DOCUMENT RESUME

ED 140 136 CG 011 411

AUTHOR Norris, JimTITLE community Colle e career Counseling a-d Computer Else.

Sabbatical Report, Spring 1976.PUB DATE , Nov 76ROTE 58p.

EDRS PRICEDESCRIPTORS

ABSTRACT

MF-$0.83 HC-$3.50 Plus Postage.Bibliographic Citations; *Career Planning; *CommunityColleges; *Computer Oriented Programs; *Counseling;Counselor Role; *Information Dissemination; JuniorColleges; Models; *Occupational Guidance;.SystemsApproach; Theories

The author stresses the benefits of utilizingcomputer information in career planning at the community collegelevel. He cites Tondowos rationale for computer use: (1) exponentialincrease in information; (2) exponential increase in disseminationcapabilities; and (3) accelerated curve of change. Computers should..never supplant the counselor; rather, they should be used asimpartialftools to aid him/her in the increasingly complex process ofCareer cotinsel.ing. Informational opportunities for counselorscontinue to expand as federal, state and county governments increase-their efforts to develop coordinated, comprehensive and regularly.up-dated syztems. The document provides descriptions of 30,computer-based career counseling systems, as well as specific career.counseling model references. (Author/NWS)

**** ********** *** ******* ******* 4** ************Documents acquired by ERIC include many informal unpublished

materials not available-from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal *

reproducibility are often encountered and this affects the quality *

* of the microfiche and hardcopy reproductions ERIC makes available *

* via the ERIC Document Reproduction Service (EMS). BDRS is not* responsible for the quality of the original document- Reproductions ** supplied by EDES are the best that can be made from the original.

SABBATICAL REPORT

SPRING 1976

C _UNITY COLLEGE

CAREER COUNSELING

AND COMPUTER USE

NOVEMBER 1976

JIM NORRIS_

EL CAMINO COLLEGE

VIA TORRANCE, CA. 90506

V 3 DEPARTMENT OF HEALTHEDUCATION WELFARENATIONAL INSTITUTE t]

EDUCATION

COMMUNITY COLLEGE_ .CAREER COUNSELING

AND COMPUTER_USE.

INDEX

Sec __n Page

I Introduc ion .

II My Counseling Philo ophy

III Current PressureS

IV Career Education .

8

. 15

. 24

V General Systems Planning (AnasynthAsis). . 29

VI Career Counseling and Computer Use 31

Systems Described . 32

Recommendation 44

VII Career Ed/Computer Spin-Offs 46

VIII Counseling Model 49

IX Conclu ion . . ..... 55

I INTRODUCTION

Without suggestion for definite implementation, thefollowing is generally informational and loaded_withpersonal bias.

A 5/76 review of ERIC/CIJE furnished by LANCERS (L.A.County Schools) using community college (CC) careercounseling and computer use as descriptors, plus dis-cussion with El Camino College (ECC) staff led to thefollowing mail/phone and/or personal contacts:

Note: System description is provided in Section VI

CALIFORNIA

CABRILLO COLLEGE - SALLY DOUGLASCalifornia Educational Computing Co sortium

COAST CC - BOB SCHAULIS/TOM GRIPPDISCOVER/Cable T.V./Multiple CRT

DELTA CC - MR. JENSENCAI

DIABLO VALLEY CC - JIM STUBBLEFIELDEUREKA/Curriculum check

CSU FRESNO - PETER GENA/R.C. ADAMSComputer Generated Music/CAR

GAVILAN CC - HERB PECKHAMCISC/No. Cal. CC Computer Consortium

MODESTO CC - DAN BOYDCAI

PASADENA CC - FRANK YETTSIGI

CSU SACRAMENTO - ROBERT SCHOOLING/VICKI MIKESELLCAR/Counseling

CSU SAN FRANCISCO - PHIL SHONERMAP - Social Science Major Assessment Profile

SAN FRANCISCO CCCAOS

SIERRA CC - BRUCE BROADWELLCAI

STANFORD UERIC

UC IRVINE - AL BORK/CYNTHIA JOHNSONCAI/SIGI LINK

UCLA - KEN COLBYPsychiatric Assessment

UCSF - DR. STARKWEATHERHealth Applications

U OF PACIFIC - HANS WAGNERHousekeeping

USC - ED MATVELDMachine Records

VICTOR VALLEY - MILT DANIELSONVVCM

CASBO BOB RESSLER - BELLFLOWER USDData Processing Subgroup

CCC CHANCELLORS OFFICE - BILL MORRIS

CCJCACal. State Dept. of Ed.

CAL. STATE U AND C KEN CURETON

COLA - BOB EBOW - L.A. CITY USD

HUNTINGTON BEACH HIGH SCHOOLS - MR. MONACareer Ed.

PALO ALTO USD BARBARA VARENHORSTScheduling/CAI/Decision Making

SANTA CLARA CO. SCHOOLS - ANNE tFiRIE YUROF

RECAP

Twenty ± (2/76) California CC have terminals. Furtherinformation on California CC computer capabilities andfacilities is available from Bob Fedrick, ECC Business

Ed. (203)532-2670.

UNITED STATES

BOARD OF ED. OF BALTIMORE, MD. - G.L. MASEMOREData Base Approach to Pupil Info System

GENESEE INTERMEDIATE SCHOOL DIST, FLINT MICHIGAN-ALVA MALLOY, JR.ECES

MINNESOTA. ED. COMPUTER CONSORTIUM - WM. BAILEYImpact of Computer

THE SCHOOL DISTRICT OF PHILADELPHIA -GARY BROOKSTEINVICS

PORTLAND OREGON PUBLIC SCHOOLS - GARY TOBEYComputer Management SUpport System

ARIZONA STATE, TEMPE - WM. alurcHILLAssoc. For Ed. Data Systems1976 Convention Summary

BOSTON U - ANTON LAHNSTON

BYU BOB SPENCERRegistration/CAI/Counseling

CECIL CC - NORTH E., MARYLAND - DR. O'CONNERSTelephoneNetwork/Problem Solving

CENTRAL NEBRASKA TECH. C., HASTINGS, NEBRASKACRT/Open Enrollment

COLUMBIA UECES Development

DARTMOUTH - DARTMOUTH PLAN CONSULTANTSRHODA BURUCHECourse Selection/Curriculum

DELAWARE CO. CC, WILMINGTON, DELAWAREVICS

EVERGREEN ST. C, OLYMPIA, WASHINGTON

GLENDALE CC, SCOTTSDALE, ARIZONAANGELA LASK/VERN GUYMON

WM. R. HARPER CC, PALATINE, ILLINOIS- FRED VAISILCRT/Career

HARVARDCAI/Invitational Conf.

ILLINOIS ST. U,SIGI

JOHNSON CO. CC - OVERLAND PARK, KANSASED WILLIAMSACT/Nursing/Research Applications

LAKE CITY CC LAKE CITY, FLORIDACreativity Center Consortium

MERCER CO. CC, TRENTON, NEW JERSEYSIGI

MOTT CC, FLINT, MICHIGAN - NANCY TYLERECES

NEW JERSEY INSTITUTE OF TECH, NEWARK, NEW JERSEY'7MURRAY TUROFFComputer Conferencing/Tutoring Handicapped

NE LOUISIANA U, MONROE - JOHN KAPP

NEW YORK CITY CC - RICHARD ALFRED

NO. ILLINOIS U - DE KALB - JOANN HARRIS/DAVID TIEDEMANNERIC/Computer and Guidance Theory

OAKLAND CC, BLOOMFIELD HILLS, MICHIGANBETTY SETZPEP/Cognitive Style Mapping

OREGON STATE U, CORVALLIS, OREGONCDC Cyber 73, 250 Terminals

PENN STATE U, UNIVERSITY PARK - JOSEPH IMPELLITTERICDIS

PRINCETONERIC/ETS/SIGI

U OF GEORGIA, ATHENS, GEORGIA - FRANK GILLESPIECAI/Library

U OF ILLINOISPLATO - CAI Language

U OF IOWA IOWA CITY ED ENGLISHACT IV

U OF MICHIGAN - ANN ARBOR, MICHIGANERIC

U OF NEW YORK - UPSULA, NEW YORK - ROXANNE HILTZSocial Implication

U OF OREGONOIAS

U OP PITTSBURGH - PATRICK PENLANDCommunication Theory

U OF TENNESSEERegistration System (360)

U OF TEXAS, AUSTIN, TEXAS - DON VELDMANCounseling Assessment

U OF WISCONSIN - ROGER LAMBERTWisc. Occ. Info. System

WASHINGTON U, ST. LOUIS, MISSOURI ELI ROBBINS

WEST MARYLAND C, WESTMINSTER - JOANN BOWLSBEYDISCOVER

CANADA

MOUNT ROYAL C, _ALGARY, CANADA - BARNEY DE ICELL

SIMON FRASER Uf VANCOUVER CANADA

BUSINESS - ContaCts not listed are provided in SystemDesCription - Part VI

ACT ED. PROGRAMS AND SERVICES, IOWA CITY, IOWA

AM. INST. FOR RESEARCH (AIR) PALO ALTO, CA. -JAMES DUNN

AM. ED. DATA SYSTEMS - PORTLAND OREGON

AM. ED. SCIENCES ASSOC., BLOOMFIELD HILLS, MICHIGAN-MARION KONAT

RUSSELL CASSELL, CHULA VISTA, CA.

CAREER INFO. SYS., U. OF OREGON, EUGENE OREGON

-5-

COMPUTATION PLANNING, INC.,BETHESDA, MARYLAND

DEK

ETS

HEWLETT PACKARD ED. USER SERVICES

HUMAN ENGINEERING LAB. INC., BOSTON, MASS.

INST. FOR THE STUDY OF HUMAN KNOWLEDGE,LOS ALTOS, CA. ROBERT ORNSTEIN

IBM

NAT. CEN. FOR HUMAN POTENTIAL, EVANSTON, ILLINOIS

N.W. REGIONAL ED. LAB., PORTLAND, OREGONDUANE RICHARDSON

POLICY RES., INC., BALTIMORE,MARYLAND

PROJECT DISCOVER, WESTMINSTER, MARYLAND

RAND CORP, SANTA MONICA, CA.

SOCIETY OF ENGINEERING TECH., LOS ANGELES, CA.

TIME SHARE CORP WEST HARTFORD CONNECTICUT

UNITED LEARNING CORP., PALO ALTO, CA.

U.S. ARMY RESEARCH INST., WASHINGTON D.C.

OTHER

ALABAMA OCCUPATIONAL INFO. SYS. - DAVID SA YER

GEORGIA, ADULT BASIC ED PLAN

ILLINOIS STATE DATA BANK MICROFICHE

NEW JERSEY, CAREER JOB INFO

WISCONSIN, INFO. SYSTEMS - ROGER LAMBERT (U. OF WISC.)

PHI DELTA KAPPA - CEDR - BLOOMINGTON, INDIANA

VETERANS AD. HOSP., SALT LAKE CITY, UTAH -JIM JOHNSON

WICHE BOULDER, COLORADO

AEDS - RON CARRUTH - PRESIDENT

The following ERIC reports were read:

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ELT *115592-75114180114018114017108754-74

*105882105530104110087910-73085667

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*084133 050002-71*080803 048753079113 048154075830-72 045495074204 *044173071463 043727

*064690 *036437062968 027014-70057187 *019925051511 019665

Not Ge ain

II MY COUNSELING PHILOSOPHY

The Counselor sits in the middle of a marvelous ecologi-cal stew. Hopefully recognizing that each individual i8unique and the_Alan Watts "weirds" of.the curve- providegenetic diversity, this counselor facilitates growth.Paraphrasing Shannon1 '1947), "The greater the freedomof choice, the greater the growth". Appropriately, inthe Bicentennial Year, freedom of choice implies NOlimits.

Ornstein2 (1974) comments, "Look at what we forget(have learned not to see)". Since learning is our busi-ness, it would seem:we need to remove education's limitsand 'learn to see' again.

Piagets-learning model requires experiencial input whichdemands time. A life expectancy of 75 years suggest thereis NO hurry for 'great'-decisions. Slowing down to see(feEa) each microsecond is neCessary. Our culture demandsslow down training. Career choice requires personal ac-ceptance first. Knowing myself takes timeand requiresFAILURE.

Each organism on the eco-circle mutually influences everyother. Accepting interdependance allows time given forother than profit pursuits. "Man's adjustments to hisenvironment are not a series of unrelated stages of devel-opment,...but an organic and integrated chain of events.Thus permanency exists only in the uninterrupted con-tinuity of change and in the dynamic relations among allaspects of human activities. In other words, permanencywithout synthesis is a delusion." Gutkind3 (1974)

Our weirds allow confidence without dedication. Pursig4(1974) says, "You are never dedicated to sc Ithing youhave complete confidence in. No one is fan,Lically shout-ing that the .sun is going to rise tomorrow. They knowit's going to rise tomorrow. When people are fanaticallydedicated to political or religious faiths or any otherkinds of dogma or goals, it's always because these dogmasor goals are in doubt."

Man's many abilities (150+Ruch) require better systems infitting the school to the student. Recognizing and iden-tifying individual differences,charting then matchingcognitive styles, progress and follow-up feedback areeasy for a computer, probably too time-consuming andcomplicated for any individual. A life's goal could beexploring and extending each ability area then,from

experience,.choosing those to savor. Education is nowso hung up in reading (academics) it overrides the leftbrain analog capacities. We effectively produce half-brains.

In the middle sits the counselor.

Ferlinghetti5 (1958) in Junkmans Obbligato suggestscorrectly, "The thinkpad makes homeboys of us all."If we were slowly seeing at home, it would be fine. Myimpression is we are fastly dying with education provi-ding no relief and obvious support.

Golas6 (1974) offers, "All states of consciousness areavailable right now." Which-states is ECC award of,into, supporting, understanding?

Dave Malcolm7 (1975) says, "Here, in summary, are myhunches...

1. There may well be many different realities, manydifferent ways of viewing the relationship between manand not-man, some of them markedly different from.whathas always seemed to us to be the one and only waY.

2. Despite the fact that superimposed over everyonein our western world is a heavy overlay of the WT4N:(white western male) view of realitY7 Somehow somethingof the original indigenous reality still seems tosurvive underneath--and this is probably true for WOMENas well as for BLACKS and INDIANS and CHICANOS.

3. Like the fish and water ('I don't know who firstdiscovered water but I feel sure it wasn't a fish'),we will all remain encapsulated by some one view ofreality-- unless we have something to compare it with.

4. When WWM reality is compared with other real-ities, one towering difference that_continually appearsis the WWM characteristic of man seeing himself as virtu-ally completely split off from, separated from othersand from the rest of reality.

5. Unless it is somehow checked, the WWM dominatedsociety seems to be rushing us pell mell to destruction--destroying the individual to feed the need of our complexsystem for interchangeable units, destroying the ecologyand making changes so rapidly that the species may wellbe unable to survive.

6. The one sign I see that the WWM dominated socie-ty may be opening up, that we may have a chance to breakout of encapsulation before destruction engulfs us isthe legacy of the 60's--the movement toward cultural_pluralism evidenced by Black Identity, Red Power, Women'sLib, La Raza.

7. If, through the mirror of cultural pluralism,we can como to see ourselves and to understand that Ourway is not the only way, perhaps--just perhaps7-we canchange enough in time enough to avert destruction."

-9-

12

Also pee ke_taectatu oi Coroa0a6m0 (1975).

The-enormity of 30,000 individuals per week is heavy.'Heavier for a counselor is Frather9 (1970) reflecting,"I choose to use my .own mind. I do not need your mind.I want to experienceyou, listen to you - not to myself.

' I have already heard everything I have to say. You arewhat is novel-About this conversation."

It is a copout to suggest that size li its anything.Our thinking limits everything.

-

"With your eyes closed back slowly toward the center of.the- room. As you touch others, find a back, stay forseveral- seconds, then move on. After a few minutes ofback-touching, separate while you explore another per-

-. son's back with your hands. Change places and repeat.Then have _a back conversation. Be gentle, happy, angry,sad, affectionate. Slowly Separate and open your eyes."Greer and Rubinsteinl° (1972).

"Its much easi r to ride the horse in the direction he'sgoing." Erhard (1973).

"But innovation is more than a new method. It'is a newview of the universe, as one of risk rather rthan ofchance or of certainty. It is a. new view of man's rolein.-the universe; he creates order by taking risks. Andthis means that innovation, rather than being an asser-tion of human power, is an acceptancp of human responsi-

-bility." Drucker 12 (1959).

Herndon13 (1972) offers-a different-view:

"If you only work in order to change things, you willSimply go nuts. I am an authority on it.

"No doubt. It is the original prerogative of the whiteAmerican middle class to be sucking up while at the sametime actually believing everything it says. Lizardscan tell you all about it.

"For all the terms for special.kidsreally just mean kidswho can't or won't or don't do things the way the school-thinks they ought to be done; once labeled as special,the school can pretend that there is a normal group whichis well served by the custom of the school. The school'sobvious inability to satisfy many childrewcan thenbecome natural, since the kids are 'special' and shouldn't

-be satisfied by any normal procedures and the schooldoes not need to change its ways at all, has only tocreate somearrangements on the outskirts of the schoolto keep them special kids and special teache s out of theway.

- 0-

13

"Just so. Just so the public school practices alienationon the-land, and it is a practice which affects itsteachers, its kids and the parents of its kids alike,some obviously more harshly_than others. You may be sureyou know-everything about-your kid, or about how youwant to teach, or about-yourself as-a -kid4 but if theschool tells you different you'll-find that wedge drivenin there between you and your child, between you and yourclassi beween yourself as you know yourself and your-self -as the school .tells you about yourself.

"I have a good deal of respect_for all the people involvedin Tierra Firma School; they -are, by and large, exactlythe kinds of people that educational-writers are alwayssaying ought to be working with kids in. schools. Theyare bright,- serious, .hardworking, .confident, innovative,humorous, well-read, creative, .with-it. They-are notrepressive, narrow, grade-oriented,.vain, afraid, hung-upon testing, conventional, or chicken-shit. They haveguts; they, like and respect the kids.

"Does the, school then spend time and effort teachingthose kids .who can't read the texts how to read thetexts? .Shit no, man. Why mess up a situation made toorder for failure? At Spanish_Main Intermediate Schoolthere are some -eleven hundredstudents, at least halfof whom can't read the books they lose and have to paymoney for at the end of the year. The school hiresone remedial reading teacher, who-will only deal withabout forty students per year. Even then, this teacherwill not really teach the kids to read, _but of coursewill review:some complicated and nutty System which(again) some of the remedial reading students alreadyknow (although they Can't read) and the others don't, forthe reMedial reading class is .part -of the school too. .

Well of, course.the.school says it ain't got money enoughfor all them remedial-reading teachers, Otherwise itwould love to teach--everyone to .read. _But it does havemoney enough for.a million social studies teachers toteach Egypt to groups of- kids,

"The school's purpose is not teaching. The school'spurpose is to separate sheep from goats. You can find-avery-cood School with lots of grass where the teachersdon't yell at you. It separates. By all means sendyour kid there. -L

"Change! An institution can only be changed in the sameway that a mountain is changed by highway engineersinto a pile of dust. No institution, once invented,has ever ceased to exist. Nor has any institution everchanged, except according to the exigencies of time asabove. Not changed, only adapted. Its fundamental

1 it

purpose remains, namely to provide a place to do thingswhere these things wont be done.

"Resist the urge to talk and discuss, resist the urgeto watch the kids all happily working in the workbooksand programmed materials, resist the urge to motivateand to teach something to everyone at the same time,resist the- urge to measure one person against anotheror everyone against any standard; resist every day allthe apparatus of the school which was created in orderto enable you to manage and evaluate-a group, since itis just that management which destroyed the kids youhave in your cia!s."

Here, again, .sits the counselor.

Counseling suggests an active support system that extendseach of us. Since we are all counselors to someone,a campus-wide inte§rative staff network encouraging sup-'port and self-growth is possible. Continuing in-service,feedback, and communciation would be a must.

Brown, et all4 (1976) in describing confluent educationsays, "The good society is one that promotes, or atleast does not thwart, the development of distinctivelyhuman capacities and nourishing interpersonal contact.

"Strongly influenced by,existential psychology, Gestaltin particular, the values of confluent education derivefrom the basic premises that human beings are capableof a continual process of actualizing their uniquelyhuman _potential-physical, mental, emotional, and trans-cendental - and human beings can and should, as much asis possible, define the world for themselves - maketheir own meanings."

This suggest a wider base for counseling and demands,change toward individual growth. (Goal vs fact orien-tation).

Assemblyman John Vasconcellos in a Los Angeles Times11/9/76 article best expresses this. "As a group, weAmericans are ready, even hungry, for fare much moreforthright and substantial from our candidates and office-holders. Jerry Ford and Jimmy Carter simply didn'trecogntze our expanded consciousnesses. They weren'tnearly willing enough to trust 'either themselves or us.

"Neither candidate seemed aware of:the most significantforce in American culture during the past 15 years;the humanity revolution. I don't mean just the campus

-12-

and ghetto violence of the 1960s; I mean thefar morepervasive and profound revolution that has manifesteditself in.-these ways:_- The various liberation movements; black, brown, women's,gay, gray and children's. Each is a powerful search for,and statement of, personal identity (that'it's OK to bewho I am).

The human potential movement:- sensitivity, encounterand spiritual. Each, is a powerful search for ways tobecome more of whoiwe are aS people.- The sexual revolution which, despite its sometimesbizarre expression, is a powerful statement of desireto own, inhabit and experience our bodies more freelyand fully.- The drug epidemic which, despite its sometimes self-destructive forms, is a powerfdl,statement of desireto experience our energy and feelings more completely.Each of these developments is significant in and of

itself; Together, they represent something profoundthat is happening in our society: People of all races,incomes and ideologies (from redneck to radical) aresaying there is far more to us as human beings than wehave heretofore been led to believe.

-The unrecognized result of all this is that we are out-growing our traditional concept of what it means to be

human. Similarly, we are moving beyond our social in-stitutions, insofar as their design and function is basedontbose earlier - less complete perCeptions of human-

ity,"

Any contact is therapeutic. Education,in holding to ahistorical belief that only psychiatrists "can do"therapy, loudly proclaims its age and lack of utility.Worse, it limits staff thinking. What are staff studentcontacts? Cotton encased?

It is said, "higher education is in for troubled times."The counSelor in her/his daily contacts just as the in7structorin his/hers experiences that exhilerating feelingof sharing as growth ocCurs. Troubles seem small.

Counselors ,sit uniquely between all campus activities asa student/staff (people) advocate. This fisheye viewof the campus community presents uncommon relatingproblems as counselors try to relate to the various auto-

nomous compartments

It is both necessary and frustrating to question asystem that deals in learning/communication and growth,yet_shows so little expertise in its own internal com-munications and growth.

PHILOSOPnY - REFERENCES

1. -Shannon Claude E, "A Mathematical Theory of Com-munication", BeZeSoterriTechne Joutnai, 1947-48.

Ornstein, Robert, UCLA Extension Conference HumanConsciousness, 1974.

3. Gutkind, E.A. Out Won& Fum

4. Pirsig, Robert M. , Zen and the Axt oi Motoncyc le Main-tenance, William Morrow and Co., Inc. , New York 1974.

5. Ferlinghetti, Lawrence, A Coney 14tand o6 the Mind,New Directions Pub. CO., New York, 1958 (pb).

Golas, Thaddeus, A Lazy Man'4 Guide to EntightThe:Seed Center, Palo Alto Ca., 1972 (pb).

7. Malcolm, Dave, Annual McDaniel Counseling Conference,Stanford University,:1975.

8. Atteted State4 o6 Con4e-Lom6ne44 - Catnent Viem. and Re4eanchPobtemo, Drug Abuse Council, Wash.,D.C., 1975 (pb).

9 Prather, Hugh, Mate4 to My4e16, Real People Press,Moab, Utah, 1970 (pb).

10. Greer Mary and Rubinstein, Bonnie, WiZX the Recce

Teachek Ptea4e State Up? Goodyear Publ Co., PacificPalisades, Ca., 1572 (pb).

11. Erhard, Werner EST Training Handout, 1973

12. Drucker, Peter F. LeutdmW0A 6 Tomonnow, Harper andRow,- Pub., New York, 1959.

13. Herndon, James, How to &LAW_ e Yowi. Na.tive. Lain& Bantam,1972 (pb).

14. Brown, George 1. et al, Gett-e.ng A. Ate Togethen: Con-&tent EducatZon, PDK Fastback 85, Bloomington, Ind.1976 (pb).

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r7

III CURRENT PRESSURES

Influencing future ECC career ed and/or computer de-cisions will be some of the following (not intendedto be all inclusive or priority ordered):

Experimental CollegesLongsworth (1976)

Teriential _Learning- -The purpose of the CAEL project is to develop

appropriate concepts, methods, procedures, tech-niques, and instruments for the assessment ofexperiential learning and to validate such ideas,processes, and materials through large scaletryout on many college campuses." CAE. ProjectStatus _Report2 3/76.

wdizabout3 (1976).

Innovative ProgramskutoovN:ve GlEi7E Ptogimmis Diitectoky, Learning ResourcesCen., Empire St. Col., Saratoga Springs, N.Y.1976 (pb).

Ep221Al_apup AdvocacySexuality, women, gay, adult, community ed, sen-iors, singles, part-time-, disabled, minorities,ASC, peer-counseling, Anti-electroshock, taxrevolt, etc.

Changing Life Style- Holistic Health Movement, Leonard4 (1976).- Sound, Movement, and .the Healing Arts, UCSD 7/17/76Workshop

- UCLA Extension Catalog EST, Yoga, TM, naturalfoods, 'move to the country', country music, birthrate decline divorce no marriage marriage, etc.

Technital Changes- Computer uSe in medicine, Compute/1_, 1/75 issueMicroprocessing developmentsTRW silicon chip/holographic memoryMini/portable computer

- Cable TV/Satellite- Phone/video shopping

B ain Learning Researching- Hunter-- (1976)- The Nudweogy o6 CoocAlou, le/54, UCSP 5/8/76 Symposium

- Educatiug Both !la or t UCB 7/24/76 Conference

1518

"For all practical purposes, therefore, mostcommonly used batteries of creativity tests measurecognitive abilities that are not reliably distin-guishable from intelligence; this fact undoubtedlyaccounts, in part, for their positive correlationwith academic achievement. Hence it is grosslymisleading to distinguish on the basis of suchtests between creative and intelligent individuals.HOWCUMun Leau6 -Symposium (1967).

Social IssuesEthnomethodologist Garfinkel shows motivation is notwhat it seems. Tyler7 (1974).

- Catastrophe Theory - Topological Application toBehavior. Zeemand (1976).

- Putting students closer together doesn't make thembetter students. Baron9 (1975). Education givestoo little attention to space design.

- Graduating seniors of LAUSD from minority areas arenot entering college even when eligible. eaulAge, the

Gap 10 (1976).

- Number 2 cause of teen-age death is suicide. Sug-gestions for teacher help. Smithll (1976).

- Federal partidipation will increase. Is not coun-seling or systems oriented with evaluation andfeedback.

- Lifespan, Kappani2 (1976)."Because of lengthening life expectancy and a nation-al birthrate barely at replacement level, the medianage of thq U.S. population is expected to jump bysix years (to 34.8) over the next few decades. Thepopulation aged 75 and older will grow at 2.5 timesthe rate of the population as a whole."

- Education news is everywhere - generally sensation-al, undocumented, incomplete and out of context(even when released by educaters).

Educational Changes- When resources were plentiful, any poor managementthat may have reduced the efficiency of the highereducation enterprise had only slight impact onthe effectiveness of what was a growing and dyna-mic system. In the future, however, institutionsineptly managed and bUrdened by deadwood- inthe form of people, programs, or facilities - willbe unable to maintain their vitality.

"It seems-dlear that if fiscal planning does notreach beyond the stae's annual or biennial budgetcycle, then academic planning must do so." Bowen13(1976).

6-

19

- "The most thoroughly,discussed - and agreed upon -topic of the conference was the need for high schoolstudents to encounter a broader range of peopleand experiences. Commission members unanimouslyrecommended that work and community experience beintegrated into the high school curriculum."Dulany and Quattronel4 (1975).

- "Students are maturing as much as two and one-halfyears earlier than they did 100 years ago andachieve their legal majority earlier as well.Education is becoming a practice recurrent through-out people's lives rather than limited to theirpublic school years.

"Regular training and experience in selecting, de-signing, implementing, and managing their oWnlearning will enable students to become independentand will prepare them for a lifetime of self-ed-ucation.

"Education is a lifelong, continuous procesth pro-viding the experiences, environments, relationships,challenges, and, guidance individuals need to max-imize their opportunities for growth in each periodof personal transformation, to prepare for thechanges demanded by each period of transition';'and to cultivate the ability to negotiate the de-mands of changing circumstances in the society inwhich they live...The purpose of education is toassist individuals to create a learning life-stylewith a developmental perspective based upon thediscovery and continuing refinement of each person'sunique capacity for personal growth, relationshipswith others, and functional competence...To cul-tivate transformations and prepare adolescents fortransitions and societal change, learning situationsshould give full attention to personal and inter-personal as well as academic content. The treatmentof content in each domain should be as concernedwith intense firsthand experiences and challengingproductive activities as with relevant theoreticalstudies.

"To enable students to discover and develop theirparticular abilities into performative competencies,the range of recognized accomplishment should begreatly extended by providing options within theprogram, by establishing a field Options committeeto grant credit for any worthwhile learning exper-ience outside the program, and by establishing anacademic options committee to offer more structuredlearning opportunities within the program. Evalua-tion can be conducted by measuring each student's

accomplishment against a baseline performance inthe activity in an appropriate manner.

"Many innovations have been recommended in recentyears, many attempts at implementation have beenconducted, and many adoptions have been announced.But the programs of the mass of secondary schoolshave changed little. There is no apparent structureor strategy for accomplishing major changes pre-sently operating which can be employed to implementnew programs or settings such as secondary levelsand its support system." The'hiewSecondaity Ei15 (1976),PEW Task Force Proposal.

-"'Thus, the data clearly suggest the tendency forlower-scoring students not to complete the firstyear of college.'

"The Rever-Kojaku report points.out 'the implicationis that the emphasiz-on increased accessibilityto college, which "tay have been successful asevidenced by lower average test scores of entrants,was not matched by the provison of programs andenvironments compatible with the needs of 'new'students.

''Perhaps', the explain, 'if more new studentswere able to participate in special support pro-grams, they would remain in college.'"

"The rise in average first semester college gradepoint average (dPA) at schools studied in the re-port was even more pronounced than it was for HSA.

"'Over the six-year span the increase in CPA forthe sample of colleges included in the study variesfrom .3 to .9 (and) the results for 1966-67 showthat the colleges' average was usually at least .2less than the HSA for students at the same school.By 1972=73, the average college GPA was much closerthHSA reported by the same students'". Activit416

(1975).- BO and CSU and C enrolltent drop. UC first in 18years, CSU first in 15 years (1976). (Legislativefiscal pressure?)

- Californlatest for HS graduation- "Students reported that their academic counseling

at the community college was not adequate and thatcourses they took at the community college did notprepare them for the university. This was...theperception of those undecided (about) majors.

"(Students said) the assignments for work outsideof class at the university were more-demanding thanthe students had previously experienced...Profess-Ors were not concerned over the fact that they werehaving difficulty..." Wattek1bmgelt17 (1976).

-18=2 1

- "Most college freshmen in 1975 felt their highschool preparation left a lot to be desired, accor-ding to a survey conducted for the CooperativeInstitional Research Program. Barely one in fiveof this years freshmen were satisfied with trainingin art and music, and only 17% wete comfident intheir vocational skills, according to EducationDaily. Eight out of 10 said they came to collegewithout good study habits." Kaptxm48 (1976).CC faculties have become isolated-recluses.Cohen" 91,976).

- "Career planning is a whole life process: Fullemployment is a dream; it will never happen, andthe percent of unemployment will increase. Econo-mists agree that the work week won't shorten,therefore not everybody will work.

"Why college? Students are in College be,7ausethey have a need.. Do'we recognize that need? Asingle contact with one person has no effect, ex-cept it be traumatic or climatic. Effect occursover a long period of pontact. Ask yourself atthe end of the day who you affected. (It's scaryisn't it?)

"Decision making skills: The opportunities avail-able to students today are fantastic. People enter-ing the world of work today will be there until 2030.B- 1980, onl 20% of the jobs will require a collegeeducation. But 50% of our people go to College.Who c-an predict 2030?

"Our society is changing from White Collar to Ser-vice occupations. There will be little chance forstatus climbing. The Government will become aneven bigg_er employer. It is the b-iqqest now with1 in 6 working for the Government. Ope in threenew 'obs will be in the Government. Theie will belittle change in working hours. Of Government em-ployees, 70% are clerical jobs. The small employercontinues to be squeezed out.

"The suppl of over- ualified people will continueto=grow. There are not=enough, jobs to go around.Women want a piece of the action. The current highschool equivalency test is the first step toward acompetency based education.

"Evidence of good interpersonal relations is thebest predictor of later success. Good mentalhealth is ability to handle life's problems."Mitche1120. (1976).

Educational StudiesCalifornia: PoS ALteivu

EducAtionat Need6 o 's AduE

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2 2

to Meet theLegislative

Feasibility Report #432, 9/75.- Oregon: IMPACT o(i kegon Education: An A44e44mer

Reading. General Report, 1975.- Iowa: The ThiAd Centtay - Pot Sccondav Ptanning (joltthe Nontkaonat Lca Ana. Bruce Hamilton - Office ofNew Degree Programs 5/76.

LegalNegotiated contracts may require many changes.Paternalism will end.

Testing-"Our dependence upon test scores verges upon a na-

tional mania. This dependence is matched sadlyby our general lack of information about the testswe rely upon, by the damaging misue we normallymake of test scores and by our quaint faith intest specialists (who sometimes seem to be the onlyones to voice a healthy and informed scepticismabout tests)." White21 (1976).Mercer (UC Riverside) concluded that 100% moreblacks and 300% more Mexican-Americans were labeledretarded by community agencies than would be expec-ted from their proportion in_the general population;only half as inqqy Anglo-Americans were so classi-fied." Kappan'' (1976).

- "A third conclusion would suggest that the descrip-tion or characterization of any_person should bemade in terms of a profile of his various mentalabilities. Recent research suggests that the pro-file would probably need to be tridimensional sothat the motivation, products, and expressionsillustrating the variety of interpretations mightbe adequately represented. We have heard the state-ment, 'He looks at the person and he is reading him.'This is not a conventional description of the read-ing process but it is perhaps analogous to a type ofhuman ability which is quite different- than thecomprehension of verbal abstraction either measuredon a reading or abstrac verbal intelligence test."Harsh23 (1960).

- Declining ACT/SAT scores. Final evaluation is notin. The following offer a perspective to a compli-cated issue which is overblown.Kuppan New4note4 3/76Affit,,,ity Issue 2/76ACT Re4mAxh Reptmt:e4 #71 2/76, #70 1/76

NIE Information Fall '75

ECC ResearchWhile statistical summaries are timely and readable,they have not been related to institutional godIS.(This is possibly not the present defined functionof the Office of Research even though an instruc-

-20-

tional Goals Inventory was completed in 1972.)

Without a time and goal fram, statistics tend tobe just numbers.

Consideration of tal'factors with possibleprescription would be helpful for counseling.

PRESSURES - REFERENCES

1. Longsworth, Charles R. "Experimcntal Colleges:Agents of Change", Kappan 1/1976.

2. CAEL NojectStatW Repottt, ETS, Princeton, N. . 3/1976.

3. WALKABOUT, PDK, Bloomington, Indiana 3/1976.

4. Leonard, George, "The Holistic Health Revolution",NewWW, 5/10/1976.

5. Hunter, Madeline "Right-Brained Kids in Left-Brained Schools" TodaW4 Education; 11/1976.

Centennial Symposium VtoceedinV, PDR, University ofToronto, 2/25/1967.

6

7. Tyler, Tim, "The Ethnomethodologis4/1974.

Zeeman, E.C., "Catastrophe Theory",can, 4/1976.

Baron, Reuben M., "Crowding and thecess", Kappan 1/1975.

10. Ridge the Gap, Sacramento CC DOP, 2/1976.

an Behaviot ,

SeeLc ArneiLi-

Educational Pro-

11. Smith, Donald F., "Adolescent Suicide:Teache s", Kamm,. 4/1976.

A Problem for

12. "Newsbriefs", Kaman, 4/1976.

13. Bowen, Frank, "State Fiscal Stringency and PublicHigher Education" The Rezecutch Repoittcit, UCB, Vol. X,No. 1, 1976.

14. Dulany, Peggy and Quattrone, David P., EDC NUM, Educa-tion Development Center, Newton, Mass., Spring 1975.

15. The New SecondaiLy Education: A MK Task Fokce Pitopo,5al, PDK,1976.

16. ACTit Atij, . May 1975.

17. Wattenbarger, James L., "College Transfer Students:New Faces, Old Problems" CoLtege Boa4d Reveiw,Summer, 1976.

1B Kappan, /1976.

19. Cohen, Arthur M., "Hiding Behind the Classroom Door",The Civtonicte c) Higha-Ed, 71/1976.

20. Mitchell, Anita, Notes from Los Angeles County SchoolsConference for CC Counselors, March 2, 1976.

21. White, Edward M., Book Review in LoS Angaeoi Eime..6,

3/20/76.

22. Kappan, 5/76.

23. Harsh, Richard, "The Evolving Concept of Intelli-gence", Rued/Lek Stiidy Svaez #2, Los Angeles CountySchools, Division of Research and Guidance, 12/1960,Also incorporated in a CPGA Monograph.

IV CAREER EDUCATION

Career choice should lead to interim life goals thatallow success and growth. There should be NO hurry,forced choice, or imposition of our (educations) values.

Most CC career education proposals/centers I have seenare cosmetic compendium expediences developed becausethere is money available. "Long before Francis Bacondeclared that knowledge is power, schools and lack ofschools weredirectingsdents into occupational/social slots for their adult years and indoctrinatingthem into approved political, economic, and religiousideologies for fear that otherwise the social structurewould collapse." McKennal (1976).

Ignoring what we know about learning theory - Piaget'sfirst step: "An individual is not meaningfully able todeal on a formal level with any topic without firstacquiring a sound experiential base, i.e., without beingable to classify and to serially order the phenomenaunder consideration." Lawson and Renner2 (1976).Also see Neutat MuMAMZ5 M4 0 6 hunsang and MemolLy3(1975) .

We-jump to decision making - "Pick a career" - withoutdetermining,the individuals experience base. Adding tothe counselors woes, there is seldom any evaluation ofreadiness, abilities, self image, or available integratedgrowth support. Longitudinal follow-up is non-existent.

Many inventories presently used are biased and particularcare should be exercised in their use with minorities.See Hawley4 (1976).

Conceptual models of career development are read lyavailable. Ryan5 (1973) presented an excellent formthat is not counseling oriented hut nevertheless, aneasy first step involving sy2t logic. Ron Smith's(Cerritos CC, Norwalk, Ca.) 19'iq WoAkbook kiL InzeAviceWoithzhop6 in Vomtion Guidance Modeling is again an excxalent

example. Here, a process of step by step needs assess-ment, goal setting, implementation, evaluation, andfeed back is described. Few Career Centers follow thismodel.

The Marin Regional Occupation Jgram PublicationCditUA Ed MOdet K- 14 describes a good counseling-orient-ed program.

The Johnson O'Connor Research Fo.undation Human Engin-eering Lab in Boston has, for years, offered clues to

career choice and aptitude relationships.

Informational opportunities are expanding with .federal,-state, county, state college, etc. developing feed backthat tends to be much more cyclopedic, coordinated, com-prehensive, and regularly updated.

The efficient use of such data NOW requires compatiblecomputer access via terminal. ECC canNOT use multi-terminal systems with its present core configuration.

A BA no longer guarantees employment or a reasonablesalary. Further success in school is not related tooutside success. "Put simply, the research by Holland,Richards, Hoyt, and their colleagues seems to demonstratethat success in school work is not related to successoutside of school. Further it implies that academictalent may be only one kind of talent, and of limitedconsequence in the real world. Whether or not the talentsevidenced in nonacademic high school accomplishments arerelated to comparable non-academic adult accomplishments,however, has not been determined, and is the subject ofthis report." Munday and Davis6 (1974).

In addition, college acceptance of experiential creditand non-traditional learning present new pressure. NoteCSCDH Humanities External Degree Program ad in TadaoEducation 11/1976.

"According to Jerry Miller, director of ACE's Office oEducational Credit, 'It is pkessing all academic institu-tions to focus more on the outcomes of courses - whatcompetencies students have when they complete them -and less on the content of courses_- what professorsattempt to put.in them''". Radloff7 (1975).

Many Educational Research Centers have provided volumesof career ed background. ?articularly helpful to CC'sis ACT's Research Reports which are generally nationwidein scope. Suggest future research directions, andrelate findings to college use.

Northwest Regional Ed Lab has developed an Experience-Based Career Ed (EBCE) Program for high school use.Some aspects are included in ECC's Career Coop Ed butcertainly not the counseling portion. Skyline CareerDev. Cen. in Dallas uses 250 CRT's in an airplane hangerto "provide themaximumeducational opportunities for'career training to all the people in our district"._MC New4 Note4 and Ouote6 5/1976.

ECC is presently offering the Strong/Campbell, COPS,Hollands SDS, and Purdue English Inventories through theCareer and Counseling Centers. Presently, there is no

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28

school commitment to experiential replacement, follow-ing counseling. Our Lifestyle Courses, likewise, haveno experiential placement. See Demice118 (1976).

Work my not now (and possible never did) provide thehappiness - fantasies generally credited to it.

Education must accept that there are many personal,community, family, financial factors that have moreimmediacy for students. Again, an interdisciplinaryecclectic approach is needed.

"In my work as a clinical psychologist, I have encount-ered a growing number of persons whose resistance towork for the completion of work is so massive it immobil-izes them. An effort to understand the dynamics operat-ing in these persons has produced some tentative hunchesabout the meaning of work to them. There seem to be atleast three types of resistance to work, and also, threestages individuals go through as they struggle withefforts to begin tasks and to stay with them to comple-tion...loneliness...rebellion...threat to autonomy...

"Counselors working with students who claim they cannotwork need to-explore the dynamics of the experiencebefore proposing methods of intervention..

"Factors to consider include:1. Energy level - Work requires energy and the indi-

vidual may have a low energy level from fatigueor depression.

2. Rebellion - The passive-agressive behavior ofthe student needs to be understood.

3. Ego structure - If the student fears loss ofautonomy or absorption by another, he may needsome help in this area before he can accept thechallenge to 'get to work.'

4. Pessimism or powerlessness - 'Nothing I can dowill make a difference anyway.'

5. Maturity/Immaturity - The-individual may not.beready to give up short term gratifications.

6. Loneliness If the person has some resistanceto the loneliness of work, they:may need helpin identifying alternative ways they could dealwith this problem.

"Most of the above problems go beyond the difficultiesthe individual is experiencing in the area of work itself.The resistance to Work is felt as a painful symptom.When the person is enabled to get on with work, the re-lief becomes evident in many areas of the person's life.

Pretzel8 (1975).

Career Ed theory is probably best utilized hy ACT. With

29

their addition of cognitive style and computer use,it is very attrac ive.

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CAREER ED REFERENCES

1. McKenna, F. Raymond, "Piaget's Complaint - and Mine:Why is There No Science of Education?" Kamm, 1/1976.

2. Lawson, Anton E. and Renner, John W., "Teaching for

Thinking: A Piagetian Perspective" Today'is Educati n,

9/1976.

Current Research A- _ aches to Neural -echanismLearning and Memory Preliminary Repor,.. , HEW, 8/1975.

4. Hawley, Peggy J., "Empirically-based CounselingPractices for Women", FocuS on Guidancg, 2/1976.

Ry6n, T. Antoinette, "A Conceptual Model of CareerDevelopment", Educationat Technaogy, 6/1973.

6. Munday, Leo A. and Davis, Jeanne C., "Varietiesof Accomplishment After College: Perspectives on tMeaning of Academic Talent", ACT Rezecotch Repokt,

No. 62, 3/1974.

7. Radloff, Barbara "There's More Than One,Way to Earna College Degree , CaAnegic QuatteAZy, Fa11, 1975.

8. Demicell, Barney, Life_Style Planning Mount RoyalCollege, Calgary, Alberta, Canada.

9. Pretzel, Paul, "Some Problems Associated with Work",Los Angeles Co. Schools, Div. of Research, 10/17/75.

V GENERAL SYSTEMS PLANNING (ANA-SYNTHESIS)

Any proposal for change must fit somewhere. With ECC'ssize, planning should mandate a goal-oriented ECO modelwith a time frame evaluated at stated intervals. Thefollowing give good advice in systems development:

- "For example, what evidence of fundamental human concernfor the value system of the individual applicant,is foundon the company's eziployment application form?" Austin'(1975).

- Also see Perley and Ma,:tin2 (1975) and Muhich3 (1973).General systems theory review with peer counseling em-phasis applied to schools.

- Steiner4 presents strategic planning with a changingenvironment in mind. Business oriented - what schoolisn't?

Training for Change - Regional Conf. UCD 3/1/73 co-sponSored-by WICHE. Basis was WICHE Publications:

The Eco Syst2m_ odel: Designing_Campus_Environments_.1/1913.

ConSultation: A Process for Continuous InstitutionalRenewal, 9/1972.

New_Deighs: Prevent Educational Casualtie!, Pro oteEducational Growth, 9 72.

_ _

Above developed by Jim Banning who was a presenter.

- For computer use in planning, Joutnat o 6 HigheA Ed5

12/1972.

- Handy6, 1967, Using PERT.

- A Co- uter Based Laborator for Automation in SchoolSystems, Ryans, Hushnell, Cogswell-, 8p-256/000/01 andThe S -tems Approach as a Heuristic Method in Ed. Develop-

.An Ap-lication to t_e_Couneling Funct10, Cogswell,SP-720. Both SDC 3/1962 early system description whosebase is still applicable.

- Los Angeles County Schools Consultants are Available"assessment ofeducational needs, establishment of instruc-tional objectives, planning the instructional and manage-ment components, constructing or selecting tests, gather-ing and analyzing data, auditing evaluation processand product, and reporting program results."

- Bob Fedrick on ECC Bus. Ed Staff DELPHI method.

SYSTEMS PLANNING REFERENCES

1. Austin, Dave, Pet:sonnet JOL --nat, 5/1975.

2. Perley, Daniel T. and Martin, Peter H., "An Environ-mental Perspective on Educational Planning", Kappan,1/1975.

Muhich, Donald, "Systems Theory Applied to Schools",L.A. Co. Schools, Division of Research, Ne ,stettet,9/20/1973.

4. Steiner, George A., Comwtehen6tve Managekiat, nann 1g,Planning Executives Inst., Oxford, Ohio, 1971.

5 "Computer Use" JuL na o A HigheA Ed, 12/1972.

6. Handy, H. Wesley and Lutz, Raymond P., "PERT",Schoot Boakci,s, 9/1167.

VI CAREER COUNSELING AND COMPUTER USE

Harris and Tiedeman's1 (1974) article provides the bestgeneral background to computer use in career counseling.Of the 25-30 systems available in 1970, five remained in1974, and few were developed for community college use.

Tondow2 (1970) lists the rationale for computer use:1. Exponential increase in information2. Exponential increase in disseminati capabili-

ties3. Accelerated curve of change

One could add all humans have too many abilities for anyone person to remember - attempting then to place incategories or match others or match curriculums to themis a very large matrix.. Computers (and CRT's) areimpar-tial and don't require role playing but do not supplantthe human contact of the counselor. They are a usefultool.

The November, 1970 issue of The Personnel and GuidanceJournal was devoted to technology in guidance. Coveredare: A Conceptual Overview, Dangers, Examples, MediaUse, Privacy, Retrieval, Systems Design, etc.

An interesting application is on-line psychiatricassessment at the VA Hospital in Salt Lake City, Utah,Johnson, et a13 (1975). This adds a mental health di-mension normally ignored by public schools.

Nationally, the Labor Department is establishing tencenters as National Occupational Information Services.The Labor Department also has available the NatiOnalLongitudinal Surveys (NLS) which provide a unique set of

labor force behavior and work attitudes. The NLS Hand-book lists available data and public-use tapes.

Labor has also produced a listing of 25 matching personaland job characteristics of 280 common occupations. This

type of matrix listing would be exhausting without acomputer. School counselors are listed as:

"needing a degree; jobs are scattered, involveshelping people, involves working with people,works as part of a team, directs (poor counse-ling word) activities of others, high level of

responsibility"

Interesting is the State of Washington's Yellow Pages of

Career Ed Resources:

"Arranged in the format -f the Yellow Pages in the Tele-

phone book, the document will provide information oncareer areas ranging from Accounting to Zoology, in-cluding related career-areas, what students need toknow, relevant statewide interest groups and federal andstate agencies, local contacts, inschool ideas, fiedlvisit ideas and priority school subjects."

State listings and a combined LA-Orange County Career/Employment listing is under development. Use of thisstyle infotmation is much more efficient via CRT.

The following alphabet jungle systems are brieflydescribed. (Currency of listing is not guaranteed asvendors literature often is not dated):

ABE DISCOVER Project InnovationACT IV EBCE RECAPCAOS ECES Rochester CareerCAVCS EPIC Guide ProjectCIS EUREHA SCHOLASTICCISC GIS SIGICOIS ISLD SRACPP ISVD TGISSCSS OIAS VICSCVIS PEP VVC

PLAN VUCM

The competition between computer vendors should be noted.

ABE - Georgia Adult Basic Education, James R. LaForest4(1973).

A complete systematic and compreh,ensive model util-izing educational engineering. Ryans model isused. Clear explanations and flow charting. -Notspecifically career-oriented but very useful insystem design.

ACT IV - American College Testing Interest inventory.Ninety items of job-related activities. (1976).

See also CPP

COAS - Computer Assisted Occupational Search, Ed 107335(1975).

Used at City College of San Francisco with COPSto determine congruence of two. Little found.

CAVS - Computer Assisted Vocational Counselling,System,EJ105530, Joseph G. Gallo. Canadian senior highprogram.

CIS - Career Information System, Bruce McKinlay, Director;247 Hendricks Hall, U of Oregon, Eugene, Oregon .

97403, (503)686-3872. Developed from OIAS usingdecision making, education plans, and expe iencetables.

"The Career Information System has been implementedon three time-sharing networks: a Hewlett-Packard2000F (and 2000 Access) system, a DEC system-10,and a Xerox Sigma 6.

"The Hewlett-Packard version of the system is_written in H-P Timeshared BASIC. The programs andfiles required to interact with the systemi7equireapproximately 7000 blocks of disk storage. Each2000F block is 256 16-bit words in length. Pro-grams and files used for-updating and maintainingthe system require an additional 100 blocks. Seven-teen blocks more may be assigned for collection ofstatistical information to any user sites using thesystem.

"The other two Versions are written in FORTRAN IVand are intended to be easily transportable andmodular. Machine dependent statements have beenflagged. The system runs in approximately 15K,36-bit words on the DEC system-10. The files opento the program at run time require approximately4.2 million characters of disk storage (6500 128word disk blocks). Programs for update and main-tenance of the FORTRAN system and program seg-ments for collection of statistical informationare in development.

CIS regularly sends updated versions of programsand files to users on 1/2 inch magnetic tape pro-duced on the Hewlett-Packard 2000F., the DEC system-10, or an IBM 360. All three forms are 9 channeltapes recorded at 800 BPI. The Hewlett-Packardtape may be loaded directly onto another 2000F.

CIS has successfully transported the system toother timesharing environments. For additionaldetails about specific systems, please contactthe CIS office."

See also C1SC

CISC Career information Sys -California, Herb Peckham(408) 842-8221.

CIS application to California (1976).

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36

COIS - Computerized Occupational Information System.Impellitteri - Penn St. Univ.

CPP - ACT's Career Planning Program.

CSS - College Selector System, Christine Doerr; Educa-tional User Service, Hewlett-Packard, 5303 StevensCreek Blvd., Santa Clara, Ca. 95050, (408)249-7020.

System matching student needs and interests withcollege data ba

"CSS is available to school users of HP 2000 systems.It provides current college informatiOn for students,parents, and guidance counselors. The college database includes over 1700 two-and four-year collegesthroughout the nation. Other two-year collegescan be added locally. Information included foreach college includes course pre-requisites,geographic area, state, composition of studentbody, admission procedures, calendar plan, tuition,room and board fees, scholarship and loan programs,etc." (1976)

CVIS - Computerized Vocational Information System, DiannJones; CVIS Consortium, Carroll Hall, WesternMaryland College, Westminister, Md., 21157,(301)848-1113.

"developed by JoAnn Harris and colleagues atWillowbrook High School in Villa Park, Illinois,makes use of an IBM 360 or 370 computer and CRT.DVIS is a direct inquiry with monitoring system..The system has three distinct parts: the guidancesystem, the computer-assisted instruction system,and the administrative system. The guidancesystem has ten subsystems: Vocational explorationat junior high level with associated visual materi-als; vocational exploration at secondary schoollevel;_four-year college information and search;community college information and search; techni-cal school information and search; apprenticeshipinformation; military information; local jobsearch; financial aids search; and student regis-tration. The CVIS system is in public domain andhas been broadly distributed; it is currently oper-ational in 122 sites in the United States."

Presently in use at Charles Co.CC, La Plata Marylandwith other IBM developed computer uses (instruc-tion, CAI, student data system, budgeting andfinance, property record and inventory learningresource center and library. (1976)

Contact John Sine. Also see DISCOVER.

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37

DISCOVER - James Boyd, DISCOVER Found., Inc., College ofDuPage, Glen Ellyn, Illinois.

Includes understanding values, making decisions,occupational grouping (Holland) , interests andstrengths, occupations to explore, occupationinfo, narrowing list, exploring.

"The DISCOVER program runs on an IBM 370 machineunder DOS/VS/CICS using IBM 3270 terminals withlight pens. The total package consists of acomputer tape containing all text, programs, anddata files, technical documentation, guidancedocumentation (Professional Manual, studentResource Guide), audio-visual student orientationprogram, professional orientation slide program,posters, student handout brochures.

"The package.leases for an annual fee of $8250per driving computer,. regardless of number ofterminals, students, or sites served; this feeincludes maintenance of the data files and thepayTent of royalties on Holland's Self-DirectedSearch which is administered on-line as a part ofthe sy::m-"

Inservice required. Developed from CIVS. Nowbeing converted .to CC use at Orange Coast CC,Costa Mesa, Ca., to be available early '77.

EBCE - Experience-based Carter Ed. Program, Larry Fish,NW Regional Ed Lab, 710 S.W. Second Aite., PortlandOregon, 97204, (503)248-6800.

Uss tisiness and community agencies as learningsit-i7 in a full-time alternative program forllth Irld 12th grades. In use in five NW commun-itie and planned in 50 school districts in theU.S. (1976).

ECES- 4 - Fr?.ucational Career Exploration System, AlvaE. Mallory Jr., Director, Genesee Int. SchoolDistrict 2413 W. Maple Ave., Flint, Michigan 48507.

"The three basic components of ECES III are 1) thecomputer-terminal-color microfiche reader sybsystem,2) the instructional module sybsystem, and 3) thecounselor-teacher-monitor subsystem...

The three component ECES III career developmentqkills program-is designed:to enable students tobecome more effective by developing skills in:

1. Expanding career alternatives2. Identifying career decision points3. Identifying sources and types of ,information4. Applying a systematic decision-making model5. Analyzing a career alternative with an intern-

ship experience6. Developing a tentative career plan

Students involved with all three components of theBCES III program will experience a series of groupinteractions, individual interactions with a coun-selor, and interaction with the computer." (1976).

Placement system (GAPS) is also used at Genesee.Approximate cost $5,000 plus microform reader,printer, data phone.

ECES 3 uses COBOL TaskmasterECES 4 uses COBOL CICS

Used at Mott CC, Michigan. Contact Nancy Tyler.Used for one unit credit.

EJ 075830-1972EJ 062968-1972ED 089150-1972ED 065704-1972

EPIC IBM product for programming/data files °CRATES),test scoring (FAST), budgeting/finance. Uses COBOL-(1972).

IBM - Data Processing Division, 1133 WestchesterAve. , White Plains, New York 10604.

EUREKA - Jim Stubblefield - Chm. Counseling; DiabloValley College, Pleasant Hill, Ca., 94523.

Oregon OIAS converted to California.

"EUREKA will contain QUEST,.which is a computerizedvocational interest and aptitude test, a file ofoccupations, presently 228 which we plan to expand59 350, programs in study and training leading tothe occupations listed, and a school file whichcontains 105 different factors of information con-cerning the,schodls and colleges contained in thefile. "

Runs on HP 2000F or DEC 10. Requires 7000 discblocks.

GIS - Guidance Information System. Time Sha-e AcademicComputer Division, 630 Oakwood Ave., West Hartford,Connecticut 06110, (203)522-0136.

"It is usable on three of the Hewlett-Packard 2000series, the HP 2000C, 20000', and 200017. In addi-tion it is adaptable to the HP 3000 series.

"Containing 2.5 million bytes, the program is avail-able to school districts or individual schools ona license basis only. Cost of the license rangesup to $9,000 for the first year, depending on theclient's configuration; for subsequent years, upto 8,100 per year. The service is availableeither on tape or disc and can accomodate up to32 ports.

Two paper supplements accompany the program. Oneis a student study guide, the other a user manual.The program is updated wit new information everysix months, with the updated version ;'..ifwardedto clients in the same form, tape or theyare already using.

As part of the service under the license fee, eachclient_receives 100 guides and 2 user manuals.Additienal guides are available at a cost of $.58each, additional manuals are purchaSable at acost of $25.

Time Share Corporation believes one guide issufficient for every four students in the smmeschool and one manual can serve each school in adistrict.

With approximately 500 juinior and senior highschool on-line users, the Guidance InformationSystem is the.most widely used system of its typethroughout the United States."

Time Share has many other educa ionally as-o-iatedservices.

ISLD Information System for Life Decisions.ED 095372-1974.

Tiedeman's ISVD with group theory of personalityadded. See ISVD.

ISVD - Information System for Vocational De isons.

ED 095372-1974

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40

EJ 019665-1970ED 061560-1968

David Tiedeman, Northern Illinois U., DeKalb Ill-inois.

In,developing occupational and miliary informationfor a proposed system, Tiedeman5 supports:

"1) data should be collected and presented specifi-cally to aid students in their vocationaldecisions; 2) data should be treated in a syste aticand structured form that exploits high speedcommutation; 3) ready-made sources of informationdiould berelied upon as far as possible; 4) datashould be articulated from distinct and diversesources into a working whole; 5) datafiles andmeans of access to them should be prepared separatefrom one another so they can be used in a varietyof combinations; and 6) information given by thesystem should be suggestive, not prescriptive."

Harris6 says "when you invariably insist that onlyeach many dan help himself --i.e. that no otherman can fully help another -- you begin clearingaway the considerable garbage in which we surroundguidance in education. A person must prove ableto use a computer system by himself before he canbe informed by the work of another while remainingfree of the delusionary system in which the work ofthat other is set. For instance, in order toprotect another person from enslaving himself inyour delusional system, you must tell him whatyou ow, tell him why you hold the beliefs thatyou do, but insist that only he can fully know,that you really don't fully know. This relation-ship of an inquirer to facts was maintained in theISVD by insuring that each of the system's moni-toring subsystems could eventually be reprogrammedby the inquirer to become his own monitoring sub-system."

Tiedemans findings have utility for all counseling.

OIAS OcCupational Information Access System.BO 055332-1972Bruce McKinlay, Career Info System, 247 HendricksHall, U of Oregon, Eugene.

"DIAS consists of five parts: a 25-question question-naire, occupational descriptions, selected biblio-graphies, cassette tapes, and instructions concern-ing local visits. A student typically uses atleast the first two parts of the system: s/heanswers the questionnaire, receives a list of in-dicated occupatons, and obtains descriptions of

those in which s/he is interested.

"The questionnair helps pinpoint occupational areasof .interest to the student by asking questionsconcerning physical limitations, geographical pre-ferences, education and training, aptitudes, inter-ests, and desired earning. Several hundred jobdescriptions are then available to the student;each consisting of approximately 250 words andproviding information on, among other things, thework environment, the work week, salary, employmentoutlook, special training needed, and wehre thattraining is offered. Other resources includeselected bibliographies of books available in theschool, a cassette tape containing recorded inter-viewswith actual workers in the selected- occupation,and directons for making contact with a localworker to arrange for d personal interview.

"The guidance system runs on an HP 2000P witheither teletype or CRT terminal. The system wasinitially installed in Winston Churchill HighSchool in January 1971, and within the firstsemester more than half of the student:body hadused ut, To-date, more than 200,000 studentsaccessed the system; most of them and all of theircounselors are enthusiastic about it. Detailedtest results on the system's implementation inOregon are available.

"0IAS is available for a cost of 8750 plus consutation fees as necessary." (1976)

Time use one-half, cost one-tenth that of personalcounseling.

PEP - Personalizing Ed Programs. Betty Setz-Director,Research Administration, Oakland CC, Bloomfieldhills, Michigan 48013.

"Oakland Community College has constructed astudent-centered, educational program employing avariety of teaching techniques, instructional,technology, and flexible time Sequences to accomo-date each individual's identified learning strengthsand abilities. The components of this cuttomdesigned program of personalized education arereplicable.

"Educational Specifications: 1) Diagnosis of cog-nitive styles; 2) Achievement motivation program;3) In-service training of faculty; 4) Research anddevelopment of new educational packages; 5) Carrelarcades; 6) :Individualized programmed learninglabs; 7) Learning resoUrces center." (1976)

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4 2

Cognitive style mapping is a great counselingidea that allows ones weirds. Building a schoolaround the concept with adequate support is ex-citing. Problem in application has been lack ofstaff participation in in-service which ,blows toialschool concept. District is very helpful inoffering materials and arranging demonstrations._The Institute for Educational Sciences at Oakland'CC holds periodic conferences to explain PEP.

PLAN - James Dunn-Director_ Developmental Systems, Am.Institutes for Research.

Guidance and instructional program developed by .

John Flanagan at AIR 7 (1970).

"Students learn about reading, study, and listeningskills in language arts; about individual differen-ces, the processes of human learning and the theoryof test construction in science; and about occupa-tions, practical economics, job characteristics,and their requisite skills in social studies.

"Plan is an ungraded, individualized.system ofeducation which relies on individualized learningunits or modules. Each module consists of a set ofobjectives, learning activities designed to helpthe student attain those objectives, and testto ascertain_progress toward the achievement ofthose objectives. The mastery of objectives is ahighly individualized process in PLAN, varying inrate, sequence, and method. Student progress ismonitored through extensive clerical servicesprovided the teacher.by a high-speed computer.The computer's function includes such tasks astest-scoring, record-keeping, matching the inter-ests and abilities of students with the availablematerials, and assisting the student and hisparents in their long-range goal formulation andplanning. In, addition, the computer is used togenerate for each student a suggested program ofstudies which takes into consideration the student'slong-rang educational and vocational goals, hisdeveloped abilities and interests, local schoolsystem requirements, and so forth."

PLAN was to be used nationwide with evaluationcomparing sampling of PROJECT TALENT in the 60's.

Project Innovation

EJ 074204-1973/

Russell Cassel - Editor/Developer ProjectInnovation, Box 566, Chula Vista, Ca. 92010.

A series of CAI programs - computer, Voc/EdGuidance, decisionimaking, humanistic psychology,systems,analysisr counseling, peer counseling,etc. Video and audio tapes are also available insame areas. (1976)

RECAP Anne Mare Yurof, RECAP, Office of the SantaClara County Supt. of Schools, 100 Skyport Drive,San Jose, Ca. 95110 (408)299-4251.

A scheduling/testing/records system. (1976).

Rochester Career Guidance Project - A joint projectsupported by "the New York State Education De-partment, the Rochester City School District, theEastman Kodak Company, and the New York StateEmployment_Service. The project began as a jointeffort to improve student exploration of careeralternatives."

Computer applications were field-tested but dis-carded due to cost. Emphasis to microfilm file,slide-audio stories, with paraprofessional help.8(1970).

SCHOLASTIC - Burroughs Education ManagementSystem Entry in Educational Housekeeping.

SIGI - SyStem of Interactive Guidance and Information.Arthur-Kroll-Director, Career Dev. and Voc. Programs,ETS, Princeton, New Jersey 08540, (609)921-9000.

"SIGI...is an interactive computer-based aid to,career decision-making; serves primarily studentsin, or about to enter, community colleges; comple-ments the work of guidance counselors; uset a.PDP-11 computer and cathode-ray tube terminals;operates under the RSTS/E time-sharing monitorand is programmed in P"SIC-PLUSs includes sixinterrelated subsystems (each subsystem raisesa major question and helps the studen answer it. .

These questions and answers form distinctive stepsin decision-making.)

"Subsystems are: values, locate, co_-are, -edic-tion, planning, strategy."

Costs (4 terminals) - $68,845+$7956 maintenance.SIGI lease and annual update service would beadded. Paraprofessional us can cut staff costs.

For school of any size, four terminals may notmeet demand as syatem may be reentered and islengthy.

SRA - Science Research_Associates.Twenty jobexperiencekits - 1976.

TGISS - Total Guidance info. Support System

"The Total Guidance Information Support Systemis an integrated IBM computer support system de-signed to facilitate the function of the counselorin helping the student make decisions. The systemprovides pertinent information for this'taskthrough the application of high-speed informationretrieval, gaming, diagnostic, and_conversationaldialogue techniques.. The information retrievalsystem is-specifically designed to meet the needsand requirements of the counselors.im the Bartles-ville, Oklahoma, Public School environment; and theTGISS is presently in operation at College HighSchool in Bartlesville and Oklahoma State Univer-sity in Stillwater.

"Access to infomration is accomplished through aremote video information display terminal."9 (1970)

VICS - Vocational Info. through Computer Systems.Gary Brookstein - Coordinator, Division of Instruc-tional Systems, The School District of Philadelphia,5th and Luzerne Streets, Philadelphia, Pa. 19140,(215029-9442.

"a computer-assisted guidance information systemdeveloped by the School District of Philadelphia.VICS offers local high school students the,oppor-tunity to access career and occupational infer-mation through the use of computer terminals loca-ted in their counselors' offices, --The terminalsconnect into an HP 2000E- located at the Schoolf:)istrict's Instructional Computer Center usingBASIC.

,."In a typical school year, twelve to fifteen thou-Sand students access the system, making a total ofsame thirty to forty thousand occupationvestiga-tions.

"VICS and its companion programs have the generalobjective of offering current, accurant, andlocally-tailored career and occupational informationto alIPhiladelphia high school students. Special

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emphasis is given to serving the needs of thedisadvantaged student...

"Approximately 75% of the VICS occupational database, because of its nation-wide orientation,would be directly usable by schools in other geo7graphical locales. The remaining quarter of thedata base is closely tied to the Philadelphia areaand would have to be replaced with area-specificinformation by other wouldbe users. Since VICShas been designed for easy updating, once therevised data for a given geographical region weregathered, it would be a relatively routine matterto enter it into the data base."

Costfiort $10, minimum $275/month.

VVC - Verified Vocational Counseling

ED 0879581973

"A computer assisted program used to assist studentsin planning their.career. Using the 'Dictionaryof Occupational Titles,' job descriptions andqualifications were compiled for all 120 familiesof occupations. This information is matched, bythe computer, with information about the studentthat is.derived from a special instrument assess-ing aptitudes, interests, temperament, reactions tophysical demands, and reactons to working:condi-tions. Recognizing that much of a student'svocational exploration is guided by that student'ssubjective vocational estimates, the VVC Modelincludes two sections designed to measure students'self-estimates. This information is compiled ina computer printout that provides a starting pointfor counselor-client interviews. This documentcontains the Student's Self-Estimate questionnaire.q0

In use at Victor Valley CC, Victorville, Ca.Uses QUEST and GAT13 Contact Earl Webb 714)245-4271.

4 '44,4

.14

RECOMMENDATION

-ECC presently,uses Taskmaster and Total Data Base. onan IBM 360740._ This equipment can't handle CAI/Terminals:due to core limitations.

The best counseling program,considering our size, wouldappear to be DISCOVERY when it is developed for Californiaand CC's. Use would necessitate multi-terminal equipmentAnd probably a mini-computer. Since data processing (andothers) are considering additional hardware this mightbe coordinated.

In any case, we should be extremely wary of mandatedequipment ala the state colleges. Results in poor useand instruction.

We might consider a joint powers career center whichmulti-terminal (2-400) facility could handle.

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4 7

CAREER COUNSELING AND COMPUTER USE REFERENCES

Harris, JoAnn and Tiedeman, David V., "The Computerand Guidance in the U.S.", HEW, NIE, Info-Ser=2 1974.EO 905'372.

2. Tondow, Murray, "Computer Diagnostics", Am. Ed. Res.Assoc., Wash. D.C., 1970. ED 042226.

Johnson, James H., "Design Considerations for an On-Line Computer System for Automated Psychiatric Assess-ment' Behavio4 Rezea4ch Methods and ThztiLumentation,1975.

4. LaForest, James R., "Educational Engineering inAdult Education: A Holistic Planning Model",EducationaZ Technotogy, 6/1973.

Harris

Ibid

7. Pmsonna and Guidance JouAnat APGA, 11/1970.

8. Ibid

9. Ibid

10. Danielson, Milton G. et al, "A VErified-VocationalConseling Model", 10/1973. EO 087958.

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48

VII CAREER ED COMPUTER SPINOFFS

Associated with a multi-terminal Career Ed ComputerSystem could be many side banefits utilizing availabletechnology. The following list is not intended to beall inclusive.

School_Philosophy

Cognitive style-mapping - fit of school to student-Oakland CC, Michigan/WICHE.

Computer Assisted Instruct on (CAI)- Background PP aSz Alfred Bork - UC1,NWREL-REACT

- Bibliography - Sy4 :m, Vol. 1, N_ 2, 5/1973.

- Large Group - SierraConference 4/1975.

CC, Ca., CCJCA, Drive-in

- Design - The De4ign and ImpZementation 06 an On-Zine Tr*, Sy4tem to Facititate the Management 06Individuatized In,stAuction. AERA, 3/1975 -ED 112850.

Biofeedback - Br n (1975), Harry Nels n, L.A. Times5/21/76.

Subject Areas

Fine Arts - Wm. Arnold, Arizona St. Tempe andAdbe t Green, DeAnza CC, Ca.

History John Schutz, USC

- Interpersonal Communication - Pat Penland, U.Pittsburgh.

Music - Peter Hesbache , Temple U.

- Reading - Linda Johnson, South Mountain High School,Phoenix, Arizona.

- Physics - Al Bork UCI

Computer Language - CAI

PLANIT NWREL (SDC) 1970, #CC - Total Data BaseTaskmaster.

Institutional Goals Inventory

Data Based Management - Glenn P. Smith, SAn Mateo CC

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it 9

Test Development/Test File/Testin Evaluation

Vern Guymon - Glendale CC, Sco tsdale, Ari onaand Orlando Furno, Caroll Co. (m.) Public Schools.

Videota-e/TV/Cable/Satellite/Tele-hone/Retail PurchasingAutomation

Corliss2(1973), CJCA Joutnat, p. 20, 5/1976.

InStitutional Research - David Pagano, Denver PublicSchbols/Roger Yarkington, Am. Assoc. of C & J.C.'s/

.Cosumnes River CC, Ca./Arthur Cherdack, CCJ and CC/Elaine Tatham, Johnson Co. cc, Kansas.

High _School Coordination - Terminal Use, Pre-enrollment,Record Transmittal, State Records Center-Proposal.

Student Record - Access, confidentiality, terminals.

G_ in /Decision Making/Lifestyle _Planning - CommunityComputer Center, Menlo Park, Ca.

S aff EvaluationED-1-08097-

TA12= - ERIC ED 097867, Robert Wedgeworth, -Am. Lib.Assoc./Pat Penland, U. of Pittsburg/Ray Boche,CSUSLO, SLO CAR3

Computer Conferencing-Turoff (1975).

Monitoring Feder 1 Programs

RegistrationCSU Sacramento, Ca./Ron Bleed, Joliett CC, Illinois/Steve Raucher, IBM (Md.UArthur Gloster, AppalachianSt. U.- N.C./ Barbara Varenhorst, Palo Alto Schools,

Ca.

Da a-Retrieval - Through ERIC, CJIE, LANCERS; Federal,State, LA/Orange Co. Employment; NWREL, ERS Arling-ton Va.; NCES Wash. D.C.; Security Pacific NationalBank (SPNB, CRS, CCT, ITD), NLS-CHRR, Ohio St. U; NIE.

Community Use Contra Costa Co., ACCESS

Multi-Dis iplinary Centers - Educational Cultural Center(ECC) - San Diego CC.

Medical Model - Cimpute4 171975 Issue

SPIN-OFF REFERENCES

1. Brown, Barbara, "Biofeedback: An Exercise in Self-Control", SatuAday Review, 2/22/1975.

New Mind, New Body Bio- eedback:New ViAecti-n4lio& the Mind, Harper and Row.

2. Corliss, Wm. R., Computek4, EA, Oak Ridge, Tennesee.

3. Turoff, Murray, "The Future of Computer Conferepoing"The FutukiAt, 8/1975.

Also see Hiltz, Stark,Roxanne, ComputelLized ConW-encing, Commanication4 .CenteA, Research Report No. 2,New Jersey institute of Technology, Newark.

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VIII COUNSELING MODEL

, The state 1976-77 Catalog objective of ECC Counselingis:

"The Counseling Divison offers guidance services to allstudents. These include assistance with academic plan-ning, vocational exploration and personal guidance.Through use of counseling services, the student can helpto maximize his or her college experience."

The 1976 Counseling Divison Annual Report remarks:

"This past year has been one of increasingly broadenedactivity on the part of the counseling staff and continuingparticipation in many facets of the total college pro-gram. Our present and future Obj!ctive will-be to.achievegreater involvement and influence within the total col-lege community. The following outline is a chronicleof our activities in a variey of areas during the pastyear."

With a Fall 1975 FTE of 16.10 and an enrollment of30,000, the enormity of our counseling load with addedcommunity outreach is scary.

What direction should counseling at ECC take?

Benjaminl (1975) offers a good review of trends str-singthe humanistic movement, attention to the unique total=person, and with a futures orientation, counselingbecoming part of a Human Development Center Team.Continual 1n-service fOr entire staff (certificatedand non-certificated) with appropriate evaluation andfeedback.

Broad models are presented by WICHE2 (1973) The Eco/System Model: Designing Campus Environment!, Stewartand Winborn3, and Riessman4 (1976). TheSe involve,regenerative systems planning with goals, time line,evaluation and feedback.

ACT has probably the best research back up to CCcounseling. Their instruments are validated at ourlevel and even developed for CC use. Hollands careermodel plus cognitive style makes their career programcounseling oriented.

Present financial and political pressures require at-tention in model development.

The ECC Counseling Center report of 1/20/76 listsnumerous staff concerns that require attention. In

addition, the APGA_and ASCA function statements arenoted.- The following were read:

CPGA Monograph 4 (1972) lists master plan generalrequirements and specific community college (Norrisand Walker) 6suggestions.

- CC Chancellors 6/8/76 report on counseling is notedwith State of California Department of.Finance 2/25/76Summary Report.

- Postsecondary alternatives8 (9/75)

- PPS in California Public Schools7(1975)

WICHEPreparing Tomorrow's Campus Mental HealthProfessionals (9/73).

WICHE-Counseling Outreach (7/73).

CCPA 11/13/75 -.FCC Counseling Conference Notes onBolles .Method used at CSU, Sacramento. Five-hundredindividual "skills" suggested.

- Ramey "Intimate.Networks"8 (1975).

Demicell - Life Style Planning (1976).

Specific programs at the following colleges:

OAKLAND CC, MICHIGANIndividual differences/Cognitive Style Determination/Multiple:Abilities/Staff Inservice/Fit of School toStudent.

EVERGREEN ST. C. -"Being accountable to students by contributing to insti-tutional effectiveness is fundamental to student devel-opment programs. This means remaining sensitive tohow our environment affects the campus community mem-bers and feeding this information into the organize-tional.structure. This requires playing a part ininsisting on our being consistent with fundamentalpurposes of the college in decisionmaking and takingaction. More -specifically it means building mechanismsby which the college can seek and rapidly respond to ,expressed student concerns so that any gap betweenthe institution and its Iargest,internal constituencycan be dealt with openly and kept minimal.

"Numerous students have found our career-planningresources useful in identifying their initial vocation-

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al goals. With through counseling, students canapp;_y vocational ul..) ectives to planning programs ofwork:and study. We attempt to create in students notjust the idea that they must choose an occupation-butthat they face a series of developmental tasks ex-tending indefinitely into the future, all demandingcontinual decisions and growth and the development ofnew skills and abilities. Counseling Services workswith the offices of Financial Aid and Placement andCooperative Education 'and the Library to collect awide variety of resources ranging from general occu-pational information to data on specific professional

GLENDALE CC, ARIZONAOpenness . of staff and cu riculum.

GROSSMONT CC, CALIFORNIACommunity outreach

JOHNSON CO. CC, KANSASResearch and applications

MOORPARK CC, CALIFORNIACareer Center/Counseling Philosophy

MOUNT ROYAL C, CALGARY CANADAtntegrated architectural design

ORANGE COAST CC, CALIFORNIATechnology use

UC SANTA CRUZSetting

SIERRA CC, CALIFORNIAqA1

SIMON FRASER - VANCOUVERSetting, Philosophy

All .the above suggests a future's fantasy ECC Counseling

Center of the folloving nature:

- Counseling is the renter of campus/community activitysupported by a mini-computer with multi-terminalsthroughout the campus, community, and our feeder highschools.

- Campus philosophy/goal is oriented to experientialgrowth and counseling network.

- Ecosystem organization - cognitive style, ACT IV forplacement and course selection. Emphasis is schoolfit to person, growth and prevention.

Analogabilities (RT brain) are emphasized equallywith digital (Lt brain).

- Counseling goals are reevaluated on a regular basiswith adequate time available for development.

- Counseling emphasis is not on .counseling in offices.

- Physical setting is open ( o counters)

- Group work emphasized

- Support curriculum is open and available for communityuse day/night/weekends.

- Campus helping services (Career Center / Community Ser-vices/coop ed/ Counseling/Disabled Center/DivisionCounselors/Ginancial Aids/Health Center/Library/PeerCounseling/Placement/POD/Student Activities/VEA/VOICE/Womens Center,etc.) form a network with regularcommunication and feedback.

7 Mental-Health Advisory Committee (one-half staff -one-half deMmunity)-Meeta regularly for communityneeds.

- Counseling appointments and support is open year roundwith adequate staff.

- Counselors in active co-facilitative process withstaff.9

- Total FCC staff expertise on file and used for refer-ral.

- Research, evaluation and feedback to short/long termgoals with anticipation of sociatal problems. Useof area/state/national data files. Longitudinalfollow-up.

- Career Ed is part of total model,not tack on.

- Peer counseling use expanded to community.

- Student data base defined with relation to goal(s).Feeder high schools send data on tape. Studentdata base is secure. Authorized access accordingto the Pvacy Act o4 1974. See FIBS Pub. 41 andNB SIR 75-909.

- Computer emphasis is student support with appropriatebudget.

- Computer processes student course requests/schedule/all listings/attendance/state-federal'reports/studentrecord/counseling housekeeping/etc.

- Cable TV/Computer conferencing/telephone access allowshome view with computer/ADA contact.

- Computer open for gaming/decision making, etc.

Pre-enroilment handled py telephone/CRT/computer(detective emphasis eliminated).

- Test score student progress input to computer provi-ding continual feedback to campus helpers plus staff/curriculum evaluation.

COUNSELING .MODE- REFERENCES

1. Benjamin, Benny A. "Quo Vadis? CanBandwagon.' FoLt. on Guidance, 5/197

e Junk the

2 The Eco4y4tem Modet: De6igning Campu6 Env _onment4,WICHE, 1/1973.

Stewart, Norman R. and Winborn, Bob B., "A Modelfor Decision-Making in Systematic Counseling"Educationat Technotogy, 6/1973.

4 Riessman, Frank, "Students Learning StylesToday'4 Educatior 9/1976.

5 Norris, Jim and Walker, Betty, "StudentCommunity Colleges", CPGA Monovmph No.

6. PoZt Secondany Attetnative4, CaliforniaFeasibility Study Report #432, 9/1975.

7 Pupit Tmsonnet Sekvice4 in Cati4oknia PubticSchooa, California State Department of Education,Guidance and Counseling Task Force, 1975.

Ramey, James W., "Intimate Networks", The F8/1975.

Services in4, 1972.

Legislative

Hunt, David E., "Teachers are Psychologists, Too:On the Application of Psychology to Education",ACT Re6ecach Repott No. 73, 4/1976.

t,

Ix coNcLusioN

Six months change of time frameproduces great pressure.It might be worthwhile for ECC to consider developing aCAI unit on how to handle the changes a sabbatical brings(particularly for those who are married and/or friends.

Thanks for the opportunity to visit (17,000 miles) somewonderful schools, cities, and friends (new and old).

taking a new 4tep, LLtte1LUl9 a newwoitd,

is what peollee 6ealL mos_

Dostoevsky

facts are the enemy of truth

Cervantes