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This report summarizes the responses to a questionnaire investigating Spring 1974 practices regarding credit awarded by the three levels of state-supported colleges throughout California for satisfactory completion of various College-Level Examination Program (CLEP) examinations. The results indicate that the majority of reporting state colleges and universities and UC campuses grant credit in specific exam areas, while the majority of community colleges do not. Of the 65 colleges that returned questionnaires, 63 reported at least one CLEP exam. An appendix provides the questionnaire responses. A copy of the questionnaire used is included. (DB)

A GENERAL DESCRIPTION OF THE ARTS IN THE CONTEMPORARY UNIVERSITY PRECEDES DESCRIPTIONS OF SPECIFIC ADULT PROGRAM PROTOTYPES. THE CURRENT PLACE OF THE ARTS OUTSIDE THE UNIVERSITY INCLUDES RECENT TRENDS IN ART INSTITUTIONS, GOVERNMENT, BUSINESS, FOUNDATIONS, ARTS COUNCILS, PUBLICATIONS, AND EDUCATIONAL TELEVISION. ISSUES AND PROBLEMS CONCERNING THE ROLE OF THE ARTS IN SOCIETY ARE DISCUSSED IN RELATION TO THE EDUCATION OF THE ADULT AUDIENCE. THIS DOCUMENT IS ALSO AVAILABLE FROM THE CENTER FOR THE STUDY OF LIBERAL EDUCATION FOR ADULTS AT BOSTON UNIVERSITY, 138 MONTFORT ST., BROOKLINE, MASSACHUSETTS 02146, FOR $1.75. (JA)

THIS COMPREHENSIVE HANDBOOK EXPLAINS THE MAJOR BENEFITS PROVIDED BY THE NEW YORK CITY TEACHERS' RETIREMENT SYSTEM. PROCEDURES ARE GIVEN FOR CALCULATING RETIREMENT ALLOWANCES UNDER THE VARIOUS PLANS AVAILABLE AND DEATH BENEFITS EITHER BEFORE OR AFTER RETIREMENT. SOCIAL SECURITY PROVISIONS, TAXES ON RETIREMENT INCOME, LOAN PRIVILEGES, WORK AFTER RETIREMENT, AND PERTINENT COURT DECISIONS AND THEIR IMPLICATIONS FOR PENSION MATTERS ARE DISCUSSED. THIS HANDBOOK IS ALSO AVAILABLE FROM THE UNITED FEDERATION OF TEACHERS, LOCAL 2, 300 PARK AVENUE SOUTH, NEW YORK CITY. (HF)

This paper was presented as part of a workshop titled "Preparation of Counselors for the 1970's" at the 1972 Convention of the American Personnel and Guidance Association in Chicago. Rather than a scholarly or technical analysis, the author used the opportunity to speak to several issues believed to be critical in the development of meaningful counselor education programs for the 1970's. It is a subjective personal statement and not necessarily influenced by the kinds of experiences and observations which the author has had. The paper is divided into the following subtopics: (1) Generalist or Specialist?, (2) The Storehouse Theory, (3) We Need Compulsives, (4) the Preservice-Inservice Division of Labor, (5) Manifold Roles: All OK, and (6) Full-time Study. In conclusion, the author emphasizes that he is not questioning or criticizing the present standards that exist, but rather asking whether we have failed to come to grips with some of the critical issues in the field. (Author/BW)

The draft materials in this kit were prepared for classroom experimentation employing the role instruction approach to social studies and occupational instruction at elementary and secondary levels. A major aspect of socialization consists of the roles one learns. Role instruction is designed to transmit role information in a deliberate and systematic manner so that each student can: a) become fully aware of the role learning in his daily experiences; b) grasp the implications of different roles for his social and occupational life; and, c) comprehend the impact of role-learning on the development of his own personality. The kit contains cards and booklets (the latter not yet available) that may be used by both students and teachers. Cards include: 1) basic concept cards, explaining the meaning of role, personality, and position; 2) role information cards, describing the various kinds of information units related to each social role; 3) orienting discussions, to introduce the student to real-life manifestations of role behavior, the multiplicity of roles learned by each person, etc.; 4) several role-study exercises; 5) selected role scripts (auto mechanic, mother, world citizen, soldier, and others); and, 6) a guide to evaluation of student attitudes toward specific roles. Finally, ways to apply several of these role exercises to war/peace situations are suggested. (Author/JLB)

This study was concerned with whether or not supplementary work in the subskill areas of comprehension would increase the overall comprehension level of pupils more than supplementary work with vocabulary development exercise. Sixth-six fourth grade pupils in a middle-class suburban community in central New Jersey were selected as subjects. A control group design was used and both groups spent approximately 20 to 30 minutes a day working at the exercises independently during seat work time, while the teacher conducted the regular basal reading instruction. Pretests and posttests were administered using alternate forms of the Gates Mac Ginitie Comprehension Test Level D. The main statistical analysis concerned comparison of mean scores for both groups. Statistical significance was evaluated by the t test. The comprehension achievement of the top 27 percent and the bottom 27 percent of the pupils tested was also analyzed. All analyses showed no statistical significance at the .05 level between the means of the supplementary comprehension group and the supplementary vocabulary group. Also, no statistical significance could be established between the means of the high scoring pupils nor between the means of the low scoring pupils. (Author/WR)

This paper explores the power of the group to influence the initiation, maintenance, and termination of a given episode of group drinking by alcoholics. The study was undertaken to establish the parameters, within a controlled laboratory setting, of the various effects of group decision making on the social, affective, and drinking behavior of the members of that group. The subjects in this research were four white males who had been "therapeutic failures" in New Jersey State Facilities. Data were gathered by (1) consumption measures; (2) observational and self-reporting instruments; and (3) physical and physiological measures. Because the subjects' drinking behavior was altered significantly both by a differential reinforcement and by decision-making, the authors conclude that: (1) social influence was a powerful determinant of alcohol consumption; (2) social and economic controls did alter the subjects' behavior after they started drinking; and (3) treatment implications emerge indicating that total abstinence from alcohol might not be as effective as therapeutically modulated, controlled drinking. (Author/SES)

Questions of identity, and the encounter with the draft, are central issues for teenagers, and secondary schools should be capitalizing upon such concerns to facilitate the general education and development of their students. The relationship between each student and the biggest problem of our times--war and peace--should be a thoroughly incorporated feature of the secondary curriculum. To talk about war and peace in the secondary school is to talk about the world. The realities for facilitating self identification with the world are fragmentary and undeveloped, but there are some psychological processes which may be used to suggest ways of relating the individual's self or ego with those few realities of the world community. These concepts are: a) identification, b)socialization, and, c) role learning. If the theories of psychological identification are to be applied, we need to find and talk about world heroes and world leaders with whom they can identify. If the processes of political socialization are to be employed educationally, we need to identify and put the student in touch with agencies of world political socialization, even though in some instances, these are barely coming into being. If role theory is the conceptual perspective to be used, world roles that can be acquired or sought after by the teenager need to be specified and related to him as an individual. (Author/JLB)

This draft outline presents and organizes for teachers one of the fundamental concepts in war/peace studies: identity. Identity is viewed as the relationship between a person's self-role and other socio-political roles learned and valued by him in the course of his psychological development. A rationale section points up the relationship of the concepts identity and self to a war/peace curriculum, the objective of such a curriculum being to identify for the child those roles that seem most relevant to an understanding of conflict and order, and to do so in a way that encourages the child to place these roles high in the hierarchy of his own role-structure. A number of affective and cognitive objectives for a study of the concept of identity are enumerated, and a method of testing for shifts in attitudes is suggested. A general discussion of role-theory follows, indicating how some of the research findings may be adapted to classroom use. A short, suggestive listing of social and political roles appropriate to the war/peace field is given, divided according to appropriate grade levels. Methods for helping the student grasp the place and prospect of these roles in his own life are indicated. Two subconcepts, position and personality, are also provided, with a definition, rationale, and objectives for each. An accompanying draft document summarizes the instructional objectives and idea outline for the concept identity. Related documents are: SO 001 511, SO 001 513, and SO 002 078. (Author/JLB)

This report summarizes a program to help parents learn some specific teaching skills to help their children learn. To develop a positive reinforcement teaching style was the basic objective because it is both the most simple style to learn and the most powerful style for building success in learning. Role-play stimulation in small groups was the basic strategy for both the teachers' learning to teach parents and for parents learning to teach their children. Teachers were trained for three days on materials explaining program purpose, strategies, role-play experiences, and the kinds of sensitivity necessary to be effective teachers of parents. Each of these teachers trained three to five parents for 2 1/2 days. Next, the parents under direct supervision of the professional teachers taught kindergarten age children in a Head Start summer program. Evaluations of the program were conducted utilizing: (1) analysis of audio-taped samples of parents' teaching, (2) written observations of parents' and teachers' training, (3) daily logs and interviews with teachers and supervisor. Eleven of the 12 parents increased their use of positive reinforcement. Eight of the 12 parents increased the variety of reinforcers used. Appendixes and tables included. (Author/AJ)

The purpose of these studies was to test the hypothesis that thematization affects the probability that a probe word will produce meaning-preserving recall of a sentence that is part of a discourse. Sentences were constructed along the lines of subject-verb-object and were presented in three experiments: free recall of isolated sentences, prompted recall of isolated sentences, and prompted recall of sentences from paragraphs. The experiments were: (1) Free Recall, No Context; (2) Prompted Recall, No Context; and (3) Prompted Recall, Paragraph Context. University of Pittsburgh undergraduates served as subjects for all three experiments. The results indicated that the effectiveness of words from sentences as retrieval prompts for sentence meaning is dependent upon thematization. When a sentence was presented in isolation, without context, and when the imagery and concreteness of the subject-noun and object-noun were high and equal, there was no difference between the two nouns in prompt effectiveness. However, when the subject was the theme of the paragraph, the subject was a much better prompt than the object. When the object was the theme, subject and object were equal. (WR)

This study investigates the questions of why male and female college students tend to chosse different fields of study. Subjects were recruited by mail from the list of incoming Freshmen of the University of California at Riverside and sampled randomly to represent one fifth of the Freshman class. Since subjects were paid for their participation there was a high response rate to this form of solicitation for a total sample size of 256. The results show that males and females differ significantly in attitudes. The discriminant function coefficients indicated that mechanical curiosity has the greatest discriminating power, with males showing greater curiosity. The comparison among major field groups yielded a highly significant difference among groups, as well as a significant interaction between sex and major field. The study concludes that attitudes differ between males and females and among major fields. The results have an implication for the use of attitude inventories for the academic counseling of women. A conclusion is that the use of a common norm for the counseling of men and women might actually be detrimental to both groups. (Author/WSK)

The manual is one of nine resulting from a project to design planning procedures for local and State vocational education agencies. It describes the overall planning process for LEAs and is to be used in conjunction with the related documents. Planning involves two aspects: making decisions that have long-term consequences and making analyses that lead to such decisions. The ideal planning process begins with preparation for planning (forming and training a planning committee, duties of coordinator and staff, convening the committee). Next the needs for data collection are determined. The district planning model is composed of eight sectors, each representing a major operating center or otherwise active component of a school district. Data collected is then analyzed and goals and objectives are set. The first series of committee work sessions culminated in school board action establishing short and long term objectives. The second series of sessions leads to the approval of operating plans by the board of subsequent budgeting and implementation. (MS)

The predictive validity of the Scholastic Aptitude Test (SAT) for Mexican-Americans is investigated. Forty-two Mexican-American freshmen students who entered the University of California, Riverside, in the Fall 1971 participated in the study. Analyses of variance concerning ethnic groups on GPA (grade point average) and SAT verbal (SATV) and math scores (SATM) were performed indicating higher Anglo-American scores on all measures. The hypothesis that both groups can be described by the same regression plane can be rejected. When the Anglo-American regression equation was used to predict the grades of Mexican-American students, substantial overprediction resulted. If separate equations are calculated for each subgroup, the SAT is almost as predictively valid for Mexican-American students as it is for Anglo-American students. It would appear that the pattern of standardized regression rates for GPA and SATM (since Mexican-American students score higher on math probably due to bilingualism, in which vocabulary might be more affected than mathematical reasoning) does not maximize grade success for the ability profiles of Mexican-American students as a group. (RC)

The report first examines relevances in the state, the federal government, business and industry, parents, the community, the school and students. The author selects the necessity of major social change as most relevant, because he considers the American society outstanding in physical technology but backward in social, humanistic and aesthetic values. Emphasis is placed on today's youth who will be able to harness technology so that it enriches rather than threatens life. Thus the counselor's function is to help youth develop into adults who will be able to cope with the problems of society. Described is the type of person who should be a counselor and how he should be educated. The report lists four educational changes which should occur: (1) avoid preparing counselors for settings which do not exist, (2) include major components in counselor education programs which deal with reality of the school where graduates will work, (3) develop professional skills not solely through textbooks but by practicing, and (4) use counselor education programs to serve as a model of teaching roles they recommend. (Author/MC)

Today an alienated generation of students is demanding change within educational institutions. In those institutions placed under pressure there has been no guiding principle or integrative philosophy behind the changes that have occurred. In recognition of this lack, a concern for long-range planning is emerging and the CERLI staff has undertaken an inservice program to develop long-range regional educational plans. The stated objectives were (1) to assist participants in developing a mind-set for examining future developments in the region, (2) to analyze the present educational posture of the region in light of projected developments, (3) to create models of alternative futures, (4) to devise viable strategies for moving toward these futures, and (5) to make recommendations to key educators and policymakers concerning the future of education in the region. Certain conclusions and recommendations followed: (1) The scope of such programs should be developed with time, resource, and personnel constraints in mind; (2) meaningful data need to be collected; (3) not everyone should work on futures; (4) such sessions should be held in retreat settings to free minds from past and present. (DE)

Community service programs in the junior college, a relatively new area of interest and attention, are growing rapidly and are expanding. One area that has not received much emphasis concerns community involvement in the institution. The author presents an overview of existing community service programs, in addition to interviews conducted at seven California junior colleges regarding community services and community involvement. There was an attempt to explore a method of community involvement that can be used as a model at other institutions. The Educational Participation in Communities (EPIC) program at Los Angeles City College, California, is reviewed in detail. A student volunteer program designed to involve students in the solution of urban problems, this is an outgrowth of a desire of students, faculty, and individuals from the community who are interested in a genuine, positive program of community involvement to aid young people from less privileged homes. [Not available in hard copy due to marginal legibility of original document.] (MC)

This paper looks at community services in the junior college, particularly cultural affairs. The nature of the community must be defined before an effective program can be organized. The college can then determine the area of services to be offered. Cultural programs are considered to be those offering lectures, films, exhibits, theater, and so on. Interviews were conducted with directors of community services at seven varied community colleges. All had lecture series of varying scopes. The College Association for Public Events and Services was the booking agent for the series. Colleges with comprehensive programs offered art and science exhibits. Film series were the most popular cultural programs, as even isolated colleges are able to contract for them. Theater programs, performed by college drama classes or by community members, are usually successful. Some colleges stage fine arts festivals; some operate planetariums; others sponsor community chorus and orchestra groups. A successful cultural program will improve public relations and promote community support for the college. [Not available in hard copy due to marginal legibility of original document.] (MS)

Designed to examine the cultural influences on creative development, the study analyzed imaginative stories by students from a segregated Negro school in Georgia and from a middle class white school in Minnesota. The stories were evaluated in terms of originality, interest, style, and pressures of divergency and conformity. The students were further compared by teacher ratings and by performances on the Verbal Creative Thinking Task. Statistical data is provided for the results showing poorer creative ability among the Negro students, and implications regarding cultural causation are indicated. (RD)

One way that educationally disadvantaged children can be helped to succeed more often in schools is to ask their parents to join in an educational partnership with teachers for the benefit of their children. The acquisition of teaching skills allows the parents to focus their efforts. The use of positive verbal reinforcement was selected as the skill parents would be helped to acquire. The research was conducted in three phases. The first was designed to determine if the literature that described the use of reinforcement by parents was accurate for both middle class mothers and for the target population of lower class mothers. During this phase the learning strategies most helpful to parents to learn reinforcement skills were developed. During phase two, one parent was worked with for 15 weeks using the strategies developed in phase one. Phase three consisted of working with six mothers using the same design as that of phase two, in order to evaluate whether the reinforcement skills training program had similar effects on other parents. New strategies were developed as these became necessary. Although a considerable amount of responsibility is given the parent in this program, no diminishing of education or accountability is implied. (Author/JM)

Papers were given at a conference sponsored by the National Science Foundation on present and future use of the museum as an educational resource. Science education, media use, museum-community relationships, and museum-school relationships engaged the attention of the speakers. The educational programs of particular museums were reported on by members of their staff. An annotated bibliography is given. The appendices contain suggestions on the possible functions of a science museum and statistical information on museums and precollege science education. (MF)

Factor analysis was used to derive four relatively independent factors or general dimensions of the work experience of economically disadvantaged, urban youth. The factors were named and interpreted as follows: (1) supportive context of job: characteristics referring to supportive aspects of the job, such as friendliness of boss, friendliness of coworkers, perceived fairness of pay, and the consequences of interest and satisfaction; (2) state of job and field mobility: characteristics related to rate of mobility with respect to jobs and occupational fields; (3) job achievement: characteristics related to achievement oriented standards; and (4) persistence: characteristics indicating persistent, steady work. The factors were analyzed in relation to another set of work variables and to a set of social background variables. They appear to provide a basis for the selection of criteria with which to assess the effect of community work training programs for disadvantaged. (KJ)

THIS REPORT ON THE DEVELOPMENT, IMPLEMENTATION, AND EVALUATION OF AN INDIVIDUALIZED READING PROGRAM AT NORTHAMPTON ELEMENTARY SCHOOL DURING THE SCHOOL YEAR 1966 TO 1967, PART OF THE BOSTON-NORTHAMPTON COMPREHENSIVE LANGUAGE ARTS PROGRAM, A TITLE III ESEA PROJECT, PROVIDES A GUIDE FOR ESTABLISHING AN INDIVIDUALIZED READING PROGRAM IN THE CLASSROOM. BUILT AROUND THE EXPERIENCES OF A SECOND-GRADE TEACHER, THE REPORT DESCRIBES HOW THE TEACHER AND THE CHILDREN WERE PREPARED FOR THE PROGRAM, HOW THE PROGRAM WAS INTEGRATED WITH THE TOTAL READING PROGRAM, AND HOW DESIRED GOALS WERE ACHIEVED. EVALUATION WAS DONE THROUGH PUPIL BOOK REPORTS, PUPIL-TEACHER CONFERENCES, INTEREST INVENTORIES, READING TESTS, AND READING SKILLS CHECKLISTS. EACH CHILD'S PROGRESS WAS RECORDED IN HIS OWN READING RECORD AND THE TEACHER'S RECORD FOR EACH CHILD. AT THE END OF THE SCHOOL YEAR, IT WAS CONCLUDED THAT ALL THE DESIRED GOALS WERE ACHIEVED SINCE THERE WAS A GENERAL GROWTH IN COMPREHENSION SKILLS AND POSITIVE ATTITUDES TOWARD BOOKS AND READING. SAMPLES OF THE EVALUATION FORMS USED ARE SHOWN IN THE APPENDIX. (NS)

Twenty-four preschool children (aged 3-3 to 5-6) were studied to test the efficacy of newly developed phonemic-visual-oral materials in the correction of articulatory problems. All subjects were given an articulation test and a battery of five tests to measure auditory memory span and intelligence. Twelve children received 50 sessions of instruction, 1 hour long, using the new materials based on the Initial Teaching Alphabet and structured to cover auditory discrimination, sound sequencing, visual discrimination, phonemic synthesis and analysis, and rhyming. A control group of 12 was exposed to traditional articulation therapy procedure. The experimental group made significantly fewer errors in articulation after therapy than the control group based on the Goldman-Fristoe Filmstrip Articulation Test (p=.05). No significant difference was found between groups in auditory memory skills and intelligence scores. Conclusions were that the experimental, visual-symbol approach has great potential in the modification of misarticulation. (RP)

Designed by speech pathologists for use with preschool children, 54 lessons utilize the Initial Teaching Alphabet (ITA). Beginning with the presentation of a single sound and its ITA symbol, lessons progress systematically through all the symbols; synthesis of the elements into syllables, words, sentences, stories, and general conversation is structured; and the program is graded in difficulty. Materials are provided with the lessons and instructions for the therapists include reference to visual, auditory, and kinesthetic perceptual discrimination. Lessons can be used for either group or individual therapy; each lesson contains activities and a story. Forty-four visual symbols relating to phonemic elements of speech composing the ITA facilitate a multisensory approach to remediation of articulatory disorders. (RP)

This conference paper identifies two factors in contemporary educational programs which may have a detrimental effect on disadvantaged youth. First, it is felt that from a historical as well as a contemporary perspective, it is clear that the public schools are designed to meet the needs of the middle class. Thus, even if the same educational program is offered to all students regardless of class, educational inequalities might persist. This middle-class bias also results in rejection of disadvantaged children by personnel who perceive themselves as members of this class. Secondly, school activities and attitudes are more suitable for girls than boys. This disregard for inter-sex difference among students operates to the disadvantage of boys from the lower socioeconomic class, especially since they in particular lack contact with any consistent and desirable male models or male behavioral patterns. The disadvantaged child must be considered an "exceptional" child who requires the services of a highly trained teacher to carry out a specifically relevant educational program. Reactions to this conference paper are included. (DK)

This conference report is made up of six papers and related commentaries on the nature of disadvantagement and its implications. Most participants were from the Milwaukee, Wisconsin, area. Small group meetings and discussions followed each of the papers. The opening paper, "Education and the Disadvantaged" (E. Melby), examined a broad range of problems facing the educational establishment. The other papers, more limited in scope, discussed only one aspect of the broad issue of disadvantagement. They are--"The Legal Responsibilities of Public Schools for Dealing With Minority Group Members" (R. Carter), "In-Service Training for Teachers of the Disadvantaged" (J. Tanner), "Deviancy and the Disadvantaged" (W. Wattenberg), and "Curriculum for the Disadvantaged" (G. Whipple). A paper by H. Goldman which emerged from the conference, and which is included in this volume, examines the essentially middle-class and female-dominated nature of the schools. (DK)

PERSONALITY TRAITS OF TEACHERS AND PRINCIPALS ARE EXAMINED FOR THEIR EFFECTS UPON TEACHER-ADMINISTRATOR RELATIONSHIPS. THE EDWARDS PERSONAL PREFERENCE SCHEDULE, THE NATIONAL PRINCIPALSHIP STUDY, AND THE ADMINISTRATIVE PREFERENCE FORM WERE ADMINISTERED TO TEACHERS AND PRINCIPALS FROM AN URBAN SCHOOL DISTRICT IN MICHIGAN. RESULTS INDICATE THAT THE NEED PATTERNS OF TEACHERS AND PRINCIPALS ARE QUITE SIMILAR. FURTHERMORE, THE NEED PATTERNS OF MALE ELEMENTARY TEACHERS, SECONDARY TEACHERS, AND PRINCIPALS ARE SIMILAR TO THOSE OF THEIR FEMALE COUNTERPARTS. THE SAME DATA INDICATED THE INVALIDITY OF THE THEORY OF COMPLEMENTARY NEEDS. (HM)

IN VIEW OF THE FACT THAT MUCH OF THE PARTICIPATION OF WOMEN IN CONTINUING HIGHER EDUCATION RELFECTS ATTEMPTS, OFTEN MADE IN VAIN, AT SELF-FULFILLMENT IN THE SPHERE OF PAID EMPLOYMENT, EDUCATORS OUGHT TO REASSESS THE WHOLE RANGE AND RATIONALE OF CONTINUING EDUCATION FOR WOMEN. ANALYSIS OF THE BASIC ISSUE OF WOMEN AS INDIVIDUALS AND AS MEMBERS OF SOCIETY STRONGLY SUGGESTS THAT EXISTING EDUCATIONAL PROVISIONS ARE INADEQUATE IN BOTH RESPECTS. MOREOVER, MIDDLE CLASS WORKING WOMEN MAY BE THE FIRST LARGE GROUP DISPLACED BY AUTOMATION, AND WITH THEIR ECONOMIC ROLES BEING ELIMINATED AND THEIR FREE TIME INCREASING, WORKING WOMEN ARE NOW BEING CONFRONTED WITH MANY OF THE PROBLEMS FORESEEN FOR THE AUTOMATED SOCIETY OF THE FUTURE. HOWEVER, ALTERNATIVE LIFE STYLES, BASED ON POLITICS, VOLUNTARY SERVICE, LEARNING AND SCHOLARSHIP, AND APPRECIATION AND SUPPORT OF THE ARTS, COULD BE EVOLVED, AND A RADICALLY NEW TYPE OF SCHOOL OR CURRICULUM COULD BE DEVELOPED WITH THE AIM OF PREPARING AND REEDUCATING WOMEN FOR THEIR CHOSEN LEISURE OCCUPATIONS. (LY)

The existence and achievements of experimental, university-connected programs of liberal study for labor are discussed. First to be considered are the underlying problems and aims of both labor education and university liberal education. Next, specific programs are described: the Liberal Arts for Labor program offered through the Extension Division of UCLA; the United Steelworkers of America fourth year institute ("The World of Ideas"); the Institute Labor Program at Rutgers; the National Institute for Labor Education resident study program for union staff; and the two year Union Leadership Program at the University of Chicago for Chicago area trade union leaders. Patterns of nonuniversity-connected liberal education for trade unionists, and of liberal education in Canadian labor education, are also reviewed. Finally, common problems of winning support, providing for university union cooperation, and adapting programs to a union audience are summarized, together with suggested directions and approaches for seeking solutions. (ly)