This article describes a three-part evaluation process: (1) developing and designing the evaluation; (2) examining the information collected; and (3) refining and improving the art education program. (KC)

To assure program quality, an institution should choose its priorities--minimum achievements required, learning gains sought, content of learning emphasized, degree of rigor expected--and adopt a strategy for effective coordination of the efforts of the many persons who can contribute to each individual's learning. (Author/MLW)

Presents a model for the concurrent staffing of a hospital ambulatory care/emergency department and a student health service. The model was created by interfacing the services and needs of two institutions and incorporates accountability, budget restraints, and creativity. (Author/RC)

The design and findings of an evaluation of the alumni records, broadcasting, development, health science relations, information services, publications, and state and community relations programs as well as the vice-president's office at the University of Michigan are described. (Author/SF)

Various aspects of the institutional evaluation process are discussed including: pitfalls to avoid, choice of indicators, audience, accountability, futures research, technological change, program termination, data sources, longitudinal data, political aspects, advertising, marketing, and internal v external evaluators. (Author/SF)

A business executive who is a trustee of a small college describes the world of college management. Three sources of differences between the college and a business are: (1) the absence of profit, (2) the "colleague authority," and (3) the tyranny of entitlements. (MLW)

Collective bargaining procedures have produced a need for systematic approaches to the field supervision of practicing school counselors. The supervision model here mutually planned by counseling and supervision staff, improves supervision assistance to counselors. By providing an opportunity for a mutually planned supervision model, counselors…

In an examination of administrative organization of higher education institutions, colleges and universities are viewed as organized anarchies and loosely coupled systems. Ambiguity inherent for leadership and administration in these organizations is discussed. (SF)

Reacting to the article by Okun and Pristo in the January issue on the subject of prominent contributors to the field of adult education, the author strongly objects to their use of judgments from college professors only, thereby neglecting a broader base of adult educators, and presents his own list. (MF)

Nine examples of research findings are listed with the suggestion that teachers should be responsible for interpreting these findings in light of their classroom experience. (PBS)

Much of the current distrust of schools is part of a consumer movement. Public relations programs are less effective than in previous years. Mechanisms for increasing parental participation are emerging. (Author/MLF)

Describes the preferences of community college personnel in broadly stated institutional goal areas, as well as for productivity measures that assess goal achievement. Findings reveal a strong sense of purpose; a preference for productivity measures that focus on effectiveness rather than efficiency; and a lack of respect for student ratings. (MB)

This procedure for measuring the learning of fifth- and sixth-grade students stressed each child's progress in relation to self as well as to position in the class. (MM)

The building of a new consensus about the place of higher education in national life should be based on the role colleges play in educational, cultural, and socioeconomic development. (MB)

Argues that unless there is a general agreement in society about the purpose of education, until the school can control the factors that determine success, and until the school can ask all children to enter a common cultural tradition, the school can only respond to the demand for accountability by pleading impotence or by shifting it to those who…