Title I of the Higher Education Act of 1965 has demonstrated that institutions of higher education can make an important contribution to the solution of community problems. Yet, after four years of funding, there are recognized limitations, such as lack of adequate funds and mounting program needs. The great potential of Title I is in developing…

Title I of the Higher Education Act of 1965 has demonstrated that institutions of higher learning can make an important contribution to the solution of community problems through community service projects. But there are limitations, the greatest of which are lack of adequate program funds and mounting program needs, particularly for programs…

Forms used for data collection in the Cornell-OEO Project fall into the categories of recruitment and selection, family assistant training, in-service training, supervisory records of family assistants, service-family contacts and visits, reports on visits to Cornell-OEO Project, work with groups outside the project, and analysis forms.…

Describes the conceptualization and development of a pilot urban extension program designed to enhance community self-help efforts while assisting the university in its educational, research, and service functions. Originally funded under Title I of the Higher Education Act, it still functions through the Ohio State University Department of…

The paper reviews Bowling Green State University's participation in community service activities particularly as it applies to the speech communications departments. Emphasis is placed on the traditional view of community service, the objective of community service, the Bowling Green State University Chicano Program, speech education for community…

Reported are reviews of the Cornell-OEO Project in South Brooklyn by the family assistants--women who lived in the community and worked with the families served. The collection of statements are presented as they were dictated or written. When the statement was in Spanish it was translated to English. These statements of the family assistants…

The site of the Cornell-OEO project in South Brooklyn is described in terms of physical characteristics, ethnic composition, family composition, age of residents, income, and other qualities. Two large housing projects in the area are described. The charging character of the neighborhoods and its impact on the residents is outlined. Tables and…

At a conference on the college and its community, papers were presented by leaders of universities that had participated in the "sister-college plan" for training adult educators, sponsored by the Negro College Committee on Adult Education. The University of Wisconsin has taken the lead in moving beyond its campus, with no boundaries of…

The report evaluates the impact of paraprofessionals in a program of planned change, the Cornell-OEO Project in South Brooklyn, which employed and trained local women to serve as family assistants to increase the competence and knowledge of low-income homemakers in the area. Findings indicate that programs where paraprofessionals communicate…

The families served in the Cornell-OEO Project in South Brooklyn are described from three points of view: on a one-to-one basis, as selected subgroups, and in terms of educational work with groups. The one-to-one approach was used most. Demographic data for those served this way include family size, ethnic characteristics, residence location,…

To explore ways of adapting cooperative extension education to help urban poor families solve their home management and consumer problems, the Cornell-OEO project trained and then employed 38 South Brooklyn women as family assistants to work with over 500 local families. The dynamic program changed frequently during its 2 year term as its range…

Ineffective universities and school systems face expanding black ghettos, migration from rural and Southern areas, and the exodus of whites from the inner city. Between 1954 and 1964, in New York City, the Negro and Puerto Rican school population rose from 29% to 50.5%, yet the majority of the teachers remained white and the system did not try to…

The sixth annual report of the National Advisory Council on Extension and Continuing Education presents recommendations based on a review of 142 Federal programs, in addition to Title I programs, which in whole or in part fund extension, continuing education and community services activities. The report consists of a summary of current and…

This review was undertaken to explore and analyze the literature in the ERIC Clearinghouse on Adult Education in terms of three important questions about Title I of the Higher Education Act of 1965. First, what is the relationship between community service and continuing education as revealed in the substance, audience, and methods of Title I…

On October 2-4, 1968, a National Seminar on the University in Urban Community Service was conducted in the Center of Adult Education at the University of Maryland, sponsored jointly by the university and the Division of Adult Education of the U.S. Office of Education. On the first day, participants heard from, and interacted with, selected leaders…