Describes benefits of planning field trips well in advance. Briefly describes nine steps for creating successful field trips. Emphasizes value of visiting site, discussing trip with site staff, and introducing topical material to students before trip. Recommends adequate supervision, enforcing student discipline, and planning meals. (TES)

Discusses how companies can benefit from cooperative education (lower labor and recruitment costs; improved employee retention and work performance), types of jobs appropriate for co-op (assistant; project work; trainee); types of structures available, and how to establish a cooperative education program. (JOW)

Five indicators of failure suggest mistakes in program design or delivery: aborted planning, insufficient enrollment, negative reactions, unattained objectives, and incomplete transfer of learning. Learning from these mistakes requires deliberate reflection and systematic analysis. (SK)

Interviews with 32 adult education practitioners elicited success/failure factors. Practice-related observations included (1) reflecting on success/failure helps clarify values and assumptions; (2) new ways of perceiving, planning, and evaluating are stimulated; (3) integrating past experiences with changing demands promotes flexibility; (4)…

Describes the steps necessary to establish a career information center (CIC). Indicates that a successful CIC is testimony that the school endorses students' needs for occupational and career information. (JOW)

Guidelines for eliciting useful feedback focus on planned opportunities, collection during programs, multiple methods, descriptive information, feasible changes, clarification from learners, investigation of prompt response to learner concerns, staff discussion, receptivity to change, and commitment of resources. (SK)

Suggests a need to examine the assumptions of the program planning model and explore new ways of meeting social needs through extension education. Argues that the reductionistic program planning model is useful but only in certain situations; new ways of approaching complex social issues need to be considered. (Author/JOW)

The applicability of marketing research to development of college programs in collaboration with other institutions or individuals is discussed. It is recommended that college administrators conduct ongoing environmental scanning to identify major opportunities for joint programs, forming research groups to screen basic ideas and explore program…

Setting organizational or program objectives is seen as requiring three steps (brainstorming goals for the year, prioritizing them, and visualizing them as smaller, discrete tasks) and six principles (making goals group-specific, setting deadlines, being realistic and explicit, writing down goals, defining measurable steps, and creating…

Points out that educational activities often fail simply because the recipients have not been involved in describing their real needs and because educational planners assume that they know what is best for their audience. Suggests that problem-solving methods could be useful in the educational planning process. (Author/JOW)

This article suggests techniques for recruitment and involvement of students in local and state Parent Teacher Associations (PTA). The National PTA has authorized the establishment of Parent, Teacher, Student Associations (PTSA). The process for changing from PTA to PTSA is outlined. (IAH)

College alumni directors are finding that alumni want more than parties at their reunions and are overcoming attendance slumps with creative, substantive programing. Ideas include faculty seminars on topics of current interest, sometimes integrated with professional continuing education, alumni panel discussions, involving the family, involving…

Presents Multicultural Program Development Pyramid, five-tiered framework outlining stages of multicultural counseling training (MCT) program development. Describes pyramid as laying out path of critical choice points in MCT development, beginning with generation of explicit philosophy of training and proceeding through stages of identifying…

Data from a survey of executive development directors were the basis for this mentoring program framework, consisting of (1) program development (protege and mentor selection, training, and linkage); (2) implementation (career and psychosocial functions); and (3) evaluation (formal and informal outcomes assessment). (SK)

Looks at the issues surrounding technology education and discusses its impact in the United Kingdom. Considers the need to understand the nature of technological processes and content, deals with representing teamwork in schools, and clarifies the learning issues that current practice reveals. (Author/JOW)