Commission
of Professors of Adult Education [CPAE] Records 82 (with text)
Box 1, Folder 4, Set 1/6
The Adult
Education History Project
Based on
Information in the Syracuse University Library Archives
Translated
for the WWW by Roger Hiemstra
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Item_Number-
82
Record_type-
Set
RLIN_ID-
NXSV88-A18.
Main_entry-
Commission
of Professors of Adult Education [CPAE].
Title-
Records,
1953-1984, 1960-1983 (bulk).
KLARS_source-
Phys_descrip-
Strategy_hints-
Bio/hist_note-
Summry_descrip-
Includes
report, "University adult education in Canada," and directory of
adult education professors in Canada.
Series-
Organizational
Records.
Folder_title-
Correspondence,
January-December, 1970.
Set_title-
January-March,
1970.
Begin_date-
19700101
Source_B_date-
End_date-
19700330
Source_E_date-
Form/genre-
Correspondence.
Directories.
Education-
Work_history-
Assoc_subjects-
Adult
education.
Assoc_people-
Draper,
James A.
Assoc_organiz-
Assoc_evnt/prj-
Assoc_places-
Canada.
Publications-
References_to-
Location-
Box
1, Folder 4, Set 1/6.
Provenance-
Restrictions-
Pref_citation-
In
addition to following normal manuscript citation conventions, include these
elements when citing records found "electronically" through The Adult
Education History Project: Main entry, Title, Item number, and, if a specific
image is being cited, Component number. Mention, too, that the record was found
in "/history.html,
an Electronic Source for Syracuse University Library's database for archives
and manuscripts".
OCRd
text
{7:82:963:I:156,480:2067,2490}January
14, 1970 Mr. Roger DeCrow, Director ERIC Clearinghouse on Adult Education 107
Roney Lane Syracuse, New York 13210 Dear Roger: I have just reread the August
31, 1969 issue of "Continuing Education for Adults" which presented
some of your ideas on New Directions in Adult Education Research. It seems to
me quite clear that Gale Jensen is not prepared to move aggressively toward the
promotion of an issue of the Review of Educational Research on adult education.
Neither does it appear that Ann Litchfield is making any progress in persuading
the National Society for the Study of Education to devote a yearbook to the
field of adult education. Accordingly it seems to me unlikely that present
approaches will produce an overview of adult education research in the next
three to five years. Consequently, as chairman of the Commission of the
Professors of Adult Education I am greatly concerned and am determined that action
is called for. Roger, what is the likelihood that Harlan Copeland could be
persuaded to serve as editor of a 1972 issue of an overview of adult education
research? Such a publication cosponsored by the Commission of the Professors,
Syracuse University and the ERIC Clearinghouse on Adult Education would meet a
need that is not likely to be met in any other way. The members of the
Commission could serve as chapter editors; Syracuse University could provide
the publication capital, and the Clearinghouse could provide the bibliographic
support. The net result would be good for all concerned and would serve to help
establish Harlan as the professor of adult education at Syracuse. What do you
think of the idea? How might I and the Commission best cooperate?
{7:82:964:I:177,219:2007,849}Mr.
Roger DeCrow 2. January 14, 1970 I look forward to hearing from you. Sincerely
yours, William S. Griffith, Chairman Commission of the Professors of Adult
Education WSG/df cc: Harlan G. Copeland A. A, Charters
{7:82:965:I:225,447:2022,1191}
Dear Colleague: I am pleased to forward to you the enclosed materials prepared
by Professor James A. Draper of the Ontario Institute for Studies in Education.
Jim had originally hoped to distribute these to the Commission of Professors of
Adult Education at our annual meeting in Virginia, however the materials
arrived after our departure for the AEA meeting. Professor Draper would like to
apologize for this tardy distribution, however I believe the real blame should
rest with the postal authorities. Professor Draper would like for you to pay
particular attention to his progress report and the questions that he raises.
He also has included an up-to-date list of the Canadian Professors of Adult
Education and strongly urges us to add these professors to our institutional
and professional mailings. Sincerely, Eugene E. DuBois Assistant Professor of
Education
{7:82:966:I:123,201:2235,2298}MEM0RANDUM
To: Commission of Professors of Adult Education From: James A. Draper
Department of Adult Education The Ontario Institute for Studies in Education
102 Bloor Street West, Toronto 5, ONTARIO. TEL: (area code 416) 923-6641
DECEMBER, 1969 It is now unlikely that I will be able to attend the Commission
in Virginia. I hope you have a good session and I look forward to receiving the
report of your two-day deliberation. I thought that you might be interested in
the contents of two memorandums which I am addressing to you. The first of
these has to do with the enquiries which I have been making since the last
Commission meeting, regarding finding a publisher who would back the up-dating
of the Overview of Adult Education Research. You will note that in this
memorandum I have pointed out an alternative to publishing the Overview in book
form. The alternative is to concentrate on publishing a series of ERIC/AE
research monographs. I have raised some questions in my memorandum which you
may wish to discuss. Promotion of Graduate Study. The second memorandum is the
minutes of a meeting which a number of Canadian Professors had in Winnipeg,
Manitoba recently. The topic was University Adult Education In Canada. You will
note that many of the topics recently discussed by the Canadian group are not
unlike those topics which the Commission has been addressing itself to for many
years. The concerns are still pressing. The issues are still important. You
will note in the above memorandum that I make mention to the fact that upwards
of thirty persons are involved in teaching one or more courses at the
university level in adult education. Within the near future I will send each of
you a master list of these Professors, in case you wish to correspond with
them. My best wishes for a successful meeting.
{7:82:967:I:0,0:2544,3300}
November, 1969 (for limited distribution) UNIVERSITY ADULT EDUCATION IN CANADA
Introduction During recent years the number of persons teaching one or more
graduate level courses in adult education in Canada has greatly increased. This
has been primarily due to the normal expansion of existing departments of adult
education as well as to the formation of new courses and new programs at a
number of institutions. It would seem that interaction between Canadian
Institutions, departments and personnel committed to adult education teaching,
counselling and administration is highly desirable. As a way of testing out
this hypothesis, upwards of 30 teaching staff in adult education in Canada were
contacted in July. In this correspondence, personnel were asked if they felt
that it would be desirable to have an increased interchange between such
persons with interests in adult education. The response to this enquiry was
highly favourable and so plans were made for as many persons as possible to
meet in Winnipeg in early October, 1969. Winnipeg Meeting Numerous persons
indicated by letter their strong desire to attend a meeting in Winnipeg, but
for various reasons many of them were unable to attend. Those that actually met
in Winnipeg on October 5, 1969 were: Mrs. Jane Abramson - University of
Saskatchewan Dick Cawley - University of Manitoba James Draper - University of
Toronto (OISE) Gordon Leckie - University of Manitoba Roby Kidd - University of
Toronto (OISE) Claude Touchette - University of Montreal Stewart Tweedie -
University of Manitoba Each member briefly shared with the other members of the
group some of the highlights of their own particular programs in which they
were involved (a summary of programs in adult education across Canada will be
included in a forthcoming issue of Continuous Learning). Some of the areas of
concern which were expressed and, to varying degrees, discussed at the meeting,
were: 1. Ways need to be explored for exchanging experience between those
persons primarily concerned with university level instruction in adult
education in Canada. 2. It seems that there is a need for those already engaged
in adult education at the University level to also be concerned about faculties
of education in Canada who are not apparently paying considerable attention to
adult education.
{7:82:968:I:0,0:2544,3300}
- 2 - 3. There seems to be a need to systematically identify the priorities of
things to be done within the field and at the same time to examine carefully
the resources available so that the resources can be more fully utilized. 4.
The pressure of demands is great and comes from an exceedingly wide range of
individuals and organisations in Canada. The continuing and increasing problem
is that of being able to find some kind of a balance between the teaching,
research and development involvements of teaching staff, matched with an
appropriate balance of service and consultation to those in the field. Demands
are increasingly coming from professional schools as well as institutions such
as Colleges of Applied Arts & Technology, School Boards, voluntary as well
as governmental agencies. Coming back to the point previously mentioned, there
is a great need to identify and set priorities on these demands and also to
utilise more fully resources which are available to the field in Canada. 5.
There seems to be further combined effort needed to produce evidence to
convince the administration in various educational institutions of the need for
an expanded program in adult education. Generally speaking the availability of
university level programs in adult education in Canada lag far behind the
demands for such programs. 6. A question was raised as to the extent to which
part-time persons undergoing study had support from their organisations. In
some cases, it seems evident that some individuals are supported for part-time
study by their organisation but that the apparent approval of these commitments
to further education was not always explicit when these students completed
their programs of study. Sometimes this was evident through various
organisational impingements upon the student to implement change. 7. The roles
of various persons engaged in aspects of adult education and field work has
changed considerably over the past few years. The agricultural representative,
for instance, is no longer seen as merely a technician. Now he is involved in
changing and advising and working with people. The same can be said for various
other occupational groups such as nurses, engineers, medical doctors, etc.
These changing trends need to be understood by those who are planning expansion
programs in adult education. 8. A concern felt by some adult educators is that
of acquainting others in ones university about adult education and in
appropriately involving other colleagues and various other university
departments. 9. In spite of the apparent great demand for trained leadership in
adult education, it is also appropriate to raise the question whether we are
training too many people for the field of adult education. In one sense one
might say that the formal training of adult education personnel must be
accompanied by an external and continuous educational process in which
potential employers more fully understand the needs and the benefits of trained
personnel in this field of study and practice.
{7:82:969:I:0,0:2544,3300}
- 3 - 10. Relating to this is the role which the adult educator himself may
play in helping the university to see itself as a community in which various
aspects of the university interact with one another. Paralleling this is the
concern for making courses interdisciplinary when they are already
"multi-disciplinary". 11. The group meeting in Winnipeg felt that it
needed to seek and find informal ways of carrying out common concerns. It was
generally agreed that there should be some kind of permanence and continuity to
this kind of group communication. 12. Although the major commitments of those
present were considered to be to university level instruction, it seemed
appropriate to also raise the question of what our responsibility is to
students who complete their formal studies and then seek employment. What about
the desirability of a continuing interaction between graduates and departments
of adult education? Many of these persons are seen as rich teaching, research
and development resources to university departments of adult education. 13. The
group felt that it would be desirable to examine what happens within the next
year as a result of encouraging others to exchange at a correspondence level.
Various means need to be found to increase the regularity of interaction
between the persons who are engaged in university level instruction in adult
education in Canada. In order to assist this interaction, it was thought that
an informal executive group might take some responsibility for encouraging
interaction and in seeking out opinions from colleagues. 14. Jane Abramson,
Claude Touchette, and James Draper agreed to take on the task of encouraging
colleagues in Canada to increase their informal communication with one another.
One way of doing this would be to distribute to all persons in Canada the name
and address list of others concerned with university adult education. The group
of three also agreed to act as a steering committee and to explore the
possibilities of having a national meeting next year. Needless to say,
explorations would be done in close contact with all the identifiable persons
in Canada who shared an interest in adult education. 15. During the next year
it was also felt that possibly the AUCC, the Learned Societies, and perhaps
other organisations might be approached to explore the advantages of a Canadian
group of adult educators relating to such organisations, either on a formal or
informal basis. James Draper agreed to explore with Gordon Selman and others
the experience which they have had with these organisations. It was felt that
the first and foremost concern for associating with a national organisation
would be related to functions and priorities as seen by a committee of adult
educators. Given these objectives, the particular national organisation was of
secondary importance.
{7:82:970:I:0,0:2544,3300}
- 4 - 16. There was agreement that more interaction at the national or regional
level could take place even as a result of our normal travel programs. Such
programs could include pre-arranged meetings between colleagues. It is not out
of the question to also consider at appropriate times electronic hook-ups and
other methods for facilitating conversations. Audio as well as video tapes
might also be used as means of exchanging ideas and resources. 17. A matter for
consideration was that of asking "what is the vocabulary which we use in
discussing matters with one another?" Are we clear about the meaning which
various terminologies have for one another. 18. It is presumed that each
university is already in contact with ERIC/Adult Education. Within the
universities in Canada how can we make it more possible for each of us to
obtain copies of books and thesis such that each of us can increase our
holdings of adult education materials (xeroxing, microfilm and microfiche are
ways of doing this). How can we share our publications and our documents, thus
making them available to others in education. Relating to this is the
possibility of encouraging various government publications to more widely
distribute adult education research findings. 19. Various other means of
exchanging ideas and materials were also discussed. Included were the exchange
of course outlines and other course materials. The point was clearly made by
members of this group that at all times there should be the freedom on the part
of all colleagues not to receive materials. Each colleague will obviously have
to sort out for himself and communicate this to other members in adult
education. As a way of lessening the burden of materials flowing back and forth
it was decided that it might be a good idea for one key person in each
institution to be a contact person. This particular person might then receive
materials and in turn would share these internally. All of these are details of
methodology which are likely to remain on an informal basis, depending on
individual desires. 20. The answer to an increase in communication was not seen
for the present to be through any kind of newsletter. Since the total number of
persons involved in adult education in Canada is still relatively small it was
felt that for the moment a one-to-one relationship through correspondence would
be more appropriate and more direct than trying to produce some kind of
newsletter. 21. In discussing the interaction between those in adult education,
it was highly agreed that we must caution ourselves not to build an
organisation that would exclude the interdisciplinary contacts which are so
vital to the field. It would be folly to fend towards isolationism. For this
reason it was felt that if a name were going to be used for the informal group
of adult educators in Canada that the term "commission of......."
would be more appropriate than "professors of............"
{7:82:971:II:180,141:2151,1125}
{7:82:972:I:0,0:2544,3300}
December, 1969 MEM0RANDUM TO: Commission of Professors of Adult Education FROM:
James A. Draper Department of Adult Education, The Ontario Institute for
Studies in Education, 1O2 Bloor Street West, Toronto 5, ONTARIO. Tel: (area code:416)
Iowa, 1968 923-6641 RE: Some of the tasks outlined by the Commission of
Professors of Adult Education Let me begin by quoting sections of the minutes
which arose from the group that discussed: How to encourage contributions to
the body of knowledge in the field of adult education, i.e. theory-building,
research and dissemination. I "Relating to the State of the Art Research
Conferences (adult education) as well as to the discussion centering around the
possible revision or up-dating of the Overview of Adult Education Research,
committee members felt that each member of the Commission should be strongly
encouraged to identify an area of research interest and competence and to write
a review of research in this area. It was understood that already certain
departments of adult education, as well as individuals within them, had already
identified themselves with some special area of inquiry. One group member
suggested that such 'pairing' of a professor's name with an area of interest
should be made known to members of the Commission. Also, that annual progress
reports be made by such professors to the Commission and further, that if no
progress was apparent within a twelve month period, it would likely be
appropriate for another member of the Commission to indicate taking on the
task. The above-mentioned suggestions imply that a close contact with ERIC/AE
would be essential. Believing that reviews of research was essential to the
development of the field of adult education, the committee discussed the desirability
of various members of the Commission spending from six to eight weeks at the
ERIC Centre at Syracuse. The committee felt that it would be desirable if more
than one professor could be at Syracuse during the same period of time. Each
professor could be working within his/her own area of specialization, but at
the same time, have the benefit of interacting with colleagues. The committee
shared this idea with Roger DeCrow who, in return, responded very favourably to
the idea. TASK: To seek funds that would permit members of the Commission to
spend time at Syracuse, utilizing the resources of ERIC in reviewing research
in a given area of adult education. II The Committee members felt strongly that
some effort should be made to up-date the Overview of Adult Education Research.
The suggestion of the committee to encourage Commission members to work on
specific reviews of research is one way of up-dating the material, but it was
felt also that more and further attempts should be made to see that the Overview
was in fact up-dated. Specific attempts should be made to see that this was
done. cont'd.......
{7:82:973:I:0,0:2544,3300}-
2 -.TASK: To explore with a publishing company, such as MacMillan Co., the
possibilities of receiving an advance of money in return for the Commission's
taking responsibility for up-dating and revising the Overview. Progress Report
With reference to the two above mentioned tasks, I was asked to make some
preliminary enquiries. If at all possible I thought that it might be possible to
combine these tasks into a single one. The objectives for both tasks seemed to
be similar although I do realise the dissimilarities as well between them. I
spoke in person and wrote to others of our colleagues to ask about their
opinions regarding seeking funds that would permit members of the Commission to
work at up-dating the research literature in a particular area of adult
education. It was obvious that there are some sources of funds available to
individuals. These are outlined in various post-graduate study and other
directories. I also wrote to Mr. Milton R. Stern to enquiry whether the AEA has
plans for up-dating the Overview. His reply was that the AEA Publications
Committee had not discussed up-dating the Overview.. He expressed the view that
with the present funding support existing within AEA, it was unlikely that the
task of up-dating the Overview could be supported by the Association. However,
Mr. Stern agreed to make enquiries with the MacMillan Publishing Company. It
was learned from this enquiry that MacMillan Company showed little interest in
the proposed publication since it did not appear to have a large enough market
for a commercial publisher. It is possible that an alternative to the Overview
is to think in terms of publishing monographs covering various research topics
in adult education. Such monographs might parallel chapter headings that would
normally occur in the Overview. I have discussed this as a possibility with
Roger DeCrow of ERIC/AE. It seems that I have made little progress. Perhaps I
am at a slight disadvantage at not being closer to sources of funds within the
U.S.A. Discussion Numerous areas of discussion arise which the Commission may
wish to take up at its December meeting. There seems to be a need for clear cut
objectives about what the up-dating of research literature is meant to achieve.
Perhaps an expanded rationale is needed, indicating as well the clientele for
whom the research literature would be written. Does the Commission want to take
on the task of up-dating the Overview? If the answer is Yes, then
considerations would obviously need to be taken to identify an editorial
committee whose task would be to seek sources of funds for publishing the book.
Also, for soliciting contributions to the publication. A second alternative to
concentrating on publishing the Overview in the form in which it presently
appears, is to consider publishing a series of ERIC/AE research monographs. If
this alternative is agreeable then who will "volunteer" to write
sections? cont'd.......
{7:82:974:I:69,150:2124,354}-
3 - I have no doubt that there are alternatives to the two which I have
mentioned and I do not wish to over simplify the situation. What steps should
now be taken in pursuing this task?
END-
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