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The Department of Communication Studies at the University of Northern Iowa has made a commitment to establish and maintain partnerships with its Iowa Communications Network (ICN) based learning communities and with the institutions of higher education throughout the state that facilitate the delivery of experiential learning to students. In January 1997, graduate student enrollment doubled when the department began offering programs in Communication Education and Public Relations over the ICN. The program has moved from a top-down pedagogical model to the creation of a partnership with its learning community. Students in the ICN Communication Education program must successfully complete a non-credit teaching practicum at a university/college/community college to fulfill one of the necessary requirements for licensure in the state of Iowa. Preliminary evaluations have indicated that the department has been effective in its efforts. (Appendixes contain a list of courses in the Communication Education program and the Public Relations program; and graduate teaching practicum evaluation forms for the graduate student, the observer/supervisor, and for the student assessment of the practicum supervisor.) (RS)

The Educational Think Tank for Northern Pinal County was established in order to discover the educational needs of the people in the community, improve links between educational entities, and improve the public perception of educational systems in Pinal County at all levels. The group's role was to create ideas for others to execute, which was achieved in five meetings. At the first meeting, the group got acquainted, perfected membership, and established rules and formats. Meeting 2 included writing a mission statement, reporting on relevant information gathered, and brainstorming about perceived needs and ideas. Meeting 3 included focusing ideas and drafting a set of recommendations. The fourth meeting involved perfecting and disseminating recommendations. At the final meeting, the group reported the impact of recommendations presented, conducted evaluations, and decided the fate of the group. (YKH)

This document profiles the following 13 regional partnerships that together constitute Arizona's school-to-work (STW) system: Cochise STW Partnership; Coconino County STW Partnership; Eastern Arizona STW Partnership; East Valley STW Initiative; Mohave Workforce Development Partnership; Northeast Valley School to Work Consortium; Northland School to Work Opportunities System; Phoenix STW Initiative; Pima and Santa Cruz Counties STW Partnership; Pinal County STW Partnership; Western Maricopa Consortium; Yavapai County STW Partnership; and Yuma/LaPaz STW Partnership. The introduction explains how, in January 1996, Arizona embarked on implementation of its state STW system by awarding roughly $2.4 million to 13 partnerships consisting of business groups, educators, community organizations, and parents so that the partnerships could develop and manage a range of school-based, work-based, and connecting activities. The remainder of the document consists of the profiles, which each contain some or all of the following: fiscal 1995-1996 and 1996-1997 budgets; school profile; total student enrollment for the partnership; progress made toward meeting the six state-specified partnership goals (system governance and partnership development; program coordination and integration; technical assistance; community involvement; public awareness; system evaluation); discussion of partnership assets and challenges; and summary and suggestions. Twenty-seven tables/figures are included. Appended are excerpts from the national instrument "Progress Measures." (MN)

In accordance with a mandate included in the 1990 amendments to the Perkins Act, a national evaluation of Tech-Prep implementation was conducted. The evaluation had two main objectives: to determine how effectively Tech-Prep is being implemented and to identify useful implementation practices and challenges. Data were collected from the following sources: surveys of state-level Tech-Prep coordinators in autumn 1993 and spring 1997; surveys of all local Tech-Prep consortium coordinators in autumn 1993, 1994, and 1995; and in-depth studies of 10 local consortia that involved 4 visits to each site and a follow-up survey of a sample of Tech-Prep participants in selected member high schools (the survey was completed by 61% of the sample of 799 students). The evaluation yielded three main conclusions: (1) Tech-Prep consortia have strengthened local collaboration among educators, increased emphasis on career guidance, focused attention on applied forms of academic instruction, and brought employers into more contact with schools; (2) Tech-Prep has taken diverse forms; and (3) federal and state leadership could strengthen Tech-Prep by placing greater emphasis on comprehensive programs of study. (Twenty tables/figures are included. The report contains 23 references.) (MN)

A survey instrument operationalizing 24 elements of professional performance was administered to 291 public relations educators across the nation, yielding a 43.6% response rate. Respondents assessed the extent to which a standard of professionalism currently exists for each of the 24 items. Educators tended to view writing/editing and graphics/production skills, ethical guidelines, accreditation, and "public relations as advocacy" as enjoying well established standards. Licensing, location of public relations on the organizational chart and inclusion of public relations in the dominant coalition were viewed as most lacking in a standard of professional performance. The 24 items factored into 6 dimensions. Assessments of professionalism along these six factors differed significantly as a function of sex, region, tenure of teaching, size of institutions, and whether the educator was accredited by the Public Relations Society of America (PRSA). Comparing educators' assessments with practitioners' views expressed in an earlier national survey, it is clear that professional standards in public relations have yet to coalesce among educators or practitioners. Given the influence that educators have on the field's future, it is imperative that educators work to elevate the profession by promulgating professional standards among their students. (Contains three tables of data and 36 references.) (Author)

The Internet is becoming the primary way that businesses communicate and receive information. Corporate Web addresses and home pages have become a valuable tool for leaving a solid mark on potential clients, consumers, and competition. To determine how differences in Web pages design reflect corporate image, a study examined Web pages from two organizational angles: professional public relations (PR) firms and retail corporations. Content analysis used a sample size consisting of eight corporations and eight PR firms, observing the various Web pages for a month. Results indicated corporations used much more elaborate and advanced graphics than did PR firms; corporations used moving graphics, highly technical pictures, and hand drawings, while PR companies relied more heavily on text to attract potential customers. The two groups also used different strategies in web page color. Corporations used many vibrant colors, while PR firms chose a simpler, more conservative color scheme. Both groups, however, used color to accomplish a certain theme. In the case of Web page link analysis, corporations used more links than PR firms did: corporations had 26 links per address while PR firms had 17 links. Corporations used external links more than PR firms did: only half the PR firms included links beyond their own organization, while every corporation used external links. Corporation links were also found to be more user-friendly. Future research may include how intended publics receive information from Web sites. By studying how effective Web pages are to the consumers, organizations can learn how to market themselves effectively to their target audience. (Contains 14 references and list of Web pages analyzed). (NKA)

This paper reviews the history of the founding of colleges in Ohio during the nineteenth century, focusing on a critical reexamination of the thesis of Donald Tewksbury (1932), which emphasizes the role of religious denominations in the founding and persistence of private institutions of higher education. It argues that colleges and universities, as they emerged during this period, should be viewed as broad-based local enterprises that were deeply rooted in the economic and cultural life of the local community. Local boosterism is thought to have been a more significant factor in the survival of independent colleges than the religious zeal of the denominations. Discussion of the national and historical context precedes a review of private college development in Ohio, noting the easy requirements for chartering a college under the Northwest Ordinance and the State Constitution of 1802. Examples are then provided showing the important role of local boosterism in the founding and development of such Ohio institutions as Heidelberg College, Ohio Wesleyan University, Wooster College, and Case Western Reserve University. Also discussed in relation to the founding of Ohio colleges are the influence of the quest for female education, philanthropy, for-profit institutions, canals, and railroads. (Contains 32 references.) (DB)

This study used the case study method and focus group interviews to examine: (1) which of the economic impacts of a small liberal arts college on its community are important; (2) whether economic impact can be estimated economic impact studies; and (3) whether such studies influence public opinion about the college's economic impact. Two focus groups, each with nine participants, were conducted. The participants were community leaders in Mount Pleasant, Iowa, the home of Iowa Wesleyan College. After the first focus group, an economic impact study was conducted and its results disseminated via the local newspaper and a local radio station. Following dissemination, the second focus group was held. Both groups identified consumption benefits and college-related local business volume as the most important positive economic impacts of the college, and foregone real estate taxes as the major negative impact. The economic impact study had little or no effect on focus group attitudes and no participants in the second group mentioned hearing or reading about the study results. Results suggest economic impact studies may be ineffective for public relations since they do not promote consumption benefits, they estimate unimportant impacts, and they do not change attitudes about the economic importance of colleges. (Contains 14 references.) (DB)

This paper analyzes the rise of "PRolicy" (Public Relations public policy) by examining the first Reagan Administration and its use of media manipulation. The paper also explores how PRolicy influences educational policy. It draws on a two-pronged methodological approach that involved media analysis and historical policy analysis with a focus on how elected officials employ symbolic messages to shape educational policy. The paper analyzes the role of agenda-setting in PRolicy and the manipulation of American political, cultural, and religious symbols as a means of generating support for their policy proposals. It details how PRolicy has been part of the American presidency since the Nixon era and how Reagan used PRolicy as a central feature of policy formation, particularly his administration's use of PRolicy to reform education. Reagan's championing of school prayer, his efforts to dismantle the Department of Education, and the publication of "A Nation at Risk" all served to advance his agenda. The paper outlines how the Reagan Administration took "A Nation at Risk," a damaging critique of Reagan's educational policy, and turned it into a public-relations tour for the president. It concludes with a general discussion of PRolicy and implications for educational policy researchers, teachers, and administrators. Contains 48 references. (RJM)

In 1997, Frederick Community College (FCC) in Maryland conducted a telephone survey of a random sample of 466 Frederick County residents to identify their perceptions of the college. In particular, the survey examined Frederick County residents' image of FCC, level of awareness of services and programs offered by FCC, and the types of services that affect enrollment decisions. All residents interviewed were at least 18 years of age. Findings from 348 respondents whose ages range between 18 and 59 years of age include: (1) 85% of county residents interviewed rated FCC's reputation as "good" or "very good"; (2) of all county residents attending any college in the past two years, 62% attended FCC; (3) one-half of those interviewed were not aware of FCC's programs for children; (4) while 70% rated the variety of courses as good or very good, only 55% rated FCC course offerings as being relevant to the world of work; (5) 70% rated FCC as affordable; and (6) 3 out of 4 respondents have a personal computer in their home and nearly one-half have access to the Internet. Graphs of responses from residents 18 to 59 years old, responses by age and gender, and responses from residents 60 years old and over are included. (AS)

While natural resource professionals are adept at managing resources, they often lack the skills and desire to work effectively with the public. School-based partnerships are a potential vehicle for enhancing social interaction skills. Research shows that teachers benefit from partnerships but the benefits of partnering for the resource professionals are unknown. This qualitative study explored how the skills and competencies identified as "essential" in the workplace were impacted for resource professionals engaged in partnerships. The results of the interviews suggest that professional development did indeed occur for natural resource professionals as a result of participating in active partnerships with elementary school teachers. Professional development was greatest in subcategories related to social interactions such as interpersonal skills, personal qualities, thinking and basic skills, and managing resources and information. These enhanced job-related skills and competencies led to resource professionals who perform their jobs with more confidence and initiative, greater thinking and reflective abilities, and more enthusiasm and a greater sense of purpose. Resource professionals were also made more aware of what the agency had to offer to the public. They came to value the education/public service mission of the agency more highly, especially service to children. Contains 12 references. (Author/PVD)

This document presents abstracts for 30 projects that were conducted in Pennsylvania in fiscal year 1995-1996 with federal funds allotted to strengthen adult basic and literacy education through experimentation with new methods, programs, and techniques and professional development for personnel working in adult basic education programs. Among the types of projects profiled are the following: local high school diploma program for adults; action research for staff development; program to improve access to adult education; adult education-community partnership; program teaching basic skills through online services; citywide network for literacy providers; development of a model collaborative family literacy program; English-as-a-Second-Language online action research project; jail-to-job program; reading program for parents and preschoolers; development of the Pennsylvania Adult Literacy Practitioner Inquiry Network; research on guidelines for effective use of assessment; statewide staff development project; summer institute for correctional educators; development of a trainer-of-trainers model; tutor-assisted computerized reading instruction; and development of a plan for using technology in adult education. Each abstract contains some or all of the following: program title; identifying number; statement of purpose; procedures; summary of findings; comments; product(s); name and address of project director; and descriptors. Also included are an index of descriptors and index by agency. (MN)