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This collection of selected papers covers a variety of community-junior college topics. Evaluating the instructional staff is the first one examined. Aspects such as evaluation criteria, purposes, and obstacles; the role of effective recruitment; the need for in-service training; and student and administrative participation are covered. Included are sample forms used in several junior colleges to evaluate faculty members, division chairmen, deans of instruction, and deans of students. Faculty employment guidelines for one junior college are also provided. Next, the role of the academic dean is considered, particularly as it affects faculty growth and excellence, curriculum development, and personnel administration. The roles of various members of the community-junior college staff in curriculum development are then considered, in conjunction with a discussion of the place of objectives, evaluation, curriculum meetings, and resource agencies outside the specific institution. Next, the historical development and methods of incorporating the general education requirement into a school's curriculum are surveyed, followed by a suggestion for more economical operation of student data processing laboratories through use of a full-time lab supervisor. The concluding papers deal with the increasingly diverse demands confronting schools, staff, and students, and with current trends in community-junior college public relations. (JO)

The educational applications of computers for instruction, administration, and vocational guidance are herein reviewed. Reports on recent trends in computer-assisted instruction and computer-managed instruction toward forming behavioral objectives and reducing learning time and implementation costs provide an introduction for a description of the Office of Education's proposed program, a Computer Utility for Educational Systems (CUES). The CUES program; designed to provide demonstration centers of feasible and economic computer applications (including administrative data processing, a course in computer technology, integrated problem solving, and vocational training) is defined at some length, and the problems and costs of implementing computer systems are discussed. Next, the value of computers in career decision processes and in individualizing instruction (including the development of sequenced behavioral objectives) is illustrated through references to projects. Finally, barriers to change are examined and a case is presented for the utilization of a systems approach to effect educational improvement. A bibliography is included. (SP)

The papers given at this symposium were selected for their description of how specific problems were tackled, and with what success, as opposed to proposals unsupported by experience. The goal was to permit the audience to profit from the trials (and errors) of others. The eighteen papers presented are: "Business and the University Computer Science Department: The Left-Hand Side of a Dialogue,""Undergraduate Computer Science Education,""Visiting Industrial Professors and Sabbaticals in Industry,""A Student-Designed Undergraduate Program,""A Large-Scale Undergraduate Programme in Computer Science,""Network Computing for Computer Science Departments,""The Computer Science Teaching Laboratory at the University of Washington,""A Course on the Relationship of Formal Language Theory to Automata,""The Emergence of Computational Arithmetic as a Component of the Computer Science Curriculum,""Principles of Computer System Organization,""Teaching Systems Programming and Software Design: Problems and Solutions,""The Challenge of Computer Science in New Zealand,""Computer Science in Israel's Institutions of Higher Learning,""Computer Education for Secondary School Mathematics Teachers,""Liberal Arts Education in Computers,""Experience with a 'Universal' Introductory Course in Computer Science,""Introducing the Computer at a Small Liberal Arts College," and "A Complete Package for Introducing Computer Science." (Author/NH)

The paper deals with computer education in India at the university level. The principal causes which are inhibiting expansion of educational programmes are first outlined and suggestions offered for achieving a better performance which is entirely feasible within the resources of the nation. The philosophy underlying the paper is that transfer of technology in the computer field, like in many other fields, can only be accomplished when the recipient country designs the proper "matching impedance" to ensure the transfer to occur from the donor country. The "matching impedance", in this instance, consists mostly of reorganisation of administrative structures of university computer centers and a proper reallocation of existing resources. When these preconditions for growth are established, the universities will be in a position to expand computer education quite rapidly and a concrete proposal is made in order to achieve this goal. The paper concludes with a discussion of the type of assistance that would be necessary to accelerate the process. (Author)

The key issues of the EDUCOM 1971 Spring Conference were the development of new mechanisms to supply computing to colleges and of the means to deliver this computing at lower cost. In the keynote address the history of computing in higher education was reviewed, emphasizing the changes caused by the dwindling manufacturer discounts, the disappearance of National Science Foundation grants, and the general change in federal policy regarding computer funding. Two other papers were presented which reinforced the notion of radical change. One reported the development of a single centralized agency to supply computing to all the campuses in a single state; the other described the development of an independent corporation to supply computing to the university and other agencies, both educational and commercial. Thirteen parallel discussions followed the presentation of these papers. They looked at ways to perserve the existing forms of campus computer centers and at radical alternatives; the computer center as an independent organization; the regional center as an alternative to the on-campus computer; the ultimate concept of a national network of computer centers. The final discussions centered on the relationship of computing to special classes of users: administrative offices,libraries, and medical schools. (JY)

The small college computer center's problems--sources and types of service, programing support and faculty development, administrative and academic interfaces, computer science and computer center interfaces, computer center policies, orientation and organization and services of users and groups--are generally individual, and any given problem will have many alternative solutions. This report of a symposium on small college computer centers presents papers and addresses which are oriented around this theme, with each set of papers being presented according to one of the problems listed above. In addition, the symposium's program, an introduction to the symposium, and its keynote address are included. (Author/SH)

Nearly 150 papers presented at this conference, sponsored by the International Federation for Information Processing, are included in this volume which surveys the state of the art of computer education. Nine papers provide an overview on such topics as computer science and mathematics, computer education in the 1970's, computers and the humanities, and mathematical learning models as tools for computer-assisted instruction. A series of papers discuss the social implications of computers on trade unions, public services, and governmental responsibilities. Part II of the volume, "Education about Computers," groups papers under these topics: computer education in secondary schools, teacher training, national schemes for computer education and governmental responsibilities, the place of computer and information science in higher education, education management, national and international efforts to develop computer education, the planning and execution of programs for computer specialists in universities, and professional training. Part III includes papers which discuss the practice of computer based learning, computer languages, simulation, and strategies for development and presentation of computer based learning exercises. (JK)

This document, a report of a seminar arranged by the Royal Belgian Society of Engineers and Industrialists, contains 35 papers illustrating the application of modern mathematics in engineering. There are eleven sections: Statistics, Operational Research, Boolean Algebra, Numerical Analysis, Eigenvalues, variations, Integral Equations and Applications of Mathematics to Hydraulics. Each section contains a paper by a specialist, generally a university professor working at the frontiers of knowledge in his field, followed by one or more examples of concrete application presented by users in industry or applied research. The result is a broadly representative view of different forms of modern mathematics as applied in the most varied domains. (Author/MM)

GRADES OR AGES: No mention. SUBJECT MATTER: Computer programing. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into seven chapters, each of which is in outline form with numerous diagrams and charts. It is mimeographed and looseleaf-bound with a paper cover. OBJECTIVES AND ACTIVITIES: No objectives are mentioned. Each of the seven chapters--covering history of computers, numeration systems, flow charting, equipment, machine and assembly language, basic, and focal--consists of a detailed content outline followed by several problems to be assigned. Problems involve performing calculations or writing programs. INSTRUCTIONAL MATERIALS: Several references are listed at the beginning of each chapter. STUDENT ASSESSMENT: No mention. [Not available in hardcopy due to marginal legibility of original document.] (RT)

A library-oriented, concentrated course in the use of computers in libraries is a definite need in the profession. Librarians can learn the use of computers even though they have no background in data processing. The profession is also in need of a course syllabus which can be used either in a formal college course or in an in-service training situation. One of the by-products of this institute will be such a syllabus. Pre-institute activities included a programmed instruction course to acquaint participants with terminology, theory, and logic of computers and to furnish all participants with a common store of background knowledge. Eight manufacturer's representatives presented their firm's hardware capabilities, library applications, cost and learning arrangements, and impending developments of interest to the library user. Fourteen papers on automating library technical processes, problems in library technical processes, systems analysis and flowcharting, and COBOL programming language are included. (Author)

This paper details the broad categories of professionals in Computer Sciences and Technology; discusses the required competence in each skill category, suggests ways and means of imparting these types of skill and discusses the part that the U.N. may play in ensuring the transfer of these skills from Developed-to Developing-countries. It then makes suggestions as to ways and means whereby the acquired skills may be continually updated and used for the purpose of development in the developing countries. (Author)

There are several ways in which the computer science department at the small liberal arts college can contribute to the richness of the institution's undergraduate curriculum. In addition to providing training for students interested in computer-related careers, the department, by offering courses for non-majors in the field, can broaden the perspective of the student by informing him about the computer, its functions, and its social significance. Another function of the department is to integrate the computer into other disciplines so that these fields may use it for information storage and retrieval, simulation, and computation. Computer-assisted instructional programs and user-oriented program libraries are two other services which the computer science staff can provide. Finally, the department can serve as the focal point around which a critical mass of computer oriented people from other disciplines can meet to develop interdisciplinary programs. To accomplish all this, the small college will most likely have to join a computer network in order to be able to afford the advantages of large machines. (PB)

Research investigated: 1) the relation between user anxiety and the utilization of computer facilities, 2) the effect of "hands on" computer experience on anxiety levels of operators, and 3) the effect of prior computer exposure on anxiety levels. Male volunteer college students in good health were assigned to three groups, depending on their having extensive, little, or no computer experience. All subjects completed a non-projective anxiety measure, received a lecture on computer utilization, and worked through a computer task. Systolic and diastolic blood pressure, heart rate, and electro-dermal response measured anxiety. Results indicated that regardless of previous exposure, subjects experienced anxiety, as reflected by physiological changes, during the initial part of the computer task, but that continued "hands on" manipulation reduced anxiety below the pre-exposure level. Additional research should determine how to control extraneous anxiety-producing variables, investigate the effects of a variety of anxiety-reduction techniques, and examine the cause-effect relationship between anxiety and computer terminal operating efficiency. (PB)

The purpose of this discussion is to acquaint pupil personnel workers with some of the applications of computer based information processing systems for pupil services and also to consider some of the legal and ethical concerns relative to data processing in counseling and guidance. Some of the uses discussed are: (1) scheduling; (2) student record systems; (3) research; (4) retrieval; and (5) simulation. Specific uses relative to each of the above are presented. Problems relevant to computer usage include: (1) who should decide what information should be placed in a computer student file; (2) incorrect information or machine error; and lack of currency in computer information. Solutions to these problems may be use of: (1) a staff team to decide what information goes into a students file; (2) a yearly check of each file for accuracy; and (3) schools should participate as part of a shared data bank in order to safeguard confidentiality. (KJ)

A paper given at a conference on statistical computation discussed teaching statistics with computers. It concluded that computer-assisted instruction is most appropriately employed in the numerical demonstration of statistical concepts, and for statistical laboratory instruction. The student thus learns simultaneously about the use of computers and those concepts which are best demonstrated through the use of computers--for example, multivariate analysis. In an introductory course on statistical inference, computers are used for weekly laboratory exercises, generating random numbers, empirical theoretical distributions, Monte Carlo studies, means, and the like. However, direct use of the computer in instruction--namely directions and questions included on-line--is at this time too expensive. As cost of computer time decreases it should become more feasible. Future planning centers around more flexible student terminals, and the development of a battery of computer-administered tests to further individual instruction. (BB)

The concept of an information management system is presented in order that the major educational functions can be conceptionally and operationally integrated within one computer center during the seventies. These major informational functions include: (1) information retrieval of administrative data; (2) scientific computing; and (3) computer-supported instruction via computer-managed instruction, computer-assisted instruction, and learning simulation. The primary need for more sophisticated training of professional staff and for support of personnel within educational institutions is discussed in great detail. The paper concludes with an economic analysis of some of the computer alternatives opened for support of instruction. (Author)

Three postdoctoral fellows completed a 38-week training program designed to familiarize scientists already experienced in educational research with the techniques of designing and executing a large-scale, long-range educational research project. The program was conducted by the research staff of Project TALENT, a project of the Institute for Research in Education of the American Institutes for Research. Trainees participated in a series of 4 seminars: Project TALENT Seminar, Computer Applications to Educational Research, Statistical Analysis, and Research Methodology Applicable to Large-Scale Educational Research. In addition, each trainee conducted an individual research effort. Among the factors contributing to the success of the program were the interaction between participants and the research community in general, the individualization of the program, and the computer facilities available for trainee use. All 3 postdoctoral fellows have received faculty appointments at institutions of higher education and thus will have an opportunity to contribute to the training of other research workers. Appended are abstracts of the research accomplished by 2 of the trainees and 3 joint papers produced by 2 of them. (JS)

This paper has been written as a contribution to the resolution 2458 adopted at the 23rd session of the United Nations General Assembly entitled "International Cooperation with a view to the use of computers and computations techniques for development." It is written with a view to the Latin American situation, with the hope that the ideas expressed will apply to other undeveloped areas especially regarding the lack of well-trained people at all levels of society. (Author/AB)

A review of the status of computing and computer science education is provided in this yearbook of the British Computer Society (BCS). Following a brief introduction to the BCS and its aims, reports are presented which deal with: 1) the activities of the Society's education division; 2) the BCS examination; 3) BCS examination regulations and syllabi; 4) education in the Society's local branches; and 5) the work of the Computer Education Group and of the British Computer Society Schools' Committee. Future requirements of the computer industry are surveyed, and a report of college computer activities is presented. An experimental project in Berkshire is described, computer education for secondary school teachers is discussed, and a school scheduling system reviewed. Also included are papers on the International Federation for Information Processing (IFIP) and its world conference on computer education, and a list of computer courses available at the post-secondary level. A booklist, a roster of 16mm computer films, and an international bibliography of materials on computer education are also appended. (LB)

The Ad Hoc Committee on Computers in Secondary Schools has as its aim the establishment and development of computer science teaching in British Columbia secondary schools. In this paper it sets forth guidelines for such a program. They present a sample curriculum to be used in conjunction with Grades 8-12 mathematics courses. They review some sources of instruction in computer science for secondary school teachers and discuss some of the common problems in developing a computer science program. Appendices include a report on a current project in computer science and a list of topics for which student-designed computer programs will assist the student in gaining a clearer understanding of the mathematical principles involved. (JY)

A Computer-Assisted Instruction (CAI) center, designed to train graduate students in CAI, conduct learning research, and develop prototypic instructional materials and systems, is described in this report. The problems of dealing with financial needs for staff salaries and computer costs, recruiting experienced personnel and identifying qualified graduate students, developing academic training courses, handling professional identity, and selecting and using computer hardware are examined in detail, and a brief review of the past and present projects carried out by the Center is presented: the development and evaluation of a college physics course, instruction and evaluation of seventh and eighth grade science students, basic and applied research in the uses of computers in education, research in the use of CAI systems in testing, and the provision of a remote CAI terminal for mathematics instruction. Finally, Center future directions, such as continued training in the use of CAI, research in the capabilities of computer systems, interest in applied research and development, and investigations into decreasing CAI implementation and use costs are announced. (SP)

This paper reports on one high school's experience with a project to teach students how to program and solve problems in mathematics using a computer. Part I is intended as a general guide for any high school administrator or mathematics instructor who is interested in exploring the installation of a computer terminal in his high school and wants some idea of the considerations involved and the consequences to expect. Part II summarizes one study to determine the results of that project. An extensive appendix includes computer printout for a number of programs written by the students, a data processing program to record and tabulate student off-line and on-line time, statistical charts and other materials pertaining to the evaluation study, and copies of materials given to the students during the course. (Author)

This paper describes PAL--a new computer language. It is used as a pedagogical vehicle in an undergraduate subject called "Programming Linguistics." This subject is designed primarily for sophomores who anticipate a major professional interest in computer science and has two objectives. The first is to study linguistic constructs for the specification of algorithms, and students are expected to learn some of the interesting and important intellectual ideas which are relevant to programming languages. (Examples of such ideas are the application of a new function to arguments, the "creation" of new variables and allocation of their storage, the updating of the value associated with a variable, etc.) PAL was designed to reveal clearly these various intellectual ideas with a minimum of syntactic decoration and a maximum of semantic clarity. The second objective of the subject is that the students improve their proficiency in computer programming. PAL is an adequately clean and powerful programming language that can readily be used by the students to perform fairly complex programming exercises as homework. (Author/DO)

The need for a symposium on computer education for developing countries has been present almost since the birth of the first electronic computer. This premise is based on the facts that a computerized society has the potential for making giant strides in development, and that computerization demands a major commitment of both the financial and manpower resources of a nation. The second point leads the less developed nations to be cautious of their computer involvement while the more affluent countries can afford to make errors and still widen the development gap. It is a question of cost-effectiveness. This volume contains the session and panel papers delivered at just such a symposium. (Author/SJ)