Western Michigan University
ScholarWorks at WMU Master's Theses
Graduate College
8-1972
A Study of Audiovisual Media Services Offered in Learning Resources Centers at Community Colleges and Two-Year Educational Institutions in Alabama, Michigan, Mississippi, and Wisconsin William C. Pierce Western Michigan University
Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the Library and Information Science Commons Recommended Citation Pierce, William C., "A Study of Audiovisual Media Services Offered in Learning Resources Centers at Community Colleges and TwoYear Educational Institutions in Alabama, Michigan, Mississippi, and Wisconsin" (1972). Master's Theses. 2812. https://scholarworks.wmich.edu/masters_theses/2812
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A STUDY OF AUDIOVISUAL MEDIA SERVICES OFFERED IN LEARNING RESOURCES CENTERS AT COMMUNITY COLLEGES AND TWO-YEAR EDUCATIONAL INSTITUTIONS IN ALABAMA, MICHIGAN, M I S S I S S I P P I , AND WISCONSIN
by W i l l i a m C. P i e r c e
A P ro jec t R eport Subm itted to th e F a c u l t y o f The G r a d u a t e C o l l e g e in p a rtia l fu lfillm en t of the S p e c ia lis t in A rts
W este rn M ichigan U n i v e r s i t y Kalamazoo, M ichigan A u g u s t 1972
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MASTERS THESIS
M-3757
PIERCE, William Calvin, 1932A STUDY OF AUDIOVISUAL MEDIA SERVICES OFFERED IN LEARNING RESOURCES CENTERS AT COMMUNITY COLLEGES AND TOO-YEAR EDUCATIONAL INSTITUTIONS IN ALABAMA, MICHIGAN, MISSISSIPPI, AND WISCONSIN. Western Michigan University, Sp.A., 1972 Library Science
University Microfilms, A XEROX C om pany, A nn Arbor, Michigan
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without perm ission.
PLEAS E NOTE:
Some pages may have ind ist inet print. Filmed as received.
University M icrofilms, A Xerox Education Company
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without perm ission.
PREFACE
A u d i o v i s u a l m a t e r i a l s a n d m e d i a h a v e become a n e s s e n t i a l p a rt of th e resources a v a ila b le in the le arn in g resources c e n te rs o f community c o l l e g e s .
T h e s e m e d i a make i t
possible
for students
t o w or k i n d e p e n d e n t l y w i t h w e l l - p r e p a r e d i n s t r u c t i o n a l m e d i a a n d to re v ie w m edia a s o f te n as n e c e s s a r y
f o r com prehension.
Use o f
t h e s e media e n a b l e s th e i n s t r u c t o r t o o b se rv e i n d i v i d u a l p r o g r e s s a n d t o w o r k i n d i v i d u a l l y w i t h s t u d e n t s who a r e h a v i n g p r o b l e m s or need s p e c i a l a s s i s t a n c e .
I n s t r u c t i o n a l u n i t s which have been
t a p e r e c o r d e d c a n be u s e d many t i m e s by s t u d e n t s .
This giv es
t h e i n s t r u c t o r tim e to p la n o t h e r i n s t r u c t i o n a l u n i t s o r t o work w i t h s t u d e n t s on o t h e r p r o j e c t s . easier,
less
The i n s t r u c t o r ' s w o r k w i l l b e
t i m e c o n s u m i n g , a n d b r o a d e r i n s c o p e i f h e knows
and u s e s t h e r e s o u r c e s and f a c i l i t i e s
of the le a r n in g re s o u rc e s
c e n t e r o f t h e com mun ity c o l l e g e w h e r e he t e a c h e s . With t h e r a p i d growth o f know ledge and t h e i n c r e a s i n g d iv ersity
of s tu d e n t backgrounds, e d u c a tio n a l technology i s
h a v i n g t o change r a p i d l y t o meet th e n e e d s o f i n c r e a s i n g numbers of s t u d e n t s w ith t h e i r d i f f e r i n g c a p a b i l i t i e s and g o a l s . I n s t r u c t o r s m u s t be a w a r e o f t h e s e c h a n g e s a n d n e e d s a n d be a b l e t o d e v i s e new m e d i a a n d i n s t r u c t i o n a l t e c h n i q u e s . co lleg e in s tr u c to r s ,
Community
e s p e c i a l l y , m u s t be a b l e t o u s e new t e c h
n i q u e s o f a u d i o v i s u a l media t o i n t e r e s t , i c a t e w ith to d a y 's s tu d e n ts. o f our s o c i e t y and i t s
s t i m u l a t e , a n d commun
Due t o t h e i n c r e a s i n g c o m p l e x i t y
demands on t h e s k i l l s a n d e d u c a t i o n o f ii
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i t s m e m b e r s , t h e c o m m un it y c o l l e g e h a s h a d t o d e v e l o p p r o g r a m s for re tra in in g in
job s k i l l s and c o n t i n u i n g e d u c a t i o n f o r p e o p le
o f a l l ages and b ack g ro u n d s.
A u d i o v i s u a l media and program s
h a v e h e l p e d c o m m u n it y c o l l e g e s t o m e e t t h e n e e d s o f s t u d e n t s i n th ese a re a s . The c o m m u n it y c o l l e g e c a n n o t f u n c t i o n e f f e c t i v e l y
unless
i^; h a s a l e a r n i n g r e s o u r c e s c e n t e r w h i c h p r o v i d e s t h e m a t e r i a l s necessary
f o r m eeting the goals of i t s
o rd er to provide th e se m a te ria ls , must have t h e n e c e s s a r y services
In
the le a rn in g reso u rces c e n te r
funds, s t a f f ,
to th e s tu d e n ts ,
e d u c a t i o n a l program.
and equipment to g iv e th e
f a c u lty , and th e a d m in is tr a tio n th a t
th e i m p l e m e n t a t i o n t o t h i s program demands. The i n v e s t i g a t o r u n d e r t o o k a s t u d y o f a u d i o v i s u a l m e d i a serv ices
o f f e r e d by l e a r n i n g r e s o u r c e s c e n t e r s i n com munity
co lleg e s in the s t a t e s W isconsin.
o f A la b am a, M i c h i g a n , M i s s i s s i p p i , a n d
T h i s s t u d y has a t t e m p t e d t o compare t h e a u d i o
v i s u a l m edia p rogram s i n s t a t e s w ith h ig h p e r c a p i t a incomes w ith s t a t e s
o f low er p e r c a p i ta incom es.
The w r i t e r e x p r e s s e s a p p r e c i a t i o n t o t h e d i r e c t o r s o f t h e l e a r n i n g r e s o u r c e s c e n t e r s who r e s p o n d e d t o t h i s s t u d y by t a k i n g t i m e fr o m b u s y s c h e d u l e s t o a n s w e r q u e s t i o n s . P a r t i c u l a r a c k n o w l e d g e m e n t i s made t o Ted L a w r e n c e , K i r t i a n d Community C o l l e g e , D i c k O l i v a n t i , K a la m a z o o V a l l e y Community C o l l e g e , Ann B u r k e s ,
B ill S cott,
M e r id ia n J u n i o r C o l l e g e , and
East C e n tr a l Ju n io r C ollege fo r t h e i r courteous
a s s is ta n c e during v i s i t s iii
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We e x p r e s s s p e c i a l a p p r e c i a t i o n t o t h r e e m e m be r s o f t h e f a c u l t y a t W e s t e r n M i c h i g a n U n i v e r s i t y who w e r e o f i n e s t i m a b l e h e lp i n g iv in g ad v ice and s u g g e s tio n s th ro u g h o u t th e w r i t i n g of th i s
pro ject:
E l e a n o r R. McKinney a n d M a r i l y n L. M i l l e r
of th e School of L ib ra ria n sh ip ; of E ducation.
We t h a n k D a v i d W. H e s s l e r , C o l l e g e o f E d u c a t i o n ,
W estern M ichigan U n i v e r s i t y , in terested
a n d D r . D a v i d H. C u r l , C o l l e g e
for s ta rtin g i t
all,
b e c a u s e he
th e w r i t e r i n a u d i o v i s u a l m edia.
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T A B L i OF CONTENTS
P R E F A C E .....................................................................................................................
PAGE ii
LILT OF T A B L E S .................................................................................................
v ii
CHAPTER I
INTRODUCTION AND STATEMENT OF THE
PROBLEM
Community C o l l e g e B a c k g r o u n d by S t a t e D e f i n i t i o n o f Terms ......................................... S u r v e y o f R e l a t e d L i t e r a t u r e ..................... II
METHODOLOGY OF THE S T U D Y ........................
FINDINGS OF THE STUDY BY S T A T E .........
A 9 10
11
E co no m ic P r o f i l e o f t h e S t a t e s . . . . R e s e a r c h T e c h n i q u e ............................................... D e s i g n o f t h e Q u e s t i o n n a i r e ......... 15 G u i d e l i n e s Used i n E v a l u a t i n g t h e R e t u r n s ........................................................... 2A Method U se d i n F i g u r i n g P e r c e n t a g e s . III
1
12 13
28
29
M i c h i g a n ........................................................... 29 Budgets .................................................... S taff » . . . ............................................... F a c i l i t i e s ............................................ 3A E q u i p m e n t ................................................. 35 A d m in istrativ e O rganization . . . . S ervices . . . . . .................................... W i s c o n s i n ......................................................... B u d g e t s ...................................................... Al S taff ............................................... F a c i l i t i e s ............................................ A6 E q u i p m e n t ................................................. A7 A dm inistrative O rganization . . . . S e r v i c e s ........................................ A l a b a m a ........................................................... 53 B u d g e t s ...................................................... 53 S t a f f v ....................................................... 5A F a c i l i t i e s ............................................ 56 58 E q u i p m e n t ................................................. A d m in istrativ e O rganization . . . . S e r v i c e s ................................................. 63 M i s s i s s i p p i ................................................. 6A 6A B u d g e t ...................................................... v
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29 30
38 Al Al A3
50 52
6l
CHAPTER
IV
PAGE
73 73
REGIONAL COMPARISONS ....................................................
75
V isits V
65 68 68
S t a f f ....................................................................... F a c i l i t i e s ............................................................. E q u i p m e n t ............................................................. A dm inistrative O rganization . . . . S e r v i c e s ..................................................................
.......................................................................
80
SUMMARY AND IMPLICATIONS .........................................
8k
S u m m a r y ............................................................................. ............................................................. Im plications C onclusions ...................................................
8k 89 90
b i b l i o g r a p h y ...............................................................................................................
93
A P P E N D I X ..........................................................................................................................
95
Copy o f t h e Q u e s t i o n n a i r e .................................... L e t t e r S e n t t o P a r t i c i p a t i n g LRC D i r e c t o r s
vi
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95 100
LIST OF TABLES TABLE
1.
PAGE
P ercen tage o f Budget E x p en d itu res i n M i c h i g a n Community C o l l e g e LRC's ...............................
31
2.
LRC S t a f f i n M i c h i g a n Community C o l l e g e s . . .
32
3.
F a c i l i t i e s A v a i l a b l e i n M i c h i g a n Community C o l l e g e s .................................................................................................. 35
k.
E q u i p m e n t A v a i l a b l e i n M i c h i g a n Community C o l l e g e s .................................................................................................. 37
5.
Local P r o d u c ti o n Equipment A v a il a b le i n .......................... M i c h i g a n Community C o l l e g e s . . .
39
P ercen tag e o f Budget E x p e n d itu re s in W i s c o n s i n Community C o l l e g e LRC's ..........................
kk
7.
LHC S t a f f i n W i s c o n s i n Community C o l l e g e s
^5
d.
F a c i l i t i e s A v a i l a b l e i n W i s c o n s i n Community C o l l e g e s .................................................................................................. ^ 7
9.
E q u i p m e n t A v a i l a b l e i n W i s c o n s i n Community C o l l e g e s .................................................................................................. ^9
b.
10.
.
.
Local P r o d u c tio n Equipment A v a ila b le i n W i s c o n s i n Community C o l l e g e s . . ...............................
51
P e r c e n t a g e o f B u d g e t E x p e n d i t u r e s i n A la ba m a J u n i o r C o l l e g e LHC's .............................................................
55
12.
LRC S t a f f i n A l a b a m a J u n i o r C o l l e g e s
57
13.
F a c i l i t i e s A v a i l a b l e i n Alabama J u n i o r C o l l e g e s .................................................................................................. 58
l^f.
E q u i p m e n t A v a i l a b l e i n Alab am a J u n i o r C o l l e g e s .................................................................................................. 60
15.
Local P r o d u c tio n Equipment A v a ila b le i n Ala bam a J u n i o r C o l l e g e s . . .........................................
62
P ercen tag e o f Budget E x p en d itu res i n M i s s i s s i p p i J u n i o r C o l l e g e LRC's ...............................
66
11.
16.
.......................
v ii
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TABLE
PAGE
LHC S t a f f i n M i s s i s s i p p i J u n i o r C o l l e g e s
18.
F a c i l i t i e s A vailable in M is s is s ip p i Junior C o l l e g e s ................................................................................................
69
Equipment A v a i l a b l e in M i s s i s s i p p i J u n io r C olleges ............................................................................
70
Local P ro d u c tio n Equipment i n M is s i s s i p p i Ju n io r C olleges ............................................................................
72
19.
20.
. . .
67
17-
v iii
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CHAPTER I
INTRODUCTION AND STATEMENT OF THE PROBLEM
Community a n d j u n i o r c o l l e g e s a r e t h e m o s t r a p i d l y g r o w i n g and changing i n s t i t u t i o n s
i n American e d u c a t i o n t o d a y .
i n s t i t u t i o n s have w idely d i v e r s i f i e d f r o m a few h u n d r e d s t u d e n t s heterogeniety
purposes and v ary i n s i z e
to s e v e r a l thousand.
Due t o t h e
of background o f the s tu d e n ts e n r o l l e d ,
com prehensiveness of th e c u r r i c u l a o f f e r e d , a d m i n i s t r a t o r s have found i t
These
and th e
c o m m u n it y c o l l e g e
necessary to ex p lo re,
exten siv ely ,
many a r e a s o f e d u c a t i o n t o m e e t t h e n e e d s o f t h e i r s t u d e n t s . B e c a u s e o f t h e n e w n e s s o f many co m mu ni ty c o l l e g e s ,
th is
study
h a s b e e n c a r r i e d o u t u n h a m p e r e d by t h e t r a d i t i o n a l v i e w p o i n t s of older in s t i t u t i o n s . S i n c e s e r v i c e t o t h e c o m m u n it y i s
one o f t h e m a i n r e a s o n s
f o r th e e x is te n c e of th e tw o-year c o l le g e , of a l l ages for a d d itio n a l employment o p p o r t u n i t i e s ,
the needs of people
e d u c a t i o n , r e t r a i n i n g t o im prove and c u l t u r a l e n r ic h m e n t p l a y an
i m p o r t a n t p a r t i n d e t e r m i n i n g t h e p ro g ra m s o f f e r e d by t h e co m m u n it y c o l l e g e . train in g ,
T h e s e p r o g r a m s may i n c l u d e v o c a t i o n a l
t e c h n i c a l t r a i n i n g i n many f i e l d s , a n d l i b e r a l a r t s
programs l e a d i n g to t r a n s f e r to a f o u r - y e a r c o l l e g e o r u n i v e r sity .
The i n t e r e s t s
o f s u f f i c i e n t numbers o f p e o p l e i n t h e
co m m u n it y d e t e r m i n e t h e c u l t u r a l e n r i c h m e n t p r o g r a m s o f f e r e d . The l e a r n i n g r e s o u r c e s c e n t e r h a s a n i m p o r t a n t r o l e i n 1
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without perm ission.
making i t
p o s s i b l e f o r t h e c o m m u n it y c o l l e g e t o m e e t t h e n e e d s
o f t h e c o m m u n it y i t
serves.
The c o r e o f t h e s e r v i c e s o f f e r e d
by t h e c o m m u ni ty c o l l e g e s h o u l d be t n e l e a r n i n g r e s o u r c e s c e n t e r . The p r i m a r y p u r p o s e o f t h e l e a r n i n g r e s o u r c e s c e n t e r s h o u l d be t o meet th e needs of th e s t u d e n t s , w h e r e t h e com mun ity c o l l e g e i s th a t
th e e v o lu tio n of l i b r a r i e s
in to resource cen ters,
f a c u l t y , a n d t h e com mu nit y
lo cated .
The G u i d e l i n e s 1 s t a t e
from p r i n t - o r i e n t e d i n s t i t u t i o n s
providing a l l
t y p e s o f r e s o u r c e s and
s e r v i c e s t o me et i n d i v i d u a l a n d i n s t r u c t i o n a l n e e d s o f t h e c o m m u n it y c o l l e g e , h a s b e e n a s i g n i f i c a n t o u t g r o w t h o f - t h e community c o l l e g e c o n c e p t .
...
The p u r p o s e o f t h i s s t u d y i s t o c o m p a r e a u d i o v i s u a l m e d i a p r o g r a m s i n community c o l l e g e s i n s t a t e s w i t h h i g h p e r c a p i t a incom es w ith such programs i n s t a t e s w ith lo w er p e r c a p i t a in co m es.
T h i s s t u d y a t t e m p t s t o show t h a t t h e economy o f a
s t a t e may h a v e a n e f f e c t on t h e a u d i o v i s u a l m e d i a s e r v i c e s o f f e r e d by com munity c o l l e g e s i n t h a t s t a t e . The w r i t e r c o n d u c t e d a s u r v e y o f a u d i o v i s u a l m e d i a p r o g r a m s offered
by l e a r n i n g r e s o u r c e s c e n t e r s a t c o m m un it y c o l l e g e s
i n tw o m i d w e s t e r n s t a t e s a n d i n two s o u t h e r n s t a t e s .
The p r o g r a m s ,
as w ell as an ev a lu a tio n o f th e a d m in is tr a tiv e fu n c tio n s in each s i t u a t i o n , were th e n com pared.
An e f f o r t was made t o d e t e r m i n e
^Am erican A s s o c i a t i o n o f J u n i o r C o lle g e s and t h e A s s o c i a t i o n o f C o l l e g e a n d R e s e a r c h L i b r a r i e s , "AAJC-ACRL G u i d e l i n e s f o r TwoY ear C ollege L ibrary L earning Resource C e n te rs .'' C o lle g e and R e s e a r c h L i b r a r i e s News, XXXII ( O c t o b e r , 1 9 7 1 ) , p . 2 ^ 5 .
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without perm ission.
if
t h e a u d i o v i s u a l and l i b r a r y
facility ;
separate,
com pletely s e p a r a te
s e r v i c e s were com bined i n
b u t c o o r d i n a t e d by one f a c i l i t y ;
one
or in
facilities.
Assuming t h a t s u f f i c i e n t
funds a r e a v a i l a b l e
to provide
th e n e c e s s a r y p e r s o n n e l and e q u ip m e n t, an a u d i o v i s u a l media p r o g r a m s h o u l d be a b l e
to meet th e fo llo w in g c r i t e r i a a d a p te d
f r o m F u l t o n ' s E v a l u a t i v e C h e c k l i s t '*': to th e edu catio n al o b je c tiv e s
(1) O ffer a program g eare d
of the c o lle g e .
a l l o c a t e d f o r t h e s u p p o r t o f t h e media program .
( 2 ) Have a b u d g e t (3) Provide
t r a i n e d s t a f f to c a rry out th e o b je c tiv e s of th e program. ( k ) Have e q u i p m e n t t o m e e t t h e n e e d s o f t h e s t u d e n t s a n d t h e facu lty .
(5) O ffer c o n tin u o u s i n - s e r v i c e
t r a i n i n g i n th e use
o f m e d i a , a s a means o f i m p r o v i n g i n s t r u c t i o n . I t i s commonly a s s u m e d t h a t s t a t e s w i t h h i g h p e r c a p i t a incom es can p r o v id e b e t t e r s c h o o l s and l e a r n i n g m e d ia . is
tru e,
It
th is
t h e n c o m m un it y c o l l e g e s i n s t a t e s w i t h h i g h p e r c a p i t a
i n c o m e s s h o u l d be a b l e t o o f f e r b e t t e r a u d i o v i s u a l m e d i a t h a n c o m m u n it y c o l l e g e s i n s t a t e s w i t h l o w e r p e r c a p i t a i n c o m e s . A s t u d y o f a u d i o v i s u a l m e d i a s e r v i c e s i n c o m m u n it y c o l l e g e s i n s t a t e s w i t h h ig h p e r c a p i t a incomes and such program s i n c o m m u n it y c o l l e g e s i n s t a t e s w i t h l o w e r i n c o m e s s h o u l d show such a p a tte rn i f
t h i s assum ption i s
tru e.
^ F u l to n , W illiam R ., E v a l u a t i v e C h e c k l i s t : An f o r S e l f - E v a l u a t i n g a n E d u c a t i o n a l M ed ia P r o g r a m i n S ystem s. Prepared under th e a u s p ic e s o f th e U nited O ffice of E ducation. (N o r m a n , O k la h om a: U n i v e r s i t y 1 9 6 6 ), pp. 1 -1 4 , passim .
Instrum ent School S tates o f O k la ho m a,
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
k The s t a t e s
o f M ichigan, t w e l f t h i n p e r c a p i t a income;
W i s c o n s i n , s i x t e e n t h i n p e r c a p i t a i n c o m e ; A la ba m a, e i g h t h i n p e r c a p i t a income; and M i s s i s s i p p i , c a p i t a incom e, were u sed f o r t h i s
forty -
fiftieth
in per
study.'*'
Community C o l l e g e B a c k g r o u n d by S t a t e s
The f i r s t
com m un it y c o l l e g e i n
a t Grand R a p i d s .
M i c h i g a n was b e g u n i n 1 9 1^
By 1 9 7 2 , a s y s t e m o f t w e n t y - t h r e e c o m m u ni ty
c o l l e g e s h a d b e e n d e v e l o p e d w h i c h s e r v e s o v e r 6 0 ,0 0 0 p e o p l e th ro u g h o u t th e s t a t e of M ichigan. M ic h ig a n 's t r a d i t i o n has been t h a t of lo c a l c o n t r o l , d e l e g a t e d by t h e s t a t e , o f d e c i s i o n m aking.
w ith c i t i z e n involvem ent a t a l l l e v e l s ,
Over t h e y e a r s ,
M i c h i g a n ' s p u b l i c co m m u n it y
c o l l e g e s h a v e g r o w n by u s i n g a c o o r d i n a t e d a p p r o a c h t h a t i n c lu d e s th e D epartm ent o f P u b lic I n s t r u c t i o n , the g o v e rn o r's W ith t h i s
the l e g i s l a t u r e ,
o f f i c e and c i t i z e n g r o u p s . system ,
p ro g re s s has n o t been as r a p i d o r as
c le a r-c u t in o v erall s ta te
planning as i t
has been i n s t a t e s
t h a t have c e n t r a l i z e d most d e c i s i o n making a t t h e s t a t e However, t h i s
lev el.
f l e x i b l e system h a s a llo w e d c i t i z e n and e d u c a
t i o n a l l e a d e r s t o make d e c i s i o n s a n d be r e s p o n s i b l e f o r t h e i r actio n s. C u rric u lu m in n o v a tio n has been th e most im p o r ta n t ^ R e a d e r ' s D i g e s t Almanac, e d . 1970 R e a d e r 's D ig e s t Almanac a n d Y e a r b o o k . ( P l e a s a n t v i l l e , New Y o r k : The R e a d e r ' s D ig est A s s o c i a t i o n , I n c . , 1970J, p . 285.
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d e v e lo p m e n t i n community c o l l e g e s i n M ic h ig a n ,
The a u d i o
v i s u a l - t u t o r i a l a p p r o a c h h a s i n c r e a s e d th e number o f program s a v a ila b le to s tu d e n ts in h e a lth c a re e rs , and i n th e te c h n ic a l and b u s in e s s a r e a s .
Community c o l l e g e s a r e e s p e c i a l l y
sensitive
to th e needs of g e n e r a l e d u c a tio n , rem e d ial e d u c a tio n , and p a r t i c u l a r l y , to program s d i r e c t e d tow ard t h e n e e d s o f th e g h e t t o s and d e p r iv e d a r e a s o f u rb an , s u b u rb a n , and r u r a l M ichigan.^ F o r many y e a r s ,
th e S t a t e o f W isconsin h a s had a s t r o n g
and independent v o c a t i o n a l - t e c h n i c a l s c h o o l system as w e ll as a l a r g e and v a r ie d u n i v e r s i t y
ex ten sio n program .
le g is la t io n au th o rized the te c h n ic a l i n s t i t u t e s ’’l i b e r a l a r t s c o l l e g i a t e
In th e 1 9 6 0 's, to o f fe r a
t r a n s f e r p ro g ram ," e x c e p t where
" t h e r e i s an e x i s t i n g p u b li c i n s t i t u t i o n of h i g h e r l e a r n i n g . "
2
T his p ro h ib itio n d id not apply to c i t i e s having p o p u la tio n s of 1 5 0 ,00 0 o r more.
It
become i n s t i t u t i o n s in other s itu a tio n s .
a p p e a rs t h a t the t e c h n i c a l i n s t i t u t e s w i l l t h a t w o u l d be d e f i n e d a s c o m m u n i t y c o l l e g e s U n i v e r s i t y e x t e n s i o n c e n t e r s were not
au th o rized to o ffe r v o c a tio n a l-te c h n ic a l ed u c a tio n . The f i n a n c i n g o f t h e s e i n s t i t u t i o n s i s
unique i n th a t the
^Gannon, Philip J., "Fifty years of Community Involvement in Michigan," Junior Colleges: 50 States/50 Years. Edited by Roger Yarrington. (Washington, B.C.: American Association of Junior Colleges, 1969). p.115. p Wattenbarger, James L., "The Other Twenty-Two," Junior Colleges: 50 States/50 Years. Edited by Roger Yarrington. (Washington, D.C.: American Association of Junior Colleges, 1969), P.295.
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
u n iv e rs ity c e n te rs are s ta t e supported w ith lo c a l area s providing land and f a c i l i t i e s ,
w hile the t e c h n i c a l i n s t i t u t e s a re l o c a l l y
supported, y e t re c e iv e s u b s ta n tia l s t a t e
aid.
I t w o u l d s eem t h a t t h e u n i v e r s i t i e s a n d f o u r - y e a r c o l l e g e s in W isconsin have r e s i s t e d co lleg es.
However, t h e r e a r e t w e n t y - t h r e e t e c h n i c a l i n s t i t u t e s
and u n i v e r s i t y The s t a t e than a c e n tu ry , It is
still
t h e e s t a b l i s h m e n t o f com munity
ex ten sio n c e n te rs in W isconsin. o f A lab am a h a s h a d c o m m u n i t y c o l l e g e s
f o r more
t h e e a r l i e s t h a v i n g b e e n e s t a b l i s h e d i n 18 ^ 2 .
f u n c t i o n i n g today as a f o u r - y e a r p r e p a r a t o r y s c h o o l
w ith a ju n i o r c o lle g e departm ent. I n 1 9 5 8 t h e r e w e r e s i x f u n c t i o n i n g j u n i o r c o l l e g e s , two o f which were i n d e p e n d e n t s c h o o l s , y e t w hich w ere r e c e i v i n g c o n t r i butions
f r om t h e s t a t e
o f Alabama.
These s i x
ju n io r colleges
b e l o n g e d t o t h e Alabama A s s o c i a t i o n o f J u n i o r C o l l e g e s whi ch a c c o r d i n g t o Graham'*' s e t
forth i t s
p u rp o se i n i t s w orking r u l e s
t o " p r o m o t e t h e common i n t e r e s t o f t h e A labam a."
ju n io r c o lle g e s of
T h i s w o u l d be a c h i e v e d t h r o u g h
o th er agencies in te r e s te d in ed u catio n ; effo rts
on b e h a l f o f t h e
junior c o lle g e ;
"rep resen tatio n in
through co o rd in a tio n of through c o lla b o ra tio n
i n exchange o f r e s o u r c e m a t e r i a l s and p e r s o n n e l and th rough public r e l a t i o n s . " L e g i s l a t i o n p a s s e d i n 19&3 p r o v i d e d f o r a n Alabama T r a d e
■'"Graham, W a l t e r A . , " I t May H a p p e n i n A l a b a m a , T o o . " Junior C olleges: 5 0 S t a t e s / 30 Y e a r s . E d i t e d by R o g e r Y a r r i n g t o n (W ashington, D .C .: A m e r ic a n A s s o c i a t i o n o f J u n i o r C o l l e g e s , 1969), p. 133.
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
School and J u n io r C o llege A u th o rity .
F u n d s w e r e t o be p r o v i d e d
t o e s t a b l i s h t e n new j u n i o r c o l l e g e s , w i t h a n e x p e n d i t u r e o f S I . 5 m illio n per school.
T h e new c o l l e g e s w e r e t o b e b u i l t on s i t e s
d o n a t e d t o t h e A u t h o r i t y and no f u n d s w ere t o be u s e d t o a c q u i r e site s
o r t o im prove e x i s t i n g f a c i l i t i e s .
T h is program l e d t o
p l a n s f o r t h e b u i l d i n g o f n i n e t e e n new j u n i o r c o l l e g e s a n d t w e l v e new t r a d e s c h o o l s t h r o u g h o u t A l a b a m a . areas of the s t a t e , com m unities.
The l o c a t i o n s c o v e r e d a l l
in c lu d in g both b ig c i t i e s ,
The A u t h o r i t y A c t a l s o
and s m a ll,
rural
provided fo r the o p e ra tio n
a n d m a i n t a i n a n c e o f t h e new i n s t i t u t i o n s
t o be a s s u m e d by t h e
S t a t e Board o f E d u c a tio n . By 1965» A la b a m a h a d f o u r t e e n s t a t e ju n io r c o lle g e s.
owned a n d c o n t r o l l e d
E n r o l l m e n t s a t t h a t t i m e r a n g e d fr o m a low o f
142 t o a h i g h o f 993* I n 1 9 6 9 , A la b a m a h a d t w e n t y - t h r e e th em p r i v a t e .
ju n io r c o lle g e s , s i x of
The e s t i m a t e d e n r o l l m e n t was 2 0 , 0 0 0 w i t h a n
a n t i c i p a t e d e n r o l l m e n t o f 2 5 ,0 0 0 t o b e r e a c h e d d u r i n g t h e 1971-72 s c h o o l y e a r . o f 1968, only e ig h t
A c c r e d i t a t i o n i s s l o w e r i n c o m in g a n d a s j u n i o r c o l l e g e s h a d b e e n a c c r e d i t e d by t h e
S outhern A ss o c ia tio n o f C o lleg es.
A n o th e r e i g h t s c h o o ls were
h o p i n g t o m e e t t h e a c c r e d i t a t i o n r e q u i r e m e n t s by 1 9 6 9 . As e a r l y a s 1 9 0 8 , M i s s i s s i p p i h a d t h e b e g i n n i n g s o f j u n i o r co lleg es.
The j u n i o r c o l l e g e s w ere a n o u t g r o w t h o f co unty
a g r i c u l t u r a l s c h o o l s which w ere e s t a b l i s h e d t o p r o v i d e s e c o n d a r y education in th e r u r a l area s.
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I n 1 9 2 2 , l e g i s l a t i o n was e n a c t e d w h i c h p r o v i d e d f o r t h e a d d i t i o n o f f r e s h m e n a n d s o p h o m o r e y e a r s o f c o l l e g e w o r k t o be added to th e s e county a g r i c u l t u r a l h ig h s c h o o ls a s lo n g a s they were l o c a t e d a t l e a s t tw e n ty m i l e s from a s t a t e c o l l e g e . same la w r e q u i r e d t h a t a l l
T his
te a c h e rs of th ese ju n io r c o lle g e s
h a v e a c o l l e g e d e g r e e a n d t h o s e who t a u g h t t h e s o p h o m o r e y e a r were t o have a t t h e i r b a c h e lo r's
l e a s t one more y e a r o f g r a d u a t e c r e d i t a b o v e degree.
A lso,
the l e g i s l a t i o n r e q u ir e d
the h ig h sch o o l curricu lu m of th e s e
ju n io r colleges
be f u l l y
a p p r o v e d by t h e S t a t e D e p a r t m e n t o f E d u c a t i o n , a n d t h a t lib raries
that
the
i n e a c h s c h o o l w e r e t o h a v e a minimum o f " 1 5 0 0 w e l l -
s e l e c t e d v o lu m e s , e x c l u s i v e of p a m p h le ts or government p u b licatio n s. By 1 9 2 8 , the
the s t a t e
l e g i s l a t u r e r e a l i z e d the need to review
la w s of 1922, and t h u s b r o u g h t them u p - t o - d a t e .
The
l e g i s l a t u r e provided t h a t : . . . c o u n t i e s may j o i n t o g e t h e r a n d t a x t h e m s e l v e s t o e s ta b lis h a ju n io r c o lle g e w ith equal r e p re s e n ta tio n on t h e b o a r d o f t r u s t e e s . At t h e same t i m e , a J u n i o r C o l l e g e C o m m i s s i o n was e s t a b l i s h e d to p r o v i d e t h e r e g u l a t i o n and c o n t r o l s
over the e s ta b l is h m e n t
o f new j u n i o r c o l l e g e s . F ro m e l e v e n students,
j u n i o r c o l l e g e s i n 1 9 2 8 , w i t h a b o u t 90 0
t h i s n u m b e r h a s g ro w n t o t w e n t y - s e v e n j u n i o r c o l l e g e s
^Johnston, G.H., "State and Local Partnership in Mississippi. Junior Colleges; 50 States/50 Years. Edited by Roger Yarrington. (Washington, D.C.: American Association of Junior Colleges, 19&9) p . 269. ^ibid.
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without perm ission.
s e r v i n g 45,000 s tu d e n ts as o f 1972. Financial support comes from both the local districts and the state.
In 1968, the operating funds were derived from
three sources:
(1) student fees - 10 per cent; (2) local
districts - 45 per cent; (3) state appropriations - 45 per cent.
D e f i n i t i o n o f Terms
For the purposes of t h i s su rv e y ,
the follow ing d e f in i ti o n s
2 of terms, adapted from the Guidelines, will be used:
Community
or Two Year Colleges are any institution of higher education which offers less than a bachelor's degree and which requires its students to be either (1) high school graduates, or (2) beyond high school age. institutions:
Included are the following types of
(1) institutions offering courses similar to the
liberal arts curricula; (2) institutions which are branches or extension centers of senior colleges and universities;
(3)
institutions whose concern is primarily vocational or technical; and (4) comprehensive institutions offering both liberal arts and occupational programs of posthigh school level.
A Learning
Resources Center is an administrative unit on the individual campus which integrates print and nonprint forms of information resources and the equipment and services to permit their use.
H o c . cit., p.2 7 3 * p AAJC-ACRL Guidelines, op. cit., pp.265-78, passim.
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Throughout t h i s paper th e i n i t i a l s term L e a rn in g R esources C e n te r .
"LRC" w i l l b e u s e d f o r t h e
Media i n c l u d e s such i t e m s a s
film s and p r o j e c t o r s , video m a t e r i a l s , programmed l e a r n i n g a i d s ,
r e c o r d i n g s and p l a y e r s ,
books, s e r i a l s , m icroform s,
docum ents, and o th e r r e l a t e d m a t e r i a l s .
Production i s
p r e p a r a t i o n o f m edia, i n c l u d i n g g r a p h i c s ,
v ariety
The C e n t e r
LRC a n d who h a v e a
o f a b i l i t i e s an d e d u c a t i o n a l b a c k g r o u n d s .
p ro fessio n al s ta f f ,
the
photography,
r e c o r d i n g s , and th e p r e p a r a t i o n o f p r i n t e d m edia. S t a f f a r e t h e p e r s o n n e l who o p e r a t e t h e
pam phlets,
tech n ical a s s is t a n t s ,
clerks,
They i n c l u d e secretaries,
and s tu d e n t a s s i s t a n t s .
Survey o f R e l a t e d L i t e r a t u r e
A search of re la te d li t e r a t u r e , A b stracts
I n t e r n a t i o n a l and L ib ra ry
in clu d in g D issertatio n L i t e r a t u r e , r e v e a l e d no
s t u d i e s u s i n g th e per c a p i t a incom es o f th e s t a t e s su rv ey ed i n c o m p a r i n g a u d i o v i s u a l m e d i a s e r v i c e s i n c o m m u ni ty c o l l e g e s . T he f o l l o w i n g c h a p t e r w i l l o u t l i n e t h e m e t h o d u s e d i n c o n d u c tin g the survey and g iv e th e d e s ig n of th e q u e s tio n n a ir e used.
T h is c h a p te r w ill a l s o d is c u s s th e c r i t e r i a used i n th e
q u e s t i o n n a i r e d e s ig n and o u t l i n e t h e g u i d e l i n e s used i n e v a lu a tin g the re tu rn s .
Subsequent c h a p te rs w ill d iscu ss
t h e r e s u l t s o f t h e s u r v e y by s t a t e ,
compare th e m idw estern
r e g i o n w i t h th e s o u th e r n r e g i o n , and summarize th e f i n d i n g s .
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CHAPTER I I
METHODOLOGY
O rig in ally ,
i t was p r o p o s e d t h a t t h e w r i t e r s u r v e y a u d i o
v i s u a l p r o g r a m s a t c o m m u ni ty c o l l e g e s i n t h e s t a t e s o f I n d i a n a , M ichigan, and W isconsin.
I t was d i s c o v e r e d t h a t t h e r e w e r e
t h i r t y - f o u r community c o l l e g e s i n M ic h i g a n , t w e n t y - t h r e e i n W i s c o n s i n , b u t o n l y one i n I n d i a n a .
The w r i t e r t h o u g h t t h a t
f i f t y - e i g h t c o m m u n it y c o l l e g e s w o u l d n o t b e a n a d e q u a t e n um be r to p ro v id e a s u f f i c i e n t r e tu r n f o r a m eaningful su rv ey . I n d i a n a h a s o n l y one j u n i o r c o l l e g e , i t
w as e l i m i n a t e d
Since from
the s u rv e y . Being f a m i l i a r w ith e d u c a t i o n a l problem s i n th e S o u th , th e w r i t e r r e v is e d the o r i g i n a l survey to in c lu d e the a u d io v i s u a l p r o g r a m s o f t h e s t a t e s o f A la b a m a a n d M i s s i s s i p p i w i t h th e program s i n th e s t a t e s of M ichigan and W isconsin.
A check
o f P a t t e r s o n ’s A m e r i c a n E d u c a t i o n '*' r e v e a l e d t h a t t h e r e a r e t w e n t y - t w o co m m u n it y c o l l e g e s i n A l a b a m a a n d t w e n t y - s e v e n i n M ississip p i.
W i t h t h e t h i r t y - f o u r c o m m u n it y c o l l e g e s i n
M ichigan ( t h i r t y - s e v e n ,
i n c l u d i n g a l l o f t h e campuses o f
O a k l a n d Com munity C o l l e g e ) , a n d t h e t w e n t y - t h r e e i n W i s c o n s i n , a d d e d t o t h o s e i n Alab am a a n d M i s s i s s i p p i , a t o t a l o f 109 E l l i o t t , Norman F . , e d . P a t t e r s o n ’s A m e r i c a n E d u c a t i o n . S ix ty - e ig h th annual yearbook. (Mount P r o s p e c t , I l l i n o i s : E d u c a tio n a l D i r e c t o r i e s I n c . , 1971)» p p . 5 85-86.
11
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12 co m m u n it y c o l l e g e s w o u l d b e a v a i l a b l e
f o r the s u r v e y .
The
w r i t e r a n d h i s a d v i s o r d e e m e d 1 0 9 co m mu n it y c o l l e g e s a s u f f i c i e n t n um be r t o p r o v i d e a n a d e q u a t e r e t u r n
fo r th e pro
posed su rv ey .
E c o n o m ic P r o f i l e
of th e S t a t e s
As o f 1 9 7 0 , M i c h i g a n r a n k e d t w e l f t h among t h e s t a t e s
in
p e r c a p i t a p e r s o n a l incom e w i t h o n ly k . 7 p e r c e n t o f h e r work fo rc e involved in farm ing.
M anufacturing, tr a d e ,
ment acc o u n ted f o r 7 ^ .5 p e r cen t p ay ro ll.
and g o v ern
of M ich ig an 's n o n - a g r i c u l t u r a l
The m a n u f a c t u r e o f m o t o r v e h i c l e s a n d t h e i r a c c e s
s o r i e s i s the le a d in g i n d u s t r y
i n M i c h i g a n . ' 1'
In 1970, W isconsin r a n k e d e i g h t e e n t h i n p e r c a p i t a p e r s o n a l in c o m e w i t h 1 1 . 9 p e r c e n t o f t h e wo rk f o r c e i n a g r i c u l t u r a l occupations.
M a n u f a c t u r i n g , t ra de and g o v e r n m e n t
acc o u n te d fo r 7 2.2 per c e n t of W isc o n s in 's n o n - a g r i c u l t u r a l pay ro ll.
Food p r o c e s s i n g ,
paper m anufacturing,
fu rn itu re,
and
m a c h i n e r y a r e some o f t h e l e a d i n g i n d u s t r i e s i n W i s c o n s i n . He r c h ie f a g r ic u ltu r a l products a re dairy products, and c a t t l e .
eggs,
po tato es,
2
A lab am a r a n k e d f o r t y - e i g h t h among t h e s t a t e s i n p e r c a p i t a p e r s o n a l in c o m e i n 1 9 7 0 .
W h ile o n l y 9 . 8 p e r c e n t o f h e r work
fo rce a re involved in a g r i c u l t u r e ,
A labam a's l e a d i n g i n d u s t r i e s
^R e a d e r 's D ig e s t A lm anac, op. c i t . , 2
loc. c i t . ,
p . 285.
p . 305*
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
13 a re m ining and p r o c e s s in g prim ary m e ta ls ,
te x tiles,
chem icals,
p u lp and p a p e r , and r u b b e r and m e ta l p r o d u c t s .
A labam a's c h i e f
a g r i c u l t u r a l products a r e ,
dairy
forest
products,
peanuts,
beef c a t t l e ,
cotton,
p roducts,
c o r n , s o y b e a n s , and p e c a n s . ^ -
M is s is s ip p i ranked f i f t i e t h
in
p e r c a p i t a p e r s o n a l income
i n 1970, w i t h 2 0 .5 p e r c e n t o f h e r work f o r c e i n v o l v e d i n a g r i cu ltu re.
The l e a d i n g i n d u s t r i e s i n M i s s i s s i p p i a r e t h e manu
f a c t u r e o f a p p a r e l , l u m b e r a n d wood p r o d u c t s , a n d f o o d p rocessing. are co tto n ,
The c h i e f a g r i c u l t u r a l p r o d u c t s o f M i s s i s s i p p i p o u l t r y and e g g s ,
beef c a t t l e ,
soybeans,
and d a i r y
products.^
R esearch Technique Th e s u r v e y m e t h o d was u s e d i n t h e c o l l e c t i o n o f d a t a , w i t h the q u e s tio n n a ir e as th e in s tr u m e n t.
The i n v e s t i g a o r c o n s t r u c t e d
t h e q u e s t i o n n a i r e t o g a i n b a s i c i n f o r m a t i o n common t o a l l situ a tio n s. F i v e a r e a s o f c o n c e r n w e r e i d e n t i f i e d i n d e c i d i n g on t h e k i n d s o f i n f o r m a t i o n n e e d e d f r o m t h e com mun ity c o l l e g e s i n t h e s ta te s selected . Th e f i r s t
a r e a s e l e c t e d f o r t h e s u r v e y was t h e b u d g e t o f
t h e r e s p o n d i n g LRC's. 3 2 5 , 0 0 0 was u s e d .
A r a n g e from u n d e r $ 5,000 t o o v e r
An e f f o r t was made t o d e t e r m i n e w h a t p e r
^loc. cit., p. 26 9 . p l o c . c i t . , p . 286.
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without perm ission.
14 c e n t o f t h e b u d g e t was a l l o c a t e d
f o r p r in t m edia, n o n p rin t
m e d i a , and e q u ip m e n t. The s e c o n d a r e a o f c o n c e r n was t h e p e r s o n n e l o f t h e LRC. Th e r e s p o n d e n t s w e r e a s k e d t o s p e c i f y t h e n u m b e r s o f s t a f f i n v arious c a te g o rie s, tech n ician s,
etc.
such a s l i b r a r i a n s ,
audiovisual s p e c ia lis ts ,
A s t a t e m e n t o f th e e d u c a tio n and e x p e r i e n c e
o f c e r t a i n key p e r s o n n e l was a l s o a s k e d . F a c i l i t i e s and equipm ent com prised the t h i r d a r e a o f concern.
I t was a s k e d w h e t h e r p h y s i c a l f a c i l i t i e s
i n c l u d e d an
a u d io v is u a l le a rn in g la b o r a to r y ; a graphic p ro d u ctio n a re a ; a te le v isio n stu d io ;
a r e a s f o r t h e u s e o f pro gr amm ed i n s t r u c t i o n a l
m ed ia; and w h eth er t h e i r equipm ent in c lu d e d hardw are
f o r use in
th e classroom , and /o r f o r l o c a l production of tr a n s p a r e n c ie s , slid es,
tapes, e tc .
An e f f o r t was made t o d e t e r m i n e i f
these
f a c i l i t i e s a n d e q u i p m e n t w e r e a v a i l a b l e i n t h e LRC, e l s e w h e r e o n c a m p u s , o r n o n e x i s t e n t on c a m p u s . The a d m i n i s t r a t i v e o r g a n i z a t i o n o f t h e LRC was t h e a re a of concern.
The f o l l o w i n g q u e s t i o n s w e r e a s k e d :
fourth ( 1 ) Are
t h e a u d i o v i s u a l a n d l i b r a r y s e r v i c e s me rge d u n d e r o n e d i r e c t o r ? ( 2 ) Are t h e s e s e r v i c e s s e p a r a t e , d irecto r?
b u t c o o r d i n a t e d u n d e r o ne
( 3 ) Ar e t h e s e r v i c e s s e p a r a t e , w i t h s e p a r a t e
d i r e c t o r s who r e p o r t t o a V i c e - P r e s i d e n t , A ca d e m ic D e a n , e t c . ? (4 ) I s the l i b r a r y
or au d io v isu al cen ter responsible
c i r c u l a t i o n o f a u d i o v i s u a l m edia and equipm ent?
f o r the
The l e t t e r
i n c l u d e d w i t h t h e q u e s t i o n n a i r e a s k e d t h a t a c o p y o f t h e LRC's
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
o r g a n i z a t i o n a l c h a r t be r e t u r n e d w i t h t h e q u e s t i o n n a i r e . The s e r v i c e s a v a i l a b l e t o t h e s t u d e n t s a n d f a c u l t y o f t h e c o m m u n it y c o l l e g e s w e r e t h e f i f t h asked of th e respondent w ere: e n c i e s and g r a p h ic s l o c a l l y
area of concern.
Q uestions
(1 ) Are m e d ia , s u c h a s t r a n s p a r
produced f o r the
( 2 ) May t h e f a c u l t y u s e t h e s e f a c i l i t i e s
f a c u l t y i n t h e LHC
t o p r o d u c e t h e i r own
m e d i a ? ( 3 ) May s t u d e n t s u s e t h e p r o d u c t i o n f a c i l i t i e s LRC?
( k ) Do es t h e LRC s t a f f
t r a i n i n g program f o r th e
o f f e r a continuous in - s e r v i c e
facu lty ?
provide tr a i n in g fo r s tu d e n ts
o f the
( 5 J Does t h e LRC s t a f f
( . o t h e r t h a n t h e s t u d e n t s who
w o r k i n t h e LRC) i n t h e u s e o f a u d i o v i s u a l e q u i p m e n t a n d m e d i a ?
D esign of th e Q u e s tio n n a ire
The f o l l o w i n g c r i t e r i a w e r e u s e d t o p r o v i d e a f r a m e w o r k fo r the q u e s tio n n a ire ;
( 1 ) T h a t a c o m m un it y c o l l e g e s h o u l d
have a program o f e d u c a t i o n a l media s e r v i c e s a d m i n i s t e r e d th ro u g h a le a r n in g r e s o u rc e s c e n te r ,
which p r o v i d e s i n s t r u c t o r s
w i t h an a d e q u a te s u p p ly o f a p p r o p r i a t e i n s t r u c t i o n a l media to support th e ir in s tru c tio n a l s tr a te g ie s .
(2) T h a t t h e l e a r n i n g
r e s o u r c e s c e n t e r s h o u ld be a s e r v i c e u n i t t h a t
o p e r a te s a t the
sam e l e v e l a s o t h e r m a j o r c o m m u n it y c o l l e g e s e r v i c e s .
(3) That
t h e r e s h o u l d be a s u f f i c i e n t nu m b e r o f p r o f e s s i o n a l m e d i a s t a f f m e m b e rs t o a d m i n i s t e r t h e m e d i a p r o g r a m t o m e e t t h e n e e d s o f t h e s t u d e n t s and f a c u l t y
o f t h e c o m m u n it y c o l l e g e .
(^ ) That
th e l e a r n i n g r e s o u r c e s c e n t e r sh o u ld be o r g a n iz e d a ro u n d th e c o n c e p t o f o f f e r i n g a wide v a r i e t y o f s e r v i c e s an d m edia t o
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
a ll students, college.
f a c u l t y , a n d a d m i n i s t r a t o r s o f t h e community
( 5 ) T h a t t h e i n s t r u c t i o n a l p r o g r a m s h o u l d be s u p p o r t e d
by an a d e q u a t e s u p p l y o f a u d i o v i s u a l m e d i a t o m e e t t h e e d u c a t i o n a l n e e d s o f t h e co m m u n it y c o l l e g e w i t h a s y s t e m o f m a k in g them a c c e s s i b l e
to the
f a c u l t y and s t u d e n t s .
(6) That th e
media c e n t e r s h o u l d p r o v i d e such media s e r v i c e s a s p r o c u r e m e n t, m a in ten a n ce, and p r o d u c ti o n of a p p r o p r i a t e m edia t o su p p o rt the i n s t r u c t i o n a l program.
( 7 ) T h a t c l a s s r o o m s s h o u l d be
d esig n ed f o r , and p ro v id e d w ith ,
essen tial f a c ilitie s
for
e f f e c t i v e u s e o f a p p r o p r i a t e media of a l l k i n d s t o meet t h e in s tr u c tio n a l needs of the
comm unit y c o l l e g e .
(8) That
f i n a n c i n g o f t h e m e d i a p r o g r a m s h o u l d be b a s e d on b o t h t h e community c o l l e g e ' s l o n g - r a n g e a n d i m m e d i a t e e d u c a t i o n a l n e e d s . The b u d g e t s h o u l d r e f l e c t a r e c o g n i t i o n o f t h e s e l o n g - r a n g e g o a l s a n d be s u f f i c i e n t
to
i n s t r u c t i o n a l im provem ent.
s u p p o r t 3lms d i a p r o g r a m f o r (9 ) T hat t h e community c o l l e g e
m e d i a p r o g r a m s h o u l d be d i r e c t e d by a w e l l - q u a l i f i e d ,
fu ll
t i m e m e d i a s p e c i a l i s t who i s p r o v i d e d w i t h s u f f i c i e n t p r o f e s sional, te ch n ica l,
and c l e r i c a l s t a f f t o p r o v i d e a d e q u a te
m e d ia s e r v i c e s w h i c h m e e t t h e i n d i v i d u a l a n d i n s t r u c t i o n a l n e e d s o f t h e co m m u n it y c o l l e g e . ' * ' Q u e s t i o n s w ere d e s i g n e d f o r t h e q u e s t i o n n a i r e which would a p p l y t o e a c h o f t h e f i v e a r e a s o f c o n c e r n p r e v i o u s l y mentioned.
2
“^ F u l t o n , 2
op. c i t . ,
pp. 1-14, passim .
A co py o f t h e q u e s t i o n n a i r e i s i n c l u d e d i n A p p e n d i x A.
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
The G u i d e l i n e s ^ s t a t e
t h a t t h e b u d g e t o f t h e LRC s h o u l d be
s u f f i c i e n t t o meet t h e normal r e q u ir e m e n t s o f th e c u rric u lu m o f t h e c o m m u n it y c o l l e g e a n d t h e t y p e s a n d k i n d s o f s e r v i c e s o f f e r e d by t h e l e a r n i n g r e s o u r c e s c e n t e r . may be d e p e n d e n t on many f a c t o r s ,
The b a s i c
budget
s u c h a s , w h e t h e r t h e c o m m u n it y
c o lle g e 's
em phasis i s
programs;
t h e g ro w th r a t e o f t h e community c o l l e g e ; c h a n g e s
in th e curriculum ; center s ta f f ;
the
on v o c a t i o n a l - t e c h n i c a l o r l i b e r a l , a r t s
type6 of s e r v i c e s re n d ered ; th e s iz e of th e av ailab ility
s t u d e n t s and f a c u l t y ;
o f o th e r le a r n in g re s o u rc e s to
and th e p h y s i c a l f a c i l i t i e s
i n which th e
center operates. The G u i d e l i n e s f u r t h e r s t a t e r e s p o n s ib il iti e s of the
t h a t t h e f u n c t i o n s and
LRC w i t h i n t h e a d m i n i s t r a t i v e s t r u c t u r e
o f t h e community c o l l e g e s h o u l d be c l e a r l y d e f i n e d .
The
e f f e c t i v e n e s s o f t h e o p e r a t i o n o f t h e LRC d e p e n d s on t h e u n d e r s t a n d i n g , by s t u d e n t s , ad m in istrato rs, LRC a s i t
faculty,
center s ta f f ,
and th e c o l l e g e
o f t h e f u n c t i o n s and r e s p o n s i b i l i t i e s o f t h e
r e l a t e s t o th e needs and program s of th e p a r t i c u l a r
co m m u ni ty c o l l e g e .
The a d m i n i s t r a t i v e s t r u c t u r e a n d o r g a n i z a
t i o n o f t h e LRC s h o u l d be t h a t w h i c h e f f e c t i v e l y a n d e f f i c i e n t l y c a r r i e s out th e o b je c tiv e s of th e
LRC.
The r e l a t i o n s h i p o f t h e
LRC t o t h e t o t a l a c a d e m i c p r o g r a m o f t h e com m un it y c o l l e g e should in v o lv e th e p ro fe s s io n a l s t a f f
o f t h e LRC i n a l l l e v e l s
^AAJC-ACRL Guidelines, op. cit., pp.265-78, passim.
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
and a r e a s o f acad em ic p l a n n i n g an d c u r r i c u l u m d e v e lo p m e n t. T e c h n ic a l s t a f f should be in v o lv e d in
the
f in a l s ta g e s of
p l a n n i n g a n d make r e c o m m e n d a t i o n s c o n c e r n i n g m a t e r i a l s a n d equipm ent. A ccording to th e G u i d e l i n e s , the a d m in is tr a t iv e s t r u c t u r e o f t h e LRC may v a r y , d e p e n d i n g u p o n t h e a d m i n i s t r a t i v e s t r u c t u r e o f t h e i n d i v i d u a l co m m u n it y c o l l e g e , e d u c a tio n a l r e s o u rc e m edia, by t h e c o m m u n it y c o l l e g e .
e a r l i e r m ethods o f p r o v i d i n g
or the changing o f programs o f f e r e d Th e a u d i o v i s u a l a n d l i b r a r y
serv ices
may b e m e r g e d u n d e r on e d i r e c t o r w i t h a n a u d i o v i s u a l s p e c i a l i s t or te c h n ic a lly and eq u ip m en t. separate, d irectly
q u a lif ie d perso n in charge of a u d io v is u a l s e rv ic e s Or t h e l i b r a r y
a n d a u d i o v i s u a l s e r v i c e s may b e
b u t c o o r d in a te d u n d e r one d i r e c t o r , w ith p r o f e s s i o n a l s in charge of the a u d io v is u a l and l i b r a r y s e r v i c e s .
The
n e e d s o f t h e p r o g r a m o f t h e c o m m u n it y c o l l e g e may n e c e s s i t a t e a u d io v is u a l and l i b r a r y
s e r v i c e s being s e p a r a te , w ith s e p a r a te
d i r e c t o r s who r e p o r t t o a v i c e - p r e s i d e n t
or academic dean .
D e p e n d i n g on t h e a d m i n i s t r a t i v e o r g a n i z a t i o n , a u d i o v i s u a l m e d i a may b e c i r c u l a t e d by t h e l i b r a r y
o r by t h e LRC.
The s o f t w a r e
may b e h o u s e d an d c i r c u l a t e d by t h e l i b r a r y a n d t h e h a r d w a r e h o u s e d a n d c i r c u l a t e d by t h e LRC.
M eeting th e o b j e c t i v e s
of the
p r o g r a m o f t h e com mun ity c o l l e g e s h o u l d be t h e d e t e r m i n i n g f a c t o r i n a r r a n g i n g t h e a d m i n i s t r a t i v e o r g a n i z a t i o n o f t h e LRC. A q u a l i f i e d a n d e x p e r i e n c e d s t a f f s h o u l d be a v a i l a b l e t h e LRC i n s u f f i c i e n t n u m b e r s t o c a r r y o u t t h e p u r p o s e s a n d
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
in
o b je c tiv e s of the c e n te r. of s t a f f
w i l l vary
The G u i d e l i n e s s t a t e
that
t h e num be r
from one c o m m u n i t y c o l l e g e t o a n o t h e r ,
d e p e n d in g upon t h e s i z e of t h e s t u d e n t p r o g r a m o f t h e c o m m u ni ty c o l l e g e , the p h y s ic a l f a c i l i t i e s
av ailab le,
t h e s e r v i c e s p e r f o r m e d by t h e
body,
the e d u c a tio n a l
t h e h o u r s t h e LHC i s o p e n , and th e s c o p e and n a t u r e o f
LRC s t a f f .
Every p r o f e s s i o n a l
member o f t h e s t a f f s h o u l d h a v e g r a d u a t e t r a i n i n g a p p r o p r i a t e t o t h e r e s p o n s i D i l i t i e s a s s i g n e d t o him .
The d i r e c t o r o f t h e
LRC s h o u l d be s e l e c t e d on t h e
b a sis of h is e d u c a tio n a l ac h ie v e
m ent, a d m i n i s t r a t i v e a b i l i t y ,
a w a r e n e s s o f t h e p u r p o s e s and
f u n c t i o n s o f t h e LRC, a n d c o n c e r n t h a t The G u i d e l i n e s s t a t e and a b i l i t i e s
th at
t h e u s e r s ' n e e d s be m e t .
t e c h n i c i a n s w ith s p e c i a l t r a i n i n g
s h o u l d be on t h e s t a f f
to a s s i s t the p ro fe s s io n a l
s t a f f i n c a r r y i n g o u t t h e o p e r a t i o n s o f t h e LRC. may s u p e r v i s e s u c h a c t i v i t i e s m aterials.
T echnicians
a s c i r c u l a t i o n and p r o d u c t i o n o f
They may a l s o s u p e r v i s e c l e r i c a l a n d s t u d e n t
assistan ts. A ccording to th e G u i d e l i n e s , s tu d e n t a s s i s t a n t s
are
i m p o r t a n t on t h e LRC s t a f f b e c a u s e o f t h e v a r i e t y o f d u t i e s they can c a r ry
o u t , b e c a u s e t h e y may e n c o u r a g e o t h e r s t u d e n t s
to use th e s e r v i c e s and f a c i l i t i e s
o f t h e LRC, a n d b e c a u s e
t h e y may s e r v e a s a r e c r u i t m e n t p o o l f o r o t h e r p o s i t i o n s on the s t a f f . Th e G u i d e l i n e s s t a t e and th e
t h a t d e p e n d i n g on t h e b u d g e t a v a i l a b l e
c a p a b i l i t i e s of the s t a f f ,
c e rta in physical f a c i l i t i e s
t h e LRC s h o u l d p r o v i d e
to carry
o u t t h e f u n c t i o n s and
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
o b j e c t i v e s o f t h e i n s t r u c t i o n a l program o f t h e community c o l l e g e . T h e r e s h o u l d be a n a u d i o v i s u a l l e a r n i n g l a b o r a t o r y w h e r e b o t h s t u d e n t s a n d f a c u l t y c a n become f a m i l i e r w i t h t h e o p e r a t i o n a n d te ch n iq u es of using p r o je c to r s , o th e r ty p es of hardw are.
t a p e and r e c o r d p l a y e r s ,
and
A g r a p h i c p r o d u c t i o n a r e a s h o u l d be
a v a i l a b l e to the s t u d e n t s ,
faculty,
an d t h e LRC s t a f f , w h i c h
w i l l meet th e i n d i v i d u a l and i n s t r u c t i o n a l n eed s f o r ta p e recordings,
tran sp aren cies,
m aterials.
A r a d i o a n d a t e l e v i s i o n s t u d i o may be a p a r t o f
the
p h o to g ra p h s , and o t h e r t y p e s of
f a c i l i t i e s o f t h e LRC, b u t d e p e n d i n g o n t h e n e e d s o f t h e
c o m m u n it y c o l l e g e ’s p r o g r a m ,
t h e r e may be s e p a r a t e f a c i l i t i e s ,
or,
t h e y may be u n d e r t h e d i r e c t i o n o f o t h e r
departm ents.
the
c o m m u n it y c o l l e g e h a s a c o m p u t e r c e n t e r ,
t h e LRC may p r o v i d e
com puter f a c i l i t i e s a s a p a r t o f i t s
program .
If
E rickson s ta te s
th a t: Programmed i n s t r u c t i o n , u t i l i z i n g t e a c h i n g s y s t e m s o f an au to m ate d n a t u r e on a s e l f - i n s t r u c t i o n a l b a s i s , i s b e i n g u s e d t o t e a c h b a s i c s k i l l s i n many c u r r i c u l a . The i n d i v i d u a l i z e d i n s t r u c t i o n p r o g r a m s a r e b e i n g u s e d t o t e a c h th e o p e r a t i o n o f equipm ent, t h e making o f t r a n s p a r e n c i e s , d u p l i c a t i n g p r o c e s s e s , a n d many o t h e r sk ills. The
com m un it y c o l l e g e LRC s h o u l d d e v e l o p p r o g r a m m e d i n s t r u c t i o n
as needs fo r i t a r i s e
a n d a s p r o g r a m s c a n be p r o d u c e d o r
p u r c h a s e d fr o m c o m m e r c i a l s o u r c e s . I n t h e a r e a o f e q u i p m e n t , t h e i d e a l s i t u a t i o n w o u l d be h aving th e r i g h t equipm ent, in th e r i g h t p la c e , a t
the r ig h t
^ " E r i c k s o n , C a r l t o n W . H . , A d m i n i s t e r i n g I n s t r u c t i o n a l Media Program s. (New Y o r k : M a c m i l l a n , 1 9 6 8 ) , p p . l * t 0 - 4 l .
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
21
t i m e , AND i n w o r k i n g o r d e r . equipment collore
While t h e r e a r e l i s t s
of basic
f o r a n LRC, t h e e q u i p m e n t o f a p a r t i c u l a r community
s h o u l d be b a s e d on t h e i n d i v i d u a l a n d i n s t r u c t i o n a l
neods o f th e s t u d e n t s and f a c u l t y .
The G u i d e l i n e s ^ s t a t e
that
t h e com mun ity c o l l e g e s h o u l d s e l e c t e q u i p m e n t on t h e b a s i s o f q uality
of perfo rm an ce,
design,
ease of o p e ra tio n ,
serv ice.
p o rtab ility ,
effectiv e
a nd a v a i l a b i l i t y
of
T h e r e s h o u l d be s u f f i c i e n t s p a c e f o r t h e e f f e c t i v e
u tiliz atio n c o lle g e 's
e a s e o f m a in ten a n ce and r e p a i r ,
o f a u d i o v i s u a l media e q u i p m e n t.
The commu nity
c l a s s r o o m s s h o u l d be d e s i g n e d s o t h a t a u d i o v i s u a l
e q u i p m e n t may be e f f e c t i v e l y
u t i l i z e d a s an i n s t r u c t i o n a l
technique. The n e c e s s a r y e q u i p m e n t a n d m a t e r i a l s s h o u l d
be a v a i l a b l e
i n t h e LRC f o r t h e l o c a l p r o d u c t i o n o f s p e c i a l m e d i a o r m e d ia which a r e n o t a v a i l a b l e
com m ercially.
The t y p e s a n d k i n d s o f
m e d i a an d e q u i p m e n t s h o u l d d e p e n d on t h e n e e d s o f t h e college s tu d e n ts , be a v a i l a b l e
f a c u l t y , a n d LRC s t a f f .
fo r the e f f e c t i v e u t i l i z a t i o n
equipment and m ed ia.
A dequate sp ace sh o u ld of l o c a l production
A s u f f i c i e n t nu m be r o f s t a f f ,
r e q u i s i t e a b i l i t i e s and s k i l l s ,
community
w ith the
s h o u l d be a v a i l a b l e t o p r o d u c e
t h e m e d i a , a n d / o r a s s i s t s t u d e n t s a n d f a c u l t y i n t h e m a k in g o f tape r e c o r d i n g s , furtherance
slid es,
and o t h e r media a s n e e d e d f o r th e
o f t h e i n s t r u c t i o n a l o b j e c t o v e s o f t h e community
co lleg e.
•^AAJC-ACRL G u i d e l i n e s ,
op. c i t . ,
p. 275-
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
22 The e d u c a t i o n a l p r o g r a m o f t h e co m m u n it y c o l l a g e r e q u i r e s t h a t p r o v i s i o n be made f o r m e d i a t o s u p p o r t a n d s u p p l e m e n t t h e c u r r i c u l a r o f f e r i n g s , a n d t o m e e t t h e n e e d s o f t h e s t u d e n t s an d facu lty .
The LRC p r o v i d e r s e r v i c e s
f o r s t u d e n t s and f a c u l t y
a n d g i v e s i n s t r u c t o r s an o p p o r t u n i t y t o s e l e c t from th e r e s o u r c e s , m edia n e c e s s a r y t o m eet i n d i v i d u a l and c l a s s n e e d s . A c c o r d i n g t o t h e G u i d e l i n e s ^ t h e e m p h a s i s o f t h e LRC s h o u l d be upon t h e i n d i v i d u a l l e a r n e r ,
in
f a c i l i t a t i n g in q u iry ,
in
e x p l o r i n g id e a s and c o n c e p ts , and i n d e v e lo p in g in d e p e n d e n t use of re s o u rc e s .
The LRC s t a f f s h o u l d p r o v i d e g u i d a n c e f o r
i n d i v i d u a l s i n t h e use o f m edia and r e s o u r c e s , a s w e l l as form al i n s t r u c t i o n to groups of s tu d e n t s and f a c u l t y .
The LRC s t a f f
s h o u l d s e r v e , a l s o , a s a r e s o u r c e f o r t e a c h i n g and l e a r n i n g . As a p a r t o f t h e LRC's s e r v i c e s o f p r o d u c i n g a u d i o v i s u a l m edia f o r t h e
facu lty ,
to use th e f a c i l i t i e s own m e d i a .
i t s h o u l d make p r o v i s i o n f o r t h e f a c u l t y o f t h e LRC s o t h a t
W ith th e s e s e r v i c e s ,
t h e LRC s t a f f s h o u l d p r o v i d e
a c o n t i n u o u s t r a i n i n g program f o r t h e a u d i o v i s u a l media and eq u ip m en t.
th e y can p ro d u c e t h e i r
f a c u lty in the use of
T h i s t r a i n i n g s h o u l d be
o f f e r e d on b o t h a n i n d i v i d u a l b a s i s a n d i n g r o u p s e s s i o n s . The t r a i n i n g p r o g r a m o f t h e LRC s h o u l d i n c l u d e t h e t r a i n i n g of students
( o t h e r t h a n t h o s e s t u d e n t s who w o r k i n t h e LRC) i n
t h e u s e o f a u d i o v i s u a l media an d e q u i p m e n t.
S t u d e n t s s h o u l d be
encouraged t o use the p r o d u c tio n f a c i l i t i e s
o f t h e LRC f o r t h e i r
own p r o j e c t s a s f a r a s i t
is
feasib le.
^AAJC-ACRL G u i d e l i n e s , op. c i t . ,
p.2 6 7 .
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
23 A s e p a r a t e b u d g e t s h o u l d be a l l o c a t e d t o t h e th a t c o s ts of m a te ria ls, r e a d i l y be d e t e r m i n e d .
LRC i n o r d e r
s e r v i c e s , and s p e c i a l f a c i l i t i e s
may
The a m o u n t s w i t h i n t h e b u d g e t s h o u l d
be f l e x i b l e s o a s to meet t h e demands w hich d e v e l o p d u r i n g the sch o o l y e a r. For t h i s s t u d y , t h e f o l l o w i n g b u d g e t r a n g e s were u s e d : under S3,000; 320,000;
35,000 - 310,000;
310,000 - $15,000; $15,000 -
$ 2 0 ,0 0 0 - $ 2 5 ,0 0 0 ; and o v e r $ 2 5 ,0 0 0 .
These low ered
r a n g e s w e r e u s e d f o r t h e b e n e f i t o f s m a l l e r c o m m u n it y c o l l e g e s and newer i n s t i t u t i o n s .
The p e r c e n t o f t h e b u d g e t s p e n t f o r
p r i n t m e d ia , n o n p r i n t m e d ia , e q u ip m e n t, and o t h e r e x p e n d i t u r e s was u s e d i n d e t e r m i n i n g w h e r e t h e e m p h a s i s o f t h e LRC p r o g r a m lay. The n u m b e r o f p e r s o n n e l i n v a r i o u s c a t e g o r i e s was u s e d t o d eterm ine,
(1) the s iz e of th e a u d i o v is u a l program ;
a d e q u a te t h e s t a f f s w ere, and services offered.
( 2 ) how
( 3 ) t o g i v e some i d e a o f t h e
The e d u c a t i o n a l b a c k g r o u n d a n d e x p e r i e n c e
o f k e y p e r s o n n e l was a s k e d s o t h a t t h e i n v e s t i g a t o r c o u l d s e e i f a lib rary
b a c k g ro u n d a n d / o r an a u d i o v i s u a l b a c k g ro u n d would
be most u s e f u l f o r the d i r e c t o r o f t h e a u d i o v i s u a l media s e r v i c e s i n a n LRC.
C e rta in t e c h n ic a l backgrounds in b u sin e ss
a n d i n d u s t r y m i g h t s e r v e a s a n o t h e r me an s o f q u a l i f y i n g am i n d i v i d u a l , who g e t s t h e n e c e s s a r y e d u c a t i o n a l p r e p a r a t i o n , f o r p r o m o t i o n w i t h i n t h e LRC. The f a c i l i t i e s a v a i l a b l e , s u c h a s t h e a u d i o v i s u a l l e a r n i n g lab o rato ry ,
th e graphic p ro d u ctio n a r e a , e t c . ,
were used t o
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
-24 d e t e r m i n e t h e c o m p r e h e n s i v e n e s s o f t h e LRC p r o g r a m a n d t h e t y p e s of services av ailab le. The t y p e s o f e q u i p m e n t an d t h e i r l o c a t i o n was u s e d t o d e t e r m i n e t h e c o m m u n it y c o l l e g e ' s c o m m i t m e n t t o t h e c o n c e p t o f t h e u s e o f a u d i o v i s u a l media i n i n s t r u c t i o n . The n u m b e r a n d t y p e s o f l o c a l p r o d u c t i o n e q u i p m e n t w e r e u s e d t o d e t e r m i n e w h e t h e r t h e co m m u n it y c o l l e g e h a s a n e e d f o r its
own s p e c i a l i z e d m e d i a o r w h e t h e r i t
d ep en d s upon c o m m e r c ia lly
produced m edia. The s e c t i o n p e r t a i n i n g t o a d m i n i s t r a t i v e o r g a n i z a t i o n was used to d isco v er i f th e study,
c o m m u n it y c o l l e g e s , i n t h e s t a t e s
follow th e concept of a d m in is te rin g a l l le a r n in g
r e s o u r c e s m edia t h r o u g h one c e n t e r , facilities
used fo r
or i f
they p r e f e r s e p a ra te
of v a rio u s arrangem ents.
The s e r v i c e s , w h i c h t h e LRC ma k es a v a i l a b l e t o t h e com m u ni ty c o l l e g e f a c u l t y and s t u d e n t s , were u s e d t o d e t e r m i n e t h e commit m e n t o f t h e LRC s t a f f t o m e e t i n g t h e n e e d s o f t h e f a c u l t y a n d students.
The i n - s e r v i c e t r a i n i n g s e c t i o n w as u s e d t o s e e
w h e t h e r t h e LRC s t a f f was m a k i n g a n e f f o r t t o i m p r o v e t h e f a c u l t y ' s u s e o f a u d i o v i s u a l media and e q u ip m e n t.
G u i d e l i n e s Used i n E v a l u a t i n g t h e R e t u r n s The A m e r i c a n L i b r a r y A s s o c i a t i o n ' s a n d N a t i o n a l E d u c a t i o n A s s o c i a t i o n ' s S t a n d a r d s f o r S c h o o l Media Program s
served as a
^"American A s s o c i a t i o n o f S c h o o l L i b r a r i a n s a n d t h e D e p a r t m e n t o f A u d io v isu al I n s t r u c t i o n of the N a tio n a l E ducation A s s o c ia tio n . S t a n d a r d s f o r S c h o o l M e d ia P r o g r a m s (C hicago: American L i b r a r y A s s o c i a t i o n , 19^9)* p p . 3 9 - ^ ^ .
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without perm ission.
beginning g u id e lin e
for th is
study.
The l i s t
of equipment f o r
a n a u d i o v i s u a l p r o g r a m f r o m t h e s e S t a n d a r d s was u s e d a s a guiding l i s t
for th is
survey.
The S t a n d a r d s s t a t e :
The i t e m s i n t h e l i s t t h a t f o l l o w s r e p r e s e n t t h e a d d i t i o n a l equipm ent needed to meet th e m u ltim ed ia ap p ro a c h w hich good t e a c h i n g and e f f e c t i v e l e a r n i n g r e q u i r e from t h e s c h o o l m edia program . . . . t h e basic s p e c i f i c a t i o n s i n d i c a t e q u a n t i t i e s n e e d e d f o r u. f u n c t i o n i n g p r o g r a m , more t r a d i t i o n a l i n n a t u r e . The a d v a n c e d r e c o m m e n d a t i o n s p r e s e n t q u a n t i t i e s t h a t w i l l be n e e d e d i n t h o s e s c h o o l s w i t h s u c h a p p r o a c h e s a s i n d i v i d u a l i z a t i o n o f i n s t r u c t i o n and in d e p e n d e n t study. I t i s reco g n ized th a t in c e r ta in ty p e s of in n o v a tiv e program s even the advanced l e v e l w i l l n e e d t o be e x c e e d e d . T h i s l i s t recommends t h e number o f u n i t s p e r t e a c h i n g s t a t i o n and a d d i t i o n a l u n i t s
o f e q u i p m e n t i n t h e LRC.
The S t a n d a r d s a l s o s t a t e
th at:
N a t i o n a l s t a n d a r d s h a v e many f u n c t i o n s b e y o n d t h e im m ediate o n es o f p r o v i d i n g g u i d e l i n e s f o r media programs o f good q u a l i t y and e s t a b l i s h i n g c r i t e r i a f o r t h e m e d i a s e r v i c e s , r e s o u r c e s , and f a c i l i t i e s e s s e n tia l in the educational process. They a c t a s a s t i m u l u s t o c o r r e c t t h e s e r i o u s d e f i c i e n c i e s now e x i s t i n g i n t o o many o f o u r s c h o o l s by ( 1 ) a s s i s t i n g i n t h e e s t a b l i s h m e n t o f m e d i a c e n t e r s w h e r e no s e r v ic e i s a v a i l a b l e , or (2) a c c e l e r a t i n g th e improvement o f m edia s e r v i c e s i n th o s e s c h o o ls w h e r e o p ti m u m p r o g r a m s a r e d e f e a t e d b e c a u s e o f la c k of s u f f i c i e n t s t a f f and reso u rces or because of other substandard co n d itio n s. T h is p u b li c a t i o n a l s o m entions th a t th e s e s ta n d a r d s r e q u ir e c o n tin u o u s r e v i s i o n b ecause of the r a p i d i t y tio n ,
of change i n educa
technology, and in o th e r f i e l d s . A d d iti o n a l c r i t e r i a were d ev elo p ed f o r t h i s
^loc.
2
loc.
c it.,
p .44.
c it.,
p. x.
s tu d y from
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
26 F u l t o n ' s E v a l u a t i v e C h e c k l i s t , a n i n s t r u m e n t t o be u s e d by t h e LHC d i r e c t o r f o r a s e l f - e v a l u a t i n g : s t u d y o f t h e a u d i o v i s u a l media program o f a s c h o o l s y s te m .
Using t h i s
is p o s s i b le to develop a graphic p r o f i l e
technique, i t
o f an a u d i o v i s u a l media
p r o g r a m w h i c h w i l l show s t r e n g t h s a n d w e a k n e s s e s a n d h i g h l i g h t a r e a s t h a t need im provem ent.
Fulton s t a t e s ,
in p a rt,
th at:
A s c h o o l sy ste m sh o u ld have a program of e d u c a t i o n a l m e d ia s e r v i c e s a d m i n i s t e r e d t h r o u g h a s c h o o l media c e n t e r . . . a n d t h e r e s h o u l d be a s u f f i c i e n t nu m b e r o f p r o f e s s i o n a l m e d i a s t a f f me mbers t o a d m i n i s t e r t h e e d u c a t i o n a l media p r o g r a m . . . F ulton a ls o s t a t e s
th a t:
C ontinuous i n - s e r v i c e e d u c a tio n i n th e use of educa t i o n a l m e d i a s h o u l d b e ^ c a r r i e d on a s a m e an s o f im proving i n s t r u c t i o n . The f o l l o w i n g c r i t e r i a a r e p o i n t e d o u t by F u l t o n a s b e i n g e s s e n t i a l t o t h e media pro g ram : E d u c a t i o n a l m e d i a c e n t e r s s h o u l d be o r g a n i z e d a r o u n d t h e c o n c e p t o f o f f e r i n g a wide v a r i e t y o f s e r v i c e s and m edia to a l l i n s t r u c t i o n a l and a d m i n i s t r a t i v e u n i t s of a s c h o o l s y s t e m . . . a n d th e i n s t r u c t i o n a l program sh o u ld b e s u p p o r t e d by a n a d e q u a t e s u p p l y o f e d u c a t i o n a l m e d i a a n d a s y s t e m o f m a k i n g th e m a c c e s s i b l e t o t h e f a c u l t y and s t u d e n t s . T he f i n a l d r a f t o f t h e AAJC-ACRL G u i d e l i n e s f o r Tw o- Y ea r C o l l e g e L i b r a r y L e a r n i n g R e s o u r c e C e n t e r s was u s e d by t h e w r i t e r i n developing e v a lu a tiv e g u id e lin e s f o r t h i s
study.
The
G uidelines s t a t e : A s t a t e m e n t d e s c r i b i n g a d e q u a te l e a r n i n g r e s o u r c e s and s e r v i c e s h as been d i f f i c u l t t o f o r m u la te f o r such i n s t i t u t i o n s ( co m m un it y c o l l e g e s ) b e c a u s e o f s u c h f a c t o r s a s th e w idely d i v e r s i f i e d p urposes and s i z e s of the
^ F ulton, 2
op. c i t . ,
loc.
c it.,
p .k.
^loc.
c it.,
p .?.
p .l.
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without perm ission.
27 i n s t i t u t i o n s , p r i v a t e and p u b l i c ; th e high p r o p o r t i o n o f com muting s t u d e n t s ; th e c o m p r e h e n s iv e n e s s o f t h e c u r r ic u la ; th e w illin g n ess o f a d m in istra to rs to exper i m e n t u n h a m p e r e d by t r a d i t i o n ; a n d t h e h e t e r o g e n e i t y o f b a c k g r o u n d among t h o s e e n r o l l e d . A lthough th e d i v e r s i t y among t h e i n s t i t u t i o n a l p a t t e r n s m a k e s t h e estab lish m en t of g en erally a p p lic a b le g u id elin es d i f f i c u l t , a l l tw o - y e a r i n s t i t u t i o n s need q u a l i t a t i v e p r a c t i c e s i n l e a d i n g i n s t i t u t i o n s which can be u s e d f o r s e l f - e v a l u a t i o n and p r o j e c t i v e p l a n n i n g . The G u i d e l i n e s f u r t h e r s t a t e t h a t : T h e s e g u i d e l i n e s c o n t a i n no q u a n t i t a t i v e s t a t e m e n t s i n the t e x t . R a t h e r t h a n d e v e l o p i n g any new q u a n t i t a t i v e s t a t e m e n t s , r e f e r e n c e w i l l b e made t o t h e C a l i f o r n i a s t a t e m e n t , most co m p reh en siv e o f t h o s e c u r r e n t l y a v a i l a b l e f o r g u i d a n c e t o t h o s e i n s t i t u t i o n s r e q u i r i n g th e m fo r s e l f - e v a l u a t i o n or p la n n in g p u rp o se s. Such num era t i o n s becom e t o o s o o n o b s o l e t e a n d i n h i b i t o r y r a t h e r th a n rem ain in g a d e s ir a b l e g o a l f o r developm ent.2 The w r i t e r h a s u s e d t h e s e c t i o n s to budgeting, p erso n n e l, o rg an izatio n ,
of the G u id elin es p e rta in in g
f a c i l i t i e s and equipm ent, a d m i n i s t r a t i v e
and s e r v i c e s i n e v a l u a t i n g th e r e s u l t s
of th is
stu d y . B a s e d on t h e a b o v e s t a t e m e n t s f r o m t h e G u i d e l i n e s , q u a l i t a t i v e com parisons w i l l e n t e r i n t o r e p o r t i n g the r e s u l t s of t h i s stu d y . As a p a r t o f t h i s s t u d y ,
the w r i t e r v i s i t e d th e
c o m m u n it y c o l l e g e s i n M i c h i g a n :
follow ing
K i r t l a n d Community C o l l e g e n e a r
Roscommon, M i c h i g a n ; a n d K a l a m a z o o V a l l e y Community C o l l e g e n e a r K alam azoo, M ic h ig a n .
The f o l l o w i n g com m un it y c o l l e g e s w e r e
v i s i t e d i n M i s s i s s i p p i by t h e w r i t e r :
^ AAJC-ACRL G u i d e l i n e s , o p . c i t . , lo c.
c it.,
M eridian J u n i o r C o lle g e
p . 265.
p . 266.
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
in M eridian, M is s is s ip p i; D ecatur, M ississip p i.
and E a s t C e n tr a l J u n io r C o lle g e in
Q u e s t i o n n a i r e s were n o t s e n t t o e i t h e r
K i r t l a n d Community C o l l e g e o r t o K a la m a z o o V a l l e y Comm unity C o lleg e,
but were s e n t t o
e a c h o f t h e o t h e r two c o m m u n it y
co lleg es v isite d .
Method U se d i n F i g u r i n g P e r c e n t a g e s In Chapter I I I
t h e m ethod o f f i g u r i n g p e r c e n t a g e s f o r
e q u ip m e n t and l o c a l p r o d u c t i o n e q u ip m e n t i s a s f o l l o w s : Th e p e r c e n t a g e s a r r i v e d a t w e r e f i g u r e d f i r s t
(1)
fo r th e item s
a v a i l a b l e i n t h e LPC by u s i n g t h e t o t a l number o f r e s p o n d i n g c o lle g e s divided in to the i n d i c a t e d having th a t
n u m b e r o f c o l l e g e LRCs w h i c h
p a r t i c u l a r p ie c e of equipm ent.
( 2 ) The
p e r c e n t a g e s were t h e n f i g u r e d f o r equipm ent a v a i l a b l e e l s e w h e r e on ca m p u s by u s i n g t h e sam e m e t h o d a s s t a t e d i n
(1) above.
( 3 ) T o t a l p e r c e n t a g e s w e r e a r r i v e d a t by d i v i d i n g t h e t o t a l number o f r e s p o n d i n g c o l l e g e s i n t o t h e t o t a l number o f c o l l e g e s w hich i n d i c a t e d h a v in g c e r t a i n
ite m s of equipment a v a i l a b l e i n
t h e LRC a n d / o r e l s e w h e r e o n c a m p u s .
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
CHAPTER I I I
FINDINGS OF THE STUDY BY STATE
Michigan
Budgets Out of the twelve community colleges in Michigan which responded to the questionnaire, nine have LRC budgets which exceed the $25,000 range.
One community college falls in the
$1 5 , 0 0 0 to $ 20,0 00 range, one in the $5 , 0 0 0 to $ 1 0 , 0 0 0 range, while the twelfth community college did not respond to this question. Since some respondents indicated that salaries were included in the LRC's budget, the need for a follow-up study is indicated in order to determine exactly what the breakdown is of the budgets of these nine community colleges. Of the colleges responding, College A spends 16.8 per cent of its budget for print media, 6 . 8 per cent for nonprint media,
1 . 0 per cent for equipment, and 7 5 *^ per cent of the budget for salaries and supplies.
College B spends ^7 per cent of its
budget for print media, 18 per cent for nonprint media, 18 per cent for equipment, and 18 per cent for supplies.
College C
did not have a percentage breakdown of its budget available. College D spends 50 per cent of the budget for print media,
25 per cent for nonprint media, and 25 per cent for equipment. College E spends
per cent of its budget for print media and 29
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
30 55 per cent for nonprint media. for other categories.
College E supplied no figures
College F spends hQ per cent of the budget
for print media and 10 per cent for supplies.
No indication was
given as to what the remaining 50 per cent is spent on. G spends35 per cent for print media, 1 media, 6
per cent
per cent for equipment, and 5 & per cent
repairs, and miscellaneous expenses.
College
for nonprint for salaries,
College H spends 90 per
cent of the budget for print media, find 10 per cent for nonprint media.
Equipment purchases are made from capital expenditures.
College I did not give budget percentages as they indicate that there are separate budgets for audiovisual and library expendi tures.
College J did not fill in this section of the question
naire.
College L spends 25 per cent of the budget for print
media, 5
per cent for nonprint media, 1 per cent
and 69 per cent for salaries.
for equipment,
(TABLE 1, p.31)
On the basis of these returns, College E, which spends 55 per cent of the budget for nonprint media, and College D, which spends 25 per cent of their budget for these media, would seem to offer the best software to support an audiovisual program. In three cases salaries and other items account for a large percentage of the budget.
Staff In the reports on the staff in Michigan community colleges, (TABLE 2, p.32) six of the fifteen colleges responding have audiovisual specialists on the staff of the LRC.
All of the
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
-
-- ------- ------ ------------ :—
-
~
......
— ...................... -----------
--------
»
# I) o f'f a; . -> ,7 \
o
•
S> 7-'
C
o ^ *~r rv.
c: £ K" •H O .r l ;
e c: O
X
41.6
41.6
50.0
58.3
FACILITIES
Radio Studio
Programmed Instruction
Equipment
In t h e a r e a of a u d i o v i s u a l e q u ip m e n t, th e r e s p o n d in g M ichigan c o m m u n it y c o l l e g e s p r o v i d e t h e f o l l o w i n g i n t h e LRC: p r o je c to r s - 58.3 per c e n t;
o p a q u e p r o j e c t o r s - 50 p e r c e n t ;
l6mm p r o j e c t o r s - 6 6 . 6 p e r c e n t ;
8mm p r o j e c t o r s - 83*3 p e r c e n t ;
f i l m s t r i p p r o je c to r s - 66.6 p er c e n t; 50 p e r c e n t ; sound f i l m s t r i p
overhead
film strip /slid e
projectors -
p r o j e c t o r s - 58.3 p er c e n t ;
s t r i p v ie w e rs - 83.3 p e r c e n t ;
film
2x 2 s l i d e v i e w e r s - 50 p e r c e n t ;
m i c r o p r o j e c t o r s - 8 . 3 p e r c e n t ; r e c o r d p l a y e r s - 83.3 p e r c e n t ; t a p e p l a y e r / r e c o r d e r s - 10 0 p e r c e n t ;
c o py m a c h i n e s - 9 1 . 6 p e r
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
cent;
d u p l i c a t i n g m achines - 4 l . 6 p er c e n t; m icro r e a d e r s -
100 p e r c e n t ; m i c r o r e a d e r - p r i n t e r s - 8 3 . 3 p e r c e n t ;
and
portable
(TABLE 4 ,
v id e o ta p e r e c o r d e r s y s te m s - 50 p e r c e n t .
P.3 7 ) The f o l l o w i n g p e r c e n t a g e s o f e q u i p m e n t a v a i l a b l e
o v e r h e a d p r o j e c t o r s - 8 3 »3 p e r
w e r e r e p o r t e d by t h e c o l l e g e s : cent;
opaque p r o j e c t o r s - 6 6 .6 p e r c e n t ;
16mm p r o j e c t o r s
8 3 . 3 p e r c e n t ; 8 mm p r o j e c t o r s - 3 3 . 3 p e r c e n t ; p r o j e c t o r s - 66.6 p e r c e n t ;
-
film strip
f i l m s t r i p / s l i d e p r o j e c t o r s - 75
p e r c e n t ; s o u n d f i l m s t r i p p r o j e c t o r s - 50 p e r c e n t ; v i e w e r s - 50 p e r c e n t ;
on campus
film strip
2x 2 s l i d e v i e w e r s - 3 3 . 3 p e r c e n t ;
m i c r o p r o je c to r s - 16.6 p e r c e n t ; r e c o r d p la y e r s - 83.3 per cent;
ta p e p l a y e r / r e c o r d e r s - 83.3 p e r c e n t ; copy m achines -
6 6 .6 p er c e n t ; d u p l i c a t i n g m achines - 8 3 .3 p e r c e n t ; r e a d e r s - 3 3 . 3 p e r c e n t ; no m ic r o r e a d e r - p r i n t e r s
m icro
o u tsid e of
t h e LRC; an d p o r t a b l e v i d e o t a p e r e c o r d e r s y s t e m s - 4 1 . 6 p e r cent.
( S e e a l s o TABLE 4 , p . 3 7 ) I n l o c a l p r o d u c t i o n e q u i p m e n t a v a i l a b l e i n t h e LRC, t h e
re sp o n d in g c o lle g e s have th e
follow ing p e rc e n ta g e s:
d r y mount
p r e s s e s - 4 1 .6 per c e n t ; p ap er c u t t e r s - 58.3 p e r c e n t ;
two
ty p e s o f t r a n s p a r e n c y p r o d u c ti o n equipm ent - 6 6 .6 p e r c e n t ; l6mm c a m e r a s - 1 6 . 6 p e r c e n t ;
8mm c a m e r a s - 50 p e r c e n t ; r a p i d
p r o c e s s cameras - 16.6 p e r c e n t ; cent;
d a r k r o o m e q u i p m e n t - 25 p e r
s p i r i t d u p l i c a t o r s - 25 p e r c e n t ; p r i m a r y t y p e w r i t e r s -
6 6 . 6 p e r c e n t ; copy cam era and s t a n d - 4 l , 6 p e r c e n t ; boxes - 16.6 p er c e n t ;
35mm c a m e r a s - 6 6 . 6 p e r c e n t ;
lig h t film
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
37
TABLE 4
Equipment A v a i l a b l e i n M i c h i g a n Community C o l l e g e s EQUIPMENT
% A vailable in LRC
% A vailable Elsewhere on Campus
T otal % A v ailable
Overhead projector
58.3
83.3
Opaque projector
50
66.6
l6aa projector
66.6
83.3
8mm projector
83.3
33.3
83.3
Filmstrip projector
66.6
66.6
83.3
Filmstrip/slide projector
50
75
75
Sound filmstrip projector
58.5
50
91.6
Filmstrip viewer
83.3
50
91.6
2x2 slide viewer
50
33.3
58.3
8.3
16.6
25
83.3
83.3
100
83.3
100
Microprojector Record player Tape player/recorder
100
100
91.6 100
Copy machine
91.6
66.6
91.6
Duplicating machine
41.6
83.3
91.6
Micro reader
100
Micro reader-printer
83.3
Portable video-tape recording system
50
33.3
100
0.0
83.3
41.6
66.6
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
rewind - 66.6 per cent; film splicers - 75 per cent; tape splicers - 66.6 per cent; slide reproducers - 35*3 per cent; mechanical lettering devices - 33*3 per cent; portable chalk boards - 25 per cent; and portable feltboards - 8.3 per cent. (TABLE 5, P-39) With local production equipment, in other locations on campus, the responding Michigan community colleges reported the following percentages:
dry mount presses - 33.3 per cent; paper
cutters - 58.3 per cent; two types of transparency production equipment - 41.6 per cent; l6mm cameras - 8.3 per cent; Sam cameras - 33.3 per cent; rapid process cameras - 8 . 3 per cent; darkroom equipment - 5 8 . 3 per cent; spirit duplicators - 66.6 per cent; primary typewriters - 25 per cent; copy cameras and stands - 8.3 per cent; light boxes - 8.3 per cent; 35mm cameras 41.6 per cent; film rewind - 16.6 per cent; film splicers - 33*3 per cent; tape splicers - 1 6 . 6 per cent; slide reproducers 25 per cent; mechanical lettering devices - 50 per cent; portable chalkboards - 66.6 per cent; and portable feltboards 1 6 . 6 per cent.
(See also TABLE 5* P«39)
A d m in istrativ e O rganization
The a d m i n i s t r a t i v e o r g a n i z a t i o n i n e i g h t o f t h e M i c h i g a n community c o l l e g e s i n d i c a t e s
t h a t th e a u d i o v i s u a l and l i b r a r y
s e r v i c e s a r e m e r g e d u n d e r o ne d i r e c t o r . co lleg es,
the
a u d io v is u a l and l i b r a r y
c o o r d i n a t e d u n d e r o ne d i r e c t o r .
At two o f t h e s e e i g h t
services are se p a ra te ,
but
A n o t h e r co m m u n it y c o l l e g e h a s
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
39
TABLE 5
Local P r o d u c t i o n Equipment i n M i c h i g a n Comm uni ty C o l l e g e s
EQUIPMENT
% A vailable in LRC
% A vailable Elsewhere on Campus
T otal % A vailable
Dry mount press
41.6
33.3
58.3
Paper cutter
58.3
58.3
83.3
2 types of transparency production
66.6
4l.6
75
l6mm camera
16.6
8.3
25
8mm camera
50
33.3
75
Rapid process camera
16.6
8.3
25
Darkroom equipment
25
58.3
66.6
Spirit duplicator
25
66.6
75
Primary typewriter
66.6
25
75
Copy camera & stand
41.6
8.3
50
Light box
16.6
8.3
25
35mm camera
66.6
41.6
83.3
Film rewind
66.6
16.6
75
Film splicer
75
33-3
91.6
Tape splicer
66.6
16 .6
83.3
Slide reproducer
33.3
25
58.3
Mechanical lettering devices
33.3
50
75
Portable chalkboard
25
66.6
66.6
16.6
25
Portable feltboard
8.3
Reproduced with perm ission of the copyright owner. Further reproduction prohibited without perm ission.
40 its
a u d i o v i s u a l and l i b r a r y
rep o rts
s e r v i c e s s e p a r a te and th e d i r e c t o r
to the v ic e - p r e s id e n t,
Of t h e c o l l e g e s r e p l y i n g , most p r e f e r r e d i s
academ ic dean, e t c . the ad m in istra tiv e o rg a n iz a tio n
t h e on e w h e r e a u d i o v i s u a l a n d l i b r a r y s e r v i c e s
a r e m e r g e d u n d e r one d i r e c t o r . S i x o f t h e com mu nit y c o l l e g e s r e s p o n d i n g show t h a t t h e i r a u d i o v i s u a l m e d i a a r e c i r c u l a t e d by t h e l i b r a r y . t h e s e m edia c i r c u l a t e d stated
that
by t h e a u d i o v i s u a l c e n t e r .
Two more h a v e Four colleges
both th e l i b r a r y and t h e a u d i o v is u a l c e n t e r c i r c u l a t e
m e d ia and one i n d i c a t e d t h a t s a t e l l i t e
learning c e n te rs also
c i r c u l a t e a u d i o v i s u a l m edia. S i x o f t h e t w e l v e M i c h i g a n c o m m u n it y c o l l e g e s w h i c h r e s ponded t o th e q u e s tio n p e r t a i n i n g t o th e involvem ent o f th e d i r e c t o r o f t h e LRC i n c u r r i c u l u m p l a n n i n g a n d d e v e l o p m e n t , stated
th at
t h e d i r e c t o r was i n v o l v e d i n c u r r i c u l u m p l a n n i n g .
S i x c o l l e g e s s t a t e d t h a t t h e d i r e c t o r was n o t i n v o l v e d i n c u r r i c u l u m p la n n i n g and t h r e e d i d n o t r e p l y .
Nine o f t h e
c o m m u n i t y c o l l e g e s s t a t e d t h a t t h e i r s t a f f was n o t i n v o l v e d i n s u c h p l a n n i n g a n d two s t a t e d t h a t
t h e i r s t a f f s were in v o lv e d .
The n a t u r e o f t h e i n v o l v e m e n t i n c u r r i c u l u m p l a n n i n g a n d d e v e l o p m e n t i n c l u d e d r e c o m m e n d i n g m e d i a f o r p u r c h a s e f o r new c o u r s e s a n d w o r k i n g w i t h i n s t r u c t o r s i n p l a n n i n g new c o u r s e s . At some c o m m un it y c o l l e g e s , c e r t a i n s t a f f members w o r k w i t h t h e f a c u l t y a n d a d m i n i s t r a t i o n i n t h e d e v e l o p m e n t o f new c o u rs e s and program s. of le ss
Of t h e c o l l e g e s r e s p o n d i n g , t h e d i r e c t o r s
th a n h a l f ta k e p a r t i n c u rric u lu m plan n in g and d ev elo p -
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without perm ission.
kl
m ent.
Only two c o l l e g e s i n d i c a t e d t h a t t h e s t a f f
in th is
is
involved
planning.
In the a re a of s e r v ic e s
p r o v i d e d f o r s t u d e n t s and f a c u l t y ,
t h e r e s p o n d i n g community c o l l e g e s o f f e r e d t h e f o l l o w i n g : produce a u d io v is u a l m edia, such a s t r a n s p a r e n c i e s , tapes,
e tc .,
f o r the
facu lty
in the
to use the f a c i l i t i e s
m edia.
Only t h r e e p r o v i d e a r e g u l a r l y program f o r th e
m edia and equipm ent.
o f t h e LRC t o p r o d u c e t h e i r own
faculty
i n th e use of a u d i o v i s u a l
t r a i n i n g was d o n e i n g r o u p s e s s i o n s ,
in
scheduled i n - s e r v i c e
One c o l l e g e s t a t e d t h a t i t s
A nother c o lle g e s t a t e d t h a t
g raphics,
LRC, a nd n i n e a l l o w e d t h e
facu lty
train in g
eleven
in -serv ic e
i n t h e LRC, o n c e a y e a r .
t h e i r i n - s e r v i c e t r a i n i n g was h e l d
g roup and i n d i v i d u a l s e s s i o n s ,
b o t h i n t h e LRC a n d e l s e w h e r e ,
but u s u a l l y on ly once a y e a r . F ive of the c o lle g e s provided tr a in in g for s tu d e n ts in th e use of a u d i o v is u a l m edia and equipm ent, and s i x a llo w e d s t u d e n t s to u se the p r o d u c tio n f a c i l i t i e s
o f t h e LRC.
W isconsin
Budgets Of t h e t w e l v e W i s c o n s i n c o m m u n i t y c o l l e g e s r e s p o n d i n g ,
nine
have b u d g e ts ex ce ed in g t h e $25*000 r a n g e , - - o n e o f w hich i n c l u d e s s a l a r i e s — one has a b u d g e t i n t h e
$15,000 to $20,000 r a n g e ,
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
one
42 i n t h e 5>10,000 t o S I ! ? , 0 0 0 r a n g e a n d o ne h a s a b u d g e t b e l o w *5,000. A fo llo w -u p study
w o u ld be n e c e s s a r y t o more a c c u r a t e l y
d e t e r m i n e t h e r u n g e o f t n e b u d g e t s o f t h e com mu nit y c o l l e g e s i n t h e S 2 5 ,0 0 0 and above r a n g e . *3,500,
One c o l l e g e , w i t h a b u d g e t o f
i s a s m a l l d e n o m i n a t i o n a l c o l l e g e w h ic h g e t s i t s
from t h e d e n o m i n a t i o n .
support
The c o l l e g e s r e s p o n d e d t o t h e b u d g e t
ex p en d itu re q u estio n as fo llo w s : s e c tio n of the q u e s tio n n a ir e ;
C ollege A did n o t answ er t h i s
C o l l e g e B s p e n d s 35 p e r c e n t of
th e b u d g e t f o r p r i n t m e d ia , 10 p e r c e n t f o r n o n p r i n t m e d ia and 5 per cent
fo r equipm ent.
C o l l e g e C s p e n d s 75 p e r c e n t o f t h e
b u d g e t on n o n p r i n t m e d i a a nd 25 p e r c e n t on e q u i p m e n t . D l i s t e d 40 p e r c e n t how i t
f o r n o n p r in t m edia, but d id n o t i n d i c a t e
spent th e rem aining
per cent of th e
C ollege
budget
6 0 p e r c e n t . C o l l e g e E s p e n d s 65
f o r p r i n t m e d i a , 25 p e r c e n t f o r n o n p r i n t
m e d i a , a n d 10 p e r c e n t
fo r equipm ent.
per cent of the
f o r p r i n t m e d i a , an d s t a t e d n o n e f o r
budget
n o n p r i ’-'t m e d i a a n d n o n e f o r e q u i p m e n t .
C ollege F sp en d s 1 4 .3
C o l l e g e G s p e n d s 30 p e r
c e n t o f t h e b u d g e t f o r p r i n t m e d i a , 15 p e r c e n t f o r n o n p r i n t m e d i a , 15 p e r c e n t f o r e q u i p m e n t a n d i n d i c a t e d t h e r e s t D u d g e t was f o r s a l a r i e s .
o f the
C o l l e g e H s p e n d s 10 p e r c e n t o f t h e
bu d g et f o r p r i n t m edia, 2 p er c e n t f o r n o n p rin t m ed ia, and 2 per c en t f o r equipm ent.
C o l l e g e I s p e n d s 56 p e r c e n t
bu dg et f o r p r i n t m edia, 40 p e r c e n t f o r s a l a r i e s , for s u p p lie s .
C o l l e g e J s p e n d s 96 p e r c e n t o f t h e
n o n p r in t m edia, and 4 p e r c e n t f o r equipm ent.
of the
and 4 p e r cent budget fo r
C o lleg e K spends
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
90 p e r c e n t o f t h e b u d g e t
fo r p r i n t m ed ia, 5 per c e n t f o r
n o n p r i n t m ed ia, and 5 p e r c e n t f o r e q u ip m e n t. 25 p e r c e n t o f t h e b u d g e t
C ollege L spends
f o r p r i n t m e d i a , 50 p e r c e n t
p r i n t m e d i a , a n d 25 p e r c e n t f o r e q u i p m e n t .
fo r non p. kk)
(TABLE 6 ,
S taff
The r e s p o n s e s c o n c e r n i n g t h e s t a f f ■ v i s c o n s i n c o m m u n it y c o l l e g e s show t h a t
(TABLE 7 ,
f iv e c o lle g e s have au d io
v i s u a l s p e c i a l i s t s on t h e s t a f f o f t h e LRC. au diovisual s p e c ia lis t is and i n a n o t h e r c o l l e g e ,
the
a l s o t h e p h o t o g r a p h e r a n d TV t e c h n i c i a n ,
One c o l l e g e h a s t h r e e l i b r a r i a n s ,
c o l l e g e s h a v e two l i b r a r i a n s ,
One c o l l e g e h a s t h r e e
two c o l l e g e s h a v e two l i b r a r y
c o l l e g e s have one l i b r a r y
seven
t h r e e c o l l e g e s have one l i b r a r i a n ,
a n d one c o l l e g e h a s no l i b r a r i a n s .
colleges s ta te
I n one c o l l e g e ,
t h e d i r e c t o r o f t h e LRC h a s a d e g r e e i n
e l e c t r i c a l eng in eerin g .
assistan ts,
p. ^ 5) i n
assistan ts,
lib rary
fiv e
a s s i s t a n t , and resp o n d en ts a t th r e e
t h e y do n o t h a v e l i b r a r y
assistan ts
on t h e i r s t a f f s .
Two o f t h e r e s p o n d i n g c o l l e g e s h a v e p h o t o g r a p h e r s w i t h another having a p a rt-tim e pho to g rap h er. have g r a p h i c a r t i s t s
F o u r o f t h e LRCs
a n d f o u r LRCs h a v e TV t e c h n i c i a n s .
One
LRC h a s f o u r c o m p u t e r p r o g r a m m e r s on t h e s t a f f w h i l e a n o t h e r h a s t h r e e c o m p u t e r p r o g r a m m e r s on i t s
staff.
Two o f t h e LRCs
h a v e n o n s t u d e n t c l e r i c a l p e r s o n n e l on t h e s t a f f a n d s i x LRCs h a v e o n e c l e r i c a l e m p l o y e e on t h e i r s t a f f s . h a s f o r t y s t u d e n t a s s i s t a n t s on t h e LRC s t a f f ; one h a s f o u r t e e n ;
one h a s t w e l v e ;
an d o n e h a s t w o .
One c o l l e g e l i s t s
o f the
0n e c o l l e g e
one h a s t w e n t y ;
two h a v e t e n ; two h a v e t h r e e ; an o f f s e t p r i n t e r a s an
R eproduced with perm ission of the copyright owner. Further reproduction prohibited without permission.
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