt to involve the future teacher insome type of laboratory experience beforestudent teaching An instructional aide pro-gram, jointly sponsored by the WittenburgEducation Department and the SpringfieldSchools, provides a direct opportunity for stu-dents to become actively involved in someinstruction nrior to the student teaching. Stu-dents enrolled in the Wittenburg EducationalBlock Program gain an opportunity to practicecertain skills by working as tutors and teacheraides in elementary school classrooms.

Ohio State University has been attempting to design-teacher preparation programs which closely parallel the naturalphenomena of school environments. The Urban Teacher Educa-tion Program, which is a collaborative effort between the Collegeof Education and the Cleveland Board of Education, provides forsophomore students to work in inner city elementary schools asUniversity Teaching Assistants. The English Education Inner-City Program-which brings together teachers, students, andchildren from diverse socio-economic and racial backgrounds-is designed to: (1) develop new English programs in schools, and(2) develop new patterns of instruction in teacher preparationwhich include continuous experiences with children of differentsocio-economic backgrounds.

16

gESl COPY Malta

OKLAHOMA

Southwestern State CollegeWeatherford

Soutnwestern Mats- College has had anextensive summer program in Indian TeacherEducation.

OREGON

University of OregonEugene

University of Pansy WankPhiladelphia

The University of Pennsylvania is institu-ting a BA/MS program in undergraduate secon-dary teacher preparation. The combined degreecan be completed in four years. Students havecontact with secondary school students andclassroom situations early in the undergraduatecareer through: (1) university-related volunteeragencies, and (2) field study included in thegeneral undergraduate education course. Theprogram culminates in an intern semester.Some of the internships are paid positions.

The University of Oregon has operated several programswhich focus on field -based teacher preparation. Two of theseprograms are: (1) a Teacher Carps Corrections Program, and,(2) a cooperative urban teacher education program. The TeacherCorps Corrections Program is designed to prepare teachers forwork in correctional institutions or in public schools which have ahigh number of potential juvenile delinquents. Students (under-graduates) spend one year in a city public high school and oneyear in a state-operated correctional institution. The cooperativeurban teacher education program provides for prospective teach-ers to live in and become involved with the community in whichthey are assigned to work.

PENNSYLVANIA

Duquesne UniversityPittsburg

Since 1960, Duquesne University hasbeen committed to studying, developing, andimplementing models of undergraduate educa-tion concerned with inner-city populations withlow-income clientele and with the ethnic 8roupirepresented in the community. The universityhas been involved in inner-city schools withmany experiential curricula. All teacher traineesare exposed to organizations attuned to meetingthe needs of culturally-disadvantaged blackchildren and children from lower economicstrata.

17

SOUTH DAKOTA

University of South DakotaVermillion

The School of Education at the Univer-sity of South Dakota has reorganized itselffrom departmental units into ten interdiscipii-'wry developmental teams which reflect con-tinued intent to maintain a creative organiza-tion which will provide innovative solutions toeducational problems and which will be produc-tive in terms of preparing personnel, conductingresearch, and providing service along unifiedlines with a "total system" approach. Many

15j.tallai

of the teams' projects are still in the planningstages. Some goals: (1) teacher education pro-grams which are competency-based and includefield-based centers as integral components, (2)coordination of Indian-related educational pro-grams being conducted in the School of Educa-tion, and (3) procedures established with aca-demic departments offering teaching majors forthe development of competency-based programsincluding on-campus and off-campus modules.

Dakota State CollegeMadison

Dakota State College has been involvedin several programs which are designed to pro-duce better teachers, improve the skills of in-service teachers and teacher aides, and broadenstudents' scope by developing an Indian Studiesprogram. Laboratory experiences for teachertrainees begin in the junior year. The college isa center for training in-service teachers in theuse of the Individually-Guided Education sys-tem (IGE). Teachers gain skills in determiningindividual children's needs and in prescribingways in which to meet each child's needs. Threenew courses in Indian Studies at Dakota StateCollege are; (1) Conterhporary American In-dian Affairs, (2) Modern Indian Psychology,and (3) Native American History. The collegehas also assisted the Flandreau Indian Schoolwith programs to improve and develop theirnon-certified personnel.

TEXAS

Texas A & I UniversityKingsville

Texas A & I University has developedseveral teacher education programs that basi-cally are community-service-oriented. TheTexas A & I University Summer Migrant Insti-tute is conducted every summer for teachersclassroom aides, and administrators in schoolswhich have migrant students. The Instituteconcentrates on instructional techniques andattitude development and personal motivation.

18

The Local Cooperative Teacher Education Cen-ter is a cooperative effort of Texas A & I Uni-versity, the local school districts, and the localprofessional organizations. Its purpose is todevelop and implement a personnel develop-ment program (pre-service/in-service educationfor parents, aides, teachers, etc.) based on aconcept of cooperative planning, competency/performance objectives, and field-centered edu-cational processes. The Bilingual Program is anundergraduate program which is structured todevelop understandings, skills, and methodspertinent to developing or participating in apublic school bilingual program.

Texas Teacher Center ProjectDallas Teacher Education CenterDallasWest Texas State University Teacher Center

Canyon

The Texas Teacher Center Project is apartnership of Texas teacher education institu-tions. The Project's goal is to "rebuild" educa-tion in the state by (1) making performance inthe public school classroom the point of focusfor all teacher education, and (2) changing thesetting of teacher education to the educationalcooperative, the Teacher Center. One of thesecenters is the Dallas Teacher Education Centerwhich attempts to provide: (a) development,demonstration, and dissemination of promisingpractices and strategies, particularly in inner-city and multi-cultural education, (b) labora-tories for pro-scrvice teacher education, and(c) staff development. The Teacher Centers,located in the public schools, are a competency-based program which individualizes instructionfor teacher trainees who will later individualizeinstruction for children. Some of the institu-tions which have Teacher Centers and/or portalschools in Dallas: North Texas State University,Dallas Baptist College, and Texas Women'sUniversity.

Weber State CollegeOgden

UTAH

The faculty of the School of Education at Weber State College designed andinstituted an individualized performance-based teacher education program. Allinstruction is modularized in specific program units called WILKITS (Weber Indi-vidualized Learning Kits) and the program has a strong component of field-centeredservices in public schools, Job Corps or other related settings. An important spin-off of this program was the establishment of a Teacher Corps project which wasbuilt on the model of the original program. Some interns receive basic training inthe Intermountain Indian School.

VIRGINIA

Norfolk State CollegeNorfolk

The "Cooperative Innovative Teacher Training Program" isa cooperative of Norfolk State College and the New Canaanschool system (Connecticut). The specific objectives of the pro-gram are: ( 1) "to study the influence of an affluent life style andliving on the social adjustment of prospective teachers fromculturally-disadvantaged backgrounds; (2) to acquaint prospectiveteachers with problems of teaching and learning at different cul-tural levels; and (3) to provide the teacher training institutionwith data relative to specific needs of prospective teachers whowish to live and work in an affluent society."

WASHINGTON

Basic Coordinated Studies Program /Evergreen State CollegeOlympia

Learning about Learning is a year-long basic program forany student at Evergreen State College The program explores thenature of learning processes from a scope much broader thanclassroom settings, and is a mixture of academic and real-lifeexperiences The program is divided into three phases DuringPhase One, assumptions about and approaches to learning areExplored through seminars, reading lectures, movies, and work-shops. Students attempt to apply the techniques of various learn-ing theories while they are in the process of studying the theoriesRole-playing and observation in schools of faculty and board ofdirectors' meetings are used to help prospective teachers understand better how to implement innovative approaches in publicschools Students also draw up contracts and develop observa-tion-work plans for their internships during Phase Two. This ten-week period is a combination of an internship (correctional insti-tution, school, drop-in center, therapist, etc.) with an ongoingreview of the learning observed and experienced within that situ-ation Phase Three, the last eight weeks of the year, involvessharing and evaluation of learning strategies used by the student.

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Morris Harvey CollegeCharleston

WEST VIRGINIA

Morris Harvey College attempts to instillin prospective teachers a belief that they asteachers are obligated to extend their servicesto the community. Students are engaged invaried school and community activities duringa period of two to three years. The collegeattempts to place them in situations that aresimilar to situations in which they hope toteach.

Wisconsin Improvement Program/Madison

The Wisconsin Improvement Program isa consortium of 16 colleges and universities andthe State Department of Public Instruction.The consortium and school systems in Wiscon-sin, Minnesota, Illinois, and Iowa jointly spoilsor a teaching internshipa full semester ofpaid clinical experience in a local school. Theinternship provides the student: (1) a realisticprofessional assignment, (2) an opportunity torelate theory to practice, and (3) the pre-serviceopportunity of being a member of a profes-sional instructional team.

Dominican CollegeRacine

Dominicar College's undergraduate teach-er education program is community-based.Some projects are run jointly by the collegeand by the Racine Unified System (the publicschool system). Racine Unified System leasesa building on campus as a Prescriptive Instruc-tional Services Center. The System enlists thecooperation of faculty and students.

University of WisconsinGreen Bay

As a part of restructuring teacher educa-tion, the University of WisconsinCreen Bayrequires faculty and students to be involved insignificant community projects. Also, the uni-

WISCONSIN

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West Virginia State CollegeInstitute

Teacher education programs at West Vir-ginia State College are extensively field-based.Programs include: (1) an inner-city teachereducation center in Pittsburg; (2) student teach-ing slots in Brooklyn, Canada, Latin America,and on an Indian reservation; (3) quasi-contractswith the surrounding public school district forfield experience programs.

University of Wisconsin Milwaukee

The University of Wisconsin-Milwaukeeoffers a B.S. degree in Cbmmunity Education.The Community Education Program developsexplicit skills at the undergraduate level forcommunity leaders who are already active ineducational programs in their community, andwho have a comprehensive, integrated view ofthe educational resources in the community.Each student pursues an individualized programthrough which he both achieves general programobjectives and continues to work on real edu-cational problems in his community. The pro-gram provides: (1) for community educatorsto acquire the skills necessary to develop newmodels for urban education in their communi-ties, and (2) for community educators to ac-quire the skills necessary to function as trainersand supervisors of community people engagedin operating educational programs.

versity views teacher preparation as a responsi-bility of all the interdisciplinary program unitswithin the university. Because Wisconsin Statecertificates teachers on terms of competencies,a considerable amount of freedom is possiblein the development of programs which meetthe state code. Certification programs atGreen Bay allow each student to develop acontract for certification which is uniquelytailored to her (his) individual needs andplans.

0 tr RI a*University of WyomingLaramie

WYOMING

The University of Wyoming has established a portal school system through itsScience/Mathematics Teaching Center. The university does pre-service and in-servicework and research through the center, which is a joint effort of the Colleges of Arts& Sciences and Education.

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FOR MORE INFORMATION:

ALABAMA

Dean Neal BerteNew CollegeUniversity of AlabamaP. 0. Box 6211University, Alabama 35486

University of South AlabamaCollege of EducationMobile, Alabama 36688

ALASKA

Sheldon Jackson CollegeP. a Box 479Sitka, Alaska 99835

ARIZONA

Arizona State UniversityCollege of EducationOffice of the DeanTempe, Arizona 85281

Navajo Community CollegeMany Farms Rural Post OfficeChink, Arizona 86503

22

CALIFORNIA

Universidad de AldanAlberto Nieto410 N. YosemiteFresno, California 93701

Los Angeles City College855 North Vermont AvenueLos Angeles, California 90029

Callison CollegeUniversity of the PacificStockton, California 95204

University of California-DavisDepartment of EducationChairmanDavis, California 95616

California State University-C7tkoSchool of EducationDean Arky L. HowsdenChico, California 95926

University of the PacificSchool of EducationDean J. Marc JantzenStockton, California 95204

California State University-Los Angeles5151 State University DriveLos Angeles, California 90032

University of California-Santa CruzDr. Arthur Pearl, ChairmanCommittee of StudiesDepartment of EducationCollege SevenSanta Cruz, California 95060

Azusa Pacific CollegeDepartment of EducationDr. Lawrence Birch, ChairmanHighway Sixty-Six at Citrus AvenueAzusa, California 91702

University of California-San DiegoThe Third CollegeP. 0. Box 109La Jolla, California 92037

Johnston CollegeUniversity of RedlandsRedlands, California 92373

California State University-HaywardSchool of EducationHayward, California 94542

BEST COPY MIMEChaffey College5885 Haven AvenueP. O. Box 3127Alta Loma, California 91 701

Pacific CollegeDirector of Teacher Education1 71 7 & Chestnut AvenueFresno, California 93702

COLORADO

Southern Colorado State-CollegeTeacher Corps

Education DivisionBelmont CampusRm. 507 Library BuildingPueblo, Colorado 81001

University of Northern ColoradoCollege of EducationDepartment of Educational

AdministrationGreeley, Colorado 80631

Lorretto Heights CollegeDirector of Teacher Education3001 South Federal Blvd.Denver, Colorado 80236

University of Northern ColoradoCollege of EducationSchool of Special Education

and RehabilitationGreeley, Colorado 80631

CONNECTICUT

Eastern Connecticut State CollegeDivision of EducationWillimantic, Connecticut 06226

University of HartfordSchool of EducationOffice of the Dean200 BlooMfield AvenueWest Hartford, Connecticut 0611 7

FLORIDA

University of South FloridaTampaCollege of EducationOffice of the DeanTampa, Florida 33620

Florida Technological UniversityCollege of EducationOrlando, Florida 32816

HAWAII

University of HawaiiOffice of the DeanCollege of EducationWitt Hall Annex 2Room 1281 776 University AvenueHonolulu, Hawaii 96822

IDAHO

Boise State College190 7 Campus DriveBoise, Idaho 83707

ILLINOIS

Western Illinois UniversityJames J. MurphyAssistant to the Academic

Vice PresidentMacomb, Illinois 61455

Elmhurst CollegeDepartment of EducationElmhurst, Illinois 60126

Rebecca Crown CenterProfessor B. Claude MathisCenter for the Teaching

ProfessionsEvanston, Illinois 60201

University of ChicagoChairman William D. PattisonUndergraduate Studies in GeographyDepartment of Geography1101 East 58th Street

a Chicago, Illinois 60637

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Malcolm X College BEST COPY ORANPresidentChicago, Illinois 60625

Central YMCA Community Collegeof the YMCA of Metropolitan Chicago

211 West Wacker DriveChicago, Illinois 60606

Illinois State UniversityDean Henry HermanowiczCollege of EducationNormal, Illinois 61 761

INDIANA

St. Francis CollegeUndergraduate DeanFort Wayne, Indiana 46808

Goshen CollegeChairman, Department of

EducationGoshen, Indiana 46526

Indiana State UniversitySchool of EducationOffice of the DeanTerre Haute, Indiana 47809

Indiana UniversityDivision of Teacher EducationBloomington, Indiana 47401

IOWA

University of Northern IowaCollege of EducationOffice of the DeanCedar Falls, Iowa 50613

KANSAS

Kansas State UniversityCollege of EducationHolton HallManhattan, Kansas 66502

Kansas State Teachers CollegeSchool of Education and

Psychology1200 Commercial StreetEmporia, Kansas 66801

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University of IowaCollege of EducationOffice of the DeanIowa City, Iowa 52240

Wichita State UniversityCollege of EducationDean Leonard ChaffeeWichita, Kansas 67208

Kansas State College of PittsburgSchool of EducationPittsburg, Kansas 66762

KFNTUCKY

Louisville Urban EducationCenter

DirectorBrown Education Center4th at BroadwayLouisville, Kentucky 40202

Kentucky Wesleyan CollegeDepartment of Education and

PsychologyDr. J. Robert CockrumDirector of Teacher EducationOwensboro, Kentucky 42301

University of KentuckyCollege of EducationOffice of the DeanLexington, Kentucky 40506

MAINE

University of Maine atPortlandlGorham

Mr& Melissa CostelloBailey HallGorham, Maine 04038

Colby CollegeOffice of EducationHarold JacobsonWaterville, Maine 04901

MARYLAND BEST COPY AVAILABLE

University of MarylandBaltimore County

Educational Personnel Devel-opment Center

Division of Education5401 Wilkens AvenueBaltimore, Maryland 21338

MASSACHUSETTS

Institute for Learning andTeaching

Office of the DirectorUniversity of Massachusetts

at Boston100 Arlington StreetBoston, Massachusetts 02116

I

MICHIGAN

Oakland UniversityEarly Childhood ProjectSchool of EducationRochester, Michigan 48063

Hope CollegeDepartment of EducationHolland, Michigan 49423

MINNESOTA

St. Mary's CollegeDivision of Human DevelopmentDepartment of EducationWinona, Minnesota 55987

University of Minnesota-DuluthHenry JohnsonDepartment of Elementary

Education221 Education BuildingDuluth, Minnesota 55812

University of MinnesotaMorrisOffice of the ChairmanDivision of EducationMorris, Minnesota 56267

Moorehead State CollegeOffice of Professional StudiesDean Glaydon RobbinsMoorhead, Minnesota 56560

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MISSISSIPPI

Mississippi State UniversityJohn P. WollenburgCollege of EducationState College, MI 39762

MISSOURI

Westminster CollegeGale Fuller, Associate DeanFulton, Missouri 65251

MONTANA

Carroll CollegeDepartment of EducationHelena, Montana 59601

Eastern Montana CollegeTeacher CorpsDr. Lowell A. Dunlop, DirectorBillings, Montana 59101

NEBRASKAPre-StepTeacher's CollegeUniversity of NebraskaLincoln, Nebraska 68508

NEW JERSEY

Glassboro State CollegeTeacher Corps ProgramGlassboro, New Jersey 08028

NEWMEXICO

New Mexico Highlands UniversityDr. Atilano Valencia, ChairmanEducation Departmentlas Vegas, New Mexico 87701

NEW YORK BEST COPY MARE

Hunter College of the CityUniversity of New York

Dean of Programs in Education695 Park AvenueNew York New York 10021

C W. Post Center /Long IslandUniversity

Department of Secondary EducationGreenvale, New York 11548

State University College atFredonia

Dean for Professional StudiesFredonia, New York 14063

Richmond College of the CityUniversity of New York

Division of Professional Studies130 Stuyvesant PlaceStaten IslandNew York, New York 10301

NORTH CAROLINA

Appalachian State UniversityDean of Educational Innovation

and ChangeBoone, North Carolina 28607

NORTH DAKOTA

Dean Vito PerroneCenter for Teaching and LearningUniversity of North DakotaGrand Forks, ND 58201

OHIO

Malone CollegeDivision of Education &

PsychologyRoger Wood, ChairmanCantor:, Ohio 44709

Wittenburg UniversityChairman, Department of EducationSpringfield, Ohio 45501

Ohio State UniversityCollege of EducationColumbus, Ohio 43210

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OKLAHOMA

Southwestern State CollegeDivision of Teacher Education

and PsychologyOutirmanWeatherford, Oklahoma 73096

OREGON

University of OregonCollege of EducationOffice of the DeanEugene, Oregon 97403

PENNSYLVANIA

Duquesne UniversityDean of the School of

EducationPittsburgh, Pennsylvania 15219

University of PennsylvaniaSchool of EducationPhiladelphia, Pennsylvania 19104

SOUTH DAKOTA

University of South DakotaDean Thomas MoriartySchool of EducationVermilion, South Dakota 57069

Dakota State CollegeDean Dale HankeMadison, South Dakota 57042

TEXAS

Texas A & I UniversityDean of the School of

Teacher EducationKingsville, Texas 78363

Texas Teacher Center ProjectCoordinatorDallas Baptist CollegeP. 0. Box 21206Dallas, Texas 75211

BEST COPY AVAILABLE

Texas Teacher Center ProjectDirectorWest Texas State UniversityCollege of EducationCanyon, Texas 79015

UTAH

Weber State CollegeSchool of Education3750 Harrison Blvd.Ogden, Utah 84403

VIRGINIA

Cooperative Innovative Teacher Training ProgramNorfolk State CollegeNorfolk, VI 23504

WASHINGTON

Evergreen State CollegeCharles B. TeskeOlympic, Washington 98505

WEST VIRGINIA

Morris Harvey CollegeHead, Department of EducationCharleston, West Virginia 25304

West Virginia State CollegeChairman of Division of

Teacher EducationInstitute, West Virginia 25112

WISCONSIN

Wisconsin Improvement Program342 Education Building1000 Bascom MallMadison, WI 53706

Dominican CollegeVice President Academic Affairs5915 Erie StieetRacine, Wisconsin 53402

27

University of WisconsinGreen BaySchool of Professional StudiesGeorge T. °WeanExecutive Assistant to the DeanGreen Bay, Wisconsin 54302

University of WisconsinMilwaukeeCharles LapagliaCommunity EducationSchool of EducationEnded: Hall, Rm. 557Milwaukee, Wisconsin 53201

WYOMING

University of WyomingScience /Mathematics Teaching

CenterLaramie; Wyoming 82071

WASHINGTON, D.0

Peace Corps VistaAction ActionWashington, D.0 20525 Washington, D.C. 20525

University-Year-For-ActionActionWashington, D.0 20525

Teacher CorpsWilliam L. Smith, DirectorDHEWOffice of EducationWashington, D.C, 20202

Educational Resources Information Cen-ter (ERIC) . . . network of 18 government-sponsored clearinghouses, each of which isresponsible for monitoring acquiring, evaluat-ing, abstracting, and indexing information in aparticular educational area . . . ERIC providesthe people open access to its research reports,publications, bibliographies, etc. . . .

Educational Resources InformationCenter

clo ERIC Clearinghouse onHigher Education

.1 Dupont Circle, Suite 630Washington, D.0 20036

TERMS

ASSOCIATE IN ARTS DEGREEdegree awarded by a two-yearcollege (JUNIOR COLLEGE, CITY COLLEGE, COMMUNITYCOLLEGE) upon completion of the equivalent of the freshmanand sophomore study in arts and sciences colleges. Many studentstransfer from two-year colleges to four-year colleges or universi-ties to complete a baccalaureate degree.

CLUSTER COLLEGE (RESIDENTIAL EXPERIMENTALCOURSES, BLOCK PROGRAMS, LITINGILEAR1VING, RESI-DENTIAL COLLEGE, INNER COLLEGE) at University of Cali-fornia-Santa Cruz: . . . the basic unit of planning and of studentand faculty identification," a "mini-campus," which includesclassrooms, lounges, dining hall, faculty offices, small library, stu-dent housing, etc." . . . a vital academic community that remainssmall while the campus grows large."

COMMUNITY COLLEGE(TWO YEAR COLL-EGE, JUNIORCOLLEGE, CITY COLLEGE) institution of higher learningoffering students a choice of liberal arts and career programs. AtQueensborough Community College-New York City: 'Graduatesof the liberal arts and business administration programs maytransfer, with full credit, to senior colleges to complete require-ments for the baccalaureate degree. Graduates of the career pro-grams are fully trained for employment in numerous areas ofbusiness, the professions, and the medical arts." (See ASSO-CIATE IN ARTS DEGREE.)

COMMUNITY EDUCATIONprograms offer credit for prior lifeexperiences, prepare students for work addressing unmet com-munity needs, provide for development of new skills throughpractical work in the community; bring teacher preparation insti-tutions into direct contact with community agencies (Head Start,High School Equivalency Program, Adult Basic Education, VISTA,etc.) which are vitally concerned with the education of childrenand adults within the urban communities.

COMMUNITY-BASED TEACHER EDUCATIONsimilar to COM-MUNITY EDUCATION, with the exception that student partici-pants in programs do not necessarily come from the communities

28

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to which they are assigned; California State University-LosAngeles offers: work/study courses which take students into thecommunity to work and study, urban-oriented courses, on-siteprograms in the field of education, off-campus courses whichserve local school districts.

COMPETENCY-BASED TEACHER EDUCATION(PERFORM-ANCE-BASED TEACHER EDUCATION ) at Wayne State Univer-sity: "A competency is knowledge, skills, and judgement whichthe student will demonstrate at a pre-determined proficiencylevel before initial and/or continuing certification."

CONSCIENCIZATIONtechnique used to train (oppressed) peo-ples to identify with their own problems. Example: Paolo Freireshows Latin American peasants photographs of themselves beingbeaten by military police; the peasants, who do not even recog-nize themselves as being in the apparently not unusual situation,have to be taught to identify with their own problems.

CONSORTIUMa partnership ( Webster's New World Dictionary):the Union for Experimenting Colleges and Universities: "A CON-SORTIUM of 18 institutions that have joined together to fosterresearch and experimentation in higher education."

CONTRACT LEARNINGat the Evergreen State College: Con-tract for Learning: "an agreement to carry out a project" whichimplies direct mutual responsibility between the student and theexperienced person whom she (he) has asked to help her (him).Provides opportunities for the undertaking of specialized andlengthy projects. Enables student to combine on-campus activitywith practical experience off-campus.

COOPERATIVErelating to or comprising a program of com-bined usual liberal arts and technical studies at different schools;an enterprise or organization owned by and operated for thebenefit of those using its services. (Webster's Seventh CollegiateDictionary) (See Louisville Urban Education Center-Kentucky;Wichita State University-Kansas.)

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CULTURE - BIASED TEACHER EDUCATIONprograms which \place prospective teachers in an environment which is culturallydifferent from the middle-class system, and from which studentscan thus learn about the living conditions and cultures of minor-ity students.

INDIVIDUALIZED STUDYprograms which provide for a stu-dent to select her (his) own program of study.

INTERDISCIPLINARY STUDYprograms designed to provide.for an understanding of the fundamentals of each of the areasstudied and to provide for an understanding of the relationshipsand interdependencies between these and other bodies of know-ledge.

INTERINSTITUTIONAL COOPERATIONprovides for opera-tion of programs which mutually benefit institutions with diversemissions. (See Southern Colorado State College TEACHERCORM Dominican College-Wisconsin; Ohio State University.)

LEARNING CENTER(TEACHER EDUCATION CENTER) var-iety of meanings: can be on-campus research project, or on-siteresource center for field-based teacher trainees; can provide ser-vice function for faculty, in-service teachers, students, communityagencies, children, adults; can be a library, tutoring service, medialaboratory.

LIVING/LEARN1NGconcept that a student's living and aca-demic experiences should be unified; provides for students tohave both the best attributes of a small college and the multipli-

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city of opportunities of the large and diverse university. (SeeCLUSTER COLLEGE)

METHODS COURSESmethod: a systematic plan followed inpresenting material for instruction. (Webster's Seventh NewCollegiate Dictionary); courses place emphasis on development ofskills required in organizing knowledge and learning activities soas to achieve instructional objectives.

MICRO-TEACHINGat Ohio State University: a procedure bywhich a prospective teacher works with a small group of studentsin a real teaching-learning situation for a relatively short periodof time.

MODULARIZED STUDYstudy based on system of specificprogram unitsmoduleswhich are individualized through sche-duling which fits individual needs and interests; in teacher pre-paration programs, modules contain related segments of content,methods, and problems and may or may not include off -campusexperience.

OPEN CLASSROOMfunction in as many different ways as thereare teachers: learning occurs from building-on-an-experience;learning depends on student's self-motivation; learning occurswhen student pursues own personal interests; learning is impededby desks, walls, bells, grading systems, sitting still; children canand do learn from each other; children learn best when they, areallowed to work and/or play as "the spirit moves them;" childrenshould be allowed to be children first; ". . . from the ... experi-ences of childhood the ability to read a book or solve a problemwill organically develop."

PARA-PROFESSIONALin teacher education, a person who istrained to work in his field of study in a capacity paralleling thatof the professional in the same field; examples of position titlesof paraprofestionals in education fields: teacher assistant, teacheraide, counselor aide.

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PEACE CORPSinternational volunteer service program whichemphasizes long-term work for, residence in, and contributiontowards the culture being visited.

PORTAL SCHOOLS (SYSTEM)". bringing together [ofjtwo major institutions with the support of teacher associations,the state department of education and local communities to bene-fit everyone; . ." public schools which service teacher educationinstitutions by providing centers for student field experience, andwhich benefit from the development of better methods of teach-ing and in-service training offered by teacher education institu-tions.

PRACTICUM EXPERIENCE--(FIELD EXPERIENCE) experi-ences designed for attaining competency in teaching; teaching-learning; basis for field-based teacher education programs.

SELF-DIRECTED STUDY(INDEPENDENT STUDY) study ofa subject of special interest to an individual student (or group ofcooperating individuals) who works under the personal directionof an instructor. (See CONTRACT LEARNING.)

SERVICE-ORIENTED TEACHER EDUCATIONvaries from de-partmental encouragement of student and faculty involvement asvolunteers in community agencies to institutionalization of pro-jects which provide for students to work, live, and learn in acommunity service function. (See COMMUNITY EDUCATION,PORTAL SCHOOLS, UNIVERSITY YEAR FOR ACTION, In-stitute for Learning and Teaching-Massachusetts)

STUDENT INTERNSHIP) in teacher education: enables newteachers to have the type of initial teaching experience whichmaximizes the possibility of his reaching his potential as a teach-er; new teachers receive appointmentsusually salaried accordingto the pay scale for in-service teachersin co-operating schoolswhere they may work on teams of other interns, master teachers,and teacher trainers.

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STUDENT TEACHING (PROFESSIONAL SEMESTER, PRAC-TICE TEACHING)an experience where the future teacher is tomake the practical application of what he has learned.

TEACHER AIDEa paraprofessional who has responsibilitiessimilar to those of a master teacher; a paraprofessional, orteacher-trainee who is assigned to assist a master teacher in theclassroom; a volunteer who assists a master teacher in the class-room.

TEACHER CORPSat Southern Colorado State College: anattempt to prepare teachers better, and to make a major contri-bution to the well-being of school children, to the in-service edu-cation of teachers, and to the betterment of neighborhoods andcommunities. Features: community, competency, field, andculture-based intern training and a portal-school system. TeacherCorps projects are federally funded.

TEAM TEACHINGsystem in which two or more teachers coop-eratively plan, carry out, and evaluate an instructional programfor a group of pupils; in teacher education programs, a "team"may be comprised of one or two experienced teachers, and twoor three teacher trainees.

THERAPEUTIC COMMUNITYan educational community whichis internally supportive of all its members; members encourageemotional as well as intellectual growth and development in eachother (see CLUSTER COLLEGE, LIVING /LEARNING, OPENCLASSROOM).

UNIVERSITY WITHOUT WALLSan alternative plan for under-graduate work which can lead to &college degree; abandons tradi-tion of a Sharply circumscribed campus and provides educationfor students wherever they may be; abandons tradition of a fixedage group (18.22); abandons the traditional classroom as theprincipal instrument of instruction; enlarges the faculty to includeknowledgeable people from outside the academic world andmakes use of various new techniques for storage, retrie"il, and

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communication of knowledge; places strong emphasis on studentself-direction in learning.

UNIVERSITY YEAR FOR ACTIONprogram begun in 1973 bythe federal government at eleven colleges and universities; univer-sity students live and work in communities for twelve months.The program's objectives are: (1) to alleviate poverty throughthe application of a university's resources to the problem of poorpeople in the communities which surround it, and (2) to assistuniversities in providing their students with experience-based cur-riculum.

VISTA Volunteers in Service to America; a volunteer serviceprogram which functions to provide aid to America's poor in im-proving their lives.

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SELF-INSTITUTIONS

The editor defines "self institution" as an edu-cational environment which is estaidished and operatedby and for the people's', persons, and community'communities it serves

AP ........

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SiIE MI till teillABLE

Black Institutions

Nairobi College . . . opened in 1969... objec-tive is to develop black leadership in andfor a black community . . . intent is toprovide two years of academic trainingand a lifetime of psychological re-educa-tion for black citizens in East Palo Alto:Nairobi College, Director, 1627 Bay Road,E. Palo Alto, CA 94303.

Malcolm X College . . . originally "Crane Col-lege," became new in name and purposein 1969 . . . a true community collegewhich acts as educational catalyst for thecommunity . . . one of main aims is toresurrect some of the self-esteem that hasbeen knocked out of the student as a re-sult of long years of negative experiencesin the educational system . . . see StatesDirectory, Illinois:

For further information on black institutions, contact:

imani PublicationsNew York UniversityWashington SquareNew York, NY 10003

CIBI (Council on Independent Black Institutions)10 Claver PlaceBrooklyn, NY 11238

AFRAM Associates, Inc.68-72 East 131st St.Harlem, NY 10037

.

BM 01 Alital Chicano Institutions

Colegio Jacinto TrevMo . . . political, activistinstitution . . . approximately 60 students. . . as of this writing, not yet accredited. . . affiliated with Antioch, UniversityWithout Walls: Colegio Jacinto Trevino,Director, Mercedes, TX 78570.

L a Academia de h Nueva R a z a . . . a documen-tation center . . . no students, but asocia-dos who document the oral history, folk-lore, stories, etc. of the Chicanos in villagesaround Dixon, New Mexico . . . workbased on belief that history of Chicanosis basis for their action today: La Acade-mia de la Nueva Raza, Director, Dixon,NM 87527.

La Universidad de Aztlin . . . see States Direc-tory, Calfornia.

D e g a n a w i d a h - Q u e t z a l c o a t i (DQU) . . . rootsdate back to 1915 . . . converted armycommunications site . . . university serv-'ng Native American and Chicano peoples. . . two g r ad u a t e schools . . . undergrad-uate school . . . health sciences school:D-Q University, P.O. Box 409, Davis, CA95616.

Colegio de la Mision . . . extension of SanFrancisco City College . . . communitycollege offering night classes: Colegio dela Mision, 110 Bartlett Street, San Fran-cisco, CA 94105.

Kg COO MOIL

The Chicano-Indian Study Center of Oregon(CISCO) . . . attempting to build a totaleducational community which would in-clude housing and health and child carefor students and their families, vocationaltraining, curriculum based on Indians' andChicanos' needs: CISCO, P.O. Box 92,Monmouth, OR 97361

La Universidad Urbana of Houston . . . pro-grams designed to be bicultural bilingual. . . involve the whole community: LaUniversidad Urbana, 5504 Cochran, Hous-ton, TX 77009.

Venceremos College . . . conducts classes inchurches, schools, faculty homes, recrea-tion centers, throughout the community. . . main requirement is that studentserve the community: Venceremos Col-lege, Redwood City, CA 94063.

Colegio Tlatelolco . college-level branch ofTlatelolco Field Study Center . . . appen-dage of Goddard College in Plainsfleld,Vermont (member of Union for Experi-menting Colleges and Universities) . . .

combines first year of college with lastyear of high school . . . first two years ofstudy are in formal courses, however, stu-dents may begin classroom observationpracticum at any time . . . students workas teaching assistants in Escuela Tiatelolcokindergarten through high school levelof Tlatelolco Field Study Center: ColegioTlatelolco, Tlatelolco Field Study Center,Denver, CO 80203.

For further information on Chicano institutbna,contact:

Rural Education and Small Schools ClearinghouseDr. E. D. EdingtonERIC Clearinghouse DirectorNew Mexico State UniversityLas Cruces, NM 88001

la CauseArmando Valdez1560 34th AvenueOakland, CA 94601

Southwest Education Reform Community3505 Main StreetHouston, TX 77002

BSI WY AyAtlAB

Indian Institutions

The Chicano-Indian Study Center of Oregon(CISCO) . . . see Chicano Institutions.

Colegio Tlatelolco . see Chicano Institutions.

Navajo Community College. . . see States Direc-tory, Arizona.

Sheldon Jackson College . . . see States Direc-tory, Alaska.

Sinte Gleska College . . . founded in February,1971 . . . tribally chartered higher educa-tion institution located on the RosebudSioux Indian Reservation in South CentralSouth Dakota . . . Sinte Gleska providesaccredited college-level courses, tutoringin flask Adult Education: Registrar,Sherry Red Owl, Sinte Gleska CommunityCollege Center, Rosebud, SD 57570 . . .

"parent" institution: Black Hills StateCollege, Center of Indian Studies, Spearfish; SD 57783.

Lakota Higher Education Center . . . offersAssociate of Arts Degree in Lakota Stu-dies: Gerald One Feather, Chairman,Board of Directors, Lakota Higher Educa-tion Center, Pine Ridge Indian Reserva-tion, Pine Ridge, SD 57770 . .. "parent"institution: Black Hills State College.

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Standing Rock Community College. . . "parent"institution, Bismarck Junior College . . .

offers A.A. degree American Indian Stu-dies (Lakota) from Bismarck Junior Col-lege: Staff, Standing Rock CommunityCollege, P.O. 267, Fort Yates, ND 58538.

Deganawidah-Quetzalcoatl (D-QU) . . . offersundergraduate major in Native AmericanStudies . . . see Chicano Institutions.

Haskell Junior College . . . offers Associate ofArt and Associate of Applied Sciencedegrees . . . comprehensive program . . .students participate in the design of theirparticular curriculum: Phil Homeratha,Acting Chairman, Haskell Junior College,Lawrence, KA 66044.

For further information on Indian institutions, con-tact:

Yvonne Choate, Executive SecretaryAmerican Indian Higher Education Consortium(AIHEC)1657 Pennsylvania St.Denver, CO 80203

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11111b..-._

Directce oryFree Schools, OResource

pen Space Classrooms, Alternative Public Schools, etc.

Resources to Women's Studies (Female Studies, Gender Studies, Sex

,

Role -Studies and Studies in Masculinity and Femininity)

r:C". ....: .*

1115I VI NMGenerations of Americans have advoca-

ted the ffinding of educational reforms on theassumption that money would remedy the ac-knowledged inadequacies in our schools. Thesereforms have largely been a product of theconventional educationa' community (schools,colleges of education, government agencies),resulting in new "methods," better buildingsand equipment, "higher" standards for teachersand salary increases. Recent waves of discon-tent with American schools reflect a definitedisillusionment with that assumption. Today'scritics aren't interested in modification, reform,improvement or any other terms suggesting a"remaking" of an existing system. They believeLtat the schools as presently constituted areinhumane and destructive of mind and spirit.They feel that the methods are authoritarian,the curriculum irrelevant. They see the schoolstraining young people for conformity, destroy-ing curiosity and spontaneity, stifling creativityand original thinking'

What happens when people step out of

public school life to create a different environ-ment for learning? Curiosity prompted theStudy Commission on Undergraduate Educationand the Education of Teachers to correspondwith a number of free schools around the coun-try. The response to the more than one thou-sand letters we wrote was excellentincludingmany personal, hand-written stories cataloguingthe whole gamut of human experience. While asubstantial number of the schools rooted out ofa somewhat homogeneous ideology (A.S. Neill,Jonathan Kozol, John Holt and others) andexpressed maw- of the same unbounded aspira-tions, there was great variety in styles of opera-tion. Letters described community schools,farm schools, neighborhood schools, storefrontset-ups, drop-in centers, street academies, Sum-merhill schools and Third World schools.

The unique nature of each school situa-tion made it virtually impossible to draw manyconclusions from our responses; however, a fewthings are evident:

ON FREE SCHOOLS

1. Great numbers of people dropping outof public school life

2 Lost of human resources resulting in asiphoning off of energy, ingenuity, and imagina-tion from public schools into the alternativeschool movement

3. Continuing inability of the publicschools to either attract or accommodate themasses of disillusioned students, parents andteachers

4. Tremendous proliferation of new alter-native schools2

5. Significant patterns of failure amongthe new schools

43

Allen Graubard and Tim Affleck giveseveral reasons for the high mortality rateamong free schools. One is that the demandson the staff are often so high as to be exhaust-ing; another is the ideological and practicaldisagreements among staff and/or parents; mostof the schools have financial problems; andfinally there are often disappointments of ex-pectations.3 Correspondence received by theStudy Commission corroborated this analysisand revealed few more reasons, such as diffi-culties in the accreditation of the schools andin he credentiallhig of the staff, and the lack ofsupport from local institutions of higher educe-

BEST COPY IN MUM

Lion and the local education community.

Some excerpts from our letters pinpointthese difficulties.

From New York:

"We do not intend to apply for accredita-tion, since the requirements to conform to thestate-mandated curriculum and to have a certainnumber of certified teachers do not coincidewith our educational goals!"

"We are provisionally chartered by theNew York State Regents and will be up for per-manent chartering in 1975. We are not accre-dited by New York State and shall never applyfor accreditation since we find 'he New YorkState requirements too narrow and educational-ly restrictive."

From Michigan:

"A long involved story . . . the fire inspec-tor being the main problem."

From Illinois:

"We are operating an authorised programunder the aegis of . . . apublic school Cre-dentialling procedures as they now exist offerlittle in the way of criteria for selecting out-post teachers."

From California:

". . . we have found the longer in theacademic environment, the less able to relate toa child . . . (we) seek people without creden-tials"

From Ohio:

"State accreditation extremely difficultto getespecially because we value and useteacher assistants' special talentsand becausewe use integrated curriculum, staff, and studentbodywe therefore do not stick to prescribednumber of minutes per subject, per child eachweek"

44

One idea commonly expressed is a sense of es-trangement from the local community. Aschool in Hawaii wrote:

"We feel quite isolated out here. Ourschool is more and more accepted but it is stillpretty 'freaky' to many. This is our secondyear. If we survive one more we'll get a per.ntanent license."

What follows are some addresses takenfrom our files. Other Study Commission bookswhich relate to the alternative school movementhave been compiled by the Student Committeeand are available for one dollar: Mini-Manualfor a Free University by Larry Magid and NestaKing and Education By, For and About AfricanAmericans by Deborah Daniels.

Betty Levitov,Editorial AssistantStudy Commission on Under-

graduate Education and theEducation of Teachers

FOOTNOTES

1 Thn Affleck and Allen Graubard, "Freethe Children! (and All Other Political Prisoners)The New Schools Movement in America," TheNew School of Education Journal, Vol. 2, No.3, Summer, 1971, p. 1.

2According to the Carnegie Commission'sreport, An Inventory of Academic Innovationand Reform, over the past four years 35 newand innovative institutions have been opened,30 cluster colleges have been established, 60institutions have agreed to participate in exter-nal degree programs, and some 300 "free" universities have been started. The most recentNew Schools Exchange Directory lists 858"free" schools.

3Tim Affleck and Allen Graubard, "Freethe Children!". pp. 8-9.

to OatFree Schools, Open Space Classrooms,

Alternative Public Schools, etc.Resource Directory

Oregon New Schools Catalogue: "a collectionof experiences in and around 'alternativeschools' in Oregon." Oregon New SchoolsCatalogue-2127 N.E. 10th-Portland, OR97212.

Alternatives for Education: "Since 1971 amonthly newsletter about alternative hu-manistic schools [in California] ." Articlesare written by and /or about personalexperiences, struggles, and discoveries ofpersons involved in alternative educationenvironments. Sample copies of thenewsletter are available for $1 apiece.Steve or Thea Clark-Alternatives for Edu-cation-P.O. Box 1028-San Pedro, CA90733.

Gateway Day School: "Our children developself-respect and awareness, maintain theircuriosity and desire to learn withoutadult-imposed limitations of age, size, orsex." Gateway Day School-P.O. Box193-Topanga, CA 90290.

Detroit Children's School/ChildCare Center: Aworking-class free school in inner-cityDetroit. Detroit Children's School-1419West Warren-Detroit, MI 48208.

Center for Alternative Education (CAE): "TheCenter for Alternative Education is atherapeutic, co-educational, day schoolprogram designed for those students be-tween the ages of 15 and 21 whose per-sonaland educational needs have not beenmet in their previous school settings, andwho therefore have adopted an attitudewhich precludes success." The Center forAlternative Education-650 Beacon Street-Boston, MA 02215.

45

Mini Elementary School: A tuition-free ModelCity open school, serving primarily low-income persons who need an alternative.Doubles as a "research unit to determinethe efficacy of open structure educationamong inner-city children and to use theinformation gained to the benefit of thepublic school programs in the Model Cityarea.". The Model City Mini ElementarySchool-401 East 41st Street-Minneapolis,MI 55409.

The Working Class Room: "a non-residentiallearning community for young people.The home of Centers School (ages 3-13)and Grand Central High (ages 14-18).Located on West 85th Street, NYC. . . .

The staff of the Working Class Roomconsists of community workers, teachers,and therapists, all of whom are workersin CFC: A Collective of Liberation Cen-ters." The Working Class Room-c/oIngrid Pincus, Administrative Director-West 85th Street-New York, NY 10024.

Nova Schools: "The aim of the Nova Schoolsis to develop a mature adult who willinglyaccepts his civic and social responsibilitiesin a democratic society, possesses a soundfoundation for the attainment of occupa-tional competence, thinks critically andcreatively, communicates effectively, andregards education as a life-long process."The Nova Schools, a part of the BrowardCounty Public Schools (Florida), is a"system of continuous education [fromlevels 1-121 . . . to find out how muchand how fast students can learn underideal conditions." Nova DisseminationDepartment-Nova Schools-3600 S.W.

College Ave.-Ft. Lauderdale, FL 33314.

.4.

Directory of Diversified Experiences in Schooland Non School Settings: This directoryof new, alternative, free, public, and pri-vate schools and other educational envir-onments for kids in and around the Chi-cago area was compiled for the depart-ments at Northeastern Illinois Universitywhich are involved in the preparation ofteacher& However, it may ge of use toyou. George Grimes-Director of StudentTeaching-Northeastern Illinois University-Chicago, IL 60625.

Simon's Rock: "Simon's Rock is the firstfour-year college based of the idea thatmany

ofpeople are ready, by the

age of 16, to begin fill college work rath-er than wasting the last two years ofsecondary school which will largely beduplicated in the first two years of col-lege." Simon's Rock-Great Barrington,MA 01230.

New School News: "A service publication forthe alternative school movement in theChicago metropolitan area." New SchoolNews-American Friends Service Commit-tee-Chicago Regional Office-407 S. Dear-born-Chicago, IL 60605.

Changing Schools: "an occasional newsletteron alternative public schools." ChangingSchools is published by the EducationAlternatives Project, Indiana University,in cooperation with the National Consor-tium for Options in Public Education.Educational Alternatives Project-Schoolof Education, Room 328-Indiana Univer-sity-Bloomington, IN 47401.

46

The New Schools Exchange: "NSE is a na-tional clearinghouse for the exchange ofideas and information about alternativesin education. Our primary purpose is tocontinue and expand communications/organizations among schools and indivi-duals at all levels of alternative educa-tion." NSE publishes a bi-weekly news-letter and the only annual directory ofalternative education in the U.S. andCanada. The New Schools Exchange-P.O. Box 820-St. Paris, OH 43072.

Farragut High School: An inner-city publicly-funded high school on Chicago's WestSide. Teachers, students, parents, andelected teacher-administrators work toge-ther in determining how the school is tobe run. Schoolprovidesztudents: straightacademics plus cooperative vocationalpromm, job training, job related educa-tion, completion of high school by GEI1Farragut High School Outpost-2345 So.Christiana-Chicago, IL 60623.

Metro High School: The school's educationalprogram is built on two premises: (1)Students must have control over the dir-ections of their own learning; and (2) Theresources of the entire city, including itsbusinesses, its cultural institutions, andits community organizations, must be-come a laboratory for learning: MetroHigh School-537 South Dearborn-Chica-go, IL 60605.

IESIOW resources to women's

studies (female studies,gender studies, sex rolestudies, and studies inmasculinity and femi-ninity)

The CLEARINGHOUSEON WOMEN'S STUDIES isEducation Project of the FE-MINIST PRESS.

women's studies newsletterclearinghouse on women's studiesthe feminist pressbox 334old westbury, new york 11568

The HIGHER EDUCA-TION RESOURCE SERVICE(HERS) acts as a nationwideclearinghouse for faculty andadministrative openings, tryingto match the woman and thejob.

higher education resource service (hers)brown universityprovidence, rhode island 02192

WHOLE WOMAN CLEAR-INGHOUSE distributes on re-quest information about wo-men's activities in all areas.

whole woman clearinghousecio male papemanbox 1171portamouth, new hampahire 03801

"11111111111v47

The EAGLETON CENTERFOR THE AMERICAN O-MAN AND POLITICS is agraduate program in practicalpolitics. The Center offersone-year fellow ships to womenseeking political careers.

WOMEN'S RESEARCHAND RESOURCE CENTERis a project of the City Uni-washy of New York Women'sCoalition. Its function is toserve campus and communitywomen as a clearinghouse forwomen's studies.

FEMINISTS ON CHILD-RENS MEDIA has availablea study of contemporary child-ren's books. The study in-cludes tcxtbook reviews, bookrecommendations, and a sur-vey of children's picture books.Also available is LITTLE MISSMUFFET FIGHTS BACK, alist of over 200 bouks forchildron aged three to fifteen.The books were selected fromthe viewpoint of looking for anon-stereotyped portrayal ofwomen and girls.

Eagleton Center for the AmericanWoman and Politics

Ruth Mandel, DirectorEducational Programs

Eagleton InstituteRutgers UniversityWood LawnNelson CampusNew Brunswick, New Jersey

women's research and resource centeraudrey diva, coordinatorqueensbury community college22243 garland dr.bayside, new york 11364

FEMINISTS ON CHILDREN'S MEDIAP.O. BOX 4315GRAND CENTRAL STATIONNEW YORK, NEW YORK 10017

copy kW%

COMMUNITY EDUCATION AND

METROPOLITAN PUBLIC COLLEGES

community education

The Mott Foundation, which funded the first community education"experiment" in 1936, defines community education as "a process that .

concerns itself with everything that affects the well-being of all citizenswithin a given community. This definition extends the role of educa-tion from the traditional concept of teaching children to that of identi-fying the needs, problems, and wants of the community and then assist-ing in the development of facilities, programs, staff and leadershiptoward the end of improving the entire community."

from the 1971 Annual Report ofthe Foundation.

HUMAN SERVICES FACULTY/STATE UNIVERSITY OF NEW YORK-COLLEGEAT BROCKPORTestablished in 1971 with the goal of creating an integratedprogram of baccalaureate and matter's* degree 'education' for various humanservices professions concerned with individual and societal problems; currentun4ergraduate professional education programs offered: (1) School HealthEducit4ion, (2) Community Health Education, (3) Nursing, and (4) SocialWork. Many governmental, voluntary, business, and industrial organizationsin surrounding counties provide field and clinical placements for students inthe human services programs.

EDUCATIONAL ADMINISTRATION AND PLANNING PROGRAM/UNIVER-SITY OF VERMONTcommitted to integrating the functions of teaching,service and research; two centers within the program: The Center for Com-munity Education Development and The Center for Comprehensive Planning;the role of the Centers is to facilitate the planning of development process ofcommunity planning, development, and education by providing: (1) exper-tise, information, and documentation for decision-making alternatives; (2)coordination, facilitation, and training for participants in the process; and(3) analysis of data collection and implications of possible decision choices.

49

BEST CRY NISH

ACADEMIA DE LA NUEVA RAZAsee Chicano Institutions.

UNIVERSITY OF WISCONSINMILWAUKEEsee States Directory.

OAKLAND UNIVERSITY/MICHIGANsee States Directory.

LOUISVILLE URBAN EDUCATION CENTER/KENTUCKYsee States Directory.

metropolitan public colleges

Community-based institutions of higher learning

A major thrust of any college which purports to be community-basedmust be to reach persons /people who have been ignored by traditionalinstitutions of higher learning. ". . . Mize nature of the turban]college should be built 'from the ground up,' I. e., via expressed studentinterests, and 'from the outside in,' Le., via clear community input.Then we can decide what should be taught, who should teach it, andhow it would be taught. This is quite the opposite of traditional waysof college building where imitative models or imaginary models areemployed at the start, particularly by academicians who often, calcu-latedly or unconsciously, put their own academic and career vestedinterests first." (William E. Rhodes, Metropolitan State College-Denver,in a working paper, February 22, 1972.)

COLLEGE OF PUBLIC AND COMMUNITY SERVICE (COLLEGE III)/UNIVER-SITY OF MASSACHUSETTS AT BOSTONthe university, founded as a"Harvard for the poor" in 1965, has begun to shift, thought to the "urbanmission;" College III evolved from small programs which gave students moreof a chance to train for a career in public service (see Institute for Learningand TeachingMassachusetts); the college combines the liberal arts with ex-perience that leads to careers after graduation. Programs are aimed at com-munity service and other non-elite professions.

METROPOLITAN STATE COLLEGEopened in 1965 as Colorado's first expli-citly urban public institution; college is located in eighteen rented officebuildings in a nondescript stretch between the modern business center andgovernment office buildings.

50

COPY OatCOMMUNITASopened in January, 1973; an upper level two-year college head-

quartered in Washington, D.C. with programs operating in the five-state regionsurrounding the district; serves as a resource center and network for intensivethought and action on issues confronting local communities.

URBAN CAREERS PROGRAM/PASADENA CITY COLLEGEfirst urban careerscurriculum activated in the spring of 1967 (urban community developmentassistant; three additional curricula added since: teacher assistant, socialworker assistant, government assistant); 85 to 90 per cent of students aretarget group adults employed as nonprofessionals in antipoverty agencies;curricula are designed around four semesters of community experience forwhich academic credit is granted toward the A.A. degree.

TALENT CORPS/COLLEGE FOR HUMAN SERVICESfounded in 1964, a two-year, action-oriented education institution which trains men and women frompoverty areas of New York City for jobs as "new professionals" in commun.ity agencies; students are adults with generally limited formal educationalbackgrounds, hal' of them lacking a high school diploma; students must meetthe Federal criteria for poverty (about half are receiving public assistance);the program involves 36 weeks of 31 hours per week of work/study.

SOUTH FORTY EDUCATION CENTERis located in the Green Haven Correc-tional Facility, Stormvffie, New York; a series of educational programs provideinmate participants a base from which they can develop self-understandingand positive self-image, motivational/imaginal education and vocational gui-dance, a college credit degree program, and various non-credit educationalopportunities (two examples of courses: Introduction to Data Processing andPoetry as a Means of Communication).

Human Services FacultyState University of New YorkCollege at BrockportBrockport, NY 14420

Educational Administration and Planning ProgramUniversity of VermontBurlington, VT 05401

Dean Leon FlancherCenter for Experimental StudiesMetropolitan State College250 W. 14th AvenueDenver, CO 80204

Director of Cooperative EducationCollege IIIUniversity of MassachusettsBoston, MA 02116

51

CommunitasA New Learning Community1717 Eighteenth Street, N.W.Washington, D.C. 20009

Urban Careers ProgramPasadena City College1570 E. Colorado BoulevardPasadena, CA 91106

President Audrey C. CohenTalent Corps/College for Human Services201 Varick StreetNew York, NY 10014

Mr. David SpencerSouth Forty Education CenterGreen Haven Correctional FacilityStormvffie, NY 12582

VLSICO 0011.

This book is for students, sekolars, parents, citizens, con-cerned members of concerned organizations, school administra-tors, teachers, government officials, legislators, and anyone elsewho is concerned about and/or involved in school issues andcitizen participation.

Citizen Participation in Education:Annotated Bibliography

By Don Davies

"t'itizen participation in education' is not one butmany topics. . . . The widespread use of the phrase . . .

reflects a great upsurge of activity, discussion, and con-troversy in the past few years about new roles for stu-dents, parents, and citizens in school programs andschool governance. . . . This bibliography! is designedto be a helpful tool for those who are involved in or con-cerned about the citizen participation process and seekto study, understand, and encourage or provide leader-ship for it."

available from:

Institute for Responsive Education70 Sachem StreetNew Haven, CN 06520

from introduction