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A valuable supplement to student evaluations of teaching (SETs) is the mid-semester feedback (MSF) technique, an intervention that can facilitate meaningful improvement of the teaching and learning experience. Scheduling time for an MSF enables a systematic, formative evaluation of instruction on a specific student population in a given semester. The authors introduce and provide an overview of the MSF, unpack the procedure step-by-step, share research on the MSF, and offer guidance for implementing several variations for instructors who find themselves short on resources and time.

This paper examines technology-mediated advising reform in order to contribute to the understanding of how colleges engage in transformative change to improve student outcomes. Conceptualizing such change as occurring along three interrelated dimensions of organizational functioning (structural, process, and attitudinal), we seek to understand the contexts that encourage or discourage transformation of advising and student support. We use in-depth pre/post data from six colleges deploying integrated planning and advising for student success (iPASS) to investigate the reform process. Three of the six colleges made steps toward transforming their student support delivery, shifting along all three dimensions. We identify four contextual features that appear to underpin colleges' likelihood of transformative reform. Technology and vendor relationships form an important foundation. Reform vision and rationale, leadership, and the college's orientation toward student success are important institutional influences. Our findings support the hypothesis put forth by Karp and Fletcher (2014) in their Readiness for Technology Adoption framework that technology is necessary but not sufficient for transformation, and that project-level and organizational factors are perhaps more important. Moreover, the findings demonstrate that technology can spur substantial institutional change, but only under certain circumstances.

As a result of increased national emphasis on preparing future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities offer teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of these programs on early-career STEM scholars' sense of self-efficacy as postsecondary teachers. In 2011, a survey questionnaire was administered to 2,156 people who in 2009 were doctoral students in STEM departments at three U.S. research universities; 1,445 responded (67%). Regression analysis revealed positive relationships between participation in TD and participants' college teaching self-efficacy, and positive interaction effects for women STEM doctoral students. The paper discusses implications for doctoral students, faculty advisors, and TD programs. The following are appended: (1) Variable Descriptions; and (2) Tables.

This paper exploits a source of variation in the eligibility for federal nutrition programs to identify the program effects on food insecurity. Children are eligible for the WIC [Women, Infants and Children] program until the day before they turn 61 months old. The result is an age discontinuity in program participation at the 61-month cutoff. Using the Early Childhood Longitudinal Study Birth-cohort dataset, we find strong evidence of a sizeable increase in household food insecurity at the 61-month cutoff. Our findings are robust to different model specifications, datasets, and various bandwidth choices using various non-parametric estimations. A section on data sources is appended.

This report describes the methodologies and results of the third follow-up Education Longitudinal Study of 2002 (ELS:2002/12) field test which was conducted in the summer of 2011. The field test report is divided into six chapters: (1) Introduction; (2) Field Test Survey Design and Preparation; (3) Data Collection Procedures and Results; (4) Field Test Questionnaire Timing and Data Quality; (5) Survey Control Systems and Data Processing; and (6) Summary of Recommendations for the Full-scale Study. The following are appended: (1) Technical Review Panel Summary; (2) ELS:2002 Data Collection Materials; (3) Third Follow-up Field Test Questionnaire; (4) ELS:2002 Cognitive Testing Reports, 2010 and 2011; (5) ELS:2002 Scale Reliability Analyses; and (6) ELS:2002 Third Follow-up Field Test Codebooks.

Rates of food insecurity in households with children have significantly increased over the past decade. The majority of children, including those at risk for food insecurity, participate in some form of non-parental child care during the preschool years. To evaluate the relationship between the two phenomenon, this study investigates the effects of child care arrangements on food insecurity in households with children. To address the selection bias problem that arises from the fact that enrollment in different types of child care is not a random process, this study uses propensity scores techniques. The authors compare outcomes across five child care arrangement patterns: no non-parental care (i.e., exclusive parent care), relative care, non-relative care, center care, and Head Start. Our results demonstrate that for low income preschoolers, compared to no non-parental care, attending a child care center reduces the probability of both food insecurity and very low food security, relative care reduces the probability of food insecurity, and non-relative care increases the probability of very low food security.

This occasional paper updates and extends earlier papers in the Monitoring the Future project. It provides a detailed description of the project's design, including sampling design, data collection procedures, measurement content, and questionnaire format. It attempts to include sufficient information for others who wish to evaluate the results, to replicate aspects of the study, or to analyze data that is archived. Although there have been additions to the study design and procedures, the basic study design described in a 1978 paper has remained constant in its fundamental characteristics, which is considered the key condition for its ability to successfully measure change. Following an introduction and overview, this paper presents the scope, purposes, and rationale for the nationwide sampling of 8th-, 10th-, and 12th-grade students. In the measures section, an overview is presented of the conceptual framework of the study, the outline of questionnaire content, the questionnaire organization, and the consent and format of the 8th- and 10th-grade questionnaires. Sampling and data collection procedures are included in the next section, which is followed by the representativeness and validity. (Contains 2 tables, 3 figures, and 16 appendixes.)

In response to interest from the National Professional Development Center on Autism Spectrum Disorders (NPDC-ASD), NECTAC (National Early Childhood Technical Assistance Center) queried Part C and Section 619 Coordinators regarding screening measures, diagnostic instruments and procedures, and trends in identifying young children with ASD under the age of five years. NECTAC collaborated with the NPDC-ASD to develop and refine a series of questions and then to conduct an on-line survey during a two week period in November 2008. Individual states are not identified in this report. Responses were received from a total of 33 respondents in 27 states/jurisdictions scattered throughout the United States and the Pacific. Of these respondents, 14 were Part C program coordinators, 12 were Section 619 program coordinators, and 7 indicated that they represented both programs. Twelve states had respondents from both Part C and preschool coordinators. First, respondents were asked to identify the screening measures/tools that were being used within their states to screen young children for ASD. Respondents could select all that applied from a list of measures typically used for screening young children for ASD that are shown in Table 1. Respondents in 89% (n = 24) of the states that participated noted that the Ages & Stages Questionnaire: Social Emotional (ASQ-SE; Squires et al., 2002) was used to screen for ASD. Respondents in 81% (n = 22) of the states that participated used the Modified Checklist for Autism in Toddlers (M-CHAT; Robins et al., 2001). Most respondents (n = 25, 93%) indicated that more than one screening tool is being used in their states. (Contains 2 tables and 2 figures.)

Social desirability responding (SDR) on surveys administered on the World Wide Web and on paper was examined, with 178 graduate and undergraduate students as participants. To assess the extent to which participants would demonstrate SDR, this study used the Balanced Inventory of Desirable Responding (BIDR) (Paulhus, 1993). The BIDR consists of 40 items states as propositions. Respondents rate their agreement with each statement on a seven-point scale. Using a true experimental design, the study examined the impact of two independent variables, the participants' identifiability level (anonymous and non-anonymous) and the survey's administration mode (World Wide Web-administered and paper-administered), on one dependent variable, the participants' social desirability response levels measured by the BIDR. Findings reveal no differences in SDR between the Web and the paper-administered survey conditions, and no differences in SDR between the anonymous and non-anonymous conditions. These findings and potential explanations are examined for consideration by anyone interested in using the Web to obtain accurate information from survey participants. (Contains 35 references.) (AEF)

Human resources are recognised as being key to the creation, commercialisation and diffusion of innovation. Among them, doctorate holders are not only the most qualified in terms of educational attainment, but also those who are specifically trained to conduct research. Not much is known however about their career and mobility patterns on the labour market. This is why the OECD launched in 2004 a collaborative project with the UNESCO Institute for Statistics and Eurostat aimed at developing internationally comparable indicators on the careers and mobility of doctorate holders. An expert group with representatives from national statistical bodies was formed to develop the technical components of the project and start compiling data at national level. This document presents the three main technical components of the project which are: (1) the methodological guidelines; (2) a core model questionnaire and instruction manual; and (3) the output indicator tables used for reporting data at the international level. The current draft was discussed by the OECD Working Party of National Experts on Science and Technology Indicators (NESTI) in June 2007 and approved for broader diffusion. Its aim is to provide guidance to countries that wish to implement the project at national level. It is planned to work on a new and improved version following the outcomes of the data collection launched in November 2007. (Contains 7 footnotes and 32 tables.)

This paper will review several important constructs in the area of social and emotional development of children in grades 2-5. The importance of social and emotional development has become increasingly evident in light of new research on the brain and the development of programs to prevent social and behavioral disorders in youth. This review will draw upon aspects of several different literatures--children's social and emotional development, developmental psychopathology, resilience, and children's motivation for learning. Its purpose is to place in context a recommendation for a measure of socio-emotional development to be used with 8-10 year olds. Following this brief review, the authors will describe several direct measures that address the areas identified in the review.

Personality characteristics shape human behaviour and influence a wide range of life events and outcomes. They do so not only through their direct effects on life outcomes, but also through their indirect effects on other important personal factors and intermediate life events, such as the development of cognitive capacities, the attainment of educational qualifications and the formation of a family. As such, personality characteristics have a demonstrable relevance for a wide range of policy issues and represent an important, although often neglected, subject of policy interest. This paper reviews the scientific literature covering a wide range of personality characteristics, discussing their conceptualisations and main features, their relevance for important outcomes in life and work, and the chief ways they are measured. It aims to provide a comprehensive overview of various attributes of personality from the perspective of their potential importance for the Survey of Adult Skills (PIAAC), taking into account their analytical potential and policy relevance. The paper also outlines and evaluates the most important measurement instruments for each personality characteristic, with a focus on short self-report scales as the most appropriate form for inclusion in large-scale international surveys. Finally, it presents some considerations related to the evaluation and promotion of personality characteristics and introduces the substantive and measurement criteria that could be used to select the personality attributes, and related measurement scales, to include in large-scale surveys. Selected Personality Scales are appended.

This report presents the results of a study of how emerging technologies can help educators deliver standards-based education to K-12 students. The first section of the report provides background on the new technology offerings and defines smart desktop systems. The second section lists critical questions for decisionmakers related to general policy, implementation issues, and vendor selection. The third section describes the components of a smart desktop system, including tools for standards, pedagogy/learning activities, resources, assessment and evaluation of student learning, professional development, classroom management, home-school connection, productivity, teacher education, local and global community, and grant writing. The fourth section describes vendor offerings in three categories: education portals/content providers; instruction/curriculum frameworks; and software manufacturers. The fifth section summarizes findings of an online survey of chief state school officers and organizations that provide smart desktop products/services related to audience, curriculum and teaching standards, instructional support, assessment of students, assessment of educators, professional development focus, professional development approach, access and reporting levels, data analysis, performance comparisons, World Wide Web-posted progress reports, Web-based delivery, implementation challenges, implementation-technical support, implementation challenges, teacher productivity tools, pricing models, hardware, and online tools. Tables of survey data, a copy of the questionnaire, a list of surveyed vendors, and scenarios of smart desktop applications are included. (MES)

This study, a collaborative undertaking between the college of health professions and the medical college at Thomas Jefferson University (Pennsylvania), was part of a larger project intended to examine whether a selected set of academic, demographic, and psychosocial variables are predictive of nursing and allied health student academic performance. The study compared psychosocial profiles of 71 female medical students with 182 female students in nursing and allied health fields. The survey instrument measured: loneliness, test anxiety, general anxiety, self-esteem, extroversion, external locus of control, neuroticism, stressful life events, and depression. Results indicated that medical, nursing, and allied health students differed considerably on a number of measures. Female allied health and nursing students appeared to be more depressed than female medical students, while female medical students had greater perceptions of general health and closer relationships with their fathers. The study also found a significant relationship in the expected direction between grade point average and stressful life events, test anxiety, perception of health, and self esteem. An unexpected finding was that the correlation between transfer grade point average and first semester grade point average was not significant. Six data tables are included. (Contains 21 references.) (CH)

The National Household Education Survey (NHES) is a data collection system of the National Center for Education Statistics (NCES), which has as its mission the collection and publication of data on the condition of education in the United States by providing information on those issues that are best addressed by contacting households rather than educational institutions. The NHES is a telephone survey of households. This document contains the telephone interview guides for several components of the NHES in 1991 and 1995. The NHES:91 Screener interview, the screening items for the Adult Education survey and those for the Household Characteristics portion of the survey are presented. The 1991 Adult Education interview is also included. For the 1995 NHES, the Basic Screener is included, and the following areas of the 1995 Adult Education interview are presented: (1) Initial Background; (2) English as a Second Language; (3) Basic Skills and GED Preparation; (4) Credential; (5) Apprenticeship; (6) Career or Job Related Activities; (7) Other Formal Structured Activities; (8) Computer-Only or Interactive Video-Only Instruction on the Job; (9) Remaining Background; and (10) Household Characteristics. (SLD)

In 1992 the Association of Research Libraries (ARL) surveyed administrators in member libraries regarding resource strategies of the previous three years. This paper summarizes revenue activities, adaptive tactics, and budgetary practices reported by 87 Canadian, U.S. private, and U.S. public university libraries and establishes a baseline for comparing these factors. The period from 1990 to 1992 has been a difficult one for ARL members, with the largest reductions in public support experienced by public university libraries. All respondents sought outside revenues to supplement their campus allocations. Virtually every responding library had experienced some form of internal restructuring, and three of every five had eliminated positions over the three-year survey period. Administrators valued flexibility in fund reallocation very highly, but few had much control over carrying unspent funds to the next year. While 88% of respondents expected the demand for services to grow, only 32% anticipated budget increases. Greater selectivity in activities and greater library sharing are likely to result from the economic realities. Three appendixes contain the survey summary results, the cover letter, and the questionnaire. (Contains 33 references.) (SLD)

This paper outlines the issues involved in an assessment of the extent and success of the integration of academic and vocational education. It develops questions that could be addressed to state and local education officials to assess the effects of the 1990 amendments to the Carl Perkins Act on both state policies and local practices. Section I describes the pertinent provisions in the Perkins Amendments. The paper outlines eight models of integration at the secondary level and seven conceptions of integration at the postsecondary level and clarifies the different kinds of changes that may occur when academic and vocational education are integrated. Section II reviews existing studies that describe the extent of integration before the passage of the Perkins Amendments, which could be used to determine how much change has taken place in response to the amendments. Section III outlines the methods and the general issues that guide the development of questions. Appendixes include 14 references and 4 sets of potential questions--both closed-ended and open-ended--designed to be administered by conventional survey methods to the state agency responsible for secondary vocational education; to the state agency responsible for community colleges, technical institutes, and other postsecondary institutions; to local educational agencies; and to local postsecondary institutions. (YLB)

A survey of teacher trainees at the University of Southampton (England) investigated trainee knowledge level of English grammar and of language use around the world. Responses of English and modern language teacher trainees (n=19), non-language teacher trainees (n=35), and in some cases, undergraduates from the general student population (n=238) were compared. Questions elicited knowledge of language-related terms (e.g., "mother tongue, dialect, paraphrase"), grammatical forms (e.g., "passive verb, adjective, adverb, infinitive"), grammatical functions, (e.g., "subject, predicate, direct object"), spelling, pronunciation, plurality, English in comparison with other languages, language names and distribution, and language interrelationships. Attitudes about accent, dialect, and standard usage were also explored, and information on where/how the students had received their linguistic knowledge was requested. Results are summarized here. It is concluded that overall, for teachers preparing for a multilingual society about to enter a much closer association with continental Europe, greater linguistic knowledge is needed and should be included in preservice teacher education. The questionnaire is appended. (MSE)

Two studies were conducted at the Southeastern Louisiana University (SLU) to determine possible uses of errors and omissions on surveys of incoming and freshmen college students. The subjects of the first study were 1,927 individuals who had applied for admission to SLU and attended freshman orientation in the summer of 1989. Blanks and incorrect responses to a survey were taken as an independent variable, GOOF. A t-test found that the mean GOOF score of the respondents who enrolled that semester was significantly lower than the mean GOOF score of respondents who did not enroll. The second study involved a random sample of 1,540 new freshmen attending SLU in the fall of 1989. Two independent variables were the GOOF variable and one called RESPDNT for those subjects who did not return a mailed survey. Dependent variables were subsequent academic performance and fall-to-fall retention. Results indicated that for enrolled students the GOOF variable may not be an important one, but failure to respond (RESPDNT) to a survey may have meaning in terms of academic performance and retention. Included are appended instructions for creating the GOOF variable and six references. (JB)

This report presents the results of a survey of both elementary and secondary level teachers in French-language schools in Ontario which was conducted to determine the usage of educational television in these schools. The 630 responses to the questionnaire yielded information on: (1) educational television usage, both live broadcast and videotaped recordings; (2) the availability of electronic equipment such as television sets and videotape recorders; (3) regional use of live television; (4) access to videocassettes produced or distributed by La Chaine; (5) sources of videocassettes other than those of La Chaine; (6) the primary function of educational television; (7) the relevancy of La Chaine broadcasts; (8) teacher planning processes; (9) teacher training needs; and (10) computer usage. It was concluded that educational television in general--and La Chaine in particular--are used widely and with great success because of the quality of the programs and the efficiency of the medium as an instructional tool in schools. Appendices include a copy of the questionnaire sent to teachers; a discussion of decisions made based on responses to the questionnaires; breakdowns of responses by gender, region, and elementary/secondary level; and a list of television series used at the elementary level together with the percentage of respondents who used the particular series. A summary of the findings in English is included. (DB)

This document contains three papers developed by the Center for the Study of Evaluation's (CSE's) Research into Practice Project. The first paper, "A Process for Designing and Implementing a Dual Purpose Evaluation System," by Pamela Aschbacher and James Burry, provides a model for evaluating programs for two purposes simultaneously: (1) program improvement; and (2) policymaking. While this paper was written to answer needs of individuals interested in educational evaluation, it can also provide formative information for local program managers and serve the accountability and reporting needs of a state legislature, district office, or other policymaking body. The second paper, "The Credibility of Student Self-Reports," by C. Robert Pace et al., demonstrates that there are many ways to confirm the accuracy, reliability, and validity of student self reports. Part 1 summarizes highlights from the literature and adds comments from the author's research; Part 2 reports on three questionnaires. The third paper "Assessing Instructionl Outcomes," by Eva L. Baker and Harold F. O'Neil, Jr., presents a discussion of outcome assessment that puts into context the evolution of measurement from its beginnings up to its present state. It looks at commonly used psychometric measures, including criterion-referenced, norm-referenced and domain-referenced tests. A special model of evaluation, designed to be adapted especially to the problem of new technologies, is offered. (LMO)

The Vocational Interest Survey (VIS) is a set of six questionnaires for measuring vocational interests. It is designed to be used in career counseling with persons 15 years and over, who want to explore and understand their vocational interests. Completion of this inventory requires: (1) active participation of respondents, (2) a setting where individuals can concentrate, and (3) an understanding of the goal of this assessment. The purpose of this paper is to outline some aspects of the administration and scoring of the VIS, with special emphasis on the relative preference index. The VIS comes with instructions for administering and completing the survey. The reading level for the instructions is estimated to be at year 5/6 level. The VIS is designed to be essentially self-scoring. The procedure for computing raw scores is the same for all scales. Based on a sample of 2,459 men and women, combined-sex norms were developed as percentile ranks for each of the six scales. The Relative Preference Index (RPI) is used to make statements about a client's level of preference on each subscale. The RPI is a variation of a mastery score that shows quantity of preference. It describes the level of performance rather than the relative standing in a group. It is cautioned that any questionnaire should be employed as only one aspect of the vocational guidance process. (JAZ)

The Vocational Interest Survey (VIS) is a set of six questionnaire scales for measuring vocational interest. It is designed for Australian users and is consistent with Holland's theory that there are six basic career categories. This paper discusses the development of the VIS and presents some technical data on the questionnaires. Items were provided by the users (in the form of free-association responses) rather than by psychologists. Based on those items, a pilot questionnaire was prepared, which contained three separate lists of 138 occupations, 105 study courses, and 152 activities. Complete-link clustering was used to develop six temporary groups of occupational items. The 105 items relating to study courses were then correlated with the six experimental scales. Further item-analyses were conducted to produce six combined jobs/study courses scales with maximum internal consistency. Finally, activity items were selected and added to the combined jobs/study courses. Reliability of VIS scales was assessed using measures of internal consistency, split-half reliability, and test-retest coefficients. In addition, the intercorrelations of the six VIS scales, the construct validity of the VIS, and the relationship between vocational interests on the VIS and career related characteristics were measured. The appendix provides a listing which summarizes the overall responses to each item. (JAZ)

There are various assumptions underlying the University Tracer Project at the University College, Nairobi, Africa: (1) that there is a relationship between subjects studied in university and the employment sought and found; (2) that this relationship will increase as competition for jobs increases; (3) that this relationship is sufficiently flexible to allow for career guidance; and (4) that the experience of earlier graduates will provide a meaningful source of information for the guidance of later graduates. The interview questionnaire, which was administered to all Kenyan third year students at University College, Nairobi in mid-April 1970, had three basic objectives: (1) to learn something about the student approach to the employment market; (2) to learn something about the reasons guiding the students' choice of subjects in university; (3) to familiarize the graduating students with the objective of career guidance and thereby enlist their support and cooperation later. This paper is a brief review of the questionnaire. Statistical tables display the results in the following areas: total number of students by discipline, year of birth by discipline, home province by discipline, religion, sex, father's occupation, mother's education, postgraduate qualification desired, how job was found, status of job. (Author/RC)

A needs assessment study involving 264 school personnel from six Midwestern public school systems (grades 7-12) was undertaken by Project PRICE (Programming Retarded in Career Education) to determine (1) what types of school personnel feel they can work with educable retarded students, (2) what competencies they feel they can help the students acquire, and (3) the inservice training needs and other assistance of such school personnel. Respondents were given two field questionnaires to evaluate the PRICE career education competencies listed, to identify other major competencies important for retarded students to acquire, and to determine which personnel were felt to be most appropriate to teach each of the competency categories. Results led to conclusions such as the following: that career education of retarded students should involve a wide variety of school discipline (all categories of counselors/teachers indicated that their discipline was appropriate for teaching at least some of the 24 competencies), and that occupational guidance and preparation appears to be the most deficient curriculum area. (Appended material includes the questionnaire forms and the study results in tabular form.) (IM)

To explore goals for economics education and ways in which these goals might be improved, reconciled, and consolidated, a Delphi-like inquiry among more than 200 economics educators, economists, businessmen, other social scientists, and educational administrators was undertaken. Statistical data and comments as to respondents' views expressed in one questionnaire was relayed back to them with a successive questionnaire. The process was repetitive for the purpose of eventually developing a composite opinion shared by the respondents in the light of reactions of others. Key findings of the inquiry, considered important guides for more effective economics education, are that the goals of economics education differ widely, both within and among the groups surveyed and that respondents arrived at a general concentration on one or another of three possible goals. The need for the inquiry, its process, and findings are discussed. Recommended actions deal with specification of goals, explanations to business interests and educational administrators, and implications to trainers of teachers of social studies. Exhibits include four questionnaires and responses. (Author/KSM)

Surveyed were 81 vocational rehabilitation directors of general agencies and agencies for the blind concerning the nature of post-employment services for the handicapped. Questionnaires on the extent, basis, and monitoring systems of post-employment services were completed by 82 percent of the Ss. Analysis of the data indicated such findings as 87 percent of the general agencies and 95 percent of the agencies for the blind provided the services; most client contacts were made personally or by phone; and state guidelines received from most of the agencies did not delineate specific criteria for post-employment services. (A sample questionnaire including needs assessment and record of post-employment services is provided.) (CL)

Conducted by the University of Alabama Committee on Adult and Part-Time Students, the 1974-75 study is concerned with identifying characteristics of adult and part-time students at the University of Alabama and drawing inferences from these attributes. A random sample of 284 of 2,021 part-time students at the university was selected. Of the 179 students who had telephones, 70 were interviewed. The study revealed that most of the students responding to the survey were reasonably satisfied with the services and programs. However, needs were not being met entirely because of the lack of night-time and weekend classes, particularly of the core courses. The majority of the students were male with work and family obligations and in need of financial assistance. Over one-half of the students indicated that the university should provide some financial assistance. The survey indicated that counselors were not being used effectively by the adult and part-time students; therefore, counselors should be more visible and responsive to the unique needs of adult and part-time students. More than two-thirds of the document consists of tables indicating absolute and relative frequencies of related questionnaire items. A copy of the questionnaire is appended. (Author/EA)

The 1974-75 study conducted by the University of Alabama Committees on Adult and Part-Time Students and the Status of Women, is concerned with the current educational status and training or educational needs of approximately 1300 University of Alabama employees who were identified as permanent or temporary full-time/part-time support staff that were not in key administrative positions or members of the faculty. Of the nearly 1300 questionnaires sent out, 528 usable questionnaires were returned. The majority of the respondents indicated training needs for typing, shorthand, bookkeeping, public speaking, business machine operation, and cleaning equipment (females) and for mechanics, electrical, electronics, cleaning equipment, public speaking, and driver's license (males). Most respondents wanted to continue their education in some way. The younger and middle-aged employees wanted to get into higher education; the older employees wanted an opportunity to finish high school. There were few blacks in positions other than housekeeper. Some blacks were in clerical and maintenance positions but none were in managerial positions. The major barrier to all age groups in attaining more education was time. Other barriers were costs, scheduling, travel, and child care. A copy of the questionnaire is appended. (Author/EA)

A 1975 survey of adults (over 18 years old) in the Greater Tuscaloosa, Alabama area was conducted by the University of Alabama Committee on Adult and Part-Time Students, to assess opinions and attitudes on post-secondary educational opportunities and programs within the local area. From a random sample of approximately 400 individuals listed in the Tuscaloosa telephone directory, 202 individuals were mailed a 27-item questionnaire. Questionnaires were followed up with telephone calls from interviewers who recorded the questionnaire responses of the participants. All respondents indicated an interest in studying or learning one or more subjects or areas of study. Approximately one-third of the respondents indicated interest in business skills, crafts, gardening, physical fitness, and sports and games. The most common reason indicated for choosing a major area of interest was for personal interest or enjoyment. Over one-third of the respondents preferred to study at a four-year college or university, and one-half wanted to attend classes or training sessions about once or twice a week. The most frequently indicated barriers were not enough time and home responsibilities. Demographic data reflecting personal characteristics of the respondents are summarized, and a copy of the questionnaire is appended. (EA)

A survey of a random sample of students from five tertiary institutions in Melbourne was conducted in 1986 to determine the nature and extent of their usage of their own university or college and other libraries. Questionnaires were mailed to 1,996 students, of whom 999 responded. The questionnaire sought information on: (1) students' backgrounds; (2) the types of libraries used; (3) the frequency of that usage; (4) the primary reasons for using academic and public libraries; (5) the resources and services used in these libraries; (6) the degree of satisfaction with services offered; and (7) the nature and extent of course-related usage of public libraries. Other comments were also solicited. A complex network of information sources used by students in fulfilling their course needs emerged from the study. Academic libraries were found to constitute the primary information source, with other sources, including public libraries, playing supplementary roles. It is noted that some of the traditional assumptions of the relative roles of different types of libraries are challenged by the data, and the final chapter explores some implications of these findings for planning library services in Victoria. Tabulated data are presented in 120 tables, and appendixes contain copies of the questionnaire and cover letter, a follow-up letter, additional cover letters, and respondents' comments. (82 references) (CGD)

Designed to synthesize information of interest about current doctoral-level library and information education in North America, this study examines the doctoral programs in library and information studies at 17 universities in the United States and Canada. Each program is investigated from the following perspectives: (1) a survey of faculty publications over the 5-year period 1978-1982; (2) a brief summary of the program curriculum drawn from catalogs and related materials disseminated by the program to prospective students; (3) a survey of dissertations completed during the 5-year period; and (4) an opinion questionnaire that drew responses from students at 13 of the 17 programs. An orientational survey, this study is intended only to be considered within a wider context in determining relevant problem areas related to library and information doctoral education, and the programs are not evaluated. Results of the faculty publication survey for each institution and summary results for all institutions surveyed are presented in tabular form, and the faculty publication survey subject classification scheme and a copy of the student questionnaire are provided. (KM)

This paper describes a 1994 survey of New England colleges and universities regarding the professional services that faculty were engaging in and the policies and structures that supported such activities. Questionnaires were mailed to deans and chief academic officers at 225 institutions of higher education in New England; 120 institutions responded. Overall, the study found considerable institutional commitment to faculty professional service. A majority of respondents reported that service was a stated part of their institutional mission and that faculty, administrators, and staff supported that commitment. However, a gap was revealed between statements and practice. Only one-third of the respondents were able to demonstrate that commitment by naming either an office or individual charged with overseeing service initiatives or citing explicit criteria used to evaluate professional service in promotion and tenure decisions. Results varied by institution type, with public four-year institutions reporting higher levels of commitment and support for faculty professional services than either private four-year institutions or two-year colleges. The survey and a list of survey respondents are appended. (SM)