Kite, Robert H.

The purpose of this analysis was to obtain architectural dimensions from selected community college theatres. A survey was sent to 315 community college theatre departments requesting information in 17 categories: stage dimensions, proscenium arch, grid, loading doors, rigging, stage floor, pit, storage areas, building shop, costume shop, dressing rooms, rehearsal rooms, green room, lights, light booth, control booth, auditorium, and colors. There was a 25% survey return rate. Results from the survey are reported in 5 tables: Mean, Median and Range of Survey Topics, Maximum and Minimum Responses for Survey Questions, Room Measurements, Adequacy Ratings, and Topics and Quantities. Appendices include a copy of the survey, mailing list, and comments from the respondents. The analysis shows that workshops and storage areas had the lowest adequacy rating. In addition, comments from respondents provided recommendations for future community college theatre designers. These include: (1) Determine needs and role of the college and theatre before a consultant or architect is hired and plans are drawn. (2) Determine instructional need in terms of current and future course offerings. (3) Provide concessions if the facility will host touring productions or community activities. (4) Theatre staff should have an active part in determining the needs and design. (5) The college should hire the theatre consultant. (6) Choose an architect with theatre experience.

The problem addressed by this study was the lack of data to document the need for--or effectiveness of--the student personnel program at Seminole Community College. A literature review supported the need for continued evaluation of student personnel services at the local level. Four questions were generated as a result of this literature review: (1)Which student personnel services were considered essential by new students, by students who had completed at least one semester at the college, and by faculty members? (2)Which services were new students actually intending to use? (3)How did faculty members and students who had used specific student personnel services rate them? (4)Did significant differences exist in the services needed by new students in relation to the variables of age, sex, enrollment status, and area of college enrollment? A study was designed to answer these questions. Survey instruments were constructed and distributed to a random sample of new students, currently enrolled students, and faculty members in the adult high school, college credit, and vocational-technical portions of the college. The instruments were returned by 87.9 percent of new students, 93.5 percent of currently enrolled students, and 88.1 percent of the faculty. Examination of the data, calculated in percentages, from new students, currently enrolled students, and faculty revealed that: (1)services defined as necessary were those related to admissions, testing and placement, academic and career counseling, and orientation; (2)new students intended to use services related to registration, academic and career counseling, orientation, and study techniques; (3)over 10 percent of new students who defined a service as essential indicated they would never use the service; (4)over 30 percent of the faculty and 60 percent of currently enrolled students were unable to evaluate student personnel services except for those services related to admissions, orientation, academic advisement, and registration; (5)faculty tended to rate as inadequate services connected to the placement of students in courses, academic advisement, and recruitment; and (6)the majority of students, both new and currently enrolled, indicated a lack of interest in personal or social counseling.

Community colleges stress institutional goals related
to the concept that each individual should have
the opportunity to progress as far as his abilities and
interests will permit. While this concept does not imply
that everyone should have the same education, it does
demand diversified educational programs which the community
college strives to make available through its
curricular offerings. The purpose of this study was to construct predictor
equations which would determine an individual's probability
of success in introductory level college courses in English
(EN 125), social science (SS 28J), business (BU 101),
biology (SC 141), and mathematics (MA 151), at Fulton-Montgomery
Community College in Johnstown, New York. Percentage
of students achieving success in each course and
significant differences between courses for students achieving
success was calculated. Ten independent variables
were correlated with final grades in each course. The following independent variables were found to
be important in the regression equations: in EN 125,
comprehension score on the Nelson-Denny Reading test;
in SS 28J, prior high school social studies background,
age and prior high school English background; in BU 101,
age, comprehension score, high school mathematics and
English grade point average; in SC 141, age, overall
high school average, and high school social studies back ground;
and in MA 151, comprehension score and high school
mathematics background.
It was also shown that there was a significant difference
between courses for students achieving success.
Success percentage in each course varied with instructor.

This study analyzes the impact of a selected associate degree
nursing program upon the attitudes of students toward death. An
instrument, "Attitudes Towards Death," was developed for use in the
study and was administered to a randomly selected sample of 122 freshmen,
84 sophomore and 46 graduate nurses. Analysis of each group's
responses and comparisons among the group were made using several
statistical procedures. The results were as follows:
1. There were no significant differences in attitudes towards
death of beginning freshman associate degree nursing students, graduating
sophomore associate degree nursing students, and graduate associate
degree nurses working in nursing.
2. There were no significant differences between freshman and
sophomore nursing students in the following subscales: fear of death
of self, fear of death of others, fear of dying of others, general
attitude, and inconsistency of attitude. There was a significant difference on the fear of dying of self.
3. There were no significant differences between freshman
nursing students and graduate nurses on any of the six death attitude
subscales.
4. There were no significant differences between sophomore
nursing students and graduate nurses on any of the six death attitude
subscales. 5. Among the demographic variables the following chi-square
subscale correlations were significant: personal meaning that the
subject attached to the concept of death, and the fear of death of
self, fear of dying of self, general attitude, and inconsistency of
attitude; degree of religiosity and fear of death of self, fear of
dying of others, general attitude, and inconsistency of attitude;
desire to be told of a terminal illness and fear of death of self,
fear of dying of self, and fear of dying of others; amount of nursing
experience and inconsistency of attitude; marital status and fear of
death of others, and area of clinical specialization and fear of death
of others. The variables of age , income, and first personal involvement
with death had no significant chi-square subscale correlations.

This study examined the effectiveness of citizen participation
strategies occurring most frequently in the administration of educational
programs.
Determining the most frequently occurring citizen participation
strategies required an exhaustive search of case studies noting the frequency
of occurrence of the various strategies. A second search of the
case studies yielded twenty critical criteria or issues which were frequently
mentioned in the selection of a particular citizen participation
strategy. Strategies found to occur most frequently were the public
hearing, advisory committees, organizations and workshops.
A panel of experts was randomly selected from a list of educational
leaders with experience in citizen participation. A questionnaire
was drafted, field tested and then mailed to each expert.
It was found that educational leaders rank the advisory committee
strategy as the most effective strategy followed by the workshop, organizations
and public hearings. Another conclusion reached was that when specific criteria are suggested, the preferred strategy is subject to
change based on the criteria and circunstance of the situation.
The study further revealed that when a specific criteria or issue
is weighted most heavily, the educational leaders identify different
strategies as being most effective for the various circumstances. Differences
in the frequencies of first choice responses within the demographic
categories were also interpreted to be significant by the chi-square
test.