Junior colleges--Florida

The purpose of this study was to determine the current
status of the distributive education and the cooperative
education prog rams in selected junior/community colleges in
South Florida. Conclusions: The concept of cooperative distributive education and
cooperative education is hanging by a thread in South Florida.
The study indicated that on many campuses were it not for the
initiative and hard work of often one or two individuals,
either program would c ease to exist in a moment. If dramatic
action is not initiated quickly on the State level these
programs will continue to be subject to the whims of circumstance. In fact it would not be at all surprising for this
invaluable educational resource to be lost virtually overnight.
In general, the degree of adherence to the recommended
program criteria was found to be quite low. This might
mistakenly be interpreted as a failure on the part of the
individual coordinator, or of poor program organization, but
this would be totally inaccurate and unjust. The standards by
which the programs were measured are attainable , but exceedingly
high. It is doubtful that there are any other programs on
the junior/community college campuses that ask as much of their
instructional staff as that asked of the distributive education and cooperative education teacher/coordinators. As the author
traveled from campus to campus it became increasingly apparent
that a relative handful of dedicated men and women were
accomplishing a truly enormous amount with little or no assistance
or support. With increased financial and administrative
assistance there is no doubt that the distributive education
and cooperative education programs in South Florida's
junior/community colleges are prepared to offer their
students vocational education of the very highest quality.

The purpose of this study was to determine effectiveness of the recruitment
methods, programs available, and retention methods and procedures
used for the disadvantaged youth in Florida Public Community Junior
Colleges.
In order to identify and compare evidence related to this purpose
a survey questionnaire was sent to the counseling department in each college.
The questionnaire was constructed to obtain data from these areas:
(1) methods of recruitment, (2) identification of ethnic and economic
categories included in disadvantagement, (3) methods of selection of students,
(4) material aid given by college to disadvantaged students, (4)
extent and effectiveness of vocational and occupational programs, (6) the
present status of student retention, and (7) follow up programs on dropouts.
The questionnaire was sent to five Florida Community Junior Colleges
for their reaction and response. Three of the five respondents
mentioned an imbalance in emphasis between recruitment and programs and
between programs and retention. After consultation with an advisor,
several more questions on programs were added to correct imbalance and
add other pertinent information to the study.
The questionnaire was sent to the 28 Florida Community Colleges
and seven of their satellite campuses. Community Junior Colleges surveyed
were identified by the 1971-72 edition of the American Association
of Community Junior College's Directory. Of the 23 out of 35 questionnaires
which were filled out by the community junior colleges, 18 were
reported by major campuses and 5 were from satellite campuses, representing
64.3% of the total surveyed. Every questionnaire that was returned
was utilized in the statistical analysis, and is reflected in the above
percentage of those surveyed.
Chapter II shows an analysis of data for the entire study and a
preliminary discussion of recruitment and retention. The statistical
treatment of the findings for recruitment and retention is given in
detail.
Chapter III reflects a preliminary discussion of programs, and the
analysis of results of the programs now in operation for disadvantaged
students.
Chapter IV records final findings and implications.
Major Conclusions and Implications: The Florida community colleges in fact have both diverse offerings
and student populations. Documentation of the commitment to serve in
general is more evident than research to determine specific opportunity
for the disadvantaged. Special training programs are geared to the
academic offering of the college with conservative emphasis on remediation.
There seems to be an unwillingness to admit a need for institutional
change, especially as programs relate to retention.