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TITLE
INSTITUTIONPUB DATENOTEAVAILABLE FROM
EDRS PRICEDESCRIPTORS
IDENTIFIERS
ABSTRACT
DOCUMENT RESUME
JC 700 048
The Role of Student Personnel Programs in MarylandCommunity Colleges.Maryland Association of Junior Colleges.Apr 6961p.Office of the Dean of Students, Essex CommunityCollege, Baltimore, County, Maryland, 21237 ($1.00)
EDRS Price MF-$0.50 HC-$3.15Cocurricular Activities, *Junior Colleges, *StudentCollege Relationship, *Student Personnel Programs,*Student Personnel ServicesMaryland
Guidelines for a student personnel program suggestthat there should be clear-cut objectives and policies for eachprogram function. In addition to personal, educational, andvocational counseling, the program can give assistance in housing,financial aid, job placement, and health care. Other student servicesinclude admissions, orientation, testing, registration, and retentionof records. All services should be available to all students,including part-time, summer, and adult students. Personnel workerscan encourage the expansion of educational opportunities in responseto community needs and the activity program (ranging from studentgovernment to athletic events) can attract faculty participants andhelp to develop student potential. Student involvement in communityservice programs should be encouraged. (MS)
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ao O 0 0 I_t
MA
RY
LAN
D A
SS
OC
IAT
ION
OF
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NIO
R C
OLL
EG
ES
-ST
UD
EN
T P
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SO
NN
EL
DIV
ISIO
N
U.S
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PA
RT
ME
NT
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ALT
H, E
DU
CA
TIO
N &
WE
LFA
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FO
RC
E O
NE
OF
FIC
E O
F E
DU
CA
TIO
N
TH
IS D
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UM
EN
T H
AS
BE
EN
RE
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OD
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ED
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AC
TLY
AS
RE
CE
IVE
D F
RO
M T
HE
PE
RS
ON
OR
OR
GA
NIZ
AT
ION
OR
IGIN
AT
ING
IT.
PO
INT
S O
F V
IEW
OR
OP
INIO
NS
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AT
ED
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NO
T N
EC
ES
SA
RIL
Y R
EP
RE
SE
NT
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IAL
OF
FIC
E O
F E
DU
CA
TIO
N
PO
SIT
ION
OR
PO
LIC
Y.
TH
E R
OLE
OF
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UD
EN
T P
ER
SO
NN
EL
PR
OG
RA
MS
INM
AR
YLA
ND
CO
MM
UN
ITY
CO
LLE
GE
S
UN
IVE
RSI
TY
OF
CA
LIF
.L
OS
AN
GE
LE
S
FEB
24
1970
ER
IC C
LE
AR
ING
HO
USE
FOR
JU
NIO
R C
OL
LE
GE
S
By
a T
ask
For
ce o
f com
mun
ity c
olle
ge s
tude
nts,
facu
lty m
embe
rs, p
resi
dent
s, a
cade
mic
dea
ns, a
ndst
uden
t per
sonn
el w
orke
rs.
JOH
N E
. RA
VE
KE
SC
hairm
an
Ado
pted
by
the
Mar
ylan
d A
ssoc
iatio
nof
Jun
ior
Col
lege
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tude
nt P
erso
nnel
Div
isio
n on
Apr
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, 196
9
Two versions of this document have been prepared. This complete edition as well as a shortsummary one is available through the Office of the Dean of Students, Essex Community College,Baltimore, County, Maryland, 21237. Cost per copy MOO.
MEMBERS OF TASK FORCE ONE
*Dr. Philip H. BaldridgeDean of StudentsMontgomery Junior College
Mrs. Rita BoonePart-Time StudentHarford Junior College
Miss Anabelle FergusonSupervisor of GuidanceState Department of Education
*Mr. John HaggertyDirector*of Student ActivitiesHarford Junior College
*Mr. Robert HardwickDirector of Admissions & RecordsPrince George's Community College
Mrs. Sharon HottDirector of Student PersonnelAllegany Community College
Dr. John M. KingsmoreDean of the CollegeEssex Community College
*Mr. Edward C. Kuhl, Jr.Dean of StudentsHarford Junior CollegeChairman of Maryland Association ofJunior Colleges Student PersonnelDivision
Mr. Robert LloydFull-Time StudentCatonsville Community College
Dr. William V. LockwoodDean of Faculty.Harbor CampusCommunity College of Baltimore
Dr. Jane MatsonDirector of NDEk Counseling &Guidance InstituteCalifornia State CollegeLos Angeles, California
Miss Margy Mc CampbellFull-Time StudentCatonsville Community College
*Dr. John E. RavekesDean of StudentsEssex Community CollegeChairman of Task Force One
Mr. William SheelyFaculty MemberAnne Arundel Community College
Dr. Myron SimpsonDean of Academic AffairsAllegany Community College
Dr. William StrasserPresidentMontgomery Junior College
*Mr. Graham VinzantDean of StudentsCatonsville Community College
*Designates members of the sub-committee who prepa.-ed written portions of this document.
FOREWORD
A sincere word of thanks and appreciation is offered on behalf of the Student PersonnelDivision of the Maryland Association of Junior Colleges to all members of Task Force One whoworked to make this document a useful tool for all student personnel workers in the public,community colleges of Maryland. Dr. John Ravekes, Task Force Chairman, must be singled out forparticular mention because his enthusiasm for the project was largely responsible for having acomplicated task completed on schedule and with maximum involvement of the total membershipas the committee produced the several drafts that led to the final copy you have before you.
It is hoped that the Division members will use this document to begin, or continue, athoughtful discussion on their campus that will produce or refine a statement of philosophy and setof objectives for their work with students that is appropriate to the community of which theircollege is a part. Remember that these guidelines are just that guidelines. They need to beapplied in a manner that reflects philosophy and is relevant to your community.
Our Division must build on this excellent beginning by using these guidelines as a base fromwhich healthy, professional debate should grow. In particular, I believe the topics, which producedin the committee the toughest debate, should be used as subjects for future annual meetings.Additional Task Forces should be called for by the membership to study, suggest and implementthe recommendations of this pioneer effort.
EDWARD C. KUHL, JR.ChairmanStudent Personnel DivisionMaryland Association of Junior Colleges
FOREWORD
We can forget too easily that all aspects of the college program exist to facilitate learning onthe part of students. The locus is the student; indeed, the message of the student revolts anddisorders on the American campus is that we have too often neglected the student in our planning,in our curriculum programming, and in other aspects of the college scene.
It is well then that the Student Personnel Division of the Maryland Association of JuniorColleges has set forth under one cover the nature of Maryland community college students, theobjectives of junior college education, the duties and responsibilities of the Student PersonnelDivision specifically, and the tasks of the faculty and administration in the area of studentpersonnel services.
The Maryland Council of Community College Presidents is proud to have had a role in thispublication and to have assisted in its furtherance. We salute those whose names are included in themembership of Task Force One Roster.
HARRY BARDPresidentMaryland Council of CommunityCollege Presidents
PREFACE
In 1968, the Student Personnel Division of the Maryland Association of Junior Colleges,supported by a Title 5 A NDEA grant from the Federal Government, developed a four-phaseproject to advance professionalism among its members. Phase one was a conference in October,1968, at Williamsburg, Virginia, with the theme "Patterns fo Progress in Personnel Programs."Phase two was a written summary of this conference. Phase three was a self-evaluation study of thevarious student personnel programs in Maryland community colleges. Phase four was theestablishment of a Task Force comprised of community college students, faculty, administrationand student personnel workers to write a set of guidelines for student personnel services. Thisdocument completes phase four.
Mr. Edward Kuhl, Chairman of the Maryland Association of Junior Colleges StudentPersonnel Division appointed the members of Task Force One in December, 1968. After severalmeetings of this committee a draft was approved and sent to the Community Colleges. Members ofthe Task Force then met with the various student personnel departments to discuss the proposedguidelines. Thus virtually every community college student personnel worker in Maryland was ableto contribute to the formation of these guidelines. After this series of meetings, a final draft wasprepared. At the Spring, 1969 meeting of the Student Personnel Division, this document wasadopted.
In the course of preparing these guidelines a variety of people contributed measurably to theirdevelopment. Certainly the entire Task Force was most helpful, especially the sub-committee andour consultant, Dr. Jane Matson. Furthermore, I received the advice and support of many othercolleagues. The several drafts were read and criticized by the members of the Student Personnelstaff at Essex Community College. Dr. Terry O'Banion's perceptive comments were also mosthelpful. Also, I wish to acknowledge Mr. Michael Virden for his fine editir,,, of the final version.Last, but not least, I wish to thank Mrs. Julia Graul and Mrs. Ruby Graul who supplied thesecretarial services and social amenities so important to the successful completion of this project.
JOHN E. RAVEKESChairmanTask Force One
TABLE OF CONTENTS
FOREWORD
Maryland Association of Junior CollegesStudent Personnel Division
Maryland Council of Community College Presidents
PREFACE
I. INTRODUCTION 1
II. MARYLAND COMMUNITY COLLEGES 4
Purpose and Role 4
Enrollment Growth 5
Characteristics of Maryland Community College Students 5
III. PHILOSOPHY AND OBJECTIVES OF STUDENT PERSONNEL PROGRAMS 7
IV. STUDENT PERSONNEL FUNCTIONS 10
General Functions 11
For the College 11
Student Development 11
Individualized Education 11
Environment Management 12
Psychological Climate 12
For the Community 13
Expansion of Educational Opportunities 13
Response to Community Needs 14
Concern for Improvement of the Community 15
Specific Functions 16
Counseling 16
Student Activities 17
Admissions 20Financial Aids 22
Orientation 23
Developmental and Remedial Programs 23
Placement 25
Employment 25
Educational 26Health Services 26Housing 27Educational and Occupational Information 28Research and Appraisal 28Records and Registration 30
V. ESSENTIAL PRINCIPLES FOR STUDENT PERSONNEL PROGRAMS 31
Statements of Philosophy, Objectives, and Policies 31
Acceptance of Student Personnel Programs 31
Evaluation of Student Personnel Programs 32Institutional Support of Student Personnel Programs 33
Budget 33Staffing 33Supportive Services 33Salary and Fringe Benefits 33
Professional Preparation 33In-Service Training 34Effective Administration 34
Planning 34Job Descriptions 34Advisory Committees 34Concern for the Future 35
Cooperation and Coordination Between MarylandCommunity Colleges 35
VI. RECOMMENDATIONS 36
FOOTNOTES 37
APPENDICES:
A The Proposed 'Master Plan's Division of ResponsibilitiesAmong the Levels of Higher Education 43
B Statement by Maryland Community College Presidents 45
C History of Maryland Community Colleges 49
D Control and Funding of Maryland Community Colleges 50
E Powers and Duties of Maryland State Board for Community Colleges 51
F Characteristics of Maryland Community College Students 52
INTRODUCTION
Higher Education in Maryland is undergoing rapid growth and fundamental change in bothpurpose and organization. Particularly affected are the public community colleges which areexperiencing a virtual explosion in student enrollment, building programs, curriculum offerings, andpublic demand for service.
While some of the changes currently taking place in Maryland are subtle, others are dramaticwith their full impact still to be felt. A new State Board for Community Colleges has assumedresponsibilities previously held by the State Department of Education. At the present time, severallocal boards of education have already divested themselves of their responsibility for communitycolleges, and new, independent boards of .trustees have assumed this responsibility. A new MasterPlan for Higher Education (which includes important implications for community colleges) is underconsideration,' and the Maryland Council for Higher Education is assuming an expanded role in thedirection and coordination of higher education in Maryland. Clearly, public higher education inMaryland is in a dynamic period.
Furthermore, national attention is focused on higher education. A variety of sources, includingbasic research, suggests higher education is not achieving all of its stated objectives. Student revoltshighlight claims that education is inappropriate and irrelevant, that teaching is poor, that there isinadequate student involvement in the institutional decision-making process, and that regulationshave been established that impinge on personal rights. Taxpayers, indignant over student activismand burdened with an ever spiraling tax rate, are demanding more proof of results and morejustification of budget requests. Our public colleges are being asked to undertake a greater degreeof self-assessment and meaningful self-evaluation than ever before. Maryland's proposed Master Planfor Higher Education makes this abundantly clear:
As more and more young people graduate from secondary school and an everincreasing number of these seek admission to college with the reasonable expectationthat such institutions will better prepare them for productive lives that will extendinto the 21st century, it is imperative that responsible educators and legislatorsprovide for these young citizens the kind and quality of education they need andexpect. Concurrently, as the nation girds itself to meet the challenges of a new
1
century, it looks to higher education as the wellspring of the imaginative conceptsand of the creative personnel required for the task. If these expectations are to berealized, careful educational planning must be undertaken, so that the future of thisland and her people is not left to the vagaries of change.
More explicitly each institution reviews its past to look for the major trends and theimportant decisions that have shaped its present. It then must look hard at itselfat the kind of students it serves, at the variety of the programs it offers, at thestrength of its faculty, and its resources, its finances and its facilities in order tohave a realistic evaluation of what it is and of the service it is rendering.2
The problem is a complicated one for community colleges in that they are new institutions,often ill-defined, and usually in a state of flux. Flexible and willing to improvise to meet newsituations, they can best be described as "becoming." Before having an opportunity clearly toestablish and evaluate their own purposes, they are caught up in a nationwide assessment of highereducation. Dr. Edmund J. Gleazer, Executive Director of the American Association of JuniorColleges, in an address to Maryland Student Personnel Workers makes this point very clear:
The crisis in the cities, the rise of Black Power, increasing student dissent, thepoverty problems, the dilemma of the educationally handicapped, now force thecommunity college, perhaps even more than any other educational institution, totake a look at itself to examine its shortcomings as well as its potential. For hereis an institution which declares its role to be that of a major instrument in providingopportu -;ty for education beyond the high school for all who want it close tohome *.ow cost, open-door, and with programs that fit. Now, as we look atourselves under the pressures of the environment, we begin to ask close to whosehomes? Is low-cost still too high? What good the open-door if the student quicklymoves out again? How do we get a good fit between program and student trimthe student or alter the programs?3
In particular, junior college student personnel programs have been undertaking a far reachingprocess of self-evaluation. Terry O'Banion has summarized the current state of this self-evaluationas follows:
The junior college is a new institution, and student personnel work is a newprofession. Being in a new profession in a new institution creates ambivalency,anxiety, disorientation .. .Those who have come to positions of leadership in the junior college confuse uswith their parental-like pronouncements: Ed Gleazer says that we "are 'democracy'scollege' of this century." And Lee Medsker adds, "the student personnel program isits key to success." E. G. Williamson ... told us that we were the "cutting edge of
2
the Student Personnel Movement." We swagger and strut under this assurance of ourgreatness and importance until we are reminded by T. R. McConnell that "studentpersonnel work is the practice of a mystery." And the dark depression of anadolescent Sunday afternoon deepens when we review Max Raines' report of theCarnegie Study:1. Three-fourths of the junior colleges have inadequate student personnel programs.
2. Adequate guidance and counseling is provided in less than one-half of thecolleges.
3. Coordinative, evaluative, and up-grading functions are the least effectivelyprovided of all functions.
4. Current staffing patterns are grossly inadequate both quantitatively and qualita-tively .
The major findings of the Carnegie Study are our professional pimples, and it isdifficult for us to think of ourselves as the key to success in the junior college. 4
Hopefully, these functions will become the "Pattern for Progress" (the theme of theWilliamsburg Conference) for student personnel programs in Maryland. They should also serve as anelaboration for the Maryland Council for Higher Education, the new State Board for CommunityColleges, the new local Boards of Trustees, as well as for students, faculty, and administration, onthe key role studc;nt personnel is able to perform in Maryland community colleges. In addition, thisdocument should be useful as a guide for each community college as it seeks to define its ownobjectives and evaluate the effectiveness of its own student personnel program.
Naturally, this document is not meant to establish state-wide standards which bind eachcollege. Instead, each Maryland community college should take these functions and adapt them tothe philosophy and practices of its own institution. What the document does represent, however, isthe current generalized opinions of the members of the Maryland Association of Junior CollegesStudent Personnel Division. Obviously, there remains some debate, even among student personnelworkers, over many of the points. Further, these functions generally represent desirable goals ratherthan practical solutions. Indeed, many of the purposes are admittedly difficult, if not impossible, toachieve completely.
In addition to writing this list of functions, the Student Personnel Division of the MarylandAssociation of Junior Colleges is concurrently undertaking a state-wide evaluation of studentpersonnel programs, using nationally recognized consultants and the "Inventory of Selected CollegeFunctions."
3
PU
RP
OS
E A
ND
RO
LE
MA
RY
LAN
D C
OM
MU
NIT
Y C
OLL
EG
ES
Publ
ic h
ighe
r ed
ucat
ion
in M
aryl
and
is c
urre
ntly
org
aniz
edas
a tr
i-pa
rtite
sys
tem
com
pose
d of
the
Uni
vers
ity o
f M
aryl
and,
the
Stat
e C
olle
ges,
and
the
Com
mun
ity C
olle
ges.
The
pro
pose
d M
aste
rPl
an o
f th
e M
aryl
and
Cou
ncil
for
Hig
her
Edu
catio
n re
com
men
ds th
at th
is s
yste
m b
e re
tain
ed, w
ithap
prop
riat
e di
visi
on o
f re
spon
sibi
lity.
The
ent
ire
Mas
ter
Plan
's d
escr
iptio
n of
the
vari
ous
leve
ls o
fhi
gher
edu
catio
n is
rep
rodu
ced
in A
ppen
dix
A. T
he U
nive
rsity
of
Mar
ylan
d, th
ough
off
erin
gin
stru
ctio
n at
all
leve
ls o
f hi
gher
edu
catio
n, w
ill p
lace
em
phas
ison
upp
er d
iv;e
;on,
gra
duat
e an
dpr
ofes
sion
al e
duca
tion,
and
res
earc
h. A
t pre
sent
, the
Uni
vers
ity s
houl
d be
the
only
pub
licin
stitu
tion
to o
ffer
aca
dem
ic p
rogr
ams
beyo
nd th
e m
aste
r's d
egre
e. T
he S
tate
Col
lege
s sh
ould
off
erun
derg
radu
ate
and
mas
ter's
deg
rees
in th
e ar
ts a
nd s
cien
ces
and
in e
duca
tion.
The
com
mun
ity c
olle
ges
are
desc
ribe
d as
fol
low
s:
Unl
ike
the
othe
r tw
o se
gmen
ts, t
he c
omm
unity
col
lege
sar
epr
imar
ilylo
cal
inst
itutio
ns f
unde
d in
par
t by
loca
l rev
enue
s an
d go
vern
ed b
ya
loca
l boa
rd. T
heir
prim
ary
purp
ose
is to
ser
ve th
e co
mm
unity
in w
hich
they
exi
st a
nd th
ey d
o th
isth
roug
h th
ree
type
s of
pro
gram
: 1)
occu
patio
nal
prog
ram
s re
quir
ing
mor
e th
an a
seco
ndar
y sc
hool
edu
catio
n; 2
) co
ntin
uing
and
adu
lt ed
ucat
iona
lpr
ogra
ms;
and
3)
two-
year
tran
sfer
pro
gram
s in
the
liber
al a
rts
and
in p
re-p
rofe
ssio
nal w
ork.
All
thre
epr
ogra
ms
serv
e to
bri
ng "
colle
ge"
with
in th
e ec
onom
ic c
apab
ility
of
a gr
eate
rnu
mbe
r of
com
mun
ity r
esid
ents
. Coi
nmun
ity c
olle
ges
shou
ld b
e al
ert t
o th
ene
w a
ndch
angi
ng d
eman
ds o
f th
eir
com
mun
ities
and
be
read
y to
wor
k w
ith c
omm
unity
lead
ers
in th
e de
velo
pmen
t of
prog
ram
s, w
ithor
with
out a
deg
ree,
to p
repa
re p
eopl
eto
eff
ectiv
ely
cope
with
the
new
nee
ds. C
omm
unity
col
lege
s sh
ould
assu
me
the
resp
onsi
bilit
ies
for
mee
ting
regi
onal
and
sta
te n
eeds
as in
tegr
al p
arts
of
the
tri-
part
itesy
stem
.s
Furt
herm
ore,
the
Mas
ter
Plan
rec
omm
ends
that
"en
rollm
ents
sho
uld
be m
ost r
estr
ictiv
e at
the
Uni
vers
ity o
f M
aryl
and,
less
so
at th
e St
ate
colle
ges,
and
rel
ativ
ely
unre
stri
ctiv
e at
the
com
mun
ityco
llege
s."6
r
EN
RO
LLM
EN
T G
RO
WT
H
CH
AR
AC
TE
RIS
TIC
S O
FM
AR
YLA
ND
CO
MM
UN
ITY
CO
LLE
GE
ST
UD
EN
TS
The
pre
side
nts
of M
aryl
and'
s co
mm
unity
colle
ges,
in a
join
t sta
tem
ent d
escr
ibin
g th
e sc
ope
and
char
acte
r of
pub
lic tw
o-ye
ar c
olle
ges
inM
aryl
and,
rec
ogni
ze th
at a
lthou
gh "
com
mun
ity c
olle
ges
diff
er f
rom
one
ano
ther
in M
aryl
and,
neve
rthe
less
ther
e ar
e so
me
gene
ral c
hara
cter
istic
s in
sco
pew
hich
iden
tify
and
defi
ne th
ese
two-
year
inst
itutio
ns a
s a
dist
inct
ive
segm
ent o
f hi
gher
edu
catio
n."
(The
ent
ire
stat
emen
t by
the
Mar
ylan
dC
omm
unity
Col
lege
Pre
side
nts
is r
epro
duce
d in
App
endi
x B
.F
urth
erm
ore,
,se
e A
ppen
dix
C f
or th
ehi
stor
y of
Mar
ylan
d co
mm
unity
col
lege
s an
dA
ppen
dix
D f
orth
eir
cont
rol a
nd f
inan
cing
.)T
he p
resi
dent
s po
int o
ut th
at c
omm
unity
col
lege
sin
Mar
ylan
d ar
e ch
arac
teri
zed
by b
eing
com
preh
ensi
ve, a
dapt
able
, com
mun
ity-c
ente
red;
they
are
acce
ssib
le g
eogr
aphi
cally
, fin
anci
ally
, and
acad
emic
ally
by
mea
ns o
f th
e "o
pen
door
" ad
mis
sion
spo
licy.
Fur
ther
mor
e, th
e pr
esid
ents
list
adi
vers
ifie
d ra
nge
of p
rogr
am o
ffer
ings
, inc
ludi
ngoc
cupa
tiona
l, tr
ansf
er, g
ener
al e
duca
tion,
and
cont
inui
ng e
duca
tion.
Oth
er p
rogr
ams
men
tione
din
clud
e st
uden
t per
sonn
el s
ervi
ces
and
deve
lop-
men
tal/r
emed
ial p
rogr
ams.
fuh,
. !:s
.a4
.cu
rric
a ltr
u;
mos
t of
the
.-k:
.1)m
ent i
n M
aryl
and
colle
ges
trip
led
betw
een
1955
and
1968
.7 T
he m
ost s
pect
acul
ar-.
o-t w
as in
the
publ
ic c
omm
unity
col
lege
s.W
ithin
this
thir
teen
-yea
r pe
riod
,c
grew
fro
m 1
,452
stu
dent
s to
27,2
01. O
f th
e Fa
ll 19
68 to
tal,
14,6
76 w
ere
:2,5
25 w
ere
part
-tim
e st
uden
ts. T
he n
umbe
r en
rolle
d in
car
eer
oroc
cupa
tiona
lco
nsis
ted
of 3
,534
of
the
full-
time
stud
ents
and
2,9
02of
the
part
-tim
e st
uden
ts. A
lso,
com
mun
ity c
olle
ges
have
man
y st
uden
ts w
ho a
re e
nrol
led
inno
n-cr
edit
cour
ses.
The
re h
as b
een
an e
ncou
ragi
ng c
hang
e in
the
colle
geas
pira
tions
of
Mar
ylan
d hi
gh s
choo
lst
uden
ts. E
ach
year
a la
rger
pro
port
ion
of c
olle
ge a
ge y
outh
seek
for
mal
edu
catio
n be
yond
hig
hsc
hool
, In
1965
, 39.
6 pe
r ce
nt o
f th
e pu
blic
hig
h sc
hool
gra
duat
esat
tend
ed c
olle
ge a
s co
mpa
red
tosl
ight
ly o
ver
27 p
er c
ent o
f th
e 19
55 g
radu
ates
. Mos
t of
the
incr
ease
in th
e pe
rcen
tage
of
high
scho
ol s
enio
rs g
oing
to c
olle
ge w
as a
bsor
bed
by th
e co
mm
unity
colle
ges.
Whi
le M
aryl
and'
s re
cord
of
colle
ge a
ttend
ance
by
rece
nt h
igh
scho
olgr
adua
tes
is o
nly
slig
htly
belo
w th
e na
tiona
l ave
rage
, Mar
ylan
d ha
s so
me
dist
ance
to g
o to
mat
ch m
any
othe
r st
ates
in th
epe
rcen
tage
of
high
sch
ool g
radu
ates
who
dir
ectly
enr
oll i
n a
colle
ge o
r un
iver
sity
. In
1967
, the
natio
nal a
vera
ge o
f th
e co
llege
age
pop
ulat
ion
enro
lled
in c
olle
ge w
as52
.4 p
er c
ent c
ompa
red
toM
aryl
and'
s 45
.7 p
er c
ent.
As
the
Mas
ter
Plan
con
clud
es, "
Sinc
e hi
gher
educ
atio
n is
so
impo
rtan
t to
the
wel
fare
of
the
Stat
e, M
aryl
and
mus
t wor
k to
pro
vide
adi
vers
ity o
f hi
gher
edu
catio
n su
ited
toth
e ne
eds
of it
s ci
tizen
s w
hich
will
attr
act a
hig
her
perc
enta
ge o
f th
epo
pula
tion.
"8
Stud
ent p
erso
nnel
pro
gram
s ca
nnot
be
appr
opri
atel
y or
ade
quat
ely
eval
uate
d w
ithou
t acl
ear,
com
preh
ensi
ve k
now
ledg
e of
the
stud
ents
they
ser
ve.
As
poin
ted
out,
Mar
ylan
d co
mm
unity
col
lege
spr
ovid
e a
wid
e ra
nge
of o
ffer
ings
, inc
ludi
ng tr
ansf
er p
rogr
ams,
car
eer
educ
atio
n, c
omm
unity
ser
vice
,
5
and continuing education. In addition, the community colleges are trying to extend educationalopportunities by having "open door" admission policies, being accessible to students, offeringappropriate educational programs, charging low tuition, offering many financial aid programs andremedial programs.
This diversity of programs and the effort to extend educational opportunity bring to thecommunity college:: a diverse student population. It is virtually impossible to generalize or todescribe a typical student. On public community college campuses in Maryland, students differmarkedly from one another in age, maturity, financial resources, personality characteristics, abilitiesand aptitudes, goals and aspirations, cultural and socioeconomic background, and duration ofenrollment.
This diversity of student characteristics has important implications for student personnelprograms. Furthermore, this great mix of students can be an asset to a program of education for acommunity. In Maryland community colleges, instructors and counselors must understand thenature of the instructional benefits and problems created by the great range of student academicability, and they must be prepared to cope with them. As enrollments increase, the "open door" ofMaryland community colleges will attract larger numbers of low achieving high school graduates, aswell as adults who have been away from formal education for a number of years. The challenge ofmeeting the needs of these students will certainly be one of the central concerns of all of highereducation during the next decade. (See Appendix F for additional descriptions and discussion of thecharacteristics of Maryland community college students.)
6
PHILOSOPHY AND OBJECTIVESOF STUDENT PERSONNEL PROGRAMS
At a time when many practices and policies in higher education are being reviewed in quietsessions and in violent demonstrations, the writing of a philosophy and a set of objectives for apart of higher education is difficult. Many of the old, cherished ideas that guided student personnelwork are being questioned, remodeled, or cast aside as no longer "relevant" to this day.
Faith in education as a way to a better and fuller life does not seem to be weakened, but themanner and extent of the student's involvement in the control of the process of his own educationare being questioned. This is a healthy sign and it should be encouraged.
Student personnel work has often been described as a profession that has been deeply involvedin assisting students to plan an educational program that will provide an individual path throughthe maze of mass education. It has further been described as a profession devoted to studentdevelopment through psychological and sociological techniques that provide role models, groupwork, and arrangement of appropriate campus environment and climate. Certainly thesedescriptions should still be accurate in today's college world.
Along with the function of educational/vocational planning, which includes the vital functionof counseling for personal concerns that may be blocking a student's movement toward his goal,student personnel work has included a collection of services designed to assist students over somecommon problems, such as the need for assistance with housing, financial aid, job placement, andhealth care.
Both the proposed Master Plan and a statement by the Maryland Community CollegePresidents stress the important role student personnel programs are expected to fulfill. In definingthe role of the community college, the Master Plan noted they should "offer strong guidanceprograms so that their students may be in a better position to evaluate their educational andoccupational needs." Furthermore, "the public institutions of higher learning and their governingboards [should] reassess their programs for guidance, counseling, and related services and preparean analysis of their objectives and the degree to which they feel they are meeting these objectives,including the need for additional personnel or additional services in this area."'
7
The Maryland Community College Presidents described a major set of student personnel
objectives and services:
The wide variety of students enrolling in the programs of the two-year collegenecessitates a particularly strong emphasis on effective student personnel services.
Programs must be clearly interpreted to students, proper goal selection must be
emphasized, and opportunities must exist for students to plan their own activities
and to receive help with personal problems.
In addition to guidance, counseling and student activities, the college must provide a
variety of other student services, including admissions, orientation, testing, registra-
tion, retention- of records, financial assistance, and job placement.
Special attention is given to providing opportunities to students to plan, participate
in, and evaluate a broad variety of activities designed to enrich their College
experience by broadening their education, acquaintanceships, talents, leadership
opportunities, sense of responsibility, and opportunities to serve the College and the
community.
The objective of student personnel programs is to help encourage the growth and development
of student behavior by assisting the student in:
1. self-understanding through
-evaluation
-planning
-decision-making-remediation of deficiencies
IL understanding others as individuals and asgroups of individuals through
-formal group memberships
-informal gatherings
-service to others-group processes and group counseling
III. understanding society through
-knowledge of institutions-participation as part of an institution
-use of institutional services
8
IV integration of the understanding of self, others,and society into a system of values appropriate foreach person through
-experience with others
-study-counseling
The objectives outlined above are, of course, not unique to student personnel. The statement
of objectives and philosophy of all Maryland community colleges include similar points. Specific
objectives for student personnel programs certainly belong with the total objectives of community
colleges.
9
STUDENT PERSONNEL FUNCTIONS.
The following section develops the general and specific functions through which student
personnel workers achieve their objectives. These activities should fall within the organizational
framework of a unified student personnel department. When all the student personnel functions arebrought together under the direction and responsibility of a single administrative unit, teamwork
among related staff members is enhanced, communications made easier, and the objectives ofstudent personnel programs more effectively and efficiently accomplished.
Many of the functions listed, especially the general functions of student development,individualizing education, expansion of educational opportunity, and serving the local communityare not the sole, or even the major, responsibility of student personnel workers. Student personnel,along with all other aspects of the college, contributes to the achievement of these goals. Naturally,
the faculty plays a large role often the predominant role in the fulfillment of these objectives.Nothing in this document is meant to minimize the role of the teaching faculty. Both teaching
faculty and student personnel workers are essential to the fulfillment of the college's goals. Just asstudent personnel can often contribute to the teaching effectiveness of the faculty, so the faculty
can contribute to the effectiveness of student personnel programs.
All student personnel programs should be made equally available to every student regardless of
his status or curriculum, including summer school students and adult students attending part-time
during day or evening hours or on weekends. There is a need to provide adequate services for
students attending classes located away from the main campus. The services to part-time studentsshould be offered by staff members as qualified as those who serve full-time students. Certainly,efforts should be made to identify the needs, as well as evaluate the services, of part-time and adult
students.
10
ST
UD
EN
T D
EV
ELO
PM
EN
T
IND
IVID
UA
LIZ
ED
ED
UC
AT
ION
GE
NE
RA
L F
UN
CT
ION
S O
F S
TU
DE
NT
PE
RS
ON
NE
L P
RO
GR
AM
S
FO
R T
HE
CO
LLE
GE
Stud
ent p
erso
nnel
'wor
kers
hav
e of
ten
defi
ned
them
selv
es a
s "s
tude
nt d
evel
opm
ent
spec
ialis
ts."
Cle
arly
impl
ied
is th
e co
ncep
t tha
t stu
dent
per
sonn
el w
orke
rs, t
hrou
gh tr
aini
ngin
the
beha
vior
alsc
ienc
es, p
rovi
de le
ader
ship
to th
e en
tire
cam
pus
in f
acili
tatin
g st
uden
t lea
rnin
gan
d de
velo
pmen
t.T
hey
shou
ld u
se th
eir
expe
rtis
e to
pla
y a
key
role
in th
e to
tal e
duca
tiona
l pro
cess
of
the
colle
geth
roug
h de
ep in
volv
emen
t in
man
agin
g th
e en
viro
nmen
t, de
velo
ping
cur
ricu
lum
s, a
ndcr
eatin
g a
lear
ning
and
teac
hing
atm
osph
ere
whi
ch f
acili
tate
cha
nge
in s
tude
nt b
ehav
ior,
atti
tude
, and
know
ledg
e. I
n co
oper
atio
n w
ith th
e fa
culty
, stu
dent
per
sonn
el w
orke
rs n
eed
to b
e co
ncer
ned
with
the
rele
vanc
e of
the
educ
atio
n st
uden
ts a
re r
ecei
ving
. The
y m
ust a
ffec
t the
lear
ning
pro
cess
by
serv
ing
as r
esou
rce
pers
onne
l to
mem
bers
of
the
colle
ge s
taff
on
all s
tude
nt d
evel
opm
ent p
rogr
ams.
Facu
lty a
nd s
tude
nt p
erso
nnel
wor
kers
mus
t sha
re a
mut
ual c
once
rn a
nd in
volv
emen
t in
the
iden
tific
atio
n an
d ev
alua
tion
of a
ppro
pria
te e
duca
tiona
l pro
cess
es. O
bvio
usly
, the
sam
e kn
owle
dge
of s
tude
nts
and
thei
r de
velo
pmen
t sho
uld
be a
pplie
d to
thos
e ed
ucat
iona
l act
iviti
es o
utsi
de o
f th
ecl
assr
oom
for
whi
ch s
tude
nt p
erso
nnel
wor
kers
are
trad
ition
ally
res
pons
ible
.
Sinc
em
ass
educ
atio
nis
syno
nym
ous
with
the
achi
evem
ent
of u
nive
rsal
edu
catio
nal
oppo
rtun
ity, s
tude
nt p
erso
nnel
wor
kers
mus
t mak
e ev
ery
effo
rt to
indi
vidu
aliz
e an
d pe
rson
aliz
e th
eed
ucat
iona
l pro
cess
. Hig
her
educ
atio
n m
ust c
omm
it its
elf
to a
con
cern
for
indi
vidu
als.
A b
asic
purp
ose
of e
duca
tion
is to
hel
p ea
ch p
erso
nun
ders
tand
and
rea
ch h
is o
wn
uniq
ue g
oals
and
aspi
ratio
ns. S
adie
Hig
gins
and
Alic
e T
hurs
ton
stre
ssed
this
poi
nt:
Des
pite
our
gro
win
g pa
ins
and
desp
ite th
e cr
eepi
ng d
eper
sona
lizat
ion
with
in o
urso
ciet
y, w
e ca
nnot
allo
w o
ur s
tude
nts
to b
e na
mel
ess
and
face
less
. Whe
ther
or
not
we
will
be
able
to r
each
eac
h on
epe
rson
ally
is p
erha
ps b
esid
e th
e po
int.
Mor
eim
port
ant i
s th
at w
e tr
y. T
hrou
gh s
uch
test
ed d
evic
es a
s ad
mis
sion
sin
terv
iew
s,st
uden
t-fa
culty
disc
ussi
ons,
wel
l-de
fine
d av
enue
s of
app
eal o
f re
al o
r fa
ncie
din
just
ices
,ph
ysic
al p
lant
s th
at r
efle
ct a
war
enes
s of
stu
dent
nee
ds, a
nd th
roug
hcr
eativ
e in
nova
tions
, we
can
rem
ain
the
kind
s of
inst
itutio
ns w
hich
stu
dent
spe
rcei
veas
car
ing
for
them
as
indi
vidu
als.
' °
Max
Rai
nes
has
also
str
esse
d th
e ne
ed to
indi
vidu
aliz
eed
ucat
ion
by s
tatin
g th
at "
the
anon
ymity
of
urba
niza
tion,
the
inse
curi
ties
of s
ocia
l and
geo
grap
hic
mob
ility
,th
e in
tens
ifie
d co
nflic
ts a
mon
gsu
b-cu
ltura
l gro
ups,
the
dram
atic
cha
nges
bro
ught
abo
ut b
y co
mpu
ter
tech
nolo
gies
are
but
a f
ew o
fth
e fa
ctor
s w
hich
spe
ak s
tron
gly
for
pers
onal
izat
ion
of th
eed
ucat
iona
l pro
cess
. "1
IA
ll m
embe
rs o
f
11
EN
VIR
ON
ME
NT
MA
NA
GE
ME
NT
PS
YC
HO
LOG
ICA
LC
LIM
AT
E
inst
itutio
ns o
f hi
gher
lear
ning
mus
t mak
e a
conc
entr
ated
eff
ort t
o kn
owth
eir
stud
ents
and
pro
vide
a va
riet
y of
edu
catio
nal p
rogr
ams,
act
iviti
es,
and
serv
ices
.
Stud
ent p
erso
nnel
wor
kers
sho
uld
appl
y th
eir
know
ledg
e of
stud
ents
and
the
lear
ning
pro
cess
to p
lann
ing
optim
al c
ampu
s en
viro
nmen
t. A
sL
. Lyn
n O
urth
poi
nted
out
at o
ur W
illia
msb
urg
Con
fere
nce,
".
stud
ent p
erso
nnel
mus
t pro
vide
the
lead
ersh
ip in
mak
ing
colle
giat
een
viro
nmen
tsus
eful
as
agen
ts f
or s
tude
nt d
evel
opm
ent."
" T
he c
olle
ge's
phys
ical
env
iron
men
t sho
uld
crea
te a
clim
ate
whi
ch e
nhan
ces
posi
tive
stud
ent a
nd f
acul
ty a
ttitu
des.
For
exam
ple,
opp
ortu
nitie
s sh
ould
be
prov
ided
for
stu
dent
s to
be
alon
e or
to c
ongr
egat
e in
grou
ps. I
nfor
mal
stu
dent
-stu
dent
and
stud
ent-
facu
lty in
tera
ctio
n sh
ould
be
enco
urag
ed b
y ph
ysic
alfa
cilit
ies.
Esp
ecia
lly im
port
ant f
or c
omm
utin
g st
uden
ts a
re a
reas
whe
reth
ey c
an f
eel a
t hom
e,w
here
they
per
ceiv
e a
"sen
se o
f pe
rson
al te
rrito
ry."
The
atti
tude
of
the
colle
ge is
cle
arly
ref
lect
ed in
its
phys
ical
fac
ilitie
s.Fo
r ex
ampl
e, a
clim
ate
of s
ervi
ce to
all
stud
ents
can
be
enha
nced
by
"ope
n do
or"
facu
lty a
ndco
unse
ling
offi
ces.
Off
ices
whi
ch e
ncou
rage
cas
ual d
rop-
ins
and
whi
ch "
reac
h-ou
t" a
ndin
vite
stu
dent
s to
ent
er c
ould
be
loca
ted
off
open
loun
ges
or in
are
as o
f he
avy
stud
ent t
raff
ic. O
f co
urse
sop
port
uniti
es m
ust a
lso
exis
t for
stu
dent
s to
see
cou
nsel
ors
priv
atel
y.
In c
oope
ratio
n w
ith th
e fa
culty
, stu
dent
per
sonn
el w
orke
rs s
houl
d st
rive
for
the
deve
lopm
ent
of a
clim
ate
whi
ch is
per
vade
d by
a "
stud
ent p
oint
of
view
." M
etho
ds o
fin
stru
ctio
n, c
urri
culu
m,
serv
ices
, pol
icie
s, a
nd a
cade
mic
sta
ndar
ds s
houl
d be
in th
e st
uden
ts' b
est i
nter
est.
A p
sych
olog
ical
clim
ate
whi
ch r
efle
cts
this
con
cern
for
stu
dent
s is
abs
olut
ely
esse
ntia
lif
the
inst
itutio
n is
to b
em
axim
ally
eff
ectiv
e in
the
atta
inm
ent o
f its
obj
ectiv
es. S
tude
nts,
fac
ulty
, adm
inis
tsat
ion,
and,
not
leas
t of
all,
the
non-
prof
essi
onal
cle
rica
l and
cus
todi
al s
taff
sho
uld
have
posi
tive
attit
udes
tow
ard
the
cont
ribu
tion
they
mak
e to
this
clim
ate.
In-
serv
ice
educ
atio
n fo
r al
l col
lege
pers
onne
l in
hum
anre
latio
ns a
nd in
stitu
tiona
l pur
pose
cou
ld c
ontr
ibut
e m
easu
rabl
y to
an
atm
osph
ere
whi
ch e
nhan
ces
stud
ent g
row
th.
Stud
ent p
erso
nnel
wor
kers
mus
t be
conc
erne
d w
ith th
e ca
uses
of
rece
ntst
uden
t unr
est a
ndat
tem
pt to
sol
ve th
e pr
oble
ms
whi
ch c
ause
dis
orde
r. A
t the
Will
iam
sbur
g C
onfe
renc
e th
epa
rtic
ipan
ts c
oncl
uded
that
"st
uden
t per
sonn
el w
orke
rs s
houl
d in
sure
that
stu
dent
s ha
vech
anne
lsof
com
mun
icat
ion
to e
xpre
ss th
eir
need
s an
d co
ncer
ns r
egar
ding
the
life
of th
eco
llege
." F
urth
er,
they
sho
uld
wor
k to
war
d th
e ad
optio
n of
pol
icie
s an
d pr
actic
es w
hich
ass
ure
stud
ents
' rig
hts
and
free
dom
s.
Stud
ents
, see
king
a s
hiel
d si
mila
r to
the
facu
lty's
aca
dem
ic f
reed
om a
nd te
nure
sys
tem
, hav
eco
ntri
bute
d to
the
rece
nt "
Join
t Sta
tem
ent o
n th
e R
ight
s an
d Fr
eedo
ms
ofSt
uden
ts.'"
Suc
h a
12
stat
emen
t sho
uld
exis
t in
each
inst
itutio
n, f
ollo
win
g th
e pa
ttern
of th
e or
igin
al b
ut ta
ilore
d to
the
uniq
uene
ss o
f th
e lo
cal i
nstit
utio
n. B
asic
ally
, the
doc
umen
t cal
ls f
or th
ede
velo
pmen
t of
polic
ies
and
proc
edur
es w
hich
pro
vide
and
saf
egua
rd th
e fo
llow
ing
stud
ent,
righ
ts: f
ree
inqu
iry
and
free
expr
essi
on; c
olle
ge r
ecor
ds w
hich
do
not r
efle
ct s
tude
nts'
pol
itica
l act
iviti
es o
rbe
liefs
; fre
edom
toor
gani
ze a
nd jo
in a
ssoc
iatio
nsto
pro
mot
eco
mm
on in
tere
sts;
fre
edom
to s
uppo
rt c
ause
sby
orde
rly
mea
ns w
hich
do
not d
isru
pt th
e re
gula
r an
d es
sent
ial
oper
atio
n of
the
inst
itutio
n; f
reed
omto
invi
te a
nd to
hea
r pe
rson
s of
thei
r ow
n cn
oosi
ng; s
tude
nt p
ublic
atio
nsw
ith a
hig
h de
gree
of
edito
rial
fre
edom
and
fin
anci
al a
uton
omy.
Cle
arly
inst
itutio
nal r
egul
atio
nsw
hich
abr
idge
the
norm
al f
reed
oms
of c
itize
ns in
a d
emoc
racy
sho
uld
not b
e es
tabl
ishe
d, a
ndfu
rthe
rmor
e, p
roce
dura
lst
anda
rds
of d
ue p
roce
ss f
or d
isci
plin
ary
actio
n sh
ould
be
deve
lope
d.
EX
PA
NS
ION
FO
R T
HE
CO
MM
UN
ITY
OF
ED
UC
AT
ION
AL
OP
PO
RT
UN
ITIE
S
The
Edu
catio
nal P
olic
ies
Com
mis
sion
has
rec
omm
ende
d th
at th
e na
tion'
s go
al o
fun
iver
sal
oppo
rtun
ity f
or e
duca
tion
exte
nd a
t lea
st tw
o ye
ars
beyo
nd h
igh
scho
ol. I
n th
ew
ords
of
the
Com
mis
sion
, "un
less
opp
ortu
nity
for
edu
catio
n be
yond
the
high
sch
ool c
an b
e m
ade
avai
labl
e to
all,
whi
le a
t the
sam
e tim
e in
crea
sing
the
effe
cive
ness
of
the
elem
enta
ryan
d se
cond
ary
scho
ols,
then
the
Am
eric
an p
rom
ise
of in
divi
dual
dig
nity
and
fre
edom
can
not b
e ex
tend
ed to
all
. .. .
In th
efi
xtur
e, th
e im
port
ant q
uest
ion
need
s to
be
not '
Who
des
erve
s to
be
adm
itted
?' b
ut 'W
hom
can
the
soci
ety,
in c
onsc
ienc
e an
d se
lf-i
nter
est,
excl
ude?
' "1
4
Com
mun
ity c
olle
gest
uden
t , p
erso
nnel
wor
kers
mus
t acc
ept t
he c
halle
nge
of e
xpan
ding
appr
opri
ate
educ
atio
nal o
ppor
tuni
ties,
esp
ecia
lly to
the
educ
atio
nally
hand
icap
ped
and
soci
o-ec
onom
ical
ly d
isad
vant
aged
. Mar
ylan
d co
mm
unity
col
lege
s ha
ve c
ontr
ibut
ed to
expa
ndin
g ed
uca-
tiona
l opp
ortu
nitie
s by
ado
ptin
g "o
pen
door
" ad
mis
sion
s po
licie
s, b
eing
geog
raph
ical
ly a
cces
sibl
e to
man
y st
uden
ts, o
ffer
ing
appr
opri
ate
and
vari
ed e
duca
tiona
l pro
gram
s, a
nd h
avin
g lo
w tu
ition
cos
tsin
con
junc
tion
with
div
ersi
fied
fin
anci
al a
id p
rogr
ams.
' s
The
pro
pose
d M
aste
r Pl
an s
tate
s th
e re
spon
sibi
lity
of th
e st
ate
topr
ovid
e ed
ucat
iona
lop
port
unity
as
follo
ws:
"T
he S
tate
has
a r
espo
nsib
ility
to p
rovi
de th
eop
port
unity
for
hig
her
educ
atio
n to
all
stud
ents
who
can
ben
efit
from
it. T
he r
espo
nsib
ility
is d
isch
arge
d w
hen,
with
in th
eSt
ate'
s ab
ility
to p
ay, t
he in
stitu
tions
of
high
er le
arni
ng a
re a
cces
sibl
e to
the
stud
ents
, app
ropr
iate
to th
eir
need
s, a
nd a
dequ
ate
for
the
trai
ning
they
des
ire.
"'6
Whi
le m
ost M
aryl
and
com
mun
ity c
olle
ges
acce
pt th
is g
oal,
its a
chie
vem
ent i
sst
ill to
be
real
ized
. Man
y se
gmen
ts o
f th
e po
pula
tion
are
unde
r-re
pres
ente
d in
our
stu
dent
bodi
es.''
As
Jane
Mat
son
has
poin
ted
out,
Som
e of
the
educ
atio
nal r
espo
nsib
ilitie
s w
hich
the
juni
or c
olle
ge h
ascl
aim
ed a
rebe
ing
assu
med
, alm
ost b
y de
faul
t, by
oth
er c
omm
unity
gro
ups
and
agen
cies
.T
here
is
RE
SP
ON
SE
TO
CO
MM
UN
ITY
NE
ED
S
cons
ider
able
evi
denc
e th
at th
e ju
nior
col
lege
,ge
nera
lly, i
s no
t doi
ng a
ll it
coul
d, a
llit
shou
ld, n
or a
llth
atit
clai
med
it w
ould
do,
to d
emoc
ratiz
e ed
ucat
iona
lop
port
unity
. The
re is
no
ques
tion
of th
e en
orm
ityof
this
task
nor
its
diff
icul
ties
and
pitf
alls
. But
ther
e ar
e m
any
who
hav
e fa
ithin
the
ultim
ate
abili
ty o
f th
eco
mm
unity
juni
or c
olle
ge to
acc
ompl
ish
this
task
at a
leve
l whi
ch w
ill ju
stif
y its
stat
ed a
ims
and
obje
ctiv
es.'
8
Stud
ent p
erso
nnel
wor
kers
mus
t car
ry a
hea
vypo
rtio
n of
the
load
in m
akin
g ed
ucat
iona
lop
port
unity
for
all
a re
ality
.
The
nat
ure
of th
e co
mm
unity
in w
hich
the
colle
ge is
loca
ted
mus
t inf
luen
ce th
e pu
rpos
es a
ndph
iloso
phy
of th
e co
llege
, inc
ludi
ng th
e ob
ject
ives
and
func
tions
of
the
stud
ent p
erso
nnel
pro
gram
.Fo
r ex
ampl
e, s
uch
soci
al a
nd e
cono
mic
fac
tors
as
the
cultu
ral a
nd e
thni
c m
ake-
up o
f th
eco
mm
unity
, the
type
s of
indu
stri
es a
nd b
usin
esse
s, a
sw
ell a
s th
e av
aila
bilit
y of
oth
er e
duca
tiona
lin
stitu
tions
, hel
p de
fine
the
com
mun
ity c
olle
ge's
.rol
e. T
he c
olle
gesh
ould
be
the
com
mun
ity's
ow
nin
stitu
tion
open
ly a
nd p
urpo
sely
in a
nd o
f th
e co
mm
unity
it s
erve
s. A
sth
e pr
opos
ed M
aste
r Pl
anpo
ints
out
, "co
mm
unity
col
lege
s sh
ould
be
aler
t to
the
new
and
chan
ging
dem
ands
of
thei
rco
mm
uniti
es a
nd b
e re
ady
to w
ork
with
com
mun
ity le
ader
sin
the
deve
lopm
ent o
f pr
ogra
ms,
with
or w
ithou
t a d
egre
e, to
pre
pare
peop
le to
eff
ectiv
ely
cope
with
the
new
nee
ds."
'9
The
Com
mun
ity C
olle
ge P
resi
dent
s re
info
rced
this
impo
rtan
tfun
ctio
n as
fol
low
s:
The
com
mun
ity c
olle
ge is
loca
l in
the
sens
e th
at it
ser
ves
the
inte
rest
of
the
loca
lco
mm
unity
. How
ever
, thi
s vi
ew is
not
pro
vinc
ial,
for
the
indi
vidu
al, t
he r
egio
n, th
est
ate,
and
the
natio
n an
d so
ciet
y in
gen
eral
are
als
oim
port
ant p
oint
s of
ref
eren
ce.
How
ever
, it
is th
e lo
cal j
uris
dict
ion
whi
ch p
rovi
des
the
cues
for
pro
gram
and
plan
ning
and
mak
es th
e m
ost s
igni
fica
nt a
sses
smen
t of
need
and
loca
tion
offa
cilit
ies.
Furt
herm
ore,
the
pres
iden
ts h
ave
stre
ssed
the
com
mun
ity's
nee
dfo
r lif
e-lo
ng le
arni
ng:
As
note
d ab
ove,
the
com
mun
ity c
olle
ge f
inds
itse
lf d
eepl
yin
volv
ed in
con
tinui
nged
ucat
ion
and
com
mun
ity s
ervi
ces.
The
se p
rogr
ams
are
taci
tad
mis
sion
of
the
fact
that
tim
es a
nd r
equi
rem
ents
cha
nge
and
that
the
com
mun
ityco
llege
can
ass
ist
peop
le to
fac
e th
ese
chan
ges
effe
ctiv
ely
and
to d
eepe
nth
eir
unde
rsta
ndin
g of
them
.T
he f
act t
hat t
he in
stitu
tion
is lo
cal a
nd c
entr
al in
the
com
mun
ity a
ssis
ts it
inre
achi
ng o
ut to
thos
e in
nee
d of
edu
catio
nat
wha
teve
r ag
e or
in w
hate
ver
stag
eof
life
.
In c
onju
nctio
n w
ith a
ll ot
her
area
s of
the
colle
ge,
stud
ent p
erso
nnel
wor
kers
sho
uld
prov
ide
serv
ices
for
the
com
mun
ity f
rom
the
reso
urce
s an
d sk
ills
of it
s ow
n st
aff,
esp
ecia
lly c
omm
unity
14
CO
NC
ER
NF
OR
IMP
RO
VE
ME
NT
OF
TH
E C
OM
MU
NIT
Y
coun
selin
g se
rvic
es. I
t is
prob
able
that
ther
e ar
e fe
w o
ther
age
ncie
s in
the
com
mun
ity w
hich
hol
dth
e po
tent
ial f
or s
uch
posi
tive
cont
ribu
tions
to m
enta
l hea
lth a
s do
es th
e co
mm
unity
col
lege
with
its o
ppor
tuni
ties
for
both
cou
nsel
ing
and
trai
ning
.
In c
onju
nctio
n w
ith s
tude
nts,
com
mun
ity a
genc
ies
and
citiz
ens,
the
entir
epr
ofes
sion
al c
olle
gest
aff
shou
ld w
ork
to im
prov
e th
e ed
ucat
iona
l, cu
ltura
l, an
d so
cio-
econ
omic
leve
lof
the
com
mun
ity.
The
col
lege
sho
uld
serv
e as
a c
atal
yst f
or c
omm
unity
dev
elop
men
t and
self
-im
prov
emen
t. T
hrou
ghth
e pr
ovis
ion
of le
ader
ship
and
coo
rdin
atio
n, th
e co
llege
can
ser
ve a
s a
com
mun
ity "
chan
ge a
gent
"fo
r so
cial
adv
ance
men
t, in
clud
ing
impr
ovem
ent i
n ra
ce a
nd e
thni
c re
latio
ns.
Furt
her,
the
colle
gesh
ould
ser
ve a
s a
foca
l poi
nt f
or th
e cu
ltura
l and
inte
llect
ual d
evel
opm
ent
of th
e co
mm
unity
itse
rves
. Jess
e B
ogue
poi
nted
out
in 1
950
that
"ev
ery
colle
ge, r
egar
dles
s of
its
size
or
met
hod
ofco
ntro
l, sh
ould
see
k ou
t and
enc
oura
ge a
dults
in th
e co
mm
unity
toim
prov
e th
emse
lves
and
thei
roc
cupa
tiona
l sta
tus.
"2M
ore
rece
ntly
, the
Boa
rd o
f D
irec
tors
of
the
Am
eric
an A
ssoc
iatio
n of
Juni
or C
olle
ges
stat
ed, "
that
the
com
preh
ensi
ve r
espo
nse
to th
e di
sadv
anta
ged
exte
nds
wel
lbe
yond
the
clas
sroo
m a
nd th
e ca
mpu
s. T
here
are
cri
tical
com
mun
icat
ion,
econ
omic
, and
cul
tura
l gap
sco
mpo
undi
ng th
e ed
ucat
iona
l gap
. The
two-
year
col
lege
can
and
sho
uld
be a
n in
stru
men
tin
the
rem
edy
of a
ll th
ese
gaps
..
.T
he A
ssoc
iatio
n re
cogn
izes
that
pov
erty
and
pre
judi
ce a
re b
arri
ers
toop
port
unity
for
mill
ions
of
Am
eric
ans
and
thus
impe
dim
ents
that
res
tric
t and
thre
aten
natio
nal
prog
ress
.""
One
spe
cial
rol
e co
mm
unity
col
lege
s in
Mar
ylan
d sh
ould
ass
ume
is th
eim
prov
emen
t of
race
rela
tions
and
the
furt
hera
nce
of r
acia
l int
egra
tion.
As
the
Mas
ter
Plan
poi
nts
out:
Rac
ially
-seg
rega
ted
educ
atio
n is
als
o a
dete
rren
t to
the
max
imum
dev
elop
men
t of
the
pote
ntia
litie
s of
the
stud
ents
. It i
s ra
ther
obv
ious
ly a
n in
hibi
ting
fact
or in
the
acad
emic
and
inte
llect
ual
deve
lopm
ent
of th
est
uden
ts o
f m
inor
ity g
roup
s.In
stitu
tiona
lized
seg
rega
tion
limits
the
effe
ctiv
enes
s of
edu
catio
n as
it r
elat
es to
the
indi
vidu
al a
s w
ell a
s to
the
soci
ety
of w
hich
he
is a
mem
ber.
It i
s im
pera
tive
that
this
situ
atio
n be
cor
rect
ed in
ord
er to
bri
ng a
ll st
uden
ts in
to th
em
ains
trea
m o
fA
mer
ican
life
and
cul
ture
.
Del
iber
ate,
act
ive
and
pers
iste
nt r
ecru
itmen
t of
mem
bers
of
min
ority
rac
esin
sofa
r as
the
dom
inan
t pop
ulat
ion
of a
ny g
iven
inst
itutio
n is
con
cern
ed is
such
a m
easu
re.'
2
15
CO
UN
SE
LIN
G
SP
EC
IFIC
FU
NC
TIO
NS
OF
ST
UD
EN
T P
ER
SO
NN
EL
PR
OG
RA
MS
Bec
ause
the
com
mun
ity c
olle
ge o
ffer
s an
exp
erie
nce
in h
ighe
r ed
ucat
ion
to a
lmos
t any
one
who
see
ks it
, the
re is
a r
espo
nsib
ility
to p
rovi
de th
e op
port
unity
for
stu
dent
sto
inte
grat
e th
eir
educ
atio
nal e
xper
ienc
e in
to th
eir
lives
and
per
sona
litie
s. O
ppor
tuni
ties
for
coun
selin
gdi
rect
ly o
rin
dire
ctly
rel
ated
to th
e co
llege
mus
t be
mad
e re
adily
ava
ilabl
e to
all
stud
ents
.T
he M
aste
r Pl
ancl
earl
y es
tabl
ishe
d th
e im
port
ance
of
coun
selin
g in
Mar
ylan
d co
llege
s:
Mor
e th
an e
ver
befo
re, c
olle
ges
have
stu
dent
bod
ies
that
req
uire
exp
ert g
uida
nce
and
coun
selin
g se
rvic
es.
..T
here
is a
res
pons
ibili
ty to
soc
iety
as
wel
las
to th
e in
divi
dual
to e
nabl
e ea
ch s
tude
nt to
mak
e th
e m
ost o
f hi
s ab
ilitie
s. T
oas
sum
e th
at a
stu
dent
can
solv
e al
l his
pro
blem
s on
his
ow
n is
unr
ealis
tic. T
o as
sum
e th
ata
stud
ent's
mee
ting
the
acad
emic
sta
ndar
ds o
f an
inst
itutio
n ne
cess
arily
prep
ares
him
to b
e a
wor
thy
citiz
en is
als
o un
real
istic
. Cha
nges
in s
ocie
ty it
self
hav
e pl
aced
unp
rece
dent
edde
man
ds o
n in
divi
dual
s, c
reat
ing
emot
iona
l str
ains
that
can
be d
etri
men
tal n
ot o
nly
to th
e st
uden
t's w
ell-
bein
g bu
t to
our
dem
ocra
ticw
ay o
f lif
e.2
3
Sinc
e th
e "o
pen
door
" co
mm
unity
col
lege
off
ers
a di
vers
e ed
ucat
iona
l pro
gram
, the
stu
dent
s,if
they
are
to c
hoos
e w
isel
y am
ong
the
man
y op
port
uniti
es a
vaila
ble,
mus
t be
assi
sted
in id
entif
ying
thei
r ab
ilitie
s an
d in
tere
sts
as w
ell a
s as
sess
ing
thei
r de
fici
enci
es a
ndpo
tent
ialit
ies.
Thi
s is
esp
ecia
llytr
ue f
or th
e st
uden
t who
is u
ncer
tain
abo
ut h
is e
duca
tiona
l goa
ls. A
gain
, the
Mas
ter
Plan
mak
es th
ene
ed c
lear
:
Dev
elop
men
t of
the
com
mun
ity c
olle
ges
has
part
icul
ar a
dvan
tage
s fo
r th
eun
cert
ain
and
mar
gina
l stu
dent
s, f
or th
ese
colle
ges
ate
capa
ble
of p
erm
ittin
g th
e ho
rizo
ntal
mov
emen
t of
thei
r st
uden
ts a
mon
g th
e va
riou
sca
reer
pro
gram
s an
d be
twee
n th
eca
reer
pro
gram
s an
d th
e tr
ansf
er p
rogr
ams.
Thu
s th
e st
uden
tun
sure
of
his
life'
soc
cupa
tiona
l goa
ls c
an, i
n th
e co
mm
unity
col
lege
, sam
ple
both
aca
dem
ican
d ca
reer
prog
ram
s un
til h
e is
rea
dy to
mak
e a
choi
ce.2
4
EL
EM
EN
TS:
1.M
ake
avai
labl
e to
all
stud
ents
, in
a w
ide
rang
e of
con
veni
ent t
imes
and
pla
ces,
pro
fess
iona
llytr
aine
d pe
rson
nel t
o .a
ssis
t stu
dent
s as
they
see
k to
und
erst
and
them
selv
esan
d co
pe w
ith th
ede
man
ds o
f th
eir
goak
s, v
alue
s, a
ttitu
des,
and
abi
litie
s.2.
Prov
ide
adlq
uate
tool
s fo
r co
unse
lors
case
rec
ord;
test
ing,
cum
ulat
ive
educ
atio
n re
cord
s,in
form
atio
nal s
ourc
es, r
efer
ral p
roce
dure
s an
d ag
enci
es.
3.A
ssur
e th
at th
e co
unse
ling
staf
f, b
y vi
rtue
of
trai
ning
and
exp
erie
nce,
is p
repa
red
to w
ork
with
16
ST
UD
EN
T A
CT
IVIT
IES
stud
ents
in g
roup
s as
wel
l as
in th
e m
ore
trad
ition
al o
ne-t
o-on
e re
latio
nshi
p. S
elf-
unde
rsta
ndin
gan
d pa
rtic
ipat
ion
in s
ocie
ty m
ay b
e en
hanc
ed b
y th
e us
e of
rec
ent g
roup
cou
nsel
ing
and
grou
ppr
oces
s te
chni
ques
. Sta
ff w
ith d
iver
seba
ckgr
ound
s an
d ap
proa
ches
wou
ld s
eem
ess
entia
l for
deal
ing
prop
erly
with
the
mul
ti-ch
arac
tere
d po
pula
tion
of th
e co
mm
unity
col
lege
.
4.Pl
ace
a m
ajor
foc
us o
n st
uden
t dec
isio
n-m
akin
g in
the
coun
selin
g pr
oces
s. E
mph
asiz
e to
stud
ents
thei
r ro
le in
ass
umin
g in
crea
sing
res
pons
ibili
ty f
or th
eir
educ
atio
nal d
ecis
ions
and
pers
onal
gro
wth
.
5.C
onsi
der
coun
selin
g as
a c
ompr
ehen
sive
pro
cess
whi
ch c
anno
t be
prop
erly
div
ided
into
spe
cial
area
s su
ch a
s ed
ucat
iona
l, vo
catio
nal,
orpe
rson
al, b
ut r
ecog
nize
that
this
ran
ge o
f co
ncer
nsw
ill b
e pr
esen
ted
by th
e cl
ient
ele.
Stu
dent
s sh
ould
be
free
to e
xam
ine
all a
spec
ts o
f th
eir
lives
with
the
aid
of c
ouns
elin
g. C
ouns
elor
s ne
ed to
be
prep
ared
to c
omm
unic
ate
in a
ll ar
eas
dete
rmin
ed b
y th
e st
uden
t.
6.Pr
ovid
e an
atm
osph
ere
of c
ouns
elin
g w
hich
is a
imed
at a
ll st
uden
ts, r
athe
r th
an d
irec
ted
only
at s
tude
nts
who
pre
sent
spe
cial
pro
blem
s.
7.D
efin
e th
e sc
ope
and
dept
h of
cou
nsel
ing
appr
opri
ate
to c
omm
unity
col
lege
s, a
rid
esta
blis
hpr
oced
ures
for
eas
y re
ferr
al o
f st
uden
ts to
per
tinen
t age
ncie
s fo
r ad
ditio
nal s
ervi
ces.
8.D
esig
nate
and
trai
n st
aff
for
spec
ial g
roup
s of
stu
dent
s, in
clud
ing
fore
ign
stud
ents
, adu
lts in
need
of
re-t
rain
ing,
and
oth
er a
typi
cal s
tude
nts.
2 s
9.D
evel
op s
kills
nec
essa
ry to
wor
k w
ith s
tude
nts
who
are
enr
olle
d in
car
eer-
orie
ntat
ed p
rogr
ams.
Cou
nsel
ors
need
to k
now
abo
ut th
e la
bor
forc
e an
d m
arke
t, es
peci
ally
in th
e lo
cal c
omm
unity
.T
hey
mus
t hel
p th
e m
ajor
ity o
f "t
rans
fer-
orie
nted
" st
uden
ts w
ho d
o no
t tra
nsfe
r to
acc
ept
and
adju
st to
thes
e ba
sic
chan
ges
in th
eir
goal
s. T
ime
shou
ld a
lso
be s
pent
with
stu
dent
s w
how
ithdr
aw f
rom
col
lege
by
help
ing
them
adj
ust t
o th
eir
new
goa
ls a
nd to
fin
d ap
prop
riat
eem
ploy
men
t and
/or
othe
r ed
ucat
iona
l opp
ortu
nitie
s.
A m
eani
ngfu
l and
app
ropr
iate
stu
dent
act
iviti
es f
unct
ion
is a
key
ston
e of
stu
dent
per
sonn
el.
Am
ong
its m
ajor
, con
cern
s ar
e st
uden
t act
iviti
es, s
tude
nt g
over
nanc
e, s
tude
nt r
ight
s an
dfr
eedo
ms,
and
soci
al r
egul
atio
ns. S
tude
nt a
ctiv
ities
are
des
igne
d to
dev
elop
cul
tura
l,so
cial
, edu
catio
nal,
recr
eatio
nal,
and
voca
tiona
l exp
erie
nces
for
stu
dent
s as
an
exte
nsio
n or
a s
uppl
emen
t to
thei
rcl
assr
oom
exp
erie
nces
. It s
houl
d be
con
side
red
a pa
rt o
f th
e ed
ucat
iona
l pro
gram
of
the
colle
ge.
As
Cha
rles
C. C
ollin
s po
ints
out
:
The
fac
t tha
t lea
rnin
g is
not
lim
ited
to th
e cl
assr
oom
nee
d no
t be
view
ed n
egat
ivel
y.St
uden
t act
iviti
es c
an b
e a
lot m
ore
than
just
foo
tbal
l, da
nces
, and
pan
cake
-eat
ing
cont
ests
. Edu
catio
nal e
ffec
t fol
low
s fr
om th
e to
tal m
ilieu
in w
hich
the
stud
ent
is
17
immersed; hence, those concerned with value formation should in a calculated andvigorous manner set out to create a college milieu oriented to the intellectual, theethical, the political, and the cultural pursuits . . .
Students will emulate that with which they identify; therefore, let the studentactivities program be designed to capture and bind the students to the excitement ofintellectual controversy, to the pleasures of beauty in all its forms, to politicalinvolvement and hopefully, to commitment to ethical activism.
If colleges are to be primarily intellectual centers, the co-curriculum provides anexcellent opportunity to saturate the activities and the conversational content withthings intellectual. This may sound manipulative, but so also is the curriculum. Inboth curriculum and co-curriculum, the students and the professionals should have avoice in determining what experiences are most sikely to make significantcontributions to the student's self-fulfillment and to society's enhancement. A casein point can be found in the political sphere. The junior college is now and willbecome even more a societal agency engaged in the preparation of politicaldecision-makers. Serving this function properly will require not just acceptance ofcontroversy on the campus, but exploitation of controversy in the activitiescoordinated by the dean of students. Involvement in controversy in the somewhatantiseptic setting of the classroom is not enough. The campus itself must become amarketplace of ideas and the students of all ages must be given the training andexperience to be hardheaded, discerning bargainers.2
The proposed Master Plan states that "today, Americans are very much aware of theirstudents. The college student has demonstrated that he is very much concerned about hisimmediate life situation and its relevance to the United States and to the world at large. They havemanifested their interest in the civil rights movements, and, more recently, have- broadened thisconcern to envelop the poor of all descriptions. They have become deeply involved politically.""
The student activity program needs to be sufficiently comprehensive to service a diversestudent population. The activities program must meet the needs of adults and provide opportunitiesto students from various backgrounds to develop new interests. This also necessitates keeping allstudents informed in regard to the initiation of and participation in activities.
The student activities staff should listen to students and learn to recognize and cope withstudent tensions and frustrations. The staff must know and understand both the formal andinformal student leaders. The activities function can help implement a positive psychologicalclimate, especially through the adoption of policies and practices which assure students' rights andfreedoms (including regulation of student conduCt).
18
ELEMENTS:
I. Develop and encourage meaningful student participation in the governance of the college. Theparticipants at the Williamsburg Conference suggested that "the major function of studentactivities directors is that of teachers. They must teach students how to assume responsibility.They must be able to differentiate between an authoritarian role and a role of guidance anddirection."
2. Encourage a broad range of activities, including student publications, rme arts, creative arts,various special interest clubs and organizations. Basically, the student activities program mustbe planned, developed, and evaluated by students. Means should be provided to encourage anddevelop student leadership.
3. Encourage a meaningful, official Student Government Organization with authority andresponsibility for student concerns, including being the official student voice (as the facultysenates serve as the official faculty voice) and having fiscal control of student activities funds.The Student Government Organization should not only provide educational experiences forthose actively involved but should also help teach all students about the power, methodology,and responsibility of a representative system of government. A Student GovernmentOrganization must have responsibility and authority to avoid being considered a "mockery" or"token" government.
4. Encourage student involvement in community service programs in order both to providemeaningful experiences for students and to serve the community. Use community resources asmeans of enriching and broadening the student activities program.
5. Ensure that inter-collegiate and intra-mural athletics are administered within the samephilosophy and policies as other student activities.
6. Encourage the faculty, with appropriate recognition and compensation, to become involved inthe student activities program (e.g. as participants, advisors, coaches, etc.).
7. Encourage student concern and involvement in local and national political questions. Freeexpressions of student opinion should be encouraged if they are lawful and do not interferewith the rights of others. (A resolution in support of this principle was passed at the 1968American College Personnel Association Convention.)
8. Assume responsibility for any "student union" type building or programs.28 Since auxiliaryenterprises, such as the bookstore and cafeteria, can provide meaningful educationalexperiences, student personnel must be involved in their development and management(cooperating, of course, with the Business Office in fiscal matters). Furthermore, theseauxiliary services must be operated on a non-profit basis so costs to students and faculty areheld to a minimum. If profits from auxiliary services should accrue, they should be channeledinto student benefits.
19
ADMISSIONS
9. Assure that the enforcement of student conduct regulations attempts to motivate a student tomodify his behavior andjor to give a more mature consideration to his responsibilities ratherthan merely impose punishment. Systems of regulating student conduct must includeprovisions for due process and, furthermore, must include meaningful student participation inestablishing and enforcing these regulations (these concepts are incorporated in the "JointStatement on the Rights and Freedoms of Students" referred to above). Furthermore, theWilliamsburg Conference conclus.As state that "the responsibility and role of the studentpersonnel worker should be well thought out in advance with regard to activism anddissidence."
Maryland community colleges have assumed a primary responsibility for expanding educationalopportunities in the community. A role of the admissions function is to make this concept areality. Perhaps a better, less negative, name would be the "enrollment function." Not only shouldthe admissions function allow applicants to enter the college with a minimum of bureaucraticprocedures, but it should also seek out students who might not normally attend the communitycollege.
The admissions program must work cooperatively with the financial aid services in expandingeducational opportunities. It is the responsibility of the admissions program to be concerned thatappropriate educational opportunities exist in the college for all students admitted. Further, theadmissions function must be concerned with understanding the local community, especially itssocio- economic makeup and occupational needs. Thus, admissions personnel can assist the college indetermining appropriate education for its constituency.
The implementation of expanding educational opportunity and improving the local commuri,`-:necessitates that the colleges actively seek those students whom the college feels it should serve.The admissions function in a community college which accepts the role of a "community changeagent" is not a passive function which serves only those who present themselves; it is a dynamicfunction which is highly involved in the community. Students who will bring special talents to thecollege (e.g. students with strong academic backgrounds, student leaders, creative students, athletes,etc.) or who will contribute markedly to the community (e.g. n-arsing and law enforcementstudents) should be encouraged to attend.
ELEMENTS:
1. Establish communication and articulation with the entire community (especially feeder highschools, parents, industry, and civic organizations) recognizing that the community collegepopulation includes age ranges and groups not normally dealt with in higher education.Opportunities for campus visits and consultation should be provided. Accurate information
20
regarding admissions processes, important dates, college policies, curriculums, characteristics,and services, especially financial aids, should be widely disseminated in understandable form toprospective students.
2. Establish procedures to enable prospective students to receive the benefits of the college'scounseling and information services before enrolling. Also, have counselors available in thecommunity so that all prospective students need not come to the campus for information andpersonal interviews.
3. Administer the admissions process, including assimilating appropriate data on studentsincluding high school and college transcripts, various forms and inventories, and health reports.Keep students informed of the process, important dates of registration, counseling, andorientation, and the college's evaluation of their preparation and aptitude for any selective(restricted) courses and/or curriculums. This function also includes any pre-enrollment testing.
4. Provide appropriate articulation with local feeder high schools. This would include two-wayinformation exchange regarding educational programs, as well as providing feed-backinformation on student progress to their high schools. Coordination and dialog between collegefaculty and counselors and their high school counterparts should be developed to facilitatearticulation of high school and college academic programs and information-sharing onindividual students. High school students should be provided opportunities to meet withcollege students, especially alumni of the high school.
5. Assure that the admissions process is simple and does not, in itself, screen out prospectivestudents. Adults and students from low socio-economic backgrounds may feel threatened or"turned-off" by elaborate forms and test-oriented admissions processes. Tests, of course, oftenare used, but they should be carefully explained to the student. Non-degree students should beprovided a simplified registration process that allows self-selection of desired courses.
6. Make possible through the "open door" concept the opportunity for previously unsuccessfulstudents to have additional chances. Admission of students transferring from other collegesshould be based on the merits of the individual student and not on his eligibility to re-enrollat his previous institution. (A resolution in support of this principle was passed at the 1968American College Personnel Association Convention.) Wide differences exist among colleges ingrading policies and the range of student ability. Furthermore, personal and environmentalcircumstances associated with academic success are subject to change over a period of time.
7. Provide information, especially for the students and counselors, which indicates the student'slikelihood of success in certain courses and curriculums at the individual community college.Primarily this information would be used for counseling and not for selection.29
21
FIN
AN
CIA
L A
IDS
The
bas
ic p
urpo
se o
f a
fina
ncia
l ass
ista
nce
prog
ram
is to
wor
k to
war
d th
e si
tuat
ion
in w
hich
stud
ents
are
not
den
ied
a co
llege
edu
catio
n du
e to
inad
equa
te f
inan
cial
reso
urce
s. T
he in
form
atio
n ,
in A
ppen
dix
F on
stu
dent
cha
ract
eris
tics
esta
blis
hes
that
man
y M
aryl
and
com
mun
ity c
olle
gest
uden
ts a
re in
nee
d of
fin
anci
al a
ssis
tanc
e. F
inan
cial
aid
s, in
coo
pera
tion
with
the
adm
issi
ons
func
tion,
sho
uld
play
a s
igni
fica
nt r
ole
in f
ulfi
lling
the
gene
ral g
oal o
fex
pand
ing
educ
atio
nal
oppo
rtun
ity. A
s th
e M
aste
r Pl
an p
oint
s ou
t:
If s
ocie
ty a
nd th
e st
uden
tsar
e to
rea
p m
ore
fully
the
bene
fits
of
high
er e
duca
tion,
fina
ncia
l ass
ista
nce
mus
t be
avai
labl
e in
the
form
of
loan
s an
d sc
hola
rshi
psto
thos
est
uden
ts w
ho q
ualif
y fo
r an
d w
ho w
ould
be
unab
le to
secu
re p
ost-
high
sch
ool
educ
atio
n w
ithou
t suc
h ai
d. A
n ad
equa
te f
inan
cial
ass
ista
nce
prog
ram
con
trib
utes
toth
e fu
rthe
ranc
e of
dem
ocra
tic id
eals
and
the
deve
lopm
ent o
f th
e le
ader
ship
pote
ntia
lof
the
citiz
ens
of th
e St
ate.
Whi
le s
uch
a pr
ogra
m m
ay b
e co
stly
, the
hig
her
taxe
spa
id b
y th
ose
who
rec
eive
hig
her
educ
atio
n m
ake
the
Stat
e's
initi
alex
pend
iture
aw
orth
whi
le in
vest
men
t.3 °
EL
EM
EN
TS:
1.D
evel
op a
fin
anci
al a
id p
rogr
am w
hich
is b
road
ly b
ased
, inc
ludi
ngpa
rt-t
ime
empl
oym
ent (
onan
d of
f .z
ampu
s), s
hort
-ter
m a
nd lo
ng-t
erm
loan
s, g
rant
s, a
nd s
chol
arsh
ips.
Fede
ral p
rogr
ams
shou
ld b
e re
sear
ched
and
req
uest
ed if
app
ropr
iate
.2.
Use
fin
anci
al a
ids
to a
ttrac
t stu
dent
s w
hoca
n br
ing
spec
ial t
alen
ts to
the
inst
itutio
n or
the
com
mun
ity (
e.g.
stu
dent
lead
ers,
pol
icem
en).
Fin
anci
al a
idca
n se
rve
as a
n in
cent
ive
for
stud
ents
fro
m lo
w in
com
e fa
mili
es to
atte
nd c
olle
ge.
3.U
se p
art-
time
empl
oym
ent t
o m
ake
a si
gnif
ican
t con
trib
utio
n to
the
com
mun
ity c
olle
ge's
educ
atio
nal p
rogr
am. F
or e
xam
ple,
par
t-tim
e em
ploy
men
t cou
ldbe
rel
ated
to th
e st
uden
t'sm
ajor
fie
ld o
f in
tere
st. F
urth
erm
ore,
par
t-tim
e em
ploy
men
tca
n pr
ovid
e m
eani
ngfu
l ind
ivid
ual
stud
ent-
facu
lty in
tera
ctio
n (e
.g.
labo
rato
ry a
ids
and
scie
nce
facu
lty m
embe
rs).
Par
t-tim
eem
ploy
men
t sho
uld
at le
ase
mee
t Fed
eral
and
Sta
te m
inim
umw
age
rate
s.4.
Ass
ure
that
info
rmat
ion
on v
ario
us f
inan
cial
aid
prog
ram
s is
wid
ely
diss
emin
ated
so
that
all
stud
ents
hav
e an
equ
al o
ppor
tuni
ty to
app
ly. S
yste
ms
mus
tbe
dev
elop
ed to
det
erm
ine
accu
rate
ly s
tude
nt n
eed.
5.D
evel
op f
inan
cial
aid
opp
ortu
nitie
s w
hich
, bec
ause
the
co-c
urri
cula
r pr
ogra
m o
f th
e co
llege
can
be im
por`
..nt t
o st
uden
t dev
elop
men
t, pr
ovid
e as
sist
ance
to s
tude
nts
who
are
abl
e to
part
icip
ate.
For
cert
ain
kind
s of
fun
ctio
ns, s
tude
nts
may
bec
ome
empl
oyee
s of
the
co-c
urri
cula
r pr
ogra
m.
6.Pr
ovid
e st
uden
ts w
ith c
onsu
ltatio
n se
rvic
es r
egar
ding
per
sona
lbu
dget
man
agem
ent.
22
7.E
ncou
rage
the
com
mun
ity to
par
ticip
ate
in th
efi
nanc
ial a
id p
rogr
am b
y do
natin
g fu
nds
and
crea
ting
off-
cam
pus
empl
oym
ent f
or s
tude
nts.
8.E
ncou
rage
the
Stat
e of
Mar
ylan
d to
impr
ove
itsfi
nanc
ial a
id p
rogr
am."
9.G
ive
spec
ial a
ttent
ion
0 th
e fi
nanc
ial n
eeds
of
part
-tim
est
uden
ts.3
2
The
ori
enta
ti6n
func
tion
is d
esig
ned
to a
ssis
t stu
dent
sin
und
erst
andi
ng a
nd a
ccep
ting
the
colle
ge's
aca
dem
ic p
urpo
ses
and
soci
al e
nvir
onm
ent.
Furt
herm
ore,
it s
erve
sto
intr
oduc
e th
e st
uden
tto
the
oppo
rtun
ities
pro
vide
d by
the
colle
ge.
Its
obje
ctiv
es in
clud
e fo
rmin
g po
sitiv
e st
uden
tat
titud
es to
war
d th
eir
colle
giat
e ex
peri
ence
, inf
orm
ally
acq
uain
ting
stud
ents
and
fac
iAty
with
eac
hot
her,
and
fac
ilita
ting
the,
, stu
dent
s' u
se o
f co
llege
and
com
mun
ity s
ervi
ces
and
reso
urce
s. T
his
info
rmat
ion
mus
t be
inte
rnal
ized
by
the
stud
ents
thro
ugh
cont
inuo
us e
xpos
ure.
EL
EM
EN
TS:
1.D
evel
op a
n or
ient
atio
n pr
ogra
m w
hich
take
s in
to a
ccou
ntth
e di
vers
e st
uden
t pop
ulat
ion
atte
ndin
g th
e "o
pen
door
" co
llege
. Sen
sitiv
ity to
the
dive
rse
expe
ctat
ions
and
inte
rest
s of
stud
ents
fro
m a
ll ki
nds
of g
roup
s an
d fr
om a
ll so
cio-
econ
omic
back
grou
nds
mus
t be
take
n in
toac
coun
t so
that
stu
dent
s ar
e no
t "tu
rned
off
" by
an
orie
ntat
ion
prog
ram
des
igne
d fo
r on
lyty
pica
l, m
iddl
e-cl
ass
stud
ents
. Ori
enta
tion
need
s of
tran
sfer
, sum
mer
scho
ol, p
art-
time,
and
adul
t stu
dent
s sh
ould
not
be
igno
red.
2.D
evel
op a
mul
ti-fa
cete
d ap
proa
ch to
ori
enta
tion.
Sev
eral
of
the
goal
sof
ori
enta
tion
nece
ssita
tea
conc
entr
ated
pro
gram
whe
nth
e st
uden
t fir
st e
nter
s th
e co
llege
. How
ever
, man
y ob
ject
ives
can
be b
ette
r re
aliz
ed b
y m
eans
of a
n on
-goi
ng o
rien
tatio
n pr
ogra
m th
roug
hout
the
peri
od th
est
uden
t is
enro
lled.
3.A
ssur
e th
at s
tude
nts
and
facu
lty h
ave
a m
ajor
res
pons
ibili
tyin
pla
nnin
g an
d im
plem
entin
gor
ient
atio
n pr
ogra
ms.
The
ope
n-do
or n
atur
e of
the
com
mun
ity c
olle
ge c
arri
esw
ith it
a c
lear
res
pons
ibili
ty to
mak
e"o
ppor
tuni
ty f
or a
ll" m
ore
than
hol
low
moc
kery
. To
achi
eve
this
goal
, bot
h sp
ecif
ic a
nd g
ener
alre
med
iatio
n as
sist
ance
mus
t be
mad
e av
aila
ble
to s
tude
nts.
Prov
idin
g su
ch r
emed
ial a
ssis
tanc
e is
aba
sic
inst
itutio
nal r
espo
nsib
ility
with
stu
dent
per
sonn
elan
d in
stru
ctio
nal f
acul
ty c
oope
rativ
ely
uttin
g up
app
ropr
iate
pro
gram
s fo
r al
l stu
dent
s, e
spec
ially
for
the
low
ach
ieve
rs. S
tude
nt p
erso
nnel
shou
ld c
ontr
ibut
e to
and
sup
port
the
tota
l cam
pus
effo
rt o
frem
edia
tion
and
skill
dev
elop
men
t for
thos
e un
able
to c
ope
adeq
uate
ly w
ith c
olle
ge w
ork.
23
Remedial and developmental programs in English Composition, mathematics, and other subject
matter areas should be basically the responsibility of the academic area, although close coor4ination
by student personnel is needed. However, developmental or clinical approaches to reading
development and study skills are closely related to counseling and should, therefore, come under
student personnel (organized reading courses, especially for credit, should be offered through an
acadeMic,department).
The Master Plan singled out the community college to proVide remedial education:
The need to bring more of those who are economically and culturally disadvantaged
to the campus is imperativ:,. Two types of programs have been designed and are
widely used in order to assist such students in obtaining a college education: these
are usually referred to as compensatory programs and remedial programs. In acompensatory program the regular course of study is supplemented by lectures,
seminars, and. tutorials designed to broaden the students' background in all facets of
American life and, to make them more aware of the opportunities and complexities
of the twentieth century. Remedial programs are intended to make up deficiencies
in the educational backgrounds of applicants for college. They usually take the form
of intensive courses in the natural and social sciences and in English literature and in
composition, for these are basic studies which often make it impossible for a student
with an inadequate preparation in any one of 'theirk to succeed in his collegiate
work. Although the return in terms of the full use of resources is undeniable, the
offering of such opportunity in every institution is neither necessary or desirable. In
view of their roles and scopes, it is therefore recommended:
The community colleges should assume full responsibility for the remedial education
offered in public institutions of higher education.
Compensatory education should be provided at only those institutions where the
respective boards deem it necessary and appropriate.' 3
ELEMENTS:
1. Establish procedures to identify students for referral, including faculty referral and diagnostic
testing.
2. Develop activities and materials in the area of study skills.
3. Consider students enrolled in developmental programs as college students and totally
integrated into the college. As concluded at the Williamsburg Conference, "it should be
emphasized that students who are enrolled in developmental programs should not be ise
from the college community. Rather, every effort must be made to encourage such studen..,
participate in a wide variety of college experiences."
24
LACEMENT
4. Recognize and implement another conclusion of the Williamsburg Conference, that "develop.mental and remedial programs must be designed to meet the specific needs and be appropriateto the abilities demonstrated by unprepared students. Further, courses within such programsmust be flexible enough to permit students to progress at their own speed."
5. Provide counseling to help students enrolled in developmental and remedial programs toidentify and define their goals and their level of readiness to achieve self-determined goals.Periodic interviews involving faculty and counselors should provide opportunities for studentsto assess their progress and re-define their immediate and long-range goals.
6. Assure that all functions ,'af student personnel are coordinated into a meaningful develop-mental program, including financial aids and admissions as well as counseling.
7. Recognize that remedial programs are not solely for low ability students or students with pooreducational bar.t.grounds, but that any student can have skills or abilities which needdeveloping.
Placement services "are primarily concerned with assisting students when they leave thecommunity college. This includes -both educational and employment placement.
Maryland community colleges should provide placement services for all students, including themajority of students who do not gradipte and/or transfer to another college. Students who areacademically dismissed -04. withdraw Wore,. completing their A.A. degree should be assisted infinding appropriate placement. Students with a shortened or limited college education may haveunique skills which can contribute to the community. These skills should not be wasted byinappropriate placement. -Placement services, through cooperation with the counseling service,should plan effective measures -to identify students planning to drop out, and in this way helpassure that placement assistance can be offered.
EMPLOYMENT PLACEMENT:
1. Assist students in locating positions appropriate to their skills and interests. Employmentplacement services should be closely coordinated with public and private placement agencies toavoid unnecessary duplication and to improve services. Seminars in job seeking techniques maybe offered as a means of helping students acquire skills in placement interviews and inpreparing application forms.
2. Encourage on-campus visits by prospective employers and provide them with accurateup-to-date information on students seeking employment. The staff nee s to know localemployment opportunities, as well as make the community aware of the talents beingdeveloped at the colleges.
25
3.C
oope
rate
with
the
fina
ncia
lai
d pr
ogra
m in
enco
urag
ing
and
esta
blis
hing
app
ropr
iate
on-c
ampu
s an
d of
f-ca
mpu
s pa
rt-t
ime
empl
oym
ent o
ppor
tuni
ties
for
stud
ents
.
Coo
pera
te w
ith f
acul
ty m
embe
rs in
voc
atio
nal a
nd te
chni
cal c
urri
culu
ms
in im
plem
entin
gpl
acem
ent f
unct
ions
for
car
eer
stud
ents
, inc
ludi
ng w
ork-
stud
y pr
ogra
ms.
5.D
evel
op a
libr
ary
of p
lace
men
t inf
orm
atio
n in
clud
ing
rele
vant
per
iodi
cals
, file
s of
spe
cifi
c jo
bop
port
uniti
es, a
nd g
ener
al c
aree
r re
quir
emen
ts. F
acul
ty, s
tude
nt p
erso
nnel
wor
kers
, and
stud
ents
nee
d ac
cura
te, u
p -t
o da
te in
form
atio
n de
scri
bing
occ
upat
iona
l tre
nds
in o
ur s
ocie
ty.
6.A
ssur
e th
at p
lace
men
t act
iviti
es a
re s
tude
nt s
ervi
ces
and
not e
xpre
ssio
ns o
f po
litic
al o
r so
cial
polic
ies.
Bec
ause
com
mun
ity c
olle
ges
educ
ate
a di
vers
e st
uden
t pop
ulat
ion
whi
ch d
eman
dsa
dive
rse
plac
emen
t ser
vice
, Mar
ylan
d co
mm
unity
col
lege
s sh
ould
end
orse
ope
n av
aila
bilit
y of
plac
emen
t fac
ilitie
s fo
r an
y eq
ual o
ppor
tuni
ty e
mpl
oyer
eng
aged
in la
wfu
l pur
suits
. (A
reso
lutio
n in
sup
port
of
this
pri
ncip
le. w
as p
asse
d at
the
1968
Am
eric
an C
olle
ge P
erso
nnel
Ass
ocia
tion
Con
vent
ion.
)
ED
UC
AT
ION
AL
PL
AC
EM
EN
T:
I.Si
nce
the
maj
ority
of
Mar
ylan
d co
mm
unity
col
lege
gra
duat
es. t
rans
fer
to lo
cal f
our-
year
colle
ges,
the
stud
ent p
erso
nnel
sta
ff s
houl
d st
rive
for
sm
ooth
and
rat
iona
l art
icul
atio
n po
licie
san
d pr
oced
ures
.3 4
2.D
evel
op, i
n co
oper
atio
n w
ith f
acul
ty m
embe
rs, c
ontin
uous
ly u
p-da
ted
info
rmat
ion
abou
tco
urse
tran
sfer
abili
tyto
the
Stat
e's
four
-yea
r co
llege
s fo
r ea
ch c
ours
e of
fere
d at
the
com
mun
ity c
olle
ge.
3.E
stab
lish
syst
emat
ic p
roce
dure
s fo
r re
ceiv
ing
the
follo
win
g in
form
atio
n fr
om f
our-
year
col
lege
son
a c
ontin
uing
bas
is: c
urri
culu
m c
hang
es; r
equi
rem
ents
for
adm
issi
on a
nd g
radu
atio
n; s
tude
ntch
arac
teri
stic
s; p
erfo
rman
ce o
f tr
ansf
ers;
stu
dent
ser
vice
s.
Bec
ause
it is
impo
ssib
le f
or a
n ed
ucat
iona
l ins
titut
ion
to d
eal e
xclu
sive
ly w
ith th
e in
telle
ctua
lan
d em
otio
nal a
spec
ts o
f its
con
stitu
ency
, som
e at
tent
ion
mus
t be
dire
cted
to th
e ph
ysic
alw
ell-
bein
g of
stu
dent
s. W
hile
rec
ogni
zing
that
Mar
ylan
d co
mm
unity
col
lege
stu
dent
s te
nd to
live
with
thei
r pa
rent
s an
d th
at th
e im
port
ance
, of
heal
th a
nd p
hysi
cal f
itnes
s ha
s ac
hiev
ed c
urri
cula
rat
tent
ion,
it m
ust b
e no
ted
that
ther
e ar
e he
alth
ser
vice
s w
ith w
hich
the
colle
ge s
houl
d co
ncer
nits
elf.
EL
EM
EN
TS:
I.Su
rvey
and
ass
ess
heal
th p
robl
ems,
usi
ng a
ppro
pria
te d
evic
es f
or th
e co
llect
ion,
ana
lysi
s, a
nddi
ssem
inat
ion
of p
ertin
ent i
nfor
mat
ion.
Thi
s in
clud
es p
rovi
ding
app
ropr
iate
hea
lth a
ppra
isal
26
HOUSING
services for those instructional and student activities programs which have special healthrequirements for participants (e.g. nursing, inter-collegiate and intranural athletics). Healthrecords, of course, must be treated with the utmost confidentiality.
2. Provide emergency procedures to be followed in case of accident or 'illness on campus or incollege activities.
3. Provide adequate counseling regarding health problems and practices.
4. Consult with faculty and counselors regarding health problems of individuals or groups ofstudents.
5. Develop referral sources and systems on the campus and in the community for the use ofstudents and staff, (many community colleges have full-time nurses on the student personnelstaff, and some have part-time physicians available).
6. Be concerned with the general health conditions of the campus, including safety factors andphysical provisions for handicapped students.
7. Provide an opportunity for students to secure adequate health and accident insurance, bothfor general coverage and for specific college activities.
Although the vast majority of students attending Maryland community colleges live at home,the colleges should provide and/or approve lists of adequate housing for students who desire thisservice. Since the college provides many services to students, there is no reason why communitycolleges should not assist students in finding adequate housing. Even though the college may notchoose to approve where students live, it should provide students with a list of available housingwhich meets standards established by the college.
Furthermore, some Maryland community colleges may provide on-campus housing in thefuture. The Master Plan makes the following statement concerning housing on cummunity collegecampuses:
The question of dormitory facilities on community college campuses must be faced.Both providing higher education for individuals in communities which cannotsupport their own institutions and the untenable costs of duplicating certainspecialized career programs point to the need for residence capabilities atcommunity colleges. Geography should not be a handicap to getting an education inMaryland. In instances where the community does not have a college of its own orit does not wish to duplicate an expensive program already in operation on anothercampus, assistance to the students in that community might have to includeprovision for the additional cost incurred in living away from home, as well as fortuition.' 5
27
ED
UC
AT
ION
AL
AN
DO
CC
UP
AT
ION
AL
INF
OR
MA
TIO
N
RE
SE
AR
CH
AN
D A
PP
RA
ISA
L
EL
EM
EN
TS:
1.A
ssur
e th
at th
e co
llege
def
ines
its
resp
onsi
bilit
y fo
r of
f-ca
mpu
s ho
usin
g, a
nd if
sta
ndar
dsan
d/or
rul
es a
re e
stab
lishe
d, th
at th
ey a
re m
ade
know
n to
the
stud
ents
, par
ents
, and
the
com
mun
ity.
2.A
ssur
e th
at a
ll ho
usin
g lis
ted
adhe
res
to a
pol
icy
of n
on-d
iscr
imin
atio
n in
term
s of
rac
e or
relig
ion.
3.Pr
ovid
e pr
ofes
sion
ally
-tra
ined
stu
dent
per
sonn
el w
orke
rs to
sup
ervi
se o
n-ca
mpu
s ho
usin
gfa
cilit
ies
whe
re th
ey e
xist
. On-
cam
pus
hous
ing
affo
rds
stud
ents
an
educ
atio
nal e
xper
ienc
e in
grou
p liv
ing
and,
ther
efor
e, is
a v
alua
ble
face
t of
a st
uden
t per
sonn
el p
rogr
am.
The
on-
cam
pus
hous
ing
func
tion
shou
ld s
uppo
rt a
nd, i
n fa
ct, b
ecom
e a
vita
l asp
ect o
f th
e ed
ucat
iona
lpr
ogra
m o
f th
e co
llege
.
Bec
ause
hig
her
educ
atio
n is
a r
elat
ivel
y co
mpl
ex s
yste
m o
f ex
peri
ence
s de
sign
ed to
pro
vide
stud
ents
with
opp
ortu
nitie
s to
ach
ieve
a v
arie
ty o
f in
divi
dual
goa
ls, s
ome
mea
ns o
f di
rect
ass
ista
nce
whi
ch s
eeks
to d
evel
op s
tude
nt in
depe
nden
ce in
the
purs
uit o
f th
ose
goal
s m
ust b
e pr
ovid
ed. T
hest
uden
t per
sonn
el o
ffic
e ne
eds
to a
ccum
ulat
e an
d de
velo
p in
form
atio
n in
the
area
s of
edu
catio
nal
plan
ning
, voc
atio
nal r
equi
rem
ents
and
opp
ortu
nitie
s, a
nd c
olle
ge a
nd c
omm
unity
ser
vice
s so
that
itis
rea
dily
ava
ilabl
e fo
r st
uden
t use
. Man
y M
aryl
and
com
mun
ity c
olle
ges
have
est
ablis
hed
exte
nsiv
eac
adem
ic a
dvis
ing
syst
ems
usin
gfa
culty
and
/or
coun
selo
rs a
s so
urce
s of
edu
catio
nal a
ndoc
cupa
tiona
l inf
orm
atio
n.
EL
EM
EN
TS:
1.Pr
ovid
e ad
equa
tely
trai
ned
and
read
ily a
cces
sibl
e pr
ofes
sion
al p
erso
nnel
to a
ssis
t and
gui
dest
uden
ts in
the
use
of s
uch
info
rmat
ion.
The
fac
ulty
can
oft
en s
erve
in th
e ca
paci
ty o
f gi
ving
educ
atio
nal a
nd o
ccup
atio
nal i
nfor
mat
ion
to in
divi
dual
s an
d/or
gro
ups
of s
tude
nts.
2.D
evel
op m
edia
ted
(e.g
.ta
pes,
film
s,sl
ides
,et
c.)
appr
oach
es to
the
diss
emin
atio
n of
info
rmat
ion,
pla
cing
em
phas
is u
pon
stud
ent s
elf-
mot
ivat
ion
and
dire
ctio
n in
thei
r us
e.
Stud
ies
have
dem
onst
rate
d th
at e
ach
colle
ge h
as d
istin
ct, t
houg
h ev
er-c
hang
ing
stud
ent
char
acte
rist
ics.
In
orde
r to
und
erst
and
and
prov
ide
appr
opri
ate
serv
ices
and
inst
ruct
ion
for
itsst
uden
ts, e
ach
com
mun
ity c
olle
ge m
ust s
tudy
its
own
stud
ents
in a
s m
any
dim
ensi
ons
as p
ossi
ble.
Com
pari
sons
with
the
gene
ral p
opul
atio
n of
the
com
mun
ity, a
s w
ell a
sco
mpa
riso
ns w
ith n
atio
nal
stud
ies
on c
olle
ge s
tude
nts
are
esse
ntia
l. Fo
r ex
ampl
e, th
e ex
tent
tow
hich
the
colle
ge is
ser
ving
all
segm
ents
of
the
com
mun
ity c
an b
est b
e de
term
ined
by
gath
erin
gan
d ex
amin
ing
data
on
stud
ent
28
characteristics. This information should serve as the basis for developing the curriculum, the studentpersonnel program, and the college's community services.
The responsibility for establishing research programs is institution-wide with faculty andstudent personnel both contributing to the total campus effort.
ELEMENTS:
1. Select and use a variety of nationally standardized tests and/or locally designed instrumentswhich yield information appropriate for the community and the college. Such tests shouldprovide assistance to the institution in the development of its program and to students as theymake decisions. Such usage may occur in the admissions process, during enrollment, or afterseparation from the institution.
2. Establish procedures to evaluate non-academic experiences (e.g. armed forces education,correspondence schools, on-the-job training technical schools, etc.). This is essential in acomprehensive community college. To assume that all entrants must start their training at thesame point, particularly in career fields, condemns many students to boredom, frustration, andoften to withdrawal.
3. Make available appropriate tests of individual characteristics for use in the counseling process.4. Utilize techniques for the evaluation of academic deficiencies in order for relevant remedial
opportunities to be made available to students. Such appraisal should be available both for thestudent body at large and for individuals. The appraisal process should be viewed not as ameans of "screening out" but as a means of "appropriate inclusion."
5. Provide for interpretation of data to students and staff. Evaluation of program and,establishment of local norms are all essential if the appraisal program is to benefit theinstitution maximally.
Assure that the entire record keeping, grade reporting, and transcript dissemination process(normally viewed as ancillary services) is seen as a tool of appraisal. Procedures LLshould bedeveloped so that such information can be used by students to evaluate their own progress.
7. Facilitate the appropriate use of research by preparing understandable reports, widelydistributing the reports to appropriate people, and analyzing and personally discussing theimplications of the findings. A conclusion of the Williamsburg Conference states that "theproblem is not with the collections of student characteristic data, nor with the variety orquality of the data now being collected but, instead, the problem is with organizing andreporting the data so as to be maximally useful to high school counselors, college admissionsofficers, college counselors, remedial teachers, faculty members, and others who are involvedin decision making or in bringing about behavioral changes." Indeed, such information shouldbe organized so that individual students can make effective use of it.
29
ECORDS AND!EGISTRATION
A function of student personnel services is to develop and administer procedures forregistering students and maintaining student records. This function should contribute to theresearch function by acquiring, analyzing, and disseminating information regarding studentcharacteristics, academic achievement, values, attitudes, and motivations. The data should be made
available to the faculty, along with assistance in their interpretation.
ELEMENTS:
1. Assume responsibility, in cooperation with the academic area, for student registration
recording academic progress and honors, and providing transcripts. Furthermore, the records
staff should enforce academic regulations established by the college, including coursepre-requisites, academic standards, and graduation requirements.
2. Provide service to students in their dealings with agencies such as the Selective Service System
Veterans Administration, Social Security, etc.
3. Assure that student records are kept confidential in accordance with the following accepted
practices: I) each board of trustees should formulate clear policies to protect the confidenti
nature of student records; II) when there is any doubt about the confidentiality of a studentrecord, his consent should be formally obtained; III) discipline records should be for intern
use only; IV) the maintenance of membership lists of student organizations, especially thorelated to matters of political belief or action, should be discontinued. (A resolution in suppoof these policies was passed at the 1968 American College Personnel Association Convention
4. Review academic policies and recommend, when appropriate, innovative regulations. Fexample, some community colleges are giving credit by examination or experiences outside oformal education, while others are absolving failing grades when students change curriculum
redefining "remedial" courses so credit may be given, or establishing flexible dismissal an
graduation policies. Student personnel needs to be concerned with, and take an active rolethe development of such academic policies.
30
ST
AT
EM
EN
TS
OF
PH
ILO
SO
PH
Y,
OB
JEC
TIV
ES
AN
D P
OLI
CIE
S
AC
CE
PT
AN
CE
OF
ST
UD
EN
TP
ER
SO
NN
EL
PR
OG
RA
MS
ES
SE
NT
IAL
PR
INC
IPLE
SF
OR
ST
UD
EN
T P
ER
SO
NN
EL
PR
OG
RA
MS
Eac
h co
llege
's s
tude
nt p
erso
nnel
depa
rtm
ent s
houl
d de
velo
pa
"sta
tem
ent o
f ph
iloso
phy"
whi
ch is
rel
ated
to th
e co
llege
's p
hilo
soph
yan
d pu
rpos
es. F
urth
erm
ore,
ther
e ne
eds
to b
e a
set o
fcl
ear,
mea
sura
ble
obje
ctiv
es a
nd p
olic
ies
for
each
stu
dent
per
sonn
el f
unct
ion.
The
seph
iloso
phie
s,po
licie
s, a
nd o
bjec
tives
sho
uld
rece
ive
the
activ
e su
ppor
t and
end
orse
men
t of
the
stud
ents
, fac
ulty
,ad
min
istr
atio
n an
d bo
ard
of tr
uste
es. O
bvio
usly
,th
ese
stat
emen
ts s
houl
d be
rev
iew
edD
er;o
dica
llyan
d up
date
d as
app
ropr
iate
. The
sest
atem
ents
can
be
used
in o
rien
tatio
npr
ogra
ms
fer
new
mem
bers
of
the
facu
lty a
nd s
tude
ntpe
rson
nel s
taff
(in
clud
ing
both
pro
fess
iona
lan
d cl
eric
alw
orke
rs).
The
boa
rd o
f tr
uste
es s
houl
d ad
opt
cert
ain
stud
ent p
erso
nnel
pol
icy
stat
emen
ts.
For
exam
ple,
the
boar
d sh
ould
ado
pt s
tate
men
tsre
gard
ing
adm
issi
on p
olic
ies,
con
fide
ntia
lity
of r
ecor
ds, a
ndst
uden
t rig
hts
and
free
dom
s. B
esid
espr
ovid
ing
a pu
blic
fra
mew
ork
with
in w
hich
stud
ent p
erso
nnel
serv
ices
can
fun
ctio
n, th
e fo
rmul
atio
nof
thes
e st
atem
ents
als
o co
ntri
bute
sto
the
boar
d's
unde
rsta
ndin
g of
stu
dent
per
sonn
elpr
ogra
ms
and
obje
ctiv
es.
The
stu
dent
per
sonn
el d
epar
tmen
tsh
ould
ass
ume
resp
onsi
bilit
y fo
r in
terp
retin
gto
the
facu
ltyan
d ad
min
istr
atio
n th
e ob
ject
ives
of
stud
ent p
erso
nnel
pro
gram
s an
d, f
urth
erm
ore,
seek
ing
thei
rco
ntri
butio
n to
the
fulf
illm
ent o
f th
ese
obje
ctiv
es. T
here
nee
ds to
be
mut
ual
resp
ect f
or th
eco
mpl
emen
tary
rol
es o
f th
e te
achi
ngfa
culty
and
the
stud
ent p
erso
nnel
sta
ffin
ach
ievi
ng th
eob
ject
ives
of
the
com
mun
ity c
olle
ge.
Sinc
e a
com
mon
goa
l of
all m
embe
rs o
fth
e co
llege
sta
ff is
the
"pur
suit
of e
xcel
lenc
e" in
all
aspe
cts
of th
e co
llege
, an
outs
tand
ing
stud
ent
pers
onne
l pro
gram
shou
ld b
e th
e go
al a
ndco
ncer
n of
fac
ulty
, adm
inis
trat
ion,
and
stu
dent
s,as
wel
l as
the
stud
ent
pers
onne
l sta
ff. W
ithou
tan
inst
itutio
nal c
limat
e fa
vora
ble
tow
ard
stud
ent p
erso
nnel
prog
ram
s, th
ese
obje
ctiv
es c
anno
t be
optim
ally
ach
ieve
d.
Facu
lty a
ttitu
des
are
espe
cial
ly im
port
ant s
ince
fac
ulty
sen
ates
are
incr
easi
ng th
eir
pow
er o
ver
fisc
al a
ffai
rs. A
s th
e M
aste
r Pl
anpo
ints
out
:
31
EV
ALU
AT
ION
OF
ST
UD
EN
TP
ER
SO
NN
EL
PR
OG
RA
MS
Now
,' ac
ross
the
coun
try,
fac
ultie
s ar
e se
ekin
gan
d as
sum
ing
a la
rge
shar
e of
the
resp
onsi
bilit
y fo
r th
e go
vern
ance
of
thei
rins
titut
ions
.
Cam
pus
adm
inis
trat
ors
have
com
e to
val
ue a
ndle
an u
pon
this
par
ticip
atio
n, f
or th
eyre
cogn
ize
the
facu
lty's
uni
que
com
pete
nce
in a
cade
mic
mat
ters
and
thei
r pr
ofes
-si
onal
con
cern
in in
stitu
tiona
lde
velo
pmen
t.3 6
Met
hods
of
enha
ncin
g m
utua
l res
pect
incl
ude
havi
ng f
acul
ty m
embe
rs s
erve
on
stud
ent
pers
onne
l adv
isor
y co
mm
ittee
s an
d pa
rtic
ipat
ein
stu
dent
per
sonn
el p
rogr
ams
(e.g
.ac
adem
icad
visi
ng, s
tude
nt a
ctiv
ities
, res
earc
h pr
ojec
ts,
orie
ntat
ion,
fac
ulty
/stu
dent
dis
cuss
ion
grou
ps,
etc.
).A
noth
er id
ea r
apid
ly g
aini
ng p
opul
arity
isha
ving
cou
nsel
ors
asso
ciat
ed w
ith v
ario
usac
adem
ic
depa
rtm
ents
(at
tend
ing
depa
rtm
ent m
eetin
gs,
cons
ultin
g w
ith th
e fa
culty
reg
ardi
ngin
divi
dual
stud
ents
, hel
ping
to d
evel
op n
ewcu
rric
ulum
s, a
nd h
elpi
ng f
acul
ty e
valu
ate
thei
r te
achi
ngef
fect
iven
ess)
. The
dec
entr
aliz
atio
n of
cou
nsel
ing
offi
ces
amon
g fa
culty
off
ices
may
hel
p to
enh
ance
coop
erat
ion.
The
bes
t met
hod
of g
aini
ng f
acul
tyac
cept
ance
, of
cour
se, i
s fo
r th
e st
uden
tper
sonn
elst
aff
to d
emon
stra
te m
easu
rabl
y to
the
facu
ltyth
e ef
fect
iven
ess
of s
tude
nt p
erso
nnel
pro
gram
sin
cont
ribu
ting
to th
e ed
ucat
iona
l dev
elop
men
t of
stud
ents
.
Mem
bers
of
the
stud
ent p
erso
nnel
sta
ff, e
spec
ially
the
coun
selin
g st
aff,
sho
uld
be c
onsi
dere
dm
embe
rs o
f th
e fa
culty
with
ful
l rig
hts
and
resp
onsi
bilit
ies,
incl
udin
g el
igib
ility
for
mem
bers
hip
inth
e fa
culty
sen
ate,
elig
ibili
ty f
or te
nure
, and
elig
ibili
ty to
ser
ve a
s vo
ting
mem
bers
of
facu
ltyco
mm
ittee
s w
hich
act
in a
n ad
viso
ry o
r co
nsul
tativ
eca
paci
ty to
the
colle
ge a
dmin
istr
atio
n. E
ft h
inst
itutio
n m
ust d
ecid
e w
hich
mem
bers
of
the
stud
ent p
erso
nnel
sta
ff a
re e
ligib
le f
or f
acul
ty s
tatu
sas
con
tras
ted
with
adm
inis
trat
ive
stat
us.
Furt
herm
ore,
the
chie
f st
uden
t per
sonn
el o
ffic
er s
houl
dre
port
dir
ectly
to th
e pr
esid
ent (
chie
fca
mpu
s ad
min
istr
ator
), a
ndhe
sho
uld
be e
qual
in r
ank
to th
e ch
ief
acad
emic
offi
cer.
The
ful
fillm
ent o
f st
uden
t per
sonn
el o
bjec
tives
mus
k be
con
tinua
lly e
valu
ated
so
that
appr
opri
ate
mod
ific
atio
ns c
an b
e m
ade
in th
eva
riou
s pr
ogra
ms
and
serv
ices
. Thi
s re
sear
ch m
ust
incl
ude
an a
sses
smen
t of
stud
ent n
eeds
and
stu
dent
feed
back
on
the
vari
ous
serv
ices
, fun
ctio
ns, a
ndob
ject
ives
.
An
exam
ple
of th
is k
ind
of r
esea
rch
wou
ldbe
the
curr
ent s
tate
-wid
e ev
alua
tion
of s
tude
ntpe
rson
nel s
ervi
ces
bein
g co
nduc
ted
by th
e St
uden
tPe
rson
nel D
ivis
ion
of th
e M
aryl
and
Ass
ocia
tion
of J
unio
r C
olle
ges.
Con
tinua
l res
earc
h re
gard
ing
stud
ent d
evel
opm
ent a
nd th
e ed
ucat
iona
l eff
ects
of
the
colle
ge's
var
ious
pro
gram
s is
ess
entia
l if
the
colle
ge is
to s
erve
its
stud
ents
eff
ectiv
ely.
A k
eygu
idel
ine
is th
at s
tude
nt p
erso
nnel
pro
gram
s ca
n be
st b
eju
stif
ied
by d
emon
stra
ted
resu
lts o
f ac
tual
serv
ices
and
acc
ompl
ishm
ents
.
32
INS
TIT
UT
ION
AL
SU
PP
OR
TB
UD
GE
TO
F S
TU
DE
NT
PE
RS
ON
NE
LP
RO
GR
AM
SE
ach
colle
ge s
houl
d pr
ovid
e a
real
istic
ope
ratin
g bu
dget
for
stud
ent p
erso
nnel
ser
vice
s. T
his
budg
et c
omm
itmen
t wou
ld b
e re
flec
ted
in th
e nu
mbe
rof
sta
ff m
embe
rs, q
ualit
y of
equ
ipm
ent a
ndfa
cilit
ies,
and
ade
quac
y of
sal
arie
s."
PR
OF
ES
SIO
NA
LP
RE
PA
RA
TIO
N
STA
FFIN
G
Stud
ent p
erso
nnel
sta
ff m
embe
rs, b
oth
prof
essi
onal
and
cler
ical
, sho
uld
be e
mpl
oyed
insu
ffic
ient
num
bers
to a
llow
for
the
adeq
uate
per
form
ance
of a
ll st
uden
t per
sonn
el f
unct
ions
.St
affi
ng m
ust b
e a
prim
ary
budg
etar
y co
nsid
erat
ion.
Perh
aps
a ra
tio o
f em
ploy
ees
to s
tude
nts
shou
ld b
e de
velo
ped.
An
inst
itutio
nal c
omm
itmen
t to
hire
staf
f on
a f
avor
able
rat
io to
the
num
ber
of s
tude
nts
help
s in
sure
that
as
enro
llmen
ts in
crea
se,
addi
tiona
l sta
ff w
ill b
e em
ploy
ed. O
bvio
usly
,ra
tios
mus
t be
peri
odic
ally
rev
iew
ed a
nd, f
urth
erm
ore,
may
var
y am
ong
colle
ges
depe
ndin
g up
onsu
ch f
acto
rs a
s fa
culty
invo
lvem
ent i
n ac
adem
ic a
dvis
ing.
SUPP
OR
TIV
E S
ER
VIC
ES
Supp
ortiv
e se
rvic
es, i
nclu
ding
cle
rica
l hel
p, f
acili
ties,
sup
plie
s,an
d eq
uipm
ent,
need
to b
epr
ovid
ed in
suf
fici
ent q
uant
ity a
nd q
ualit
y to
fac
ilita
te a
dequ
ate
serv
ices
in a
ll as
pect
s of
the
stud
ent p
erso
nnel
pro
gram
.E
spec
ially
impo
rtan
t is
adeq
uate
dat
a pr
oces
sing
per
sonn
el a
ndeq
uipm
ent f
or r
esea
rch
and
reco
rd k
eepi
ng.
SAL
AR
Y A
ND
FR
ING
E B
EN
EFI
TS
Stud
ent p
erso
nnel
wor
kers
, lik
e th
eir
coun
terp
arts
on
the
teac
hing
facu
lty, a
re in
crea
sing
lyde
man
ding
app
ropr
iate
and
com
petit
ive
sala
ries
and
fri
nge
bene
fits
." T
hese
dem
ands
sho
uld
belis
tene
d to
with
the
sam
e co
ncer
n ac
cord
ed th
e pr
ofes
sion
alpe
rson
nel i
n al
l are
as o
f hi
gher
educ
atio
n.
Stud
ent p
erso
nnel
sta
ff m
embe
rs s
houl
d ha
ve p
rofe
ssio
nal
prep
arat
ion
appr
opri
ate
to th
eir
assi
gned
stu
dent
per
sonn
el f
unct
ions
. The
use
of
para
-pro
fess
iona
lssh
ould
be
care
fully
exa
min
ed.
Furt
herm
ore,
all
mem
bers
of
the
stud
ent p
erso
nnel
sta
ff s
houl
d ha
ve a
str
ong
com
mitm
ent t
o th
eph
iloso
phy
and
obje
ctiv
es o
f th
e pa
rtic
ular
com
mun
ity c
olle
gean
d its
stu
dent
per
sonn
el p
rogr
am.
Mar
ylan
d co
mm
unity
col
lege
s ne
ed to
bec
ome
criti
cally
con
cern
ed w
ith th
eav
aila
bilit
y an
dsc
ope
of lo
cal g
radu
ate
prog
ram
s to
trai
nco
mm
unity
col
lege
per
sonn
el, i
nclu
ding
stu
dent
per
sonn
elw
orke
rs. A
lthou
gh, i
n m
any
stat
es, t
he u
nive
rsiti
es a
nd s
tate
col
lege
s ha
vere
cogn
ized
the
need
for
spec
ial p
rogr
ams
to tr
ain
com
mun
ity c
olle
ge s
taff
mem
bers
, Mar
ylan
dgr
adua
te s
choo
ls, p
rior
to19
69, g
ener
ally
had
not
est
ablis
hed
such
spe
cial
ized
pro
gram
s. C
omm
unity
colle
ge a
dmin
istr
ator
sne
ed to
pro
pose
spe
cifi
c pr
ogra
ms
to th
e gr
adua
te s
choo
ls in
Mar
ylan
d.39
Sinc
e M
aryl
a:
33
IN-S
ER
VIC
E T
RA
ININ
G
EF
FE
CT
IVE
AD
MIN
IST
RA
TIO
N
com
mun
ity c
olle
ges
are
grow
ing
rapi
dly
and
the
dem
and
for
adeq
uate
ly tr
aine
d st
uden
t per
sonn
elw
orke
rs in
crea
ses
prop
ortio
nate
ly, n
ew g
radu
ate
trai
ning
pro
gram
s m
ust b
e es
tabl
ishe
d.
Furt
herm
ore,
stu
dent
per
sonn
el s
taff
s sh
ould
be
conc
erne
d w
ith e
qual
em
ploy
men
t opp
ortu
ni-
ties.
The
adm
inis
trat
ive,
cle
rica
l, an
d co
unse
ling
staf
fs s
houl
d be
rep
rese
ntat
ive
of b
oth
sexe
s an
d al
lra
ces
and
cree
ds.
In-s
ervi
ce tr
aini
ng s
houl
d be
pro
vide
d" to
dev
elop
and
up-
date
the
prof
essi
onal
kno
wle
dge
and
skill
s of
all
stud
ent p
erso
nnel
sta
ff m
embe
rs. M
etho
ds o
f in
-ser
vice
trai
ning
incl
ude
cons
ulta
nts,
visi
ts to
col
lege
s w
ith o
utst
andi
ng p
rogr
ams,
adv
ance
d gr
adua
te tr
aini
ng, m
embe
rshi
p in
app
ropr
iate
Prof
essi
onal
org
aniz
atio
ns, p
artic
ipat
ion
in p
rofe
ssio
nal a
ctiv
ities
, atte
ndan
ce a
t loc
al a
nd n
atio
nal
prof
essk
inal
mee
tings
, spe
cial
inst
itute
s, a
nd s
o fo
rth.
In-s
ervi
ce tr
aini
ng is
a v
ery
impo
rtan
t pri
ncip
le a
nd s
houl
d, th
eref
ore,
be
adeq
uate
ly p
lann
edan
d fi
nanc
ed. W
ithou
t ade
quat
e in
-ser
vice
trai
ning
, the
qua
lity
of s
tude
nt p
erso
nnel
prog
ram
s w
illsu
ffer
app
reci
ably
. Stu
dent
per
sonn
el is
a r
apid
ly d
evel
opin
g pr
ofes
sion
, with
new
tech
niqu
es b
eing
crea
ted
and
eval
uate
d. F
urth
erm
ore,
res
earc
h is
con
stan
tly b
eing
con
duct
edon
stu
dent
cha
ract
eris
-tic
s an
d de
velo
pmen
t. T
here
fore
, in-
serv
ice
trai
ning
is m
anda
tory
for
the
stud
ent p
erso
nnel
sta
ff to
mak
e its
opt
imal
con
trib
utio
n to
the
colle
ge. T
his
trai
ning
is e
spec
ially
impo
rtan
t in
Mar
ylan
dco
mm
unity
col
lege
s si
nce
so m
any
of th
e pr
ofes
sion
al s
taff
mem
bers
are
new
to th
e ju
nior
col
lege
mov
emen
t, w
ith li
ttle
Or
no p
rofe
ssio
nal e
xper
ienc
e or
trai
ning
in th
e fi
eld.
Eve
n m
ore
impo
rtan
t,m
any
stud
ent p
erso
nnel
wor
kers
com
e w
ith in
adeq
uate
pro
fess
iona
l tra
inin
g. S
uffi
cien
t col
lege
fund
s, a
s w
ell a
s th
e. u
se o
fne
w. F
eder
al f
unds
, mus
t be
appl
ied
to in
-ser
vice
trai
ning
pro
gram
s.
PLA
NN
ING
It is
ess
entia
l tha
t stu
dent
per
sonn
el s
ervi
ces,
incl
udin
g pr
opos
edpr
ogra
ms
and
incr
ease
s in
staf
f, b
e 'a
dequ
atel
y pl
anne
d in
acc
orda
nce
with
ant
icip
ated
gro
wth
in s
tude
nt e
nrol
lmen
t and
build
ings
.
JOB
DE
SCR
IPT
ION
S
A c
lear
ly u
nder
stoo
d an
d ef
fici
ently
run
stu
dent
per
sonn
el d
epar
tmen
t req
uire
s co
ncis
e jo
bde
scri
ptio
ns f
or e
ach
stud
ent p
erso
nnel
wor
ker.
4 0
AD
VIS
OR
Y C
OM
MIT
TE
ES
Whe
n ap
prop
riat
e, s
tude
nts
and
facu
lty m
embe
rs s
houl
dse
rve
as a
dvis
ors
to th
e st
uden
tpe
rson
nel p
rogr
am, i
nclu
ding
ser
ving
on
polic
y m
akin
g co
mm
ittee
s an
d at
tend
ing
staf
f m
eetin
gs.
Spec
ial p
urpo
se s
tude
nt p
erso
nnel
com
mitt
ees
(e.g
. sch
olar
ship
com
mitt
ee)
shou
ldre
pres
ent t
heen
tire
colle
ge c
omm
unity
.
34
CO
OP
ER
AT
ION
AN
D C
OO
RD
INA
TIO
NB
ET
WE
EN
MA
RY
LAN
DC
OM
MU
NIT
Y C
OLL
EG
ES
CO
NC
ER
N F
OR
TH
E F
UT
UR
E
Stud
ent p
erso
nnel
sta
ffs,
in o
rder
to p
rovi
de a
ppro
pria
te p
rogr
ams,
mus
t be
conc
erne
d ab
out
the
futu
re. I
t is
espe
cial
ly im
port
ant t
o re
mai
n fl
exib
le a
nd a
war
e of
soc
ieta
l tre
nds
so th
atne
cess
ary
chan
ges
can
take
pla
ce. T
here
are
man
y fo
rces
of
chan
ge w
hich
will
dra
stic
ally
aff
ect o
urso
ciet
y, in
clud
ing
our
educ
atio
nal s
yste
m a
nd, t
here
fore
, stu
dent
per
sonn
el w
ork;
som
e of
thes
e ar
eth
e po
pula
tion
expl
osio
n, th
e ev
er c
hang
ing
occu
patio
nal s
truc
ture
, the
incr
ease
in le
isur
e tim
e,ad
vanc
es in
sci
ence
and
med
icin
e, u
nive
rsal
hig
her
educ
atio
n, th
e ex
plos
ion
of k
now
ledg
e, a
nd th
egr
owin
g po
litic
al p
ower
of
min
ority
gro
ups.
We
mus
t und
erst
and
thes
e fo
rces
and
adj
ust t
o th
em if
stud
ent p
erso
nnel
pro
gram
s, o
r fo
r th
at m
atte
r,-
all c
olle
ge e
duca
tiona
l pro
gram
s ar
e to
rem
ain
viab
le. Mec
hani
sms
for
on-g
oing
coo
rdin
atio
n an
d in
form
atio
n ex
chan
ge b
etw
een
Mar
ylan
d co
m-
mun
ity c
olle
ges
need
to b
e es
tabl
ishe
d. C
oope
rativ
e re
sear
ch p
roje
cts
shou
ld p
rovi
de m
uch
need
edin
sigh
t on
the
stat
istic
al c
hara
cter
istic
s of
Mar
ylan
d ju
nior
col
lege
stu
dent
s, in
clud
ing
dem
ogra
phic
data
, tra
nsfe
r am
ong
colle
ges,
and
deg
ree
of s
ucce
ss a
fter
tran
sfer
. Inn
ovat
ive
prac
tices
nee
d to
be
iden
tifie
d an
d ev
alua
ted.
As
was
poi
nted
out
at t
he W
illia
msb
urg
Con
fere
nce,
man
y cr
eativ
e id
eas
and
prac
tices
are
bei
ng d
evel
oped
in M
aryl
and
com
mun
ity c
olle
ges.
RECOMMENDATIONS
It is recommended that additional Task Forces be created by the Maryland Association ofJunior Colleges Student Personnel Division to consider the following items:
1. Establish more definite recommendations for implementing these guidelines, especially staffing
patterns and adequate financial support.
2. Establish mechanisms for on-going coordination and information exchange among Marylandcommunity colleges. Innovative practices need to be identified, researched, and communicated.
3. Begin immediately to work with the University of Maryland and the State Colleges in thedesign and implementation of graduate programs and training institutes to prepare juniorcollege student personnel staff members.
4. Establish better articulation policies with the University of Maryland and the State Colleges.
5. Establish state-wide research studies concerned with student characteristics, as well as long
range follow-up studies, to measure the effect community college education has upon students.
It is also recommended that the Division keep up the momentum created by the evaluationvisits and the creation of this document. The national spotlight is on community college student
personnel programs in Maryland because of Divisional activities. State-wide meetings, as well as
those held locally, should concern themselves with the functions and recommendations of this
document, as well as with the weaknesses established by the evaluations.
Furthermore, since this document must be current to be effective and meaningful, and since
Maryland higher education is in such a state of flux, these functions must be again considered and
rewritten within the next five years.
In conclusion, it should be noted that the functions described will not become maximally
meaningful until each college carefully considers them, adopts them for local usage, and puts theminto practice. There is a need for clear definitions in operational terms of student personnelpurposes, along with careful evaluation as to their effective contribution to the educationalprograms of the college and to the development of individual students.
36
FOOTNOTES
'The Maryland Council for Higher Education is responsible for Making recommendations tothe Governor and State Legislature concerning higher education. In November, 1968, the Councilmade public its proposed Master Plan. This Master Plan has yet to be enacted into law, and manyof its points are controversial. However, because of its timeliness and importance it is often referredto in this document. Maryland Council for Higher Education, Master Plan for Higher Education inMaryland: Phase One, Baltimore: Maryland Council for Higher Education, 1968.
2/bid., p. i.
3Edmund J. Gleazer, Jr., "What's on the Horizon for Junior/Community Colleges," In Searchof Patterns for Progress: A Report of The Maryland Student Personnel Conference in Williamsburg,Maryland Association of Junior Colleges Student Personnel Division, 1969.
4Ls-ry O'Banion, "Exceptional Practices in Junior College Student Personnel Programs,"GT70: o'sadent Personnel Workshop, Palatine, Illinois: William Rainey Harper College, 1968, pp. 5,6.
s Master Plan, op. cit., p. 3-2, 3.
6 Ibid., p. 3-20
7 Statistics from State Department of Education and Master Plan, op. cit., pp. 2-7, 8.9.$ Master Plan, op. cit., p. 2-40.
9/bid., p. 4-32.
19 Sadie Higgins and Alice Thurston, "Student Personnel in the Junior College in the YearsAhead," College Student Personnel Work in the Years Ahead, Washington, D. C.: The AmericanPersonnel and Guidance Association, 1966, p. 56.
"Max R. Raines, "A Last Chance Talk on Student Personnel Work," GT70: StudentPersonnel Workshop, Palatine, Illinois: William Rainey Harper College, 1968, p. 38.
"L. Lynn Ourth, "Student Development in Higher fi'vcational Environments," In Search ofPatterns for Progress: A Report of the Maryland Student Personnel Conference in Williamsburg,Maryland Association of Junior Colleges Student Personnel Division, 1969.
13The "Joint Statement on the Rights and Freedoms of Students" was written and approvedby the following organizations: American Association of University Professors, United StatesNational Student Association, American Association of Colleges, National Association of StudentPersonnel Administrators, and the National Association of Women's Deans and Counselors.
37
14Educational Policies Commission, Universal Opportunity for Education Beyond the HighSchool, Washington, D. C.: National Education Association, 1964, p. 5.
1s Edmund Gleazer, in his recent book "This is the Community College", notes the need forcommunity colleges to assume responsibility for expanding educational opportunity:
Thus educational opportunity is more than a privilege; it is a citizen's right. And ifthe great variety of people who exercise this right are to benefit, a broad range ofeducational experiences is demanded. The population which moves into the nation'scolleges will be a cross section of the American people, possessing a wide spectrumof interests, aptitudes, backgrounds, aims, achievements, and cultural determinants.By this reasoning, diversification of educational opportunity is urgently required tomatch a multitude of individual needs. The community college emerged to meetneeds that other institutions could not or would not meet (Edmund J. Gleazer, Jr.,This is the Community College, New York: Houghton Mifflin Company, 1968, p.14.)
Furthermore, the following statement of policy was recently adopted by the Board ofDirectors of the American Association of Junior Colleges:
Among the cures of poverty that are being proposed, education perhaps offers thebest hope for bringing the educationally, socially, and economically handicappedinto the mainstream of American life .. . Among established educational institutions,community and junior colleges are especially well qualified to offer opportunities forthe disadvantaged whether they are young school dropouts or unemployed adults.In general, today's community and junior colleges are committed to open-dooradmissions policies, comprehensive and varied programming, low costs to students,geographic accessibility, and community control . .. The Association seeks to answerthe question: How can two-year colleges most effectively provide and expandopportunity for the disadvantaged in what kinds of instruction, with what kindsof supporting services? [Edmund J. Gleazer, Jr., "AAJC Approach: Programs for theDisadvantaged," Junior College Journal, XXXIX .;March, 1969), p. 9.]
1 6 Master Plan, op. cit., p. 3-9.
"That socio-economic background is related to college attendance in Maryland has been clear-ly established in the proposed Master Plan:
A college educated father is much more likely to have his children go to collegethan is a non-collcge educated father. The survey taken in Maryland in 1966 of thepost-high school plans of seniors in Maryland schools shows that 91% of tie stu-dents whose fathers completed college had definite plans for post-high school educa-
38
tion, whereas only 42% of the students whose fathers attended elementary school orless had definite plans for further education. (p. 2-4)
13 Jane Matson, "Trends in Junior College Student Personnel Work," GT70: Student PersonnelWorkshop, Palatine, Illinois: William Rainey Harper College, 1968, p. 29.
19 Master Plan, op, cit., p. 3-3.
2° Jesse P. Bogue, The Community College, New York: McGraw-Hill Book Co., Inc., 190, p.67.
21 Gleaner, "AAJC Approach," op. cit., p. 10.
22 Master Plan, op. cit., p. 3-26, 27.
23Thid., p. 4-32.24 Bid.,
23Ibid., p. 3-22.
26Charles C. Collins, Junior College Student Personnel Programs: What They Are and WhatThey Should Be, Washington, D. C.: American Association of Junior Colleges, 1967, pp. 42-43.
"Master Plan, op. cit., p. 3-18.
"The 1969 Mary:and State Department of Education, Procedures for Accreditation of Two-Year Colleges states that "Supervision and/or coordination of such student services as food dispens-ing, emergency health (first aid), and the college bookstore centered in the student services area ofresponsibility.
29 The Master Plan recommends that:
Each institution develop a predictive index indicating an applicant's potential to suc-ceed in the program in which he is interested . . . The index should be in terms notonly of the admission standards of the institution but also in terms of the specificprograms within the institution. The index should contain as many factors as possi-ble that contribute toward prediction of success; for instance, factors to take intoaccount are grades, academic rank or indications of previous successes in non-academic areas, scores on achievement or aptitude tests. Such tests should be diag-nostic so that apparent weaknesses that prohibit further study can be remediedeither in the college or by referral to another institution of collegiate or less thancollegiate grade. (p. 4-32)
3° Ibid., p. 3-19.
39
"According to the Master Plan, the State 'f Maryland should make a greater contribution tofinancial aid programs:
The present State program of guaranteed student loair be increased in size andbroadened in scope.
A program of loan forgiveness be enacted in connection with guaranteed studentloans as an incentive to provide personnel in certain important areas of public ser-vice and as a replacement to existing tuition waiver for teacher education students inthe public colleges and the tuition education scholarships in the private colleges. Inaddition, the loan forgiveness feature should be used to help encourage students tostay in college until graduation and reduce the present high percentage of collegedrop-outs.
A Statewide program be undertaken with the cooperation of the institutions ofhigher education to provide opportunities for students to earn money while in col-lege through part-time employment. (pp. 4-35, 36)
32 As the Master Plan points out:
One group of students that has long been denied any assistance in obtaining theireducation are those who, for a variety of reasons, decide to pursue their collegiatework on a part-time basis. Such students who meet the scholastic standards andeconomic requirements demanded of those who are awarded state assistance shouldalso be entitled to help. The degree earned on a part-time basis is no less significantthan that earned by a full-time student and what he will return to the State in theform of tax payments is no less. Therefore, it is recommended that: The MarylandCouncil for Higher Education investigate the financial needs of part-time studentsand the feasibility of assisting them in the attaining of their educational goals. (p.4-36)
33/bid., p. 4-28, 29.
34 The proposed Master Plan clearly recognizes the need for easy transfer from two-year tofour-year colleges:
In line with the emphasis on the planned upper division growth in the four-yearinstitutions and the consequent reduction in the percentage of lower division stu-dents in these colleges . .. the number of graduates of the community college trans-fer programs seeking admission to junior standing in the senior institutions willincrease. Ms accentuates the responsibility of both the community colleges and thesenior institutions since graduates of community college transfer programs must beassured the opportunity of continuing their undergraduate studies in public seniorcolleges.
40
The public senior colleges should admit community college transfer program gradu-ates to junior standing on the same basis of quality point-index and accumulatedcredits as applied to their own students.
In cases where available places limit total enrollment the qualified transfer applicantshould be given priority for admission over an applicant to the freshman class.
In the transfer programs which they offer, the community colleges should provideall the sequential courses necessary to assure their graduates acceptance at the juniorlevel in a senior institution. The senior colleges should be no more restrictive thannecessary in accepting those credits that are not essential to a transfer's major fieldof study.
For example, a potential physics major must have the necessary courses to enablehim to enter the junior level of a physics program, but the senior colleges shouldaccept courses in unrelated areas in lieu of the senior institutions' specific generaleducation requirements. (pp. 4-13, 14)
3s/bid., p. 3-10, 11.
"/bid., p. 3-17.
"The California Guidelines for Student Personnel Services in the Junior College, recommendsthat the student personnel budget should be approximately 10% to 15% of the college's operatingbudget, exclusive of student activity fees, capital outlay funds, and financial aid monies (Sacra-mento: California State Department of Education, 1968, p. 19.)
38 As the Master Plan points out:
In order to maintain a high quality system of higher education, the State has to pro-vide the salary incentive that will attract competent faculty into its institutions. Inaddition to salary, the State will have to offer fringe benefits competitive with thoseof other state systems and the private institutions. These include medical and otherinsurance options and a retirement plan the latter could be more attractive if,instead of the State's own retirement plan, the new faculty member might elect tojoin the nationwide Teachers' Insurance and Annuity Association (TIAA).
However, unless faculty are supported by an adequate library for both their teachingand research purposes, modern laboratories and computer facilities where these arepertinent to the discipline, and sufficient clerical staff to relieve faculty members ofburdensome chores, it becomes extremely difficult to retain first class faculty. Theseancillary services must be considered an integral part of the instructional budget. (p.3-15)
41
39The Master Plan clearly pointed out this weakness in Maryland's graduate programs:
As the number and size of community colleges in Maryland increase, so does theneed for competent faculty. Since community colleges are essentially a new develop-ment in higher education, little has been done so far to prepare individuals to teachin them . . . It seems desirable that programs be designed with the specific objectiveof graduating persons seeking careers in the community colleges.
Recognizing both a distinction in emphasis and pedagogy between the secondaryschool and the community college and the special role of the community college forthe of?ering of terminal programs, the University and State Colleges need to developnew programs for the preparation of community college teachers, programs whichare essentially different from those for the preparation of secondary school teachers.Community college presidents and faculty will undoubtedly be most knowledgeableadvisors in this area and should undoubtedly be consulted in the design of these pro-grams. (p. 4-27)
4 °Max R. Rain rs, Junior College Student Personnel Programs: Appraisal and Development, AReport to the Carnegie Corporation, 1965.
42
APPENDIX
APPENDIX ATHE PROPOSED MASTER PLAN'S DIVISION
OF RESPONSIBILITIES AMONG THELEVELS OF HIGHER EDUCATION
UNIVERSITY. The University of Maryland, although it will continue to offer instruction at alllevels of higher education, will place emphasis on upper division, graduate and professionaleducation, and research. In order to provide for the needs of the State, the University will offereducation in the classical professions, the modern technologies and the contemporary socialsciences; furthermore, in order to be recognized among its peers and to fulfill a university'straditional obligation to push back the frontiers of knowledge, the University will engage inmeaningful research activity in all areas of human endeavor. For the time being, the University
should be the only public institution to offer academic programs beyond the master's degree.
THE STATE COLLEGES. The State Colleges, which until a few years ago were primarily teachertraining institutions, are now general cor.eges offering undergraduate and master's degrees in the
arts and sciences and in education. They should continue to maintain their strength in the trainingof elementary and secondary school teachers for the State, but at the same time increase thequality and variety of their offerings in liberal arts and pre-professional programs. As they grow in
size it is expected that they will also grow in diversity and gradually add additional academic
offerings consistent with this role. They should be sensitive to the needs of the region in which
they are located and respond imaginatively in the development of new programs to satisfy these
reds. For the present they should not offer degree programs beyond the master's, but it ispossible that, where the need exists and the programs and faculties can be developed, they mayundertake advanced degree programs in very special areas.
THE COMMUNITY COLLEGES. Unlike the other two segments, the community colleges areprimarily local institutions funded in part by local revenues and governed by a local board. Theirprimary purpose h to serve the community in which they exist and they do this through threetypes of program: 1) occupational programs requiring more than a secondary school education; 2)continuing and adult educational programs; and 3) two-year transfer programs in the liberal artsand in pre-professional work. All three programs serve to bring "college" within the economic
capability of a greater number of community residents. Community colleges should be alert to the
new and changing demands of their communities and be ready to work with community leaders inthe development of programs, with or without a degree, to prepare people to effectively cope withthe new needs. Community colleges should assume the responsibility of providing late afternoonand evening courses for students who can pursue their education only on a part-time basis. They
43
should also offer strong guidance programs so that their students may be in a better position toevaluate their educational and occupational needs. As public institutions receiving state support, thecommunity colleges also have broader responsibilities for meeting regional and State needs asintegral parts of the tri-partite system.
THE PRIVATE INSTITUTIONS. Although the State has the obligation to provide for its citizens afull range of educational programs and opportunities, the continued existence of the privateinstitutions should be fostered in every way possible. The private institutions give the student afreedom of choice that would otherwise not exist, for the private institutions can experiment withprograms and pedagogy, appeal to certain groups of students, and adapt more rapidly to changing
times. (pp. 3-2,3)
J
44
APPENDIX B
STATEMENT BY MARYLAND COMMUNITY COLLEGE PRESIDENTS
THE COMMUNITY COLLEGE
Across this state each of the two-year colleges differs from its sister colleges in many respects.This is particularly appropriate for institutions which call themselves "community" colleges, sincethe term "community" refers not merely to locus, but to orientation of program and financialsupport. These institutions of higher learning are to reflect the requirements of their owncommunity; each one should be as different from the neighboring community college as the twocommunities in which each is found are different.
Although community colleges differ from each other in Maryland, nevertheless there are somegeneral characteristics in scope which identify and define these two-year institutions as a distinctivesegment of higher education.
SCOPE OF PUBLIC COMMUNITY COLLEGES
In addition to the four specific programs listed below, there are three classes of courses and/orservices offered by community colleges which deserve special notation here:
General Education
A core of courses sometimes called liberal arts, amounting in the State of Maryland totwenty-four semester hours, must be taken by all degree students, as appropriate to theireducational or career goals. These courses broadly educate the student so that he may moreeffectively collect and weigh evidence, make relevant judgements, discriminate among values, makeappropriate decisions and applications, communicate meaningfully, and participate as a citizen.
Developmental and Remedial Programs
Developmental and remedial courses are offered to those students lacking requisite knowledgeor skills. In addition to formal courses, individually patterned instructional and guidance programsare offered to those needing assistance.
Student Services
The wide variety of students enrolling in the programs of the two-year college necessitates aparticularly strong emphasis on effective student personnel services. Programs must be clearlyinterpreted to students, proper goal selection must be emphasized, and opportunities must exist forstudents to plan their own activities and to receive help with personal problems.
45
In addition to guidance, counseling, and student activities, the college must provide a varietyof other student services, including admissions, orientation, testing, registration, retention ofrecords, financial assistance, and job placement.
I. Occupational Career Programs
Semi-professional programs prepare students for immediate employment upon graduation inoccupations which fall into general classification such as business, technical, health, andgovernmental services. These programs vary in length and lead to a certificate (15 credit hours ormore) or an associate in arts degree (full two-year program).
2. Transfer Programs
Transfer programs parallel the first two years of a variety of curricula offered in colleges anduniversities. The student usually applies to a four-year institution as he concludes his two years atthe community college. Pre-Professional courses of study are included here.
3. Community Services and Continuing Education Programs
These programs embrace formal and informal courses and activities which upgrade skills,retrain for- new occupations, enrich cultural backgrounds, and develop specialized interests. Theseprograms vary in length- according to the requirements of individual participants and communityneeds. Some of the colleges over programs in general studies or general education for students whowish to take a series of courses designed neither for occupational nor transfer purposes but leadingto a degree or certificate.
4. Student Personnel Programs
Special attention is given to providing opportunities to students to plan, participate in, andevaluate a broad variety of activities designed to enrich their College experience by broadening theireducation, acquaintanceships, talents, leadership- opportunities, sense of responsibility, and oppor-tunities to serve the college and the community.
CHARACTERISTICS OF THE COMMUNITY COLLEGE MOVEMENT
Authorities in the Community College Movement' have identified several characteristics ofthese public, two-year institutions. These colleges are said to be community-centered, accessible,-Comprehensive, dedicated to lifelong education, and adaptable.
1We are indebted here to Ralph R. Fields, The Community College Movement, McGraw Hill BookCompany, New York, 1962.
46
1. Community Centeredness
The community college is local in the sense that it serves the interest of the local community.However, this view is not provincial, for the individual, the region, the state, and the nation andsociety in general are also important points of reference. However, it is the local jurisdiction whichprovides the cues for program and planning and makes the most significant assessment of need andlocation of facilities. Accordingly, the college must keep highly attuned to local requirements andthe local Board of Trustees therefore, serves as the governing board.
2. Accessibility
The community college is accessible geographically located centrally within commutingdistance of the homes of potential students.
It is also accessible academically making opportunity available, through the "open door"admissions policy to all who feel they can benefit from higher education.
In addition, it is accessible financially. There are few institutions with costs kept so low as thecommunity college. Tuition is reasonable and, because most students live at home, there are noroom and board charges. Work-study opportunities are abundantly available to those who needthem.
3. Comprehensiveness
Since the community college seeks to effectively serve a large portion and wide interest rangeof its community, it must offer a program which is broadly diverse. The scope of these programslisted earlier speak to this necessity. A variety of career, transfer, community service, generaleducation, and developmental programs and courses help to make the institution responsive to theneeds of the community.
4. Life-Long Learning
As noted above, the community college finds itself deeply involved in continuing educationand community services. These programs are tacit admission of the fact that times andrequirements change and that the commuiz!ty college can assist people to face these changeseffectively and to deepen their understanding of them. The fact that the institution is local andcentral in the community assists it in reaching out to those in need of education at whatever age
or in whatever stage of life.
5. Adaptability
This finally noted characteristic flows out of the other four. The community college isaccessible; therefore, people will be able to come to it with their changing educational needs. Sinceit is comprehensive, it must seek rapidly and spontaneously to accommodate new needs as theyarise. As adults encounter the changing demands of an evolving society, the two-year institution
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dedicated to life-long learning must initiate programs and services to assist in the meeting of thesedemands. As communities evolve they present new problems a challenge to that institution whichprides itself on being community-centered.
Thus, the community college itself is evolving and must remain flexible since it can be surethat it will be different in the future than it is today. Institutions, and particularly communitycolleges, must be readily adaptable, or they will fail the communities they aspire to serve.
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APPENDIX C
HISTORY AND DEVELOPMENT OF MARYLAND COMMUNITY COLLEGES
Community Colleges in Maryland have been developing for over forty years, although the mostsignificant growth has occurred in the last twelve years. Maryland's first public junior collegestarted as early as 1927 when the freshman and sophomore years of college were added to whatwas then the St. Mary's Female Seminary (a state boarding high school). In 1935 the State Boardof Education authorized the inclusion of junior college programs in the State Teachers Colleges atFrostburg and at Salisbury and, in 1946, an additional junior college program was established atTowson State College.
Following World War II, a state-wide education committee recommended the establishment ofadditional public junior colleges, primarily to help accommodate the number of veterans seekingcollege education. In 1946, Hagerstown Junior College and Montgomery Junior College wereestablished by their county Boards of Education. A half year later, in 1947, the Baltimore CitySchool System opened Baltimore Junior College (now called the Community College of Baltimore).
In 1955 the Maryland Commission on Higher Education recommended the establishment ofadditional locally supported and locally controlled public community colleges. Within six yearseight public community colleges had been established: Catonsville Community College, 1957; EssexCommunity College, 1957; Frederick Community College, 1957; Harford Junior College, 1957;Charles County Community College, 1958; Prince George's Community College, 1958; AlleganyCommunity College, 1961; Anne Arundel Community College, 1961.
The Commission for the Expansion of Public Higher Education in Maryland recommended in1962 "the continued development of the community college throughout the State." This reportidentified eleven additional locations with enrollment potential sufficient for the establishment of acommunity college. Since the 1961 Commission's Report, two additional public communitycolleges have been established; Chesapeake College in 1965 and Cecil Community College in 1968.Chesapeake was the first regional college to be established, serving the counties of Kent, QueenAnr : Talbot, and Caroline on the Eastern Shore. At the present time additional colleges arebeing planned for Howard County and Garrett County. Furthermore, a second campus of theCommunity College of Baltimore (the Harbor Campus) is projected for completion and occupancyby 1973. Also, the Baltimore County Board of Education has designated that a third countycommunity college will be established in Dundalk in the near future. Other counties withcommunity colleges already in operation, such as Prince George's and Montgomery, are alsoconsidering additional colleges.
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APPENDIX D
CONTROL AND FUNDING OF MARYLAND COMMUNITY COLLEGES
Prior to 1968, local Boards of Education (legally constituted as Boards of Trustees) operated
Maryland Community Colleges under the overall supervision of the State Department of Education.
In 1968, the State Legislature created a State Board for ' immunity Colleges having general
supervisory powers (not operational control) over the public community colleges. This new Board
will assume this responsibility from the State Department of Education on June 30, 1969.* This
same legislation also allowed lccal public schools to divest themselves of their responsibility forcommunity colleges and, instead, request that the Governor appoint a separate local Board of
Trustees.
Funding of public community colleges in Maryland is based on the principle that the State,
the local political sub-division, and the student would share in the operating costs. Currently, theState contributes up to 45 per cent of the operating costs, student tuition ranges from $200 to$300 a year, and the local sub-divisions make up the balance.
Capital construction of public community colleges is based on a 50-50 matching fund basis
between the state and local sub-divisions. In addition, many Maryland community colleges have
received significant capital construction grants under the Federal Higher Education Facilities Act,
1963, Title I.
=1:171.,The powers, duties, and function of the new State Board for Community Colleges are reproduced
in Appendix E.
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APPENDIX E
POWERS AND DUTIES OF MARYLAND STATE BOARD FOR COMMUNITY COLLEGES
(1) To establish general policies for the operation of the State's community colleges;
(2) To conduct studies on the problems of community college education;
(3) To assist the community college individually or collectively by providing expertprofessional advice in all areas of their activities;
(4) To review and advise upon all curriculum proposals for newly-established communitycolleges and for proposed major additions to or modifications of programs in existing community
colleges;
(5) To recommend, review and advise uron proposals for the establishment of newcommunity colleges;
(6) To coordinate relationships among fly; community colleges to assure the widest possible
educational opportunities for the students of the State and the most efficient use of funds;
(7) To facilitate the transfer of students between the community colleges and the University
of Maryland, the State colleges, and other institutions of higher education;
(8) To coordinate relationships between the community colleges and the State and local
public school systems and the private high schools in order to facilitate cooperation with them inguidance and admission of students to the community colleges and to arrange for the mostadvantageous use of facilities;
(9) To establish and maintain a system of information and accounting of community college
activities;
(10) To provide grants-in-aid for the prompt and adequate planning of new colleges and newprograms in existing colleges;
(11) To administer the State's program of support for the community colleges;
(12) To assist and represent the community colleges in seeking and administering federalmonies available to them;
(13) To assist the Maryland Advisory Council for Higher Education in its investigation ofneeds throughout the State and in its preparation of plans and recommendations for theestablishment and location of new facilities and programs relating to the community colleges;
(14) To report annually to the General Assembly on the Board's activities and the activities ofthe community colleges.
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APPENDIX F
CHARACTERISTICS OF MARYLAND COMMUNITY COLLEGE STUDENTS
Measures of Ability
The relatively unselective admissions policies have contributed to the extreme range ofacademic ability found within and among junior colleges. The 1968 ACT (American College TestingProgram) full-time freshman class profile for nine Maryland community colleges documents theextreme range of academic ability to be found within Maryland's public two year colleges.* Thefollowing table demonstrated this range in ability.
Maryland ACT 1968 Class Profile
Academic Ability
(In Percentages)
StandardScores English Math
SocialScience
NaturalScience Composite
26-36 2 10 11 14 5
21-25 20 24 32 25 2716-20 42 30 28 32 39
1-15 36 36 29 29 29
Mean Score 16.8 17.5 18.6 18.8 18.1
As the table points out, in all four academic fields that ACT measures, Maryland communitycollege students demonstrate a wide range of ability.
Another indication of academic achievement is high school grades. Again, Marylandcommunity college students reflect a wide range of achievement according to ACT studies. Theaverage high school grade point average in English, Math, Social Science and Natural Science was 2.15(on a 4.00 scale); however, individual grade point averages ranged from 4.00 to 0.00.
*ACT statistical information from a special report on Maryland community college 1968 freshmanstudents prepared by The American College Testing Program, Iowa City, 1969. The Marylandcommunity colleges that participated in the 1968 American College Testing Program are: AnneArundel Community College, Allegany Community College, Community College of Baltimore,Catonsville Community College, Chesapeake College, Essex Community College, Hagerstown JuniorCollege, Harford Junior College, and Montgomery Junior College. (Those not included are: CharlesCounty Community College, Cecil Community College, Frederick Community College and PrinceGeorge's Community College).
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On both these measures of academic ability, national test scores and high school grades,Maryland community college students' average scores were slightly below national averages for allcollege and university freshmen. For example, Maryland community college students' ACT meancomposite score was 18.1 compared to 19.7 for all college freshmen, and Maryland communitycollege high school point average of 2.15 compares to -2.58 nationally. As enrollments increase,larger numbers of low achieving high school graduates, as well as adults who have been away fromformal education for a number of years, will enroll in Maryland community colleges.
Other Characteristics
The ACT Maryland profile documents many characteristics which demonstrate the degree ofdiversity found in our community colleges. Students state several reasons for attending collegefrom practical reasons like low cost, nearness to home, and potential for higher income tointellectual reasons like scholarship and intellectual atmosphere. Maryland community collegestudents also vary widely in their educational and vocational aspirations and interests, includingproposed majors, occupations, and highest level of education they plan to complete. Across thestate, 46 per cent of our students plan to attain a B.A. degree or equivalent and over 23 per centplan to attend graduate school, while 25 per cent plan to stop after obtaining their junior collegedegree.
Maryland community college students come from various levels of family income, withapproximately 7 per cent above $20,000 a year and 9. per cent below $5,000. Over half of ourstudents come from families whose income ranges from $7,500 to $14,999. Although communitycollege students vary widely in socio-economic status, because of the "open door" admissionspolicy many community college students tend to come from a low socio-economic background.
Regarding their expressed need for financial aid, over 68 per cent of Maryland communitycollege freshmen plan to work during college (16 per cent plan to work 1 to 9 hours per week, 32per cent plan to work 10 to 19 hours per week, 14 per cent plan to work 20 to 29 hours perweek, and 7 per cent plan to work over 30 hours per week). Only 32 per cent do not plan to holdemployment during their first year of college. Only 39 per cent of our students plan on applyingfor a scholarship and 31 per cent anticipate apeying for a loan during their first two years ofcollege.
Although the ACT statistics measure only full-time students, the few studies of part-timestudents that exist indicate that the characteristics of part-time students equal the diversitymentioned above for full-time students.
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