SYRACUSE UNIVERSITY LIBRARY
The Alexander N. Charters
Library of Resources for
Educators of Adults
SYRACUSE UNIVERSITY LIBRARY
The Alexander N. Charters
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Alexander N. Charters
Syracuse University Publications in Continuing Education
Syracuse, NY
© 1996
The author gives permission to reproduce this monograph, in part or whole, as long as the copyright notice is held intact.
Contents
Adult Education, as a relatively new thrust into the higher education enterprise, is continually striving to be recognized as a field of study and practice. As a way to foster this development, Syracuse University made a conscious commitment to mold Adult Education into the very essence of the university. This effort is called mainstreaming.
This monograph describes my reflections about the mainstreaming of University College and other Continuing Education Programs into the academic life of Syracuse University. It is recognized that the term "mainstreaming" is frequently limited to special education but is used in a more generic way in this monograph.
This is being written at a time when Syracuse University is recognizing the 75th anniversary of the establishment of the Evening Session in 1918. It records my reflections of one who was Assistant to the Dean (1948-1950), Assistant Dean (1950-1952), Dean of University College (1952-1964) and Vice President for Continuing Education (1964-1973). All of this occurred when mainstreaming of Adult Education into the academic life of Syracuse University was a major thrust of the University. In general there has been some movement toward the mainstreaming of Adult Education in many agencies, but at Syracuse University there has been a conscious commitment to this development.
In this monograph Adult Education is used in a generic sense to include all educational programsand activities of the University related to the education of adults. It is used interchangeably with other terms such as extension, continuing education, training and human resource development. Continuing Education Programs includes the Adult Education programs, and activities (including University College) which were in the Office of the Vice President for Continuing Education (1964-1973).
Preparation of this monograph was based on an assumption that it is useful to analyze the past in order to understand the present and to plan for the future. Some principles, statements and generalizations about mainstreaming of Adult Education in universities are illustrated or clarified by specific reference to the Syracuse University experience. It is recognized that an example or illustration does not necessarily validate a point, but it may indicate direction. In order to preserve continuity in the description of the historical background and the elements of mainstreaming, the number of references and other sources are limited. The intent is to cite some selected examples that were significant to the mainstreaming of Adult Education into the academic life of Syracuse University. The materials of the Continuing Education Programs and of my papers and publications as well as the extensive Adult and Continuing Education Research Collection have been thoroughly processed by Syracuse University Library and are accessible to readers and scholars who wish to delve further.
Sources of funding are stated for each program but amounts are provided only to indicate the general magnitude of funding. Likewise the numbers of participants are cited only as examples of the scope of the programs. Additional statistics and other information are available in annual reports and other documents. Some materials are taken from The Hill and the Valley1, a monograph about developments at University College.
This monograph should not be construed as a history of University College and other Continuing Education Programs. However, it cites many items to support my reflections about mainstreaming into the academic life of Syracuse University.
This monograph includes six sections:
Section I describes the role of mainstreaming of Adult Education into the academic life of Syracuse University.
Section II provides some historical background about Adult Education in universities.
Section III traces changes in universities that facilitated the mainstreaming of Adult Education into the academic life of the university. Some of these changes were made as universities evolved, not necessarily to enhance Adult Education.
Section IV describes the establishment of the Office of the Vice President for Continuing Education.
Section V identifies and discusses some elements of mainstreaming of Adult Education into the academic life of Syracuse University.
Section VI provides a list of selected achievements of Adult Education at Syracuse University andsome concluding remarks.
Some of the administrative and financial aspects of the Continuing Education Programs are important to support the academic milieu, and the mainstreaming of them can have a positive effect on mainstreaming Adult Education into the academic life of Syracuse University and are referred to in this monograph.
Comments are provided at various places throughout this monograph. They are not necessarily generalizations about the field of Adult Education taken from the material in this monograph. They are my reflections developed from the experiences at Syracuse University, from my role in some national and international associations, from UNESCO related activities, and from colleagues in over 40 countries which I visited.
Mainstreaming requires competent persons who are able to discuss academic programs on an equal basis with colleagues in other academic schools and colleges of the University. Accordingly it was by commitment and design that imaginative and academically qualified persons were appointed to lead and direct Continuing Education Programs. These leaders required the ability to identify needs of potential students and to develop programs from which adults are able to learn in order to meet their individual and group needs. The staffs of the Continuing Education Programs are listed individually in an Appendices B through D, pp. 81-85. They functioned as a team and therefore they are not identified in the text of the monograph with particular programs and activities. This monograph is only a partial record of their commitment and accomplishments in the field of Adult Education at Syracuse University. It was through their demonstrated academic competence that new programs and modifications in existing ones were focused on the adult part-time students. In a university, an essential ingredient is the faculty. They are the essential ingredient in assisting students to learn how to get access to knowledge and how to learn. Almost every faculty member of Syracuse University was an active participant in the academic programs of the Continuing Education Programs. Their contributions are gratefully acknowledged with thanks and appreciation.
In the appendices are lists of people who date back to The Evening Session and of the Office of Vice President for Continuing Education. They include Chancellors, Deans and Directors; Program and Support Staffs of Continuing Education Programs; Academic and Administrative Officers; and Deans and Directors of Academic Schools, Colleges and Other Units. These colleagues were active in the mainstreaming of Adult Education and I can recall specific contributions of virtually every one of these Syracusans. The listing in this monograph is a meager recognition of their significant and essential contributions but they are acknowledged with appreciation.
Ms. Linda Pitonzo has been essential in setting the format and style of the monograph and making the many revisions. Her efforts are recognized and recorded with great thanks.
Mrs. Jane Frost is a graduate of Syracuse University Class of 1929, a part- or full-time employee in Extension since then, has been my secretary beginning in 1957 and has continued part-time even to the present day. This experience enabled her to provide a critical perspective to this monograph and is recognized with appreciation.
Anyone who has been associated with Adult and Continuing Education recognizes the ever present contribution of Margaret. Her great abilities are evident to anyone in the field of Adult Education at Syracuse University, in the Syracuse community as well as nationally and internationally. We were married three months before I became Dean of University College. Our children Bill, David, John and LouAnne also lived through this period and were involved in our careers and, of course, our total life. The time, effort and few setbacks were rewarded with many happy experiences which are here joyfully recorded. Margaret and I are also so grateful for the many associations and friendships nationally and internationally that came our way.
The Faculty Computing and Media Services division of Computing and Media Services at Syracuse University, and Mr. Jeffrey Bittner, provided assistance in the publication of this monograph in paper and electronic form.
It is appropriate to recognize the many unsolicited words of thanks and appreciation that continue to be expressed by the learners who have been associated with Adult and Continuing Education at Syracuse University. Their comments are hereby indirectly passed along to the faculty and staff.
This monograph records the contribution of many colleagues who assisted in the mainstreaming of Adult Education into the academic life of Syracuse University. However, I accept full responsibility for the accuracy of all data which are, in some cases, rather tentative. I also recognize that some of the data are based on observations and recollections and are thus subject to interpretation which is also my responsibility. Likewise, the comments recorded in the monograph are my sole responsibility.
The mission of adult education is to assist adults to obtain further control of their current circumstances and future destinies.2
Syracuse University was founded by The Methodist Episcopal Church in 1870. University College of Syracuse University began with the establishment of the Evening Session in 1918. A landmark in the development of Adult Education was the appointment of Dr. William Pearson Tolley as Chancellor of Syracuse University in 1942. He had a firm and imaginative commitment to the university as an academic enterprise. Over the years he was to develop Syracuse University so that in 1951 it was invited to membership in the American Association of Universities. The Chancellor set the tone and direction for Adult Education and later expressed it when he said:
.. . . first-rate program of continuing education is a university-wide responsibility. . . . it should be clear that adult education is now one of the primary functions of a modern university. Adult education is no longer a peripheral activity. It is an indispensable service of the greatest significance. The promotion of adult education must be a major aim. Perhaps the rural university can take a different view, but it is difficult to see how an urban university can serve its area or discharge its function as a university without a first-rate program of continuing education.3
Soon after Dr. Tolley arrived in Syracuse, he indicated his commitment to the education of adults and changed the Extension unit into an academic college, naming it University College. He also changed the title of the head from Director to Dean. These changes made explicit that Adult Education had an academic base and avoided such terms as extension, service, auxiliary and administration. This change in leadership signaled the beginning of the mainstreaming of University College the Adult Educationcollege into the academic life of Syracuse University.
The mission of Syracuse University is to promote scholarship, learning and research. Since its inception the primary client group of the University has been youth. The objective of University College is to promote the mission of the University but with a client group of adults. University College made it possible for adults to engage in instruction and other aspects of academic life, drawing on the resources of the University. Reciprocally it also made a substantial contribution to the advancement of the University.
In 1964 all of the Adult Education activities at Syracuse University were designated as Continuing Education Programs in the newly established Office of the Vice President for Continuing Education.
Adult Education along with elementary, secondary and higher education is an important aspect of the continuum of lifelong education. In some instances the term lifelong education is inappropriately usedsynonymously with Adult Education.
When one examines the long developmental history of Adult Education, the field may be considered to be in the third stage of development, the knowledge-based. The stages are as follows:
The first stage, called the indigenous stage, extended over many centuries and embraced all the components of the society: education, families, occupations, religions, as well as social and cultural activities the entire community. It was indigenous to people and society.
The second stage might be called the institutionalized stage. A special institution for educating young people was established the school and gradually most educative functions were stripped from the other components of society and transferred to the school and other educational institutions. Compared to the traditional society, the school was knowledge-rich for the foreseeable future.
The third stage of Adult Education into which the world is now moving toward what might be called the knowledge-based stage. It is not to consider knowledge as a product but knowledge as the basis for knowing. Knowledge encompasses all aspects of learning and it behooves all adults to continue to learn in areas and at levels appropriate for them. As in the indigenous stage, all the components of society are once again considered to be educational.4
It may be assumed that knowledge provides access to power and thus it is a means for adults to achieve the mission of Adult Education as previously stated.
AUTHOR'S COMMENT: It may be that, as education becomes more knowledge-based, knowledge as now categorized into the disciplines, programs and departments may not be appropriate. New areas and configurations of knowledge may evolve or develop within schools and colleges and may be cooperatively and jointly provided by two or more colleges.
The rationale for mainstreaming of Adult Education into the academic life of the University was to ensure that adult students were able to have access to learning experiences appropriate for a university-level education. It was intended that Continuing Education Programs meet the same standards of quality as the remainder of the University. However, in some cases the standards go beyond those set for full-time students. Accordingly, there must be modifications in the policies and procedures of the University, that are related to the academic life of part-time students, in areas related to programs, faculty and students. Input by and on behalf of part-time students is important and necessary. The advocacy role on behalf of the part-time students is a responsibility of all faculty and staff but particularly of the administrators of Continuing Education Programs. In order to be effective and to be respected, they must maintain their own high academic standards in order to have credibility with their peers on the faculty.
Being an active participant in the academic life of the University also enabled University College and other Continuing Education Programs to develop programs especially for adults, and thus obtain funding from external sources such as business, government and foundations. It is observed that government, foundations and other organizations nationally and internationally make grants for the development of innovative programs that have a strong academic thrust.
Over the years conscious planning caused University College and other Continuing Education Programs to engage in mainstreaming. There was, however, no clear design stated, but progress was made with much ambiguity, and even a sense of humor. Mainstreaming meant moving these Continuing Education Programs from a somewhat independent or separate status toward becoming integral parts of the University. In this monograph,mainstreaming is used in the present tense to indicate that it is an ongoing process. Mainstreaming is based on the philosophy that a university should devote its primary effort to a goal that can be adhered to and enhanced by all of the parts and participants. That goal is scholarly activity. Mainstreaming of Adult Education into the academic life assists in making the University an integrated body and thus contributes to preserving the integrity and image of the total University.
AUTHOR'S COMMENT: When the mainstreaming of Adult Education into the academic life is further achieved, it may be that the Adult Education will be characterized by proactive thrusts that will affect all of the clientele of the universities.
II. HISTORICAL ENVIRONMENT: A NEW CLIENTELE FOR UNIVERSITIES
Universities began in the Middle Ages; the first ones began about the 12th century at places such as Salerno and Bologna. They were considered as institutions set apart from educational and other institutions and they assumed or accepted functions to develop knowledge, teach and profess. For a few centuries universities functioned in their traditional ways, but gradually they became more enlightened. This change became particularly noticeable in the United States in the late 19th century when universities began to proliferate. The more mature universities, including Syracuse University, realized that they were in the business of education and not just in perpetuating culture and tradition, accordingly they were to become active participants in the new and changing environment.
In this environment the Evening Session at Syracuse University was established in 1918 near the end of World War I, purported to "Save the world for democracy." It was one of the extension divisions of universities that was to thrive and develop in an era of change characterized by the League of Nations, disarmament, economic boom and crash on Wall Street, and then recession and depression. Unfortunately the world was not saved for democracy and World War II ensued.
Peace after World War II ushered in a revolution in social, cultural, economic and political organizations and systems. There was also some fluctuation, perhaps not of basic moral, religious beliefs and values, but certainly of related standards of conduct. Internationalism, peace and diversity were three concerns that emerged worldwide.
Universities had been disrupted by World War II and after the war, challenged by the influx of adults matured by both realistic and idealistic experiences, some of which were of an educational nature. This new clientele knew, often better than educators, that adults could continue to learn, that they not only needed education but were highly motivated, could demand appropriate learning opportunities. It was an encounter where adults learned at universities and where universities learned about adults.
A strong commitment to the education of adults gradually became evident. For example, after World War II, the GI Bill in the United States resulted in an influx of veterans and other adults into higher education institutions. Syracuse University was among the institutions to welcome thousands of these adults as part-time and full-time students. The distinction between education of youth and adults was to become somewhat
obscured. At Syracuse University students of whatever age who enrolled for 10 credit hours or more on the main campus were designated as full-time students. All adults and other students registered in credit courses for less than 10 credit hours, enrolled in conferences and courses, and enrolled in any programs away from the main campus were under the administration of University College and later the Office of Vice President of Continuing Education, were designated, with a few exceptions, as part-time students. The division into full-time and part-time students was an administrative decision that was appropriate for both University College and the other schools and colleges at that time.
It was assumed that part-time students, in general, who were also engaged full-time in a career or other activities, such as family, had some other responsibilities and commitments of a political and social nature. Since these students have different lifestyles than full-time students, it was necessary to have different policies and procedures for University College and other Continuing Education Programs to provide appropriate adult learning opportunities.
While the initial influx of veterans chose full-time study, other veterans wishing to enter the labor force and have time for family, chose part-time study. The numbers of part-time students were augmented by spouses and by women and men who had entered the labor force during the war and who were beginning or continuing a previously interrupted university education. In addition, they were joined by people who recognized that they must up-date their new knowledge and skills. They knew that the development of knowledge was accelerating and that the world was becoming more urban and more international. The number of part-time students also increased in many Adult Education agencies other than universities.
AUTHOR'S COMMENT: As universities enroll older (e.g., over 25 years) full-time students and as more younger full-time students acquire part-time jobs to pay university expenses and often to support partners and raise families, these full-time students in many ways exhibit life patterns similar to part-time students. Accordingly, the distinction between part-time and full-time students may become more obscure and less meaningful. It may be a further indication of commitment to lifelong learning.
There were an increasing number of educators who realized that education for eight years(elementary), then four years (high school), and followed by about four years more (colleges, universities and professional and vocational schools) must be supplemented by continuous study over the life span. The concept of lifelong learning was becoming accepted at Syracuse University as well as other universities. Universities are complex, dealing with research, undergraduate and graduate education, and accordingly, new patterns and priorities of education for adults had to be developed. The phenomenon of the new adult clientele had to be assimilated into and recognized for their contribution to the University. The task certainly could not be ignored and was engaged, with varying degrees of commitment and enthusiasm, but none-the-less engaged.
In addition to having an adult clientele, universities had to adjust to an expanding knowledge based particularly in science and technology. Universities have had a strong and clear commitment to learning and have lived with diversity and ambiguity for centuries and so the post-war situation was generally taken in stride, representing only a modest increment in such diversity and ambiguity.
The development of the Adult Education thrust beginning with University College at a downtown location in Syracuse became an integral part of Syracuse University. As with every other academic unit, its
purpose was to build on the existing programs and resources and to make a unique contribution to the total University. As stated, the mission of Adult Education is to assist adults to acquire further control over their current circumstances and future destinies.5
If adults are to develop the capacity to control their own destinies, they must have learning opportunities to enhance their knowledge base as well as the ability to learn. These learning opportunities were provided by Adult Education in many agencies including universities of which Syracuse University was a leader.
To the extent that the concept of Adult Education is accepted as an integral function of Syracuse University then mainstreaming into the academic life will proceed.
AUTHOR'S COMMENT: As universities accept the concept of lifelong education it is incumbent upon them to modify policies and practices to integrate Adult Education into the statement and practice of their mission.
III. CHANGES FACILITATING ADULT EDUCATION IN UNIVERSITIES
This monograph records some of the changes that have taken place in policies, procedures and practices of universities and the larger community with illustrations from Syracuse University, that have influenced Adult Education. It describes how one institution SyracuseUniversity engaged in the task of responding to change and the ways it changed to develop further an Adult Education thrust. Similar changes may have taken place in other institutions but perhaps in different ways.
A retrospective review of these changes indicates that there was no stated grand design or plan and in many ways there was some ambiguity in the development. Some guidelines however were evident. One guiding principle was that university education should be made accessible to adults. A second principle was that the quality of education for adults should be consistent with the standards of the institution. A third principle was that through Adult Education, universities were to be pro-active and thus develop new initiatives.
Decisions about institutional changes had bases in accordance with all of the following: charter; legal and policy statements; government regulations; unilateral action by an administrator; faculty support and action; and leadership of presidents and chancellors as well as the educators of adults.
Some changes in universities have had a profound influence on the development of Adult Education but are not necessarily applicable only to Adult Education. Some of these changes are discussed separately in this monograph, but they are interrelated, and in some cases may appear to be more tokens, but the extent of their influence may be more significant.
It is assumed that if a major new priority Adult Education was to be added and nourished in universities, then basic and major, not cosmetic, changes had to be made in such areas as commitment, policy, administration, programs and a wide range of support arrangements for the academic programs. There were also changes in relationships of universities to other educational institutions and to the community. The nature and extent of change is continuous, and it is through these changes in Syracuse University that further mainstreaming of Adult Education into the academic life of the University was facilitated.
A. Articulation of Elementary, Secondary and Post-Secondary Schools with Admission to Universities
Concurrently with the development of universities and beginning particularly in the 19th century, private and public schools were developed for the education of children and youth. It followed that a qualification such as completion of a designated school program, either private or public, was to become a consideration or even requirement for entrance to universities.
The distinction between colleges and universities has become somewhat confused over the years. The term "universities" is generally used for institutions of higher education that have a component of research and graduate study. They may have within their organization colleges designated for the study of specific disciplines or professions. In this monograph the term "university" is used broadly to include colleges.
The development and acceptance of compulsory education at the elementary and secondary schoollevel sometimes with a leaving age option, e.g., 16 years became common in the United States. Then the junior high schools and middle schools in various forms were developed bridging the elementary and high schools. The development of further or post-secondary education followed and took forms such as normal schools for the training of teachers, other teacher training institutions, academies, polytechnics, junior colleges and community colleges. These developments were often included in the term "upward extension of the secondary school." In this way some students were prepared for subsequent entrance or transfer to universities with programs leading to a baccalaureate degree. Some of these institutions along with universities are often considered as part of the higher education system.
Over the years through policy and practice the elementary, secondary and post-secondary schools developed an articulated relationship with universities. The relationship became clarified and formalized particularly in the past century and thus most of the confusion was alleviated. The relationship extended beyond the entry to universities of full-time students to include adult part-time students. This articulation arrangement when extended to part-time students facilitated the mainstreaming of Adult Education into the academic life of the University.
AUTHOR'S COMMENT: As the concept of lifelong learning becomes more universally accepted, the currently used levels of elementary, secondary and higher education may be less discrete and necessary in an operational sense. In the knowledge-based stage optional levels or categories of knowledge may develop to accommodate stages in the learning process of adults.
B. The Universities in Relation to Their Constituencies and Communities
The involvement of universities in Adult Education grew somewhat by happenstance. When it began it was particularly related to people of the geographical community in which the university was located and to the constituency which sponsored the university. It may be useful, therefore, to look at the past relationship of universities to the community.
In the early years of universities throughout the world, the scholars and students were somewhat independent and isolated and there was little need for them to be involved with the community. The primary contact with the outside world was with scholars and particularly students who came for a period of timeand then left. The residents of the community were sometimes invited to religious, liberal and cultural activities such as lectures, debates and concerts. As the faculties grew, there was a need for university personnel to seek residence for themselves and their families outside of the universities. In this way the faculty and staff became involved in the affairs of the community and in some ways together they functioned as corporate entities. If the community was to accept and respect university people, it seemed reasonable for the university to accept and respect community people.
When people who had an experience in a university left the university, they often retained a sense of belonging to or retained an affinity for the university. These people became a constituency of the university, later to be called alumni and became a special segment of the community.
Thus the communication between universities and communities became two-way and the town and gown phenomena began in earnest. To varying extents adults were able to participate in cultural and academic activities of the universities and at times activities were planned especially for them. In this way, some early efforts in Adult Education developed even though they may not have been called by this term.
This town and gown relationship was to move from a somewhat adverse role to one of active cooperation in improving the community adjacent to universities. In this regard, University College of Syracuse University became very much aware of its location in the inner city and was pro-active particularly in regard to physical presence and appearance, security, responsiveness to needs of the University community, and other related matters.
This flexible university-community relationship and the acceptance of adults from the community into university activities were important factors, both in attitude and practice, in the mainstreaming of Adult Education into the academic life of this University.
C. Agencies of Adult Education and Educators of Adults
There are many agencies of Adult Education in addition to universities which are designed for, or have assumed, a role to meet the needs of adults and society. The concept of Adult Education has been broadening beyond the types of agencies labeled as such. After the end of World War II, the public schools and the extension divisions of universities were the two main agencies providing Adult Education but they were followed by a rapid proliferation of organizations which identified with Adult Education. The agencies of Adult Education include the following types: business and industry; communication enterprises; galleries and museums; government agencies; international organizations; labor organizations and unions; military; post-secondary institutions; religious bodies; schools; correctional facilities; special groups (elderly, handicapped, minorities, illiterates); sports and recreation organizations; vocational and professional associations; and voluntary (not for profit) bodies.6
Apart from the Adult Education programs sponsored by these agencies, there is a vast array of book clubs, hobby groups, political and other groups that have been formed by adults with kindred interests. Some of these groups may later become associated with sponsors and some of them may form networks with similarly formed groups or spawn similar groups. They are in many ways the contemporary equivalents ofgrassroot movements.
The many agencies in Adult Education in their efforts to reach adults may at times compete, overlap and duplicate but in general they cooperate and complement each other in providing learning opportunities for adults. The amount of time and effort wasted in duplication, however, seems minimal especially when the extent of learning opportunities that are provided is compared with the number of adults who are unreached by any agency. On the other hand, competition may also motivate agencies to become more efficient and effective in their Adult Education programs.
Because no agency can meet all of the needs of all adults in society as a whole, it behooves each one to select objectives that they can meet in terms of its philosophy, clientele and resources, while recognizing that Adult Education is an integral part of the broader concept of lifelong education. Each agency can then identify its competencies and develop unique characteristics so that its selected mission may be achieved and the field of Adult Education may be enhanced. Particularly in the 1980s, there was a tendency by some persons to identify Adult Education in universities and some other agencies as Continuing Education and Adult Education in public schools and other agencies as Adult Education. The development of unique roles or functions of agencies should not be confused with the desire to impress by elitist practices such as using different words for the same or similar functions. Universities have by design, policy or practice become agencies of Adult Education. The acceptance as policy of this additional role as an Adult Education agency has facilitated the move of Adult Education from the periphery into the mainstreaming of the academic life of the University.
The expansion in the organizations that are engaged in Adult Education meant that universities were able to transfer some requests and pressures from its alumni and other constituencies to these organizations. It enabled universities to focus on programs more appropriate to their missions while knowing that other agencies were available to focus on other programs more appropriate to their goals.
As the number and type of agencies expanded, so also did the number and types of educators of adults associated with them,. The educators of adults teaching, administering and otherwise associating with Adult Education in these agencies have a variety of titles including: administrators; supervisors; deans; directors; advisors and counselors; members of the clergy; librarians; media specialists and other support personnel; tutors; facilitators; faculty and students in the field of adult education; community developers and community educators; research workers; consultants; policy makers; elected officials; and board members of agencies.6
The significant increase in the number and types of agencies and the number of educators of adults has enabled Adult Education to focus more exclusively on university level programs and thus facilitated mainstreaming of Adult Education into the academic life of the University. There has been accompanying mainstreaming of Adult Education into the lives of adults and into the broader society and environment.
AUTHOR'S COMMENT: As education becomes more knowledge-based, all segments of society will in effect become agencies of Adult Education. Likewise, as adults become more self-directed they will become increasingly responsible for their own learning and, in many cases, responsible for assisting other people to learn and so in effect become educators of adults. While stating in principle that everyone is an educator of adults and that all segments of society are agencies of Adult Education, in practice it is helpful to use and to create new specific terms and categories in order to focus on specific activities.
D. Internal Changes in Universities
Beginning in the early decades of this century, there were a number of internal changes at Syracuse University, and perhaps at other universities, that facilitated mainstreaming of Adult Education into the academic life. Some of these changes resulted in additions to or modifications of some policies and procedures.
One factor facilitating mainstreaming of Adult Education into the academic life of Syracuse University was the change in the time pattern of study which permitted students to interrupt the traditional four year period of study in universities.
An early characteristic of universities was the awarding of degrees as formal recognition for completion of a program of study. The standards for the baccalaureate degree were set by the university, and the so-called "value" of a degree was directly related to the standards and prestige of the granting institution. In the United States the baccalaureate degree was usually awarded after continuous full-time study for four academic years which excluded summers. Gradually the plan throughout the country was modified so that students could pass or fail one year at a time, and thus, a failed or interrupted year could be repeated and the degree might be awarded after a period of five or six years. Later the year sequence was further divided into semesters, trimesters or quarters. This change made it possible for students, including adult students, to alternate between study, work or other activities. The myth was thereby renounced that so-called full-time study for a given number of years was the only way to study properly or to earn a degree, although serious study and scholarship have to remain regardless of format or time periods.
This change was intended initially for traditional undergraduate students. The option was, however, enthusiastically welcomed by an increasing number of adults because it enabled them to pursue university education on a part-time basis and be awarded degrees.
AUTHOR'S COMMENT: With the movement to the knowledge-based stage of education and the focus on the learner as a self-directed individual, the period of time required to acquire a degree, or other forms of recognition, may increasingly become more a function of individual achievement and accomplishment as determined by the learner, and less a function of time, as determined by the University.
A second external factor facilitating mainstreaming of Adult Education was the development of the Carnegie Unit in the 1930s. The Carnegie Unit changed the form of recognition of achievement from terms and years into credit hours. One credit hour was defined as one sustained period of 50 minutes of class instruction for 15 weeks. There were no specified hours of study required to complement class instruction forone credit hour. The year sequence was divided into semesters of 15 weeks although a quarter system option equated to the semester model was also developed. A total of 120 semester credit hours was typically required for the baccalaureate degree. It enabled students to take one or multiple credit hour courses with the common currency for a course becoming three credit hours which could be passed or failed. A part-time student could take courses for three or six credit hours a term and, in that way, over a period of time obtain a degree. The required and elective course pattern for degrees was initially the same for part- and full-time students.
This new unit for measuring educational achievement was a significant development which facilitated the recording of periods of study shorter than a semester. It was a unit which is recognized by most universities in the United States and which made more flexible the transfer of students between universities. In effect, it became a unit of academic currency that was particularly acceptable for part-time students because it enabled them to study for degrees at a pace that was within their time and financial constraints.
The use of the credit hour became closely linked with grades which were usually designated by an alphabetical system of A through D with F designated as failure. The alphabetical form was often equated with numerals (e.g., A=4, D=1) and the grade point average was the total number of grade points divided by the total number of credit hours.
The addition of the credit hour system was a significant factor that provided understandable and flexible currency applicable to all students, but particularly convenient to part-time students and thus facilitated mainstreaming of Adult Education into the academic life.
AUTHOR'S COMMENT: The credit hour is currently the widely accepted academic recording device, although some degree programs developed especially for adults, for example the Baccalaureate of Liberal Studies at Syracuse University, used optional forms such as examinations and assignments. This new focus on recording devices may be the beginning of a trend to optional forms of recognition for learning that may in turn render the credit hour model less acceptable, at least in Adult Education.
3. Recognition for Adult Learning
A third factor that facilitated mainstreaming involved the changes in forms of recognition for learning. While learning is difficult to evaluate directly, some indirect standards were also developed and accepted over the years as measures of learning.
It seems to be a characteristic of Americans to want some tangible recognition for their accomplishments which many adults may consider as a reward for time and effort as well as achievement. In universities, historically speaking, the recognition has been in the form of degrees and later sub-units called credit hours as discussed above. As a variety of programs for adults developed, it was not always appropriate to offer credit hours nor was there always a demand by adult students to receive credits for learning. As a practical matter it seemed inappropriate to record fractions of a credit such as .1 or .3 or .5 credit hours for short courses or conferences. Accordingly, in addition to the degrees and credits, other types of recognition were developed including letters, certificates, plaques, diplomas, dinners/banquets and even a handshake by the Chancellor or another official.
In 1950 it was recognized that a person enrolling for the first time on a part-time basis could anticipate many years of study to obtain a baccalaureate degree. Accordingly, series of certifications were developed for shorter periods of study, especially 30 credit hours of study. In addition, Advanced Certificates became available for an additional 30 credit hours for a total of 60 credit hours and later the Advanced Certificate was changed to Associate Degree. These awards, available part way toward a baccalaureate degree, provided more immediate recognition for learning. About the 1960s the Continuing Education Unit (CEU) was developed at the national level and it is awarded in multiples for completion of courses, conferences and other activities which were usually shorter than one credit hour but without comparison or reference to it. In some cases various forms of recognition were given retroactively for experiential learning.
When the Bachelor of Liberal Studies for adults was first developed and approved at Syracuse University, the credit hour form of recognition and resident requirements were not used. Thus an alternateform competency-based was accepted in lieu of credit hours for degree oriented programs.
For lack of an appropriate term in the early years, some programs were called non-credit, a term which carried a negative connotation but made explicit that the accepted standard of credit did not apply and would not be awarded. It was generally interpreted by faculty, students, staff, administration and the public that they were in some way not meeting academic standards and so labeling them in this way divorced them from the academic programs and reputation. In the 1950s by design at Syracuse University the term non-credit was eliminated. In many universities Registrars are inclined to accept credit as the only standard and are prone to separate courses and programs into credit or non-credit. The Registrar at Syracuse University in the 1950s was pro-active in assisting University College and other Continuing Education Programs to break this dichotomy and the term non-credit was dropped. Courses were developed by the Humanistic Studies Center or as conferences and seminars with appropriate input from faculty and were offered as Continuing Education Programs only if they met University standards. Forms of recognition other than credit hours were used.
It is noted that the same degree (e.g., B.A. ) accepted over the years may still be awarded but the content, methodologies and recording devices may have drastically changed.
In the final analysis the worth of any type of recognition depends on the reputation of the university as viewed by faculty, students, the public, and licensing, credentialing, and accrediting agencies. The change by Syracuse University to accept various forms and types of recognition as mentioned above provided more flexibility, and thus further enhanced mainstreaming of Adult Education into its academic life.
AUTHOR'S COMMENT: New forms of recognition for learning to complement the credit format provide flexibility for learners and sponsors. As these forms develop, it may be necessary to provide some type of recognizable currency so that they will be understandable to and accepted as credible by students and faculty as well as by sponsors and other publics.
As American universities developed a body of research, the idea of applying it to fields of agriculture and home economics particularly in rural areas was implemented through the Smith Lever Act in 1914. The Cooperative Extension Service began as a cooperative arrangement among federal, state and county governments as well as between researchers and practitioners to extend new research results to adults in the community. It had its base in the Land Grant Colleges of the States.
It was not long before publicly supported universities other than Land Grant became aware of the educational programs being developed for farmers, homemakers and other vocationally oriented people. They developed the idea of offering a wide range of activities and courses different from the above, under the aegis of General Extension as distinct from Cooperative Extension. It grew rapidly to meet the educational needs of a wide range of publics.
Likewise the private universities soon realized that they also could contribute through extension to the education of adults in their constituencies and communities. The idea of extension had its antecedents in England and had some early development in America in the late 1800s but was not generally developed here until after World War I. It was soon realized that if educational courses for adults could also be appropriately promoted it would build good will for the university. Besides often resulting in acquisition of gifts and other resources for the universities, extension activities also generated additional income.
Extension Centers were created, as courses and programs expanded, in many towns, schools and other locations and credit for these courses became designated as extension credit to distinguish it from residence credit, but it did have the same currency for transfer. Most of the enrollees were adults concurrently working or otherwise engaged on a full-time basis.
Beginning before World War II the provision of extension credit through courses offered off of the main campus by universities including Syracuse University enabled the part-time students to take courses ina program leading to a degree and thus assisted in the mainstreaming of Adult Education into the academic life.
5. Phasing Out of Extension Credit
Extension credit accumulated at extension centers was the vehicle by which part-time students away from the main campus were able to participate in university study. It became possible for adults to accumulate enough courses and extension credits to satisfy the core and elective requirements for a degree. The mystique of on-campus presence and study however remained strong. Accordingly, it was stipulated that students were required to spend some time on campus frequently to obtain the last 30 credit hours of an undergraduate degree. To meet this requirement students registered on the Main Campus but they usually continued to work, live as families, but did not change their residence. Rather, they sometimes commuted to the main campus often to take the same courses from the same faculty members as at the Extension Center. As libraries and other resource materials, full-time faculty members, and appropriate administrative staff arrangements were developed at Extension Centers, the essentials of a learning environment were comparable to those on the main campus. Thus, the distinction between credit earned on campus and at extension centers became less clear, and pressure to eliminate this distinction came from some students, faculty and administrators.
The designation on the transcript for extension course taken at University Colleges was an 'X.' In the early 1950s, it was noted by the Dean of University College that the 'X' was not appearing on transcripts of some University College students. Upon questioning, the Registrar who was a supporter of Adult Education, made the improbable statement to the Dean: "There is no way to make a designation of 'X' with the new IBM equipment." It was rumored that the change resulted from suggestions from some administrative and academic officers. There appears to be no evidence that any other action was taken by the administration or any academic body such as the Senate. As in so many cases, the time was right for a simple administrative action to accomplish what everyone wanted but which previously was not easy to resolve.
This action marked the end of extension credit for graduate or undergraduate degrees and the requirement for attendance on main campus in order to qualify for a degree at Syracuse University. The phasing out of extension credit enabled adults to complete all requirements for degrees at University College and other geographical locations without having to leave jobs and homes or be otherwise inconvenienced to travel to the main campus. When extension and residence credit were put on an equal basis, the term "extension credit" ceased to be used. Since there remained only residence credit, the term "residence" was redundant and accordingly it was also phased out.
With the expansion of University College downtown in Syracuse and the elimination of the extension residence requirement, it was increasingly possible for adults to obtain all of the courses required for a degree on a part-time basis. Even if some courses were not offered at University College, adults who coordinated scheduling were usually able to take a course on the main campus. In some cases where there were not sufficient enrollees for a course to be offered either on the main campus for full-time students or at University College for part-time students, courses were offered by University College and full-time students were enrolled under the tuition transfer plan.
The elimination of the residence requirement, and the blending of extension credit and residence credit into simply "credit" facilitated the mainstreaming of Adult Education into the academic life.
A closely related factor to residence was the requirement that transfer students had to be in attendance for a set period of time, usually stipulated as a certain number of credits. Irrespective of credit, some universities including Syracuse University require students full-time andpart-time to spend some minimum time in attendance or at least registered at the University. The State Education Department in New York State also has some such requirements. In practice it meant that students could transfer a specified number of credits from another university but take, for example, the last twenty credit hours at SyracuseUniversity in order to be awarded a degree by Syracuse University. The tuition for these credit hours registered at Syracuse University were paid to Syracuse University. In a departure from regular practice the Bachelor for Liberal Studies program in 1967 developed a specific tuition payment plan based on competency areas of time periods of involvement. Income from tuition is essential to a tuition driven university, but tuition based on credit hours may be replaced by yearly or other fees. By this action the requirement to be registered for a set number of credits at Syracuse University was in effect eliminated, which further facilitated mainstreaming into the academic life.
AUTHOR'S COMMENT: With the development of new methodologies and programs such as special degrees and distance education, the requirement for students to be registered for a fixed number of credits at a university may be reconsidered as was done for example with the Bachelor of Liberal Studies. New forms of recording in Adult Education may in turn necessitate new patterns and packages of payment to replace the course tuition rate based on credit hours. The new rates may be related for example to contracts or forms of recognition.
6. Recommendations of Recipients for Degrees and Other Forms of Recognition
The authority to award degrees may be given to a governing body by a variety of organizations or individuals including royalty, church, and government. At Syracuse University the awarding of degrees is the prerogative of the governing body known as the Board of Trustees. In the United States, degrees are usually regulated by some body such as the State Department of Education in New York State. In some states, however, some degrees are awarded by not-for-profit or profit organizations which may or may not have been approved by any other body.
In a university, a program of study leading to a degree is usually initiated and approved by an academic department, school or college within the university. The program of study is then approved by the faculty Senate or other senior academic body and then by the state. When the approved program of study is successfully completed, the student/candidate is eligible for a degree. The certification that a candidate meets the requirement is usually made by the registrar or some other administrative officer and then presented to the faculty of the school or college for its official action. The procedure is that the candidate is recommended to the official academic body, the Senate, for formal action and finally to the Board of Trustees, which awards the degrees.
Following the above process, University College in 1952 developed a General Education Program leading to an Associate of Arts degree and submitted it to the Senate for approval. This action established University College as an academic college independent of other colleges that could develop programs leading to a degree. So far as is known, the program leading to a degree was one of the first in the United States to be recommended by an Adult Education college or division of a university. It was further indication of mainstreaming of Adult Education into the academic life of the University.
University College in the 1960s developed a program in Liberal Studies leading to a baccalaureate degree. This program, the Bachelor of Liberal Studies (BLS) was one of the pioneers in the world in the development of a world-wide degree program and will be discussed later. After funds were obtained and the BLS developed and before action by the Senate, the decision was made by University College to have the program submitted through the College of Liberal Arts. It should be made clear that there was no pressure from any dean, faculty member or other administrators to take this course ofaction in fact most if not all of the inquiries questioned why University College did not choose to act on its own. While the content was packaged differently, it was basically the same and the professors were mostly the same, accordingly the differences were specially related to the adult client. University College had very effective and collegial relationships with all of the colleges, and there was no reason to develop duplicate faculties when the goals of Adult Education could be achieved by cooperation. Even though University College was not designated as a Branch College nor an Institutional Branch, it nevertheless did appoint some faculty members. This will be discussed later in this monograph. University College decided not to have a faculty of its own but had arrangements to use the faculty of other schools and colleges of Syracuse University. Subsequently, other degree programs were developed with other colleges under the title Independent Study Programs. This policy decision relating to degree programs for adults in cooperation with other academic colleges enhanced the mainstreaming of Adult Education into the academic life of the University.
Mainstreaming may be facilitated when innovative programs which incorporate newelements such as knowledge, formats and methodologies are developed and approved by appropriate academic bodies. These programs are considered as an entity or package, and, as with all other programs do not permit variations by administrators or faculty members without following due process. Likewise, other approved programs do not permit variations even if the administrators of Adult Education consider them desirable.
The policy and procedures for awarding other forms of recognition for achievement should adhere to the same ones as for credit. Evaluation of adherence to standards for each form of recognition has been similar for part-time students and for full-time students. The assurance of quality as determined by the University is the final criterion for each form of recognition. By conforming to these policies and practices, mainstreaming of Adult Education into the academic life was facilitated.
The credit hour and degree system developed by universities have a firm place in history. Particularly during recent decades they have yielded to other sponsors and forms of recognition. Such competition may result in reconsideration of the dominance of the credit hour and degree system.
AUTHOR'S COMMENT: Programs leading to degrees and other forms of recognition may be developed independently by Adult Education but also jointly by colleges within a university. These programs may be available to full-time and part-time students. These and other programs are necessary to keep pace with changing developments in society and to provide the quality of programs appropriate for the designated clientele in a knowledge-based society.
While technology including that related to education is not new, it has been changing at an accelerating rate particularly since World War II. The changes resulting from technological development have an impact on education in two ways. There is an expanding body of knowledge about emerging technology itself that is to be transmitted to adults. Another impact is that technology is increasingly useful in identifying and filtering appropriate knowledge for adult learning. In addition to coping with a mass of knowledge about technology, learners use technology such as computers, fax, and telecommunications as tools for learning. These tools have expanded the diversity of methods which enables some part-time students to have access to knowledge which, for whatever reason, they were not able to access through previously used methods.
In some respects technology has facilitated learning by devices to complement teachers and print materials. In other ways it has enabled part-time students to be more self directed after they have learned how to use the devices. Such adaptations often included under the term distance education have also opened up opportunities for learning in almost every place where a part-time student is located and at almost any time.
The appropriate use of technological developments assists full-time and part-time students to bemore effective learners and thus facilitated their mainstreaming into the academic life of the university.
8. Financial Aid to Part-Time Students
There has always been a shortage of financial aid to help students pay tuition and other expenses while attending a university. While it was a serious problem for full-time students, the direct aid for part-time students was minimal and practically nonexistent until after World War II.
After World War II, veterans were financed under the GI Bill, so that they could continue or begin university studies. The funds were made available to part-time and full-time students. Later so-called Pell Grants, Stafford loans and other financial aid became available to part-time students. Tuition and other financial aid from sources such as corporations, the military, and private not-for-profit organizations have become increasingly available to part-time students. Financial and other aid enabled part-time students without resources to get access to the University, and thus mainstreaming was further enhanced.
9. Intra-University Transfer of Credits
Syracuse University, similar to many other universities, does not permit students to transfer credit courses from another university unless they have a "C" or above grade. They may, however, transfer within Syracuse University all course credits from one program or college to another one.
In the 1950s, LeMoyne College, a post-war Jesuit College established in Syracuse, decided to discontinue its program for part-time students and University College became aware of the decision when part-time students from LeMoyne enrolled in a spring term. University College decided to give these students an opportunity to transfer courses with a "D" grade in the same way as inter-college transfer in the University. It was an action that prevented penalties to part-time students for a decision beyond their control. The decision to transfer also applied to the transfer of part-time students to full-time status at Syracuse University. While only a few students were affected by this one arrangement, it is an example of the commitment of Syracuse University to make appropriate adjustments for part-time students.
AUTHOR'S COMMENT: Some Continuing Education Programs which began with an eye toward mainstreaming of Adult Education, are now an integral part of the University. Some of these changes, such as elimination of the distinction between residence and extension credit, forms of recognition, methods of instruction, and time periods for completion of degrees may be forerunners of other changes that will characterize universities of the future.
As discussed previously, the changes in periods of time for study, credit hours, extension residence credit, forms of recognition and technological devices permitted students to obtain degrees by study at any location where the appropriate programs were offered by Syracuse University. A problem was that because
of the practice to offer only courses that were financially viable in many locations all of the required courses as well as electives for degrees were not offered. Syracuse University responded by establishing Institutional Branches which required a commitment by sponsors and the university to offer complete programs and to provide resources such as finances and libraries.
In New York the State Education Department developed regulations to permit universities, including Syracuse University, to offer degree programs at locations away from the main campus. By petition for an amendment to the charter of a university, universities here may obtain approval to offer in-residence instruction at an off campus center, usually called an Institutional Branch. All of the study requirements of the approved degree may be completed at a Branch. By design, only part-time students were enrolled in the Institutional Branches of Syracuse University, although full-time students were eligible to participate.
In addition to University College one or more other academic colleges, as well as the Library and the Graduate School, were involved in preparation of the petition for each Branch. Each Institutional Branch, established in the early 1950s, enabled the resources of the University to be made available in a specific location for a designated purpose. There was an on-site review by officials from the State Education Department of each Branch and University officials were interviewed. All aspects of the Branches were reviewed but the major focus was on faculty, library, other instructional resources and finances. Each Institutional Branch will be described later in this statement.
The downtown-based Syracuse Program of University College was an integral part of the University which limited its clientele to part-time students. Since it was geographically adjacent to the main campus, it was not necessary to duplicate the existing faculty, programs and laboratories, and library. Therefore it did not petition for Institutional Branch status.
The authority to amend the Charter to establish Institutional Branches at Endicott, Poughkeepsie, Rome, Albany, Chautauqua and Corning all in New York State resulted in major changes in the nature and direction of Syracuse University. They facilitated mainstreaming of Adult Education into the academic life of the University and also enabled substantial new academic thrusts for the University.
AUTHOR'S COMMENT: The development and provision of degree programs for adults by for-profit organizations have provided viable optional arrangements that have eased much of the need by universities to make structural or charter changes such as the establishment of Institutional Branches and thus enable them to devote more effort toward their unique academic mission.
IV. OFFICE OF VICE PRESIDENT FOR CONTINUING EDUCATION
A major development to facilitating mainstreaming of Adult Education at Syracuse University was the establishment of the Office of Vice President for Continuing Education in 1964.
University College had developed increasing acceptability within Syracuse University and was recognized nationally and internationally. It was then decided to further strengthen Adult Education and its identity by appointing a Vice President for Continuing Education. It was the first senior officer appointed for Adult and Continuing Education at a university. The Dean of University College was the first to fill the position and a successor was appointed as Dean of University College and who then reported to the VicePresident for Continuing Education. The position of Adult Education in the administrative and academic structure is important only as it indicates its priority and so the creation of and the placement of this office in the central structure indicates further mainstreaming of Adult Education into the academic life of the University. It was decided to make Adult Education independent of administrative and financial vice presidents whose main focus was not on academic programs. In 1964 the Vice President for Continuing Education became a member of the Cabinet that consisted of the Vice Presidents for Academic Affairs, Business (treasurer), Public Relations, and Student Affairs, and was presided over by the Chancellor. The senior officers are listed in Appendix C.
In this monograph and in practice, all of these activities for part-time students at Syracuse University are referred to under the general term Adult Education. The Continuing Education Programs in the Office of Vice President for Continuing Education were University College, Division of Summer Session, East European Language Program, International Management Development Department, Bureau of School Services, Army Controllership Program and Division of International Programs Abroad (formerly Foreign Studies Program). Since Utica College was a Branch College and it conducted its own Adult Education program, it was not designated as a part of the Office of the Vice President for Continuing Education. University College, however, continued to offer the graduate programs at Utica College. Since the Vice President for Continuing Education was also professor and the chair of the Graduate Program in Adult Education in the School of Education, there was a close working relationship between academicians and practitioners. The Vice President had also developed Syracuse University Resources for Educators of Adults (SUREA) and Syracuse University Publications in Continuing Education (SUPCE) originally as part of University College, and they became a function of the Office of the Vice President for Continuing Education.
As previously stated, the Continuing Education Programs included all students registered for less than ten credit hours, in the University Regent Theater, in conferences, short courses and seminars; and in any program off of the main campus. In practice the Continuing Education Programs included all adult students who in this monograph are referred to as part-time students.
The grouping of the academic Continuing Education Programs into one office enabled the University to present Adult Education as a viable entity to adults, sponsors, the public and other interested groups. Internally it made for more uniformity in policies and procedures concerned with registration, admission, payment and other relations with faculty, assessment for General University fund, and funding for new program development all consistent with the policy and procedures of the appropriate schools, colleges, offices and divisions of the University. Policies and procedures were stated in writing for each of the Continuing Education Programs. As referred to elsewhere many policies and procedures had to be changed university-wide to relate to this clientele.
The appointment of a Vice President for Continuing Education responsible for all Adult Education was a major thrust toward the mainstreaming of Adult Education into the academic life of Syracuse University.
AUTHOR'S COMMENT: The place of Adult Education in the structure of a university is significant in that it indicates its priority. The main mission of a university centers on the academic program and accordinglyAdult Education should be in an academic component along with undergraduate and graduate colleges as well as research in order to be mainstreaming into the academic life. Placement of the Dean of University College and the Vice President for Continuing Education Programs in the academic structure of Syracuse University was important in that it gave Adult Education appropriate visibility and priority to enable it to develop as a viable comprehensive thrust into the academic life and thereby meet the needs of the adult constituency of the University.
In the preceding sections mainstreaming has been considered in the context of changes in universities that were related to Adult Education, and, to clarify them, meaningful examples and illustrations were cited from Syracuse University. The discussion will now be focused on some elements of mainstreaming as they relate to the Continuing Education Programs at Syracuse University.
At Syracuse University some elements evolved from specific actions and policies, and some elements developed or evolved as spin-offs from previously accepted elements. As previously stated mainstreaming is not static but implies movement, and likewise the elements of mainstreaming imply movement. This monograph on the mainstreaming of Adult Education into the academic life of Syracuse University follows the evolution of the following interrelated elements.
Some Elements of Mainstreaming
A. Focusing on the adult learner
B. Committing to the mission of Adult Education
C. Keeping pace with change
D. Strengthening standards of quality
E. Developing faculty, staff and other personnel
F. Providing support services
Many of the elements may apply to other universities but the citing of examples from Syracuse University provides evidence of inclusiveness of the Adult Education development at this University. University College is referred to more often than other Continuing Education Programs because the philosophy, policies and procedures of this major Continuing Education Program were being developed for about 20 years before the other ones were designated as Continuing Education Programs.
A. Focusing on the Adult Learner
Focusing on the learner was a major element of mainstreaming of Adult Education. In a university, learning is a principal objective and therefore focusing on the adult learner was fundamental because adults can and do learn as individuals and, furthermore, only the individual learns. Accordingly all learning opportunities which in this statement are called programs were designed to assist adults to learn. From an academic point of view, activities of the Continuing Education Programs are relevant only if they support thisbasic element of focusing on the adult learner.
Several factors contributed to the rise of interest in the adult learner. In the late 1940s many students were veterans who had extensive life experience as adults and accordingly the attitude at University College was to treat them and others with dignity and with a minimum of regimentation. There was a pronounced effort to consider adults who enrolled at University College not just as students but as clients or customers. This attitude was encouraged in the Continuing Education Programs.
Another factor that gave the part-time students a sense of identity concerned the diploma. Diplomas for degrees are signed by the dean of a college (e.g., Engineering, Arts and Sciences), authorized to certify the programs and by the Chancellor. In the early 1950s the Registrar, who was responsible for certification of all degree requirements, initiated a provision whereby the Dean of University College would sign the diplomas for students completing their degree programs at University College in addition to the Deans of the other schools and colleges involved. The signature of the Dean of University College on the academic diploma was a further indication that University College was accepted and recognized as an academic college in the University. Since the Dean of University College was the only Dean that most if not all of them had encountered at Syracuse University, this change was much appreciated by students as well as by faculty and administrative staff.
Following this action in the early 1950s, each graduate completing a degree at University College, along with a guest, was invited to a dinner immediately prior to Commencement. At the event there was a guest speaker and the graduates were individually recognized. As appropriate, other Deans were invited and later the Vice Chancellor for Academic Affairs and other Vice Presidents were included. The attendance at the event indicated an appreciative response to their individual recognition by the Dean of University College. Similar events recognized recipients in Institutional Branches and some other Continuing Education Programs. In later years other academic colleges of the University followed this custom of having college convocations.
Over a period of time, universities have assumed the role of in loco parentis. They also developed social and service functions that were quite apart from their instructional role. These include the provision of health care, travel bureaus, food and lodging, social fraternities and sororities, social and religious activities, athletic events, and sometimes small department stores.
These services may be important and relevant to the goals of full-time students who are making university life their full-time endeavor. The general understanding of parents, students and community people was that these activities are an integral part of university life. Some faculty and community people had the same perception, therefore a diploma often reflected more than the successful completion of a program of study. Full-time students have associations with classes, dining halls, dormitories and the activities mentioned above. After graduation many alumni continue their ties to the University often through social and athletic programs rather than the academic programs.
The Chancellor was anxious to remove the impression that part-time students were second class as compared to full-time students. The above services did not imply either first or second class citizenship and accordingly received little consideration. Part-time students do not engage in many of the activities of full-time students because such activities are not appropriate to their lifestyles or because they are not readily accessible. It was clear the goal was mainstreaming of Adult Education into the academic life but there was also the lesser goal of achieving acceptance of Adult Education by faculty, students and the community. Acceptance or lack of it is perhaps only perception and may be expressed in a variety of ways. In any case, University athletics were of such strong interest, that the Athletic Department established policies and procedures to permit part-time students to obtain student tickets to the intercollegiate games. Further, because many adults did not have health care available to them, provision was made through the Student Health Services for these services. After all of the effort, very few part-time students participated, but the case was nonetheless made that part-time students were not second class.
While a few picnics, dances and other social activities were arranged by students from time to time, there was no great enthusiasm for them. As Adult Education became more credible and accepted within and out of the University, social, athletic and other non-academic activities became of less interest to part-time students, and perhaps more remote from their new image of a university. Also it seemed evident that as part-time students realized that they were at the University for academic reasons, and since they were receiving increased attention in this regard, their interest in social and other activities could be well met outside of University College.
Syracuse University was invited to form a chapter of Alpha Sigma Lambda, a fraternity founded with an academic purpose for part-time students who had a specified grade point average. The counselors and some staff members of University College thought it resembled the social fraternities for full-time students and so the matter was not pursued.
The concern for the learner was expressed in overt action but also in lesser and even subtle ways, and it gradually pervaded University College and other Continuing Education Programs. Focusing on the adult learner as an academic person facilitated mainstreaming of Adult Education into the academic life of the University.
AUTHOR'S COMMENT: As the age of full-time graduate and undergraduate students increases, as many of them have spouses or partners, as they work part-time and as there are more international students, thedistinction between them and part-time students may be less evident. The result may be that all students will become more self-directed and that the pattern of behavior of students and the environment will become more focused on the academic realm and less on the so-called extra-curricular activities.
B. Committing to the Mission of Adult Education
1. Central Administration and the Board of Trustees
The commitment of the Chancellor to the mainstreaming of Adult Education in the academic life of Syracuse University was a crucial element. It is the Chancellor who sets the attitude, tone, policies and resources and it was this modus operandi which gradually reflected in all University operations, upward to the Board of Trustees and outward to the Community. The pervading concept was that Adult Education is a positive and urgent priority for a university in contemporary times and as such it was an integral and identifiable component of the University. This focus had deep roots in the history of universities and in the historyof Syracuse University. It was this concept of Adult Education clarified by Chancellor William Pearson Tolley that was to pervade its development in the University, following in a tradition begun by Chancellor James R. Day in 1918 with the establishment of the Evening Session
Another significant action was the creation of the Paul Helms Library in 1958. The late Mr. Helms, a graduate of Syracuse University, was Vice President of the Fund for Adult Education (FAE) and when he died the FAE asked his family to designate a beneficiary of a gift which it would make. The family suggested Syracuse University and the Chancellor selected the proposal for an Adult Education Library from a list of proposals submitted by various schools and colleges. As with all academic affairs, the Board of Trustees in 1958 approved the creation of the Paul Hoy Helms Library for Liberal Adult Education. A further commitment to Adult Education was the appointment of the Vice President for Continuing Education as Secretary to the Executive Committee of the Board of Trustees, 1964-1972.
Two other examples are cited which indicate the special priority being given to Adult Education. One was the meeting of the Board of Trustees in Reid Hall of University College in 1958perhaps the first time at least in recent decades that the Board of Trustees met in an academic college building. It was at that meeting that the Dean of University College made one of the few presentations made by an academic dean to the Board. The other example of action taken by the Board was to create the William Pearson Tolley Medal for Distinguished Leadership in Adult Education which is awarded to educators of adults selected worldwide. The recipients are designated by the Board of Trustees.
Further indications of priority for Adult Education were revealed by improvements in physical facilities. During World War II there were no new buildings nor major renovations to existing buildings. Following the end of the War there was considerable use of pre-fab buildings left from the war to accommodate the influx of veterans under the GI Bill and the backlog of young people who were engaged in war activities. The remodeling of Peck Hall, formerly the College of Medicine and used by Extension since 1937, was the first major renovation to a permanent building. Later in 1958, the adjacent Reid Hall, which had been the Syracuse Dispensary, was renovated for University College. During the late 1940s and early 1950s additional property was acquired and developed into parking lots to accommodate the cars of part-time students.
The personal commitment of the Chancellor to the field of Adult Education was expressed by his endowment of the Tolley Medal and his actively presiding as chair of the Board of the Center for the Study of Liberal Education for Adults (CSLEA), which usually was composed of practicing Deans and Directors of Adult Education.
As previously mentioned, the establishment of the Office of the Vice President for Continuing Education by the Board of Trustees was tangible evidence of commitment to the mission of Adult Education and of mainstreaming of it into the academic life of the University.
One of the primary actions taken by the University to enhance the mainstreaming of Adult Education into the academic life was taken in 1946 when the name of the School of Extension Teaching and Adult Education was changed to University College and the title of Director was changed to Dean. The significance was that the title, Dean, implies an academic position. Some heads of the Continuing Education Programs were titled Directors when merged into the Office of Vice President of Continuing Education. A further indication of strengthening the academic presence of Adult Education was that successive Deans, Assistant Deans and Directors of the Continuing Education Programs reporting to the Vice President of Continuing Education, with few exceptions, had doctoral degrees. This terminal degree enabled most of them to be given academic rank and to teach in their respective academic fields.
The Dean of University College met with the Council of Deans and Directors and later the Council of Academic Deans, chaired by the Vice Chancellor for Academic Affairs.
The Academic Deans and Directors of the Schools, Colleges, and Library were active supporters of Adult Education. It was the policy of University College and other Continuing Education Programs to have all courses, conferences and other activities reviewed by other appropriate academic Deans and faculty members. All proposals to sponsors, foundations and governments were developed jointly with other schools, colleges and appropriate offices. The same policies and procedures were followed for all programs whether offered for degrees, diplomas, certificates or other forms of recognition. Participation by members of the Council in the development of Continuing Education Programs helped to ensure consistency with academic standards as developed by the other schools and colleges.
A commitment was expressed overtly when National University Extension Association (NUEA) held its annual meeting at Syracuse University in 1959. Each of the Deans, Directors and Vice Presidents of Syracuse University hosted a table of NUEA members at a luncheon where the Chancellor also spoke.
The rationale for keeping University College as an integral part of the University derived from the notion of utilizing and building upon the resources of Syracuse University, which was geographically contiguous. There seemed to be no reason to duplicate the existing resources but rather to set policies and make arrangements to adapt the existing academic resources to a part-time student clientele. Had the decision been otherwise, i.e., an Institutional Branch, then University College would have appointed faculty members and otherwise operated as an independent academic college similar to Utica College and Triple Cities College of Syracuse University. University College not only used the existing resources but contributed to the University by expanding and increasing the academic resources in fields new to Syracuse University.
The commitment of the members of the faculty of Syracuse University to Adult Education was significant and continuous. The members were active participants in the planning of all the academic activities and of the Continuing Education Programs. At least one faculty member had a planning or instructional role in each of the programs. In addition to this essential role, they willingly assisted in the academic counseling of students, participated in their own continuing education and assisted in the many other activities requested of them or for which they volunteered. The commitment and participation of the faculty were essential elements in enhancing the quality of the academic programs.
Advisory committees and planning groups were established for several programs. In 1963 University College developed, with the College of Liberal Arts, a proposal to develop a Bachelor in Liberal Studies program for Adults which was submitted to the Carnegie Corporation. Following funding, a committee of six department chairs, chaired by the Associate Dean of the College of Liberal Arts, met weekly for a semester to develop the program. Another Committee of faculty was appointed to make selections for the Paul Hoy Helms Library in Liberal Adult Education. An Advisory Committee of Deans was also appointed for the Foreign Studies Program (later the Division of International Programs Abroad). An Advisory Committee from the College of Business Administration was appointed for the International Management Development Department; an Advisory Committee consisting of members from the University and from external organizations was appointed for the Clearinghouse in Adult Education by Educational Resources Information Centers (ERIC); and a Council of Associates for Continuing Education from the community, chaired by a member of the Board of Trustees, was appointed to the Office of the Vice President for Continuing Education.
The actions in the above four areas have been selected for citation because they indicate the commitment to Adult Education of the faculty, Deans, senior officers, Chancellor and Board of Trustees, all of which permeated the University. They set the environment for the mainstreaming of Adult Education into the academic life of Syracuse University.
AUTHOR'S COMMENT: As Adult Education continues to develop new academic programs, the philosophy and structure of the University may accommodate these new thrusts, which in turn facilitate further mainstreaming of adult education into the academic life of the University. A concurrent development is that Adult Education may be mainstreaming further into the academic life of each of the schools and colleges within universities.
Keeping pace with change is the element that pertains to the development of learning opportunities for adults that assist them to keep related to the changing needs of the learner and society.
Since their inception, universities have adapted to change which primarily resulted from: the increase in knowledge and information; the changing qualifications of students; and the demand of the public for better qualified persons to give leadership to all aspects of the life of citizens living in an international environment.
The response to change is in effect the history of Syracuse University since its establishment by the Methodist Episcopal Church in 1870. The creation of the Evening Session in 1918 was likewise a response to the growing demand for Adult Education on a national as well as local level.
Keeping pace with change meant that programs were appropriate, current and accessible so that adults had an opportunity to learn what they chose to learn.
All Continuing Education Programs were conducted under the jurisdiction of Syracuse Universitynot sponsors, organizations nor individuals external to the University. The subject matter and the faculty were all approved by the Dean or Director of the Continuing Education Program whose decision was final. The decision regarding the selection of participants was also in final analysis the decision of the Dean orDirector of the Continuing Education Program. All attendees including spouses and friends of faculty members were required to be registered as participants and engage in the program.
The following items are selected and cited to indicate the comprehensive thrust of the Continuing Education Program in keeping pace with change.
- New and innovative courses offered for credit in the Syracuse Program and at Community Centers.
- Programs developed to support national priorities; e.g., Peace Corps and Head Start.
- Programs for newly targeted groups, e.g., Center for Continuing Education of Women and Retired Professionals.
- New programs in cooperation with other universities; e.g., University of Buffalo (Social Work), New York University (Public Administration), University of Poitiers (Foreign Studies Program).
- New degree programs such as Social Work, Liberal Studies and Television.
- New degree programs designed especially for adults; e.g., Bachelor of Liberal Studies.
- New outlets for creative conferences at Conference Centers at Pinebrook, Sagamore, Minnowbrook and at the Finla G. Crawford Continuing Education Center (Vincent Apartments) in Syracuse.
- New relationships with corporate sponsors in Syracuse, and at Institutional Branches, (Endicott, Poughkeepsie and Corning); e.g., Engineering and Science, Business Administration.
- New relationships with New York State Government; e.g., Graduate Program in Public Affairs in Albany and with the Federal Government; e.g., Griffiss Air Force Base in Rome.
- New approaches to the Fine Arts and Humanities; e.g., Chautauqua Institution; Arts and Crafts program in Syracuse; and the pottery laboratory in Reid Hall.
- New thrusts into drama and cultural programs; e.g., at the University Regent Theater and at the Syracuse Repertory Theater.
- New approaches to methodology; e.g., the Discussion Leadership Program and use of developing technology.
- New approaches to financial arrangement; e.g., full cost accounting and major efforts in fund-raising.
In response to a changing society, universities over the years have undergone substantial changes in academic programs, and many of the changes are reflected in the development of the Continuing Education Programs at Syracuse University.
It was the policy of Adult Education at Syracuse University not only to develop new programs but to move some programs into other schools and colleges of Syracuse University. In some cases programs were taken over by educational institutions other than Syracuse University. Because Adult Education is sensitive to societal changes, it is always a challenge to be continuously developing new programs, modifying existing programs, and discontinuing some programs.
AUTHOR'S COMMENT: In a dynamic, knowledge-based stage of society, especially with technology suggesting new instructional resources for that society, Adult Education is in a constant stage of flux and thus requirescontinuous analysis of needs and the input of new resources for investment into new program thrusts. It follows that some programs require revision, some deletion and some addition to meet the emerging needs of society. An essence of Adult Education is to assist academic programs in keeping pace with change.
The programs in Continuing Education were not developed in any discreet chronological order but rather began concurrently over a few decades within the overall mission for Adult Education.
The variety of approaches used by the Continuing Education Programs to adapt to the changing educational environment has been listed above. The full flavor of the comprehensive thrust of these new and innovative responses in keeping pace with change can be further appreciated through a brief description of the programs. Descriptions of each Continuing Education Program and their components have been provided in length and details have been recorded and published in other materials. The items were selected for this monograph because they particularly relate to mainstreaming of Adult Education into the academic life.
All of the following programs were administered by the Dean of University College.
The Syracuse Program began as the Evening Session under the aegis of the Summer Session in 1918. It has expanded the offering of courses and activities virtually in all academic areas and included programs leading to degrees, certificates, diplomas, letters of completion and other forms of recognition. It was possible to complete in the Syracuse Program most undergraduate degree programs, and many of the advanced degree programs offered by Syracuse University. In addition there were a number of short courses and seminars offered in cooperation with other schools and colleges of the University. In the Spring semester of 1963-64, as an example, about 4,950 part-time students were enrolled.
The Syracuse program was supported largely by tuition and fees which were at the same credit hour rate as the other schools and colleges. In some cases students who audited paid a lower tuition. The Course Program was able to have a difference of income over expenses budget mainly because most faculty were paid on overload basis, an amount less than the rate paid as part of load.
In the 1940s University College had a number of Extension Centers where credit courses were offered by Syracuse University faculty members. Their name was changed to Community Centers to reflect more participation from the communities, often arranged in cooperation with local Superintendents of Schools. One of the larger centers was in Auburn where a Community College was later developed. Where appropriate, Adult Education programs were developed by other sponsors in communities and the Community Centers of Syracuse University were gradually phased out.
Students paid the regular tuition rate which permitted payment of faculty at regular rates and further provided travel expenses. Facilities were provided in schools or other community buildings at no cost to the University.
In the first semester of 1950, about 300 students were registered.
c. Syracuse Conference Program
The Syracuse Conference Program began in the early 1950s when the search by University College for additional ways to provide programs for adults coincided with an increase in community needs especially of specialized and professional groups for academic programs at the University level. The University Tax Conference sponsored by the College of Business Administration, the College of Law and University College was a one-day session held on the Syracuse University campus where current experts on Tax Law spoke to lawyers, CPAs and businessmen from the extended Onondaga County area about changes and updates in tax laws. This annual conference was to become a model for conferences which lasted for a single day or a weekend but also for residential periods of up to two or three weeks.
Another notable example of this type of program was The Graduate School of Sales Management and Marketing established in 1950 in cooperation with the College of Business Administration and the Sales and Marketing Executives International, a program which continued to be associated with Syracuse University for over 25 years.
Conferences were initiated either by University College program administrators, by faculty of academic departments, or by an outside group. In some cases sponsors arranged to hold conferences for their members and in other cases programs were developed by University College and the participants were recruited from many sources. All aspects of the programs were under the control of University College, including the selection of faculty and participants. University College developed programs cooperatively with virtually every other academic departments, school and college of the University. The programs were usually under contract with sponsors and were self-supporting.
The conferences were held in University Living Centers and sometimes at hotels and motels off campus. In the 1960s, the Vincent Apartments were acquired by the University as a conference facility, and classrooms and dining facilities were added with University Food Service providing the food service. With its recreational space, parking space, and access to University and city bus service, it was a full service conference facility. In 1966, the apartment complex was named the Finla Goff Crawford Continuing Education Center and was the focus of many Adult Education activities including the International Management Development Department (IMDD), Educational Resources Information Clearinghouse on Adult Education (ERIC) and the Library of Continuing Education (LCE).
All conference participants were required to register with the University and no one was permitted to attend classes unless his/her name appeared on the list of participants. In recent years, Continuing Education Units (CEUs) were awarded to registrants who have completed programs in certain areas of instruction.
In the decade ending in 1974, there were over 200 conferences attended by over 30,000 people for over 160,000 participants days.
d. Adirondack Conference Centers
While the Syracuse Conference Program was being developed in Syracuse, there was a similar program being developed at the Adirondack Conference Center. In 1948 Carl M. Loeb gave Pinebrook, the Adirondack camp on Upper Saranac Lake, to Syracuse University. It was assigned to University College for programming. University College modified it for conferences by making changes to conform to health, fire and other regulations and made other changes to provide classrooms and other educational facilities. There were fine recreational facilities particularly centering around the boathouse and dock and it was a facility usable from late spring through early fall. At this time the faculty in art were interested in training students to be teachers. Since there was a need for an appropriate facility and since Pinebrook was not booked, residential camps for children were scheduled and programs for adults soon followed. In all cases Syracuse University faculty participated in the planning of instruction. The services of buildings and grounds, food services and other departments from the University were utilized. Only faculty and registered participants were permitted to stay at the Center.
In 1952 Minnowbrook on Blue Mountain Lake was given to the University by the Holingshead Corporation, and in the same year Sagamore on Raquette Lake was given by Margaret Emerson, widow of A. G. Vanderbilt. Sagamore and Minnowbrook, year-round facilities, were linked with Pinebrook and operated as the Adirondack Conference Centers, under the same guidelines as described above for Pinebrook. Here were held many programs, designed for special groups such as business, government and not-for-profit organizations as well as an Alumni College.
The buildings required many substantial modifications including electric, water, heating and other services. In a few years they were all self-supporting. The policies and procedures for the Centers were consistent with each other and were developed with a strong academic thrust. In time all were taken off the tax rolls of the towns in which they were located.
In 1963-64 there were about 2,000 participants registered for about 13,500 participant days.
The Centers provided a fine instructional resource which was utilized by the faculty and administrators to develop new programs and thus provided new thrusts that enabled further mainstreaming into the academic life of the university.
e. The Graduate Program in Public Administration
The Graduate Program in Public Administration was a joint effort developed in 1947 by the Maxwell School of Citizenship and Public Affairs of Syracuse University and with New York University to provide a program leading to a master's degree in Public Administration. It was offered in Albany, the New York state capital, for government employees, although other people were permitted to participate. Library and other financial resources were provided by the State. In 1957 the program was taken over by the State University of New York. Several courses were offered each term by professors from New York University and Syracuse University.
The Institutional Branches were established at Endicott (1952), Griffiss Air Force Base (1952) and Poughkeepsie (1954) to provide master's level programs in Engineering and Science. The College of Engineering, the College of Liberal Arts (Mathematics) and the Graduate School combined with University College to provide education for engineers and scientists engaged primarily in research. Full cost analyses were made and the full cost was paid by International Business Machines, the U. S. Air Force, and later by other sponsors. In 1965 the Corning Center for graduate study in Business Administration was established in cooperation with the College of Business Administration. Students paid tuition and the deficit was paid by the Corning Glass Corporation. An amendment to the Charter of Syracuse University was required to establish each Center for in-residence instruction. With few exceptions, instruction was provided by Syracuse University faculty members as part of load. In the first semester of 1963-64, 1,056 students were registered at the three graduate centers.
In 1951 the Chautauqua Institution invited Syracuse University to offer courses during the summer at Chautauqua to replace the educational activities which had previously been offered by New York University. It enabled University College to provide programs in Art, Music, Drama and Liberal Arts to balance the programs for business and industry, as reflected in the establishment of the Institutional Branches in Engineering and Science. The School of Art, School of Music, the Drama Department, the School of Education and the College of Liberal Arts were active participants.
The Syracuse University faculty had an opportunity to teach as well as to have an exciting professional and cultural experience during the summer in residence on the Chautauqua grounds. Chautauqua Institution assisted in providing accommodations to faculty at minimum rates, giving gate tickets to faculty and providing classroom and studio rooms. It was some years before the Center became self-supporting. When Triple Cities College of Syracuse University became a private college named Harpur College, its library was given to the Chautauqua Institution. Despite the fact there were 350 participants in the summer of 1963, the Chautauqua Center was discontinued apparently as not financially viable by the Dean of University College in 1965.
h. Graduate Program in Social WorkThe reverse of the establishment of an Institutional Branch by University College was the development of the Graduate Program in Social Work at University College as an unofficial Institutional Branch of the University of Buffalo. Part-time students were enrolled in University College and the students received both credits and degrees from the School of Social Work of the University of Buffalo. Gradually faculty and resources were expanded at University College, with a grant of $143,000 from the Rosamond Gifford Charitable Corporation in 1955. As a result, the Social Work Program was accredited by the Middle States Association of Colleges and the Secondary Schools and the Association of Social Work in 1956. This approval enabled the School of Social Work to be established as an independent School at Syracuse University in 1957. At the time there were about 40 matriculated students. It is somewhat ironic that later this program was informed by the accrediting body for Social Work that part-time students were not be enrolled; however, in due time part-time students were again permitted to enroll. The development of the School of Social Work made a significant contribution to the academic life of the University
i. Degrees Designed for Adults
In 1950 University College of Syracuse University developed a program in General Education especially for adults. It consisted of six courses, integrating seminars and two elective courses, all of which had been designed by the staff of University College, faculty members of Syracuse University, and some adjunct faculty members. The program, leading to an Associate degree, was submitted directly by University College to the Syracuse University Senate, which approved the program. The program was promoted and students did matriculate. Because of staffing problems, the program was not very active for a few years; however, it was reactivated in 1959. As usual, this program had to be registered with the State Education Department. The case for an Adult Education division to develop the program independent of other colleges was made without any questioning of turf jurisdiction. So far as is known, this was the first degree program at Syracuse University and perhaps any university that was designed especially for adults with candidates for degrees proposed by an Adult Education college.
In 1964 University College developed a program in Liberal Studies leading to a baccalaureate degree. This program, the Bachelor of Liberal Studies (BLS) was developed under the initiative and direction of University College by a group of six department chairmen from the College of Liberal Arts and chaired by the Associate Dean of University College. During the development of the BLS program and before action by the Senate, the decision was made by University College to have the program submitted through the College of Liberal Arts. It was clear that there was no pressure from any dean, faculty member or administrators to take this course of action; in fact most, if not all of the inquiry questioned why University College did not choose to sponsor the program as it had done with the Associate Degree Program in General Education. University College had effective andcollegial relationships with the other colleges and there was no reason to develop duplicate faculties for these special programs when the goals of Adult Education could be achieved by cooperation. University College was not designated as a branch college nor an institutional branch, so it appeared that mainstreaming of Adult Education would be further enhanced through this policy decision. The mainstreaming of Adult Education was further enhanced by the development of degree programs especially for adults in cooperation with other academic colleges. The Syracuse University program was funded by the Carnegie Corporation. There were about 35 participants in the first group.
The Brooklyn College program leading to a Master's degree, the Goddard College and University of Oklahoma programs especially for adults preceded the Syracuse University baccalaureate program in liberal education.
j. The University Regent Theater
The purchase of the Regent Theater by Syracuse University in 1958 led University College serendipitously to become engaged in music and drama programming for adults. Because of its interest in community outreach and its financial viability, University College was assigned to develop the program. It included a wide range of programs including seminars, film programs, performing artists' series with the cooperation of the Drama Department and other units, all of which enhanced the drama and music thrust of the University. It was a facility that was also used cooperatively by community groups such as the Skaneateles Lyric Theater. Support was provided for a Children's Theater and Children's Concert Theater with about 500 children in each program.
The Syracuse University Repertory Theater was established in 1960, with participation of professional actors, community artists and Syracuse University Drama Department students. The name was later changed to Syracuse Stage and programmed under the aegis of the Syracuse University Theater Corporation. This separate, not-for-profit corporation, related to Syracuse University, enabled the University, largely a non-union institution, to work with the Actors' Equity Association.
The Experimental Theater and parking facilities were added to the complex in 1965. Some external funding, such as a grant of $70,000 given by the Rosamond Gifford Foundation, was received, for the Community Repertory Theater but it took several years before it became fully self-supporting. The University College Reserve Fund had been established for program development but the Office of the Treasurer used the funds to pay off the debt on the Experimental Theater building. In 1964-65 the attendance was about 60,000 people.
k. Center for Continuing Education for Women
A Center for Continuing Education for Women was begun in 1963 under a grant from the Carnegie Corporation. This Program was one of the first to be developed to prepare womenfor careers for entry or re-entry into the work force, when they decided that it was appropriate in terms of their families and other responsibilities. The Center provided information about University courses, counseling, evaluation of past credit and some special courses and workshops. Career areas included Education, Nursing, Library, Social Work and Home Economics.
The Prototype Teacher Training Program for Mid-Career Women was developed for women holding a baccalaureate degree to assist their study for a Masters degree and certification in elementary education. As a team, two teachers received an appointment to one full-time position so that each one could work part-time. Another program, the Institute for Teacher Re-Entry provided refresher courses for previously certified teachers and obtained one appointment for a team of two. These two projects were jointly sponsored by University College and the School of Education and were funded by the State Education Department.
In 1958 the Fund for Adult Education (FAE) made a grant of $255,000 to University College to establish programs in liberal education for adults. In associating primarily with the College of Liberal Arts, a number of innovative programs were developed that gave a significant thrust to liberal education. It was during a period of the Cold War, and there was strong competition between the east and west powers in areas of science, engineering and technology. The liberal education programs helped to give some balance to the programs in science. Gradually these programs and later some others became centered in and named the Humanistic Studies Center.
A stipulation in the FAE grants was that funds were not to be used for the development of degree programs. Partly as a result of FAE policy, there seemed to develop nationally the idea that liberal education for adults, featured as education for education's sake and not degree oriented, was superior to degree related programs. University College did not share this view but continued to receive grants from FAE.
In the Spring semester of 1965-66, there were about 450 registrants.
m. Discussion Leadership Center
The Discussion Leadership Center emerged as part of the grant from the FAE to develop Liberal Education Programs for adults. It had a strong focus on the study-discussion method which was becoming popular nationally, largely through FAE efforts. Because of the need for people to lead these discussion groups, University College developed a Discussion Leadership Center in 1964. Participants interested in many types of instructional groups also enrolled. Participants enrolled as individuals, sometimes representing an organization. Some businesses and other organizations contracted for programs for their employees, programs which were offered either at Syracuse University or on-site at those organizations. The Center had a relationship to the Department of Speech and Drama in the College of Liberal Arts, where the newly appointed Director of the Center held academic rank. Inaddition to the initial grant from the FAE, grants were received by the Center from corporations such as General Electric totaling about $60,000.
There was considerable variation in the number of participants over the years. In 1967 there were over 400 participants in the Discussion Leadership Center.
Syracuse University was one of the early respondents to the Peace Corps Program initiated by the U. S. Government. University College made an initial proposal for training of volunteers to go to Tanganyika. The program began with a ceremony at University College June 30, 1962 with recognition by representatives from Tanganyika, London, Washington and the United Nations.
The scope and involvement of the University is indicated by the six areas of study and activities by the trainees: Area study - Swahili language; American study and world affairs, physical conditioning and recreation, medical studies and personal hygiene, nursing procedures and techniques, and administration.
This program was enthusiastically supported by the academic departments, particularly because Syracuse University was also developing a program of study and research known as the East African Regional Program centered in the Maxwell School of Public Policy and Citizenship.
Because of short notice the trainees for the first program were housed in a hotel but soon moved into University housing. Over the years trainees were prepared for such countries as Tanganyika, Tanzania, Malawi, Somalia, Nysaland, Liberia and Peru. The program was totally funded by the Peace Corps. The trainees attracted much interest, particularly because they moved as a group around the city and university on bicycles which were loaned to them by the Peace Corps program.
The program made a contribution to the U. S. international effort and also contributed to the academic resources of the University by the appointment of additional faculty, obtaining library and other resources, and adding to the international image.
In 1966 in the final year of the program at University College, there were about 450 volunteers and the contract was for approximately $1,200,000.
The chief clientele of the Continuing Education Programs were adults, but on occasion the participants in programs were children and youths. In 1965 the National University Extension Association ( NUEA), an association of extension divisions of major public and private universities, was contracted by the United State Government to administer a program called Head Start, designed to assist pre-school disadvantaged children to prepare for entrance to public schools. While the program was referred to positively as "head start," it was also designed to assist them in getting caught up before entering school. I was Vice President of NUEA in 1965. Because of this association and the educational contributions of the program, University College contracted to provide a program in cooperation with county organizations in the Syracuse area.
p. Graduate Program in Television
Following World War II television was developed with great rapidity. A graduate Program in Television was developed by the faculty members at Syracuse University in 1950 as the first Masters degree program in Television in the United States and perhaps in the world. When the class of 12 full-time students arrived at Syracuse University, there was the question of the basis for registration, because no college or unit had been designated. The Director of the Program asked the Dean of University College to enroll the students at University College and it was done. The M. S. Program in Radio-Television was subsequently administered directly in the Graduate School of the University. While University College was involved only minimally, this highly visible program is noted to indicate that the University was giving credibility and academic respectability to Adult Education and facilitating its keeping pace with change.
q. University Council on Education for Public Responsibility
The demise of Fund for Adult Educators (FAE) was a result of the discontinuance of its funding from the Ford Foundation. FAE wanted to perpetuate its interest in education for public responsibility beyond its own existence and accordingly in 1964 it made $100,000 grants to each of eleven universities who were to continue programs that encouraged responsible citizenship. Chancellors of these universities became University Council for Education for Public Responsibility members, with the Deans of Continuing Education at these schools serving as unofficial associate members. Chancellor Tolley gave leadership to the Council as its Chair for three years.
The Council did develop a constitution and by-laws. The interest of the Chancellors seemed to wax and wane, and the Program Committee, consisting of associates, did develop some conferences and meetings which were held at several universities. Programs like "Metropolis" were developed. Even after several modifications in structure, by 1975 the University Council ceased to be a viable organization and through lack of interest it just faded away. The Council is perhaps an example of a program that did not keep pace with change.
r. Continuing Education Center for Public Service
As a private institution, Syracuse University has demonstrated a major commitment to the public service. The establishment of the Maxwell School of Citizenship and Public Affairs in 1924 by a gift from George H. Maxwell embodied this commitment.
After World War II universities with federal, state and local support became engaged in programs of public service, and University College became proactive in developing programs for public officials and government employees as well as citizens.
A concerted effort provided a range of public forums, discussion groups, seminars, and conferences, with the general objective of improving civic literacy within the community and assisting public and civic leaders in analyzing and resolving community problems.
In addition to the programs listed below and elsewhere, there were Vista Training and Training for East African Yo