University of Southern California Dissertations and Theses

Community Service Programs In California Public Junior Colleges

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Community Service Programs In California Public Junior Colleges

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Content This dissertation has been
microfilmed exactly as received ® 7-6492
COHEN, Wallace Firman, 1923-
COMMUNITY SERVICE PROGRAMS IN CALIFORNIA
PUBLIC JUNIOR COLLEGES.
University of Southern California, Ed.D., 1967
Education, general
University Microfilms, Inc., Ann Arbor, Michigan
COMMUNITY SERVICE PROGRAMS IN
CALIFORNIA PUBLIC JUNIOR COLLEGES
A Dissertation
Presented to
the Faculty of the School of Education
The University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
by
Wallace Firman Cohen
January 1967
This dissertation, written under the direction
of the Chairman of the candidate's Guidance
Committee and approved by all members of the
Committee, has been presented to and accepted
by the Faculty of the School of Education in
partial fulfillment of the requirements for the
degree of Doctor of Education.
Date...Janua r y x. . 1 . 9 6.7....................
...
/ Dean
Guidance Committee
TABLE OF CONTENTS
Page
LIST OF TABLES ....................................
Chapter
I. THE PROBLEM................................ 1
Background of the Problem
Statement of the Problem
Statement of the Purpose
Questions to Be Answered
Scope of the Study
Basic Assumptions
General Procedures
Definitions of Terms
Organization of the Remainder of
the Study
II. REVIEW OF THE LITERATURE.................. 12
The Land Grant Colleges and
Community Services
The Community College and
Community Services
Community Services in California
Junior Colleges
The Functions of Community Services
Programs
Criteria for a Program of Community
Services
Values of a Community Service
Program
Programs in Community Services
ii
Chapter Page
Legal Basis for Community Services
in California
Guidelines for the Use of Community
Services Funds
Federal Legislation in the Field of
Community Services
Summary
III. THE PROCEDURE............................... 53
Securing an Endorsement
Delimiting the Study
The Format for the Study
Developing the Questionnaire
Marking the Questionnaire
Organizing the Interview Findings
Selecting Schools for Interview
Developing the Interview Procedure
Revising the Interview Procedure
Conducting the Interviews
Organizing the Interview Findings
Developing and Validating a Set
of Criteria
Completing the Study
Summary
IV. FINDINGS DERIVED FROM QUESTIONNAIRE
STUDY..................................... 66
The Colleges
The Administrator
The-Program
Cultural Activities
Recreation
Community Research and Development
Public Relations
Short Courses and Seminars
Faculty Services
General Services
Summary
iii
Chapter Page
V. FINDINGS DERIVED FROM INTERVIEW
STUDY...................................... 114
The Colleges
The CAPE Program
Interview Data
Summary
VI. CRITERIA FOR EVALUATING COMMUNITY SERVICE
PROGRAMS IN CALIFORNIA PUBLIC JUNIOR
COLLEGES................................. 166
Method
Findings
Primary Criteria
Secondary Criteria
Questionable Criteria
Summary
VII. SUMMARY, CONCLUSIONS, IMPLICATIONS
AND RECOMMENDATIONS....................... 176
Summary
Conclusions
Implications
Recommendations
APPENDIXES
Appendix A: Questionnaire Form.................. 210
Appendix B: Covering Letter .................... 215
Appendix C: Covering Letter for Check List .... 217
Appendix D: Checklist for Junior Colleges .... 219
Appendix Es Interview Questions... ............... 222
iv
Chapter Page
Appendix F: Covering Letter ..................... 224
BIBLIOGRAPHY....................................... 226
v
LIST OF TABLES
Table Page
1. Approximate Student Enrollment, Fall
Semester, 1964 ............................ 70
2. Titles of Persons Responsible for Adminis
tering Community Service Programs ......... 74
3. College Officer under Whose Immediate
Direction the Community Service Adminis
trator Served........................ 76
4. Approximate Percentage of Time Allotted
to Community Service Program by Adminis
trator Responsible for Program........ 78
5. Major Responsibilities of Community
Service Administrator .................... 80
6. Cultural Activities Reported as a Part
of the Community Service Program .......... 85
7. Recreation Activities Reported as a Part
of the Community Service Program...... 88
8. Community Research and Development Activi
ties Reported as a Part of the
Community Service Program ................ 93
9. Public Relations Activities Reported as
a Part of the Community Service Program . . 97
10. Short Courses and Seminars Reported as a
Part of the Community Service Program . . . 101
vi
Table Page
11. Faculty Services Reported as a Part of
the Community Service Program .............. 105
12. General Activities Reported as a Part of
the Community Service Program .............. 107
13. Most Important Activities in Community
Service Programs as Identified by Nine
Community Service Administrators ............ 150
14. Community Service Programs Judged by Nine
Administrators to Be of Most Value to
Their Communities............................. 152
vii
CHAPTER I
THE PROBLEM
Background of the Problem
Since the beginning of junior college education in
California, the role of the junior college has evolved to
meet the needs and demands of the times. Originally, the
junior college was a post-high school program, offering two
additional years of study to a limited number of students
who could profit from such instruction (14, 17). With the
passage of time the institution evolved into a school with
two principal functions, namely, transfer education for
students who needed the first two years of a collegiate pro
gram, offered in a setting close to home, and a two-year
technical-vocational program for students who desired train
ing beyond the level of the high school but who did not
choose to pursue a course of study leading to the bacca
laureate degree (17). Later, the importance of the function
of counseling and guidance was recognized and was added to
1
the principal goals of the California public junior col
lege (13) .
In recent years, junior college administrators and
the public that supports the junior college in California
have recognized the need for a program of community services
in the state's public junior colleges. This need was iden
tified by the California Junior College Association in its
most recent statement of the mission of the state's public
junior colleges (46). The association specifically lists
community services as one of the four major functions of the
California community college.
With the development of community service programs
in California public junior colleges, a need was seen to
give some direction and guidance to the various programs
being developed in the two-year institutions throughout the
state. To this end, a committee was appointed by the lead
ership of the California Junior College Association to ad
vise the statewide junior college organization on the proper
role and function of community services in the junior col
lege, and to draw guidelines to aid in the implementation
and development of these programs in the various member
colleges (6 8). Membership on the committee consisted of a
college president and four administrators of community
service programs in their respective institutions.
This dissertation is a study, conducted in coopera
tion with the Community Services Committee of the California
Junior College Association, designed to survey and report on
the present status of community service programs in exist
ence in California public junior colleges, and to offer
recommendations for the continued development and evolvement
of these programs. The study covers the academic year 1964-
65, and the programs that were conducted during that time.
Statement of the Problem
Community services were first identified as a func
tion of the junior colleges in California in a statewide
report on higher education published in 1955 (13). By 1965,
the California Junior College Association had recognized
community services as one of the four major functions of the
public junior college in California, and had so identified
it in a policy statement of the association (46:2).
At present there is no clear-cut definition of what
constitutes a satisfactory or worthwhile program of commu
nity services, nor is there a definitive statement or de
scription of what California public junior colleges are
doing under the general description of programs labeled as
4
community services. The problem of this study was to survey
and report the programs of community service offered in
California public junior colleges in the academic year 1964-
65, and to make recommendations based on the data gathered
and reported in the study.
Statement of the Purpose
The purpose of this study was to review the appro
priate literature in the field under investigation, survey
the programs of community services now being conducted in
California public junior colleges, identify unique or out
standing programs now in existence in the subject schools,
and to recommend guidelines and criteria for the development
and conduct of community service programs in California.
Questions to be Answered
Answers were sought in this study to the following
questions:
1. Do the California public junior colleges studied
provide programs of community services?
2. What activities or services currently undertaken
by California junior colleges are classified by them as
community services?
3. Which college official on each campus is
responsible for the conduct and administration of the pro
gram of community services at his institution?
4. What are some unique or especially worthwhile
services which are being provided in programs of community
service currently in operation?
5. What are some criteria or guidelines for the
organization and presentation of a worthwhile program of
community services?
Scope of the Study
The scope of this study was delimited in the follow
ing manner:
1. Only independent California public junior col
lege districts which were reported to have levied the per
missive over-ride tax for community services purposes were
included in this study.
2. The administrator at each institution designated
as being responsible for the operation of the community
service program served as the respondent for this study.
3. Community service programs conducted during the
academic year 1964-65 were studied.
Basic Assumptions
This study was undertaken subject to the following
basic assumptions:
1. A program of community services is a worthwhile
and desirable goal of a California public junior college.
2. A program of community services has been desig
nated by the California Junior College Association as one of
the four major functions of California public junior col
leges, and California public junior colleges are providing
such programs.
3. Some California public junior colleges are now
providing more unusual and worthwhile community service
programs than are others.
4. There are certain data, research and guidelines
for community service programs that could be applied as
criteria for programs being conducted in California public
junior colleges.
General Procedures
A review of the literature for descriptions, defi
nitions, and criteria of past and existing programs of com
munity services was conducted, and a survey was made of the
legislation that enables California junior colleges to con
duct and finance programs of community service.
A meeting was held with the members of the Community
Service Committee of the California Junior College Associa
tion and the purpose and scope of the proposed study was
outlined to them. The committee voted unanimously to recom
mend to the Board of Directors of the California Junior
College Association that the Association approve the study
to its member schools. In January, 1965, the Board of
Directors of CJCA approved the study.
The Community Services Committee, through its chair
man, Dr. Ervin Harlacher of Foothill College, supplied the
list of colleges to be studied, based on the criteria that
the college had levied, or was currently levying, the per
missive over-ride tax for community service purposes, and
that the college was in an independent junior college dis
trict .
A questionnaire was developed to elicit information
from the schools covered by the survey. The instrument was
submitted to a jury of three educators for their advice and
criticism and was then mailed to the forty institutions
qualified to participate in the study.
The members of the Community Service Committee of
CJCA were asked to identify member schools of the California
Junior College Association which, in their judgment, had
unique or unusual programs in community services, and which
the committee recommended to be studied and reported on in
depth. Nine California public junior colleges were desig
nated by the committee members for this purpose. A series
of interviews was conducted with the community service ad
ministrators at the nine colleges designated.
The results of the questionnaires mailed to the
forty participating colleges and the interviews conducted
with the nine administrators mentioned above form the basis
for the principal findings of this study.
Finally, a list of criteria for evaluating community
service programs was developed from the findings and was
validated by a jury of experts.
Definitions of Terms
For the purposes of this study, the following defi
nitions were used:
Community services.— Educational, cultural, and
recreational services which an educational institution may
provide for its community above and beyond regularly sched
uled day and evening classes. The terms "community service"
and "community services" are used interchangeably in this
study.
9
Junior college.— A post-high school educational
institution providing a variety of educational services in
cluding lower-division transfer courses, technical and vo
cational curricula, guidance services, and community servi
ces. The terms "community college" and "community junior
college" are used synonymously with "junior college" in this
study.
California Junior College Association.— An organiza
tion composed of the public junior colleges in California
and dedicated to furthering the junior college movement in
California education. The organization is affiliated with
a national group with similar goals, the American Associa
tion of Junior Colleges. In this study, the abbreviation
CJCA is used from time to time in place of the full title,
California Junior College Association.
Independent junior college district.— A publicly
controlled junior college or colleges organized in a school
district providing an educational program only for grades
13-14.
Permissive over-ride tax.— A special tax which a
board of education may levy to finance a program of commu
10
nity services in a California public junior college. An
amount up to five cents per $100 of assessed valuation may
be levied in any one fiscal year, and the funds may be used
only for the funding of a community services program.
Organization of the Remainder
of the Study
Chapter II contains a review of the available liter
ature including a study of the relationship of the junior
college community service movement to earlier programs in
the land-grant colleges and universities, a review of mater
ial related to the desirability of, and criteria for, com
munity service programs, and a designation of the California
statutes that provide a legal basis for community service
programs in the junior colleges of the state.
In Chapter III, the procedures followed in conduct
ing this study and collecting the data for the study are
described.
In Chapter IV, the findings that were developed from
the questionnaire study are reported.
The findings represented by the interviews with the
administrators of community service programs at nine Cali
fornia public junior colleges are the basis for the data
developed in Chapter V of this study.
11
In Chapter VI, the procedures followed in developing
a set of criteria for evaluating community service programs
in California public junior colleges is described.
Chapter VII consists of a summary of the study, and
the recommendations, implications, and conclusions.
CHAPTER II
REVIEW OF THE LITERATURE
The principal purpose of this chapter was to review
the professional literature relating to the problem encom
passed by this study.
This chapter is divided into three major parts. The
first section is a brief review of the development of the
land grant college movement v/ith emphasis on the community
service aspects of that educational institution. The second
section reviews the literature related to the development
and appropriateness of the community service concept as a
major function of the American community college. The final
part of this chapter reports on the California statutes and
regulations related to community services in the state's
junior colleges, and reviews federal legislation enacted in
the same field. Brief mention is also made of proposed
California legislation which would have an important effect
on the community services program in California public
junior colleges, were it enacted into law.
The Land Grant Colleges and
Community Services
A similarity between the evolving community services
program in community colleges and that concept as developed
earlier by the land grant colleges has been noted by several
writers.
United States Commissioner of Education Frances
Keppel observes that a century ago the land grant colleges
brought a "virtual revolution to higher education through
their response to society's demands for a variety of pro
grams and services" and that today, with the evolvement of
the community college, "we may be on the brink of another
such revolution" (39:10).
Brubacher and Rudy, writing in Higher Education in
Transition, identify the idea of service as one of the
distinguishing characteristics which differentiated American
higher education from that found in other parts of the
world, and they see this service concept manifested in a
"positive dedication to the service of an evolving, dynamic,
democratic community" (4:378). They also discern an Ameri
can emphasis on the social utility of higher education,
particularly as it is manifested in the land grant colleges
"which seek to improve local political and economic condi-
14
tions (as seen in the work of the agricultural experiment
stations) and the carrying of the results to the people (by
means of the many flourishing university extension systems)"
(4:379) .
In an article entitled "California's Community Ren
aissance," Harlacher contends that programs of community
services now being developed and carried forward in Cali
fornia community colleges may be favorably compared with the
original idea of extension services in the land grant col
leges, namely "That of extending the physical and human re
sources of the colleges to the needs of the community" (33:
15) .
The community college, within the framework of its
community services program, says Harlacher, "accepts the
responsibility for the educational development of all of the
citizens of the community regardless of whether or not they
are enrolled in classes" (33:15).
The beginning of the land grant college movement in
the United States is usually identified by congressional
enactment of the Morrill Act of 1862. The elements present
in American society in the middle of the nineteenth century
that brought the Morrill Act into being are delineated by
Edward D. Eddy, Jr. in his definitive work on the land
15
grant movement, Colleges for Our Land and Times. Eddy iden
tifies these factors as:
A wealthy nation with a new concept of democracy,
dissatisfaction with the existing education, a growing
body of knowledge in science, a burgeoning industrial
complex, and the urge to help the farmer by realizing
the potential impact of science on agriculture. (8:22)
The Morrill Act of 1862 was the first of several
pieces of important federal legislation that encouraged and
expanded the land grant college movement. The Morrill Act
provided for a grant of federal lands or land scrip to each
state in the amount of 30,000 acres for each senator and
representative in Congress from that state for the purpose
of supporting an institution of higher learning (1:43).
Section 4 of the Morrill Act of 1862 set forth the
purpose of the Congress in enacting the legislation as fol
lows:
The endowment, support and maintenance of at least
one college where the leading object shall be, without
excluding other scientific and classical studies, and
including military tactics, to teach such branches of
learning as are related to agriculture and to the
mechanic arts, in such manner as the legislature of
the states may respectively prescribe, in order to pro
mote the liberal and practical education of the indus
trial classes in the several pursuants and professions
of life. (5:20)
Following this legislation came the Hatch Act of
16
1887, which provided for the establishment and maintenance
of an agricultural experiment station at each land grant
college. The second Morrill Act of 1890 provided for con
tinuing annual federal appropriations for the colleges and
was followed by the Smith-Lever Act of 1914, which laid the
groundwork for the development of extension work by the land
grant institutions in agriculture and home economics (1:44).
Brunner sees the land grant colleges as designed to
foster a program of education suited to the needs of the
agricultural and industrial classes, encompassing a program
both for youth on the campus and the adult population
throughout the rural area of the nation (5:4).
In establishing and founding the land grant col
leges, the federal policy was:
Influenced by public land policy and the interests
of farmers: It emphasized vocational and professional
rather than liberal education; it emphasized practical
scientific research; and it emphasized the education
of the many rather than the few. (1:46)
The programs and the philosophy that make the land
grant movement unique in higher education began to emerge at
the turn of this century. In 1906, President Charles Van
Hise organized a program of General Extension at the Uni
versity of Wisconsin, commenting in his now famous statement
17
that he wished to make "the boundaries of the University
campus coterminous with the boundaries of the state." The
establishment in Wisconsin of classes in off-campus, full
time extension centers spread, and by 1913, twenty-eight
extension divisions were organized in other land grant and
private institutions (51:1166).
The beginnings of these extension centers are to be
found in experiments and educational programs that began
much earlier, however. Eddy notes that "farmers' institutes
were the occasional first steps in extending the boundaries
of the campus." Under impetus of the growth and development
of the agricultural experiment stations, meetings between
college personnel and farmers were being held, and in 1885
the Wisconsin legislature appropriated $5,000 for this pur
pose. By 1893, the appropriation had risen to $12,000, with
meetings being held under the supervision of a superintend
ent with faculty status (8:109).
The Extension development with farmer institutes
resulted in increased demands on the time of already hard-
pressed faculty members, but gradually there emerged "the
tri-part function of the land grant colleges— instruction,
research, and extension" (8:105).
Ross observes that early extension efforts were
18
often carried on in conjunction with the Grange, the Alli
ance, and organizations of special producers, and that along
with farmer institutes other rudimentary extension activi
ties were developing. Station bulletins, personal corres
pondence, farmers' reading courses, and informal gatherings
were the beginnings of the third main line of activity of
the colleges, which needed only more modernized transporta
tion and communication to be brought to full development
(20:165-166).
The idea of University Extension, aside from agri
cultural meetings and instruction, came into being as a
formal movement in 1887, following some earlier experience
with the Chautauqua and Lyceum movement (8:106).
Eddy describes the transition from farmer-centered
extension to a program with greater emphasis on general
education:
The possibilities of carrying education to the
people through reading circles, evening classes, lec
ture series, and correspondence courses seemed immense.
University Extension differed from its agricultural
counterpart because it did not pretend to solve special
problems related to occupation. It further differed
by its attempt to transfer the work of the classroom
into the home and community, whereas agricultural ex
tension sought to make available the results of re
search and new methods. (8:107)
The first "short-course" work began in agriculture
19
at the University of Wisconsin in 1885, and in 1894, Michi
gan State University offered a six-week course for farmers
at the campus agricultural laboratory. Later, the Univer
sity of Minnesota offered a home-making program for women
who had not completed high school. The course consisted of
three six-month classes offered over a three-year period.
These courses came in response to a growing realization that
certain purposes of the land grant college could best be
served outside the standard four-year curriculum (8:107).
The colleges also looked to serve youth below col
lege age on the farm, and the cooperation of land grant
colleges with the Department of Agriculture was instrumental
in the founding of the 4-H Club movement in the United
States in 1911 (8:137).
By 1914, land grant colleges were institutions of
genuine size and stature, and most significant of all was
"the emergence in all the institutions of a unique philoso
phy of service to youth, to farmers, to homemakers, to in
dustry, to agriculture, to the entire nation" (8:147).
Following World War I, Louise E. Reber reported in
an article, "University Extension in Land Grant Colleges,"
as follows:
Thirty-three land grant colleges report well
20
organized departments of correspondence and extension
class instruction; ten recorded well-developed lecture
and lyceum bureaus, while many support lectures by
faculty on demand; eight describe strong departments
of forum teaching and library extension, and twelve
others are doing work of the latter type; twenty have
introduced a visual instruction service; twelve are
doing a considerable amount of well organized work in
community development; six have established bureaus of
municipal information; and five are conducting post
graduate medical work. Several report cooperation in
general with agricultural extension, and many carry on
some form or forms of university extension without
distinct organization for it. (8:196)
In the era of the 1920's and 1930's, agricultural
extension programs played an important part in the growth
of the farmer cooperative movement (8:181), and in the birth
of the American Farm Bureau Federation, which eventually
became by far the largest single farm organization in the
world (8:183). During this same period the home demonstra
tion agent in home economics, working through extension, had
great impact, as evidenced by the fact that in 1927 alone,
women in 297,000 rural homes were taught costume designing,
hat making, and adaptation of dress goods (8:192). As one
author summarized it, "University Extension grew up, so to
speak, in the philosophy of service to all the people of
the state" (51:1170).
In 1951, land grant colleges enrolled more than
274,000 men and women in extension courses and 81,000 in
21
correspondence courses, and Edward D. Eddy, in evaluating
the growth of the movement in the modern day, says this:
In many areas and through many methods, the land
grant college of the present day has extended its in
fluence far beyond that originally assumed to be agri
culture and mechanic arts. It serves as a meeting
place and center of education for doctors, women's
organizations, lawyers, bankers, teachers, municipal
officers, policemen and men and women of almost every
profession. Wherever a need resembling education is
shown, the colleges move to meet the need. Their
anxiety to be of service and to serve the constituency
in every possible way sometimes takes them far beyond
the normal channels of education, and into areas educa
tionally questionable. This is an inherent temptation
in the effort of the colleges to root themselves deeply
in the common life. All in all, however, these colleges
have served the people in a better fashion than any
other educational enterprise, and the vast majority of
their work has been educationally sound. (8:245)
Before moving to an examination of the literature
related to the development of community service programs in
the more recently emerging community colleges, it should be
noted that the concept of community identification and ser
vice is not restricted to the land grant movement in Ameri
can four-year higher education. Other public institutions,
and private ones as well, were active in their respective
communities in developing programs that met community needs.
The noted American historian Daniel J. Boorstin wrote re
cently that the "distinctively American college was neither
public nor private, but a community institution. In America
22
it was of a piece with the community emphasis which already
distinguished our civilization" (27sl3).
The Community College and
Community Services
While the land grant colleges had developed rather
extensive programs of community services by the 1920's, the
junior college movement in the United States was just then
beginning to emerge as a significant part of higher educa
tion, and its programs were inevitably limited in scope.
Bogue notes that the community service function did not
appear as a significant development in junior colleges until
after 1930 (2:207).
With the emergence and development of the junior
college movement in the United States, a gradual shift in
emphasis to a concept of the junior college as a community
college occurred. Fields observes that the community col
lege has as its major purpose meeting the needs of all in
dividuals in the community (10:89), Reynolds holds that
the community college is essentially characterized by two
unique qualities. It is of recent origin, with its greatest
growth occurring since World War I, and its conception and
development is native to the United States, thus giving the
community college unusual freedom in its growth and
23
development (19:1).
The Educational Policies Commission of the National
Education Association notes that not all public schools are
community-oriented, with the result that they become "liter
ally insulated islands, cut off by channels of convention
from the world which surrounds them, and the inhabitants of
these islands rarely venture to cross these channels during
school hours" (15:130). Punke observes that institutions
which stand aside from the major currents of social and
cultural growth limit their influence and invite isolation.
"The Latin Grammar School and the Academy stood apart and
became isolated and essentially extinct" (18:215).
Dean cites the purposes of the community college and
says that as a community service function, two-year colleges
must meet the legitimate educational needs of all citizens
over eighteen years of age. They should provide services
to groups and individuals not enrolled in regular classes
or courses, since they are community-centered institutions
(31:48-49).
Johnson observes that community services are still
an emerging function of many colleges, and he reports that:
Of seventy-nine educators who were questioned about
what they thought would be the most significant devel
opment in the junior college in the next twenty-five
24
years, the most frequently mentioned among anticipated
developments which relate to the purposes of the junior
college were those directed toward community services.
(38:185)
Writing in the same vein, Bogue notes that the func
tion of community services is the most recently developed of
the goals of the community junior colleges. He argues that
the scope and adequacy of these services determine whether:
The college merits the title of community junior col
lege; to an important degree, they determine also the
extent of community understanding and support of the
several functions of the college. (2:66)
Blocher sees a community-centered, locally con
trolled and supported institution emerging throughout this
country "dedicated to serving the educational needs of all
individuals in the community through comprehensive curricu
lum guidance programs and community services." He calls for
a college that offers opportunities for citizens of all ages
and levels of educational development to grow as persons
without traditional limitations of programs (26:20).
Reynolds observes that the community college, like
other public institutions, has lately looked beyond its
classrooms and campus and found educational needs in the
community of which it is a part (11:141).
The most recently developed of the tasks of the
25
community junior college, says Thornton, is the function of
community services. Further, he contends that this function
is both important and unique in that the "scope and adequacy
of these services determine whether or not the college mer
its the title 'community junior college,"' and that "to an
important degree, they determine also the extent of commu
nity understanding and support of the several functions of
the college" (21:66).
Keppel relates the concept of excellence, as applied
to a community college, to its commitment to community ser
vice. He writes that "when we look at standards of excel
lence, we must remember that the unique characteristic of
the junior college— whether public or private— is its con
tribution to the community in particular and society in
general." From a community viewpoint, the junior college
improves the educational, cultural, and artistic climate of
the area it serves (39:8).
D. Grant Morrison of the United States Office of
Education defines one of the four generally accepted pur
poses of the community college as being "To provide continu
ation education for those adults interested in improving
themselves as workers, members of a family, and citizens.
Particular emphasis is placed on community service programs
26
tailored to the particular needs of the area," and further,
Morrison argues, "The community that has a measure of local
control and support has an obligation to provide educational
opportunities to all who can benefit" (41:463).
Peterson says the two-year college must meet its
"community college function," which in addition to regular
day and evening classes includes "short-term classes,
forums, conferences and community services," and that "As
community colleges, we must recognize that education is a
life-long process" (43:3-5).
Community Services in California
Junior college education, while indebted to William
Rainey Harper and the University of Chicago, has developed
as a movement strongly identified with the state of Cali
fornia (47:391).
In its beginnings, junior college education was an
appendage of the secondary schools. The first legislation
passed in California by the legislature simply allowed high
schools to offer an equivalent of post-graduate courses.
Fresno, in 1910, used this enabling legislation to open the
first junior college in California, and one of the first in
the United States. Until 1917, junior colleges were
27
supported entirely by local district tax resources, but in
that year, the legislature passed a statute which specified
curriculum standards, state financial support and other
guidelines for junior college programs. Through the suc
ceeding thirty years, the junior college movement in Cali
fornia grew and prospered, and the concept emerged of the
junior colleges as a community-related institution, offering
lower division transfer courses, terminal and vocational
programs, and general and adult education curricula. During
that period of development, and particularly in the late
1930's and early 1940's, the legal position and the place in
California education of the junior college movement was
assured and institutionalized (17:75).
Identification of community services as a major
function of community colleges in California has been a
recent development. As late as 1947, the California Junior
College Association was asked to supply a statement of the
objectives and purposes of the California public junior
colleges to a study entitled A Report of a Survey of the
Needs of California in Higher Education, initiated and
financed by the 1947 session of the California State Legis
lature. The purposes of the junior college were listed as
(1) terminal education, (2) general education, (3) orienta
28
tion and guidance, (4) lower division transfer courses, (5)
adult education, and (6) removal of matriculation deficien
cies so that students could qualify for admission to other
institutions (22:21). No mention was made of community
services.
In 1955, A Restudy of the Needs of California in
Higher Education was published by the California State De
partment of Education, and the functions of the junior col
leges, as stated in the restudy, were (1) occupational edu
cation, (2) general education, (3) lower division college
education, (4) guidance, and (5) community service. In the
area of community services, the restudy suggested that where
junior colleges were giving adult education courses in ele
mentary reading, citizenship training, and courses on the
high school level, that the colleges drop such courses from
their curricula, concentrate on post-high school level
courses, and eliminate those courses not relevant to their
main function (22:27).
On April 11, 1965, the California Junior College
Association Board of Directors adopted an official statement
titled "The Role of the California Public Junior College,"
and in it they say:
The mission of the public junior college in Cali-
29
fornia may logically be divided into four major cate
gories: (1) providing lower-division collegiate trans
fer education; (2) providing other post-high school
education, both credit and non-credit to meet educa
tional, technical and vocational needs of individual
communities; (3) providing guidance services to direct
students in those areas of education in which they can
succeed and which will prepare them as productive citi
zens in their communities, and (4) providing a flexible
program of educational, cultural, and recreational
services above and beyond regularly scheduled day and
evening classes, tailored to meet the needs of the
community. (46:2)
Expanding on the community service portion of the
policy statement, the directors commented:
In carrying out their fourth function, the junior
colleges cooperate closely with other community agen
cies, and serve as cultural and recreational centers
for the area they serve. (46:2)
In keeping with the major role now assigned to com
munity services as a part of the mission of the California
junior colleges, a part of the accreditation kit of materi
als used by the Western Association of Schools and Colleges
in accrediting California junior colleges is directed to an
evaluation of the community service program of the school
to be accredited.
The Functions of Community
Services Programs
The community services function in the public junior
30
college has undergone considerable change over the years.
As noted earlier, the Restudy in 1955 commented on the rela
tionship of this program to that of adult education, and
Medsker suggests that one of the reasons for community ser
vice being identified with adult education is that the com
munity service program in small junior colleges is often the
responsibility of the administrator of the adult education
program (14:80). He indicates that adult education can be
included as one type of community service, but that it
should be considered as only one of many such services (14:
78).
Woods cautions that it is not enough for a college
to offer any kind of a course any time ten or more citizens
want it, if teacher, space, funds and equipment are avail
able, and then assume that this fulfills the community ser
vice responsibility of the college (50:47).
Thornton observes that while the addition of college
level occupational curricula to the lower division offerings
of junior colleges brought an entirely new complexion to the
two-year institution, it still had not achieved its full
status as a community college until the further addition of
adult education and community services (21:53). Also,
Reynolds notes that the addition of community services as a
31
major function of the community college has led to its
identification as a "community service agency" (19:289).
The concept of community service represents a de
parture from the traditional concept of college and is based
on several principles, including the following:
1. The campus of the community college is the en
tire length and breadth of the college district.
2. The educational program is not limited to
formalized classroom instruction.
3. The community service program is taken to the
people as well as bringing people to the college.
4. The community college acts as a catalyst in
community development (33:15).
A similar statement, developed some thirty years
ago, contends that "the junior college should be a community
college, meeting community needs" and that these needs in
clude promoting a greater social and civic intelligence in
the community; providing opportunities for increased adult
education; providing educational, recreational, and voca
tional opportunities for young people; placing the cultural
facilities of the institution at the disposal of the com
munity; and closely integrating the work of the community
college with the work of the high school and the work of
32
other community institutions (35:111).
The need for flexibility in scheduling the community
service program is seen as critical if the program is to
have wide acceptance.
The answer to being a vital part of community life in
any field lies in bringing the community to the college
whenever possible. And when it is not possible, we
should take the college influence out into the various
facets of the community. (25:443)
Criteria for a Program
of Community Services
While many writers have mentioned the functions
usually associated with a program of community services,
there is little in the literature that spells out criteria
against which a program of community services in a given
institution may be measured.
Medsker suggests that a program of community ser
vices should include such activities as forums, workshops,
institutes, research and advisory assistance to community
groups, cultural and recreational activities such as com
munity music and theatre groups, and widespread use of the
college plant for community activities (14:79).
In a recent study Harlacher says that:
A basic program of community services should pro
vide for:
33
I. Community use of college facilities
Provision of physical facilities for meetings
and events
Cosponsorship of community events on campus
II. Community educational services
Short courses
Community leadership and development
Community counseling
Speakers' bureau
III. Cultural and recreational activities
Lecture series
Fine arts series
Recreation activities
IV. Institutional development
Special events
Citizen participation groups
Community information service. (67:402)
The Western Association of Schools and Colleges,
which is the regional accrediting association for California
public junior colleges, includes in its 1966 Kit of Accredi
tation Materials for Junior Colleges (71:S-4) the following
guidelines for the evaluation of community service programs:
Community Services
A. Organization and Administration
A major function of the junior college is that of
providing a flexible program of educational, cul
tural, and recreational services, above and beyond
regularly scheduled day and evening classes, tai
lored to meet the needs of the community.
B. Use of College Facilities and Services
A junior college should become a center of community
life by encouraging the use of college facilities by
community groups when such use does not interfere
with the instructional and co-curricular
4
?4
programs of the college. Such services may include
(a) provision of physical facilities; (b) co-spon
sorship of community events and activities; (c) com
munity use of library facilities.
C. Educational Services
Junior colleges should provide educational services
which utilize the special skills and knowledge of
the college staff and other experts and which are
designed to meet the needs of groups in the college
district community at large and to assist them in
long-range planning. Such educational services may
includes (a) non-credit short courses— seminars,
workshops, institutes, conferences, symposiums; (b)
leadership in community research and development;
(c) community counseling and consultative services;
(d) use of radio-television stations; (e) provision
of faculty and student programs for community
groups.
D. Cultural and Recreational Services
Every junior college should contribute to and pro
mote the cultural and recreational life of the col
lege community and the development of skills for the
profitable use of leisure time. Such activities may
include: (a) community forums and lecture series;
(b) fine arts series, film series and exhibits; (c)
athletic activities; (d) community performing groups
including chorus, orchestra, and theatre; (e) arts
festivals; and (f) planetariums and museums.
Values of a Community Services Program
Many values are identified as arising from a program
of community services— values that are beneficial both to
the community and to the college. One writer observes that
the values of college service to the local community are
numerous and varied. They may include:
Increasing the productive efficiency of agriculture
35
and industry, improving the functioning of communities
and community organizations, contributing to the health
and physical well-being of citizens, and generally en
riching the cultural, aesthetic, and moral life of the
community. (31:49)
Thornton holds that community services should be
provided, based solely on the premise that they are "legiti
mate educational services, rather than on conforming to pre
conceived notions of what is or is not collegiate subject
matter" (21:275).
Medsker sees the term community college as one that:
Connotes a close interrelationship of the college and
the life of the community: the college looks to the
community for suggestions in program planning and the
community looks to the college for many different ser
vices to many different people. (14:16)
An additional value arising out of the expansion of
the community services program, according to Brownell, is
that "these service functions in turn will give the college
local financial support and make its maintenance more pos
sible. The segregation of the town from the gown must be
abolished" (11:318). Thornton adds that a program of com
munity service will, to an important degree, determine the
extent of community understanding and support of the col
lege (21:66), and Punke observes that the influence of a
school in a particular community is closely related to its
36
prestige in that community (181216).
Programs in Community Services
In succeeding chapters of this report, the programs
of community services conducted by California community
colleges in 1964-65 will be reported at length. What is
reported in this section is a brief review of literature
touching on some of the specific programs now in existence.
Writing in 1958, Hugh G. Price, then Chief of the
Bureau of Junior College Education, State of California,
described the community service program of a mythical com
munity college in his state in the following terms:
Since its organization in 1935, El Dorado Junior
College has become a cultural center for Golddust
County. Fine musical and dramatic performances by
college student groups and a variety of programs by
individuals and groups with state-wide and national
reputation have been presented in its 1,500 seat audi
torium. Performances by symphony orchestras, vocal
and instrumental soloists, dancers, dramatic groups,
and choral groups; various forums and lectures on cul
tural, literary, travel and political topics— all
these have drawn audiences . . . Leadership by members
of the college administration and faculty in churches,
service clubs, community councils and committees has
been of great value to these agencies. The community
relies upon the college to cooperate with it in solving
major problems that arise. Both the college faculty
and students participate in community activities, such
as campaigning and raising funds for the community
chesty dealing with the problems of juvenile delinquen
cy, and zoning; organizing, and operating youth centers;
getting out the vote at elections; protecting the water
37
supply; and helping to plan for the beautification of
streets and parks, and for adequate police and fire
protection. (17:15)
More recently, the literature has contained lengthy
descriptions of numerous programs, including the August
Musical Festival, presented as a part of the community ser
vice program at Cabrillo College in California (48:19-20),
the involvement of students at Pasadena City College in
California in their work with various social agencies in
that city (42:8), the production of the musical "Brigadoon"
as a part of a summer recreational program at a community
college in northern California (40:70-71), and the extensive
community lecture series developed over a period of years at
Monterey Peninsula College in California (36:288). In this
latter article, the president of the college argues that the
community service lecture series has done more to create a
favorable image of the college in the eyes of the community
than any other activity the college carries on. The lecture
series is described as the "turning point for acceptance of
the college as an institution of higher learning on the
Monterey Peninsula" (36:291).
Speaking at the dedication of the Kellogg Community
College at Battle Creek, Michigan, Edmund J. Glazer, Execu-
38
tive Secretary of the American Association of Junior Col
leges, identified manpower retraining and upgrading as a
program that the junior colleges should undertake to fulfill
as a part of their responsibility and service to the commu
nity (29:368).
Looking ahead to 1975, Henry J. Tyler, Executive
Secretary of the California Junior College Association, sees
each junior college as a cultural and service center for its
area. Community activities will be found in school build
ings and in other neighborhood centers. These activities
will include lectures, concerts, dramatic productions, art
exhibits, community institutes, library resources, and in
structional materials centers. "Highly qualified instruc
tors will be available to each community to aid in studies
and surveys— social, economic, occupational and so on"
(49:378).
Tyler sees the college drawing on resource people
in its district to serve on a variety of general and spe
cialized advisory committees. He visualizes them partici
pating in art exhibits, forums, and other activities, and
he views the college as a major resource center, inextri
cably interwoven with the life of its district (49:378).
39
Legal Basis for Community Services
in California
The California legislature has enacted a series of
laws designed to provide a legal basis for the implementa
tion and funding of a program of community services in all
California schools. These laws, spelled out in detail later
in this section, provide a framework for the utilization of
school property and grounds for a wide variety of activities
associated with community services; activities carried on
directly by the schools, and activities instituted by com
munity groups and carried out solely by them, using the
school facilities as a vehicle for their efforts.
The law also provides for the presentation of
courses of study that are solely within the province of the
community service program. These courses need not be con
fined to the regulations and restrictions that are associ
ated with the regular, graded courses of semester length
typically found in the junior college curriculum.
Most important, the state provides for the financing
of community services programs through the vehicle of a
permissive, five-cent per $100 of assessed valuation over
ride tax, which local school boards may levy, in any amount
up to the maximum five-cent figure, in order to finance a
40
program of community services in their district. A recent
publication of the California Junior College Association,
Committee on Community Services, calls attention to a recent
study by Harlacher, and reports that
a study of 99 junior colleges in 32 states revealed
that California junior colleges provide the most ex
tensive programs of community services. A major rea
son for this is the existence of the restricted Com
munity Services Tax in California. (65:3)
Recent proposed legislation has threatened the con
tinuance of the community services tax in California. As
sembly Bill 52, introduced by Speaker of the Assembly Jesse
M. Unruh in the 1966 budget session of the State Legisla
ture, is described as a tax reform measure related to Cali
fornia public schools. One of its principal provisions
"would eliminate most tax over-rides, including the re
stricted Community Services Tax (Education Code Section
20801)" (65:1). It is reported that:
Because the California Junior College Association is
gravely concerned about the effect elimination of the
tax might have on the implementation of the community
services function of the California junior colleges,
the Association favors amending AB 52 to provide for
the continuance of the Community Service Tax. (65:1)
At the Spring meeting of the California Junior Col
lege Association held in Bakersfield, California, on April
41
4 and 5, 1966, Dr. Ervin Harlacher, Chairman of the CJCA
Committee on Community Services, reported that he had re
ceived a letter from Speaker Unruh, announcing that the
Speaker had reviewed the objections to his tax measure
raised by the California Junior College Association, and
that he had decided to amend AB 52 to put the permissive
over-ride tax for community services back into the statutes.
However, Speaker Unruh's letter contained a statement to the
effect that in the long run, the financing of community
services programs would have to be adjusted so as to bring
them into the same frame of reference as that now applied
to regular general fund tax revenues.
The following are sections of the California Educa
tion Code which form the basis for community services (9).
Community Services Fund
20601. (a) On or before the first day of July in
each year, the governing board of each school district
shall file with the county superintendent of schools a
tentative budget showing all the purposes for which the
school district will need money and the estimated amount
of money that will be needed for each purpose for the
ensuing fiscal year. These purposes shall be classified
to set forth the data by functions and objects of ex
penditure within the major classification of administra
tion, instruction, operation of plant, maintenance of
plant, auxiliary services, community services, capital
outlay, and such additional major classifications as
may be prescribed by the Superintendent of Public In
struction and expenditures proposed to be made from
bonds or other income not yet authorized. Within the
42
major classifications of administration, instruction,
operation of plant, maintenance of plant, auxiliary
agencies, and community services there shall be set
forth as separate entries the amount of proposed ex
penditures for salaries and wages and maintenance and
operation and such additional intermediate classifica
tion as may be prescribed by the Superintendent of Pub
lic Instruction. Proposed capital outlay appropria
tions shall be set forth by land, building, and equip
ment classifications. Wherever a district has a spe
cial reserve fund, as provided in Sections 21401 to
21404, inclusive, the amount in such fund at the end
of the last preceding fiscal year, and the amount to
be added during the ensuing fiscal year, shall be
shown.
20801: The maximum rate of school district tax for
any school year is hereby increased by such amount as
will produce the amount of the proposed expenditures
of the school district required or authorized pursuant
to Sections 16551 to 16566, inclusive, and Sections
16651 to 16664, inclusive, of this code as shown by
the budget of the district for such school year, as
finally adopted by the governing board of the district,
less any unencumbered balances remaining at the end of
the preceding school year derived from the revenue
from the increase in the rate of tax provided by this
section.
The increase provided by this section shall not exceed
five cents ($0.05) per each one hundred dollars ($100)
of the assessed value of property within the district,
and said increase shall be in addition to any other
school district tax authorized by law to be levied . . .
20801.1 Notwithstanding the provisions of Section
20801, a district may accumulate from year to year any
unencumbered balance derived from the tax levied under
Section 20801, provided that the accumulated money is
ultimately expended for a purpose authorized by Sec
tions 16551 to 16566, inclusive, or Sections 16651 to
16664, inclusive.
Community Services Short Courses
6368. The governing board of any school district main
taining secondary schools is authorized without the
approval of the State Department of Education to
43
establish and maintain community service classes in
civic, vocational, literacy, health, homemaking, tech
nical and general education, including but not limited
to classes in the fields of music, drama, art, handi
craft, science, literature, nature study, nature con
tacting, aquatic sports and athletics. Such classes
shall be designed to provide instruction and to con
tribute to the physical, mental, moral, economic, or
civic development of the individuals or groups enrolled
therein.
6369. Community service classes shall be open for the
admission of adults and of such minors as in the judg
ment of the governing board may profit therefrom.
6370. Community service classes may be convened at
such hours and for such length of time during the day
or evening and at such period and for such length of
time during the school year as may be determined by the
governing board of the district.
6371. Governing boards shall have the authority to
provide for granting appropriate certificate or other
recognition of skill of accomplishment in such classes.
6372. Attendance or average daily attendance in com
munity service classes pursuant to Sections 6368 to
6373. inclusive, shall not be reported to the State
Department of Education for apportionment.
No apportionment from state funds shall be made to
establish or maintain such classes.
6373. Governing boards may expend from the general
fund of the district any money which is budgeted for
community services to establish and maintain community
service classes and may charge student fees not to ex
ceed the cost of maintaining such classes or may pro
vide instruction in such classes for remuneration by
contract, or with contributions or donations of indi
viduals or groups.
Use of School Property for Public Purposes
16551. The governing board of any school district may
grant the use of school buildings or grounds for public,
literary, scientific, recreational, educational, or
public agency meetings, or for the discussion of mat
ters of general or public interest upon such terms and
44
conditions as the board deems proper, and subject to
the limitations, requirements, and restrictions set
forth in this chapter (commencing at Section 16551).
The governing board of any school district may grant
the use of school buildings or grounds to any church
or religious organization for the conduct of religious
services for temporary periods where such church or
organization has no suitable meeting place for the con
duct of such services upon such terms and conditions
as the board deems proper, and subject to the limita
tions, requirements, and restrictions set forth in this
chapter. Notwithstanding the provisions of Section
16561, the governing board shall charge the church or
religious organization using such property for the con
duct of religious services an amount at least suffi
cient to pay the cost to the district of supplies,
utilities and salaries paid school district employees
necessitated by such use of such property.
16556. There is a civic center at each and every pub
lic school building and grounds within the State where
the citizens parent-teachers1 association, Campfire
Girls, Boy Scout troops, farmers' organizations, clubs,
and associations formed for recreational, educational,
political, economic, artistic, or moral activities of
the public school districts may engage in supervised
recreational activities, and where they may meet and
discuss, from time to time, as they may desire, any
subjects and questions which in their judgment apper
tain to the educational, political, artistic, and moral
interests of the citizens of the communities in which
they reside. Governing boards of the school districts
may authorize the use, by such citizens and organiza
tions of any other properties under their control, for
supervised recreational activities.
16557. The use of any public schoolhouse and grounds
for any meeting is subject to such reasonable rules and
regulations as the governing board of the district pre
scribes and shall in no wise interfere with the use and
occupancy of the public schoolhouse and grounds, as is
required for the purposes of the public schools of the
State.
16561. The use of schoolhouses, property, and grounds
pursuant to this chapter (commencing at Section 16551)
45
shall be granted free, except as otherwise provided by
Section 16562, to public agencies, or to organizations,
clubs, or associations organized for general character
building or welfare purposes.
For any other use of schoolhouses, property, and grounds
pursuant to this chapter, including uses for which
charges may be made under Section 16562, the governing
board of any school district may charge not to exceed
an amount sufficient to pay the cost to the district of
supplies, utilities, and salaries paid school district
employees necessitated by such use of schoolhouses,
property, and grounds of the district.
The governing board may, however, permit such use,
without charge, by organization, clubs or associations
organized for general character building or welfare
purposes, when membership dues or contributions solely
for the support of the organization, club or associa
tion, or the advancement of its character building or
welfare work, are accepted.
Community Recreation
16651. The purposes of this chapter (commencing at
Section 16651) ares
(a) To promote and preserve the health and general
welfare of the people of the State and to cultivate
the development of good citizenship by provision for
adequate programs of community recreation.
(b) To authorize public corporations or districts
having powers to provide recreation, cities, counties,
cities and counties, and public school districts to
organize, promote and conduct such programs of communi
ty recreation as will contribute to the attainment of
general educational and recreational objectives for
children and adults of the State.
16652. The following terms, wherever used or referred
to in this chapter have the following meanings respec
tively unless a different meaning clearly applies from
the content:
(a) "Public authority" means any city of any class,
city and county, county of any class, public corpora
tion or district having powers to provide recreation,
or school district in the State.
46
(b) "Governing body" means, in the case of a city,
the city council, municipal council, or common council;
in the case of a county or city and county, the board
of supervisors; in the case of a public corporation or
district, the governing board of the public corporation
or district; and in the case of a school district, the
governing board of the school district.
(c) Recreation means any activity, voluntarily engaged
in, which contributes to the physical, mental, or moral
development of the individual or group participating
therein, and includes such activity in the field of
music, drama, art, handicraft, science, literature,
nature study, nature contacting, aquatic sports, and
athletics, or any of them, and any informal play in
corporating any such activity.
(d) "Community recreation" and "public recreation"
mean such recreation as may be engaged in under direct
control of a public authority.
(e) "Recreation center" means a place, structure,
area or other facility under the jurisdiction of a
governing body of a public authority used for communi
ty recreation whether or not it may be used primarily
for other purposes, playgrounds, playing fields or
courts, beaches, lakes, rivers, swimming pools, gym
nasiums, auditoriums, rooms for arts and crafts, camps,
and meeting places.
Playgrounds, outdoor playing fields or courts, swim
ming pools, and campus, with necessary equipment and
appurtenances for their operation, under the jurisdic
tion of a governing board of a public authority used
for community recreation shall be considered recreation
centers within the meaning of this chapter (commencing
at Section 16651) whether or not they may be used pri
marily for other purposes.
16653. The governing body of every public authority
may (a) organize, promote, and conduct programs of com
munity recreation, (b) establish systems of playgrounds
and recreation, and (c) acquire, construct, improve,
maintain, and operate recreation centers within or
without the territorial limits of the public authority.
No events for which an admission price is charged shall
be held pursuant to this chapter (commencing at Section
47
16651), except amateur athletic contests, demonstra
tions, or exhibits and other educational and non
commercial events.
16661. The governing body of a school district may
require persons, other than students, or organizations
desiring to use the recreational facilities on school
grounds or belonging to a school or the facilities
provided by the district at a community recreation
center maintained solely by the district to pay such
fees for such use as the said governing body may pre
scribe .
Guidelines for the Use of Community
Service Funds
In May, 1965, the Board of Directors of the Cali
fornia Junior College Association adopted a series of
"guidelines" designed to provide direction to junior college
districts in the appropriate use of the tax monies raised
from the levy of the permissive over-ride tax. The recom
mendations are as follows:
Recommended Guidelines
The following guidelines are based on legal pro
visions cited in Part IV. They are recommended for
expenditure of restricted community services tax funds.
These guidelines place emphasis on (1) use of restrict
ed tax funds for operation of programs of community
services, (2) use of restricted tax funds for capital
outlay expenditures which are directly essential to
the program of community services, (3) local control,
and (4) district definition of program of community
services.
A. Operation
1. That restricted community services tax funds
be used for operation of programs of community
services.
48
2. That the governing board of each district main
taining a junior college delineate what specific
services for the community are to be included
within its program of community services, in
accordance with the definitions contained here
in.
B. Capital Outlay
1. That restricted community services tax funds
be used for those capital outlay expenditures
which are directly essential to the operation
of the program of community services as de
fined.
2. That use of restricted community services tax
funds for capital outlay items which are shared
by the regular college program and the program
of community services be limited to that pro
portion of the usage which falls under commu
nity services.
3. That restricted community services tax funds
which are accumulated from year to year for
capital outlay purposes be spent only for com
munity services as defined, in accordance with
the statutes.
C. Community Services Fund
1. That counties be encouraged to apportion to
the community services fund the total income
from the tax levied against both secured and
unsecured tax rolls.
2. That all expenditures for community services
be itemized under Class 1100— Community Ser
vices of the District Budget.
3. That all income from community services activi
ties be credited to the community services
fund. (68:2-3)
Federal Legislation in the Field
of Community Service
The 1965 Higher Education Act, passed by the Con-
49
gress on October 20, 1965, provides a broad program of
financial aid to colleges and college students. Of particu
lar significance to this study is Title I of the Act, Com
munity Service and Continuing Education Programs. The Edu
cation Section of the Saturday Review. November 20, 1965,
reports this provision of the Act as follows:
Title I: Community Service and Continuing Education
Programs—
Title I authorizes a three-year program to help uni
versities and colleges assist in the solution of com
munity problems in such areas as housing, poverty,
recreation, employment, youth opportunities, trans
portation, health, and land use.
A community service program is defined as an "edu
cational program, activity or service, including a
research program and university extension or continu
ing education offering, which is designed to assist
in the solution of community problems in rural, urban
or suburban areas ..."
$10,000,000 appropriated. (34:83)
A slightly different report of the same act is found
in the authoritative Congressional Quarterly;
Title I.
Authorized aid to community service programs of
colleges and universities that were designed to reduce
housing, poverty, employment, transportation, health
and other local problems. Set up an advisory council
to coordinate all federal extension and adult education
activities. Authorized matching grants to the states
for five years and set maximum limits of $25 million
in fiscal 1966 and $50 million each in fiscal 1967-68.
(28:2117)
50
It was reported that most of the titles in HR 9567
(Higher Education Act) were requested by President Johnson,
and the President's interest in the community services as
pect of the legislation is borne out in a speech he made in
February, 1966, to the American Association of School Ad
ministrators in Atlantic City, New Jersey, and reported in
Education, U.S.A.
The President's own vision of the school of the
future he described as one serving the whole community,
reaching out in its activities to museums, theaters,
art galleries, parks, rivers and mountains. It will
be intimately allied with the city and places where
people work in the city, he said, and will become the
center of community life for adults as well as chil
dren. Its facilities may include a health clinic, a
public library, a theatre. Its buildings will be em
ployed "round the clock," and its teachers "round the
year." (32:113)
Regulations governing the administration of commu
nity service programs under the Higher Education Act of 1965
became effective upon publication in the Federal Register in
April, 1966. Regulations allow junior colleges to partici
pate in the program if they provide a two-year curriculum
acceptable for full credit toward a degree (23:3).
The regulations define a community service program
as an educational program, activity or service offered by
an institution or institutions of higher education and
51
designed to assist in the solution of community problems in
rural, urban, or suburban areas with particular emphasis on
urban and suburban problems.
The regulations provide that a program may include,
but is not limited to, a research program, an extension or
continuing education activity, or a course, provided that
the offerings are conducted at the collegiate level.
State participation in the program requires sub
mission of an original plan plus annual amendment of state
plans for administering the programs. The amendment must
contain an annual program plan describing a "comprehensive,
coordinated, and statewide system of community service pro
grams and the basis for selecting such programs" (23:3).
Summary
In the first section of this chapter, the community
service aspect of the land grant college movement was re
viewed, with particular attention to the development of the
various extension programs of the land grant schools.
Literature pertinent to the community service programs in
public junior colleges was then summarized, with sections
of the chapter devoted to the functions of, criteria for,
and values of a program of community services. Some
52
existing programs of community services were described
briefly, and the chapter concluded with sections describing
the legal basis for community services in California, guide
lines for the use of community service funds, and recent
federal legislation in the field of community services.
In general, the literature indicates a philosophical
relationship between the extension programs of the land
grant colleges and the developing programs of community
services found in California public junior colleges. In
addition, an ample legal basis for the conduct of community
service programs in California was revealed.
CHAPTER III
THE PROCEDURES
The procedures for organizing and conducting this
study of community service programs in California public
junior colleges included the following steps: (1) securing
an endorsement, (2) delineating the study, (3) selecting a
format for the study, (4) developing the questionnaire, (5)
mailing the questionnaire, (6) organizing the findings, (7)
selecting schools for interviews, (8) developing the inter
view procedure, (9) conducting the interviews, (10) organiz
ing the findings, (11) developing and validating a set of
criteria, and (12) completing the study. In the remainder
of this chapter, these procedures are described in detail.
Securing an Endorsement
The California Junior College Association is an
organization whose membership is made up of the public
junior colleges in the state of California. The CJCA is
53
54
affiliated with the American Association of Junior Colleges,
and its membership is organized on an institutional basis;
that is to say, colleges, not individuals or persons, make
up the membership of the association.
The California Junior College Association maintains
a number of standing committees, one of which is the Com
munity Service Committee of CJCA. The committee is charged
by the parent group with the following purposes:
1. To provide state-wide leadership in the estab
lishment and expansion of programs of community services in
the several junior colleges.
2. To prepare junior college guidelines for the use
of community services tax funds.
3. To develop an official definition of community
services.
4. To encourage cooperative programs of community
services among neighboring junior colleges.
5. To stimulate the development of additional com
munity services as needed.
A meeting was held with the members of the Community
Service Committee in Los Angeles in the late fall of 1964.
The members of the committee were:
Dr. Ervin Harlacher, Director of Community
55
Services, Foothill College, Los Altos, California, Chairman.
Mr. William Keim, Assistant Superintendent for
Community Services, Cerritos College, Norwalk, California.
Mr. Foster Davidoff, President, Compton College,
Compton, California.
Mr. David Epperson, Community Services Administra
tion, Orange Coast College, Costa Mesa, California.
Mr. George Clark, Community Services Director,
Cabrillo College, Aptos, California.
The purpose and scope of the proposed study was out
lined to the members of the committee, and the committee
voted to recommend to the Board of Directors of the Cali
fornia Junior College Association that the Association ap
prove the study to its member schools. Dr. Harlacher for
warded the proposal to the Board of Directors of CJCA, and
in January, 1965, the Board approved the study.
Delimiting the Study
After reviewing the many aspects of the community
service programs in California public junior colleges, in
cluding administration, finance, staffing, etc., rt was
determined that this study should be delimited to an inves
tigation of the programs of community service offered in
the selected schools.
Further, in order to keep the community service
function of the colleges separate from adult education pro
grams offered by districts that included public high
schools, it was determined that the study should be limited
to colleges existing in independent junior college dis
tricts .
Finally, the CJCA committee recommended that the
study be further delimited to those independent junior col
lege districts which levied, or had levied, the permissive
five-cent over-ride community service tax. This recommenda
tion was accepted and the study was conducted on this basis.
To this end, the Community Services Committee, through its
chairman, Dr. Ervin Harlacher, supplied a list of colleges
which met this final criterion.
The Format of the Study
It was determined that the study should be conducted
in two parts. The first part was a questionnaire survey of
the forty junior colleges which met the criteria outlined
above. The second part of the study consisted of a series
of interviews with the chief community service administra
tors in nine colleges designated by the CJCA committee on
57
Community Services as having outstanding community service
programs.
Developing the Questionnaire
The questionnaire was developed after a review of
the literature, and through discussions with members of the
CJCA Committee on Community Services. A draft of the pro
posed questionnaire was developed and presented to the fol
lowing three educators, and their advice and criticism was
elicited:
1. Dr. Leslie Wilbur, Associate Professor of Edu
cation, University of Southern California.
2. Dr. Herbert L. Swanson, Director of Institu
tional Research, El Camino College.
3. Mr. William F. Keim, Assistant Superintendent
for Community Services, Cerritos College.
A number of valuable suggestions were made by this
group, and these suggestions were incorporated in the ques
tionnaire, which, when completed, consisted of four main
sections, fifteen sub-sections, and ninety individual items.
A copy of the questionnaire form is found in Appendix A.
Marking the Questionnaire
The respondents selected for this phase of the study
58
were the administrators responsible for the community ser
vice program in the forty schools to be studied. These per
sons were identified from a list of the community services
administrators supplied by the Chairman of CJCA Committee on
Community Services.
Early in February, 1966, the mailing of forty ques
tionnaires, with covering letters, was made. A copy of the
covering letter is found in Appendix B. Within one month,
thirty completed forms were returned, and at that point, a
second questionnaire form with a new covering letter was
mailed to the ten schools which had not reponded. Nine of
the ten schools completed this form and promptly returned
it. An additional effort was made to secure the participa
tion of the fortieth school, but the effort was unsuccess
ful.
In summary, thirty-nine of the forty eligible col
leges (97.5 per cent) returned a marked questionnaire.
Organizing the Findings
Of the thirty-nine returned questionnaires, thirty-
six were complete in all respects, while three supplied
some, but not all, of the information solicited.
The information supplied on the returned question-
59
naire was collated and tabulated and provided the basis for
Chapter IV of this dissertation.
Selecting Schools for Interview
In addition to a survey of the programs of community
service in the forty selected California junior colleges, it
was determined that a study in some depth of those colleges
identified as leaders in community services in the state
should be undertaken. Again, the members of the CJCA Com
mittee on Community Services were asked for direction, and
again they responded.
A list of the independent junior college districts
in California was mailed to each member of the committee
and in a covering letter each was asked to indicate those
colleges which, in his judgment, had developed an outstand
ing program of community services. It was decided that any
college mentioned more than once in the response would be
come a subject for the interview procedure. A copy of the
letter and form is found in Appendix C.
All members of the committee returned a marked
checklist, and among them, fourteen colleges were desig
nated. Of the fourteen, nine institutions were named more
than once and these colleges became the basis for the
60
interview phase of the study. The colleges so designated
were:
Bakersfield College
Cabrillo College
Cerritos College
College of San Mateo
Contra Costa College
Foothill College
Monterey Peninsula College
Orange Coast College
Pasadena College
Developing the Interview Procedure
A series of interview questions (see Appendix D) was
developed^ and it was decided that these should be adminis
tered to three persons associated with each designated in
stitution. One of the interviewees was to be the adminis
trator of the community service program in the college, the
second was to be a member of the teaching faculty of the
college, and the third was to be a lay member of the college
community. The intention was to gather information and
opinions from three sources at each institution, and then to
compare these responses in terms of their answers to similar
61
questions about community services. In order to be certain
that the faculty and community interviewee would be know
ledgeable about the community service program, it was de
cided that the administrator of community services at each
college should designate the persons to be interviewed. On
this basis, interviews were begun.
Revising the Interview Procedure
Two sets of three interviews each were conducted at
two institutions, one in northern California and one in
southern California. At the conclusion of these discussions,
it became apparent to the interviewer that the data being
supplied by faculty and community respondents were of such
a quality as to be of highly questionable value to the
study. The respondents were not sufficiently familiar with
community service programs at their respective institutions
to be able to provide factual material of value to the
study. After reviewing the procedures and data collected
with the chairman of the dissertation committee, it was
agreed that the format of the study should be revised, and
that interviews should be restricted to the chief community
service administrator at each of the subject colleges.
62
Conducting the Interviews
Interviews were conducted with the following nine
administrators during the months of February through May,
1966.
Mr. R. L. Clark, Bakersfield College
Mr. George W. Clark, Cabrillo College
Mr. William F. Keim, Cerritos College
Mr. Robert W. Wolterbeek, Contra Costa College
Dr. Ervin Harlacher, Foothill College
Dr. Keith Merrill, Monterey Peninsula College
Mr. Donald R. Jacobs, Orange Coast College
Dr. Ralph Hallman, Pasadena City College
Dr. William Miller, College of San Mateo
These interviews were conducted at various locations
around the state, including San Francisco, Monterey, Bakers
field, and the campuses of the various colleges located in
southern California.
Organizing the Interview Findings
In addition to the questions on the interview sheet,
a discussion was held with each of the nine administrators,
in which he outlined briefly the major facets of the com
munity service program at his college.
63
In Chapter V of this study, this material is organ
ized and included as a part of the report. Along with this
material, a brief background sketch of each of the nine in
stitutions is presented, as is the college's official state
ment of its community service purpose or philosophy.
The information recorded in the formal interview
with each administrator is arranged, question by question,
with the responses of these administrators to each of the
queries being reported in a synthesized format. Thus, the
responses of the nine interviewees to each of the interview
questions can be examined in comparison and contrast, one
with the other.
Developing and Validating
a Set of Criteria
One of the stated purposes of this study was to
develop a set of criteria for evaluating community service
programs in California public junior colleges. To this end,
a series of criteria statements was developed, based on re
search from the literature, questionnaire findings, and
interview data. After a review of the statements by two
educators, a brief questionnaire consisting of fifteen items
was developed, and submitted to a jury of ten college presi
dents, administrators and professors.
64
The ten jurors marked and returned their criteria
questionnaire and the results were quantified numerically.
The data were organized into three groups, designated as
primary criteria, secondary criteria and questionable cri
teria. Chapter VI of this study describes in detail the
development and evaluation of a set of criteria for evalu
ating community service programs in California public junior
colleges.
Completing the Study
The balance of the study was designed to interpret
the findings in terms of conclusions, implications, and
recommendations. The study and its procedures were reviewed
and summarized, conclusions and implications recorded, and
recommendations made for future research.
Summary
In summary, the study was endorsed by the Board of
Directors of the California Junior College Association, and
developed in cooperation with the Committee on Community
Services of CJCA.
The study consisted of two principal types of in
vestigation, one a questionnaire survey, conducted by mail,
of forty public junior colleges in California, and the
65
second, a series of nine interviews conducted with com
munity services administrators at colleges identified as
having outstanding programs of community services.
Finally, a set of criteria for evaluating community
services programs was developed from the findings of the
study, and was validated by a jury of prominent California
public junior college educators.
CHAPTER IV
FINDINGS DERIVED FROM QUESTIONNAIRE STUDY
The purpose of this study was to investigate the
community service programs provided by all independent jun
ior college districts in California levying the permissive
over-ride tax during the academic year, 1964-65.
In order to secure the necessary data for this
study, a questionnaire was developed and sent to the com
munity services administrator at each of the 40 selected
junior colleges in California. Thirty-nine questionnaires
were completed and returned. Of these, 36 were completely
answered, while three were completed only in part. For this
reason, in certain of the categories reported on the follow
ing pages, the total of the items being considered does not
always equal 39. The information derived from the returned
questionnaires serves as the basis for the data developed in
the remainder of this chapter.
Additionally, it was determined that information in
66
67
some depth concerning the community service programs in
certain selected institutions should be collected and re
ported in this study. Chapter V of this dissertation was
the vehicle used for reporting the information collected
from interviews conducted with the administrator primarily
responsible for the conduct of the community service program
at the nine selected institutions.
The balance of this chapter is a report of the re
sults of the questionnaire survey, with the data reported in
an outline form which parallels the format of the question
naire used to collect the information. In Part A of the
questionnaire certain minimal data regarding the colleges in
the study were developed. In Part B, the role of the ad
ministrator responsible for conducting the program was ex
amined briefly, and in Part C, the program of community ser
vices offered by the colleges participating in this study
was examined in detail.
The following data represent the findings of the
questionnaire survey.
The. C o lle g e s
1. The 39 public California junior colleges, locat
ed in independent junior college districts and identified
68
by the California Junior College Association's Community
Service Committee as currently levying, or having levied in
the past, the permissive over-ride tax, which responded to
this questionnaire study were:
American River Junior College
Antelope Valley College
Bakersfield College
Barstow College
Cabrillo College
Cerritos College
Chaffey College
Citrus College
Coalinga College
College of the Desert
College of Marin
College of San Mateo
College of the Sequoias
Compton College
Contra Costa College
Diablo Valley College
East Los Angeles College
El Camino College
Foothill College
69
Fullerton Junior College
Grossmont College
Los Angeles Harbor College
Los Angeles Metropolitan College
Los Angeles Pierce College
Los Angeles Trade-Technical College
Los Angeles Valley College
Modesto Junior College
Monterey Peninsula College
Oceanside-Carlsbad College
Orange Coast College
Palomar College
Pasadena City College
Riverside City College
San Bernardino Valley College
San Joaquin Delta College
Santa Ana College
Santa Rosa Junior College
Ventura College
Yuba College
2. Please indicate your approximate college enroll
ment for the Fall, 1964 semester.
As illustrated in Table 1, three institutions
70
TABLE 1
APPROXIMATE STUDENT ENROLMENT, FALL SEMESTER, 1964,
IN 39 PUBLIC CALIFORNIA JUNIOR COLLEGES
Student Enrollment
Number
Frequency
of Colleges
Percentage
(N=39)
Under 1,000 3 7.7
1,000-4,999 17 43.6
5,000-9,999 10 25.6
10,000 or more 9 23.1
71
indicated a Fall, 1964, enrollment of under 1,000 students,
17 reported an enrollment figure in the 1,000-4,999 cate
gory, 10 colleges indicated their student population to be
in the 5,000-9,999 category, and nine institutions reported
their size to be in excess of 10,000 students. In summary,
slightly more than half (20 out of 39) of the respondent
schools indicated a total student population in the Fall of
1964 of less than 5,000, while the remaining 19 institutions
reported enrollments in excess of 5,000 students during the
same period.
3. Did you levy the permissive over-ride tax to
finance your community service program in fiscal 1964-1965?
In developing the design for this report, the re
sources of the California Junior College Association Com
mittee on Community Services were utilized. The committee
records indicated that the 40 schools selected for study
levied, or had levied, the permissive over-ride tax as pro
vided in Section 20801 of the California Education Code.
Of the 39 colleges reporting, seven indicated that
they had not levied any portion of the over-ride tax for
community services purposes during the fiscal year 1964-
1965, while 32 colleges reported that they had levied some
portion of the five cent per $100 rate in the same time
72
period.
4. Do you have a Citizens Advisory Committee for
your community service program?
Recent research in the field of community services
(67:403) indicates the desirability of direct communication
with the community in setting the scope and direction of
community service programs. In response to the above ques
tion in the survey, 28 colleges indicated that they did not
have a Citizens Advisory Committee for their program, while
six colleges reported that they did have such a committee.
Further, two schools indicated that they had more
than one committee, two other institutions reported that
they were currently in the process of developing Citizens
Advisory Committees to their program, and one institution
did not respond to the item.
The Administrator
The following section of this study deals briefly
with the role of the administrator assigned the responsi
bility in his institution for providing leadership to the
community service program.
1. Please indicate the title of the person respon
sible for administering your community service program.
73
In response to this item, there were numerous and
varied titles reported as being applicable to the adminis
trative officer responsible for the program of community
services at a given institution. For the purpose of this
study, these responses were combined and synthesized into a
total of 12 categories which reflect the general area of
administrative responsibility in which the community service
function was assigned.
As reported in Table 2, the most prevalent title was
that of Dean or Director of Community Services. Nine re
sponses indicated that title to be in use at a respondent
institution.
Next in order came the title of Dean or Director of
Adult Education or Evening Division, occasionally hyphenated
with some reference to community services, with seven re
sponses. The response "no one person" also was reported by
seven institutions.
Following in descending numerical order of response
were the titles Director of Student Personnel or Dean of
Students (six), Coordinator of Public Information (two), and
College President, Director of Forums and Lectures, Coordi
nator of Recreation, Dean of Educational Services, a Forum
Committee, Assistant Superintendent, and Assistant to the
74
TABLE 2
TITLES OF PERSONS RESPONSIBLE FOR ADMINISTERING
COMMUNITY SERVICE PROGRAMS IN 39 PUBLIC
CALIFORNIA JUNIOR COLLEGES, 1964-1965
Title
Number
Frequency
of Colleges
Percentage
(N=39)
Dean or Director of Community
Services 9 23.1
Dean or Director of Adult Edu
cation or Evening Division 7 17.9
No one person responsible 7 17.9
Director of Student Personnel
or Dean of Students 6 15.4
Coordinator of Public Informa
tion 2 5.1
College President 1 2.6
Director of Forums and Lectures 1 2.6
Coordinator of Recreation 1 2.6
Dean of Educational Services 1 2.6
Forum Committee 1 2.6
Assistant Superintendent 1 2.6
Assistant to the President of
the College 1 2.6
No response 1 2.6
75
President, with one response each. One college did not
respond.
Several respondents to-the questionnaire amplified
the "no one person" item somewhat in the manner of the fol
lowing note which was attached to a returned questionnaire:
________________ College does not employ an administra
tor to serve solely in the area of Community Services.
These duties and responsibilities are handled by the
college deans.
2. Under whose immediate direction does he (the
administrator responsible for community services) serve?
In response to this query, 23 colleges indicated
that the administrative officer responsible for the commu
nity services program served under the immediate direction
of the president of the college, three schools reported that
he served under the Dean of Instruction, one under the Dean
of Student Personnel and one each under the Dean of Admis
sions and the Dean of the Evening College. In addition, one
school reported that direction was provided by the chairman
of a forum committee composed of faculty and students.
These data are summarized in Table 3.
In seven colleges, the person or persons responsible
for the community service program took direction from more
than one administrator in the conduct of his duties.
76
TABLE 3
COLLEGE OFFICER UNDER WHOSE IMMEDIATE DIRECTION
THE COMMUNITY SERVICE ADMINISTRATOR SERVED
IN 39 PUBLIC CALIFORNIA JUNIOR
COLLEGES, 1964-1965
Title of College Officer
Number
Frequency
of Colleges
Percentage
(N=39)
President 23 59.0
More than one college officer 7 17.9
Dean of Instruction 3 7.7
Dean of Student Personnel 1 2.6
Forum Committee 1 2.6
Dean of Admissions 1 2.6
Dean of Evening College 1 2.6
No response 2 5.1
However, in all cases where an administrator was indicated
to have responsibility to more than one superior college
officer, one of the officers to whom he reported was the
president of the college.
3. Approximately what percentage of this person's
time is allocated to his responsibilities with community
services?
As indicated in Table 4, 17 schools reported that
the administrative officer responsible for the community
service program at their institution allocated less than
20 per cent of his time to this function. Six schools re
ported that the community services administrator spent 20
to 39 per cent of his time discharging that responsibility,
four reported that he allocated 40 to 59 per cent of his
time in this area, three reported a time allotment of 60 to
79 per cent to community services, and six respondents said
that the supervision of the community service program was
considered a full-time administrative assignment.
Of those nine schools which identified their re
sponsible administrator with the title of Dean or Director
of Community Services in Question 1 of this section, five
served on a full-time basis, two were in the 60 to 79 per
cent category, one spent 40 to 59 per cent of his time in
78
TABLE 4
APPROXIMATE PERCENTAGE OF TIME ALLOTTED TO COMMUNITY
SERVICE PROGRAM BY ADMINISTRATOR RESPONSIBLE
FOR PROGRAM IN 39 PUBLIC CALIFORNIA
JUNIOR COLLEGES, 1964-1965
Percentage of Time Allotted
Number
Frequency
of Colleges
Percentage
(N=39)
Less than 20 per cent 17 43.6
20 - 39 per cent 6 15.4
40 - 59 per cent 4 10.3
60-79 per cent 3 7.7
Full time 6 15.4
No accurate estimate possible
or no response 3 7.7
community services, and one administrator spent less than
20 per cent of his time in the area of community services.
Three correspondents indicated that they could not
make an accurate estimate of the administrative time assign
ment allotted to community services at their respective in
stitutions, or did not respond to the question.
4. This person is responsible for: (Check all
areas that are appropriate).
In this question, as illustrated in Table 5, the
respondent was asked to indicate, from a list of activities
identified in the literature as being pertinent to a com
munity services program, those areas in which he, as com
munity services administrator, had primary administrative
responsibility.
Twenty-two schools reported that the person desig
nated as having responsibility for administering the com
munity services program functioned as the coordinator for
the entire college program. This figure represents slightly
more than half of the schools participating in the study,
leaving 17 in which there is no one person or office as
signed responsibility for the coordination of this particu
lar primary function of the California community college.
Individual responsibilities assigned to community
80
TABLE 5
MAJOR RESPONSIBILITIES OF COMMUNITY SERVICE
ADMINISTRATOR IN 39 PUBLIC CALIFORNIA
JUNIOR COLLEGES, 1964-1965
Major Responsibilities
Number
Frequency
of Colleges
Percentage
(N=39)
Coordination of entire com
munity services program 22 56.4
Community recreation program 8 20.5
Forum-lecture series 26 66.7
Public relations 14 35.9
College Speakers1 Bureau 13 33.0
Scheduling of use of college
facilities 21 53.8
Booking of speakers and other
events 22 56.4
Budget for community service
program 21 53.8
Other responsibilities 9 23.1
81
service administrators included forum-lecture series, where
26 administrators had primary responsibility, the booking of
speakers and other events coming on campus, a responsibility
of 22 respondents, the scheduling of the use of college
facilities through the maintenance and supervision of the
college master calendar, reported by 21 respondents, and the
preparation of the budget for the community services pro
gram, also a function of 21 administrators.
The following duties were found to be assigned to
fewer than one-half of the administrators reporting. The
conduct of the college's public relations program was indi
cated as being a function of the community services adminis
trator in 14 cases, the maintenance of a college speakers'
bureau was assigned in 13 cases, and responsibility for the
supervision of a college-sponsored community recreation pro
gram was reported as being a function of eight community
service administrators.
In the category "Other," respondents reported the
following additional responsibilities assigned to them:
1. College tutoring service for elementary and
secondary groups.
2. Lay music guild and summer music festival.
3. Correspondence school examination center.
82
4. Publications— internal publication, and bro
chures for external use. Also, special educational program
brochures.
5. Symphony season.
6. Public performance of student productions.
7. Provide hosts for college visitors.
The Program
The heart of any junior college program of community
services is the number and kind of activities that make up
the college offering to the community. In this section of
the study, the various kinds of activities offered in 39
public California junior colleges was measured quantita
tively and the results reported below.
Activities were grouped into seven general cate
gories . In each category, typical community service activ
ities appropriate to that area were listed. These cate
gories included:
1. Cultural activities
2. Recreation
3. Community research and development
4. Public relations
5. Short courses and seminars
83
6. Faculty services
7. General services
Respondents were asked to check those activities
listed in each category that their college offered, and
space was also provided at the end of each section for the
notation of any additional activities offered by a particu
lar college.
Finally, a completely open-end section was offered
to the respondent, in which he was asked to add to his re
port any community service activity at his institution, not
identified elsewhere in this study, which, in his judgment,
was worthy of mention.
The balance of this chapter is a report of the re
sults obtained from the questionnaire section which dealt
with community service programs offered by the institutions
participating in this study.
Cultural Activities
Cultural activities, as used in this questionnaire,
had a rather narrow definition, being restricted largely to
the arts— music, literature, theater and art— rather than
including all forms of human cultural endeavor. In this
category, the program reported most often as being community
84
service activity was that of the presentation of a community
lecture series. Thirty-three colleges of the 39 reporting
listed one or more lecture series as a function of their
program. A summary of all responses in this section is
found in Table 6 of the study.
Programs reported in the areas of music included
special programs presented to the community by local college
orchestras, bands, and/or choirs, music concerts or perform
ances featuring well-known musicians or conductors brought
to the campus, and concerts or other musical programs fea
turing local musicians or conductors.
In the area of art, colleges reported sponsoring
traveling exhibits featuring works of well-known artists and
sculptors, and they also participated in exhibits devoted to
bringing to the attention of the public the work of local
artists in the community.
In the area of literature, great books discussions
and seminars were reported, as were motion picture film
series, featuring classics in this area of artistic endeav
or .
Under "Other," in the cultural activities area, the
following were additionally reported:
1. Foreign film series
85
TABLE 6
CULTURAL ACTIVITIES REPORTED AS A PART OF THE
COMMUNITY SERVICE PROGRAM IN 39 PUBLIC
CALIFORNIA JUNIOR COLLEGES, 1964-1965
Type of Activity
Number of Colleges
Frequency
Percentage
(N=39)
Community lecture series
Great Books and/or film classics
programs for adults
Traveling art exhibits
Art exhibits featuring local
artists
Concert(s) featuring well-known
musicians or conductors
Special college musical programs
designed especially for the
community
Other activities
33
25
18
22
27
29
4
84.6
64.1
46.2
56 .4
69.2
74.4
10.3
86
2. Drama series
3. Children's Playhouse
4. Drama offerings
5. Organ vesper program
6 . Dance festival
7. Annual Children's Christmas Theater
8. Choir festival
9. Theater festival
In general, the category of cultural activities drew
more responses, indicating that they were a part of commu
nity service programs offerings, than any other category in
the study.
Recreation
The term recreation has a broad usage, and in one
sense, might be used to describe all that is discussed in
this section of this study. However, its meaning here is
restricted to physical recreation activities generally
associated with facilities available for use at public
junior colleges.
The greatest response in this section was to the
item "tennis courts and outdoor basketball courts available
during summer months," with 25 schools indicating that this
87
practice prevailed at their institutions. A numerical sum
mary of all responses to this section of the study is pro
vided in Table 7.
A number of responses described programs in recrea
tion provided for the community during the summer months.
Typically, facilities used by the community for recreation
purposes during the summer are not available, or are avail
able only on a restricted basis, during the remainder of the
school year, because these facilities are utilized by the
college for physical education classes and for athletics
programs. Programs reported in the study indicated that
college swimming pools were made available to the public on
a daily basis during summer months, and also on weekends
during the remainder of the year, and that swimming lessons
were generally available to children during the summer
months.
Additionally, a number of institutions reported
that, as a part of their community recreation program, they
provided a water safety program for training lifeguards for
the community, and others reported that they provided recre
ation leaders for various programs during the summer months.
A few schools included the presentation of a water carnival
or show as a part of their summer recreation program.
88
TABLE 7
RECREATION ACTIVITIES REPORTED AS A PART OF THE COMMUNITY
SERVICE PROGRAM IN 39 PUBLIC CALIFORNIA
JUNIOR COLLEGES, 1964-1965
Type of Activity
Number
Frequency
of Colleges
Percentage
(N=39)
Provide recreation leaders for
summer programs 10 25.6
Swimming pool open weekends
and summer months 16 41.0
Swimming lessons offered 15 38.5
Water safety programs for
training lifeguards 7 17.9
Summer water carnival or show 3 7.7
Gymnasium facilities open
summer months 18 46.2
Tennis and basketball courts
open summer months 25 64.1
Football field available
summer months 14 35.9
Rental of college athletic
facilities to local high
schools 23 59.0
Other activities 4 10.3
89
While water sports and swimming pools play a vital
part in recreation activities during the summer months, many
schools provide additional facilities for use during this
period. Many institutions reported that their gymnasium
facilities were available for public use during the summer
months, as were their football and other athletic fields.
Another facet of the community use of recreation
and athletic facilities of California junior colleges was
found in the report of joint use of these facilities by
other educational institutions. Some 23 institutions re
ported that they provided for the rental of college athletic
facilities (football field, basketball gym) to local high
schools. The advantage of this type of sharing of large
and often costly facilities by the various educational sys
tems in a given area results in a more flexible and varied
sports program in the community. The arrangement also
eliminates the need for duplicating these expensive facili
ties at each level of the educational establishment.
Under the category "Other," one college reported a
unique program, designated as a "satellite" recreation pro
gram. The college community service program was begun after
other recreation programs (city, county, and special dis
trict) had been established in the community. Recognizing
90
the possibility that a typical recreation program would only
duplicate services already being provided, college repre
sentatives met with their counterparts in the established
recreation programs in the community and explored ways that
the college could make a unique and meaningful contribution
to the total recreation program.
The result of a series of meetings was a program in
which the college community service recreation program pro
vided specialists to enrich existing recreation activities.
Rather than have children leave their neighborhood area to
come to the college for this special instruction, the col
lege sent the specialist on a route to various parks and
playgrounds in the area requesting his presence. This pro
gram is now in its second year of existence, and initial
reports indicate its success, both as a device for supple
menting the local recreation program, and for providing a
successful experiment in cooperation between the college
and other institutions in the community.
Additional programs listed by respondents under the
category "Other" include:
1. Very specialized recreation training program for
participants already highly skilled in certain athletic and
recreational activities.
91
2. Use of college football facilities by Pop Warner
football program.
3. Dance classes.
4. Instruction in the fundamentals of golf, and use
by the community of the college nine-hole golf course.
5. Community body-conditioning series for both men
and women.
6. Classes in china painting.
7. Dance workshop in connection with a summer
theater program.
Several colleges that did not report sponsoring a
recreation program indicated that there existed comprehen
sive recreation programs in their community, and that the
college was not offering a program because to do so would be
to duplicate an existing and satisfactory program sponsored
by another community agency.
Community Research and Development
The research and development aspect of the community
service program is one that seeks to relate the college to
its community as a vehicle for helping confront, define and
solve local problems. As the functions described below
would tend to bear out, the role of the college may vary
92
with the situation. The role may be an active one, insti
tuting and sponsoring various projects, or the college may
serve as a resource to another agency, offering the services
of its trained staff and its library facilities to the
sponsoring group. Finally, it may serve as a catalyst to
bring together other agencies or groups to deal with a par
ticular problem, while being only incidentally involved in
its own right. Tabulation of the activities reported by
participating schools in this category make up Table 8 of
this study.
A number of junior colleges have lent their time,
energies and resources to the conduct of surveys of various
kinds in their communities. Included in studies of this
nature have been surveys related to occupational opportuni
ties and needs in college districts, surveys of community
cost-of-living information, reviews of community population
trends and distribution, and one survey of community land
use. To the extent that junior college students have been
utilized in the planning, collection and interpretation of
these data, they have had the opportunity to perform a most
useful service to their community and to enjoy a rich edu
cational experience.
College participation in local coordinating councils
93
TABLE 8
COMMUNITY RESEARCH AND DEVELOPMENT ACTIVITIES REPORTED
AS A PART OF THE COMMUNITY SERVICE PROGRAM IN 39
PUBLIC CALIFORNIA JUNIOR COLLEGES, 1964-1965
Type of Activity
Number
Frequency
of Colleges
Percentage
(N=39)
Occupational survey of the
community 12 30.8
Community "cost-of-living"
survey 2 5.1
Community population survey 6 15.4
Community land-use survey 1 2.6
College participation in local
coordinating council 16 41.0
Community leadership training
workshops 7 17.9
Conference on future community
growth 9 23.1
Conference on community
"teenage" problems 4 10.3
Other activities 3 7.7
94
and allied groups was reported by some 16 colleges as a
function of their research and development activity, while
seven have participated in workshops in leadership training
for local club and civic leaders.
Conferences sponsored by a junior college and given
over to the examination of a local problem or issue was
another program of a number of reporting schools. With the
rapid increase in population in the state, and its attendant
problems, it was not surprising to find that nine colleges
hosted or participated in conferences on area-wide planning
for future community growth, while four others participated
in group efforts to find solutions to the pressing problems
and needs of their "teenage" population.
Other functions reported by individual colleges
under the heading of Community Research and Development
included:
1. A survey of vocational needs.
2. Conduct of a "Professions Workshop."
3. The maintenance of a chiId-care center in an
economically disadvantaged area in the college community.
4. Establishment of a college research bureau.
Public Relations
An on-going program of public relations, devoted to
keeping the community well informed about the educational
achievements and problems of a particular school district,
is usually thought of as a basic responsibility and function
of school administration. However, there is an interrela
tionship between the community service program of a college
and the image that the college community has of the institu
tion. As Thornton notes, the community services program of
an institution can, to an important degree, determine the
extent of community understanding and support of the col
lege (21:66). Thus, it is not surprising that a number of
programs undertaken as a part of a community service pro
gram are, in and of themselves, related to the over-all
public relations program of the college.
A wide variety of public relations functions were
reported by participating institutions, with the most preva
lent being that of news of the college being made available
on a regular or systematic basis to the community press and
other news media. Thirty-five of the 39 colleges in this
study reported this practice to be a function of their com
munity service program. No other item on the questionnaire
was identified as being a function of a community service
96
program as often as this one. The numerical tabulation of
all responses on the questionnaire to items in this category
may be found in Table 9 of this study.
Other public relations functions of community ser
vice programs reported in this study included information
from 12 colleges that they produced regularly scheduled
radio and/or television programs for broadcast to their
local community. While the majority of these programs were
transmitted over commercial stations, one college, San Ber
nardino Valley, operated its own UHF educational television
channel, and Foothill College operated an FM radio station
from a studio located on the college campus.
The facilities of the community service program were
employed by some colleges to sponsor events designed to
bring local groups on to the college campus for a specific
purpose or event. A number of colleges reported sponsoring
an annual visitors' day on campus, and others sponsored a
program for the parents of college students. This parents'
night program served the purpose of acquainting the parents
of college students more intimately with the opportunities
and programs available to students in the local junior col
lege .
A number of colleges attract visitors to their
97
TABLE 9
PUBLIC RELATIONS ACTIVITIES REPORTED AS A PART OF THE
COMMUNITY SERVICE PROGRAM IN 39 PUBLIC
CALIFORNIA JUNIOR COLLEGES, 1964-1965
Type of Activity
Number of Colleges
Frequency
Percentage
(N=39)
College-produced, regularly
scheduled radio or television
program
Annual college visitors' day
Parents 1 night program
Alumni association
Service clubs hold annual
meeting on campus
Observance of business-industry
education day
News of college provided to
local press
Other activities
12
17
7
15
15
11
35
2
30.8
43.6
17.9
38.5
38.5
28.1
89.6
5.1
98
campus by providing facilities for local service clubs, such
as Kiwanis, Lions and Rotary International, to hold an
annual meeting on campus and to tour the campus and its
facilities.
A number of colleges indicated that they cooperated
with their local business community in sponsoring an observ
ance of a Business-Industry-Education day. While this type
of program is usually geared to the interests of the voca
tional-technical students and college departments, it also
provides a useful vehicle for acquainting the local business
leaders with some of the programs and interests of the local
junior college.
Finally, some 15 colleges indicated that they used
their community service facilities as a basis for supporting
or communicating with their college alumni association.
Under the open-end entry "Other," several colleges
reported that they sponsored a high school Journalism Day on
campus as a part of their public relations program geared to
local high schools, while others broadened the scope of the
same type of program to make it a High School Senior Day.
One institution reported mailing a regular calendar
of events of upcoming community service activities to mem
bers of the community as a function of its public relations
99
program, while another mentioned participation in a tele
vision series on a commercial station as a part of its com
munity service public relations activity.
In summary, the community services programs of most
of the colleges studied were used to supplement and expand
the formal, administration-directed public relations pro
grams found in practically all public educational institu
tions .
Short Courses and Seminars
Community service programs listed in this category
typically have several characteristics that differentiate
them as course offerings from classes regularly scheduled as
a part of the college instruction program. First, the
classes are flexible in length, with short courses (four or
fewer class meetings) being widely used. Second, the clas
ses are designed to attract a highly selective audience,
and, in fact, are often introduced as a result of a request
from a particular group of citizens who will themselves
participate in, and profit from, the course. Third, the
classes do not carry college credit, and are not counted
for credit in a degree program, or toward transfer to a
four-year institution. Finally, tuition may be charged for
100
attendance in these courses or seminars, and attendance in
the classes may not be counted for state financial appor
tionment purposes (9).
Depending on the nature of the short course or
seminar to be conducted, the teaching staff may be recruited
from the regular junior college faculty, or it may come from
community specialists who are selected to lead this particu
lar course. There are no credential requirements for teach
ing in the community services program.
Finally, short course offerings may be planned well
ahead of time and scheduled as a part of the yearly communi
ty service program of a college, or they may be developed
and produced on fairly short notice in order to meet a new
or unforeseen need for such a course that had developed
rapidly or unexpectedly in the community.
As indicated in Table 10, which is a numerical com
pilation of short course offerings reported in the question
naire study, many of these seminars and course offerings
were related in some manner to the citizen and his dealings
with the business community. As the questionnaire survey
reveals, 14 schools reported community service short course
offerings in the area of management clinics, while 14 also
offered citizens an opportunity to participate in study
101
TABLE 10
SHORT COURSES AND SEMINARS REPORTED AS A PART OF THE
COMMUNITY SERVICE PROGRAM IN 39 PUBLIC CALIFORNIA
JUNIOR COLLEGES, 1964-1965
Type of Activity
Number of Colleges
Percentage
Frequency
(N=39)
Management clinics
Investment lecture series
Income tax for the citizen
Child growth and development
series
Problems of local small
business
Civil Defense programs
Law for the citizen seminars
Other activities
14
14
15
10
14
8
8
5
35.9
35.9
38.5
25.6
35.9
20.5
20.5
12.8
102
dealing with private investment matters.
Problems of local small business were reported as a
topic for study in this area by 14 colleges, while 15 pro
vided for courses dealing with various phases of the income
tax and the citizen, and eight colleges offered courses re
lated to problems of law and the citizen.
Another area of interest to citizens that resulted
in college study and participation in short courses and
seminars dealt with the broad topic of child growth and
development, with 10 colleges reporting that they offered
such study.
A continuing phase of our national defense posture
resulted in eight colleges using their facilities to provide
training for citizen volunteers in various aspects of civil
defense chemical and radiological study.
In the open-end category "Other," the following
additional topics of study and discussion were reported:
1. Real estate workshop
2. Occupational exploration series
3. Business seminars of various types
4. A tutorial program conducted by college students
for elementary school children
5. Medical lecture series
103
6. Biology field trip series
7. Football clinic for interested citizens
8. Language seminar
9. Doctor-lawyer forum
Item 9 above was a one-day forum which arose out of
a need expressed by a legal group in a community to meet
with members of the medical profession in that area to dis
cuss and resolve problems arising from the use of medical
testimony in certain types of health and accident cases. In
this instance, the college acted as a catalyst for the two
groups by providing a suitable location for the meeting,
setting up the physical facilities, sending out notices and
invitations to members of the medical and legal professions,
and collecting fees to cover the cost of the conference.
The meeting agenda and procedures were set up by the par
ticipating parties, and the one-day conference was conducted
by the legal and medical representatives.
Faculty Services
As evidenced by the previous data, college faculty
members participate in community service programs in a
variety of ways, the most prevalent being that of assuming
the role of instructor or educational leader in the facets
104
of the community service program that lend themselves to a
need for this kind of activity. Additionally, however,
college faculties per se are often involved in certain ac
tivities more or less peculiar to a program of community
service, as evidenced by the numerical data found in Table
11 of this study.
The most prevalent activity by faculty members, rep
resenting the college as such, was the presentation of
speeches, illustrated lectures, etc., before local civic
groups, with 28 colleges reporting this activity taking
place at their institution. As a concomitant of this ser
vice, 21 colleges indicated that they provided a faculty
speaker's bureau where a file of available speakers and
their topics was kept in order. Finally, 23 colleges re
ported that members of their faculty, or organized faculty
groups, participated in service to the community through
membership in local service clubs and on coordinating coun
cils .
Under the category "Other," one school reported that
members of its art faculty regularly served as judges in
local art exhibits in their community.
105
TABLE 11
FACULTY SERVICES REPORTED AS A PART OF THE COMMUNITY
SERVICE PROGRAM IN 39 PUBLIC CALIFORNIA
JUNIOR COLLEGES, 1964-1965
Type of Activity
Number
Frequency
of Colleges
Percentage
(N=39)
Speeches by faculty members
before local civic groups 28 71.8
Maintenance of a faculty
speakers1 bureau 21 53.8
Faculty participation in local
service activities 23 59.0
Other activities 1 2.6
106
General Services
This category was designed to enumerate those ser
vices and programs that should be included in a survey of
this kind, but which did not fall into any of the previous
six categories. The numerical compilation of the responses
to this section of the questionnaire is Table 12 of this
report.
One of the significant aspects of this section of
the questionnaire has to do with the extent to which com
munity colleges are used as a resource by other educational
institutions in the area. With such facilities as planetar-
iums, art galleries, museums and advanced science labora
tories a part of many community college campuses, it would
be expected that these would be available for visitation and
observation by other local educational institutions, par
ticularly those at the elementary school level.
In this regard, 18 junior colleges reported that
they have hosted field trips from local elementary schools
to view or use various college facilities. Specifically,
13 colleges reported visits to their planetarium facilities,
eight made their science laboratory facilities available for
inspection, and six reported visits to the college museum.
Additionally, art galleries on campus were visited by
107
TABLE 12
GENERAL ACTIVITIES REPORTED AS A PART OF THE COMMUNITY
SERVICE PROGRAM IN 39 PUBLIC CALIFORNIA
JUNIOR COLLEGES, 1964-1965
Type of Activity
Number
Frequency
of Colleges
Percentage
(N=39)
Administer political science
examination for teacher
credential purposes 14 35.9
Sponsor annual community-wide
event 12 30.8
Maintain college box office 16 41.0
Provide citizenship education
classes for naturalization
of aliens 7 17.9
Field trips from local schools
to view or use:
Planetarium 13 33.3
Science Laboratories 8 20.5
Museum 6 15.4
Art Gallery 8 20.5
Music Facilities 9 23.1
Other activities 7 17 .9
Use of college library 20 51.3
Other activities 2 5.1
108
elementary school students at eight colleges, music facili
ties were visited and inspected by school children at nine
junior colleges, and seven colleges reported that various
other facilities, including the college theater and the
mathematics department computer facility, were the recipi
ents of educational visits by the community schools.
Satisfactory completion of a course or an examina
tion in national government and California state and local
government is a requirement for attaining a public school
teaching credential in California, and with the influx of
out-of-state teachers to meet educational staff needs in
this state, the opportunity to meet this credential require
ment is of great importance. Fourteen junior colleges re
port that, as a part of their community service program,
they administer a political science examination designed to
meet Education Code requirements for the teaching creden
tial.
Twelve junior colleges report that they sponsor an
annual community-wide event in connection with their com
munity service program. An example of this type of program
is a Space Technology Show produced by a junior college in
southern California whose district includes many industries
involved in space technology. Working with a local Kiwanis
109
club that acted as co-sponsor of the event, this college
provided facilities for display booths and demonstrations
by local industries, and also cooperated with agencies of
the federal government's space effort, which also partici
pated in the program.
This program, produced through the joint efforts of
a local service club, community industries, governmental
agencies, and the college, provided an opportunity for resi
dents of the college district to become better acquainted
with various aspects of the national space effort, with the
contribution that local industry and labor are making to the
space effort, and with job opportunities available in these
local industries.
Another service provided by 16 colleges is the main
tenance of a college box office where students and members
of the community may purchase tickets for various events and
activities being sponsored by the college.
Seven schools reported that they provide special
classes and programs designed to prepare aliens for natural
ization examinations and eventual achievement of United
States citizenship.
At 20 junior colleges provision was made, through
the cooperation of the college libraries, to provide college
110
library facilities for use by members of the local commu
nity.
Under the category "Other," two schools reported
heavy use of their physical education and auditorium facili
ties as a part of the conduct of their community services
program.
As a final item on the questionnaire, an open-end
question was posed, which asked that respondents list any
community service programs provided by their college during
1964-1965 which were not mentioned in any other part of the
study, and which the respondent believed would be of value
to the study. Eighteen activities were contributed to this
section of the report, and they are reported as follows:
1. College provides facilities for local high
school dances and social events.
2. College cafeteria had extensive banquet bookings
from local groups.
3. College endeavored to provide a program of "Com
munity Education" in all its forms.
4. Participants from local high schools were in
vited to the college for a Foreign Language Day.
5. Weekly dialogues were conducted by students and
staff over the college-owned television station.
Ill
6. Well-known figures in the arts, government, and
the academic world were invited to visit the campus and meet
with students and staff on an informal basis, as well as to
deliver formal lectures.
7. Weekly planetarium shows were staged for members
of the community.
8. An annual four-day cooking school was sponsored
and was heavily attended.
9. The college provided an extensive adult educa
tion program, including provision for instruction in Braille
transcribing, lip reading, and sheltered workshop for adult
mentally retarded, as a part of 109 adult education courses
offered each semester.
10. A forum series was staged with a unique format
allowing participation by the audience.
11. Continuing community conference on planning and
urban renewal under the title "Profile for Planning" was
conducted.
12. A summer festival of the arts was provided on an
annual basis.
13. Classes in recreation skills were conducted.
14. Provision was made for the sponsorship of a
community chorus and chamber music group.
112
15. The college sponsored a community-wide sympo
sium on Human Values and World Conflict.
16. A community art exhibit was sponsored and con
ducted by the local college.
17. Desert Safari, a guided desert field trip, was
conducted twice yearly for community citizens.
18. A meeting was held semi-annually with a college
associates group to review the college community services
program.
This concludes the report of the data collected from
the questionnaire circulated to the 40 public California
junior colleges which made up the population of this study.
A copy of the questionnaire used to collect these data is
reproduced as Appendix A of this study.
Summary
A questionnaire form was developed and distributed
to 40 California public junior colleges for the purpose of
gathering information about the community services programs
conducted in those schools. Thirty-nine colleges responded
and the data derived from the questionnaire were reported
in detail in this chapter.
The data revealed that a variety of programs and
113
activities were being presented by the 39 colleges studied,
and that these programs varied widely in scope and content.
CHAPTER V
FINDINGS DERIVED FROM INTERVIEW STUDY
As reported in the chapter on procedures, the find
ings of this study are based upon two sets of data. One set
is the information collected in the questionnaire circulated
to forty California public junior colleges, the results of
which are presented in Chapter IV of this report. The other
set of data was collected from interviews conducted with
nine administrators in junior colleges identified as having
outstanding community service programs. These data make up
the findings of this chapter.
Chapter V is divided into two principal parts. The
first part provides a brief sketch of each of the nine jun
ior colleges identified as having outstanding community ser
vice programs. A short history of each college, a statement
of the philosophy of the college relative to its program of
community service, and a brief description of the community
services program as described by its community service
114
115
administrator and by its publications is reported.
The second part of this chapter is given over to a
report of the responses made to seven questions posed to
each of the nine community service administrators during the
course of the interviews described in the chapter on pro
cedures .
The Colleges
Bakersfield College
Bakersfield College is located in the city of
Bakersfield, California, at the southern end of the San
Joaquin Valley. The surrounding area is noted for its rich
agricultural and petroleum industries.
The college was founded in 1913, offering a one-year
program of junior college and normal school courses, and
two years later, in January, 1915, a second year of junior
college courses was instituted.
The present college campus, which was occupied in
April, 1956, covers approximately 150 acres and includes, in
addition to buildings for instructional and administrative
purposes, residence halls and
excellent facilities for performing groups including
a 500 seat intimate indoor theater in the speech arts
116
and music building, a 2,000 seat outdoor theater, a
gymnasium with a seating capacity of 4,500, and a
stadium that holds 20,000 spectators. (56:13)
The Bakersfield College philosophy of education
holds that "Education should liberate the mind by extending
its vision of opportunity, by severing the bonds of preju
dice and by broadening horizons of learning" (56:11). While
the college does not have an official statement of philoso
phy or purposes regarding its community service program per
se. it endorses and supports the statement developed by the
California Junior College Association. This statement is
reported in Chapter II of this study.
The community service program at Bakersfield College
is administered by a college officer with the title of
Director of Special and Community Services, who devotes
approximately 40 to 59 per cent of his time to the community
service aspect of his responsibilities.
The program of community services at Bakersfield is
varied, featuring a very extensive recreation program, par
ticularly during the summer months. There is a large swim
ming program, including instruction in swimming and water
safety and in recreation swimming. All athletic facilities
at the college receive heavy use, both from college-
117
sponsored programs and from programs conducted by city and
county agencies using college facilities.
Use of other facilities is provided to community
groups under the Civic Center Act, and visits to the college
planetarium are provided for elementary and high school
students and for the general public.
A unique service of the college is the maintenance
of a child study center in an impoverished area of the col
lege district.
Supplementing the programs provided by the community
service program is a series of public lectures and forums
sponsored and financed by the Bakersfield College student
body organization.
Cabrillo College
Cabrillo College is located in the community of
Aptos, on Monterey Bay, in the central coast area of Cali
fornia. The surrounding area includes agricultural lands,
light industry and resort communities. The college serves
students and citizens living in the San Lorenzo, Santa Cruz
and Watsonville High School Districts.
Cabrillo College district was formed in October,
1958, and construction of its permanent campus began in
118
in 1962. The campus was built to accommodate 2,500 stu
dents, and it includes nine major buildings.
The college describes as its primary function the
"offering of collegiate educational opportunities to all
post-high school youth and to all adults residing in the
college district" (57:12), and adds that as its second major
objective:
The college functions as a community center extending
its educational, cultural and recreational facilities
and services to the general public through the Office
of Community Services. Included in such services are
the film series, seminars, institutes, the lecture
series, summer drama and recreation programs, and co
sponsorship of the Cabrillo Music Festival. (57:13)
The community service program at Cabrillo College is
administered by a Dean of Community Services who devotes his
full time to this responsibility.
The college program of community services is a rich
and varied one. Each summer the college cooperates with the
Cabrillo Guild of Music to present a series of concerts in
cluding symphony, opera, chamber music and a special concert
of youth. In 1964, eleven concerts were presented from
August 21 to 30.
The art gallery of the college has extensive use,
with displays through the year of works from traveling
119
exhibits, as well as exhibitions developed by faculty, stu
dents, and community artists in the Cabrillo area.
Also featured through the year is an extensive film
series, presenting both foreign and domestic films, lectures
presented by leading authorities in various fields of in
tellectual endeavor, seminars on various aspects of business,
management and technology, and short courses in a variety of
challenging and stimulating topics.
Additionally, planetarium demonstrations, concerts,
plays, and recitals are scheduled throughout the academic
year and into the summer months.
The college provides recreation facilities for sum
mer use in a variety of programs, and the office of com
munity services publishes and distributes to the community
a very comprehensive calendar of college events.
Cerritos College
Cerritos College is located in Norwalk, California,
in the suburban area of southeast Los Angeles County. The
college was established in June, 1955, and currently serves
students and residents in the communities of Artesia, Bell
flower, Dairy Valley, Downey, Norwalk and La Mirada.
The present college campus was occupied in September,
120
1958, and presently consists of 135 acres of land accommo
dating seventeen buildings. The college district encom
passes an area of fifty-two square miles.
The philosophy and objectives of the college include
a general statement that the college believes in the dignity
and worth of the individual, and that it desires to "help
the student to understand himself, his environment, the
American Heritage, his cultural heritage, and our democratic
way of life" (58:14).
Listed among the six specific objectives of the
college is the following statement regarding community ser
vices:
A comprehensive program of community services, based
on citizen and faculty advisory committees, dedicated
to the basic principle that the community college
serves as a community center devoted to recreational,
cultural and educational activities outside the scope
of the regular instructional program. (58:14)
The community service program at Cerritos College is
administered by an Assistant Superintendent, Administrative
Dean of Community Services, who devotes 60 to 79 per cent of
his time to this responsibility.
The community services program at Cerritos College
began in the fall of 1963, when the college, in cooperation
with the Junior College Leadership Program of the University
121
of California at Los Angeles, undertook a study to determine
the need for such a program at the college. Dr. Ervin
Harlacher, then a Kellogg Fellow in the leadership program,
made the study during the academic year 1963-1964, and
recommended the implementation of a community service pro
gram which was activated in the fall of 1964.
The Cerritos College program makes extensive use of
advisory committees, both citizen and faculty. At present,
functioning committees include Professions, Recreation, Fine
Arts Associates, Business, Adult Education, and Community
Research and Development. These committees recommend pro
grams and projects to the office of the Administrative Dean
of Community Services for action and implementation.
The Cerritos program is a varied and comprehensive
one. Programs featuring popular artists in the areas of
music, art, and theater have been presented, and art ex
hibits featuring both local artists and traveling shows have
been scheduled. A program of documentary films was also
presented in the spring of 1965.
Two one-day seminars, "Planning for People, Problems
and Progress in the Cerritos College Area" and "Youth Speaks
Out" were sponsored through community services. In another
area, a Doctor-Lawyer Dinner Forum was held with the theme
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of "Doctor as a Witness." In the business area, seminars
in small business management were conducted, an Insurance
Day Workshop was held, two seminars in advanced Real Estate
were conducted, and three sessions in Credit and Collection
and an Income Tax Clinic were held (54:5,7,9).
Cerritos College has an extensive summer recreation
program in swimming instruction, water safety, and recrea
tional swimming and also has heavy community use of its
gymnasium and other athletic facilities. Additionally, the
college works cooperatively with six other recreational
agencies in the region in a "satellite" program through
which specialized recreational opportunities in sports and
fine arts are provided by the college and conducted in the
recreation facilities of the various neighborhood programs.
Contra Costa College
Contra Costa College is one of two institutions for
higher learning operated by the Contra Costa Junior College
District, the other being Diablo Valley College at Concord.
Contra Costa College is located on land half in the city of
Richmond and half in the city of San Pablo, both communities
being a part of the east bay complex of the San Francisco
Bay area.
123
Contra Costa district was founded in December, 1948,
with boundaries almost contiguous to those of Contra Costa
County, and the district serves an area of approximately
686 square miles. The community economic base is varied,
with both heavy and light industry, agriculture, and urban,
suburban, and rural areas a part of it.
The college occupies a campus of seventy-seven acres
and includes ten permanent buildings and fifteen temporary
structures.
Included among the primary objectives of the college
is the following: "To serve as the cultural center of the
community, enriching its people by way of the forum, public
lecture, music, drama and the arts" (60:6).
The community services program at Contra Costa Col
lege is administered by a college officer with the title of
Director of Community Services, who devotes approximately
60 to 79 per cent of his time to this responsibility.
The program at Contra Costa College is a varied one.
The college features an annual symphony series of five con
certs presented over a period of five months during the
academic year.
A varied and comprehensive lecture series presenting
speakers of note is another leading feature of the program
124
at Contra Costa.
Also presented are short, non-credit seminar courses
and sessions in such areas as "Understanding Opera" and
"Adventures in Natural Science."
Additionally, Contra Costa provides a variety of
special programs in the arts, short courses and seminars for
business groups, and makes its gymnasium, football and base
ball fields available for recreation use during the summer
months and other school vacation periods.
Foothill College
Foothill College is located in the community of Los
Altos Hills, California, at the southern end of the San
Francisco Bay Peninsula area. The surrounding community was
formerly predominantly agricultural in nature, but in recent
years has become a community of suburban character, with
light industry and commercial development supplementing the
remaining agricultural areas. The college district covers
an area of 105 square miles located in northern Santa Clara
County, and includes the communities of Cupertino, Los Al
tos, Los Altos Hills, Mountain View, Palo Alto and Sunny
vale .
Foothill College District was formed on January 15,
125
1957 and in March, 1958, the first president was appointed.
Instruction began on the present campus site in September,
1961, and a second campus, on a 100-acre site in the com
munity of Cupertino, is scheduled to open in 1967.
Foothill College lists as its primary objective "The
offering of collegiate educational opportunity to qualified
post high school youth and to qualified adults residing in
the college district" (61:8), and spells out its position
regarding community services in the following statement,
which is listed as one of six main purposes of the college:
A diversified program of community services designed
to meet the educational, cultural and recreational
needs of all members of the college district community,
in addition to the regularly scheduled day and evening
classes. (61:8)
The program of community services at Foothill College
is administered by a Director of Community Services who is
assigned full-time to this responsibility.
Foothill College provides a very diverse and com
plete program, as attested by the fact that in 1964 and
1965, "Total attendance at 761 different community services
events and activities during the past academic year numbered
nearly 190,000" (55:1).
The program of community services at Foothill is
126
characterized by six principles:
1. Involvement of community in planning and devel
opment of program.
2. Involvement of faculty and students in planning
and development of program.
3. Coordination of services with other community
groups to avoid unnecessary duplication.
4. Encouragement of college staff to participate in
community services.
5. Identification of community needs and interests.
6. Tailoring of services to specific needs and
interests.
In 1964-65, the community services program at Foot
hill was organized under five major areas of service:
1. Community Use of College Facilities
2. Community Educational Services
3. Cultural and Recreational Services
4. Community Science Services
5. Community Information Services
In providing physical facilities for meetings and
other events, the college auditorium, gymnasium, Apprecia
tion Hall, Board Room, classrooms, athletic fields and
swimming pool were booked a total of 159 times in 1964-65
127
(66:3).
In the area of Community Educational Services, seven
short courses were offered, including "Self Development in
Management," "Data Processing," and "Changing Faces of Amer
ican Poetry." Additionally, the speakers' bureau of the
college provided speakers for over 100 public talks (66:
8-9).
Foothill College operates FM radio station KFJC,
which is on the air from 4 to 11 P.M. Monday through Friday,
operated primarily by students, and offering programs of
music, discussion and special events. "Stage 89," a nightly
dramatic series of the station, won the San Francisco State
Radio and TV Guild Award for 1965 (66:11).
In the area of cultural and recreational services,
programs included lectures, fine arts displays, films and
exhibits. Lecturers included United States Senators Karl
Mundt and Albert Gore in debate, Art Buchwald, Dr. Abraham
Kaplan, John Ciardi and Countess Alexandra Tolstoy.
Fine arts events included presentations by Duke
Ellington, the Gregg Smith Singers, Evelyn Williams, the
Budapest String Quartet, the San Francisco Woodwind Ensem
ble, and the Meredith Willsons.
An Art Film Series of ten presentations was offered
128
through the year, and twelve art exhibits were held on the
campus (66:13-14).
In Community Recreation, there were twenty-four
different activities listed with a total attendance of
47,444 reported, while a community chorus performed three
times on campus, and a Festival of the Performing Arts,
which included drama, chorus, and dance, played to 6,005
people in four performances (66:14-17).
Community Science Services, designed primarily to
provide valuable science experiences for public school chil
dren in the elementary and secondary grades, accommodated
21,000 school children from ninety-two schools in addition
to 5,500 community adults, and the Community Information
Services provided a full program of public relations to
surrounding news media in the bay area (66:18-20).
The scope of the Foothill College program, under the
leadership of Dr. Ervin Harlacher, Chairman of the CJCA
Community Services Committee, has caused it to be regarded
as one of the most comprehensive in the state of California.
Monterev Peninsula College
Monterey Peninsula College is located in the city of
Monterey, California, on the south coast of Monterey Bay.
129
The surrounding area is given over to light industry, com
merce, agriculture, fishing, and a substantial tourist and
resort economy.
Monterey Peninsula College began operation in 1947,
with 106 students attending day and evening classes, and
has grown to a present enrollment in excess of 4,000 stu
dents. The college is located on an eighty-seven-acre
campus, and its buildings are low stucco and redwood struc
tures. The campus buildings include a Creative Arts Center,
in addition to science, humanities, business, engineering
and electronics, home economics, student center, administra
tion, library and physical education buildings (62:7).
In addition to the city of Monterey, the college
serves the communities of Carmel, Pacific Grove, Del Rey
Oaks, Seaside, Sand City, Carmel Valley, Carmel Highlands,
and Big Sur.
The statement of philosophy of Monterey Peninsula
College includes the following:
Man is a thinking creature who makes value judgments
which influence the quality of his life . . .he seeks
... to improve the qualities of mind and the quali
ties of knowledge needed for such judgments. The cen
tral function of the school is to foster intellectual
excellence— the capacity to think and to communicate
thought ... to make discriminating judgments . . .
to be socially, economically, esthetically, and morally
competent . . . to be sensitive to [his] social and
130
personal responsibilities. (62:11)
This philosophy is complemented by the following
statement related to community services, listed as one of
four major purposes of the school: "To provide courses,
forums, and vocational classes for all members of the com
munity who wish to continue life-long learning" (62:11).
The program of community services at Monterey Penin
sula College is administered by the Dean of Evening and
Summer Sessions, who devotes approximately 20 to 39 per cent
of his time to this responsibility.
The program of community services at Monterey Penin
sula College is characterized by a strong emphasis on cul
tural and educational presentations. The college sponsors
an evening lecture series that features nationally and in
ternationally known figures in the arts, science and govern
ment, and produces lecture events both in series, grouped
around a particular topic, and individual one-night lec
tures .
Additionally, a concert series is presented each
year, featuring a variety of musical offerings. An Art and
Foreign Film Series is also a part of the community service
program.
The community service office cooperates with the
131
instructional division of the college in bringing lecturers
and artists to the school who serve as "lecturer-in-resi-
dence" or "artist-in-residence." These lecturers and art
ists visit classes and meet with small groups of students,
and also offer formal lectures for the benefit of the gen
eral public.
Monterey Peninsula provides a full recreational
program in the summer months, with its swimming pool and
athletic facilities receiving heavy public use. Under the
civic center program, many community groups avail themselves
of the use of college facilities for meetings and other
recognized uses throughout the year.
In the area of seminars and short courses, the col
lege has held a "Small Business Management Forum,1 1 an income
tax series, and a seminar in "Materials in Modern Technolo
gy."
A unique presentation of the Monterey program is a
series of lectures titled "Operation Update." These are
lectures presented in co-sponsorship with the American
Association of University Women, and are designed for women
who are interested in "updating" their knowledge in various
academic fields. The lectures are held on campus during
morning hours, and the lecturers are members of the regular
132
Monterey Peninsula faculty.
The Public Information Office of Monterey Peninsula
College publishes a monthly brochure of college community
events which it mails to patrons of the school.
Orange Coast College
Orange Coast College is located in the community of
Costa Mesa, California, in the southern Orange County area
of southern California. The college community includes a
large suburban area with some light industry and agricul
ture, an extensive oil field complex, and a large vacation
and resort area.
Orange Coast College District was formed in 1947,
and the district received a grant of 200 acres of land from
the federal government from what was a part of the Santa Ana
Army Air Base for use as a college campus site. The college
plant has been built on a "pay-as-you-go" basis, financed by
an over-ride tax, and the district has no bonded indebted
ness. College enrollment is currently in excess of 10,000
students and a site has been purchased and construction be
gun on a second college campus in the district.
Orange Coast College District includes the Hunting
ton Beach and Newport Harbor High School Districts and
133
serves the communities of Huntington Beach, Huntington Har
bor, Seal Beach, Fountain Valley, Costa Mesa, Newport and
Balboa.
As a part of its statement of purpose, the college
lists the following:
Life Long Training.— The evening college program
provided educational opportunities for the adults of
the region through a program of instruction for voca
tional up-grading and cultural development. (63:23)
Orange Coast College provides a balanced and diversi
fied program of community services. In the cultural area,
the program includes a Community Artists series, featuring
internationally known artists, lecturers, and musicians in
a variety of presentations to the community. Another fea
ture of this program is a community symphony and chorale
which rehearses and performs as a part of a community ser
vice offering.
Another feature of the program is the college's
"Intellectual Center" series, which is a group of short
courses in problem areas of the humanities, taught by Orange
Coast faculty members, and held off campus in the community
of Huntington Beach.
The college has offered short courses and seminars
in a variety of business areas such as income tax problems,
134
real estate law, small business management, and allied areas
of interest.
The college sponsors an annual cooking school, held
off campus, which each year draws upwards of 1,000 partici
pants per day to a four-day series of demonstrations and
lectures.
Another feature of the Orange Coast program is a
cooperative venture with local elementary schools, where
grade school pupils visit the college to view the science,
agriculture, and planetarium facilities.
Finally, the college offers a broad program of sum
mer recreation activity involving heavy use of athletic
facilities under the Civic Center Act.
Pasadena Citv College
Pasadena City College is located in the city of
Pasadena, California in the San Gabriel Valley area of Los
Angeles County in southern California. Pasadena and its
environs make up one of the older communities in southern
California, and the district includes suburban areas, large
commercial developments and a diversified industrial com
plex.
Pasadena City College was founded in 1924, making it
135
one of the older two-year colleges in California. For a
time the district supported a second junior college, but
since 1954, the junior college program has been centered on
one campus— Pasadena City College.
The college district serves the communities of
Pasadena, South Pasadena, San Marino, Arcadia, and Temple
City, and represents a wide diversity of socioeconomic
areas.
The objectives of Pasadena City College are stated
as follows:
Pasadena City College aims to help each student
gain knowledge, skills and appreciations so that he
may continue to grow in ability.
To understand his own strengths and capacities,
motives, interests and aspirations and to reach
toward increasingly mature goals.
To engage in honest inquiry; creative, disciplined
thinking; free responsible expression of ideas.
To pursue his life’s work successfully.
To take his part as a capable and worthy family
member and as a competent citizen of his community,
state, nation— and through his nation, the world.
(64:2)
Under the functions of the college, the following
statement is presented relative to community service:
Opportunity is afforded for students to participate
in widely varied community activities. The faculty,
students and the institution itself make many contri
butions to civic life and to the enrichment of the
136
economic and social culture of the Pasadena area and
the greater San Gabriel Valley. (64:3)
The community service program at Pasadena City Col
lege is the responsibility of more than one administrator,
but primary emphasis for the program comes from the office
of the administrative Dean of Extended Day and Educational
Services Division, who devotes full time to this responsi
bility .
The Pasadena community service program is less com
prehensive than others reported in this study, but with good
reason. In a short addendum to the questionnaire returned
by Pasadena City College, the respondent indicated that out
side of the college, Pasadena has a Playhouse, Art Museum,
Civic Orchestra and Chorus, City Recreation Department and
many other cultural activities. The college attempts to
supplement these civic programs and also avoids duplicating
or competing with them. Thus, "Great Books" and film clas
sics programs are left to the public library to provide, the
Pasadena Art Museum presents art exhibits by both nationally
recognized and local artists, and the Pasadena Civic Orches
tra and Chorus assumes responsibility for providing musical
programs for the community.
In recreation, the college also remains uninvolved,
137
although the City of Pasadena has a very comprehensive pro
gram provided by the Pasadena Recreation Department, with
financing by the City of Pasadena and the County of Los
Angeles, and with facilities made available for use in the
program by Pasadena Unified School District and by Pasadena
City College.
The main feature of the community service program
provided by Pasadena City College is the Tuesday Evening
Forum. This is a continuing education program designed to
provide an opportunity for citizens to hear many speakers
lecture on topics of concern and interest to the public, and
to participate in these meetings through the discussion
period which follows each presentation. The Forum Series
runs from October until April each year, and presents com
petent local, state, national and international authorities.
The Forum Series has been in existence for over thirty
years, and averages attendance in excess of 1,000 persons
per week during its annual twenty-week run.
The college also offers many short-term lecture
courses in cooperation with organized community groups.
These short courses typically consist of four or more class
meetings in subjects such as mental health, homemaking, home
and family living, philosophy, and other cultural and
138
practical subjects.
A unique feature of the Pasadena City College pro
gram is an annual Writer's Week, which brings noted authors
to the campus to lecture, and to discuss the craft of writ
ing with interested students and citizens.
Finally, the college, through its community service
effort, participates and cooperates with other community
agencies in providing worthwhile educational opportunities
to its citizens.
College, of £an_Matep
College of San Mateo is located in the community of
San Mateo, California, on the San Francisco Bay Peninsula
south of the City of San Francisco. The surrounding area is
one of great diversity, with heavy and light industry, vast
commercial development, and a large suburban community in
habited by many citizens who commute to San Francisco to
earn a living.
College of San Mateo began in 1922 at a campus in
downtown San Mateo with an enrollment of thirty-five stu
dents. In 1937, the district was established as an inde
pendent junior college district, and in 1958, the board of
trustees purchased a permanent site for the college. In
139
1963, buildings on the present 153-acre site were completed
and a campus made available for approximately 5,000 stu
dents. Shortly thereafter, work was begun to expand the
facilities of this campus to accommodate 8,000 students, and
three additional sites for future development were acquired
by the College Board of Trustees.
At present, the San Mateo Junior College District
includes all of San Mateo County with the exception of a
sparsely settled region in the south coastal area, and with
its four campus sites, will be able to serve as many as
80,000 day and evening students.
The educational philosophy of the College of San
Mateo is predicated on three fundamental premises: "That
a free society requires intelligent support, that the in
dividual has worth and dignity, and that a college has ob
ligations both to society and the individual" (59:30).
To achieve its purposes in the area of community
education, the college provides:
Community Education.— Short courses, public forums,
lecture series, small group discussions, institutes,
concerts and similar educational and cultural pro
grams for the public at large. (59:32)
The program of community services at College of San
Mateo is administered by the Coordinator of Community
140
Education, who is assigned to this responsibility on a full
time basis.
The program of community services at College of San
Mateo is referred to by the college as Community Education,
and emphasis in the program is on community education in all
its aspects. The program is a comprehensive and varied one,
and attempts to reach the total college community.
With its emphasis on community education, San Mateo
offers a variety of short courses, forums and seminars in
its program. During one three-month period, the following
topics were presented (53):
Preparation for Retirement.— Three meetings devoted
to the topics "Preparing for the Emotional Impact," "Prepa
ration Now for Health Later," and "How to Use Legal and
Financial Aid," each conducted by a different authority in
the field.
When Conservatives Face Themselves.— Three meetings
featuring Hans Morgenthau, Richard C. Corvelle and George
Christopher as speakers.
Geneticsr Evolution and Twentieth-Centurv Man.— A
six-meeting course taught by two members of the College of
141
San Mateo Life Science Division.
Cybernation. Work and the Therapeutic Community.— A
series of three lectures, including a presentation on the
"New Definition of Work" by Erich Fromm.
Huckleberry Finn in Depth.— Six lectures, five of
which were offered by a member of the English Department of
the College of San Mateo and one by a visiting lecturer from
the University of California.
In Concert— Istvan Nadas.— A series of three con
certs, presenting twelve of the thirty-two Beethoven Piano
Sonatas.
Workshop for Dav-Care Mothers.— A one-day workshop
for "those persons who are licensed through the county to
care for young children of working mothers."
The Anatomy of Extremism.— Four lectures on various
facets of political extremism in the United States, pre
sented by a Professor of Political Science from San Fran
cisco State College.
The Heart of Man.— Four lectures on various aspects
of heart disease, presented by two community physicians, in
142
cooperation with the Heart Association of San Mateo.
In addition to the varied offerings listed above,
the college sponsors a year-long lecture series featuring
well-known authorities in the arts, sciences and government.
The college operates a radio station, KCSM-FM, and
an educational television station, KCSM-TV, and many of the
community education programs and speakers are presented on
tape over the broadcast facilities of these two stations.
College of San Mateo cooperates in an extensive
summer recreation program involving swimming instruction and
water safety, recreation swimming, utilization of gymnasium
and other athletic facilities, and rents its athletic facil
ities when appropriate, to other educational institutions.
Additionally, College of San Mateo experiences a
heavy use of its facilities by various community groups and
organizations under terms of the Civic Center Act.
The CAPE Program
An organization that has played an important role in
the developing community services concept in California
public junior colleges is the College Association for Public
Events (CAPE), which had its beginnings through the efforts
of Dr. William H. Miller, Coordinator of Community Educa
143
tion, College of San Mateo.
In late summer, 1963, a letter went from the College
of San Mateo to thirteen community colleges of the greater
San Francisco Bay area proposing that representatives of
these schools meet to:
1. Exchange program schedules for the 1963-64
school year.
2. Exchange experiences in dealing with individu
als, talent agencies and similar organizations.
3. Discuss possibilities of exchanging already con
ceived forums and short course programs including original
art work and brochure layout.
4. Discuss the possibility of obtaining speakers
and events at a much-reduced cost per school by offering an
integrated schedule within the bay area.
5. Exchange experiences in administration of these
programs, i.e., financing, promotion, pricing and enroll
ment (70:1).
In response to this letter, college representatives
met and organized the College Association for Public Events,
with Dr. William H. Miller as Executive Secretary. As a
follow-up to this meeting, four workshop meetings were held,
devoted largely to the problems of programming public
events.
In CAPE's first year of operation, eleven colleges
"block-booked" four major speakers through its facilities,
saving the participating colleges an estimated $20,000 in
speaker and agency fees.
In preparing for the school year 1965-66, the execu
tive secretary compiled and sent to each CAPE member a bind
er with block-booking rates and matching brochures covering
250 events. To defray the cost of this activity, member
colleges in CAPE paid an annual dues of $100. Participating
charter members were Cabrillo College, Chabot College, Con
tra Costa College, Diablo Valley College, Foothill College,
Hartnell College, College of Marin, Monterey Peninsula Col
lege, Napa College, Oakland City College, San Francisco City
College, San Jose City College, College of San Mateo, and
Vallejo College.
CAPE scheduled a conference entitled "The Cultural
Renaissance and the Community College" for December, 1965,
at Millbrae, California. The purpose of the conference was
to discuss the potential of the community college in com
munity service programs, through cooperation. The confer
ence was co-sponsored by the CJCA Committee on Community
Services.
145
Looking to the future, Dr. Miller envisions the
following developments in the CAPE movement:
1. A trend away from the traditional "Arts and
Lectures" series, and towards comprehensive programs of
community education.
2. The spread of the CAPE idea throughout the
state, with regional groups participating on a statewide
basis.
3. CAPE taking the leadership in organizing a chain
of colleges across the country to block-book major groups
such as symphony orchestras, ballets, and theater groups
from Europe and from the eastern United States to Califor
nia. These large groups could travel and perform from coast
to coast under college auspices, with costs being spread out
to make their appearances on participating college campuses
financially feasible.
4. CAPE would sponsor a program of traveling art
and museum exhibits from inside California, and also ex
hibits now housed outside the state.
5. CAPE could participate in the development of a
"Distinguished Scholar in Residence" program as an extension
of its present block-booking arrangements. With three
schools cooperating, for example, a distinguished scholar
146
could spend two months at each school, meeting various stu
dent organizations, lecturing to large student groups, meet
ing with faculties in seminar fashion and presenting major
public lecture series (70:2-3).
At this writing, CAPE has expanded to forty member
colleges and is continuing to expand its services to member
institutions.
Interview Data
The succeeding sections of this chapter contain in
formation collected through a series of interviews conducted
with administrators at the nine California public junior
colleges selected as having outstanding programs of com
munity service. The process by which these colleges were
selected, and the manner in which the interviews were con
ducted, are described in Chapter III of this dissertation.
The colleges participating in the interview survey
of community service programs were Bakersfield College,
Cabrillo College, Cerritos College, Contra Costa College,
Foothill College, Monterey Peninsula College, Orange Coast
College, Pasadena City College and College of San Mateo.
Each of the administrators interviewed was either
the person who had complete administrative responsibility
147
for the community service program at his college, or was a
person who had some administrative responsibility for the
program and who was recommended to the interviewer by the
California Junior College Committee on Community Services.
In the remainder of this chapter, the interview
questions are reproduced as they were stated to the respon
dent, and then a summary or synthesis of the answers of the
nine administrators is given. Where appropriate, direct
quotations from respondents are used, although individual
respondents are not identified with their responses. This
is in keeping with an understanding reached with each inter
viewee prior to the beginning of the interview. This anon
ymity was decided on in order that complete and candid ans
wers to all questions would be elicited.
Question 1
Most junior colleges have a statement of their
philosophy of community services. In your judgment, how
well does the program you now offer reflect this statement
of philosophy?
Three administrators said that, without qualifica
tion, their program fully reflected the philosophy set forth
by their official statement. Other responses, while holding
148
that their program generally reflected their philosophy,
were qualified to some extent as follows:
The objectives of our community service program tend
to be intermixed with the goals of our evening divi
sion program.
Our philosophy is well-fulfilled as a starter or point
of departure, but its ultimate fulfillment will come
through the development of a series of interacting
community groups.
Our philosophy calls for a program of diversity, and
we have tried to develop it in that direction, but we
have been short in the areas of programs for the aged
and for the culturally disadvantaged.
Our program partially reflects our philosophy in that
we have been reaching some of our publics, but not all.
One administrator reported that the Board of Trust
ees in his district had not truly adopted a philosophy of
community services, but that it accepted the statement of
the California Junior College Association. Further, it was
his judgment that the Board of Trustees at his institution
did not really understand nor wholeheartedly support the
concept of a full community service program.
Another administrator reported that he knew of no
published statement of his college's philosophy regarding
its community services program.
Question 2
Most community service programs have several
149
different kinds of activities as a part of their total pro
gram. What are the three to five most important activities
that are a part of your program?
In answer to this question, a variety of answers was
received, but upon examination it became evident that they
could be organized and reported in several well-defined
categories, and they appear in this organizational format in
Table 13.
Eight of the nine respondents to the interview
listed programs variously described as short courses, semi
nars, workshops and community education as one of the three
to five most important activities of their program. This
activity was mentioned more times than any other in response
to this question.
Next in order of number of responses came cultural
offerings, such as musical performances and programs, art
exhibits, classic or foreign film series, and drama and
dance programs, also reported five times.
Following in order of times identified by respon
dents came major lecture series and forums, mentioned as a
most important activity four times, community service recre
ation programs, also identified by four respondents, and
community use of college facilities, referred to four times.
150
TABLE 13
MOST IMPORTANT ACTIVITIES IN COMMUNITY SERVICE
PROGRAMS AS IDENTIFIED BY NINE COMMUNITY
SERVICE ADMINISTRATORS, 1964-1965
Times Mentioned
Activity
Frequency
Percentage
(N=9)
Short courses, seminars and
workshops 8 88.89
Cultural programs (art, music,
drama) 5 55.56
Community use of college
facilities 4 44.40
Major lecture series 4 44.40
Community recreation 4 44.40
Science facility visits 3 33.33
Writers' Week 1 11.1
Community information program 1 11.1
Operation Update 1 11.1
Operation of child study center 1 11.1
Use of radio and television in
community services 1 11.1
Community research and develop
ment 1 11.1
151
Mentioned three times as being a most important activity
was community participation in science programs, such as
planetarium visits and science demonstrations.
Mentioned once as a most important activity by the
community service administrators were such programs as
Writers' Week, radio and television use to implement the
Community Education Program, operation of child study cen
ter, community research and development, Operation Update,
and the Community Information Program. In all, some eleven
separate categories of programs were identified by the
respondents.
Question 3
In your judgment, which of the programs listed above
has been of the most value to the community?
Responses to this question varied, with one adminis
trator listing two programs as being of equal value. Most
often mentioned as being of greatest value were short
courses and seminars, mentioned in three responses. The
major lecture series was identified in two cases as being
of most value, while there was one vote each for recreation,
symphony season, cultural programs, science programs and
community research and development. Table 14 summarizes
152
TABLE 14
COMMUNITY SERVICE PROGRAMS JUDGED BY NINE
ADMINISTRATORS TO BE OF MOST VALUE
TO THEIR COMMUNITIES
Activity
Times
Frequency
Mentioned
Percentage
(N=9)
Short courses, seminars and
workshops 3 33.3
Major lecture series 2 22.2
Recreation 1 11.1
Cultural programs 1 11.1
Symphony season 1 11.1
Science program 1 11.1
Community research and devel
opment 1 11.1
153
these findings.
While reasons for their choice of answer to question
3 was not solicited, several respondents volunteered this
information. In explaining his choice of a major lecture
series, one administrator said that "This brings many of our
citizens in contact with the college, and this is often the
only contact they have." Another respondent who mentioned
the lecture series spoke in a similar vein in explaining his
choice by saying, "Our program averages an attendance of
1,000 persons per week for twenty weeks, and has been in
existence for close to thirty years."
An interviewee who identified recreation as being of
most value to the community said that the community was
"very recreation and athletics minded," and that community
support for the college is strengthened as a result of the
recreation program.
The administrator who identified community research
and development as being of the most value further identi
fied a particular conference sponsored under the auspices
of this committee of the community services organization as
being extremely significant. The conference, he said,
brought community leaders from different areas together in
a joint endeavor, and also "enabled the college to work
154
with community leaders and allowed the college to function
as a community research center."
Which of the programs above has had the best accept
ance in terms of attendance, community response, etc.?
In response to this question, answers were divided
almost equally among four previously mentioned program ac
tivities, and with two respondents supplying multiple ans
wers .
Three administrators identified their major forum-
lecture series as having had the best community acceptance,
while the same number identified short courses and seminars
in answer to the query. Three interviewees also named cul
tural activities, including film series and symphony series,
as being best received in the community, while two others
mentioned recreation.
Again, while explanations for their choices were not
called for by the interview questions, some respondents
volunteered reasons or explanations.
One administrator reported that an "opinionaire"
circulated to community citizens indicated that the forum-
lecture series was of real value and that there was commu-
155
nity enthusiasm for its continuance and expansion.
Another comment from a respondent who had reported
recreation as having the best community acceptance was to
the effect that people in his area are vitally interested
in the welfare of their children and that this program
reached a large number of youthful participants, thus making
it of great value to the community.
What program or programs would you like to add to
your present community service offerings if such were pos
sible?
As might be anticipated, answers to this question
varied widely. Some responses were quite practical in terms
of a specific program, the addition of which would materi
ally strengthen the present program, while other responses
were more tentative, speculative and idealistic.
One administrator said that he would like to insti
tute a program to develop a "district-wide dialogue," by
citizens, of regional and national problems. The discussion
topics would include basic problems of "How people live to
gether." The dialogue would involve all community leaders
and would deal with these broad problems in terms of their
156
application to the local community.
A second program that this respondent indicated an
interest in was one in which a broad spectrum of community
opinion could be mustered for a long-term planning session
as a community advisory committee.
In a similar vein, another administrator said that
he would like to institute a series of community development
and community action programs in his district by bringing
together, on a continuing basis, community leaders who would
attempt to deal effectively with common social, political
and economic problems affecting all the communities repre
sented .
Another program envisioned was one that would de
velop groups of citizens into interaction models, whose
development would modify human behavior through interaction
in the group.
In a more realistic vein, a need was seen for a
program built around a series in science field trips related
to the exploration and appreciation of local flora and
fauna, land forms, geology, and related subjects.
Another administrator saw a need in his current pro
gram for a planetarium and museum to be constructed at his
institution, and foresaw a value to his community coming
157
from visits to such an installation by elementary school
children in the community and by the adult population as
well. This type of installation would also bring citizens
to the college campus and would make them more knowledge
able about the entire college program.
One respondent said that his program would be great
ly enhanced by a music program, particularly one involving
a visiting symphony orchestra. Another indicated the de
sirability of more broadly based cultural offerings, with
more emphasis on music and drama.
Another useful program envisioned was one that would
involve examinations of current problems or topics through
the technique of having a local faculty member introduce a
topic and provide, to an audience, background information on
the subject. Then a nationally known figure would be
brought in to lecture on the subject, following which the
local leader would resume his role and summarize and review,
in subsequent meetings, the information brought by the prin
cipal authority.
Finally, one respondent saw the need for a series of
all-day workshops designed to deal with problems of special
interest to groups in his community.
158
Question 6
What are the principal obstacles that a community
service administrator has to deal with in the course of
carrying out his program?
Like the previous question, responses to this one
varied widely, although basic problems of financing and of
administrative organization and efficiency were mentioned
by a number of interviewees.
More specifically, one administrator identified his
principal problem as that of being assigned a dual adminis
trative responsibility, one of which is the community ser
vice program. He said that the responsibilities should be
separated and the community services function made a full
time responsibility.
Another administrator identified his principal ob
stacles simply as "lack of time and adequate staff person
nel."
A third response touched on the broad problem of
communication. The respondent said that his principal ob
stacle was in "getting out the word." He mentioned the lack
of effective community organization for transmitting infor
mation about community services to the people who wanted to
know about them, and who would respond and participate if
159
notified.
Another administrative problem identified as a prin
cipal obstacle by one respondent was that of program coordi
nation. As he stated the problem, "A good community service
program has many facets which must be coordinated if they
are to be administered efficiently."
A dual concern was articulated by another adminis
trator. As an "on-campus obstacle" he identified what he
described as "a concern on the part of the instruction pro
gram that community services will interfere with or super
sede the instruction program." As an "off-campus obstacle"
this same respondent said he felt that there is a possibil
ity that people will misinterpret the community service pro
gram, and see it as a public relations effort to "keep
people happy," and as a result, the program would come to be
regarded as frivolous and unimportant.
Three obstacles were identified in another response.
These included the problem of coordinating local programs
with other institutions to avoid program conflicts of dates
and speakers, the over-all problem of financing the program,
and in this particular situation, finding suitable locations
for large-attendance programs.
Money to support the program was the principal
160
obstacle identified by another administrator. He noted,
however, that the CAPE program has helped by lowering the
costs to the school of lecturers' fees.
Finance was also identified by another member of the
responding group, but in a slightly different vein. This
person said that he had difficulty in "selling" the Board of
Trustees at his institution on the idea of levying the per
missive over-ride tax in an amount sufficient to provide a
good program. Another obstacle he saw was that of coordi
nating the program with other institutions and avoiding
"getting into areas that other people are serving."
A final obstacle propounded by an administrator was
that of "lack of acceptance" at the highest administrative
level, and by members of the Board of Trustees, of the worth
of the community service program.
Question 7
Looking ahead ten years, what future do you see for
community services as a part of the total community college
program in California?
The answers to this final query were generally op
timistic, although some concern for the program in terms of
financing was voiced. Since, at the time of these inter-
161
views, the future of the permissive over-ride tax was being
debated by the State Legislature as a part of a tax reform
measure, the concern expressed here is understandable. (A
discussion of the tax reform measure and its possible effect
on community services is discussed in Chapter II of this
study.)
One respondent said flatly that the future of com
munity service programs in California public junior colleges
depended on the continued availability of the permissive
over-ride tax. He continued that he felt that commitment by
boards of trustees in this state to community services was
only "skin-deep," and that at his school, community service
programs would suffer a "severe" setback if the special tax
revenue was lost. Financing aside, he saw the concept
"growing and flourishing" in California.
Another response was that "community services is
the most significant development in California higher educa
tion today." This respondent pointed out that an evaluation
of each junior college community service program is now a
part of the college accreditation process, and that this
factor will cause each school to examine its own program and
to develop and evaluate it carefully. Community services is
growing rapidly as a force in junior colleges in California,
162
he continued, and, if anything, has gained momentum in the
course of the fight by the California Junior College Associ
ation to preserve, at the state level, the permissive over
ride tax.
One administrator predicted that in ten years the
programs of community service will have fulfilled the con
cept that "the college campus is the total college district
— all the people of the district are its student body." By
this time, he continued, the concept of the program will
have broadened, and junior colleges will be engaged exten
sively in tasks such as Manpower Development and Training
and Job Corps projects.
Community services is now, officially, a major func
tion of junior college education by reason of the statement
of the California Junior College Association, another re
spondent pointed out. This will continue to be so, because
"a strong community services program is an essential charac
teristic of a community college." Further, he concluded,
even if the special over-ride tax should be dropped, the
program in the state would go on.
"Cautiously optimistic" was the attitude expressed
by another interviewee as he looked ten years ahead. This
administrator believes that many community service programs
163
are now being "upgraded" in California colleges, and he
believes that this will help solidify the program and move
it forward.
Another administrator envisioned junior colleges
emerging in the next ten years as "community cultural cen
ters," with the scope and emphasis of the community service
program varying from college to college, depending on com
munity needs and available resources.
The future development is "unlimited," according to
another interviewee. He sees community colleges in the next
ten years developing and institutionalizing programs already
in existence in the state, and moving in the direction of
"taking classes to the students" rather than having students
come to the classes. Elaborating on this theme, he en
visioned many community service programs becoming a part of
educational television offerings, and also saw an opportu
nity to fill "a void that now exists in AM radio broad
casting ."
Community services, in ten years, will be firmly
established as the fourth major function of the junior col
lege, "with emphasis on the 'major,'" according to another
respondent.
Finally, the continuing development of the community
164
service program in California junior colleges was seen by
another respondent as playing "a vital role" in the next ten
years in shaping the "image" of these colleges that the
general public will hold.
This concludes the section dedicated to the findings
of this study.
Summary
The nine colleges studied in this chapter were de
scribed briefly in terms of their geographical location,
size of their campus physical facility, and their statement
of educational philosophy relative to community services.
Additionally, the program of community services presented by
each college was reported in some detail, and a brief de
scription of the CAPE program concluded this portion of the
chapter.
In the second section of the chapter, the replies of
the nine administrators to a series of seven interview ques
tions were reported and summarized.
The nine colleges reviewed were observed to have
community service programs which were characterized by en
thusiastic leadership committed to the concept of community
services, programs reflecting the educational and recrea-
165
tional needs of the community, and support from top-level
administration and from Boards of Trustees.
CHAPTER VI
CRITERIA FOR EVALUATING COMMUNITY SERVICE
PROGRAMS IN CALIFORNIA PUBLIC
JUNIOR COLLEGES
A major purpose of this study was to develop guide
lines and criteria for the evaluation of community service
programs in California public junior colleges. In this
chapter, the procedures for developing such guidelines and
criteria are outlined, and the results of the investigation
are reported.
Method
A tentative list of criteria for evaluating commu
nity service programs in California public junior colleges
was drawn up, based on several sources. Material reported
in the literature, including the findings of Harlacher (67)
and the recommendations of the Western Association of
Schools and Colleges (71), was reviewed carefully. Results
166
167
of the questionnaire survey, reported in Chapter IV of this
study, were analyzed, and the data collected in the inter
views at the nine colleges and reported in Chapter V were
reviewed. From these sources, a tentative list of thirteen
criteria statements was developed, and submitted to Mr.
William F. Keim, Assistant Superintendent, Community Ser
vices, Cerritos College, and Dr. Leslie Wilbur, Associate
Professor of Higher Education, University of Southern Cali
fornia, for their criticism and consideration. Based on
their recommendations, the list of criteria statements was
revised and refined, and in its final form, expanded to
fifteen items.
A jury of ten members was then invited to evaluate
the criteria developed and to render a judgment as to their
value. The jury, listed below, was composed of six commu
nity college presidents, all of whom were either presidents
at colleges judged to have outstanding programs of community
services, or were members of the current CJCA Committee on
Community Services. Additionally, three jury members were
administrators of community service programs and members of
the CJCA Committee on Community Services, and one member was
an Associate Professor of Higher Education at the University
- of Southern California.
The jury members were:
Mr. Foster Davidoff, President, Compton College
Dr. George J. Faul, President, Monterey Peninsula
College
Mr. William Keim, Assistant Superintendent, Commu
nity Services, Cerritos College
Mr. Arthur Knopf, Coordinator, Community Services,
Riverside College
Dr. Jack Mears, President, Cerritos College
Dr. William Miller, Coordinator, Community Educa
tion, College of San Mateo
Dr. Robert B. Moore, President, Orange Coast College
Dr. William Niland, President, Diablo Valley College
Dr. Armen Sarafian, President, Pasadena City College
Dr. Leslie Wilbur, Associate Professor, Higher Edu
cation, University of Southern California
The instrument for evaluating the list of criteria
was forwarded to the members of the jury with a letter of
transmittal (Appendix F), and the marked questionnaires were
returned to the author. The instrument, in its entirety, is
reproduced on the following two pages.
CRITERIA FOR EVALUATING COMMUNITY SERVICE PROGRAMS
IN CALIFORNIA PUBLIC JUNIOR COLLEGES
Instructions: Please circle the letter before each item
which in your judgment comes closest to
approximating the importance of the
statement.
A. Very Important - essential to a good
program of community
services
B. Desirable - would add strength to program,
but not essential
C. Unimportant - of little or no value to a
program of community services
A B C 1. The community services program should be developed to
fit the needs of the college community and public that
is to be served.
A B C 2. The college should develop a clear-cut statement of
philosophy regarding its community services program.
A B C 3. Community representatives should be consulted during
the development state of a new community services
program, and should be invited, by the college to
participate in an advisory role in the program of
services being offered.
A B C 4. Community, services programs should be perceived as
flexible, and in a process of continual change in
accordance with community needs.
169
statement.
A. Very Important - essential to a good
program of community
services
B. Desirable - would add strength to program,
but not essential
C. Unimportant - of little or no value to a
program of community services
A B C 1. The community services program should be developed to
fit the needs of the college community and public that
is to be served.
A B C 2. The college should develop a clear-cut statement of
philosophy regarding its community services program.
A B C 3. Community representatives should be consulted during
the development state of a new community services
program, and should be invited, by the college to
participate in an advisory role in the program of
services being offered.
A B C 4. Community, services programs should be perceived as
flexible, and in a process of continual change in
accordance with community needs.
A B C 5. Programs offered in community services should be
carefully coordinated with the programs offered in the
other departments of the college.
A B C 6. The community services program should have administrative
leadership at a level commensurate with that of the
departments of instruction, student personnel, and
business.
A B C 7. The college board of trustees should levy that part of
the permissive five cent tax necessary to adequately
fund community services as a major function of the
college program.
A B C 8. Responsibility for the community services program should
rest with a single administrator who reports to the same
person as do the leaders in the areas of instruction,
student personnel and business.
169
-2-
A B C 9. If a full-time administrator for community services
is not necessary or feasible, the designated admin
istrator should have his community services assign
ment as his major responsibility, and his other duties
subordinated to it.
A B C 10. The college program of community services should be
coordinated with the programs of other community
agencies and should not compete with or duplicate
these services.
A B C 11• Th® program of community services should be broad-
based and should include offerings in the following
areas:
a) Community use of College Facilities
b) Community Educational Services
c) Cultural and Recreational Activities
d) Institutional Development
A B C 12. Programs of community services should include
offerings of interest and value to all citizens,
including socio-economic groups who do not usually
participate in college educational programs.
A B C 13. Community service programs should utilize to the
fullest possible extent the talents and resources of
the college faculty.
A B C 14. Faculty members should be compensated for their
contributions to community services in the same
manner as are sources of outside talent.
170
subordinated to it.
A B C 10. The college program of community services should be
coordinated with the programs of other community
agencies and should not compete with or duplicate
these services.
A B C 11- Th® program of community services should be broad-
based and should include offerings in the following
areas:
a) Community use of College Facilities
b) Community Educational Services
c) Cultural and Recreational Activities
d) Institutional Development
A B C 12. Programs of community services should include
offerings of interest and value to all citizens,
including socio-economic groups who do not usually
participate in college educational programs.
A B C 13. Community service programs should utilize to the
fullest possible extent the talents and resources of
the college faculty.
A B C 14. Faculty members should be compensated for their
contributions to community services in the same
manner as are sources of outside talent.
A B C 15. Programs offered in community services should be
essentially educational in nature, and should avoid
offerings that are primarily of a "hobby" or enter
tainment nature.
170
171
Findings
All ten of the jury members returned their copies of
the evaluation instrument, and each instrument was complete
ly marked.
Quantifying the findings
In order to quantify the findings of this study, a
numerical value was assigned to each of the three choices
offered in the questionnaire. This allowed a judgment to be
made as to the importance of each of the statements in terms
of the markings of the jury, and also allowed comparison of
the relative value of each item as a criterion for evaluat
ing programs of community service. Numerical values as
signed were 10 points for each ”A" response, 5 points for
each "B," and zero points for each "C."
Evaluating the findings
Based on the numerical formula outlined above, the
criteria items were quantified, and separated into three
groups. Group I, identified as Primary Criteria, consists
of those items listed below in descending numerical order,
which accumulated 90-100 points from the jury and which re
ceived at least eight out of ten "A" (very important) votes,
and no "C" (unimportant) votes from the jury. These are:
172
Total Points
100
100
95
90
90
90
90
Items
Primary Criteria
The community services program should be
developed to fit the needs of the college
community and public that is to be served.
Community services programs should be per
ceived as flexible, and in a process of con
tinual change in accordance with community
needs.
Programs of community services should in
clude offerings of interest and value to
all citizens including socioeconomic groups
who do not usually participate in college
educational programs.
Programs offered in community services should
be carefully coordinated with the programs
offered in the other departments of the col
lege .
The college board of trustees should levy
that part of the permissive five cent tax
necessary to adequately fund community ser
vices as a major function of the college
program.
The college program of community services
should be coordinated with the programs of
other community agencies and should not com
pete with or duplicate these services.
The program of community services should be
broad-based and should include offerings in
the following areas:
a. Community use of college facilities
b. Community educational services
c. Cultural and recreational activities
d. Institutional development
accumulating 75-85 points from jury members,
173
and receiving at least five "A" (very important) votes and
no "C" (unimportant) votes were categorized as Secondary
Criteria, and are listed in descending numerical order as
follows:
Total Points
85
85
80
80
75
75
Secondary Criteria
The college should develop a clear-cut
statement of philosophy regarding its com
munity services program.
Community representatives should be con
sulted during the development state of a
new community services program, and should
be invited by the college to participate
in an advisory role in the program of ser
vices being offered.
Community service programs should utilize
to the fullest possible extent the talents
and resources of the college faculty.
Faculty members should be compensated for
their contributions to community services
in the same manner as are sources of out
side talent.
The community services program should have
administrative leadership at a level com
mensurate with that of the departments of
instruction, student personnel, and busi
ness .
Responsibility for the community services
program should rest with a single adminis
trator who reports to the same person as do
the leaders in the areas of instruction,
student personnel and business.
174
Total Points
75 If a full-time administrator for community
services is not necessary or feasible, the
designated administrator should have his
community services assignment as his major
responsibility, and his other duties sub
ordinated to it.
Items accumulating less than 75 points and receiving
one or more "C" (unimportant) votes were identified as
Questionable Criteria. One item appears in this category.
Questionable Criteria
Total Points
65 Programs offered in community services should
be essentially educational in nature and
should avoid offerings that are primarily of
a "hobby" or entertainment nature.
Item No. 15 was the only one in the survey for
which any "C" votes were cast, and it was the one item on
which there appeared to be a wide divergence of opinion
among the jurors. Five jurors voted for an "A" (very im
portant) rating for the item, three voted for "B" (desir
able), and two voted for "C" (unimportant). While it is
possible that this vote reflects an honest difference of
opinion among the members of the jury, it is also possible
that differing interpretations of the meaning of the state
ment itself, and particularly the phrase "educational in
175
nature," may have led to the divergence of views.
Summary
To fulfill one of the stated purposes of this study,
a list of criteria for evaluating community service programs
in California public junior colleges was developed and sub
mitted to a jury of ten educators for evaluation. The re
sults of this survey indicated a considerable measure of
agreement among the authorities polled as to the importance
of certain criteria in evaluating the programs of community
services in California public junior colleges.
CHAPTER VII
SUMMARY, CONCLUSIONS, IMPLICATIONS
AND RECOMMENDATIONS
The purpose of this study was to examine the commu
nity service programs offered in independent California
junior college districts during the academic year 1964-1965.
The remainder of this chapter is organized to pro
vide a summary of the findings of the study, the conclusions
reached as a result of examination of the data developed in
the research, the implications derived from the investiga
tion, and the recommendations made relative to the community
service programs examined in this study.
Summary
Review of the literature
A review of the literature was undertaken, with this
material being divided into three principal categories: a
brief review of the development of the land grant college
176
177
movement with emphasis on the community service aspect of
that institution, a review of the development of the commu
nity service concept as a major function of the American
junior college, and a report on the state and federal legis
lation appropriate to community service programs underway in
the junior college movement.
A similarity between the existing community services
program in community junior colleges and that concept as
developed earlier in the land grant college movement was
noted by several writers.
The beginnings of the land grant college movement
was reviewed, beginning with the passage of the first Mor
rill Act in 1862, and particular note was taken of Section 4
of the Act, which set forth the purposes of the United
States Congress in enacting the legislation.
Following the first Morrill Act, federal legislation
relating to the land grant college followed in succeeding
years in the form of the Hatch Act of 1887, providing for
agricultural experiment stations at each college, the second
Morrill Act of 1890, which provided for additional federal
funding for the land grant colleges, and the Smith-Hughes
Act of 1914, which affected extension work in agriculture
and home economics.
178
Around the turn of the century, programs and an
educational philosophy that made the land grant movement
unique in United States higher education emerged. A leader
in this development was President Charles Van Hise of the
University of Wisconsin, who envisaged the boundaries of the
University as being coterminous with the boundaries of the
state which it served. The Wisconsin program of off-campus,
full-time extension divisions had spread to, and had been
emulated by, institutions with twenty-eight extension divi
sions by 1913. These early extension centers often were
carried on in conjunction with farmer organizations, such as
the Grange, and were generally farmer-centered and devoted
to problems of agriculture. The idea of non-agricultural
extension developed through the first decade of the twen
tieth century, and by 1914 the extension program had ex
panded to homemakers, youth, and industry, as well as to
agriculture.
In the 1920's and 1930's, agricultural extension
played a role in the development of the farmer cooperative
movement. By 1951, over a quarter of a million students
were enrolled in land grant college extension courses of
all kinds, and the movement had expanded to provide commu
nity-related educational services in a variety of fields of
study.
For the junior college, the community service con
cept did not appear as a significant development until after
1930. Writers in the field of junior college education be
gan to point out that the junior college should be community
oriented and that it_should meet the educational needs of
all members of the community, not just those interested in
transfer to a four-year school or those who desired to learn
a specific trade or skill.
The importance of community understanding of, and
support for, the community college was related to the com
munity service program offered by junior colleges, and it
was further observed that the extent to which a junior col
lege merits the designation "community college" depends on
the scope and adequacy of the services provided to citizens
as community services.
The excellence of any community junior college will
be, in part, a function of the community service program,
according to another writer, since such a program should
improve the educational, cultural, and artistic climate of
its district. Another authority asserts that a college that
has local control and support has an obligation to provide
educational opportunities for all its citizens.
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In California, which saw its first junior college
established at Fresno in 1910, and which has been a leader
among the states in the development of junior college edu
cation, community services have been a function of a number
of colleges since the 1930's, but official recognition of
this function as being of major importance for junior col
leges is a fairly recent development.
In a 1947 study of the needs of higher education,
conducted by the California legislature, the functions list
ed for the junior college failed to mention community ser
vices, but in 1955, when a restudy of the same needs was
conducted by the California State Department of Education,
the community service function was noted, but was viewed
primarily as an adult education responsibility.
In 1965, the California Junior College Association,
in an official policy statement, designated community ser
vices as one of the four major categories or responsibili
ties of the junior college. During this period, accredita
tion of junior colleges also began to take into account the
scope and nature of the community service program of the
college which was being accredited.
What constitutes an appropriate community service
program has been commented on by a number of writers.
181
Adult education may be thought of as a facet of community
services, but it should not be considered the community
service program, in and of itself, of any college.
The addition of community services to the junior
college program has led to the identification of these col
leges as community service agencies.
Distinguishing characteristics of a community ser
vice program include the ideas that the campus of the col
lege is the whole district it serves, that the program is
not limited to formalized instruction, that the program is
taken to the people, off-campus, when appropriate, and that
the program should serve as a catalyst for community devel
opment .
Finally, a section of the literature review was
devoted to the legal basis for community service programs
in California, including the basis for the funding of these
programs through the levying of a permissive five cent over
ride tax. Recent developments in federal legislation ger
mane to the study were also noted.
The procedure
In Chapter III, the procedures involved in the pur
suance of the study were spelled out.
182
First, the proposed study was presented to the
Committee on Community Services of the California Junior
College Association. After obtaining the committee's en
dorsement, the proposal for the study was forwarded to the
Board of Directors of the California Junior College Associa
tion. In January, 1965, the study was approved by the Board
of Directors, and permission was obtained to use the CJCA
approval in soliciting participation of member schools in
the study.
A four-page questionnaire was developed and pre
sented to a jury of educators for criticism and comment.
The questionnaire was then mailed to the forty junior col
leges in California which met the criteria for participation
in the study. Thirty-nine schools returned questionnaires,
thirty-six of which were complete in all details, and three
of which were partially complete. The results of the ques
tionnaire returns were tabulated and these data became the
first part of the findings of the study.
Additionally, it was determined that a part of the
study should involve an investigation in some depth of
junior colleges in California that were deemed to have out
standing community service programs. To identify these
schools, the members of the CJCA Committee on Community
183
Services were asked to choose from a list of eligible
schools those which, in their judgment, had outstanding
community service programs. All members of the committee
responded to this request, and based on their judgment, nine
California public junior colleges were chosen for more in
tensive study. These nine schools were spread geographical
ly over the state from the San Francisco Bay area to Orange
County, and interviews were conducted with the administra
tors responsible for the conduct of the community service
programs at all nine of these schools. The information
gathered in these interviews provided the basis for the
remainder of the findings of this section of the study.
Finally, an instrument designed to establish a set
of criteria for evaluating community service programs in
California public junior colleges was developed. A tenta
tive set of criteria was developed from the literature and
from the findings of this study, and was submitted to a jury
of ten educators for their judgment. Numerical quantifica
tion of the results of the jury findings was undertaken, and
from this came the evolvement of a three-category set of
criteria for measuring community service programs.
The questionnaire findings
In Chapter IV, the information collected from the
circulation of questionnaires to forty California junior
colleges meeting the criteria of the study was reported.
The following were the principal findings developed from
this instrument.
1. Thirty-nine of the forty colleges eligible to
participate in the study did so, by returning a completed
questionnaire. Thirty-six of the thirty-nine responses were
complete; three were answered only in part.
2. Of the participating institutions, three had a
fall semester 1964 enrollment of less than 1,000 students,
seventeen enrolled students in the category 1,000-4,999, ten
schools were found to be in the 5,000-9,999 category, and
nine schools reported that they enrolled in excess of
10,000 students.
3. Of the thirty-nine schools reporting, thirty-two
indicated that they had levied some portion of the permis
sive over-ride tax during 1964-1965.
4. Six colleges indicated that they utilized the
services of a Citizens Advisory Committee, two had more than
one committee, while the remainder of the colleges did not
have such a committee.
185
5. In the area of the administrator responsible for
the programs of community service, it was found that titles
of persons responsible for such programs fell into twelve
main categories, with the title Dean or Director of Commu
nity Services being most prevalent. Twenty-nine of the
thirty-nine schools responding indicated that the community
services administrator was directly responsible to the pres
ident of the college in the discharge of his duties.
6. In terms of the time which administrators spend
in the performance of their duties associated with community
services, seventeen reported that they spent less than 20
per cent of their time on these duties, six spent 20 to 39
per cent, four reported 40 to 59 per cent, three reported a
time allotment of 60 to 79 per cent, and six said that ad
ministration of the community service program was their
full-time assignment and responsibility.
7. The responsibilities of community service ad
ministrators were reviewed and it was determined that at
twenty-two schools, the designated administrator was re
sponsible for coordinating the entire college program in
this area. Where total responsibility was not assigned to
one person, specific responsibilities assigned to more than
one-half of the respondents included coordination of entire
186
community recreation programs, scheduling of forum-lecture
series, scheduling use of college facilities by the public
under provisions of the Civic Center Act, booking of speak
ers and other allied events, and preparation of budget for
community services programs.
In reporting the program of community services,
seven categories of activities were reported on in the ques
tionnaire. These activities were classified as cultural
activities, recreation, community research and development,
public relations, short courses and seminars, faculty ser
vices, and general services.
8. Most often reported as a function of cultural
activities was the presentation of a community lecture
series, reported by thirty-three colleges as a part of their
program. Other activities reported in this category by more
than 50 per cent of the respondents included Great Books
and/or film classics programs for adults, art exhibits
featuring local artists, concerts featuring well-known musi
cians or conductors, and special musical programs designed
especially for the community. Over-all, more colleges re
ported cultural activities as being a part of their commu
nity service program than any other activity.
9. In the area of recreation, twenty-five colleges
187
reported that their tennis and basketball facilities were
available for summer use, while other categories of commu
nity recreation services mentioned included swimming lessons
and recreation swimming in college pools, gymnasium facili
ties available for public use, and rental of college ath
letic facilities to local high schools. Many of these rec
reation activities are restricted to summer use, as opposed
to other community service programs, which are offered dur
ing the regular academic year. Too, some schools which did
not run a recreation program through their own community
service offerings indicated that such programs were conduct
ed by other recreation agencies in the community.
10. Community research and development programs in
the colleges are less well-defined, and hence harder to
categorize, than those in more conventional areas of com
munity service. Community research and development programs
typically have the characteristic of utilizing the college
and its resources as a vehicle for helping to confront, de
fine and solve local problems. In meeting this responsi
bility, colleges reported that they had participated in
community surveys involving occupational opportunities,
"cost-of-living," and population and land use. College
participation in local coordinating councils and community
188
leadership training workshops were also identified as com
munity research and development projects, as were confer
ences on future community growth and community teenage prob
lems. Establishment of a college research bureau and main
tenance of a child care center in an economically disad
vantaged area were additional activities reported.
11. While public relations is often thought of as
an administrative function apart from community services,
the nature of community service programs, with their inter
action with a wide variety of citizens, makes them a part
of any public relations program of a college. The most
widely noted public relations function in California junior
college community services programs is that of providing
news of the college to the local press and other news media
on a regular basis. Thirty-five questionnaires had this
item checked as being a community service function, making
it the most often designated function found in the entire
survey. Other public relations activities offered through
community services included an annual college visitors day,
carried on at seventeen schools, maintenance of an alumni
association and the use of college facilities by local ser
vice clubs, each reported by fifteen schools, and college-
produced, regularly scheduled radio or television programs,
189
designated by twelve schools. Observance of Business-
Industry-Education events was mentioned by eleven schools,
while another reported the regular mailing of a calendar of
college events as a part of its program.
12. Short courses and seminars are educational
experiences flexible in length of presentation, designed to
attract a selective audience, and not offering college
credit for their successful completion. Too, some tuition
may be charged to help defray the cost of the program. Pro
grams of this kind were reported as an integral part of a
number of community service programs.
General categories of short courses offered in 1964-
65 by the colleges participating in this study included
management clinics, investment lectures series, income tax
for the citizen, child growth and development series, prob
lems of local small business, civil defense programs, semi
nars in law for the citizen, and a number of others of a
similar nature.
13. Faculty services provided as a part of commu
nity service programs included speeches before local civic
groups such as Rotary clubs, Kiwanis, and Parent-Teacher
Associations. Also, a faculty speakers' bureau was main
tained through the community service program at a number of
190
institutions and faculty participation in local service
activities was noted. All of these activities were reported
as being a part of their program by over 50 per cent of the
schools participating in the study.
14. Under general services provided, schools re
ported such activities as the administration of an examina
tion in national, state and local government for teachers
who needed to qualify for a California teaching credential,
sponsorship of an annual community-wide event, maintenance
of a college box office, use of the college library by the
community, and naturalization education for aliens working
toward United States citizenship.
Also in this category were field trips from other
educational institutions (elementary and secondary) to visit
college facilities such as planetariums, science laborator
ies, museums, art galleries, and music facilities. The
scheduling and organization of these visitations was usually
conducted through the office of community service at the
college being visited.
15. Finally, on the questionnaire, schools were
invited to list any other program or programs which they
presented and which were not identified elsewhere on the
printed list. A total of eighteen separate activities or
191
programs, covering a wide range of community service offer
ings, were reported by the participating schools.
Interview findings
The second part of the study consisted of a series
of interviews conducted with the administrator responsible
for the conduct of the program of community services at nine
California public junior colleges which had also partici
pated in the questionnaire survey. The interviews consisted
of a discussion of the program of community services pre
sented at each of the schools, and a series of specific
questions dealing with community services at each particular
college in the study and with the community service program
statewide.
The nine colleges that were identified as having
outstanding programs by the CJCA Committee on Community
Services were Bakersfield College, Cabrillo College, Cerri
tos College, Contra Costa College, Foothill College, Monte
rey Peninsula College, Orange Coast College, Pasadena City
College and the College of San Mateo. For each college, the
geographical location of the school was noted, the area that
it served was described, the college's official statement
relative to its philosophy of community services was
192
reported, and the program of community services provided in
1964-65 was described. Additionally, the highlights and
outstanding or distinguishing characteristics of the program
at each college were noted and reported. Additionally, in
the description of the program at the College of San Mateo,
a brief report on the College Association for Public Events
was made. This association has as its purpose the bringing
together of junior colleges in the state for the purpose of
"block-booking" important speakers and other public attrac
tions or exhibitions that could be a part of a school's
community service offering. The CAPE program had its be
ginning at College of San Mateo and the present Coordinator
of Community Education at College of San Mateo also serves
as Executive Secretary of the College Association for Public
Events.
The CAPE organization has grown steadily since its
inception and now has forty California public junior col
leges as participating members of its program.
The questions asked in the interview with the com
munity services administrators and a summary of their ans
wers completes this section of the study.
Question 1.— Most junior colleges have a statement
193
of their philosophy of community services. In your judg
ment, how well does the program you now offer reflect this
statement of philosophy?
Seven of the nine administrators interviewed were
generally satisfied that the program they offered was in
consonance with the philosophy as outlined in the official
statement of their college. One administrator said that his
school had not really adopted a philosophy statement, but
that it agreed in principle with the official statement of
the California Junior College Association. The final re
spondent to this question said that he knew of no official
statement of philosophy regarding community services at his
institution.
Question 2.— Most community service programs have
several different kinds of activities as a part of their
total program. What are the three to five most important
activities that are a part of your program?
Activities mentioned by more than one respondent and
the number of responses in each category were: short cours
es, seminars and workshops (8), cultural programs (5), com
munity use of college facilities (4), and science facility
visits (3). A total of six other activities were mentioned
194
by one or more administrators for a total of eleven separate
categories.
Question 3.— In your judgment, which of the programs
listed above has been of the most value to the community?
In response to this question, three community ser
vices leaders identified short courses, seminars and work
shops as being of most value, while two mentioned major
lecture series programs as falling into this category, and
one vote each was cast for community recreation, cultural
programs, symphony season, science program and community
research and development.
Question 4.— Which of the programs above has had the
best acceptance in terms of attendance, community response,
etc. ?
In response to this query, three administrators
identified their major forum-lecture series as having had
the best community response and attendance, while three
respondents also identified short courses and seminars.
Additionally, three votes were registered for programs of a
cultural nature (music, theater, and film series) and two
were cast for recreation services.
195
Question 5.— What program or programs would you like
to add to your present community service offerings if such
were possible?
Answers to this question were quite varied. Pro
grams mentioned included district-wide seminars on local,
state, and national problems; meetings of community leaders
to discuss common social, political, and economic problems;
science field trips to investigate local natural phenomena;
the building of a planetarium and museum; the introduction
of a symphony season; a broadly based cultural program with
emphasis on music and drama; an expansion of some seminar
programs to include a nationally-known authority at some
point in the proceedings; and a series of all-day workshops
devoted to an examination of problems of interest to selec
tive groups in the community. Running through many of these
responses was the theme of a need for community action and/
or communication about local civic and social problems.
Question 6.— What are the principal obstacles that
a community service administrator has to deal with in the
course of carrying out his program?
Here, again, reponses varied widely. Among obsta
cles mentioned were lack of time and staff to develop an
196
optimum program, difficulty in keeping the community advised
about the offerings of the community service program, good
coordination of the many parts of a community service pro
gram, -communicating the value and importance of the program
to faculty members on-campus and community citizens off-
campus, adequate financing for the program, and wholehearted
backing for the program from top level administrators and
Board of Trustees. Over-all, the problems listed were typi
cal in many respects (finance, communications) of the diffi
culties and frustrations faced by school administrators in
all phases of the academic endeavor.
Question 7.--Looking ahead ten years, what future
do you see for community services as a part of the total
community college program in California?
Over-all, the answers to this question were opti
mistic in tone. It was widely held that community services
could and should grow to be equal in stature with transfer
education, vocational education, and counseling and guidance
as one of the four major functions of California public
junior colleges. Further, it was foreseen that current pro
grams would be expanded in content, and that enrollment and
interest in community service offerings would grow propor
197
tionately. However, these optimistic predictions were based
on the assumption that the present means of financing com
munity services, namely, the permissive five cent over-ride
tax, will remain in effect, and that community service pro
grams will not have to compete with other areas of the col
lege for use of limited general purpose funds. Too, it is
assumed that programs offered will be largely education-
oriented and geared to meet real local needs in a meaningful
way.
Developing and evaluating
criteria
In Chapter VI of this study, a series of criteria
for evaluating programs of community service in California
public junior colleges was developed. The criteria, fifteen
in number, were derived from literature research and from
findings developed through the questionnaire and interview
portions of this study. This list of criteria was then sub
mitted to a jury of college presidents, community service
administrators, and university professors. Based on the
judgment of the jury, seven of the items submitted to them
were identified as Primary Criteria, seven others were eval
uated as Secondary Criteria, and one statement was judged to
be in the category of Questionable Criteria.
198
This concludes the summary of the review of the
literature, procedures, and findings of this study.
Conclusions
The following are the principal conclusions reached
from a review of the data collected in the study.
1. Community service programs, as developed in
California public junior colleges, are generally in the
tradition and spirit of the extension service programs of
the land grant colleges. Where the four-year institutions,
through extension, have viewed the boundaries of their state
and the population therein as the basis for their services
and resources, the junior college, through its community
service program, is coming to view its district and the
population therein in a like manner.
2. While all the junior colleges in California
independent junior college districts covered by this study
did offer programs of community services, the programs re
ported in this study varied widely in scope, content, and
quality.
3. The status of community services as one of the
four major functions of California public junior colleges is
not reflected in the time allotted by most colleges to
leadership of the program.
4. Junior colleges see a real value in widespread
community use of college facilities and, in keeping with the
letter and the spirit of the Civic Center Act, are including
this function as an important feature of their programs of
community services.
5. Outstanding programs of community service are
being developed in colleges where there is a commitment to
the concept of the junior college as a community-oriented
institution, and where the resources of the college are
organized to support a comprehensive program of community
services.
6. At the nine selected colleges there is an aware
ness of the importance of coordinating community service
programs with the other resources of the community, and of
the need to avoid wasteful repetition or competition with
existing programs provided by other community agencies.
7. Administrators at the nine colleges generally
regard community education as the most important goal of
community services.
8. The content of the programs of community ser
vices reviewed, outside of the area of recreation, was
geared to the interests of middle and upper socioeconomic
200
groups, and to professional and business interests in the
community. There was little evidence of the existence of
programs directed toward lower socioeconomic groups or to
racial minorities in the various school districts.
9. Junior colleges have recognized the importance
of articulation and communication and are cooperating with
other educational institutions in their areas in making col
lege facilities available to others for visitation and joint
use.
10. The community services program is dependent on
the continuing existence of the permissive over-ride tax,
and on the willingness of individual school boards to levy
the tax. Should the state legislature, in its wisdom,
eliminate the permissive over-ride tax, community service
programs would be hard-hit, and, in most schools, would
probably be severely curtailed or entirely eliminated.
11. There is a considerable area of agreement among
junior college educators as to the criteria for a good pro
gram of community services.
Implications
There are several implications that can be derived
from the findings and conclusions of this study.
201
First, while forty junior colleges were surveyed in
this study, approximately the same number were not examined,
since these institutions did not meet the criterion of the
study, namely, that they be independent junior college dis
tricts that levy, or have levied, the permissive over-ride
five cent tax. A complete picture of the community service
programs in all California public junior colleges would re
quire an investigation of these non-participating schools,
and an examination of the manner in which they are meeting
their responsibility in the area of community services. Of
particular interest should be those schools which do not
levy the permissive over-ride tax, for they are apparently
providing a major function of the junior college program in
this state without having to levy the tax provided for that
function. How well they are doing this job is a matter for
conjecture.
In a similar vein, it is evident that there are now
programs being offered in California community colleges
which are of a community service nature, but which are being
presented, sponsored, and funded by college student body
organizations rather than community service offices. While
all programs attended by the general public are. in a sense,
community service programs, it would appear that in some
202
institutions there is an over-lapping of responsibility in
this function, and that attention should be given to de
lineating these lines of responsibility. Here a clear
statement of the philosophy of the community services pro
gram in the college would be helpful, both to the student
personnel administrator and to the office of community ser
vices.
It seems apparent from this study that the whole
program of community services in California public junior
colleges is tied very closely to the permissive over-ride
tax. While it was not the mission of this study to probe
deeply into the financing of community services, recent
developments in the California state legislature, reported
elsewhere in this paper, and conversations with leading
community service administrators, tend to emphasize this
point. Should the permissive over-ride tax be terminated,
the question naturally arises as to what would happen to
programs of community service in the junior colleges of the
state. Would boards of trustees of junior colleges allow
community service programs to wither away to nothing if the
permissive over-ride were eliminated, or is there a strong
enough commitment to the philosophy of community services to
keep the program alive and vigorous? And if boards of
203
trustees elected to keep a program of community services
without special funding, would faculties and classified
employees be willing partners to a fiscal program that would
divert funds now given over largely to their salaries and
supplies in order to finance a program of community ser
vices? There is some reason to believe that the depth of
commitment to community services by both college faculties
and boards of trustees is in direct proportion to the abili
ty of the school to finance such a program without using
unrestricted tax revenues. It would seem wise for those
junior college educators who are committed to community
services to give serious attention to a continuing program
of familiarizing their boards of trustees and faculties with
the importance and value of community services, in order
that the program be anchored on a base of firm and lasting
support.
Finally, it would appear that with the emergence of
many new federal programs for education, including those for
the poor and underprivileged, that junior colleges should
investigate the opportunities to participate in these pro
grams, particularly through their offices of community ser
vices . Many of these federal programs are predicated on a
community-oriented, self-help philosophy, and a community
204
services approach through local junior colleges, staffed
with trained, competent people familiar with their community
and its resources, would seem to be a natural joining of
need and resources.
Recommendations
1. Community services programs should be developed
to fit the needs of the college community and public that is
to be served. To achieve this goal, programs should be con
stantly reviewed, and changes made whenever it is deemed
necessary.
2. Community services programs should be perceived
as flexible, and in a process of continual change in accord
ance with community needs.
3. In order to achieve flexibility in community
service planning, and to have direct communication with the
community and its needs, citizens' advisory committees
should be consulted in the development of programs of com
munity service.
4. Programs of community services should be de
signed to include offerings of interest and value to all
citizens in the community, including socioeconomic groups
who usually do not participate in college educational pro
205
grams. Where citizens' advisory committees are utilized to
achieve this end, the membership should be broad-based and
representative of the entire community.
5. Programs offered in community services should be
carefully coordinated with programs offered in other depart
ments in the college, and with similar programs offered by
other community agencies.
6. The program of community services should be
broad-based, and should include offerings in the following
areas:
a. Community use of college facilities
b. Community educational services
c. Cultural and recreational activities
d. Institutional development
7. Community service activities should be adequate
ly funded and college boards of trustees should levy that
part of the permissive five cent tax necessary to finance
community services as a major function of the college pro
gram.
8. Colleges offering programs of community services
should develop a clear-cut statement of philosophy regarding
the aims and objectives of such programs.
9. Community service programs should utilize fully
206
the talents and resources of the college faculty, and should
include faculty members ir planning new programs and evalu
ating existing ones.
10. Community services should have administrative
leadership at a level equal to that of the other major areas
in the college, and the community service administrator
should report to, and receive direction from, the same col
lege officer as do the leaders in the areas of Instruction,
Student Personnel and Business.
11. Responsibility for administering community ser
vices should be assigned to one college administrator, and
this assignment should be his major responsibility.
i
12. Programs in community services should be aimed
toward the concept of community education, and programs that
are simply interesting or entertaining should be reviewed
carefully.
13. The junior college movement in California
should make every effort to keep the permissive over-ride
tax as a part of the financial structure available for the
funding of educational programs. However, there should be a
realization on the part of all who are interested in commu
nity services that so long as the program is funded in this
manner it will be vulnerable whenever tax reforms or tax-
207
cutting legislation is introduced. To this end, the Com
mittee on Community Services of the California Junior Col
lege Association should explore alternative means of financ
ing community services programs, so that they would not face
a precarious financial future with every session of the
state legislature.
14. This study was made at a time when community
services had been recognized for a relatively short time as
a major function of junior college education. A follow-up
study in 1970-71 would be of value in measuring the extent
to which community service programs had developed to meet
this responsibility.
15. A study to determine the manner in which short
courses in community services are initiated, and the degree
to which such courses conflict with, or compete with, adult
education and university extension would appear to be of
value.
16 . A study of the problems of financing community
services, with a goal of offering feasible alternatives to
the permissive over-ride property tax, would be a real con
tribution to the community services in California public
junior colleges.
A P P E N D I X E S
208
A P P E N D I X A
QUESTIONNAIRE FORM
209
AN INVESTIGATION OF COMMUNITY SERVICE PROGRAMS IN
INDEPENDENT JUNIOR COLLEGE DISTRICTS IN CALIFORNIA
A. THE COLLEGE
1. Name of college_____________________________________
2. Please indicate your approximate college enrollment
for the Fall, 1964, semester:
a. under 1,000
b. 1,000-4,999
c • 5,000-9,999
d. 10,000 or aiove
3. Did you levy the permissive over-ride tax to finance
your Community Service program in fiscal 1964-65?
Yes No
4. Do you have a Citizens Advisory Committee for your
Community Service program? Yes No____
B. THE ADMINISTRATOR
1. Please indicate the title of the person responsible
for administering your Community Service program.
2. Under whose immediate direction does he serve?
a. President
b. Dean of Instruction
c. Dean of Student Personnel
d. Dean of Business Services
210
c. 5,000-9,999
d. 10,000 or albove
3. Did you levy the permissive over-ride tax to finance
your Community Service program in fiscal 1964-65?
Yes No
4. Do you have a Citizens Advisory Committee for your
Community Service program? Yes No____
B. THE ADMINISTRATOR
1. Please indicate the title of the person responsible
for administering your Community Service program.
ro
*-*
Q
2. Under whose immediate direction does he serve?
a. President
b. Dean of Instruction
c. Dean of Student Personnel
d. Dean of Business Services
e. Other (please specify)______________________
3. Approximately what percentage of this person's time
is allocated to his responsibilities with community
services?
a. less than 20%
b. 20-39%
c. 40-59%
d. 60-79%
e. full-time
4. This person is responsible for: (Check all areas
that are appropriate)
a. Coordination of entire Community Services program
b. Community recreation program
c. Forum-lecture series
d. Public relations
e. College speaker's bureau
f. The scheduling of the use of college facilities
i.e., master calendar
5 . The booking of speakers and other events
h. Budget for Community Service program
i. Other ________________
THE PROGRAM
Listed below are a number of programs that have been re
ported by various junior colleges in the country as being
a part of their community ser"ices programs. Would you
please:
Check (X) those programs which parallel or approximate
programs which you offer, and
Add a brief description of programs which you offered
in 1964-65 which are not included in this list.
1. Cultural Activities
a. Community lecture series
b. Great-books and/or film-classics programs
for adults
c. Traveling art exhibits of well-known artists
d. Art exhibits featuring works of local artists
e. Concert(s) featuring well-known musicians or
conductors
f. Concert(s) presented by local musicians or
conductors
g. Special programs by college choir and/or
orchestra designed especially for community
attendance
h. Children's book festival
ported by various junior colleges in the country as being
a part of their community ser**ices programs. Would you
please:
Check (X) those programs which parallel or approximate
programs which you offer, and
Add a brief description of programs which you offered
in 1964-65 which are not included in this list.
1. Cultural Activities
a. Community lecture - series
b. Great-books and/or film-classics programs
for adults
c. Traveling art exhibits of well-known artists
d. Art exhibits featuring works of local artists
e. Concert(s) featuring well-known musicians or
conductors
f. Concert(s) presented by local musicians or
conductors
g. Special programs by college choir and/or
orchestra designed especially for community
attendance
h. Children's book festival
i. Other _________________ ____________
2. Recreation
a. Recreation leaders provided for program
during summer months
b. Swimming pool available to public week-ends
and summer months
c. Swimming lessons available during summer
months in college pool
d. Water safety program for training life-guards
for community
e. Water carnival or show during summer months
f. Gymnasium facilities available during summer
months
g. Tennis courts and outdoor basketball courts
available during summer months
h. Football field available during summer months
i. Rental of college athletic facilities (foot
ball field, basketball gym) to local high
schools for athletic events
j . Other_________________________________________
Community Research and Development
a. Occupational survey of the community
b. Cost-of-living survey of the community
c. Survey of community population trends and
distribution
d. Community land-use survey
e. College participation in local coordinating
council
f. Workshop in leadership training for local
club and civic leaders
g. Conference on area-wide planning for future
community growth
h. Conference on community "teenage" problems
and needs
i. Other______________________________________
Public Relations
a. Regularly scheduled radio and/or TV program
produced by the college
b. Annual visitor's day at the college
c. Parent's night program
d. Active Alumni association
e. Service clubs hold annual meetings on campus
f. Observance of business-industry-education days
g. News of college made available to local press
and other media on a regular basis
h- Other ____________________
distribution
d. Community land-use survey
e. College participation in local coordinating
council
f. Workshop in leadership training for local
club and civic leaders
g. Conference on area-wide planning for future
community growth
h. Conference on community "teenage" problems
and needs
i. Other_______________________________________
Public Relations
a. Regularly scheduled radio and/or TV program
produced by the college
b. Annual visitor's day at the college
c. Parent's night program
d. Active Alumni association
e. Service clubs hold annual meetings on campus
f. Observance of business-industry-education days
g. News of college made available to local press
and other media on a regular basis
h. Other_______________________________________
Short Courses and Seminars (non-credit)
a. Management clinics
b. Investment lecture series
c. Income tax for the citizen
d. Child growth and development series
e. Problems of local small business
f. Civil defense chemical and radiological series
g. Law for the citizen
h. Other ______________________________
Faculty Services
a. Speeches by faculty members before local civic
groups
b. Maintenance of faculty speakers bureau
c. Faculty participation on local coordinating
councils and service clubs
d. Other
7. General
a. Administer Political Science examination to
meet constitutional requirements for teach
ing credential
b. Sponsorship of annual community-wide event
by the college, i.e., founder's day, Space
and Technology show
c. Maintain a college box-office for coming events
d. Citizenship education program for naturalization
of aliens
e. Field trips from local elementary schools to
view or use:
e-1. Planetarium
e-2. Science laboratories
e-3. Museum
e-4. Art gallery
e-5. Music facilities
e-6. Other
f. Use of college library facilities by members
of the community
g. Other________________________________________
Would you please list below any other community service
programs provided by your college during 1964-65 which
were not mentioned above and which you feel would be of
value to this study.
e. Field trips from local elementary schools to
view or use:
e-1. Planetarium
e-2. Science laboratories
e-3. Museum
e-4. Art gallery
e-5. Music facilities
e-6. Other
f. Use of college library facilities by members
of the community
g. Other_________________________________________
D. Would you please list below any other community service
programs provided by your college during 1964-65 which
were not mentioned above and which you feel would be of
value to this study.
E. I would like a copy of the summary of this study
Signed
Title
Please return to:
Mr. Wallace Cohen
Community Services Study Director
El Camino College
Via Torrance
El Camino College, California 90506
1
APPENDIX B
COVERING LETTER
214
EL CAMINO COLLEGE •
M A I L A DDR E S S : EL C A M I N O COLLEGE, C A L I F O R N I A
V I A T O R R A N C E , C A L I F O R N I A 9 0 5 0 6
L O C A T I O N : C R E N S H A W ' B O U L E V A R D B E T W E E N
REDONDO BEACH AND M A N H A TTA N BEACH BLVDS.
T E L E P H O N E S : D A V I S 4-6 6 3 1
FACULTY 1-1121
Dear Sir:
Tiiis is a study of community service programs offered in
California junior colleges during the school year 1964-65.
The study has been approved by the Board of Directors of
the California Junior College Association and the results
will be published as a part of a doctoral dissertation in
the School of Education at the University of Southern
California, under the supervision of Dr. Earl V. Pullias,
Professor of Higher Education.
We are interested in learning the scope and nature of
programs offered by junior colleges as a part of the
community service effort. The compiled data will be used
to assemble a composite picture of what is being done
currently in junior college community service programs.
This picture should indicate the direction of future de
velopments in the field.
215
Dear Sir:
Tiiis is a study of community service programs offered in
California junior colleges during the school year 1964-65.
The study has been approved by the Board of Directors of
the California Junior College Association and the results
will be published as a part of a doctoral dissertation in
the School of Education at the University of Southern
California, under the supervision of Dr. Earl V. Pullias,
Professor of Higher Education.
We are interested in learning the scope and nature of
programs offered by junior colleges as a part of the
community service effort. The compiled data will be used
to assemble a composite picture of what is being done
currently in junior college community service programs.
This picture should indicate the direction of future de
velopments in the field.
We would appreciate your answering all the questions as
completely as possible. A self-addressed stamped enve
lope is enclosed for your convenience in returning your
completed questionnaire. We appreciate your help in making
this study a success and will be pleased to send you a sum
mary of the results.
Sincerely yours,
Wallace F. Cohen, Dean
Division of Social Sciences
A P P E N D I X C
COVERING LETTER FOR CHECK LIST
216
EL CAMINO COLLEGE
M A I L AD DRE SS : E L C AM INO C O L L E G E , CA LI F O R N I A
V I A T O R R A N C E , C A L I F O R N I A 9 0 5 0 6
L O C A T I O N : C R E N S H A W B O U L E V A R D B E T W E E N
REDONDO BEACH AND M A N H A TTA N BEACH BLVDS.
T E L E P H O N E S : 3 2 4-6 6 3 I or 3 2 I - I I 2 I
August 10, 1965
Dear Sir:
As a member of the California Junior College Association
Committee on Community Services, I am writing to ask for your
cooperation in setting up the research design for my disser
tation, Community Service programs in Independent Junior
College Districts in California which lew the override tax.
My plan is to visit those junior colleges which, in
your judgment, are conducting Community Service programs of
particular interest or worth, and to interview the adminis
trator in charge of the program.
Information on those colleges not indicated by you as
having outstanding or unusual programs I will solicit through
a questionnaire form.
217
August 10, 1965
Dear Sir:
As a member of the California Junior College Association
Committee on Community Services, I am writing to ask for your
cooperation in setting up the research design for my disser
tation, Community Service programs in Independent Junior
College Districts in California which lew the override tax.
My plan is to visit those junior colleges which, in
your judgment, Eire conducting Community Service programs of
particular interest or worth, and to interview the adminis
trator in charge of the program.
Information on those colleges not indicated by you as
having outstanding or unusual programs I will solicit through
a questionnaire form.
What I would ask that you do is to indicate by a check
mark those colleges listed on the attached sheet where you
feel I should visit and conduct an "in-depth" interview. I
would also welcome any comments or suggestions that you might
care to add.
Sincerely,
Wallace F. Cohen, Dean
Division of Social Sciences
WFCshp
Enclosures
A P P E N D I X D
CHECKLIST FOR JUNIOR COLLEGES
218
219
Dissertation Questionnaire
Wallace F. Cohen
August 10, 1965
JUNIOR COLLEGE DISTRICTS
Please check those colleges where you believe that I
should visit and conduct an "in-depth" interview. Thank
you.
American River Junior College
.Antelope Valley College
Bakersfield College
Barstow College
.Cabrillo College
.Cerritos College
Chabot College
.Chaffey College
Citrus College
.Coalinga College
Compton College
Contra Costa College
Diablo Valley College
Desert, College of the
El Camino College
Foothill College
Fullerton Junior College
Qavilan College
Grossmont College
Pancock (Allan) College
East Los Angeles College
bos Angeles City College
Los Angeles Harbor College
Los Angeles Metropolitan College
Los Angeles Pierce College
Los Angeles Trade-Technical College
Los Angeles Valley College
Par in, College of
Perced College
Podesto Junior College
Ponterey Peninsula College
Pount San Antonio College
Pount San Jacinto College
Oceanside-Carlsbad College
.Orange Coast College
Palomar College
Pasadena City College
Rio Hondo Junior College
Riverside City College
San Bernardino City College
San Joaquin Delta College
San Mateo, College of
Santa. Ana College
Santa Rosa Junior College
Sequoias, College of the
Southwestern College
Taft College
Ventura College
Victor Valley College
Yuba College
COMMENTS AND SUGGESTIONS:
A P P E N D I X E
INTERVIEW QUESTIONS
221
222
Dissertation Questionnaire
Wallace F. Cohen March 18, 1966
1. Most junior colleges have a statement of their philoso
phy of community services. In your judgment, how well
does the program you now offer reflect this statement of
philosophy?
2. Most community service programs have several different
kinds of activities as a part of their total program.
What are the 3-5 most important activities that are a
part of your program?
3. In your judgment, which of the programs listed above has
been of the most value to the community?
4. Which of the programs above has had the best community
acceptance in terms of attendance, response, etc.?
5. What program or programs would you like to add to your
present community service offerings if such were pos
sible?
6. What are the principal obstacles that a community ser
vice administrator has to deal with in the course of
carrying out his programs?
7. Looking ahead ten years, what future do you see for
community services as a part of the total community
college program in California?
A P P E N D I X F
COVERING LETTER
223
EL CAMINO COLLEGE •
M A I L AD D RE S S: E L CA M I N O COLLE GE , CA LIF OR NI A
V I A T O R R A N C E , C A L I F O R N I A 90 5 0 6
L O C A T I O N . C R E N S H A W B O U L E V A R D B E T W E E N
REDONDO BEACH AND M A N H A TTA N BEACH BLVDS.
T E L E P H O N E S : 3 2 4-6 6 3 1 or 3 2 1 - 1 1 2 1
September 23, 1966
Dear Sir:
I am completing a doctoral study, approved by the
California Junior College Association, entitled Community
Service Programs in California Public Junior Colleges. One
of my tasks is to develop and validate a list of criteria
for a good junior college community service program.
As a member of the C.J.C.A. Committee on Community
Services, would you be willing to examine the brief list of
criteria on the enclosed sheet, score each according to the
scale at the top of the page, and return to me at your ear
liest convenience? I am deeply appreciative of your coopera
tion in this matter.
224
September 23, 1966
Dear Sir:
I am completing a doctoral study, approved by the
California Junior College Association, entitled Community
Service Programs in California Public Junior Colleges. One
of my tasks is to develop and validate a list of criteria
for a good junior college community service program.
As a member of the C.J.C.A. Committee on Community
Services, would you be willing to examine the brief list of
criteria on the enclosed sheet, score each according to the
scale at the top of the page, and return to me at your ear
liest convenience? I am deeply appreciative of your coopera
tion in this matter.
Sincerely yours,
Wallace F. Cohen, Dean
Division of Social Sciences
WFC/dac
Encl. 2
224
B I B L I O G R A P H Y
225
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Asset Metadata

Creator Cohen, Wallace Firman (author)

Core Title Community Service Programs In California Public Junior Colleges

Degree Doctor of Education

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education, general,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Pullias, Earl Vivon (committee chair), LaFranchi, Edward H. (committee member), O'Neill, William S. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-121485

Unique identifier UC11360716

Identifier 6706492.pdf (filename),usctheses-c18-121485 (legacy record id)

Legacy Identifier 6706492.pdf

Dmrecord 121485

Document Type Dissertation

Rights Cohen, Wallace Firman

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA