DOCUMENT RESUME--

ED 206' 361 , JC 810 518,N

AUTHOR Goetsch, David 1. ._ .

TITLE A Workshop an Improving Community Relations throughIncreased Faculty Involvement.

INSTITUTION Okaloosa-Walton Junior Zoll., Niceville, Fla. .

PUB DATE (80],

NOTE , 16p.

EDRS PRICE MF01/PCO1 Plus Postage.DESCRIPTORS *Attitude Change: *College Faculty: Colimudity

Colleges: Educational Benefits: Parent4ttitudes:*Public Relations: 4School Community Relationship:Student Problems: *Teacher Participation: Two YearColleges

ABSTRACTPrepared for use in an instructor workshop, this

booklet sugge.sts ways community college instructors can become moreactively involved in community relations. Ifter a statement of

-,purpose anal a delineationof participant objectives, the book/etdescribes .how the workshop is to be,conducted (i.e., using a lecture,discission, and question- and - answer foftat1 and evaluated. Thebooklet thew defl.nes community relations as the comi?osite of allthose on-going processes undertaken to gail, nurture, and maintainthe support, respect, interest, and awareabss bf the community beingserved. Next, nine factors which inhibit positive community relationsare enumerated, and general strategies and information instructorscan use to overcome each of these factors are suggpsted. Thesefactors are: (11.concern over the quality of education: (2) parentalbias toward the institution they attended: (31 unjustified fears offailing and of time and job conflict: (41 ineffective high schoolcounseling: (5) competition,from other public and p'rivate schools:t6Idifficult enrollment andadmissions procedures: (Thclassscheduling problems; (8) the rising cost of education: and (9) lackof awareness about the college. The booklet concludes with threelists of specific activities for establishing and nurturing Contacts

the community, developing ,community relations materials, andimplementing community relations activities. (AYCP

et

********w*************************************************************, Reproductions supplied by EDRS are-the best that cad be, made

from the. original docuient.***************************t**************t*************************44*

DOCUMENT RESUME--' -

ED 206'361 , JC 810 518. ,

AUTHOR Goetsch, David t.TITLE A Workshop A Improving Community' Relations through

Increased Faculty Involvement.INSTITUTION Okaloos.a- Walton Junior Coll., Niceville, Fla.PUB DATE (80]NOTE 16p.

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *Attitude Change: *College Faculty; Coim udity

Colleges: Educational Benefits; ParentAttitudes;*Public Relations: ,kSchool Community Relationship:Student Problems: *Teacher Participation: Two YearColleges

Prepared for use in an instructor workshop, thisbooklet suggests ways community college instructors can become moreactively involved in community relations. -After a statement of,purpose and a delineation` of participant objectives, the bookletdescribes how the workshop is to be'conducted (i.e., using a lecture,discUssion, and question- and - answer format, and evaluated. Thebooklet thew def.nes community relations as the comiposite of allthose on-going processes undertaken to nurture, and maintain4.he support, respect, interest, and awareness-bf the community beingserved. Ne;t, tine factors which inhibit positive community relatiotsare enumerated, and general strategies and information instructorscan use to overcome each of these factors are sugggsted. Thesefactors are: (11concern over the quality of education: (21 parentalbias toward the institution they attended: (31 unjustified fears offailing and of time and job conflict: (41 ineffective high schoolcounseling: (5) competition,from other public and private schools;-161 'difficult. enrollment and. admissions procedures; (7) classscheduling problems.; (B) the rising cost of education: and (9) lackof awareness about the college. The booklet concludes with threeliqts of specific activities for establishing and nurturing Contactsin the community, developing. community relations materials, andImplementing community relations activities. (Am

a :s

ABSTRACT

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*********************************************************************** , Reproductions supplied by EDRS are-the best that can' be. made

from theoriginal docuthent.*************************1**************t*************************i,*

Avt,

41Li- A workshop on/

IMPROVING /COMMUNITY

RELATIONS

through increased

FACULTY INVOLVEMENT

Prepared, By: David L Goetsch

'PERMISSION TO REPRODUCE THFSMATERIAL HAS BEEN GRANTED BY

Okaloosa -Walton Junior College Equal Access/Equal Opportunity Insifution

David L. Goetsch

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER IERICI

U S DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

F011( A Tn TI\ll RE YTT/TIT,EN INT ORMA TION

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PREFACE

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Historically, the, primary furrction of a community college instructor has been to providequalay instructi9nin 'the classroom. This has not and will not change. Our foremost redponSibility. has always been, is now, and will always be quality instruction. However, a number offactcirs such as a declining birthrate, increased competition from private education, andadverse publicity in the media over the state of the nation's educational system have begun toimpact on our profession. This imwt has added'anothe'r dimension to the community collegeinstructor's' job-Lcommunity relations.

Never before' in the history di the cOmmunity tqllegb system has community relations and',the instructor's involvement in community relations been so critical, For instructors, corn-munib; relatiobs means many things. It means constantly seeking new and better ways toserve the community, always providing the highest quality instruction'possible, going out into

p: the community to spread' the Word about education, and insuring that you represent your in-stitution in the most positive light whenever among comrrunity Members.

This work op was designed from a how-to rather than a philisophical perspective. Itassume that impressed instructor involverrient in community relationS efforts is both 'properand desireable, BaSed-on this premise, it will deal only with how community college instruc-tars can become more actively involved in community relations to the. benefit of the communi-ty, the profesSion, the institution, and themselves.

The wOikShoP is designed to last 90 minutes, during which time it is expected that there willbe a Maximum amount of participant fnvolv,ement and interaction. Questions, responses, andconstructlYe criticism from participants are encouraged. The workshop has been designed formaximum' participant/presenter and.pagicipantiparticipant interaction.

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STATEMENTOF PURPOSE7 ,

CThe purpose of this workshop is tt? help community, college isntructors learn how to.becorneW more effective participants in their institution's community relations efforts. 1\his will involve

iden ying those factor7W/hich'iMpaCton community colleges in a negative way and develop-.relationsing 6 fective coMpun y ri practices tor overcoming these factors. The instructor, then,

becomes an import nt agent in carrying out these practices.-1.-

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'Upon co pletion of the workshop partidpants will be able to do the following: .

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PAR-TIC1PANT OBJECTIVES''..1'

yefiffe community relations.

'List those fattors which have the most negative impact on good school/community fele-,

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. i' 4 .. List several strategies that instructors

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can use to overcomeor at least minimize, thenegative impact of these factors. ,.. . .

DELIVERYSYSTEM, kI

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The deliVery system. for the, workshop will be. lecture-disc.ussion-question-answer. The,presenter will outline the scope and sequence of the workshop through the us verhead.transparencies. They will initiate instruction -and facilitate discussion amon participants,. .questions from participants, and answers from themserVes and participants. The workshop, , . ,has been designed to allow for maximum participant inptit and involvement.

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EVALUATION

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. .1. In order toevaluate their learning, participants will be asked to dtmonstrate attainment of1 i .-the.objectives by completing an objective evaluation..'

,. .0 2. In order to evaluate the workshop, participants will be asketqo complete twOrkshop :'eValuation form. ,

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COMMUNITY RELATIONS DIFIN ED

The composite of ilf those on-going' processes undertaken to.gain, nurture, and maintain thesupport, respect, interest, and awareness of the community being 4erved. The communityserved by a community college is dichotomous and consists of such groups as parents, high

, school students, employed prac4itiwers in business and.industry, unskilled or unemployed,/5-eoPle in rieedof job skills training,.Military personnel, corrections personnel, govrnrhep.ersohnel, civic, church, a" nd social group's, and professional organizations.

FACTORS WHICHINI-IpT POSITIVECOMMUNITY RELATIONS ,

1. Lack of awareness about thecomi--nunity college,..on the part of the comm /pity.k'

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The rising costof education..

Class scheduling protilems., <

4. Diffitult.enrollment and admissions procedures.4

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5. Competition from other ir, titutions, Public and private.

6. Ineffective high school counseling..

7. UnjAtified fears (failing, time involved, work school conflicts).

- 8. P rental bias.

C cern over.the quality of education available.

On the followinig pages, each of,these inhibitor will be treated separately. The inhibitwgwt illbe listed and giver) a brief explanation. Specific s rategies instructors can use to overcome Vheinhibitor will then be listed. These strategies Will serve as the focal points-for discussion andquestions.

CONCERN OVER QUALITY OF EDUCATION

AS LONGAS WE SPR* THE WORK AND MAINTAIN OURCURRENT. STANDARDS(OF PRACTICE5\ His IS NOT A F41:10-BLEM FOR IN'. FACT, OUR GUARANTEE 'OF QUALITYEDUCATION IS OUR PRIMARY SELLING

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PARENTAL BIAS ,

ALUMNI OF CERTAIN COL..1.7EG.ES.A.ND UNIVERSITIES4OFTEN.WANT THEIR CHILDREN TO FOLLOW-IN THEIR FOOTSTEPS.THIS CAN BE DEALT WITH BY:

1, SONS AND DAUGHTERS CAN STILL FOLLOW. PARENTSAFTER GRADUATION FROM OUR INSTITUTION:

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IS LESS EXPENSIVETC5 GO TWO yE4RSWITil AND.TVVO YEARSVVITH THE FAV-ORED-UNNERSITY.

BETTER TRUCTION . AND SMALLER .CLASSES DUR-ING THE FIRST TWO YEARS WITH -US SHOULD BE EMPHA§IZEb M. A PLU8.'

4.. OUR 'INSTITUJ-10,N WILL GIVE SONS AND DAUGHTEFRSTWO YEART.TO'SEE I F THEY.A,RE SERIOUS ABOUT COL,LEGS BEFORE GOING ON TO A UNIVERSITY.

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UNJUSTIFIED" FEARSe

Listen to community members and make note of theirfears. , .

Emphasize our diversified scheduling proess: =day andnight classes, weekend classes; Moriday and Friday even-ing classes.

3., Explain the availability of financial .aid, loans, 'grants,scholarships, and student assistantships to help defraythe cost of an education.

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4. Explain that although . our standards are high, moststudents do not fail and that formal tutoring is available.

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-_LIAISON WITH HIQH SCHOOL COUN8ELOR8----

1. GET TO KNOW EVERY HIGH. SCHOOL COUNSELLOR INEVERY HIGH SCHOOL IN OUR DISTRICT AND NURTURETHE RELATIONSHIP.

KEEP COUNSELLORS INFORMED ABOUT OUR INSTIT151..TION AND YOUR .SPECIFIC PROGRAM CA-AREA.

MAKE SURE THAT COUNSELLORS ARE KEPT WELL SUP--PLIED WITH- INFOF_IMATION AND MATERIALS ABOUTOUR' (CATALOGUES, SCHEDULES; AN-NOUNCEMENTS, ETC.).

OFFER TO VISIT SlIUDENT,' GROUPS IN NEED OF...COUNSELLING OR INFORMATION ABOUT-OUR

INVITE.C,OUNSELL9RS TO OUR CAMPUS FOR VISITA-

,\6: ACCEPT INVITATIONS. 'TO THEIR SCHOOLS. To. LEARN

ABOUT THEIR SPtCIA PROBLEMS.

COMPETMON VVITHOTHER)-NSTFTUTIGNS

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o1. ,E'MF*IASIZE THE QUALITY OF OU-INSTITUTION--T:HI.S.

IS OUR BEST SELLING POINT.

PROVIDE MORE FLEXIBLE SPEDULING. THAN OTHERINSTITUTIONS.

PROVIDE FOLLOW -UP INFORMATION ON SUCCESSFULGRADUkIES)ANDfPUBLICIZE IT.

MAKE PROSPECTIVE STUDENTS AND THE PUBLIC FEELMORE WELCOME. ON OUR CAMPUS THAN AT OTHER

IINSTITUTONt, SMILE\1 AND THINK HUMAN"TIONS.

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DIFFICULT, ENROLLMENT AND ADMISSIONSPROpEDURES

1. CONSTANTLY SEEK WAY$.TO SIMPLIFY AND IMPROVEOUR ADMISSIONS AND ENROLLMENT PROCEDURES.

LISTEN TO ,STUDENTS DURING REGISTRATION ANDMAKE NOTE OF COMPLAINTS OR DIFFICULTIES.

3. BE ATTENTIVE TO PROFESSIONAL JOURNALS CARRY:ING "HOW-TO" ARTICLES ON IMPROVING THE ENROLL-

...MENT AND ADMISSIONS PROCEDURES.

4: BE. ATTENTIVE TO1 METHODS USED IN OTHER INStITU-'.7 PIONS "THAT WE MIGHT ADOPT. ,

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70-L-A-S.SCREDUO-N-G-PROBLEMS

1 EXAMINE FEASIBILITY OF MORE AFTE8NOON1.SATUR-13AY; MONDAY 'NIGHT,. AND ..EVENt FRIDAY NIGHTCLASSES IN'YOUR AREA. ,

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2. DURING REGISTRATION, KEEP A RUNNING. TALLY OF.STUDENTS WHO. WERE TURNED AWAY_FROM CLQg-ED-=GLASSES TO IDENTIFY- ERE MORE SECTIONS MIGOT8E ADDED' IN THE FOTU E. ,, .1. ,-

P61.-1, TIME YOU, WRITE YOUR SCHEDULE, ASKYOURSELF: "'IS THIS SCHEDULE WRITTEN FOFfi MY

`'BENrEFIf :AND CONVENIENCE OR. FOR 'THE') STUDENTS ?"- ,

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RISING COST OF EDUCATION

FAMILIAR, YOUR -SELF WITH FINANCIAL AIDAVAILABL TO STUDENTS.

EMPHASIZE THE DIFFERENCE IN COST BETWEEN OURINSTITUTION AND OTHER INSTITUTIONS. .2

3, POINT OUT OUR ..DIVERSIFIED SCHEDULING WitCH' ALLOWS FOR WORKING PART TIME. AND GOING TO'SCHOOL FULL TIME OR VICEVERSA.

4. FAMILIARIZE YOURSELF WITH STUDENTS ASSISTANT:SHIPS, ETC.

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rLACK OF COMMUNITVWARENESS

ABOUT OUAJNISTUTION

THIS .IS THE BIGGEST, PROBLEM OF ALL AND IT WILL TAKEALL OF OUR EFFORTS ON A CONTINUOUS BASIS TC) OVER-COME THIS INHIBITOR. EACH OF US --IN WHATEVER WAY

WE ARE MOST 'EFFECTIVE AND MOST COMFORTABLE:-MU8T BECOME A POSITIVE REPRESENTATIVE OF OUR IN-STITUTION IN THE, COMMUNITY, AND, AN EDUCATIONRECRUITEF1.

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SOME THINGS WE CAN DO ARE:

1.. Establish and nurture .contacts in thcommunity:z

a. High. schooi teachers, counsellors, occupational.spetialists; department chairs; and administrators.,

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b. Vocational. Rehabilitation personnel.

c. CETA counsellors.

d. Base Education personnel.. a .

e. State em.plojiment. service personnel..4

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f. Civic, social, church, and parent group members.

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/2. Develop community relatioilS software:

a. Posters for bulletin boards.

b.`11...etfer size brochu\res for mailing.

,&c. Taped Intel-views:with. students and graduates:

. Slide/cassette presentations:

e. 'Overhead -transparencies' for gue,0 speakingengagements.

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rapbooks.

Placement record display. boards..

Want Ad displays showing job opportunities.

Radio public service announcements.

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3.- 'Implementing Community Relations'Activities

a. Visit your contacts several times each school year.

b. Serve as guest speak or high school, civic, Military,and parent g.roup every opportunity.

c. jOb seekers at employment office-:

d: Place posters and brochures strategically in the corn-munity. .

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e: Accompany counselling --{personnel on their visits tohigh schabls..

f. Send personal letters to high school seniors., and theirparents.

g. Provide local newspa:er and high school newspaperswith htirtian interest stories about students now atten-ding our institution.

h. Participate in information bboths in shopping malls andcounty fairs.

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THINK COMMUNITY RELATION!