alum requirements of education for life in metropolitan environments; the use student internships as a means of broadening education and helping meet the Locating need for urban manpower; and the appointment of university officers for mmunity affairs.

Georgetown University's Conference on the Report of the President's CommisSon Crime in the District of Columbia brought together 150 public officials and community leaders to examine and appraise those recommendations of the report that deal with the police, juvenile delinquency, courts and corrections.

Subject: Report on Washington Executives Conference-The American University I. Objectives

A. To acquaint the top administrative and professional personnel of the Distret of Columbia government with significant new ideas, approaches, and research on the problems of urban government.

B. To encourage improved interdepartment coordination and cooperation through workshops on major urban programs.

C. To foster greater understanding of Washington, D.C.'s roles as National Capital, central city, and metropolitan center.

D. To generate new approaches to the administration of Washington, D.C.

II. Program

A. This year the Washington Executive Conference organized and adminisfered a series of Policy Workshops and Four Management Institutes. Conferences have been held or are scheduled to be held on the following topics: "Cities, Violence, and Community Relations"; "The Citizen and City Officials"; "Cities Within the City: Centralization and Decentralization of Urban Government" two programs); "Planning and Development of the National Training School Ste (two programs); "The Educational Needs of the District of Columbia"; and "City-Suburban Relations."

B. These programs brought District of Columbia officials into contact with urban officials from Milwaukee, Detroit, Hartford, Boston, New Haven, and other Les University experts and consultants in race relations, urban administration, education, and urban planning spoke at the Conferences. Two conferences feathe planning task force working on the development of the National Training School Site.

C. The Conferences ranged in size from 50 to 85 participants. Department brads, the Deputy Commissioner, the City Council, consultants, and citizens ded the Policy Workshops. Middle-level administrators, consultants, and as participated at the Management Institutes.

D. The Washington Executives Conference is administered by two professors from the Urban Affairs Program of the School of Government and Public Adnistration, The American University.

III. Accomplishments

A The Washington Executives Conference brought to the attention of District Columbia public officials early last fall the experiences of other cities expering disorders and examined ways of handling such situations.

B. It provided a forum for officials and citizens interested in the development the National Training School site to discuss the many issues associated with is important program. High-ranking public officials felt that the conference pare those involved an opportunity to exchange ideas and make suggestions to The Fort Lincoln team. A formula for citizen representation in planning this portant site came from this conference. Planning officials also said later that de conference had been of great value to them.

The City Council has found these meetings of great usefulness. Members the Council requested that we hold a special conference on District of Coda education for the Council and the Board of Education.

This relationship between District of Columbia government and the an Affairs Program of the American University resulted in the establishof an internship program with the City Council and Deputy Commissioner in the initiation of a study of the reorganization of District of Columbia Fremment.

et: Report on Institute for Urban Service Aides-Georgetown University I. Objectives

The Institute was established to provide a liberal arts education, related to rent urban problems, for untrained subprofessionals employed in a variety

of human service agencies. Under the impetus of the antipoverty program, many residents of low-income neighborhoods were hired as aides to professional workers in schools, welfare agencies, recreation programs, day care centers, and so forth. The aides had had little opportunity for formal education and were eager for broadened understanding of the problems they saw in their lives and in their jobs. They generally are leaders of their communities, and if their own insights and perceptions are sharpened and deepened they will have greater influence in their communities and greater effectiveness in their jobs.

The universities and social agencies of this area have faculty and personnel who can offer knowledge and perceptions to the aides if a vehicle for this were available. Therefore, the Institute designed a program of offering courses, both during the day on worktime at worksites and in the evenings at the Georgetown University Law School, in a variety of subjects selected by the aides. The courses are all focused on the relevance of the subject matter to the aides' own lives and job experience.

II. Participants

Both public and private agencies have been participating in sending students to the Institute. Public agencies include District of Columbia schools, welfare department, health department, corrections department, and RLA. Private agencies include UPO, Headstart, Capital Day Care Association, Family and Child Services, and Citizens Information Service.

About 75 percent of the students are employees of public agencies. Approximately 200 students are currently attending eight different classes. Most of the students are women. The students range in age from 20 to 60; their education ranges from seventh grade to 1 year of college, with a cluster at the 10-11 grade.

III. Accomplishments

Most of the students have expressed satisfaction with their classes through questionnaires, interviews, and their responses in class. What is most striking about the response of students over there is their opening up to questioning, to challenging preconceived ideas and to asking about causes rather than describing what is.

The students all maintain the classes have had an effect in the way they function in their family setting, especially with their children. The courses in psychology, sociology, and Negro history seem to have influenced the way the aides perform on their jobs, though this is hard to measure precisely. Supervisors who were questioned responded that aides did seem to have a greater awareness of the complex nature of social problems as a result of the classes. Many students have used the Institute as a testing ground of their desire or ability to go on to college. About half the students have applied to the new Federal City College. Three have enrolled in evening high school. Two have passed the high school equivalency exam. Approximately 10 students have received promotions on their jobs during this period.

The aides and the agencies seem to feel the Institute is serving a very useful purpose. We have more requests for classes than we currently can fill. The instructors are most enthusiastic about this kind of teaching experience the opportunity to try out new techniques with new kinds of students.

Subject: Report on Group Relations Project-D.O. Teachers College

I. Program

The Group Relations Workshops for District of Columbia Government Supervisors brought together approximately 80 individuals from 12 different departments for three 1-week sessions with approximately 27 persons in each group. The workshops were held in August 1967. The individuals present in each group were both Negro and white, with the majority of the participants being Negroes. The Recretation Department, Metropolitan Police Department and the Board of Public Welfare had the largest representation. Among the other departments and agencies sending participants were Fire Department, Department of Public Health, Redevelopment Land Agency, Department of Corrections, Department of Sanitation and Engineering, Department of Vocational Rehabilitation, Department of Buildings and Grounds, Corporation Council's Office and the Board of Education. The participants reconvened on March 30, 1968 for a general assembly.

II. Objectives

One objective of the workshop program was to increase the knowledge of the participants about the urban condition and the human needs of those low-income citizens who have most often faced deprivation, and even discrimination, in regard to housing, employment, and education.

The second objective was to improve the relationship between persons of the community and those public servants whose daily work bring them in constant contact with individuals of a different race and socio-economic level.

A third objective was to change actions, reactions, and interactions of these public servants through education and varying learning experiences. The program encouraged group discussions and group reactions to personal problems that were uppermost in the participant's mind, as well as to problems that plague this city with regard to social equality and social justice for all its citizens.

The fourth objective was to improve and expand upon the principles of communication as they relate to individuals whose ethnic origin, religion, race, sex, and economic level is different. Finally, the program investigated the causes of prejudice and provided various alternatives for combating it.

III. Accomplishments

1. As a result of the workshop program and as an example of its multiplier effect, three participants conducted group relations seminars in their respective agencies.

2. The participants stated that their week-long experiences in group relations changed their thinking and actions in a more positive direction, with increased understanding of the persons that they came in contact with during their daily work in the community.

3. They stated that they gained skills in expressing themselves.

4. They further indicated that the program gave them a more realistic understanding of inner-city problems.

5. Members of the Metropolitan Police Department stated that the workshop program provided useful additional avenues of interacting with persons of the community whose race was different from theirs.

Subject: Training Program in Educational Technology—Catholic University of America

I. Objectives

The purpose of this project was to train elementary and secondary school teachers and other instructional personnel in the operation of simple kinds of audio-visual equipment and educational technology-based materials.

1. To train teachers at five public schools-four elementary and two junior high-in the use of school-owned and available educational technological material and equipment.

2. To involve parochial and community agency instructional personnel in the project by inviting them to participate in the program held at five public schools. 3. To encourage and support the teachers in the application of this acquired knowledge.

4. To package and disseminate as much of the program content as possible. 5. To establish a small experimental control group of teachers to ascertain the effects of the project.

II. Program

The program was established to reach approximately 250 teachers in the setting of five schools. The project staff visited three of the five schools on four occasions and for 3 hours each visit. Three of the four sessions centered around a specific piece of equipment or procedure and the last one (session) involved a group evaluation. Following is a breakdown of the session by content: Session 1-3 hours.-The chalk board. This included: (a) an explanation of its history and qualification as a teaching medium, (b) its use with illumination. chalk colors, lettering styles, and as a projection screen, (c) adaptation for animation, and (d) value of the magnetic chalk board.

Session 2-3 hours.-The tape recorder. This included: (a) the ways of establishing a listening mood, (d) designing, writing, and producing an audiotape production, (c) still and motion picture montage compared with sound montage, and (d) method of dialog writing.

Session 3-3 hours. The language master. This included: (a) a presentation of capabilities and limitations, and (b) applicability to soft ware material,

Viewflex filmstrip projector. This included: (a) utilization, (b) presentation of filmstrip production without camera, and (c) combined audiotape or audiodisk sound source with visual projection.

8-millimeter cartridge projections (silent).-This included (a) how it works, capabilities and limitations, (b) application to individualized and small group instructions, (c) the film loop concept.

Session 4-3 hours.-Group evaluation of the three programs.

III. Accomplishments

Following are a list of the accomplishments of the project:

1. Approximately 170 teachers and other instructional personnel have been reached, who in turn have reached at least 5,000 students. Of this 170 teachers, we know from the responses and requests for staff help that at least 70 of these teachers are applying a considerable portion of what they have learned. We have both verbal and documented evidence of the tremendous guide this program has given the teacher for stimulating his students to learn.

2. The teacher was made aware of the enormous amount of equipment and material that is owned by the public schools but has been relatively unused. Next the project staff outlined the procedure for requesting and securing needed materials.

3. The beginning of a connection between the individual public schools and the School System's Educational Resource Center which is responsible for a variety of functions, including teacher training.

4. The establishment of a media room as a permanent training facility in one school. Two other schools are exploring this possibility also.

5. Several procedures and methods of meaningfully involving parents in the program were discovered. For example, in one school the sessions were carried! out during the regular school day. The principal received permission from the assistant superintendent to use parents in the classrooms in order to release the teachers for participation in the program.

6. An understanding of the administrative and organizational implications for outside institutions interested in executing programs in the school setting.

7. The development of a 20-minute slide presentation, with sound, of the project and training contents.

Subject: Training institutes for volunteer tutors and group coordinators in Metropolitan Washington-The George Washington University

I. Objectives

Something more than 2,000 individuals in the Metropolitan Washington area provide tutorial services on a voluntary basis to children whose academic and/or behavioral needs are such as to require help beyond that available through existing agencies. Although these volunteer tutors represent a potential resource of considerable significance their potential has not been realized, due primarily to the absence of any substantial training or consulting component. Weaknesses in organization and administration of tutor groups; in the recruitment, selection, preparation, and supervision of tutors; in the selection and use of appropriate materials and techniques; and in the setting of goals and evaluation of efforts have been broadly characteristic of the overall tutoring program.

II. Program

The GWU training institutes were set up to deal with these problems. Through formal and informal training of tutors and coordinators and through continuing consultant activities with tutors and tutoring groups, the training institutes seek to develop a greater capacity for effective service in the tutoring programs of Metropolitan Washington.

During the first year (1966-67) of the institution, a base for future growth was established. Through a series of meetings and small group discussions the needs of tutoring groups were assessed. Two 3-day training institutes were held, one in the fall of 1966, one in the spring of 1967. Further guidelines for program improvement were developed and specific training in materials and techniques was provided a number of key tutors and coordinators.

From the experiences and findings of phase I (1966-67), the design for phase II of the training institute emerged. During this second phase (1967-68) the training institute shifted focus from communitywide training programs to workshops aimed at and presented for individual tutoring groups. Individual consultant services continued to be available and to be used. Already in phase II, over 40 such individual service workshops or training sessions have been held.

III. Accomplishments

The final evaluation and report for phase II has not been completed. Already, however, it is evident that the 2 years of training institute activity (1966-68) has resulted in a substantial improvement in those areas noted as problems in the opening paragraph. Of all such changes noted, perhaps the most significant is that related to the emphasis on tutoring program goals. The trend toward increased concern for the child as a person with an accompanying deemphasis of academic criteria for success has been most heartening. This is particularly significant in that it is to be seen most clearly at the leadership level in the tutoring groups. Most valuable of all has been the indication of a feedback effect to the public schools in this vital, perhaps primary, area of goal determination.

Subject: Report on Urban Careers Program—The American University

I. Objectives

The Urban Careers Program is designed to give highly qualified and competent college students employment, education, and experience which will provide them with an awareness of the challenges and responsibilities facing local governments. Its purpose is to encourage undergraduate students to pursue administrative, professional, and technical careers in the urban public service. In addition, the program is intended to strengthen the ties between local government and colleges and universities in their efforts to assist in the solution of urban problems.

II. Program

The students work during the summer as management interns in the following District of Columbia Government departments and agencies: Mayor-Commissioner's Office, Deputy Mayor's Office, City Council, Council on Human Relations, Office of Program Planning and Development, Finance Office, Budget, Corrections, Welfare Department, Health Department, Federal City College, Internal Audit, Licenses and Inspections, Management Office, Parole Board, Police Department and Department of Sanitary Engineering. Each department provides meaningful work assignments likely to challenge the interns' energies and resourcefulness. The internships provide first-hand experience with critical community problems in such fields as housing, poverty, education, transportation, employment, crime, and health.

During the summer of 1967, 71 interns worked in the departments and agencies of the District Government. The interns were residents of the Washington metropolitan area and/or enrolled in colleges and universities in Maryland, Virginia, or the District of Columbia. The employment experience was, whenever possible, related to the students' educational background and exposed him to challenging technical and professional duties. The employing division found it possible to accomplish needed work and the students had the rewarding experience of gaining insight into the processes and institutions of District government.

III. Accomplishments

In written evaluations of the program an overwhelming majority of the interns stated (1) that the program was an effective way to stimulate interest in public service among students in institutions of higher education, (2) that the program had provided them with a worthwhile and constructive experience, and (3) that the Urban Careers Program had increased their own interest in urban public service as a career. Thirty-four interns stated that they would definitely be interested in a career with the District of Columbia Government after graduation.

All District of Columbia officials who participated in the program stated that the Urban Careers Program had provided qualified personnel to carry out responsible and necessary tasks in their offices. Sixty-seven out of 69 responding to an evaluation questionnaire stated that they would recommend the interns they supervised for permanent future employment in their departments.

Another asset of the program is that the students, a great majority of whom are residents of the Washington metropolitan area, will participate in the future in their local governments as voters and taxpayers. Some may, of course, decide to seek elective office. Direct exposure to the responsibilities and problems of urban affairs will engender in them a more intelligent response to these enormous problems.