Evaluation of the 1977 career awareness component of the Georgia Governor's Honors Program [1978]

EVALUATION OF THE 1977 CAREER AWARENESS COMPONENT OF THE GEORGIA GOVERNOR 1 S HONORS PROGRAM Prepared by E. Paul Torrance, Cecil R.. Reynolds, Barbara Jones, Suzann Gibbs, Ruey-yun Horng, and J. Pansy Torrance Department of Educational Psychology, University of Georgia
Prepared for Division of Curriculum Development and
Pupil Personnel Services Office of Instructional Services Georgia Department of Education Atlanta, Georgia 30334

ACKNOWLEDGEMENTS
We are grateful for the assistance of many people who made this evaluation report possible.
We are most indebted to the participants in the 1976 and 1977 Career Awareness Component of the Georgia Governors Honors Program. All of them contributed significantly and many of them involved themselves deeply and creatively in the process. We are also greatly indebted to the teachers who nominated these participants and supplied the followup data. Many of them by their sensitivity to the achievements of these gifted students following their summer at the Governors Program showed themselves to be effective mentors and sponsors, a supporting role greatly needed by such students.
Ms. Margaret 0. Bynum, State Department Consultant on the Education of Gifted Students and Acting Director of the 1977 Governors Honors Program, facilitated our work and has been patient with our delay in producing the final report.
Ms. Marcia Hallford, Resident Director of the Career Awareness Component of the Governors Honors Program (North Georgia College), did a truly extraordinary job of coordinating our efforts and making it easy for us to observe and obtain the necessary evaluation data. We are indebted to all members of the staff of the program at North Georgia College but we are particularly indebted to Ms. Frankie Brewer, Mr. Richard E. Pfleger, and Ms. Bonnie G. Crawford who collected much of the data used in this report.
We have been supported by our associates in the Department of Educational Psychology of The University of Georgia. Ms. Leatha Spratlin has managed the administrative details and supervised the production of this report. Ms. Elizabeth Thigpen, Ms. Judy Mathews, and Ms. Barbara Harris also attended to many of these details and Mr. Orlow E. Ball and Ms. Felice Kaufmann helped with instrument development, data processing, and interviewing.
We hope that these wonderful supporters will not be disappointed in this product. We wish that we could have written more eloquently, insightfully, and vividly. We shall try to continue to accomplish this in several professional papers which we are preparing for educators of gifted and talented students.

CHAPTER I
OBJECTIVES AND DESCRIPTION OF THE CAREER AWARENESS PROGRAM
INTRODUCTION
In planning the evaluation of the Career Awareness Component of the 1977 Governor's Honors Program, an effort was made to design procedures and instruments which would result in an evaluation in terms of the expectations and objectives of the participants, the designers of the program, and the supporters of the program. In this report, we have described the objectives as they were reported to us by the designers of the program and the expectations of the participants. We have described the instruments designed to evaluate the extent to which these objectives were attained and the procedures used in obtaining the data. The Appendix includes copies of these instruments. Finally, we have summarized the results of both the immediate evaluations obtained at the end of the program and the followup evaluations obtained several months afterward. We have also summarized the major recommendations which seem to flow from these evaluations.
OBJECTIVES
Need and Background for the Career Awareness Program
The objectives of the Career Awareness Component of the 1977 Governor's Honors Program were based upon the following statement of background and need prepared by the Office of Instructional Services of the Division of Curriculum Development and Pupil Personnel Services of the Georgia Department of Education.
The essence of the philosophy of the Institute of Career Development, Summer 1976, centered around providing unique and unusual opportunities to motivate selected individuals to use and develop their academic abilities and interests in life and their artistic potentials through enlarged and concentrated studies of careers in today's critical problem areas.
The Institute of Career Development was based upon the fundamental concept that each student is unique with different needs, abilities, and interests. In order for these abilities and interests to be developed, the curriculum designed for this program permitted individual study of specific constructs of societal problems, the multitude of career opportunities available in these problem areas, and the varied methods of seeking solutions to these problems. This program differed from that of the regularly structured program in the amount of freedom which was allowed to a small and highly motivated group of selected students (200) of comparable abilities for independent study and pursuits of projects of interest. This program offered each student the opportunity to develop one or more personal career competencies through planned experiences as an individual and through interaction with others. The program was designed around two areas described below, students being interchanged at mid-term, with subtopics of critical life and civic survival. This program was repeated in 1977 with improvements in approaches for another 200 students, 145 of whom were from the Appalachian area of Georgia.

2
The staff of the 1976 Institute of Career Development came from 50 school systems throughout the State and was committed to developing and implementing reality related programs of study that might be used in the curriculum of the public schools of Georgia. It was planned that approximately one half or more of this staff would return to the 1977 session and it would be ascertained from them the extent to which they used in Georgia schools the methods, procedures, and materials developed in the 1976 program.
Curriculum Objectives
The 1977 Career Awareness Component of the Governor's Honors Program again studied two broad areas of curricular emphasis and identified critical areas of living, present and foreseeable future. A major thrust was the study of lives of individuals, personal and professional, who were employed in these fields and were leading fulfilling lives in these careers. The positive aspects of these careers for most participants, and not the sensational minority exponents of the news media, were stressed. The program will
l. Provide selected students from the local school systems located in the Appalachian Region, learning experiences in an interdisciplinary study of The Development of Western Man's Social and Political Culture with emphasis on
a. Government Functions and Tasks b. The Economics of the Free Enterprise System c. Ideas of Men and the Effects of These Ideas on Man's Culture d. Man's Environment and How Man Uses His Environment to Meet
His Needs e. Man's Physical and Mental Health Problems.
2. Provide selected students from the local school systems located in the Appalachian Region, learning experiences in an interdisciplinary study of The Scientific and Technolo ical Im lications for the 21st Century Man w1t emp asis on
a. Scientific Advancements in Medical and Health Fields (1) Aging (2) The Have and the Have Not Worlds (3) Advancement in Medical Science (4) Educational Problems Affecting the Masses
b. Business Fields (Industry) - including Human Problems (1) Construction, Automation, Pollution (2) Criminal Detention and Penal Correction (3) Education of the Public through Mass Media (4) Family Life Values Patterns.
Additional objectives were formulated for each of the areas of specialization included in the program. These areas of specialization were:
Visual Arts Communication Arts French Mathematics

3
Music Science Social Studies Vocational Fields (Industrial Design, Management)
PROCEDURES
One block of time of two hours per day was allocated for the two curricular areas described above.
A second block of time of approximately two hours was devoted to the study of ideas, broadening content, and depth of content in the disciplines listed above.
A third block of time from 1:00 P.M. to 5:00 P.M. was taken by one half of the students to study careers in the problem areas described above and in any other field the student chose, to spend a week in the field "shadowing'' persons employed in the critical areas, to spend a third week in seminars sharing, analyzing, and planning from all their study and observation.
While one half of the students were engaged in these career study tasks, the other half of them were involved in some 50 or more interest studies planned upon faculty and student competencies and interests. Student research topics were investigated and shared in student conducted seminar days. At the end of three weeks, the two teams exchanged activities in this long block of time.
Beginning at 6:00A.M., for two hours, and ending in the twilight hours, there was multiplicity of life time sports; tennis, jogging, golf, softball, volleyball, badminton, archery, swimming, bicycling, weight lifting, hiking, etc. planned by staff and students.
The night hours to 11:00 P.M. provided constant activities, staff or student planned, such as visiting speakers; intramurals; band; ensemble; choral presentations; cheerleading; reading; personal research; book reviews by students, staff, or outside persons; group task meetings; student-staff discussions; viewing of unique films such as: The Parable, The Hanqman, Future Shock, The Lottery; and dramatic presentations including student produced television tapes.
All staff members taught, including dormitory directors and resident assistants, at varied times in the day. Student-staff contact was continuous for six days weekly in the program from 6:00A.M. to 11:00 P.M. There was a dormitory area available for any type of discussion from 11:00 P.M. to 1:00 A.M.
The curriculum content and activities avoided the typical high school curriculum. Lectures were minimal. Seminars, small group and individual research, carefully planned media presentations, and teacher-pupil planning were stressed. Typical learning activities included:

4
l. Independent Study 2. Industrial Field Trips 3. On-Hand Experiences (Journalism, TV-Radio, Social Work,
Vocational-Technical Schools) 4. Interviewing Correctional Institute Personnel 5. Seminars with Government Officials and Visits to Agencies 6. Research Techniques in Private Enterprises 7. Visits to Health Facilities 8. Small Business Surveys and Investigations into Management Design 9. Labor Force Surveys - Designs, Commercial and Governmental 10. Publication of Newspaper ll. Mass Media Activities 12. College Nights 13. Other Activities as Recommended by Staff and Students.
There were extensive media collections in each study area. The excellent library of North Georgia College was available. Efforts were made to provide the staff and students with all of the instructional materials needed for excellent teaching and learning. These included: books, pamphlets, non-print materials of many types, photographic supplies, TV equipment, government documents, ditto machines, typewriters, general supplies, equipment and supplies for the two vocational areas.
The counselors assisted the other staff members in their areas and also assisted the career awareness director. There were also two chairpersons who directed the efforts of the staff in a team approach to the two critical problem areas. In addition, the teachers within the disciplines planned many team efforts to instruction.
Visiting high ranking professionals from all types of occupations were carefully selected. Field trips to occupational sites were common.
SELECTION OF PARTICIPANTS
Rising juniors and seniors in the areas of Art, Communication (English, language arts), French, Mathematics, Music, Social Studies, Science, and Vocational Education (Commercial and Industrial Design and Entrepreneurship and Management) were chosen. One hundred and forty-five students were selected from the 48 school systems and one private school (applying) in the Appalachian region of Georgia and the remaining 55 students were selected from the state at large.
The local school systems nominated candidates and selected their finalists to the program. Statewide selection committees from the various fields of specialization interviewed each student, examined the application data, and assigned evaluation scores on the criteria selection sheet, ranking students from high to low. Top students were chosen in each area of specialization.
In the Appalachian region, each local school system was allocated. at least one position. The remaining positions were allocated on a quota based on the tenth and eleventh grade average daily attendance of the local school system. No county was allowed to exceed six participants.

5
Students attended the program with no personal expenses, except for key deposit, insurance fees and personal spending money. The program was operated by the Curriculum Development and Pupil Personnel Services Division, Office of Instructional Services, Georgia State Department of Education, and was supervised by Ms. Margaret Bynum, State Department Consultant on the Gifted.
STAFF
The staff consisted of: teachers in the specific subject disciplines, administrative staff, counselors, two cluster chairpersons, a career exploration chairperson, visiting experts, evaluators, State Department of Education consultants, local business and government personnel, and many visiting volunteers. Staff members came from the schools and colleges of Georgia and were devoted to diversity of instruction and in seeking a life oriented curriculum for young people.
Subject area consultants with the State Department of Education submitted a list of outstanding teachers possessing the skills needed for success in working with gifted and talented students. Actual classroom observations were made of these potential teachers and then an interview was conducted before final determination was made.
RESOURCES AND FACILITIES
Many state and federal agencies representing the problem areas participated in the program. The Departments of Human Resources and Natural Resources provided varied human and physical resources and assisted the staff in numerous ways. The Communicable Disease Center and surrounding National Parks provided assistance and expertise.
A variety of local private enterprises and government agencies in Dahlonega, Gainesville, local state parks, and Atlanta participated. The Georgia Chamber of Commerce and the local Chambers of Commerce provided business contacts. Visiting speakers from government, business, and the colleges and universities were used.
North Georgia College is located at Dahlonega in the center of the Appalachian section of Georgia. Considerable travel is necessary to reach nearby cities, but the teaching and learning facilities are excellent and conducive to breadth and depth of study. Facilities at Lumpkin County High School were contracted and used as needed.

6
CHAPTER II
EVALUATION INSTRUMENTS AND PROCEDURES
EVALUATION INSTRUMENTS
The instruments used in obtaininq the evaluation data were created by Torrance and Kaufmann in a systematic attempt to obtain information that would permit evaluations of the total program as well as specific elements in terms of the objectives reported by the designers of the program, the faculty, and the participants. Some of the same instruments used in 1976 were used again so that comparisons could be made and additional instruments were created to assess new facets of the study and to answer specific questions posed by the designers and directors of the program. Each instrument will be described briefly along with the rationale for its use. Copies of the instruments devised by the authors are included in the Appendix.
Student Expectations
At the beginning of the program, participants completed a questionnaire designed to elicit expressions of their expectations. A copy of this questionnaire, entitled "What Do You Expect?", is included in the Appendix. This questionnaire was designed to determine the extent to which student expectations were attuned to those of the designers of the program and the faculty. Feedback concerning student responses to this instrument were provided the faculty and designers of the program during the second week of the program.
At the end of the program, participants completed a similar instrument designed to determine the extent to which their expectations had been attained. This instrument, entitled "Did You Get What You Expected? 11 , is also included in the Appendix.
Future Attitude Survey
The "Future Attitude Survey" was designed to obtain information concerning the participants' attitudes concerning their ability to make a difference in the future and the study of the future in schools. This survey consists of 26 statements concerning these matters and participants were asked to respond to these statements on a five-point scale, ranging from "strongly agree" to "strongly disagree.'' A copy of the instrument is included in the Appendix. The same form of the survey was administered as pre- and posttests.
With the strong emphasis of the Career Awareness Component of the Governor's Honors Program on futurism and the future careers of the participants, it was hypothesized that the experience would result in more realistic attitudes concerning the ability of the participants to influence the future and in a favorable attitude concerning the study of the future in schools.

7
Future of the World of Work
The 11 Future of the World of Work 11 questionnaire was designed to provide information about the perceptions of participants concerning future changes in the structure of the world of work. Respondents were simply asked to list occupations that they thought would become obsolete in the next 25 years and those that they thought would emerge as new and more common occupations. At the end of the program the questionnaire was readministered to assess the extent to which perceptions about the future of the world of work changed as a result of the career education and future emphasis of the program. A copy of the instrument is included in the Appendix.
Thinking Creatively About the Future
Thinking Creative About the Future is a battery of three open-ended creative problem solving tasks developed by Torrance (1974) to assess talent for solving future problems. On account of time considerations only Task 3 of this battery was administered (Form B as the pretest and Form A as the posttest). This specific task was selected for its emphasis on full realization of intellectual capacities and elicits attitudes concerning one's own intellectual functioning and the intellectual functioning of society in general. Copies of the test tasks used are presented in the Appendix.
Images of the Future
Scenarios and soliloquies were used to evaluate changes in the participants' images of their future careers. The pretest was administered at the beginning of the program and the posttest was administered at the time participants completed the career education component of the program. For 100 of the participants this was at the end of the third week of the program and for the other 100 it was at the end of the sixth week.
It was hypothesized that the emphases of the pro9ram upon careers and futures studies would result in enlarged, enriched, and more ac~urate images of the future.
Styles of Learning and Thinking
Recent research has suggested that educational programs overemphasize the training of the specialized cerebral functions of the left hemisphere of the brain and neglect the development of the specialized functions of the right hemisphere of the brain. The specialized functions of the left hemisphere emphasize the linear processing of information-- logically, sequentially, verbally. The specialized function of the right hemisphere emphasize a wholistic approach to the processing of information -- simultaneous manipulation of multiple variables, nonlinearly, non-logically, yet relationally. It was hypothesized that the emphasis of the program on interdisciplinary studies, creativity, and problem solving would result in more integrated styles of learning among participants and generally greater emphasis upon the specialized functions of the right hemisphere.

8
The instrument used to assess this aspect of the program was initially developed by Torrance and revised by Torrance, Reynolds, and Riegel (1976) for use with high school students. It consists of 40 multiple-choice items. Each item presents three parallel choices -- one a specialized function of the left hemisphere, another a specialized function of the right hemisphere, and the other an integration of the two. Included in the Appendix is a copy
of the instrument used for this purpose (Torrance, Reynolds, Riegel &Ball,
1977).
Feelings of Alienation
Frequently it has been charged that gifted and talented students feel alienated and as a result are unable to function very well in their schools and in society. It was hypothesized that an interdisciplinary, career, and future-oriented program such as the Career Awareness Component of the Governor's Honors Program would decrease feelings of alienation, permitting the participants to function at a generally higher level.
The 50-item version oftheAllen Adolescent Alienation Inventory (Allen, 1973) was used for this purpose. In the pretest, participants responded in terms of feelings about their home schools and in the posttest they responded in terms of their feelings about their belongingness in the context of the Governor's Honors Program.
Open-Ended Evaluation of Major Areas of the Program
In the followup of the 1976 program, many of the nominating teachers had recommended that students prepare an evaluation of their experiences and achievements in the Governor's Honors Program and send these evaluations to the participants' schools, so that schools might make better use of participants as resources. Thus, a questionnaire was devised for this purpose and was also used to evaluate specific aspects of the Career Awareness Component.
This questionnaire was administered near the end of the last week of the program. The questionnaire asked for evaluations of the following aspects of the program: areas of specialization, the social and political culture cluster, the scientific and technological implications for 21st Century man cluster, the career education cluster, special interest groups, and other highlights (special events, evening sessions, special seminars, field experiences, etc.). The following four open-ended questions were asked about each of these elements of the program:
What new learning experiences did you have (in the element)? List.
What were your most important achievements in (this element)? List.
In what ways might you use these learnings in your school and community during the next year? List.
What would you suggest to improve this feature of the program?
A copy of this questionnaire is included in the Appendix.

9
Follow-Up Surveys
Follow-up surveys were sent to each participant and to each nominating teacher in January, 1978. The questionnaire sent to the participants: asked about their future educational plans, present career plans, and changes in these plans since Governor's Honors Program; presenteda checklist of achievements during the 1977-78 school term; asked for descriptions of their three most successful efforts to apply their GHP learnings, a description of their least successful attempt to apply these learnings, and suggested ways of making better use of the ideas, materials, activities, and methods developed and tested in the Career Awareness Component of GHP.
The followup questionnaire sent to the nominating teachers included the same checklist of achievements used in the student questionnaire. In addition, the teachers were asked to describe some effort of the student to apply learnings from the GHP program, identify ways in which the school had been influenced by the student's participation in GHP, evaluate a checklist of recommendations concerning the utilization of the GHP experience in the schools attended by participants, and make additional recommendations.
Faculty Followups
In January, 1978, at the same time questionnaires were sent to participants and their nominating teachers, a different followup questionnaire was sent to the faculty of the 1978 program. In this questionnaire, the faculty members were asked to identify ways in which their GHP experience had influenced their work during the current school term, give examples of changes in their behavior, changes in their expectations of students, changes in their perceptions of gifted students, identify opportunities to communicate with other educators concerning the GHP experience and the possible effects of these communications, describe difficulties and successes in re-entering the regular school environment. These faculty members were also asked to respond to recommendations concerning the improvement of the Career Awareness program and its use by schools in Georgia.
Near the beginning of the program, faculty members who had been involved in the 1976 program were interviewed concerning their experiences during the preceding school term and the influence that the 1976 GHP experience had had upon them. The interview guide used for this purpose is included in the Appendix. These returning faculty members were asked to identify ways in which the GHP experience had influenced their teaching or counseling during the past year, cite examples of specific changes, identify changes they desired to make in their teaching/counseling behavior in the 1977 GHP, cite differences in their expectations of students; describe opportunities that they had had for telling other educators about the GHP experience, identify difficulties and successes in re-entering the regular school environment, and evaluate recommendations made by nominating teachers for improving the impact of GHP on public education in Georgia.
COLLECTION OF EVALUATION DATA
Torrance and Reynolds made regular visits to the site of the Career Awareness Component of the Governor's Honors Program at North Georgia College throughout the duration of the program. Observations and photographs were

10
made of classes, seminars, and products of students. The evaluation instruments were administered by the counselors. Some instruments were administered to all participants while others were administered only to a random one-third of them. This made it possible to obtain a large variety of evaluation information with a minimal time expenditure by any single student. Folders were prepared for each of the three groups and distributed randomly to the participants. The following information was given to each student and sets forth the general orientation to evaluation, the procedures used in administering the instruments, and the instruments completed by each group of students:
We solicit your full cooperation in the official evaluation program of the Career Awareness Component of the 1977 Georgia Governor's Honors Program.
There are many compelling reasons for the evaluation program!
There are many unique and new features of this program which the planners believe make it a great program. They want to know whether this is true! Your staff here at North Georgia College want to know. The Georgia State Department of Education wants to know. The agencies that provided the funds want to know. Your teachers, counselors, and principals want to know. We believe you want to know.
The GHP staff used the information provided by the evaluation to improve the program here and in similar programs elsewhere.
Many other states are watching this program with much interest. They want to know how it works -- how well it achieves its objectives.
The evaluation will help you define your own goals, work towards them, and put your experiences in perspective.
The entire evaluation package we are asking you to complete today should require less than an hour of your time, but give it your best effort.
Please follow the following sequence:
1. Write your name, address, and area of specialization on the front of your file folder.
2. Fill out the checklist, "What Do You Expect?" This is to give the staff some idea of what you expect of the program so that they can give attention to the differences between their expectations and yours. It should also help you to decide just what you want to get out of the experience.
3. Complete the small answer sheet provided for use with "Your Style of Learning and Thinking." Be sure to write your name on this answer sheet (not the booklet), because you will be given the results and an expert on styles of learning and thinking will discuss the results with you in a seminar.

ll
For the sake of economy, we have assigned you randomly to Groups A, 8, and C. Group A will do only certain evaluations; Group B will do different ones and Group C will do still others. In this way we can provide the staff v1ith a lot of information without overburdening you.
Group A
1. Thinking Creatively About the Future. A major emphasis of this program involves "thinking about the future." The staff needs to know "how you think about the future." This is a quick, short test, and gives only a sample of your thinking about the future, but it should give some idea of the way you think. Spend about 7 to -10 minutes on this.
2. Future of the World of Work. Many of you will devote a major part of your working life to careers that do not exist today. We want to know how you see the future of the world of work. This will give some background to help you enrich, enlarge, and make more accurate your image of the future.
3. Survey of Future Attitudes. This brief instrument also gives an idea of how you think you can influence the future. All you need to do is encircle the response that expresses most accurately what you think.
Group B
l. Cue Test: This is a rather unusual test and gives another way of expressing your style of thinking. Do not try to use "hard logic." Respond to the first cue that comes to you on each i tern.
2. AAAI. This attitude questionnaire should be answered anonymously and gives you a chance to express how you feel about your school environment. Use the small answer sheet and do not write your name on your answer sheet or questionnaire.
Group C
Scenario. The only other thing that we are asking you to do is to write a scenario of your potential future career in the year 2002. Let your imagination work. Use all that you know. This will help us understand what kind of image you have of your future career.
Thanks very much! Give your folder with all of the booklets and answer sheets to the person in charge of this activity.
Have a good summer! Fulfill your expectations!

12

CHAPTER III PRETESTS: CHARACTERISTICS OF PARTICIPANTS

While a few participants were obviously resistant to cooperating in the evaluation (both pre and posttesting), an overwhelming majority
seemed to participate wholeheartedly and give valid responses. For each data collection, the number of respondents varied slightly on account of
illnesses and other excuses. The following distribution of responses by
field of specialization and sex for the pre-test on expectations is fairly typical.

Field

Male Female Total

Art

9

4

13

Communication Arts

5

22

27

French

4

9

13

Mathematics

16

13

29

Music

15

12

27

Science

18

8

26

Social Science

17

13

30

Vocational Fields (Design,

Management, Home Econ.) 13

14

27

TOTAL

97

95

192

INITIAL EXPECTATIONS
The initial expectations of the 192 respondents to the 11 What Do You Expect? 11 questionnaire are sulllllarized in Table 1 along with similar data for the 197 participants in the 1976 program who responded to this san~ checklist of expectations.
Table 1
Summary of Expectations of Participants at Beginning of Program
in 1976 (N = 197) and 1977 (N = 192)

Expectation

Percents

1976

1977

How to prepare for future career

72

77

How to get a college scholarship

33

39

How to get a job

18

32

Find out career best fitted for

66

64

What my best abilities are

73

57

What my strongest interests are

63

63

How young people like me can influence the

future for a better world

45

45

(Table l continued)

13 Table 1 continued

Expectation

Percents

1976

1977

What future trends are likely to influence

my life

34

43

How we can cope with increasing interdependence

of all peoples

29

21

What careers there are likely to be in my

field

80

71

Work with exciting teachers in my field of

specialization

85

65

Interview exciting people in an occupation

of interest to me

44

42

Make field trips to study new technical

developments

35

42

Make field trips to study social innovations

and problems

32

43

Learn more effective ways of solving problems

and deciding

62

60

Improve my skills in creative thinking

76

70

Improve my skills of creative expression

73

63

In classes, just listen and talk

25

15

Work individually with new media

69

44

Pursue one of my special interests with a

fellow student

34

41

Pursue my special interests with a team of

fellow students

59

51

Plan and conduct some interesting original

experiments

35

32

Learn and practice some of the research

methods of futurists

16

22

Work with teachers who 11 know their business 11

87

64

Decide on ways to change future behavior

26

34

Decide what college to attend

42

49

Learn how to make friends more easily

46

69

Learn new leadership techniques and strategies 43

43

Improve my ability to get along with others

75

67

Become acquainted with a person who is actively

engaged in a career field in which I am

interested

58

57

Get new ideas in my field of specialization

65

79

Develop new skills in my field of specialization 79

64

Become more fully alive

76

55

It is interesting to note that the expectations of the 1977 participants are strikingly similar in most respects to those of the 1976 participants. Generally, the expectations of the 1977 participants were higher than their

14
counterparts in 1976 in the career education objectives. However, in a number of other areas their expectations were lower. These lower areas included: becoming aware of best abilities, working with exciting teachers, improving skills of creative expression, working with new media, working with teachers who "know their business," making friends more easily, improving ability to get along with others, developing skills and concepts in field of specialization, and becoming more fully alive. Generally, expectations were higher in 1977 than in 1976 in the various areas of futurism and field trips. It is especially interesting to note that many students have no expectations in many of the major areas emphasized by the Career Awareness Component of GHP, indicating the need for a great deal of additional orientation regarding the goals of the program.
Almost all the participants indicated one or more ways they expected the program to be different from their regular schools. The following is a summary of the specific differences expected:
No. % a. Subject matter harder, faster pace, different .... TTl 58 b. Happier learning atmosphere ....................... 133 69 c. More fun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 68 d. More exciting, more stimulating ................... 145 76 e. More effective teachers ........................... 141 73 f. More effective counselors ......................... 98 51 g. More stimulating peers ............................ 121 63 h. More thinking and problem solving ................. 123 64 i. More emphasis on career development ............... 120 63 j. More emphasis on the future ....................... 124 65 k. More emphasis on creative thinking and expression. 138 72
The participants indicated relatively high expectations regarding experiences in learning techniques of research and investigation. The following data summarize these expectations:
No. % a. Exploration of career field ...................... . TI8 72 b. Independent study ................................ . 129 67 c. Experimentation .................................. . 81 42 d. Group study and discussion . . . . . . . . . . . . . . . . . . . . . . . . 121 63 e. First hand experience ............................ . 120 63 f. Compilation and analysis of data ................. . 87 45 g. Library (familiarity with new methods, new
references, new tools, etc.) ................... . ll4 59 h. Observation techniques and skills ................ . 99 52 i. Intervi ewi nq ..................................... . 68 35 j. Simulation,-games, etc .......................... . 94 49 k. Systematic problem solving ....................... . 83 43
Expectations for acquiring new information were also high. The following data summarize the expectations of the participants regarding the types of new information they expected to acquire:
No. % a. Career information ................................ ITO 89 b. Colleges and other kinds of training .............. 121 63 c. General information in subject matter area ........ 127 66 d. Job information, nature of work, salaries, etc ... 93 48 e. Scholarships...................................... 96 50

15

No. %
f. Self-understanding, abilities, potentialities ..... 1:28 67
g. Future predictions in invention, technology, etc .. 66 34 h. Future occupations, work, etc . . . . . . . . . . . . . . . . . . . . 101 53
i. Decision making and problem solving ............... 104 54 j. Theories in subject matter areas .................. 96 50 k. Preparation needed for careers .................... 132 69

The following data summarize the responses of the participants to the question, 11 What do you expect to be the most exciting feature of GHP? 11 :

No. % a. Meeting new people, new friends, peers with
similar interests ............................... 141 73 b. New subject matter, skills, indepth study ......... 121 63 c. Different 1earning approaches.............. . . . . . . . 123 64 d. Exciting learning environments .................... 119 62 e. Exciting, helpful teachers ........................ 112 58
f. Self awareness, self improvement, liveliness ...... 120 63 g. Career information and preparation ................ 123 64 h. College-like, advanced nature . . . . . . . . . . . . . . . . . . . . . 120 63 i . Independence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 64
j. Hands-on experience with people in work situations 83 43 k. Fun ............................................... 119 62

Realistically, high expectations are frequently clouded by doubts

and negative expectations. Thus, it was thought that it might be helpful

for the faculty to be aware of the kinds of anxieties that the participants

brought ~'lith them. The following data sunmarize responses to the question:

11 What worries you most about GHP? 11 :

No. %

a. Keeping up, not being as smart as the rest ........ 77 40

b. Not making friends, not fitting in ................ 52 27

c. Being away from home, friends, etc ............... 37 19

d. Let down, not being as good as expected ........... 35 18

e. Dorm 1i fe, roorrrna te, etc. . . . . . . . . . . . . . . . . . . . . . . . . 20 10

f. Persona 1 freedom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 20

g. Not making the most of it ......................... 60 31

h. Schedule too heavy, too full ...................... 38 20

i. Not able to get enough sleep ...................... 79 41

j. Time too short to accomplish goals ................ 66 34

k. Subject matter too advanced, pace too fast ........ 14

7

1. Not knowing anybody.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 15

m. Not knowing what to expect ........................ 68 35

STYLES OF LEARNING AND THINKING
Since the program of the Career Awareness Component called for a great deal of integrative thinking which calls into play both the specialized cerebral hemisphere functions of the brain, right and left, participants were administered a self-report inventory of styles of learning and thinking. It was thought that instructors might be able

16

to use information concerning the styles of thinking of their students and that the program itself would modify the style of learning and thinking of the participants in the direction of fuller use of the 11 Whole brain. 11 In teaching gifted and talented students incompatibilities frequently occur on account of differences in the ways students process information and the
ways their teachers process information -- or the teacher's inability to understand how the student processes information.

The Style of Learning Thinking (Torrance, Reynolds, Riegel, &Ball,
1977) inventory yields three scores: one on the specialized functions of
the right hemisphere, one on the specialized functions of the left hemi-
sphere, and one on the integration of these functions. The specialized functions of the right hemisphere involve a non-linear, non-sequential,
global, simultaneous processing of information, while the specialized functions of the left hemisphere involve a linear, sequential, logical processing of information. These specialized functions may be summarized as follows:

Right

Left

recognizing/remembering faces
responding to visual and kinesthetic instructions
playful and loose in experimenting responds freely with e~otion/feeling interprets body language
produces humorous ideas processes kinesthetic stimuli subjective processing of information playful in solving problems
self-acting; concrete thinking likes improvising highly psychic
high use of metaphors and analogies
responsive to emotional appeals deals simultaneously with several
problems
creative, synthesizing, associating in reading
intuitive in problem solving gives instructions through movement,
gesture, etc. uses images in remembering

recognizing/remembering names responding to verbal instructions
systematic and controlled in experimenting inhibited in responding emotionally dependent upon words for meaning produces logical ideas processes verbal stimuli objective processing of information serious, systematic problem solver receptive; abstract thinking dislikes improvising not psychic little use of metaphors and analogies responsive to logical appeals deals sequentially with one problem
at a time critical and analytical in reading
logical in problem solving gives instructions verbally
uses language in remembering

Means and standard deviations for each of the specialized areas and comparison groups are given below.

Right

Left

Integrated

Grou~

Number Mean St.Dev. Mean St.Dev. Mean St. Dev.

Art Corrununic. Arts French
Ma thema tics

13 15.7 4.6

8.4 3.3

26 13.1 6.1

8.0 3.9

13

9.3 3.7 10.4 5.5

29 10.3 3.3 10.4 3.8

15.9 5.3 19.0 4.8 20.3 4.5 19.3 4.8

(continued)

17

Graue
Music Sciences Social Sciences Vocational areas Total GHP Males GHP Fema 1es GHP Norms Groups (Public and Private high
schools in Georgia)

Number
27 26 30 27 191 96 95
189

Right
~1ean St. Dev.
12.3 3.7 11.4 4.1 11.3 5.7 12.0 4.6 11.8 4.8 11.7 4.2 12.0 5.3
11.3 4.5

Left Mean St.Dev.
9.7 4.6 10.3 3.8 7.9 4.3 9.0 4.3 9.3 4.2 10.5 4.4 8.0 3.5
9.1 4.1

Integrated Mean St. Dev.
18.0 5.5 18.3 4.4 20.8 5.9 19.0 5.3 18.9 5.2 17.8 5.1 20.0 5.1
19.6 5.7

It is interesting to note that the means of this group of gifted and talented students are almost identical to those of the norm group drawn from public and private high schools in Georgia without regard to degree
of intellectual giftedness. The visual arts and communication arts students appear to be more right brained in their style of learning than any other
groups while the French, mathematics, and science students tend to be the most left brained in their styles of learning. The males tended to be more left brained and the females more integrated in their styles of learning
than their opposite sex counterparts.

FEELINGS OF ALIENATION

Many people believe that gifted and talented adolescents feel alienated
from their schools on account of their being different from their peers. If this is true of participants in the Career Awareness component of the Governor's
Honors Program, this is a factor that needs to be considered by the faculty in achieving the stated objectives of the program. A decrease in feelings
of alienation would be in keeping with several of the objectives of the program
and would be critical in evaluating follow-up data of the influence of participants in their schools in 1977-78.

As a part of the pre-program assessment, a random sample of 66 participants were administered the Allen Adolescent Alienation Index which has been developed
on Georgia high school students. The inventory consists of 50 true-false items designed to express feelings of alienation or belongingness to one's school and community. Means and standard deviations are given below for each of the areas
of specialization, males, females, totals, and a comparison groups from a fairly typical North Georgia high school.

Groue

Means St. Dev.

Art Communication Arts French
Mathematics Music Sciences Social Sciences
Vocational Areas All males (GHP)
All females (GHP)

17.6 8.4
9.4 6.7 9.3 11.9 12. l 5.6 11.5 7.0 l 0. 9 6.5 6.5 5.0 10.3 7.2 10.8 6.8 l 0. l 7.2 (continued)

18

Grou~
Total (GHP: N = 66)
Blacks (Ga. High School; N = 200)
Whites (Ga. High School;
N = 254) Total (N = 454)

Means
10.4
16.5
14.3 15.2

St. Dev.
7.0
6.8
7.5 7.3

The difference in the means of the GHP sample and the Georgia high school sample is significant at better than the .01 level of confidence (t-ratio =
5.27). Thus, GHP participants seem to be less alienated than the 11 average 11
high school student. However, 20% of them do score in the 11 alienated range'' (above average).

FUTURE OF WORLD OF WORK

In developing a program of career awareness, it is important that the
designers and developers be ever aware of the perceptions that students have of the future of the world of work. Futurists generally predict that a
majority of the jobs that will be available in the year 2000 do not even exist today and that students now in school will have to change careers several times during their lives. A sample of 66 participants in the Career Awareness component of the Governor's Honors Program were asked to list the occupations which they believe will become obsolete or extremely
rare during the coming 25 years and the new occupations that they believe will become prominent.

The following list gives the distribution of responses concerning the most frequently mentioned occupations as becoming obsolete:

Occupation

Number Percent

Manual laborer ................. . 17

26

Farm 1aborer ................... . 15

23

Assembly, factory worker ....... . 14

21

Garbage collector .............. . 13

20

Teacher ........................ . 12

18

Drivers (bus, taxi, etc.) ...... . 12

18

Gas station personnel .......... .

9

14

Housewife ...................... .

9

14

Railway engineer ............... .

9

14

Accountant, bookkeeper ......... .

8

12

Physician/surgeon .............. .

7

11

Secretary ...................... .

6

9

Pilot (airline) ................ .

6

9

Oil/gas worker ................. .

6

9

Typist/clerk ................... .

6

9

Storekeeper .................... .

6

9

Bank personnel ................. .

6

9

Auto manufacturer .............. .

6

9

Two notable differences are found between the response of this sample and of the 1976 GHP participants and other samples. First these respondents
were more reluctant to nominate occupations for obsolescence and listed a

19

smaller number of occupations. They also less frequently mentioned teaching, usually the most frequently mentioned occupation in this category, including the 1976 GHP participants. It is difficult to interpret these findings. However, it did cue the career education staff to familiarize participants with predictions concerning the future of the world of work and of the ever changing occupational structure and the needs of a post industrial society.

The following occupations were listed most frequently as likely to become more prominent in the coming 25 years:

Occupation

Number Percent

Astronaut ................. . 25

38

Nuclear power personnel ... . 20

30

Computer personnel ........ . 21

32

Solar power personnel ..... . 12

18

Genetic specialist ........ . 11

17

Sea farmer ................ . 11

17

Space shuttle personnel ... . 10

15

Space engineer ............ .

6

9

Space tour guide . . . . . . . . . . .

5

8

Technologist.............. .

7

11

Laser engineer............ .

4

6

Electronic specialist..... .

4

6

Robot repairman ........... .

4

6

Again, the lack of responsiveness of these young people was notable, and
cued the career development staff to the need for orientation concerning future occupations.

20

CHAPTER IV POSTTEST RESULTS

FULFILLMENT OF EXPECTATIONS

The 11 0id You Get What You Expected? 11 questionnaire was given at the
end of the program to obtain information about the participants 1 evaluations of the extent to which their expectations of the program were satisfied.
The questionnaire contains the same categories of expectation as the pretest questionnaire entitled 11 What Do You Expect? 11 Respondents were asked
to evaluate the extent to which the experience of GHP had met each of these expectations. The following three categories were used in eliciting these
evaluations:

1. The experience fell short of expectations 2. The experience met expectations
3. The experience exceeded expectations.

The evaluations of the randomly selected 61 respondents are presented in Table 2.

Table 2

Summary of Ratings of Fulfillment of Expectations (N = 61)

Expectation

Percents Short Met Exceeded

Find out what I needed to do to prepare for my career 11 71

18

Find out how to get a college scholarship

11

58

31

Find out how to get a job

41

49

10

Find out what kind of career I am best fitted for

38

44

18

Find out what my best abilities are

36

48

16

Find out what my strongest interests are

16 53

31

Find out how young people like me can influence

the future for a better world

15 39

46

Find out what future trends are likely to influence

my life

8

38

54

Find out how we can cope with interdependence of

all peoples

28

46

26

Find out what careers there are likely to be in

the future in my area of specialization

20

57

23

Work with exciting teachers in my field of

speci a1i za ti on

22

34

44

Interview exciting people in an occupation of

interest to me

30

38

32

Make field trips to study new technical developments 23 34

43

Make field trips to study social innovations and

problems

38

39

23

Learn more effective ways of solving problems and

making decisions

11

56

33

Improve my skills of creative thinking

5 51

44

Improve my skills in creative expression

8 52

40

(continued)

21

(Table 2 continued) Expectation

Percents Short Met Exceeded

Varied methods of learning other than just

listening and talking

11

35

54

Work individually with new media learning materials

8 48

44

Pursue one of my special interests with another student 16 54

30

Pursue my special interest with a team of other students 20 52

28

Plan and conduct some original experiments

44 41

15

Learn and practice some of the research methods of

the futurists

23 51

26

~/ark with teachers who 11 know their business 11

8 38

54

Decide in what ways I want to change my behavior

18 41

41

Decide what college to attend

20 44

36

Learn how to make friends more easily

10 49

41

Learn new leadership techniques and strategies

11 53

36

Improve my abilities to get along with others

6 46

48

Become acquainted with someone actively engaged in

career field I am interested in

50 25

25

Get new ideas in my field of specialization

13 41

46

Develop new skills in my field of specialization

20 40

40

Become more fully alive

10 41

49

It seems clear from these data that the experiences of the Career Awareness Component of GHP met or exceeded the expectations of the participants in almost every area of concern. Only on one item was there as many as 50% who indicated that the reality failed to meet their expectations. This was in 11 becoming acquainted with someone actively engaged in a career field in which I am interested. 11 While an original intention of the 1977 program as indicated in the statement of objectives of the program was to give greater attention to this area and have students do indepth studies of the careers of the persons that they 11 Shadowed, 11 it was apparently not possible to make the arrangements necessary for this. (This is also reflected in the data that will be presented regarding the soliloquies, a device designed to assess the accomplishment of this objective.) In 1976, only 28% said that their expectations were not met compared with 50% in 1977.
The following were other areas of comparatively low satisfaction of expectations:
Plan and conduct some original experiments (44%) Find out how to get a job (41%) Find out what kind of career I am best fitted for (38%) Find out what my best abilities are (36%) Make field trips to study social interventions and problems (38%)
Areas of highest fulfillment of expectations included:
Find out how young people like me can influence the future for a better world
Find out what future trends are likely to influence my life Work with exciting teachers in my field of specialization

22

Make field trips to study new technical developments Improve my skills of creative thinking Improve my skills of creative expression Varied methods of learning Working individually with new media Working with teachers who 11 know their business 11 Deciding in what ways I want to change my behavior Learning how to make friends more easily Improve my abilities to get along with others Get new ideas in my field of specialization Develop new skills in my field of specialization.
Comparing the data presented in Table 2 with similar data obtained in 1976, the area of greatest improvement was in futurism (find out how young people like me can influence the future, find out what future trends are likely to influence my life, and learn and practice some of the research methods of futurists). However, this did not extend to 11 finding out what careers there are likely to be in the future in my field of specialization.~~ (This finding is also supported in the data derived from the questionnaire on the future of the world of work.) Satisfaction in this area was less than in 1976.
UNIQUE CONTRIBUTION OF THE PROGRAM
Both the designers of the Career Awareness Component of the GHP and the faculty expressed concern about making the curriculum different from what the students experience in their regular high school programs. At the same time, they expressed the hope that the methods demonstrated and the content of the program might be adopted by local schools. At the end of the program, participants were asked to indicate in what ways they had experienced a difference between the GHP program and their regular high school curriculum. Table 3 presents a comparison of the perceived differences reported by both the 1976 and 1977 participants in the Career Awareness Program.
Table 3
Comparison of Perceived Differences in the Career Awareness Component of GHP and their Own High School Program as Reported by 1976 and 1977 Participants

Perceived Difference

Percents 1976 1977

Subject matter harder, faster pace, different Happier learning atmosphere
More fun
More exciting, more stimulating
More effective teachers More effective counselors More stimulating peers More thinking and problem solving More emphasis on career development
More emphasis on the future More emphasis on creative thinking and expression

76

62

92

92

91

87

87

87

81

75

53

74

89

77

71

84

74

84

79

93

88

80

23

The similarity of the responses of the 1976 and 1977 participants is
striking. However, it is interesting to note that the 1977 participants compared with their 1976 counterparts expressed greater satisfaction with their counselors and less satisfaction with the stimulus of their peers
and more frequently perceived differences in the direction of more emphasis
on career development and futurism.

SKILLS OF INVESTIGATION

A commonly recognized differentiating characteristic of special programs for gifted students is the teaching and practice of skills of investigation. Thus, participants were asked at the end of the program
to indicate what skills of investigation they had improved during the program. The results for 1976 and 1977 are shown in Table 4.

Table 4

Summary of Skills of Investigation Reported as Acquired in the 1976 and 1977 Programs of the Career Awareness Component

Skill

Percents 1976 1977

Exploration of careers in field of interest Independent study, guided, supervised
Experimenta~ion, testing Group study and discussion
Interviewing, questioning First hand experience Compilation and analysis of data Library research, new reference sources
Observation techniques and skills
Simulation, games, etc. Systematic problem solving

72

77

49

54

33

25

88

85

37

57

62

33

28

57

49

46

48

49

58

64

32

34

It will be noted that there was a general upswing in the reported acquisition of skills of investigation. This is especially notable in regard to skills in interviewing and questioning and in the compilation and analysis of data. It should also be noted that there were sharp declines with regard to learning through first hand experience and through experimentation and testing. Further, it should be noted that only a small percentage of the participants reported that they experienced systematic training in problem solving.
NEW INFORMATION
Although there was concern about teaching skills of investigation, creative problem solving, decision-making, and the like, there must also be concern about the acquisition of new information. Thus, exciting participants were asked both in 1976 and 1977 to indicate what new kinds of information they had acquired. The results are presented in Table 5.

24

Table 5
Summary of Kinds of Information Reported as Acquired by 1976 and 1977 Career Awareness Component Participants

Kind of Information Acquired

Percents 1976 1977

Career information
Colleges and other kinds of training General information in subject matter areas Job information, nature of work, salaries, etc. Scholarships
Self understanding, potential, abilities, etc. Future prediction in inventions, technology, etc. Future occupations, work, etc. Decision making and problem solving Theories in subject matter areas
Preparation needed for careers

79

84

88

92

69

62

59

52

56

79

77

62

83

74

57

57

52

48

38

36

67

57

No really striking differences between the responses of the 1976 and 1977 respondents are noted. However, there was a trend for the 1977 participants to report more frequently having acquired new information about scholarships, colleges and other kinds of training, and career information and less frequently reported having received information about jobs, self understanding, and the preparation needed for careers.
MOST EXCITING FEATURES OF PROGRAM
There is widespread recognition that one indicator of the success of an educational program is that those involved in it become excited about something. The effectiveness of learning experiences can be enhanced by heightening anticipation and expectations. This must, of course, be accompanied by opportunities to realize those anticipations and expectations. Thus participants in both the 1976 and 1977 programs were asked to identify what aspects of these programs were the most exciting and stimulating. The results are summarized in Table 6.
Table 6
Summary of Excitements Reported by 1976 and 1977 Participants in the Career Awareness Component of the Governor's Honors Program

Exciting Features of Program
Meeting new people, new friends, peers with similar interests
New subject matter, new skills, indepth study Different learning approaches Exciting learning environment Exciting, helpful teachers
(continued)

Percents 1976 1977

98

98

61

52

78

72

72

67

75

75

25

(Table 6 continued)

Exciting Features of Program

Percents 1976 1977

Self-awareness, self-improvement, liveliness Career information and preparation College-like, advanced nature Independence
Hands-on experience with people in work situation Fun

77

64

53

59

75

70

79

79

47

34

83

77

Again, the responses of the 1977 participants were quite similar to those of the 1976 participants. Meeting new people, making new friends, and discovering peers with similar interests emerged as one of the most exciting experiences of the program. The least frequently checked feature was the hands-on experience with people in work situations. This feature also lost in popularity with a drop from 47 to 34 percent. Apparently, the hands-on experiences were not as successful in 1977 as they had been in 1976. Self-awareness, self-improvement, and liveliness as an area was also checked less frequently in 1977 than in 1976 (drop from 77 to 64%).
ANXIETIES ABOUT THE PROGRAM
Anxieties may both inhibit and facilitate learning and healthy growth. However, it is important that designers and implementers of programs for gifted and talented students be aware of the anxieties that are generated by such programs. Table 7 summarizes the anxieties expressed by both the 1976 and the 1977 participants in the Career Awareness Component of GHP.
Table 7
Summary of Anxieties Experienced by 1976 and 1977 Participants in the Career Awareness Component of the GHP

Nature of Anxiety Experienced

Percents 1976 1977

Keeping up, not being as smart as the rest
Not making friends, not fitting in Leaving home, friends, etc. Let down, not as good as expected
Dorm life, roommate, etc. Personal freedom Not making the most of it Schedule too heavy, too full
Not able to get enough sleep Time too short to accomplish goals Subject matter too advanced, pace too fast Fun, good times
Not knowing anybody
Not knowing what to expect

57

36

25

31

22

18

27

33

19

26

28

30

41

64

33

23

65

49

58

66

16

1[

6

7

15

16

40

41

26

From the information presented in Table 7, it would appear that the anxieties in both 1976 and 1977 were moderate. Anxiety about not getting
enough sleep continued to be experienced by a considerable number (49%) but by fewer than in 1976. The most frequently mentioned concerns of the
1977 pa rti ci pants were: "not making the mast of it" and "time too short to accomplish goals." Both of these would indicate a generally high level of achievement motivation among the participants. The fullness of the schedule, the pace, and the difficulty of the subject matter were concerns
of only rather small numbers.

PEAK EXPERIENCES

One mark of a successful educational program is that participants have peak experiences which become unforgettable and in which participants feel that they are functioning at the heighth of their capacities. Participants in both the 1976 and 1977 Career Awareness programs were asked to describe in an open-ended format what they would rate as their peak experience or achievement during the program. A summary of the most frequently mentioned
types of peak experiences by both groups of participants is presented in Table 8.

Table 8

Summary of Most Frequently Mentioned Peak Experiences for 1976 and 1977 Career Awareness Participants

Type of experience

Percents 1976 1977

New friends, learning to work with new people New skills, improved skills, creative use of skills Personality experience, new confidence, self-
improvement, lived up to capacity Performance in music, drama, art
Special events such as college day, field day, etc. Meeting people of equal ability, similar interests Field trip College life, independence
Finding a purpose, goal Subject matter, information, viewpoints, etc.

30

26

18

8

13

16

12

10

10

13

7

11

7

11

6

7

5

14

5

23

Again, the pervasiveness and importance of the experience of making new friends and learning to work with new people emerges as an important element in the program. In both 1976 and 1977, the most frequently mentioned peak experience was related to this feature of the program. "Finding purpose, goal" and 11 Subject matter, information, and viewpoints" were mentioned by larger percentages of participants in 1977 than in 1976.
EVALUATION OF SPECIFIC ELEMENTS OF THE PROGRAM
Most of the evaluations already reported cut across all elements of the program and only inferences can be made about the contributions of a specific activity or element of the program to the attainment of the objective. In an attempt to focus on specific aspects of the program, respondents in both 1976 and 1977 were asked to rate specific elements of the program

27

on a 10-point scale on the basis of general worthwhileness. An index of worthwhileness was developed for each of the elements rated by assigning
a weight of 10 to a rating of l, a weight of 20 to a rating of 2, and so on to a weight of 100 for a rating of 10. The indexes of worthwhileness of the specific activities or elements of the program are presented in Table 9.

Table 9

Summary of Evaluations of Specific Elements of the Program

Activity or Element

Mean 1976 1977

Career Development Program (Overall) Career Development Information Center Career Development Counselors Career Development Field Trips Career Development On-Site Visits
Cluster I (Current Problems) Activities
Cluster II (Future Problems) Activities College Day Activities Dormitory Program (Directors, Counselors) Evening Programs
Field Trips of Special Interest Groups Field Trips of Major Interest Groups Interest Groups Activities Media Services
NGC Library Facilities and Services Offices of Deans of Men and Women
Office of Resident Director Physical Education Program Public Productions of Major Area Groups
Social Activities Student Seminar Day Visiting Speakers and Seminar Leaders
Week-End Programs and Activities GHP Overall

64.7 74.9 51.1 65.7 71.1 80.2 72.7 82.2 fi6.0 62.3 53.0 60.3 63.5 54.1 82.2 83.4 76.7 74.9 82.3 76.6
74.5 63.6 71.1 73.0 86.5 79.8 68.6 77.4
69.1 72.6 65.7 58.2 66.0 65.7 81.7 83.3 86.3 75.6
86.4 81.1 79.2 80.7 69.7 71.5
78.8 76.6 91.9 89.7

In both years, all of the elements received above average mean ratings according to the scales in the minds of the participants. Furthermore,
there were few differences in the means for 1976 and 1977. The rating for the Career Development Program improved in all aspects except for the onsite visits. The Career Development Information Center rating improved
markedly and notable improvement was attained for the overall program, the counselors, and the field trips. Ratings of the cluster on future problems, the evening programs, the field trips of special interest groups,
the offices of the deans of men and women, and the public presentations of the major area groups declined. Nice increases are noted for media and library resources.

28
The most highly rated activities in 1977 were:
GHP Overall (89.7) College Day Activities (83.4) Physical Education Program (83.3) Career Development Field Trips (82.2) Social Activities (81. l) Student Seminar Day (80.7) Career Development Counselors (80.2)
INTEGRATING POWER OF CLUSTER EXPERIENCES
A major characteristic of the Cluster activities was their interdisciplinary nature and efforts to integrate knowledge and skills from all areas of specialization. In terms of career education objectives, a major goal is to develop in students skills of seeing the implications of what they are learning, seeing the connection between what they are expected to learn in academic programs and their future careers, not just in work but in solving problems of living, future problems, and the like. As one rather global approach to evaluating the extent to which this goal was achieved by the Clusters, participants were simply asked, "Did your experiences in the Clusters help you to see in a different way knowledge in your area of specialization?"
Forty-one of the respondents indicated that this had happened in relation to Cluster activities related to current problems and 57 percent indicated that this had happened in Cluster activities related to future problems. Although these percentages are slightly higher than for 1976 (35% and 55% respectively), the results indicate that participants are still having difficulties in seeing the implications of subject matter knowledge in their areas of specialization to current and future problems. This suggests that consideration might be given to deliberate instructional procedures calculated to develop skills in seeing implications and to provide practice in producing implications of information in areas of specialization. The teaching of deliberate disciplined methods of creative problem solving would be one constructive approach in this direction.
FUTURE PROBLEM SOLVING
Both the overall objectives of the Career Awareness Component and the specific objectives of various elements of the program emphasized awareness of future problems, self awareness, and problem solving. One of the tasks from Thinking Creatively About the Future (Torrance, 1974) was used to assess the achievement of these objectives. Alternate forms of the test task were used with a 10-minute limit. Both forms of the test task emphasized the implications of new breakthroughs to help improve personal and social functioning. The breakthroughs included psychological as well as technological advances. Respondents were asked to brainstorm alternative ways of implementing these breakthroughs to improve personal and societal functioning. Both problems involve inhibiting prejudices and public attitudes. Responses were scored for Fluency and Originality. One point for Fluency was scored for each acceptable alternative proposed. In scoring for Originality, weights ranging from 0 to 3 were assigned each response on the basis of the predetermined frequency or commonness of responses.

29

The means and standard deviations for both measures for the pretest and posttest are presented in Table 10.
Table 10
Comparison of Pre- and Posttest Performance on Thinking Creatively About the Future (Task 3, Forms A and B)

Measure

Pretest

Posttest

No. Mean St.Dev. No. Mean St.Dev. t-ratio

Fluency

66 3.92 3.61

Ori gina 1ity 66 7.88 9.52

60 6.30 3.94 60 10.62 9.36

* Difference in means is significant at the .01 level.

3.52* 1.63

The Gain on Fluency was significant at the .01 level but the gain on Originality was not statistically significant. The performance of students in the 1977 program was almost identical to that of students in the 1976 program. Quite surprisingly, however, these performances are well below national norms. A comparison was also made with data collected in the Fall of 1977 from eleventh graders in gifted programs in several Georgia counties (Carroll, Catoosa, Clarke, Cobb, Columbia, Dade, Fulton, Houston, Johnson, Lamar, Stephens, l4ayne, White, and Whitfield). On the same test task, this sample of gifted eleventh graders scored a mean Fluency score of 8.92 (S.D. = 4.45) compared with the posttest score of the GHP sample of 6.30 (S.D. = 3.94). The difference is significant at the .001 level (t = 24.52). The mean Originality score of the sample of gifted Georgia eleventh graders was 19.46 (S.D.= 11.99) compared with a
mean of 10.62 (S.D. = 9.36) for the GHP sample. This difference in means
is significant at the .001 level (t = 27.67). The fact that the GHP students do not seem to function at a 11 gifted level 11 on this kind of task may explain some of the apparent resistance to Cluster activities. They do not excel at this interdisciplinary thinking and apparently need help in developing the skills that will enable them to perform at a higher level.
FUTURE OF THE WORLD OF WORK
In the results concerning the fulfillment of expectations, it has already been noted that a considerable number of the participants felt that the program had not fulfilled their expectations concerning such areas as 11 finding out what kinds of careers \'lill be available in the future. 11 This indication receives further support from the relatively low level of responsiveness to the questionnaire on the 11 Future of the World of Work. 11 Some participants made no response to this questionnaire and very few of them responded fully. This is in contrast to other experiences with this questionnaire when used with groups of gifted students in Georgia and elsewhere.
The 11Future of the World of Work 11 questionnaire was administered to a random sample of 66 participants at the beginning of the program and a random

30

sample of 59 of them at the end of the program. Table 11 gives the distribution of responses of the most frequently mentioned occupations nominated for obsolescence (the kinds of work that people do today that will not exist in the future or be very rare, 20 years from now).
Table 11
Pretest and Posttest Distribution of Responses Concerning Occupations Mentioned Most Frequently as Likely to Become Obsolete in 20 Years

Occupation

ercent Pretest (N=66) Posttest (N=59)

Manual laborer

26

25

Farm laborer

23

20

Assembly, factory worker

21

27

Garbage collector

20

17

Teacher

18

19

Gas station personnel

18

25

Housewife

14

14

Railway engineer

14

5

Accountant, bookkeeper

12

10

Physician/surgeon

11

5

Secretary

9

12

Pilot (airline)

9

5

Oil/gas worker

9

8

Typist/clerk

9

14

Storekeeper

9

10

Bank personnel

9

12

Auto manufacturer

9

24

Public service worker (police, postman)

0

15

Sanitary engineer (janitor)

0

15

Telephone operator

0

15

Forest and lumber worker

0

12

Opinion leader (politician, religious

leader, etc.)

0

12

Table 12 presents similar information concerning occupations nominated for greater future prominence (the kinds of work that either do not exist today or are extremely rare that will be fairly common in the future, say 20 years from now).
Table 12
Pretest and Posttest Distribution of Responses Concerning Occupations Mentioned Most Frequently as Likely to Become More Prominent in 20 Years

Occupation

ercent Pretest (N=66) Posttest (N=59)

Astronaut Computer personnel
Nuclear power personnel

38

14

32

46

30

10

(continued)

31 (Table 12 continued)

Occupation

ercent Pretest (N=66) Posttest (N=59)

Solar power personnel

14

14

Genetic specialist

17

31

Sea farmer

17

12

Space shuttle personnel

15

20

Technologist

11

14

Space engineer

9

12

Space tour guide

8

0

Medical scientist

0

31

Future transportation engineer

0

22

Environmental, ecological scientist

0

20

Scientist (type unspecified)

0

20

Energy specialist

0

12

Oceanographer

0

10

Additional occupations mentioned on the posttest included: futurist, economist, opinion leader (cultural planner), instructional engineer, psychological specialists, architect and renovator of old structures, credit accountant, food and nutrition specialist, communication worker, artist.
The occupations of the future as well as future obsolescent occupations mentioned on the posttest but not on the pretest give indications that some of the participants broadened, enriched, and made more accurate their images of the future of the world of work. The kind of occupations that were mentioned are in accord with the predictions of futurists and are compatible with the emergence of a post industrial society in which knowledge, research, and scientific information will play important roles. Unfortunately, although the evidence of change is impressive, the level of achievement demonstrated through responses to this instrument was disappointing.
FUTURES ATTITUDE SURVEY
Critics of studies of the future in schools have warned that such studies will produce in students negative attitudes concerning the future and create feelings of hopelessness. The Futures Attitude Survey was used as a pre- and posttest to determine what influence the Career Awareness Component of GHP with its emphasis on the future has upon the attitudes of the participants. The random sample of the pretest included 66 students and the posttest random sampling produced 71 students.
In comparing pretest and posttest responses, chi square analysis was used. However, to improve comprehension the comparisons are reported in percentages. To facilitate statistical analysis the "agree" and "agree strongly" categories were combined, as were the "disagree" and ''strongly disagree" categories. The results are presented in Table 13.

32

Table 13
Chi Square Analysis of Differences in Pretest (N=66) and Posttest (N=71) Responses to the Futures Attitude Survey

Attitude statement

Percents Agree Uncert. Disag. Chi-square

It is possible that something can be done to change the timing of a future event.

74

17

75 17

It is very likely that something can be done 77

18

to change the timing of a future event.

56

25

It is possible that something can be done

81

11

to change the impact of a future event.

90

5

It is very likely that something can be done 85

12

to change the impact of a future event.

71

24

It is possible that a future event can be

conceived and made to happen in a prede-

80

14

termined time frame.

66

17

It is very likely that a future event can

be conceived and made to happen in a pre-

77

17

determined time frame.

49

32

It is possible that my actions will influence future events.

96

2

86

10

It is very likely that my actions 1ill influence future events.

89

9

62

27

Simulation games are of little instructional use in schools.

3

18

3

24

Formal education is Jell equipped to help

32

27

students prepare for the future.

25

23

Generally futurists attempt to predict what will happen in the future.

41

48

56

30

Women see the future differently than men.

41

38

40

40

Future studies should exist as a separate

41

39

academic discipline.

55

14

Teachers can do little to shape their own futures.

0

9

3

6

Examples from the past are one of the best guides for the future.

74

14

79

11

(continued)

9

8

0.65

5

18

11.80*

8

5

3.42

3

4

5.39

6

17

6.89*

6

18

16.81*

2

4

6.55*

2

11

20.06*

79

73

1.09

41

52

2.48

11

14

6.83*

21

20

0.09

20

31

16.21*

91

91

3.60

12

10

0.71

33

(Table 13 continued)

Attitude statement

Percents Agree Uncert. Disag. Chi-square

Schools should not attempt to help create the future.

5

12

83

7

13

80

0.43

Computers are a valuable resource in teaching.

76

12

12

66

23

ll

4.20

Minority and non-minority children 1 S views of the future are similar.

17

35

48

20

27

52

1.43

Elementary school age children need not

9

17

74

be taught how to consider alternative futures. 7

20

72

0.52

Utopian literature is a good guide to the

18

49

33

study of the future.

29

35

36

5.04

We cannot control what will happen in the

6

17

75

future.

1

8

90

8.17*

Because of the important decisions which

need to be made about the future, teachers 40

24

36

should attempt to shape students 1 values.

27

15

58

9.75*

Generally futurists attempt to forecast

36

59

5

alternative futures.

51

46

3

4.70

The academic study of the future is a fad

2

23

75

which will pass in a short time.

1

14

85

3.15

Students can do little to shape their own

2

0

98

future.

0

l

99

0.30

Science fiction literature is not a proper 14

24

62

tool for the study of the future.

11

20

69

1 . 10

* Significant at the .05 level

Note: After each item, the first row of percentages refer to the distribution of pretest responses and the second to the posttest distribution.

Although very few of the pretest-posttest differences are statistically
significant, it is useful to note several trends. First, the participants
in this program already had a strong conviction that they could make a difference in the future and they held steadfastly to this image. Some of them did relent somewhat in their beliefs about the ease and certainly with
which future events can be manipulated and this is probably realistic. There developed considerable doubt among some that their actions are not likely to influence future events. They tended to become more convinced that futurism

34

should be taught as a separate discipline in schools. They held to their beliefs that simulation, science fiction, computers, and the like are useful
in learning in schools.

CHANGES IN STYLES OF LEARNING AND THINKING

A major share of the curricular activities in most high schools seem to stress almost exclusively the specialized cerebral functions of the left
hemisphere of the brain. However, many of the learning activities of the Career Awareness Component of GHP call for the use of the specialized func-
tions of the right hemisphere of the brain. This is especially true of the interdisciplinary activities of the Clusters, the Career Education program, the small interest group, and many of the learning activities in the areas
of specialization. As a consequence of six weeks of learning and thinking experiences of this kind, it was hypothesized that there would be significant changes in the styles of learning and thinking of the participants as measured by Your Style of Learning and Thinking (Torrance, Reynolds, and Riegel, 1976).

Since interdisciplinary thinking and creative problem solving call for both right and left hemisphere kinds of activity, it was hypothesized that
there would be a great deal of change in the direction of more integrated styles of learning among the participants of the program.

On the basis of an examination of the standard score profiles for right, left, and integrated styles of learning, each participant was given one of the following classifications: (1) right, (2) left, (3) integrated,
and (4) mixed. A student was classified as having a right hemisphere style of learning and thinking, if his right standard score was 120 or higher and
there was no other score this high. Those having scores of 120 or higher on the left style of learning and thinking were classified as having a left
hemisphere style of thinking and learning. Similarly, those having a standard score of 120 or higher on the integrated style of learning were classified as "integrateds." All others \'Jere placed in the "mixed 11 category. When pretest and posttest classifications were compared, the pattern of changes shown in Table 14 resulted.

Table 14

Changes in Styles of Learning and Thinking Associated with Participation in the Career Awareness Component of GHP

Initial Classification

Number Changing Right Left Integrated Mixed

Right (N = 56)

33

3

14

6

Left (N = 49)

6

24

14

5

Integrated (N = 55)

2

2

46

5

Mixed (N = 32)

2

0

9

21

Total (N = 192)

43

29

83

37

Number Changing to

10

5

37

16

It will be noted that 54% of the changes were to the integrated style of learning .. Using Fisher 1 S exact probability test the pattern of change that
occurred is significant at the .001 level (Marascuilo &McSweeney, 1977).

35

The changes in greater detail can be examined by observing each instance of change that exceeded one-half of a standard deviation. When this is done, it is found that 93 of the 192 (48%) respondents changed one-half standard deviation or more in the direction of the integrated style of learning. Thirty-eight (20%) of them changed an equivalent amount of the direction of a right hemisphere style of learning and thinking. According to their own perceptions of their learning and thinking styles, the participants in the Career Awareness Component of GHP learned to make more use of both hemispheres of their brains. As a result, they should be more effective thinkers, learners, and problem solvers.
CHANGES IN FEELINGS OF ALIENATION
As shown in the previous chapter, the participants in this program have relatively few feelings of alienation. However, enough feeling of alienation was expressed on the pretest of the Allen Adolescent Alienation Index (1974) to justify going ahead with the evaluation design described in Chapter II. The results of the pretest and posttest comparisons on the Alienation Index are presented in Table 15.
Table 15
Comparison of Pretest and Posttest Alienation Indexes of Samples of Participants in the Career Awareness Component of GHP

Testing
Pretest Posttest

Number Mean

66 10.4

67

7.4

St. Dev.
7.0 6.2

t-ratio 2.607

Leve 1 of Significance
<.05

Even though the participants in this program were significantly less alienated than their peers, they showed a decrease in feelings of alienation. A few of the participants continued to feel alienated, even in the nurturant environment of the Career Awareness Component of GHP.
IMAGES OF FUTURE CAREERS
Several of the global objectives of the Career Awareness Component of GHP, as well as instructional objectives in several specific elements of the program, were concerned with helping participants enrich, enlarge, and make more accurate their future career images. One of the most difficult to achieve objectives of career education programs seems to be to develop among students the realization that they can change their behavior, that the world is changing, that career opportunities are changing, and that they can influence these changes.
There are compelling reasons for concern about the images of the future of gifted and talented students. It seems quite likely that a person's future career image determines what he is motivated to learn, how well he is able to cope and grow in a fast-change society and what he will achieve. Furthermore, societies have always been dependent upon their gifted and talented members for their future images.

36
At the beginning of the Career Awareness Program, a random sample of participants were asked to write scenarios giving their future career images. At the end of the Career Education phase of the program (at the end of 3 weeks for 100 students and at the end of 6 weeks for the other lOO)all students were asked to write soliloquies of future careers. Fifty-nine scoreable scenarios resulted from the pretest and an equal sample was drawn randomly from the future career images produced at the end of the Career Education program.
The objectives of the Career Awareness Component of GHP was used in developing scoring criteria. Special attention was given to the Career Education Cluster and the Clusters on Current Problems and Future Problems. Each scenario ar.d soliloquy was evaluated on a 9-point rating scale on each of the following variables:
Anticipated satisfaction with future career Perception of self as changed Perception of the world/mankind as changed Heightened consciousness of doing something to make the world
better/solve future problems Awareness of future problems/requirements of a post industrial society Proposed solution(s) of future problem presented Perception of future self as a creative, problem solving person.
Each scenario and soliloquy was also scored for the presence or absence of each of the following concerns or problem areas:
Unconventional career (new, rare, not now existent) Change in government functions and tasks Changes in free enterprise system Ideas of man and effects of ideas on life and culture Environment and its use to meet human needs Physical and mental health Aging Poverty, unemployment and welfare Medical science Educational problems Criminal correction and detention Leisure time activities Mass media/communication problems Future solutions through own career Increased interdependence among peoples Families and family problems Limited natural resources, energy problems, etc. Knowledge as a source of power.
Scenarios and soliloquies were also scored for optimism-pessimism, using three categories: (l) generally optimistic, hopeful tone, (2) neutral or mixed outlook, and (3) generally pessimistic, despairing outlook.
Table 16 presents a comparison of the means of each of the rated variables on the pretest and posttest productions and t-ratios to test the significance of the differences.

37

Table 16
Comparison of Pretest and Posttest Future Career Images of Random Samples of Participants on Rated Variables

Variable

Pretest(N=59) Posttest(N=59) ~~ean St.Dev. Mean St.Dev. t-ratio

Anticipated satisfaction with future career
Perception of self as changed Perception of world/mankind as changed Heightened consciousness of doing
something to make the world better/ solve problems
Awareness of future problems/post industrial society
Solution of future problem presented
Perception of self as a creative, problem solving person

5.44 1.63 4.19 1.69 4.32 2.60
3.53 2.22
3.08 2.01 2.80 1.89
4.81 2.01

6.93 l. 51 6. l 0 2.21 4.53 2. 77
5.50 2. 41
4.10 2.61 4.19 2.48
5.86 2.46

5. 13*1< 5.27** 0.43
4.62**
2.37* 3.42**
2.53*

* Significant at .05 level ** Significant at .01 level

It will be noted from the information presented in Table 16 that all of the differences in means are significant at the .05 level or better except for 11 perceptipn of the world as changed. 11 This supports the contention of many
people who work with adolescents that they find it difficult to integrate
into their career plans an image of a changed and changing world. Although these changes are impressive, they are clearly not as great as the changes
that occurred among participants in the 1976 program (Torrance, Kaufmann,
Gibbs, &Torrance, 1976).

Table 17 presents a comparison of the pretest and posttest future images concerning the presence of the themes listed by the designers of the program as being of concern.

Table 17

Comparison of Characteristics of Pretest and Posttest Images of the Future of Samples of Participants in 1977 Career Awareness Component of GHP (N=59 in each Sample)

Characteristic

Percents Pre Post Chi-square

Unconventional career in terms of present

30 30

Change in governmental functions and tasks 13

6

Changes in free enterprise system

2

2

Ideas of man and their effects on life/culture 14 17

Environment and its use to meet needs

20 17

Physical and mental health

13 13

Aging

2 20

Poverty, unemployment and welfare

6

4

Medical science

5

3

(continued)

0.00 2.94 0.00 0.47 0.28 0.00 19.94* 0.40
0.50

39

above. The following are a few that are not related directly to the experiences listed above:

Meeting new people who are good at what they are doing and people

that relate to me.

Talking with artists in all different areas.

Developing self-discipline.

Recognition of my weaker points.

Realization of aspects of art in the career world.

Improving in water colors ... metal work ... pottery ... raku firing, etc.

Expressing myself in a variety of media.



Learning to know and enjoy other people.

Learning to respect peoples feelings and emotions, concerning

life and society in general.

The most frequently mentioned use of their newly learned skills and
knowledge of the art participants was to help or teach other students the things they had learned. Nine people mentioned this use. Other uses mentioned by the art participants included: better understanding of my future, to help or work with my teacher, improving my work on the school newspaper, and getting a future job.

Ten of the participants suggested that the best way to improve the specialization area of art would be to allot more time to it. Two suggested
that the additional time be gained by devoting less time to the cluster sessions and the work on careers and one suggested that this additional time be gotten by eliminating the 6:30P.M. interest areas. Other improvements suggested were:

A more disciplined work schedule. Different teachers specializing in different areas. Less emphasis on independence and self-directed work. Instructors from the college level.
More straight-forward approaches with essence of personal values of each artist.
More advanced planning on the ordering of art supplies.
More materials, supplies, equipment.

Communication Arts

The following experiences were listed most frequently by participants in the Communication Arts area of specialization:

Field trips to places dealing with the communication arts (18). Informal classroom experience with teachers as friends (13).
Studying and working with peers of own intellectual level (12).
New information about body language and its effects upon communication, relationships, etc. (12).
Futurism, science fiction study, studies of the future of communications, writing scenarios, etc. (12).
Interesting speakers in areas of communications (11). Use of videotapes, films, and other audiovisual equipment (7). Two teachers who were constantly striving to keep me challenged (7).
Indepth study of telecommunications (6).
Indepth study of the past, present, and future of communications (6). Study of broadcasting and media services now available (6).

40

A few of the more individualized items listed as new learning experiences include:

Stretching my mind to reach something intangible and difficult. Not having to combat boredom, but coming in and knowing that the
next 15 hours would be mentally stimulating. Learning that my ideas are as important as anyone else's.
Enjoyed free expression of thought and creativity without ridicule from other students.
Learned how to study and research better on my own. A great new kind of relationship that can develop with a teacher
that truly respects and cares about you. The potentlal of a group of learning-oriented students. Lying on the floor, doing away with rows of desks. Doing more presentations to physically illustrate information rather
than handing in written work. Going to Georgia State University for a lecture on body language
by an expert. Being challenged to learn about new things.
How to work together as one, each contributing equally. Inventive research skills.
Learned how to creatively communicate ideas and predictions. Creative research.
After-hours contact with teachers. Opportunity to expose myself to the true experts in my specialization
area.
Experimenting for my own information instead of simply reading the findings of others.
The chance to be in a room full of students who are thinking individuals.

The most frequently mentioned "important achievements" of the Communication Arts participants were:

My communication project (11). New insights concerning body language and composition (7). Scenarios of the future (6). Design for a communication system of the future (6). Giving and taking in a group rather than always being the leader (6).

Some of the more individualized achievements included:

New methods of research.

Greater independence in my studies.

Information about future communications.

Information about how to be a better broadcaster.

Really relaxing and enjoying learning about something different.

The ''Body Shop" seminar.

Participation in seminar on futuristic job programming.

Conducting a Willowbrook survey and drawing conclusions from it.

Ability to work with people who are all accustomed to being leaders.

Reading lots of books.



Teaching a body language class.

Exposure to the technical side of communications, a vie11 I'd never

thought about before.

I refused to be manipulated through communication "games".

I won't allow myself to be "programmed" to conformity.

Alternative communication systems.

41
Twenty-four of the Communication Arts participants expressed an intent to use their new-found information and skills in their schools and communities by teaching others in some way. Most of them indicated that they would use rather subtle means for accomplishing this. However, others planned to use more direct approaches such as getting a teacher to let them teach a unit on telecommunications or the like, teaching a minicourse, or persuading the school to adopt some aspect of the program. Other frequently mentioned ways of using their new learning include:
Using better research methods in school (6). By just telling my friends and letting them learn (4). Working and learning more on my own (4). Working better in groups (4).
Some of the other ideas for utilizing their new learnings included:
Try to convince the school to have more speakers and field trips such as we had.
Do more to obtain information first-hand. Write articles. Be more careful in shoppinq as a result of my advertising awareness. Have an active interest in the future and encouraging my family
and community to have one too. Become more aware of the future. Be more open-minded. Respect people more for what they have to contribute. Use my communication project for the English Fair. Improve my relationship in the community. See more meaning in all of school when I return.
As with the Visual Arts participants, the Communication Arts people advocated giving more time for the area of specialization as the best way to improve it. Twenty of the 27 respondents listed this suggested improvement. Other frequently mentioned suggestions included:
More on creative writing and composition (9). More emphasis on all phases of English (6). De-emphasize TV and mass communication aspects of program to
provide better balance (4). Less emphasis on future communication and more on present
communinations (4).
Less frequently mentioned were such suggestions for improvement as the following:
Let the students teach class once a week. Let participants know more about what the program is all about before
coming in. Have more guest speakers come in and discuss their specialties. Less lecture time. It 1 S not the most interesting and informative means. Wake us up if we go to sleep. Increase the personal contact with experts in divergent areas of
communication. Decrease class size. Give a class project instead of individual projects.

42
Have older instructors. More speakers with interesting demonstrations. Give time to read. Don't hit us the last ll days with a project and no class time
to do it in.
French
The new learning experiences mentioned most frequently by the 13 French participants included:
French cuisine and food (ll). Information about French culture (9). Improved listening and comprehension skills (8). Speaking French entirely in the classroom (6). Singing French songs (5). Viewing films entirely in French (4).
Other new learnings listed by these ll respondents in the French group included:
Learning how singing could improve my ability to communicate. Taking dictation in French from a tape. Listening to a detective story in French. French art and styles of French painting. Learning in a fun way. Experiencing French lifestyle. French literature. On Bastille Day sang to the other areas and sold French food during
the break. French monetary system. French games. European travel.
Almost all of the 13 respondents from the French group listed improvement in some aspect or aspects of French language acquisition and understanding of French culture. The most frequently mentioned achievements were as follows:
Speak French better (9). Understand French better (8). Better knowledge of French people and their culture (7). More knowledge about French cuisine and cooking skills (5).
Other accomplishments valued by these participants were:
Overcame my mental block of not speaking in French for a long period of time.
Learned to sing like the French. Learned to cook like the French. Learned about the family life of the French. Felt comfortable and happy speaking a language other than English. Learned to listen to a tape and write down in French what is being said. Learning things about French and France that I never learned at school
and I don't think would have been possible to learn at school. Learned about all kinds of people and how important people can be.

43
Almost all of the participants expressed intentions of teaching their newly learned skills and information to others. More specifically, the following uses of their new learnings were listed most frequently:
Share/teach new learnings to classmates, younger students; help in teaching French land 2 (9).
Teach French songs and games (5). Teach the class French food (4). Cook French foods for the family/French Club, etc. (4).
Some of the other school and community contributions included:
Cook French foods to ra~se money for French Club. Learn more about my own culture. Speak French mOl~e readily in my classroom and encourage other
students to speak F;ench with ~e. Read French literature. Translate for someone who doesn't know French. Use songs and ideas learned in the annual Foreign Language Festival. Travel to France.
The following suggestions for improving the French area of specialization were mentioned most frequently:
Give more time and emphasis to major area (10). Have field trips (8). More time for independent and individualized projects (3). More time to work in and out of class on assigned work (2).
Other suggested improvements included:
More extra-curricular activities in French. More actual exposure to French people. Emphasis on a choice of other aspects of French culture
(literature, history, etc.). More French games. Less time taking dictation from tapes. ~~ore free and flexible classroom setting. Make the French section larger for more interested people. More freedom to do things related to French.
Mathematics
The 29 respondents in the mathematics area mentioned the following most frequently as new experiences to them:
Computer programming (26). Statistics (20). Probability (18). Non-Euclidean geometry, theoretical and practical (17). Graph theory (16). Mathematics history (13). Soap bubble geometry (9).

44
The following experiences were cited less frequently:
Psychology of mathematical thought. Philosophical foundation of mathematics. Higher caliber mathematics students. Accelerated work with students of high ability. Operating complex calculators. Golden Square. Getting a broader view of things. More student involvement in learning. Game theory. Topologv. Complex nu;nbers. Working \'lith other people in solving mathematics games.
The most frequently mentioned achievement of the mathematics participants was skills in using computers. Sixteen respondents mentioned this type of achievement. Other achievements listed by the members of the mathematics group included:
Probability. Statistics. Graph theory. Topology. Practical uses of mathematics in industry, medicine, science, etc. Being taught by good teachers. Presentation on game theory. Presentation on soap bubble geometry. Mathematical games. What mathematics is all about. Writing a computer program good enough to be put in the University
of Georgia's catalog. Calculating odds on complicated casino games. Fun experiences in mathematics.
Sixteen of the respondents expressed some intent of using their new learnings in teaching others or helping them solve problems with mathematics. Some of the other intended school and community uses included:
I would like to improve the math department by comparing what is taught in my school with respect to other schools around the state.
Convey fun with mathematics. Use several concepts in Math Club. Exempt some introductory computer courses and go ahead to more
difficult work. Extra knowledge for job. Apply what I know to community problems. By discussing these topics with my teacher, I hope to be able to
present some to the class to think about. Take it to the Math Team. Would like to check into the idea of starting a non-Euclidean
geometry course at my school. Setting up a casino as we did at GHP for school project. Build my school a computer processing system.

45
As was the case in almost all of the other areas, the mathematics students most frequently mentioned the need for more time as the best way of improving the program in this area of specialization. Other suggestions for improvement included:
More independent work, self-directed study, etc. More field trips. We didn't go anywhere. Trips to mathematics departments in some of the universities. Have a lower teacher-student ratio. Divide the class into the smart ones and the smarter ones. Get more computer terminals. The casino night was a lot of fun, but nothing else like this
was done after the first week. Put the emphasis on independent research. The best way for the
enlightened student to learn is to put him on his own instead of putting him in a class that is structured. Guest speakers and field trips.
Music
By far the most frequently mentioned new experience cited by the 27 respondents in the music area of specialization was "music theory" or "more advanced music theory." Twenty of them listed this type of new learning experience. The only other frequently listed new experiences in the music group were music history (mentioned by 8) and composing (mentioned by 6). Less frequently mentioned new experiences included:
Arranging. Counterpoint writing. New articulation techniques. Jazz improvisation. Knowledge of my clarinet (reeds, mouthpeices, etc.). Found out where music is headed in the future. Learned about and worked with the ARP 2600 synthesizer. Saw the Atlanta Symphony Orchestra. Late night rehearsal. Played harder music. Music research. Working with fine teachers. Competition. Techniques of writing music. Improvisation class. Deeper thought into music.
Respondents from the music group were quite varied in listing their most important achievements. The most frequently mentioned achievements were: learning music theory (9), composition (4), and arranging (3). Among the other achievements listed were:
Greater interest in vocal performance. Learned how to play in a small ensemble correctly. You have to
listen or you get off. Conducting. Playing solo in concert band. Learned about getting into my music to be a musician.

46
Increased knowledge of careers in music. Learned to listen more carefully to my own playing. New articulation technique. Gotten my lips in better shape. Overcoming fears of playing in front of other musicians.
Seventeen of the musicians expressed some type of intent to teach their newly learned skills and information to others in their school and community. No other single category of application of GHP learnings received frequent mention. The following are examples of some of the applications listed by one or more respondent:
By being able to run my section better that I did last year. Doing more playing with small ensembles. Help my sax section get ready for college auditions. The theory will help me in interpreting solo pieces. Will be arranging and composing music for my high school band to play. I want to start an ensemble group. Influence other people in my school band and community to try
harder to be good at whatever they do.
Seventeen of the musicians recommended that more time be devoted to the area of specialization. Other frequently listed improvements were:
Make available a wider selection of music literature (6). More individual instruction, private lessons (3). More time for individual study (3). Better facilities for practice (3). Give opportunity to learn and play on another instrument (3).
Among other improvements suggested were:
More creative learning procedures. More field trips and speakers. Give more opportunities to perform for the rest of the program
participants. More time for music theory. More specialization clinics.
Biological Sciences
The 14 respondents in the Biological Sciences area listed most frequently the following as new experiences:
Making slime models (5). Field trip to Baxley Power Plant and Marine Biology Research Center
at Skidaway Island (4). Human chromosome karyotypes (4). Use of new kinds of laboratory instruments (4). Excellent guest speakers.
The following are examples of the many additional new learning experiences cited by one or more participants:

47
Using biological abstracts. Doing experiments, laboratory work. Genetic engineering. Bacteria culturing. Planeria regeneration. New ideas of effective experimental research. Working closely with an interested teacher. Building my personal discipline regarding a self--designed project. Achieving a new outlook on science. Extracting DNA from bacteria. Using chromatography to determine the eye pigments in fruit flies. Learning to use the autoclave. Learning arout new technological advances. Talking with fellow students and getting many new ideas for future
experiments.
There was little agreement among the respondents in the Biological Sciences regarding their most important achievements. The following achievements, however, were each mentioned by two or three of them:
Use of new and different equipment. Typing of chromosomes. Extraction of DNA from bacteria. Greater familiarity vvith laboratory techniques. Exposure to new ideas hitherto thought impossible. Work on an independent project. New skills and techniques.
Other learnings cited as "most important'' included:
Work in an interdisciplinary situation. New information on marine life. Realizing that science is not a suitable career for me. New experiments. Enjoyment in playing with new ideas. Increased interest in the science of genetics, thereby opening
up fields new to me for study. Learning how to use biological abstracts and other research materials. Development of a science project which I can perform when I return home.
Seven of the Biological Science students expressed an intent to teach or otherwise share their new learnings with their fellow students. Other plans for application included:
Use many of the procedures I learned to create a science project for my school.
Future personal experiments. Encourage teachers to have more labs. Update the curriculum at my school in science by sharing these
achievements with other students. Suggest to my science teachers to have more field trips, guest
speakers, etc. Influence the staff toward more open classrooms.

48
Take my science project to our Science Fair and possibly to the Westinghouse Talent Search and try to get better materials and techniques for our science department.
By showing these ideas to teachers I could give them new ideas for teaching classes.
Three of the participants in this group suggested that the amount of time devoted to the area of soecializAtion should be greater. Other suggestions for improve111ent :)f the program included:
Don't separate the bioloqical and physical sciences. Help people a l1ttle mor~ to develop projects. r'1ore perso::al attention from the instructor. Give students mm'e encouragement to work on individual projects. Discussions of current issues in science. A class-wide curriculum which would incorporate different and varied
aspects of science that v1ould be enjoyed by a majority of the class.
Natural Sciences
The 12 respondents in the natural science area most frequently cited as new learning experiences their exposure to new methods of doing research and their work with specialized science equipment materials. Ten of them cited experiences v1i th speci a1i zed science equipment which was new to them and 9 of them listed some new experience in experimentation, data analysis, or the like. The most frequently mentioned science subject matter was lasers, mentioned by five respondents. Other new learning experiences cited are as follows:
New information and concern about energy. Visiting Skidaway Island. Computer v1ork. Astronomy. Nuclear power plants. Bionics. Research on subatomic particles. Found out what I want to learn and how to make full use of the
college resources and faculty resources to accomplish my objectives. Found out that if I want to do meaningful work as a marine biologist I need to get a Ph.D.
No single type of ach-ievement was evaluated by the natural science students as "most important." The following is a sarr.ple of the kinds of achievements cited as "most important'':
Individual research projects on topics which interested me. Building a 3-digit elapsed time indicator. Schematics for two widely used power supplies. Presentation on laser and holography. Improved research skills. Statistics and forensic science. Organic Chemistry. Decided on a career es an engineer. Nuclear reactors. Modification of -~,=>arnir:q style.

49
Eight of the 12 Natural Science respondents indicated an intention of teaching or sharing in some way their new learnings. Other plans for utilization of their new learnings included:
Try to cut back on our energy consumption in school and at home. Make suggestions on possible field trips and speakers. Tell teachers what is being studied in this area now. Build the timer for our science department. Help organize some of the science courses in school to meet
our students' needs better. Hope to start a str~ng science club in my school.
Three of tne Natural Science respondents suggested that more time be given to the major area and four suggested that more time be given for research projects. Other suggested improvements included:
Seminar for students to present to each other our projects and employ certain checkpoints for each student's progress.
Teachers should be more accessible for special sessions and group work.
Let us use the observatory. Better working facilities. A little more class wor'k during class where everyone is given
the same problem to work in class. Devote less time to a single project which is only a tiny aspect
of the area. Need more general information in science. More library research topics. More group experiments. Make the speakers more relevant to students' interests. Need more adequate help in accomplishing goals and carrying out
procedures. Move the time to later in the day when we are wide awake.
Social Studies
The new learning experiences listed most frequently by the 30 Social Science respondents were:
The constitution and politics through mock Constitutional Convention
( 15) .
More information about local (city and county) governments (13). Having discussions (9). Field trips to places of historical interest (7).
Other new learning experiences to these participants included:
Films on controversial issues. Learning through role playing. Personal contacts and interviews. Game teaching and learning through simulaiton. Use of extensive library for research. New insights on my values as related to theologies through slide
shows and values games.

50
Grew emotionally as a result of intense interaction with others. Enlightenment on the historical aspects of my state. Group evaluation of the future. Changes in values in America over' the past and projections of
changes in the future. Discussion of current events just like most classes discuss
histo;'y. Looking ret current events from an objective view. Learning about country, city, and state government through first-
hand experience rather than books all the time. Learning to listen to some really great ideas from my peers and
friends. Learning to be more open-minded and less prejudiced.
The most important achievements listed by the Social Science participants were quite diverse in nature. The only two achievements cited by five or more participants v1ere: doing my personal project (8), and learning more on the subject of government (5). Other achievements cited as important included:
Awareness of personal deficiencies in my education. Understanding, sharing, and learning from other people's opinions. Collage created by me on "American Character." Wrote and directed short skit. Information learned about parapsychology. A better understanding of world politics. Learning to learn on an independent type study basis. Learning how to work with people who are smarter than I am. Survey techniques and other research methods. Exposure in group leadership. Seeing what small town community life is like through interviews
with sheriff's department. Issues of the future. Learning more about myself than anything else; realizing my opinions
in certain areas; learning to be more objective.
Respondents in this area of specialization were unusually diverse in listing possible uses of their nevJ learnings. Five of them expressed intentions of teaching some of their new learnings to their peers. Other projected uses included:
Improved verbal expression will aid me tremendously as I will be an SGA officer next year.
Tolerance and objectivity are qualities that any good citizen should have, thus being an aid to the community.
I will try to get my teachers to include classes about Constitutional laws and municipal government.
On the debate team. Make peers realize they can influence their futures through correct
legislation. Local students' rights organization. Parliamentary procedures should be practiced in our clubs and other
school functions. Help in student government relations to government officials.

51
I am going to be an assistant teacher to my history teacher next year and plan to use the plan we used for a constitutional convention for that class.
Will help me in the Scholars' Bowl program at my school. Learning in this manner has made me want to learn more. Suggest using some of the techniques used here to improve and
and convey !llore in~erest in some classes at school. I n doi ng res ear ch 'dO r k.
Eight of the respondents recommended that more time be devoted to the area of specialization and several of them made counter recommendations. Other frequently offered suggestions for improvments were:
More dealing with psychology, sociology, and anthropology; more variation in subject matter, not just political science (7).
More field trips but not to obvious places like the State Capitol (6).
Less frequently mentioned were such i~provements as the following:
Have more role playing like the constitutional convention. Fewer worksheets. Do more things we don't normally do at school. More community contact through speakers, interviews, etc. Increased use of student participation materials such as mock-ups,
simulations, etc. Give three weeks of sociology and psychology and then apply them
to political science. Decrease amount of remedial, non-controversial, non-informative
materials in the form of filmstrips, films, and varying reading materials. More time for independent study. More indepth study. Make it more fun.
Vocational Education: Desi~gn
Respondents in the Design area of specialization were quite diverse in their listing of vvhat vvere to them new learning experiences. However, the following experiences were listed by three of more of them:
Techniques used in architectural sketching (4). Drafting methods (3). How to use drafting instruments (3). Design for the handicapped (3).
Other new learning experiences named by participants in this area of specialization were:
Work in logos. Advanced equipment. Information about careers in design on field trips. How design is used in everyday life. Problem solving. Elements of desian. Discovering the problems of handicapped people. Drawing floor plans. Drawing and rendering.

52
The most frequently mentioned achievement of the design students was the redesign of the North Georgia College campus to meet the needs of the handicapped, mentioned by six respondents. Other achievements rated as i~portant by members of this group were:
Using drafting equi pr;F:nt correctly. Seeing people doing jobs that I would like to do. Working with ether people on design projects. New draftinq techniques. Improvement of my sketching. Deciding my field of the future. Logos that J helped desion fa: n~ group.
Five of the VocatioGa~ Education Design participants indicated an intention of teaching their peer's ar,d others the things they 1earned at Governor's Honors Program. PrnOl:q the other anticipated uses of these new learnings were:
Use the knowledge on what has to be chanqed to conform to the reguiation that "every rub'lic building by the Fall of 1978 has to be remodeled to he accessible to the handicapped."
Reading blueprints on the job with my father. Making getting around town easier for the handicapped. Design bui1dings to fit the handicapped. Help my teacher expand the program to cover more ground than
it has in past years. It helped me put everything together. Now I want to learn. Help in making my community barrier-free. Try to start a career component in my school.
Two major recorT1mendat.1ons for the improvement of this area of specialization were made. Eight of the respondents in this area recornmended that there bt> more al~eas of specialization in vocational education. They complained that the design class included students in nursing, woodworking, welding, etc. and that some of them had had no experience in design" The other recommendation for improvement was to allot more time for the work of the area of specialization. (Mentioned by six people.) Other improvements sugqested by this group included:
More drafting tables and equipment" Provide opportunities for work in different areas such as welding
and machine shop. More field trips. Field trips which are more relevant to the major area. Have less poster making. Few projects for other areas of specialization.
Vocational Education: Management
Respondents in the Management area of specialization were just as . diverse in their responses as those in the Design area. The only new learning experiences cited by foLw or more of them were the field trips through which they gained valuable first hand information about management jobs; the advantaqes, disadvantages, and effects of EEOC; and learning hovJ to set up a sl:,lpping rnal1. Other new learning experiences included:

53
How to manage a large chain of stores. Visual objects that get points across about such issues as EEOC
and women in management. How to take polls and write letters concerning issues of concern. Evaluated the problems involved in Cumberland Mall. Doing research on a very specialized topic. Echelons of management and how businesses operate. Correct form for writing a letter to a Congressman. Motivation training. Job intervievJs. Seeing large companies and industries in operation. Problems and solutions in management. Discussions with executives in several areas. Leadership qualities. Thinking about the future. Employer-employee relationships.
The most important achi evements 1is ted by the Management students were: understanding the Equal Employment Opportunity Commission and the design of a mall and location of stores in it. Other important achievements mentioned by participants in this area included:
Sensitivity training. Job interviews. Survey of students regarding EEOC. Self awareness. Taking action instead of me1~ely griping about something. Using talents to create products. Information about the qualities and caliber of managers. Techniques and practices of being a good leader. Skills of research, communication, construction, and relations. Learning to be responsible. Learning to work toward a goal. Learning more about many careers which I will eventually enter.
Eight of the Vocational Education Management students expressed an intent to teach classmates and other groups in their schools and corrrnunities the new things they learned in the program. Other anticipated applications of their new learnings included:
Apply them in clubs. Go back to my school as a leader. Use my research learning in my school and community. Use the art of relations in my school and community. It will help me in leadership roles in our school. Being Junior Class President, I will really be able to take
advantage of the leadership programs. Knowledge of job interviews is something that can be helpful
in getting a job. Encourage some good field trips and help students to get
exposed to better opportunities.
Four of the respondents in this area of specialization suggested that more time be given to work in the area of specialization and three recommended that the management area should be divided into groups according

54
to the area in which they were nominated. Some felt that the Home Economics area had been neglected. Other suggested improvements included:
Allow us to view the many parts of running other businesses. Students should work together to make their field trip schedule. Less time should be spent with learning from a book. The most
informative experiences were field trips and the guest speakers.
SOCIAL AND POLITICAL CLUSTER
A great diversity of new learning experiences resulted from the evaluations by oarticipants of the Social and Political Cluster. The following types of experiences v1ere mentioned most frequently:
Greater awareness of what is happening around us and the real facts about present-day issues and problems (45).
Interacting with new people from different parts of the state in solving problems (39).
Focus on our future, seeing the relationship between what is happening now and future problems (39).
Refining my research techniques and skills; learning new research
procedures and skills (21).
Finally understanding the real meaning of interdisciplinary learning (20).
Loads of information about the environment (19). Learned things I never knew existed (16). Creative ways of handling materials (15). Working constructively in groups rather than individual work (13).
Understanding other people's views (12). Work with new equipment and media (11).
The following is a sample of the new learning experiences cited less frequently:
Teachers expected everyone to work, not just some people. Working in groups and getting remarkable things done in very little
time through teamwork. Meeting teachers from other areas of specialization. Working with teachers closely. A new awareness and understanding of what MY future world will be
and what it won't be if I don't do something about it. learned a great deal about the many problems there are now that I hadn't been aware of in our environment. Cluster allowed me to focus on these problems in society -- medicine, government, arts, land use, etc. that we need to have the opportunity to focus on and put forth effort to solve. Having teachers who were sometimes learning about the different problems at the same time I was. Better chance to work in an environment of creativity and free self expression. I saw how 100 people could get along working in a close environment.

55
Sharing and learning from top students in fields where I have nominal aptitude.
The experience of working in a large group with people who really want to learn how to help their world, instead of waiting for someone else to.
Talking to others on a deep level. Different view of energy needs. Mind expanding experiences. Talking in front of a large group. More about our life style and how to make use of our good life. Instructor enthusiasm.
Most Important Achievements
The total group of participants cited most frequently the following achievements as their "most important":
Presentation to group (report, skit, dialogue, demonstration, etc. ) (42) .
Greater awareness of and concern for society's problems (39). Learned to work with a group to achieve group goals; learned to
interact with people of all types (34). New skills/methods/techniques for doing research, for finding
out things on own (30). Discussed world problems with others (20). Completed research paper, project, etc. (20). Learned new methods of solving problems (19). Learned ways of affecting the future/changing the future, etc. (17). Better communication with others (11). Interdisciplinary skills (10).
The following are examples of some of the specific achievements rated as important:
Learned about tomorrow's leaders. Became a decision maker and a thinker. Learned how my subject has direct implications for my future. How to make future predictions from past and present. More open to consider new ideas. I became more creative. Realized I'm using only half of my potential. Learned about new issues in education. Being able to relate to all fields of study and the implications
to each from a certain subject. Really thinking about the future and my part in it. Sense of satisfaction received after completing and presenting
a project. Led group for purposes of research and presentation. Learned and accomplished the ambition of never settling for
anything less than my very best. Learned more about human nature and how to accomplish goals while
working in groups. Determination to help shape the future. Realizing that I can teach others something.

56
Learned to listen to others. Learned I could do things I never dreamed of. Learned to relax and enjoy learning new things. Variety of ideas for allowing me to achieve a greater
intellectual capacity.
Uses of New Learn~_
As in the specialization areas, the most frequently cited use of the new learnings from the Social and Political Cluster was to teach and otherwise share them with peers/classmates. Seventy-three of them listed such a contribution. Other uses of Social and Political Cluster learnings cited most frequently included:
Start problem solving groups, help solve community and school prob 1ems, etc. ( 27) .
Relate better to others, use tolerance and open-mindedness learned in GHP, etc. (25).
Try to get community more involved; make more aware of child abuse, poor land use, future problems, etc. (23).
Introduce interdisciplinary studies, clusters, etc. in my school (18).
Do research on problems (17). Make better presentations (14). Work better in group projects (12). Promote community projects (building for solar energy, clean up,
etc.) (10). Share with teachers (new methods, materials, topics, etc.) (10).
The following are examples of some of the specifics of new learnings from the Social and Political Cluster:
I plan to use my skill in moderating a group. I will enjoy working with people more. Organize special events for our school. Use new research ideas and sources. I can face the future with more confidence and have a more
realistic outlook on my life. Use my new creative modes of presentation. Introduce the interdisciplinary classroom in my school and
tell how we functioned using this system. Start an ecology club. I honestly believe that Cluster has made me so aware of all the
things I need to know (but don't) that I will study more on my ovm and learn them (corny but true).
Suggested Improvements
The most frequently suggested improvement for the Social and Political Cluster was to shorten the time for Cluster meetings and allow more time. either for research for Cluster topics or in major areas. Fifty-two students made such a suggestion. Other frequently suggested improvements were:

57
Explain the purpose of this Cluster more fully and from the very beginning (36).
Make the Cluster activities more varied, more guest speakers, more films, more field trips, etc. (27).
More organization, better organization, better grouping, more leadership, etc. (26).
More discussion, shorter presentations, etc. (24). Slm'l down the pace, too much expected, too much information (18). Make this Cluster voluntary; have an alternative (20). Make activities more interesting (12). Instructors should get more involved, become better informed, go
beyond ~uture Shock, etc. (12). t1ore interacTion betv-1een the two clusters ( l 0) .
Many specific suggestions were given for improving the Social and Political Cluster. However, the following critique by one of the biological science students seems to summarize the criticism and recommendations concerning this Cluster:
I feel that the social and political culture cluster was a good idea, but was not carried out very well. Specifically,
a. Too much was expected to be accomplished in small groups of students doing individual research. While most GHP students are self motivated, I still feel the staff was too unrealistic in their expectations of the amount of work students would do on their own.
b. Not enough guidance was given to students as to what they were supposed to be doing, why they were doing it. More participation by the staff would be helpful in the future. Specifically, the staff could have done more in the way of arranging speakers and giving guidance to students in their work.
c. The format of this part of the cluster should be revamped. Researching various topics and working in small groups, then presenting it to the "class" is much the same as what students do in school all year. More group discussion was needed, rather than just research. The topics were good, as well as the objectives of the program, but the methods of study employed need to be changed.

58

SCIENCE AND TECHNOLOGY (FUTURES) CLUSTER

New Lear~ Experiences -----~---
In evaluating the Science and Technology (Futures) Cluster, the following types of new learning experiences were mentioned most frequently:

Exposure to fu~~t'istic tl'ends, vihat to expect in the future, how we can influence the future (106).
New technological devel0oments (52).
Implications of present developments to future events and conditions (45).
Concern about futur'e of man, solving future prot>lems (30). Planned a corununity of the future, leat~ned vJhat a future
community v1il i be like (26).
Ways of forecasting the future, scenario, survey and consensus techniques, etc. (20).
Awareness of conflict of values in future developments (12). Interviewed people and learned how to interpret varied replies (11). Study of f__~tu_t~e__Sf:!g_0~ (10).

The following is a sample of some of the more individually expressed new learning experiences reported for this Cluster:

I've seen the possibility of man's destroying himself.

Fortunately I've also seen ways of avoiding self destruction.

I'm not afraid of the future, however complicated and specialized

it may seem, because I think awareness is the answer.

Used science fiction studies and learned how these can and do

predict man's future.

How to research and have a qood time at the same time (This was

really nevJ:).

,

Thinking-ahead was the main technique used. But to think ahead

you had to rely on your past.

Used imagination to learn.

Found out how hard it is to design the perfect community.

Learned to take the future more seriously.

I learned that things are now scientifically and technologically

feasible that I imagined as still being a part of science fiction.

Areas of thought about what man might become were opened.

Deciding on my place in the community.

Realized that we are the future and that we are the people who are

going to devise ways to overcome the problems.

Learned how hard and fast the future is cominq. Learned to think of myself as a rrohlem solve~o

How to combine ideas and use them in a solution.

Greater anticipation and hope for the future.

Most Important Achievement_~_

The most frequently mentioned "important achievements" associated with the Science and Technology (Futures) Cluster were:

59
New skills in leadership, teamwork, making presentations, discussion skills, etc. (55).
Awareness of future problems. what to expect, etc. (47). Designed a future community, society, etc. (39). Recognition of own responsihility fat' influencing the
future ( 31). Thinking in the future tense, preparing for the future (23). Group projects, teatmvork, etc. (21). Future problem solvinq skills and experience (21). Greater concern about the future (15). Research skills and/oio experience (14). More realistic, more accurate view of the future (13). Predictinq tr1r:> future from data (13). New techn~ques of the future (ll).
Some of the more individualized expressions of important achievements are as follows:
Talking with various preachers, priests, etc. and learning what they think future religion will be.
Personal growth ~n deciding what I want my future to be. Relating to people in a community how the future \'iill affect
them and that they need to prepare for the future. Learning of something I had never been aware of before. viorking on futuristic projects and groups expanded my view of
the world. Created a scenario on the future of education. Interviews with townspeople made me shocked to realize lack
of interest in the future. Learning how to project tomorro~ by observing today. I think I can do something to alter the future. Talking with scientists and finding out things I would never
have known. The future became more apparent and imoerative to me. Learned that the world is changing and there is no way we can
stop it so we must learn to change it the way we want it to be changed. Learned to look to the future with realism. No longer does it seem dark and mysterious. We have, ideally, exposed the future. Destroyed my closed--mindedness.
Uses of N~w Learnings
An overwhelming majority of the respondents expressed intentions of teaching and otherwise sharing their new learnings in the Futures Cluster with their peers; 135 of them expressed such intentions. The following are the most frequently listed uses of the new learnings from this Cluster experience:
Try to influence the school to start new futures courses, Ecology Club, family life education, conduct survey of futures orientations in school (30).
Solve problems related to future (19). Improve city, community, etc. (18). Work with others better in solving problems (14).

60
Making better presentations (ll). Getting others interested in solving future problems (11).
The following is a small sample of some of the more individualized expressions of possible uses of new learnings from the Futures Cluster:
It has made me a more informed individual and I shall therefore function nrore effectively in my community.
Reconcile VJithin myself my place in the world of the future. Interact with other people to make them realize the importance
of their actions for the world of tomorrow. Actively help "clean up OUl' act." Voice complaints about songs
played on radio, TV programs, commercials; clean up cofffilunity areas (ball park, school, etc.). Become involved with zoning and expansion plans in my community. Every "tomorrov/" is "future." I feel more prepared to face every tomorrow, because I'm no longer intimidated by the future. Join school government and clubs to help make them better. Suggest that my school start a new course on futurism. Recommend an interdisciplinary studies program for my school. Try to shape myself and my environment to be ready to meet the future.
Despite a great optimism by a majority of the respondents, there were strong expressions of pessimism about being able to communicate new learnings about the future in their schools and communities among some of the participants. The following is an example of such an expression:
I think that on a lot of the issues I'm going to keep my mouth shut, because where I come from people will think I'm insane if I talk about some of the far out things we've discussed. I wish the rest of the world would treat the future with as much forthrightness and honesty as we did here at GHP 77.
Suggested Improvements
There was little consensus regarding improvements needed for the Science and Technology (Futures) Cluster. However, the following suggestions were offered by 10 or more of the respondents:
Devote less time to cluster, have only every other day, eliminate (28). Have more group discussion and group interaction (21). Give more information, bigger program, better informed teachers,
etc. ( 20) . More time, more time on future, etc. (17). More speakers, bAtter informed speakers, a real futurist, etc. (14). Make the purpose of this cluster clearer (13). Give choices, options, survey of interests, time for specialization (12). More time for research, work on projects, etc. (11). Make more active, exciting, livelier, etc. (10). More optimism about the future, less fatalism, etc. (10).

61
The fo 11 ow-ing is a sampling of specific suggestions for improvement:
Don't use Future Shock as the bible. Use more up-to-date material. More opportunities for interviewing people about the future. More field trips in cluster. More leadership. Less time devoted to planning. Friendlier leaders. I believe we shou-ld have cut out the values survey because it
vvasted time and our values would come up later in corrmunity planning. Make cluster an interest area. Some found it boring. Have more imaginative programs scheduled. Use smaller groups. I got the feeling that nothing I did was important to the group and that no one listened when I talked. More films so that we could see what others foresee for the future. Should be all of GHP; not just the last three weeks. Let us know what is expected of us. Do it in a city where there are more resources. Make it truly interdisciplinary. More corrmuni cation between 1eaders and students.
The following comment seems to summarize fairly well the resistance to thinking about the future experienced by a number of participants:
Ideally, cluster is a good idea. However, it was a new idea and it took a long time to get used to. We, as students, have been programmed to look at one part of a problem without looking at implications for the future or for other subjects. I strongly urge adoption of a program similar to cluster in our high school.
CAREER CLUSTER
New Learning Ex~riences
There was considerable consensus among the participants regarding what the new learning experiences were in the Career Cluster. Most frequently mentioned were the following:
Found out career information and career opportunities that I didn't know existed (106).
Gathered first hand information about careers of interest through observation, participation, exploration, interviews, etc. (97).
Experience of meeting people in career field of interest to me (93). Examined colleges, became aware of future educational opportunities,
financial assistance, etc. (62). Confirmed, changed, narrowed career choice; career goals defined (3 ). Awareness of personal strengths, abilities; know myself better (36). Looked at lifestyles associated \'lith careers and not just the job (22).

62
The following is a sample of some of the specific new learning experiences listed:
Played games for getting to know people. Played career games to learn about making career decisions. Studied a career in detail. Self awareness exercises. Learned about future career opportunities of interest to me. Talking with professionals who know what they are talking about. Respect for other people's hopes for the future. Many facts about college training. Many, mRny things about professional artists. More about jobs and how the job market works. Actually seeing the job I may be doing in the future. Learned of other jobs related to my college major. Learned about my values and those of others in relation to
career decisions. Learned about trial procedure. Prepared for job interviews. I was exposed to colleges that specia1ize in the area of my
career interest. Had a chance to work with children. Realized I could enter almost any field. Found new career interest. Made me less apathetic about my career and future education. Opened a lot of doors for me. I got to see firsthand what my future career would be like. Opportunity to share my aspirations with people who really
understood and believed in me.
Most Important Achievements
Ratings of "most important achievements" in the Career Cluster closely paralleled statements concerning new learning experiences. The most frequently listed types of important achievements are as follows:
Choosing, changing, or becoming more certain about career choice (95). Learning from first hand information about a career of interest to
me, meeting people in profession, etc. (61). Learning about college and other training in my career field (47). Finding out what I want in a career, establishing career goals (37). Awareness of opportunities available to me that I had not known (30). Learning about the total lifestyle in choosing a career (24). Better understanding of myself (24). Completion of project, presentation, report, research (24).
The following is a sample of the individually expressed "important achievements":
Learned to think ahead. How to set up priorities to achieve what I want in life. Interviewing skills. Being able to tell myself "No, although I think this career is
interesting, it is not for me. 11

63
Learned I can do more in a career than an average job. Planned out my life and set goals for myself. Showed ability to stand up under pressure. Developed desire to work harder and achieve career. Learned how to go through a job interview. Thought more deeply and seriously about what I want out of life. r'laking a decision about what my life would be like in 25 years.
It was just a prediction but nonetheless it really made me think. Talking with workers and trying to satisfy my curiosity about the job. Became more aware of myself in careers and the ever-growing probability
of being a career woman. Learned a great deal by talking to the people in the careers I explored. I believe in myself more and feel that management would be a good
field for rne. Opened up a new field for me. Discussed future plans with others. Learned how to find job information and research a career in depth. Being treated as an adult on field trips with an active interest
in a certain career. Learned steps in getting an article published. I spend 8 hours in a courtroom watching our judicial system in
progress. I became extremely aware of the intricate workings of a democratic system where law is just and human minds are used to the fullest. Defined my future goals; better direction of myself.
Uses of New Learnings
Again, the most frequently cited use of the new learnings from the Career Cluster vJas to teach, discuss, tell, and otherwise share them with their peers. Eighty-six respondents indicated such intentions. Other frequently mentioned uses included:
Choose the right college and plan my education (32). Suggest to school authorities some innovation from the Career
program (College Day, Career Day, career-oriented field trips, career-oriented program, etc.) (29). Can achieve better, can concentrate on a direction, can better plan my school program (20). Find a job, find a part-time job, select job (18). Make a final career choice (17). Talk with the guidance counselor about the program (11). New outlook on the future, better planning for future career (10). Being more open, friendly, confident, etc. (10).
The following is a sampling of individually expressed ideas about the utilization of new learnings from the Career Cluster:
Tell the school it's easier to learn about careers if you are there. Suggest the school plan various field trips to different businesses
so people can decide what they want to study in college. Show others ways of exploring career choices -- peer counseling. Help out the people planning Career Day in our school. Share with others how I 1earned to better direct myself toward
my future goals.

64
Gives me a new outlook on the future. Will start taking special classes. Become involved with the hospital in my community. Just being a more informed citizen. I intend to "shadm'l'' several people when I return home. Introduce the idea to my teachers. I can understand myself and vvhat I want to do. IJould like to see our school and community help prepare us
for the future, when we are no longer in high school, but out in the world.
~qested Im.fl_rO''-_~ments
There was little consensus among the respondents concerning the kinds of improvements needed for the Career Cluster. In fact, one of the most frequent responses was that nothing was needed, that it should be left as it is, and that it was a fantastic experience. Thirty-eight respondents made such a comment. The most frequently given reconrnendations were:
Have more field trips to see careers (46). More ti~e, more time to explore a career, more time to research
a career, etc. (22). ~1ore speakers, more interviews with professionals, etc. (15). Reduce emphasis on careers, eliminate, shorten, etc. (11). More individualization, more counselors, etc. (11). Better planning, more organization, more regimentation, more
structured (6).
The follov1ing is a sample of the individually expressed recorranendations for improvement:
Need to push people a little to explore different fields. Presentations of careers should be spread out; 4 hours is too
concentrated. Field trips should be longer and to places that are open and
straightforward. Counselors should be easier to locate. Just make sure Frankie and Richard teach it! Bonnie too! Have it every afternoon for one week only. Don't ask such personal questions as they did during the
first week. More exact emphasis on each student's interests. Should be two days a week for the six weeks. Get rid of the "Get in touch with your feelings" segment. Let students be given a choice of beneficial field trips to
to on. Don't plan on where you will be going until you meet them and find out what they are interested in. Would like to see more careers, if possible. I would really appreciate knowing even more about job opportunities. Have speakers talk more about their job and less about the company. Make sure everyone visits a place of interest. Shorten the first week class hours. 1:45 to 5:45 is too long.

65
I didn't like the project we had to do at the end of Career Cluster. A 25-year forecast does little for the person composing it. I'm sure something much more useful could be done to summarize all of the wonderful and educational thinqs we did.
When we-have a field trip, please ask them for more than a tour of their factory.
Take into consideration the individuals who have odd occupational interests and provide for them as well as the large groups of people interested in law, medicine, etc.
I wish to be a filmmaker and during my three weeks I got to go on no field trips to see anyone involved with this or to a movie set (there were several companies filming in Georgia at the time) and the scarce information I found in the Career Center was nothing I hadn't heard before.
Never went to a commercial art studio or advertising agency. Never spent the day with a cartoonist. All artists are looked down upon. We cartoonists seem to have been forgotten. I learned about careers but really nothing about cartooning I didn't already know .... I went to newspapers but not really for cartooning or design. I don't care to see it being laid out or printed. I want to see the creative people who think the thing up!! If I wanted to see the finished product, I could look in the paper at the ad. It's the process that counts.
SPECIAL INTEREST GROUPS
New Learning Experiences
Since the special interest groups were numerous and each one was limited in membership, a simple listing of the learning experiences reported by the participants as new to them seems to communicate best the nature of the new learning experiences derived from Special Interest Groups. Some respondents simply said that all of the experiences were new to them. Thus, the following list with frequencies reflects only the specific new experiences listed by respondents.
Acting, 5 Advertising, 3 Archery, 6 Architecture, 1 Arranging (music), Backstage arts, 3 Band, 4 Blueprint reading, Body control, 8 Camping, 3 Canoeing, 7 Card games, 2 Chess, 4 Choir/chorus, 10 Composing, l

66
Computer programming, 20 Concentration, 2 Conducting, l Controversial issues, 21 Creativity, 2 Criminology, 2 Dancing, dances, 46 Debating, 4 Directing (music) techniques, Discussion, 8 Drafting, 1 Drama theory, Drawing, 1 Energy study, 3 European travel, 9 Film making, 7 First aid, 2 Foreign cuisine, 6 Foreign travel, 10 French culture, 6 French language, 2 Friendship, 4 Fun, 1 Games, 3 Gourmet cooking, 1 Gymnastics, 3 Hunting safety, 6
Independent study, Indian arts, 3 Industrial arts, 1 Jazz conducting, 1 Jazz interpretation, 5 Jewelry making, 4 Jogging, 6 Laser energy, 1 Lettering, 1 Library research, 2 Life guard , 4 Life saving, 3 Listening/responding to others, 8 Loosening up exercises, 1 ~1acrame, 4 Mapping/compass use, 4 Mathematics in art, 1 Mathematics games, 2 Metalworking, 2 Mime movement, 1 Musical techniques, 19 Nature study, 2 New art techniques, 8 New musical techniques, 6 Newspaper skills, 2 Nuclear reactors, 1

67
Orienteering, 3 Outdoorsmanship, 5 Pesticides, l Philosophy, l Photodocumentation, Photography, 4 Physical fitness, physical strength exercises, 17 Problem solving, 4 Propaganda techniques, 2 Quilting, 7 Research (other than library), 3 Running, l Self discovery, 20 Sewing, 9 Shooting safety, 4 Singing, voice, 14 Socialization, l Sports safety, l Sports certification, Sta t i s t i cs , 2 String art, 5 Survival skills and lore, 8 Swimming, 7 Tennis, 49 Tesselations, 2 Theater techniques, 8 Videotaping, 3 Violence prevention, Weaving, 4 Weight lifting, 2 Women's future roles, 2 Yearbook, l Yoga exercises, l
Most Important Achievements
The following is an inventory of the achievements rated as most important by the respondents with the frequency of each:
Archery appreciation, l Archery skills, 2 Architectural appreciation, Arrangement (musical), 2 Art products, 5 Art skills (new), 3 Athletic skills, performance, 2 Balancing performance, 2 Baskets woven, l Belt, l Calmness in emergency, 2 Canoeing certification, 5 Card games mastered, 1 Ceramic piece "Ferdinand," Chess strategy, 4

68
Clothing produced, l Communication skills/performance, 5 Composition (~usical) completed, l Computer progra~ming performance, 28 Concentration focus, 2 Concert performance, 10 Conducting performance, 4 Creative performance, 2 Dance performance, 33 Darkroom technique, l Debate performance, 4 Discuscion performance, 6 Drama appreciation, l Dramatic performance, 3 Experimentation, l Film production, creation, 6 First aid certification, 2 Food experimentation, l French speaking performance, 2 Friendships, 14 Frisbee performance, l Fun/enjoyment, 4 Gourmet dishes, 5 Group performance skills, 5 Hunter certification, 3 Improvisation performance, 2 Independent learning performance, 2 Indian art performance, 2 Jazz appreciation, l Jazz performance, 5 Jewelry created, 6 Jogging correctly, jogging endurance, 6 Lettering performance, l Library research performance, 2 Life guard certification, 3 Life saving certification, 2 Macrame products, l Makeup success, 3 Making own decisions, 4 Mathematics fun, 3 Mathematics thinking, Mental conditioninq, l
Mime performance, l
Music appreciation (love), 5 Music performance, 10 Music theory grasp, l Nature problem solutions, 2 Nuclear reaction fear lost, Openness, 2 Overall personal effectiveness, 5 Philosophical values listed, 1 Physical conditioning, stamina, endurance, etc., 19 Pride in self, 2

69
Problem solving performance, 4 Quilting performance/products, 4 Research products, 2 Research for debate, l Respect for other's views, 6 Rug produced, 1 Running distance/endurance performance, 5 Self confidence, ll Self discipline, 2 Self exploration, self understanding, self discovery, 16 Self expression, 4 Self motivation, 2 Sewing performance/products, 3 Shooting bull' s eye, 2 Singing/vocal performance, improvement, 5 Social awareness, 3 Songs, new, 2 Sports certification, 2 Stage crew skills, 3 Surpassing expectations, 2 Survival skill performance, 2 Swimming certification, 3 Tennis performance, 41 Theater exposure, 2 Trampoline performance, 2 Travel information, 3 Violence prevention, l Walk on balance beam, 1 Water rescue performance, Weaving products. l Weightlifting performance, Women's perspective, 2
Use of New Learnings
Greater versatility emerged in the participants' ideas about using their new learnings from the special interest groups than from other aspects of the program. Not only did they plan to teach their peers, but they planned to start new learning groups, offer their services to school and community activities, participate in new groups, and recommend innovations in the school and community. The most frequently cited types of utilization include:
Teach, discuss, share, tell about new learnings (83). Participate in new groups or participate more effectively in
tennis, play production, life saving, dancing, music groups, etc. (64).
Leadership in school, church, etc. activities (31).
Greater social effectiveness (31). Start or get someone to start a macrame, debate, jogging,
dance, or other group (30). Help with school paper, play production, filming, etc. (20). Suggest/recommend some innovation to school such as a course
on controversial issues, cooking, computers, etc. (13).

70
Being better controlled, more effective personally, more self aware (13).
Get a part-time or summer job (10). Make better presentations, projects, etc. (10).
The following is a sample of individually expressed ideas for using new learnings from the Special Interest Groups:
To create new ideas and use them. Would like for others to be encouraged to use their own
minds and not to do the same things over and over. The way I react to emergency situations. Will arrange music for our band. Will try to get the community to build a tennis court. Help other students prepare for auditions. Teach my class new songs. ~~ake my friendships better, more lasting, more open. Could rehearse our high school band. Dancing will help me in the flag corps. I'll be able to really dance at the Junior-Senior Old South Ball. I'll go out for the track team. Suggest we have mini-courses like these. I can get a job that involves computers and not be afraid. Start a drafting class. Will help me become more interested in different things that
are always happening. More schools should have classes like 11 Who Am !? 11 I'll be pure hell on the tennis team. Help create a more open atmosphere in school. Help put more fun into learning. Join church choir. Help start a debate team. I will research the facts to make '".1 ideas more acceptable
and credible.
Suggested Improvements
There was relatively little consensus regarding suggested improvements in the Special Interest Group Program. Fifty-eight respondents indicated outright that no change was needed and pled that this component of GHP remain unchanged. The most frequently given suggestions were:
Wider variety of groups (51). Schedule so each person can take more special interest groups (39). Allot more time for special interest groups (29). Shorten some of the groups, such as drama (8). Add creative writing class (5).
Some of the individually expressed suggestions are as follows:
Permit students to take time out of interest groups to go on field trips.
Drama department should put on full length plays.

71
Send out interest inventory sheets and get wider expression of interests.
Have students offer some of the interest groups. Have more "fun" areas and fewer research areas. I wish signup day for interest areas wasn't so wild. Definitely
need new way of signing up. Offer some groups/classes more than once per day. Let us get out of a 6-week long program if we want to. Don't schedule two fantastic areas at the same time. I think it would have been 100% better if I could have
scheduled my subjects so that I could increase the number I took. Set up a visitation program so we could visit various groups. Institute white water rafting. Institute karate lessons. Let students select what they would like to have offered. Provide better for student interest levels. If 50 students wish to have a special kind of class, provide for all of them to take it. Nothing. Great variety. Good subj~cts. Excellent teachers. Not boring in the least. I like interest areas because it gives you a chance to do something you like or learn something you want to learn. I wouldn't change the interest areas I had.
EVENING AND SPECIAL EVENTS
Highlights of Participants
The following is an inventory of the highlight events as perceived by the participants (other than the areas already evaluated) with the number nominating the event or experience:
Archeological dig, Artists, guest, 2 Art show, 1 Bastille Day, 4 Card games, 2 Career Day, 18 Career information, 2 Casino night, 6 Clinics, 8 Clubs, 7 College Day, 104 College visitation, 2 Computers, use of, 3 Concerts, 50 Court visit, 4 Dances and discos, 75 Darkroom work, 1 Dorm life, dorm discussions, 25 Eating mystery meat, 1 Experiments, 1 Fie1d Day , 68

72
Field trips, 92 Films, movies, 38 French dinner, 4 French picnic, l Friends, 10 (see also New People) Fun, 2 GHP quilt, l Girls, 2 Graffiti boards, Guys, 1 Hall parties, 19 Independent, free feeling, 10 Intramurals, 24 Jazz ensemble, 5 Jokes, 1 New people, new friends, etc., 69 Ping pong, 2 Professionals met (see speakers) Six Flags trip, 5 Skidaway Island trip, 11
S &MClub, 4
Speakers, guest, 25 Student Seminar Day, 69 Symphony rehearsal, 6 Tennis tournament, 5 Theater, 9 Vietnamese restaurant,
Most Important Outcomes
The outcomes most frequently cited as most important included:
Decisions about college choices, orientation to college life, etc. (74).
Self understanding, awareness, maturing, realization, etc. (54). Enjoyment, fun, excitement, laughter, etc. (50). Experience in learning to understand, work with, adapt to,
etc. people, social experience (48). Friendships, fellowship (47). Career explorations, choice, etc. (36). Learning from others (20). Broadened knowledge, new information, etc. (19). Sharing, closeness with others (10). Planning future self (10).
The following is a sample of the individually expressed important outcomes of the evening and special events:
Musical enjoyment. Thrills and agonies of team effort. Getting to work with the best. Membership in several useful, productive clubs. Learning to exercise my brain to its fullest.

73

I probed into areas of study that the school doesn't provide.

A realization of what I learned.

Teaching other students, having them interested enough to come.

All my ideas on education went down the drain! For students to

learn teachers don't have to be stiff and formal; lectures

were almost non-existent; so varied a choice of learning

increased my desire to learn.

I grew a little older by realizing that I can change something

if I truly want to and try.

-

We were able to show initiative and confidence .was placed in

us. The outcome was success.

Friendsr.irs that will continue to enrich my life.

Knowing my limitations.

I met many superpeopl e I '11 never forget. I'm sure I '11 see

them in the future as big nationally known figures.

How to compete with other people and still have fun.

Have a sense of responsibility toward my earth.

I want to get involved.

I found that many of us are very versatile.

I learned about oceanography.

I am more aware of my goals and expectations.

I am so excited about next year. GHP has made me want to learn

more and more. I never know enough. It makes me want to

to out and improve society. It has made me a concerned citizen.

It gives me life initiative.

I learned there is so much to life.

Uses of New Learnings

Again, the most frequently anticipated use of new learnings in the even1ng and special events was teaching, telling, and otherwise sharing them with others. Seventy-nine participants mentioned this intention. Other frequently cited uses of these learnings were:

Try to get school to institute some new event or program such as College Day, student seminars, individual research,
student presentations, field day, etc. (49). Increased personal effectiveness (31). Increased social effectiveness, make more friends, get along
with others, help others, etc. (30). Participate more actively in school organizations, events,
teams , etc. (15) .
Have more fun (10).
Make job applications, college admissions applications, intervie\'JS, etc. (10).
Become more involved in community, participate in community
affairs, organizations, etc. (10).

The following is a sample of the individually expressed ideas for using the new learnings in the school and community:

I have so much more self confidence now through GHP. The hardest thing is going to be the lack of competitiveness and challenge.
I can go at life with a fresher outlook.

74
To communicate to other gifted students to act less superior and to be more human.
I won't feel like a fool at school dances now. Skits at school, accompanied by bits of information or
drama would be an exciting method of learning. Help establish a Student Seminar Day. Going to be in the Follies. Help others discover their potential. Can advise people on how to have fun. Better relate to society. The most important thing was that I learned to get along with
others, to cooperate. It was hilarious, but I was aware of the other people, their interests, their ideas, their needs. Do French cooking at home. Just the satisfaction of knowing that I can go far in life will make me an easier person to be around.
Suggested Improvements
Again, there was little consensus about what improvements are needed in the evening and special events. Fifty-one indicated that no improvements were needed and that these events should be continued as they were in 1977. The following improvements were suggested more frequently:
More time for special activities, concerts, dances, etc. (41). More guest speakers and seminars (13). More activities for week ends and at night (10). More free time (10). More field trips (8). Some types of July 4 celebration (6).
The following are samples of individually expressed suggestions for improvement:
Make sure the colleges present enough information. The out-ofstate colleges outdid the state colleges. The out-of-state colleges seemed more interested.
Make two Seminar Days and two College Days. They were too rushed for one day.
Plan a day with the Macon GHPers to swap ideas and experiences. More performances by different departments (areas of specialization). More student participation in seminars. Encourage students to sponsor their own evening seminars. More organization of week-end activities. Make organized exercise program optional. Locate GHP in a metropolitan area so facilities will be readily
available. Have a disco dance once a week. Have a swimming meet. Cut down on the number of surveys. More interaction among major areas and between the clusters. Air conditioned rooms for everyone. More things to do and more time to do them in.

75
Plan program so everything is not so rushed. The main problem was that everyone was so rushed that no one knew what was happening. The one great need is to focus on allowing students time to think, to realize what is happening around them.
I enjoyed the extra activities because you were completely involved and the enjoyment from these activities is indescribable.
More group activities with all of us being brought together every week-end where we could share fun, laughter, a part of ourselves, and find true friends.
Better communication between staff, students, and others. Off campus rights every day. Looser schedules.
POST SCRIPTS
A sizeable number of students wrote postscripts to their evaluations in which they tried to summarize or synthesize their evaluations of the entire program. The following are samples of these:
GHP has been the best thing I have done in all my life. Aside from all the learnings involved, the biggest part of the program is the people. Over the past 6 weeks I have met a lot of people. I have met friends I'll never forget. I've shared thoughts with everyone around me. I've worked on projects with different people. I've come to love the people at GHP. The instructors are SUPER! There is a big difference when your teacher calls you by your first name and you call them by theirs. Don't change the program too much -- its great the way it is!
vall did a great job this year. I hated the strict rules back at the dorm. Perhaps that can change with time. Thanks for all youve done and the effort youve put into it.
When I got here, I hated it, but everyone was in the same situation I was, so soon we all got along. Now that we're all getting real close its time to leave. I've really enjoyed GHP. I'm more prepared for college now. Ive matured in the weeks I've been here. Now that Ive gotten my project finished, Im not going to worry about anything. Im going to relax completely and really have a great week to remember at GHP.
Lengthen the major areas. Restructure the clusters. Provide more speakers. Better communication. In the first three weeks I felt like I was programmed and dehumanized. The prevailing attitude toward the student seemed to be one of noncaring. Instead of enjoying the program for what it could offer, I felt absolutely stifled. The personal touch was ignored. Never before have I abhorred an administration so vehemently. This feeling

76
persisted for three weeks. I arrived with an enthusiastic attitude and am departing with a negative one. So many small things could have been altered to make the program more useful. Even if I had fully applied myself I think most of what I would have done would have been a repetition of my school work. I imagine I was looking for something that just wasn't there. Perhaps in the future students will be treated as individuals for the entire six weeks. It would certainly create a more positive feeling toward the program from the entire student body.

77

CHAPTER V FOLLOWUP RESULTS

Although the followup questionnaires sent in January, 1978, continued to be received through early June, only 139 students and 155 teachers had submitted questionnaires by the end of March when these data were analyzed. Considering the fact that many of the students changed schools or went ahead to college following their summer at GHP and that many of the teachers did not have contacts during 1977-78 with the students that they had nominated, this rate of rEturn (70 percent for students and 78 percent for teachers) was considered satisfactory.
The responses of students and teachers to the checklist of achievements are summarized in Table 18. The Pearson product-moment coefficient of correlation between the number of achievements checked by the students and their
Table 18
Summary of Achievements of Career Awareness Participants as Reported in the Followup Questionnaire by Themselves (N = 139) and Their High School Teachers (N = 155)

Achievement
Improved academic performance
Promoted/initiated/requested advanced courses
Advised future GHP applicants/candidates/ participants
Exhibited art products in school/community
Helped to implement changes in school programs/ procedures
Taught skills to classmates, helped them solve problems, raised their consciousness
Became involved in community service/projects, etc.
Continued interest in learning about futurism
Increased creative achievement
Continued learning about potential future career
(continued)

Self Rpt No. Pet.
97 70
70 50

Tchr.Rpt. No. Pet.
91 59
81 52

136 98 lll 72 33 24 23 15

60 43 41 26

109 78 92 59

71 51 61 39 89 64 70 45 92 66 107 69 124 89 77 50

78
(Table 18 continued)
Achievement
Discussed controversial issues more easily
Encouraged others to apply for GHP
Taught family members skills, helped them solve problems, etc.
Continued friendships formed at GHP
Shared ideas for classroom innovations, school activities, and events
Carried out indepth study on some problem, topic, etc. of interest
Initiated or helped initiate new group in school, activity, etc.
Shared information acquired at GHP at home/ school/community
Improved interpersonal skills
Improved leadership skills
Showed leadership initiative
Original musical composition performed publicly
Original drama, skit, one-act play, etc. performed publicly
Poetry, essay, or other original writing published
Increased political involvement in school, community, etc.
Had done public relations work for GHP
Participated in school activities with greater involvement
Improved and continued practicing some skill acquired at GHP
Taught some new method/skill, etc. to teacher, leader, etc.
(continued)

Self Rpt. Tchr.Rpt. No. Pet. No. Pet.
110 79 83 54
131 94 101 65

59 42 134 96

34 22 99 64

97 70 78 50

61 44 32 21

37 27 32 21

139 100 116 75

103 74 98 63

104 75 91 59

90 65 84 54

9 6

3 2

14 10 9 6

28 20 9 6

47 34 39 28

47 30 57 37

90 65 86 55

123 88 95 61

53 38 38 25

79
(Table 18 continued)
Achievement Taught own class in drama, writing, music, art, science, etc. Worked with someone in a career of interest Taught younger students some skill, helped them solve some problem, raised their consciousness, etc.

Self Rpt. Tchr.Rpt. No. Pet. No. Pet.

37 27
43 31

22 14
33 21

82 59 59 38

teachers was .50. There was a tendency for the students to report a larger number of achievements than their teachers (means of 18.1 and 15.6 respectively). Both of these findings are to be expected since many of the teachers indicated that they had had little or no contacts with the students following the students' GHP experience.
By almost any or-dinary standards, the record of achievement reported by both students and teachers is remarkable. Almost all of the participants came to GHP with excellent academic records of achievement. In fact, many of the nominating teachers commented that the students they had nominated were already top achievers and that it would not have been possible for them to improve their academic achievement. Yet 70% of the students and 59% of the teachers reported improved academic performance. Such a record, however, is credible in view of the information students gave at the end of GHP concerning the effects of the program on their motivation. For many of them, GHP had the effect of removing restraints to outstanding achievement. Many of them also found through the GHP experience that they could achieve at a much higher level than they had previously attained.
Seventy-five or more percent of the students reported the following kinds of achievements:
Advised future GHP applicants/candidates/participants (98%) Taught skills to classmates, helped them solve problems, raised
their consciousness (78%) Continued learning about potential future career (89%) Discussed controversial issues more easily (79%) Encouraged others to apply for GHP (94%) Continued friendships formed at GHP (96%) Shared information acquired at GHP in home, school, community (100%) Improved leadership skills (75%) Improved and continued practicing some skill acquired at GHP (88%)
The results for the 1977 program are remarkably similar to those for 1976. About the only difference of any consequence was the degree of followup on future career concerns. Seventy-seven percent of the 1976 participants and 89% of their 1977 counterparts reported that they had continued learning about their potential future careers. Eighty-eight percent of the 1977 participants and 78 percent of their 1976 counterparts reported that they had improved and had continued practicing some skill learned at GHP.

80

There was a slight increase in the percentage who reported that they had taught their teachers some new method or skill -- 38% in 1977 compared with 31% in 1976. Although these percentages are not large, they are nevertheless impressive in the light of traditional teacher-student roles.
The teachers were given a list of 12 of the recommendations teachers had made in the followup of the 1976 program and asked to check the one that they favored. The results are shown in Table 19.
Table 19
Summary of Recommendations of Nominating Teachers Regarding the 1978 Career Awareness Component of Governor's Honors Program in Percentages (N = 155)

Recommendation
Have students write a summary evaluation of their experiences to be sent home to nominating teachers
Suggest to participating students specific ways through which they can communicate the ideas developed in GHP for improving the programs of their schools
Provide samples and evaluations of new materials and methods tested in the GHP program to hiqh school teachers in the state
Invite teachers, counselors, and school administrators to observe GHP activities and conduct seminars for them
Provide high school teachers and counselors in the state with descriptions of procedures, materials, and methods used in the Career Awareness program
Provide traveling exhibit of products produced by students in the program
Prepare staff development packages based on the program activities, materials, and evaluations, etc. and make these available to Georgia schools
Send participating schools a copy of the evaluation report on the Career Awareness Component of GHP
Schools provide some vehicle through which program participants can share their experiences with the faculty and staff of their school
Schools send faculty members to observe the program in action at North Georgia College
Schools implement programs in career awareness and futures studies where these do not now exist
Schools provide participants opportunities for teaching peers and younger students some of the things they learned in GHP

Percent 66 66 70 62 62 37 47
45
49 61 41 59

81
In general, the teachers favored more frequently the recommendations that would be executed by the GHP staff or students rather than the participating schools. The most popular recommendation (favored by 70% of the teachers) was to "provide samples and evaluations of new materials and methods testing at GHP to high school teachers in the state."
TvJO recommendations each received support from 66% of the teachers. These were:
Have students write a summary evaluation of their experiences to be sent horne to the nominating teachers.
Suggest to participating students specific ways through which they can communicate the ideas developed in GHP for improving the programs of their schools.
The first of these recommendations was partly executed in 1977. Students wrote the reports summarized in the preceding chapter. However, these reports were not mailed to the teachers until near the end of the Fall term. A greater degree of guidance in preparing these reports and better explanations of their purpose and prompter mailing of the completed reports might have increased the usefulness of this device. However, it does appear that 66% of the responding teachers liked the idea.
The second suggestion fits into the larger problem of preparing GHP participants for re-entry into their regular school programs. A larger number of students and teachers mentioned this difficulty ir. 1978 than in 1977. Several students seemed to have rather extreme difficulty in readjusting and some of them even dropped out of school and failed to be graduated. It is recommended that serious consideration be given by the GHP staff to this recommendation, favored by 66% of the nominating teachers who responded.

82

CONTENTS OF APPENDIX

1. Evaluation Program for the Career Awareness Component

of t::e Georgia Governor's Honors Progra.m (Orientation

1 c r.....

~.rti i')'lntc) 0

.l (_..;.,......

l -- '--' ----

c

\.,.,)

2. ,.,L.::.t lJo YC)u i:.xpect? (As~;essment of Expectations of Gi :I' by Part i c 1 pants)

J. 3cen~rio: You Are There! vear 2002 (Pretest of Future
I ::1:.~__e: ._, ,._, 1-, a rt, 1_' (~' l. I) :n1 t .C_,")

4. Solilo--1_uy -- 'l'hout:hts on the End of a Career (Post test of Future lmaL',e ol" Participants)
5. Abbreviat~d Form A of Thinking Creatively about the
Future: (Pretest of Ability to Think Creatively About Future Problems)

6. Aul!reviot..;d l"or:n B of Thinking Creatively About the
.t\.~u1re (I o:;tte~t of Ability to Think Creatively About
f,_,\..ure Proble:ns)

7. Futures Attitude Survey (Pretest and Posttest of Atti-
tu~Gs Concerning the Future)

C.. Future oi' the 't/orld of '/lork (Pretest and Post test of Cc~ce~ts :oncerning the Future of the World of Work)

9. 0 i J You G.; t '1'/Lat You Expected? (Post test of Extent to
:rl1ic:1 GI!P :::et E-xpectations)

18. ~u: _.:1ry :..;elf-Lvaluation of Lxperiences in the Career ;.. ~\:; ru:w~:.:: Co:nponent of 1977 GH P (Participant Evaluation of .;..i..l: Set.~:r.ents of the 1977 GHP)

11. A.M.I (c::P) (Posttest Measure of Feelings of Belongingness ~nd ~lien~tion in GHP Program)

12. Letter Sent to Participants on January 10, 1978, Request-
in!: r'olluW\UP Evaluation

lJ. ?ullo,;-1_;~; Survey: C0reer Awareness Cooponent, Govel"nor's Eunor:.. 1ro 1~rJrrt (Form for Participants)

L... L,;;t..t..;r ~..:nt to Teachers Who Nominnted Participants on
J.:;.nu~1ry LJ, l97o, Requesting FolloH-Up Evaluation
15. Fcllc~-Up ~urvey, Career Awareness Component, Governot's
Ec~ur= Progruffi (Form for Nominating Teachers)

en

Contents of Appendix Continued

16. Letter Sent to GHP Instructol~s on .January 12, 197b

l.. 7. Gf!P Faculty Fol.lc"'r-Up

16. Intcrvlew ~uide, R8turning GHP Faculty (Fonn Used in

Intervie-..;inr, lSJ7G GliF Fact.'lt.y ':Jho Also Served on 1977

H'~ cul- ,. \

-

4 <.).

J '" .I

34

EVALUATION PROGRAM OF' THE; CAREER A.WARENESS COMPONENT OF THE
GEORGIA GOVERNOR'S HONORS PROGRAM

We solicit your full cooperation in the official evaluation pro-
gram of the Care8r Awareness Component o:C the 1977 Georgia
Governor is Honors P1,ogram.

There are many compi:'lltng reasons fnr the evaluation program!

There are many unique and new :taatur8s of. t.his. p~ogram

which the planners believe make it a great program. They

want to know wr:,e the:r this is true! . Your staff here at

North Georgia College want t.o know. The Georgia State

Department of Education wants to kno\1.'. The agencies that

provided the funds want to know. Your teachers, counselors,

and

principals

want

to

k

n

o

w .

.

.

.

..

~<fie
;

believe y0u want to .know : . '" .~.

':_~''" ' ,--.~:~ .. '

'

~

The GHP staff used the information provided by the evaluation to imp:cove tbe J:rogram here and in similar programs elsewhere.

IVIany other states are watching this program with much inter-

est. They want to know how it works ~-how,well. it achieves

its objeetives.

...~..

,.. "" _,., .. '... ' ' ..... ~ ~



<

,.

_ .-

. f

. '<:

The evaluation v'!ill help you define your own goals, work

towards them, and put your experiences in perspective.
. ..

The entire evalue.tion package we are asking you to complete- today:'

should require less than an hour: of your t.1.me, \but giy~ it- you:r

best effort.



. :~ :; .
;,

.... '

. 1



;,.

! ..;

Please follow.the .following sequence:

L Write your name, address, and area of .specialization on.

the front of your file folder._.

: _, . i ;:; . .rc: - , . :c r

'

c

~

~ l :., ~: :::-

J { .

2. Fill' out the checkl:i.st 1 "\rfuat Do You Expect?'~ . This is ,to

give the staff some idea of what you expect of the program

so that they can give attention to the differences betw,een.

their expectations and yours. It should also help you-to ...

decide just what you want to get out of tlle e~perie,nce;~ ... , .

..l

' ,'" .;, I.

! ::,, ~ -

}~.._

i:' J'

; t"

3. Complete the small answer sheet; provided i'or- use with ,;Your

Style of Learning and Thinking. n Be s,ure ,to write. yow riame

on this answer sheet (not the booklet), because you wi,ll be

given the results and an expert on styles of learning and

thinking will discuss the .~esults .with: you 'in::Ja ~e,n:d,nar!. : ,'

. _.. .> ..._:

(Turn over page)

' ' '

,l--'

..

85 '
WHAT D 0 Y 0 U E X P E C T ?

Your specialization area:

Date:

- - - Grade in high school next -y-e-a-r:---------Y-o-u-r--se~x:

It is important that the staff of the Governor's Honors Program know what your expectations are. And it might help you to clarify just what you expect yourself. The statements that follow express some possible expectations. Check in the blanks at the left the ones that you had prior to coming here. At the end you will be able to list the ones that you had that are not
included in the list.

1.
2.
3.
4.
5. 6. 7-
8.
9.
10.
11.
12.
13. =14.
_15.
16. -17. -18. -19.
-20.
-21.
-22.
=23.
24. =25.
26.
=27.

Find out what I need to do to prepare for my future
career. Find out how to get a college scholarship. Find out how to get a job. Find out what kind of career I am best fitted for. Find out what my best abilities are. Find out what my strongest interests are. Find out how young people like me can influence the future for a better world. Find out what future trends are likely to influence my life. Find out how we can cope better with increasing inter-
dependence of all people. Find out what careers there are likely to be in the future in my field of specialization. Work with exciting teachers in my field of specialization. Interview exciting people in an occupation of interest to me. Make field trips to study new technical developments. Make field trips to study social innovations and problems. Learn more effective ways of solving problems and making decisions. Improve my skills in creative thinking. Improve my skills of creative expression. In classes, just listen and talk. Work individually with new media learning materials. Pursue one of my special interests with another student. Pursue my special interest with a team of other students. Plan and conduct some interesting original experiments. Learn and practice some of the research methods of futurists. Work with teachers who "know their business." Decide in what ways I want to change my behavior in the future. Decide what college to attend. Learn how to make new friends more easily.

86
2
28. Learn new leadership techniques and strategies. 29. Improve my ability to get along with others. 30. Become acquainted with a person who is actively engaged
in the career field in which I am interested. 31. Get new ideas in my field of specialization. 32. Develop new skills in my field of specialization. 33. Become more fully alive.
I. In what ways do you expect learning here at GHP to be different from learning in your own high school? (Check as many as apply and add others.)
a. Subject matter harder, faster pace, different b. Happier learning atmosphere c. i'1ore fun d. . More exciting, more stimulating e. More effective teachers f. i-Iore effective counselors - - g . More stimulating peers h . Nore thinking and problem solving L . More emphasis on career development _ j . More e!nphasis on the future k. l'1ore emphasis on creative thinking and expression
List others:

II. What techniques of investigation (finding out) do you expect to improve? (Check as many as apply and add others.)

a. b. c. d.
e.
f. g.
h.
i. _j.
k.

Exploration of careers in field of interest Independent study Experimentation Group study and discussion First hand experience Compilation and analysis of data Library research, familiar with new methods, new reference sources, new tools, etc. Observation techniques and skills Interviewing Simulation, games, etc. Systematic problem solving

List others:

87

III. ~~hat ~dnds of information do you expect to acquire? (Checl~ as many as apply. Add others.)

---:a.
- - -bc..
_ _ _d . e. f.
,
;.1 e
i. ____j.
- - -k.

Career info~ation Colleges and other kinds of trainin~ General information in subject matter area Job information) nature of work, salaries, etc.
Scholarships Self un1'3rstandin?,. aLilities; ';'Otentialities Future pn:dictions in invention, technolo~y ~ etc. 'Future occupations, ~mrl: 0 etc. ::-ecision r.1a!:inp- anrl probler1 solving Theories in subject natter areas Preparation needed for careers

List others:-------------------------------

IV. TJhat do you expect to be the nost exciting feature of GHP? (Check as many as apply. Add others.)

a. ---:b.
___c. d.
-_-_-e..
---'g.
- - -h. - - -i.
----'j.
- - -k.

Neetinr:; neH people, ne~r friends~ peers ~o~ith similar intert:sts new subject matter, ne~-1 skills, indepth study Different learning approaches Exciting learning environment Exciting, helpful teachers Self auareness~ self improvement, liveliness Career information and preparation College-like, advanced, mature Independence Hands-on experience ~Tith people in ~-1ork situations Fun

List others:~------------------------------------------------

V. Hhat Harries you most about GEP? (Check as many as apply, Add others.)

-_ _- _-ba ..

-_ -_ _-dc ..

-
-

-
-

--fe..

_ __,8

--_---_--h.ij...

- - -k.

Keepiw: up, not being as smart as the rest Hot naking frien<'ls; not fitting in P.eine auay from home, friends, etc. Let down, not as good as e:h.--pected Dorm life, roo1wuate, etc. Personal freedom not mal:in3 the most of it Schedule too full~ too heavy not able to get enour,h sleep Time too short to accomplish ~oals Subject matter too advanced, pace too fast

88 4

- - - - -m1 ..

Fun, good times Hot knov1ing anybody

n. iJot knowing what to expect

Add others:-----------------------------------------------

VI.

vlhat kinci of career do you expect to be following 20 years from now7
Describe briefly what you would like to be doing at that tirne. What kind of work do you 't7ant to do and ~Jhat kind of life do you w-ant to live?

VII. Hhat is your plan for achieving this kind of career? Hhat kinds of educational, work. and personal grot-7th experiences "rill you try to
acquire in order to advance to this kind of career and way of living?

89

l~an'!e:

School~

--------

You :havP probabl thcurht ;.,_ great d0.s.l s.hcut what yTm want to accrnnplish in li~ ~ Ycu ~av0 doubtl0ss thourht about the kind of vwrk you want to clo j_:o t,hf" futur? ~ i:vhat you v~ant to prod.ucA ~
You hav-2 thoug,ht about titc .kinds of kno;r~lPdfe and Gld.lls you want t.o acquirf:.. You h~1vr- Lwut,!';t aboJ.t ~\"h<!.t you want to ach~c; .,:;
in rPgard to your f.:.~_mily, y;.;ur communit.yp sociPty~ and the l.ike.

Imagine that it is now tn~ year 2002 and write a scenario of a day or wr,oek in your life as it. ll'li[ht occttr in thi? '}(f''.r.:tr ~2002., A sc0nar1o is simply ~ description of a sequence of PVPnts that might poss:ib1~r hGppen in th("" futu.r"-'. A scenario is usually de-
VPloped by studying the facts of a situation and sPlPcting a deve:lopment that mi~:.ht occur, and imagining 1-vhat might folloH. Uc;e
the facts that you. nov,; have about yourself 7 ;-vh;::.t :Tou ,...,ant to do} predictions about ttp futur~ 1 and try to describe a specific day or W08k in your fu~ure ca~eer.

In writing your scenario, use the present and past ~ens~~ a~d
nere -- not thP: .future.. In other 1-,;ords. ima,~-.::::Lnr.: that your fut~..::~e j s 'tJ.OH! Your S~C~Ea:cio .sho:~ld r~flect what you b.r:tV~ .achi~ved) ,..)hat kind of life :ycu .sxe. .U.Iin~L and what :i.s happr;n:'!.ng :i.n the
world. It should 'f'Pflect thP changes t:.hat have occm.-rJ?d. in your"~elf and :in th~ 'dO:rld. i)/r:ite }"IJJ....rr sc:pnnrio in th~ spacP b:~low
and nn the back of this .::be2t.. Use Ei.dditional pag(~s and clipp i.f . ,'\'l~~..-\0-:. l..~... (::;;. r...!..~ .., ,,

90

SOLILOQUY --- THOUGHTS ON THL END OF A CAREER

__________ Name: -------------

Date: --- - ... - "-----

.. --~--

During the past few weeks you have studied the lives of a number of persons in careers of interest to you. Perhaps you have studied one of these lives indepth 9 or you may have found one of these lives especia:ily appeo.Ji:tg" You doubtless wondered what else this person might accomplish in future years.

Of the contemporary lives you have studied, select the one that appeals to you most -- or that you kno~ best. Try to imagine what else this person might achieve in his/her life time. Try to imagine how this person will think and feel about his/her accomplishments at the end of his/her career.

Now, try to imagine yourself as this person as he/she approacho0 the end of his/her career. Write a soliloquy describing what you have accomplished In 2 soliloquy, one reminisces not only about what he/she has don:? but also about how he /r~':. fe=:J.s .-oTl h&..:; felt about these acconplishP?nts 7 those secret feelings, hopes and dreams. Yovr soli:1.oc:u~T should reflect not only w~1at you are
doing at this futu:C"e t:: c-2 but vrl1at is happening in the world at
the time, how you have changed and hcvJ the world has changed.

Write your soliloquy in tho .first person, using present and pas'. tenses. ~-Jri te as though you are the person whose life you have studied. Use the space below, tho back of this page, and any
additional pages that you need. You will h2ve 25 minutes in
which to complete your soliloquy.

Date of soliloquy (projected future time) _____ - - - - - - - - - Major occupation(s) o~ person

91
Abbreviated Form A of
THINKING CRbATIVELY ABOUT THE FUTURE
Na:ne: -----------------------------------------Date:
Area of Specialization in GHP:
There is considerable evidence that criminals are compelled by certain physical stimuli, either internal or external, to perform criminal acts. Already there has been considerable success with treatment methods and evidence is accumulating to indicate that criminCtl behavior is a brain malfunction which is curable.
Let us assu~e that by 1992 sufficient evidence has accumulated to indicate that these treatment methods are safe and successful. How ~ight people be convinced to put these treatment methods into practice? List as many ways as you can think of in the next 10 minutes.
l.
2.
J.
4.
5.
6.
7.
8. 9. 1__;.
11.
12.
13. 14. 15. 16. 17.
18.
20. 21.
22. 2). 24.
25.

92
Abbreviated Form B of THINKING CREATIVELY ABOUT THE FUTURE
Name: -------------------------------------------Date:
At present marked increases in intelligence by artificial means are negligible. However it is predicted that man's understanding of his own intelligence will develop fast enough in the next decade or so for such increases to be achieved. This could have a remarkable effect on the future of the human race. Examples of new techniques are: enriched early environment, genetic engineering, improvement of memory by chemical means, the use of various drugs to enhance attention and produce altered states of consciousness. In what ways might the use of these new techniques be implemented or made acceptable? List as many ways as you can think of in the spaces below and on the back of this page.
1. 2.
3. 4. 5. 6. 7.
9.
10. 11. 12.
13. 14. 15. 16.
17.
lb.
19.
20. 21. 22. 23.
(Use the back of this page, if needed.)

93

FUTL"RES ATTITUDE SURVEY

Uame: -----------------------------------------------------------------Special Interest Area:-------------------------------------------------

Please record your initial react1on to the following statements by circling the appropriate number. according to the following scale:

1 strongly agree

2

3

4

5

agree uncertain disagree strongly disagree

1. It is possible that something can be done to change .: the timin~ of a future event.
2. It is very likely that something can be done to ehan! the titling of a future event.

1 2 3 4 5
1 2 3 4 s:

3. It is possible that something can be done to change the impact of a future event.

4. It is very likely that something can be done .to change 1 . 2 3 4 5 the impact of a future event.

5. It is possible that a future event can be conceived and made to happen in a pre-determined time frame.
6. It is very likely that a future event can be co~ ceived and made to happen in a pre-determined time frame.

1 2 34 5
s .. 1 2' 3 4

7. It is possible that my actions can influence future events.

1'2 3 4 5

;_.. "';';'

8. It is very likely that my actions will influence future events.

1 2345

-~ { 1 r..- .

9. Simulation games are of little instructional use in schools.

1 2345

10. Formal education is well equipped to help students prepare for the future.

1 2 3 4 5

11. Generally fu~urists attempt to predict what will happen in the future.

1 234 5

12. Women see the future differently than men.

1 2 3 45

Please Turn Over

1 strongly agree

2 agree

3 uncertain

4
disagree

page 2 5 strongly disagree

13. Future Studies should exist as a sepa.rate academic discipline.

1 2345

14. Teachers can do little to shape their own futures.

1 2345

15. Examples from the past are one of the be~t guides for the future.

1 2 3 4 5

16. Schools should not attempt to help create the future. 1 2 3 4 5

17. Computers are a valuable resource in teaching.

1 2 3 4 5

18. Minority and non-m:f.v.ority children's views of the future are similar.

,1 2. 3 4 5

19. Elementary school age children need not be taught how to consider alternative futures.
20. Utopian literature :f.s a good guide to the study of the future.

.12345
1 2 3 4 s

21. We cannot control what will happen in the future.

l 2345

22. Because of the important decisions which need to be

1 2 3 4 5

made about the future. teachers should attempt to ahape

students' values.

23. Generally futurists attempt to forecast alternat~ve futures.

1 .. 2 3 4 5

24. The academic study of the future is a fad l'1hich will pass in a short time.

1 2345

25. Students can do little to shape their own futures.

1 2345

26. Science fiction literature is not a proper tool for the .1. 2 3 . 4 5 study of the future.

COUHENTS:

..

94

FUTURE OF TEE TJORLD OF WORK

Area of Specialization-----------

------- Date----------------

lilhat are some of the kinds of work that people do today that will not exist in the future, let's say 20 years from nmv.

1.
2. 3.---- 4.
5.
6.
7.
3. -----------------------
9.
10.

lL
12., ---------13. 14, 15.
Hi.
17. 18. ------19.
20. ----

vJhat are some of the kinds of 'tvork that either do not exist today or are extremely rare that Hill be fairly common in the future, say 20 years from nm1?

1. -----------------------2. ------------------------
3. 4. 5. 6. 7. 8.
9. 10.

11. 12.
13. ---------------
14. 15. 16. 17.
lS.
19.
20. --------------------

DI D

y0 u

GE T

95
W H A T

y 0 u E X P E C T E D?

Yvur specialization area: ------------------~Date: Grade in high school next year: ___ Your sex:
At the beginning of this program, we asked you about your expectations and the information you gave has been very helpful. Now, we need to know how well your expectations were met. Please rate each of the expectations listed below in terms of how well your expectation in this regard was met. Use the following key:
1 = the experience fell short of my expectations 2 = the experience met my expectations
J = the experience .exceeded my expectations
Write your ratings in the appropriate blanks at the left.

1. Find out what I need to d~ to prepare for my career.
2. Find out how to get a college scholarship.
J. Find out how to get a job. 4. Find out what kind of career I am best fitted for.
5. Find out what my best abilities are.
f.. FlnG. out what my strongest interests are.
7. Find out how young people like me can influence the
future for a better world.
6. Find out what future trends are likely to influence my
life.
9. Find out how we can cope with interdependence of all
people.
_10. Find out what careers there are likely to be in the future in my area of specialization.
- 11. Work with exciting teachers in my field of specialization. 12. Interview exciting people in an occupation of interest to me. _lJ. Make field trips to study new technical developments.
___14. Make field trips to study social innovations and problems.
___15. Learn more effective ways of solving problems and making decisions.
___16. Improve my skills in creative thinking.
___17. Improve my skills of creative expression.

96
2
lB. Varied methods of learning other than just listening and talking.
19. Work individually with new media learning materials. 20. Pursue one of my special interests with another student. 21. Pursue my special interest with a team of other students. 22. Plan and conduct some interesting original experiments.
23. Learn and practice some of the research methods of futurists.
24. Work with teachers who "kn~w their business." 25- Decide in what ways I want to change my behavior. ?fJ. Decirl.e wh~~t college to attend. 27. Learn how to make friends more easily. 28. Learn new leadership techniques and strategies. 29. Improve my ability to get along with others. 30. Become acquainted with a person who is actively engaged
in the career field I am interested in. 31. Get new ideas in my field of specialization. 32. Develop new skills in my field of specialization.
33. Become more fully alive.
I. In what ways did you find learning here at GHP to be different from learning in your own high school? (Check as many as apply and add others.)
a. Subject matter harder, faster pace, different b. Happier learning atmosphere c. More fun d. More exciting, more stimulating e. More effective teachers f. More effective counselors g. More stimulating peers h. More thinking and problem solving i. More emphasis on career development j. More emphasis on the future k. More emphasis on creative thinking and expression
List others~

97
3
II. What techniques of investigation (finding out) did you improve? (Check as many as apply and add others.)
a. Exploration of careers in field of interest b. Independent study c. Experimentation d. Group study and discussion e. First hand experience f. Compilation and analysis of data g. Library research, familiar with new methods,
new reference sources, new tools, etc. h. Observation techniques and skills i. Interviewing j. Simulation 9 games, etc. k. Systematic problem solving
List others:
III. IIJhat kinds of information did you acquire that you needed? (Check as many as apply. Add others.)
a. Career information b. Colleges and other kinds of training c. General information in subject matter area d. Job information, nature of work, salaries, etc. e. Scholarships f. Self understanding, abilities, potentialities g. Future predictions in invention, technology, etc. h. Future occupations, work, etc. i. Decision making and problem solving j. Theories in subject matter areas k. Preparation needed for careers
List others:
IV. vJhat did you find to be the most exciting feature of GHP? (Check as many as apply. Add others.)
a. Meeting new people, new friends, peers with similar interests
b. New subject matter, new skills, indepth study c. Different learning approaches d. Exciting learning enviornment e. Exciting, helpful teachers f. Self awareness, self improvement, liveliness g. Career information and preparation h. College-like, advanced, mature i. Independence j. Hands-on experience with people in work situations k. Fun
List others:

98
4
VI. vfuat worried you most about GHP? (Ch~ck as many as apply. Add others.)
a. Keeping up, not b~ing as ~ma~t a~ the rest b. Not making friends, not ~1t~1ng 1n c. Being away from home, fr1enns, etc. d. Let down, not as good as expected e. Dorm life, roommate, etc. f. ?ersonal freedom g. Not making the most of it . --- h. Schedule too full, too heavy i. Not able to get enough sleep j. Time too short to accomplish goals --- k. Subject matter too advanced, pace too fast 1. Fun 1 good times m. Not knowing anybody n. Not knowing what to expect
Add others:
VII. Of all of your experiences at GHP, what would you rate as your peak experience or achievement? Describe it briefly.

---- ---- ---------------------------------

VIII.

Rate on a 10-point scale the worthwhileness of the contribution of each of the aspects of GHP listed below.
Use a rating of "1" to indicate an evaluation of no value and a rating of "10" to indicate evaluations of exceptional value. Write your ratings in the blanks at the left of each aspect listed.

1. Career Development Program (overall) 2. Career Development Information Center
J. Career Development Counselors
4. Career Development Field Trips 5. Career Development On-Site Activities 6. Cluster I (Current Problems) Activities 7. Cluster II (Future Problems) Activities 8. College Day Activities
9. Dormitory Program (Directors, Counselors, etc.)

99
5
10. Evening Programs 11. Field trips in connection with special interest groups 12. Field trips in connection with work in area of special-
ization
13. Interest Group activities
List the interest groups in which you participated:

14. Media services 15. North Georgia College Library facilities and services 16. Offices of Dean of Men and Dean of Women 17. Office of Resident Director
18. Physical Education Program 19. Public productions of Specialization areas (displays,
shows, special events, etc.) Art Drama
_ English
Foreign Languages Mathematics Music Sciences Social Sciences 20. Social activities 21. Student Seminar Day 22. Visiting speakers and seminar leaders 23. r,veek-End Programs and Activities
24. GHP Overall

IX. Did your experiences in Cluster I help you to see in

a different way knowledge in your specialization area?

Yes

No

Did your experiences in Cluster II help you to see in a different way knowledge in your specialization area?

Yes

No

100
SUMMARY SELF-EVALUATION OF EXPERIENCES IN THE CAREER AWARENESS COMPONENT OF 1977 GHP
Name: ------------------------------------------ Date~ --------------
Home Address: Name and Address of High School:
1. What was your area of specialization? ---------------------------
2. What new learning experiences did you have at GHP in your specialization area? List.
3. What were your most important achievements in your specialization area? List.
4. In what ways might you use these learnings in your school and community during the next year? List.
5. What would you suggest to improve this feature of the program? (Use the back of this page for your response.)

101 2
6 ~~1at new experiences did you have in the social and political culture cluster? List.
7. What were your most important achievements in the social and political culture cluster? List.
8. In what ways mieht you use these learnings in your school and community during the next year? List.
9. What would you suggest to improve this feature of the program? (Use the back of this page for your response.)

102 3
10. \fuat new learning experiences did you have in the cluster on scientific and technological implications fdrthe 21st Century man? List.
11. t~at were your most important achievements in this cluster? List.
12. In what ways might you use these learnings in your school and community during the next year? List.
13. What would you suegest to improve this feature of the program? (use the back of this page for your response.)

103 4
14. Hhat new learning experiences did you have in the career education cluster? List.
15. \Vhat were your most important achievements in the career program? List.
16. In what ways might you use these learnings in your school and community during the next year? List.
17. What would you suegest to improve this feature of the program? (Use the back of this page for your response.)

104 5
18. What special interest group did you attend? List.
19. What nP.W learning experiences did you have in these groups? List.
20. ~~at were your most important achievements in these groups? List.
21. How might these experiences be used in your school and community during the next year? List.
22. What would you suggest to improve this feature of the program? (Use the back of this page for your response.)

105 6
23. ~fuat were some of the other highlights of your experience at GHP (special events, evening sessions, special seminars, field experiences, etc.)? List.
24. What were the most important outcomes of these experiences for you? List.
25. In what ways might these learnings be used in your school and community in 1977-78? List.
26. What would you suggest to improve this feature of the program? . (Use the back of this paGe for your response.)

AMI (GHP)
INSTRUCTIONS: Record your responses in the answer sheet provided. Do not place your name on your answer sheet. The purpose of this inventory is to give you a chance to express you feelings about your experiences at GHP. Indicate on the answer sheet whether each statement is usually true about you or it it is usually false. If the statement is usually true~ blacken the space in the column headed T. If it is usually false~ blacken the space in the column headed F. Please respond to each item.
1. Many times my suggestions and ideas are not taken seriously by other students here.
2. I am afraid to ask questions in groups. 3. I am afraid that my teachers and fellow students will laugh at my ideas. 4. If I get an idea~ I usually keep it to my.self.
5. I hate this program. 6. I feel that I will lose out if I miss a day of this program.
7. My teachers are usually kind to me. 8. It is easy for ~e to get help at GHP. 9. I am praised when I do good work at GHP.
10. My teachers usually treat me fairly.
11. My teachers all like me.
12. I like to talk with my teachers alone.
13. I get help from my teachers when I do not know something.
14. At times I have a strong urge to do something harmful. 15. I do not feel any duty to support my country.
16. Most of the people I have met here are not interested in me.
17. I have a feeling of being alone and by myself at GHP. 18. I have hated the rules and regulations of GHP.
19. In a group of people, new acquaintances or strangers pay little attention to me.
20. I do not express my opinions freely. 21. At times I think I am no good at all. 22. I do not understand myself.
23. I like to serve as a member of a committee in carrying out some activity or project.

24. Even if I had the ability and training, I could not be a lawyer. 25. Even if I had the ability and training, I could not be an engineer. 26. Even if I had the ability and training, I could not be a dentist. 27. Even if I had the ability and training, I could not be an architect. 28. Even if I had the ability and training, I could not earn a living as
a teacher 29. I get upset when I am criticized by someone of the opposite race. 30. I do not think the special interest groups here are really interested
in my membership. 31. People of another race are not serious about my personal feelings. 32. People of another race will steal, start fights, and lie more than I do. 33. Even though I am friendly with some people of another race, I will
not visit their homes or invite them to my home. 34. I enjoy cutting classes and activities that I dislike. 35. GHP is really a big bore most of the time. 36. I would not attend classes and group meetings if I did not have to come. 37. It is important to me that I perform well at GHP. 38. I do not feel that GHP is doing a good job in providing opportunities
for me to get ahead. 39. When I try to'improve my behavior, no one takes me seriously. 40. Teachers are always snooping around watching me. 41. When I am angry, I will take it out on almost anyone. 42. When I am angry, I will destroy GHP property. 43. I only do enough work here to g~t by. 44. My parents do not try to understand my problems.
45. I only attend church because I am required to do so by my parents. 46. Most GHP rules are stupid, 47. It is difficult for me to trust my own family. 48, My parent or parents do not trust me. 49. My parents are more understanding with my brothers and sisters. 50. I am a loner, I really don't have close friends.

107
THE UNIVERSITY OF GEORGIA
COLLEGE OF EDUCATION DEPT. OF EDUCATIONAL PSYCHOLOGY
ATHENS. GEORGIA 30602
January 10, 1978

Dear GHP Participant: As you remember, mY associates and I were asked to evaluate the 1977 Career Awareness Component of the Governor's Honors Program at North Georgia College. You have already helped us evaluate the immediate outcomes of the program. An important part of the evaluation, however, is the follow-up of what you have done with the experience "back home." This was of great concern to the agencies that supplied support for the program and it is important that we be able to show how the program has influenced your development and the impact of the program on your school. The improvement and continuance of the program depends upon it. Enclosed is a questionnaire which we hope will make it easy for you to tell us some of the things you have done with the experience at North Georgia College. We urge you to complete it immediately and return it to me in the enclosed stamped and self-addressed envelope. A similar questionnaire has been sent to the person in your school who nominated you for GHP. We hope that you will tell this person how important it is that they complete the questionnaire and return it to me immediately. We assure you of the confidentiality of all information given. A great deal of interest has been shown by people throughout the United States in this program and we need your help in telling "your story" effectively. We hope that this is being a great year for you. Best wishes for a successful future career~
Cordially,

EPT:et

E. Paul Torrance Official External Evaluator of 1977 Career Awareness Component, Governor's Honors Program

108
FOLLOW-UP SURVEY CAREER AWARENESS COMPONENT, GOVERNOR 1S HONORS PROGRAM
Name:------------------------------------- Date:------------
Name of School:-----------------------------------------------------
Your Present Mailing Address=-----------------------------------
What are your future educational plans? -------------------
What are your career plans now?-------------------------
In what ways, if any, have your career plans changed since you left the Governors Honors Program at North Georgia College?
The following are some of the things that participants in the Governors Honors Program at North Georgia College said that they might do to apply the ideas, information, and skills acquired. Please check in the blanks at the left the items that you have done since completing the proqram.
1 Iq>roved academic perfonnance 2. Promoted/initiated/requested advanced course 3. Advised future GHP applicants/candidates/participants 4. Exhibited art products in school/community, etc. 5. Helped to 1q>1ement changes in school procedures/programs, etc. 6. Taught classmates skills, helped them solve problems, raised
their consciousness, etc. 7. Became 1nvo1ved 1n conmun1 ty serv1 ce/projects , etc.

8. Continued interest in learning about futuri5m
9. Increased creative achievements
10. Continued interest in learning about potential future career
11. Discussed controversial issues more easily
12. Encouraged others to apply for GHP
13. Taught family members skills. helped them solve problems. raised their consciousness. etc.
14. Continued friendships formed at GHP
15. Shared ideas for classroom innovations, school activities and events, etc.
16. Carried out indepth study on some problem, topic, etc. of interest
17. Initiated or helped initiate new group in school, activity, project, organization, etc.
18. Shared information acquired at GHP at home/school/ community
19. Improved interpersonal skills
20. Improved leadership skills
21. Showed leadership initiative 22. Original musical composition performed publicly
23. Orieinal drama, skit, one-act play, etc. performed publicly
24. Poetry, essay, or other original writing published
25. Increased political involvement in school/community, e.
26. Has done public relations work for GHP
27. Participanted in school activities "11th greater involvement
28. Improved and continued practicing some skill acquired at GHP
29. Taught some new method/skill, etc. to teacher. leader, etc.
30. Taught class or special group in drama, writing, music, art. science, etc.
31. Worked with someone in a career of interest.
32. Taught younger students some skill, helped them solve some problem, raised their consciousness. etc.
Describe three of your most successful efforts to apply some of the things you learned in the program at North Georgia College:

I IV
1.
2.
'
Describe one of your least successful attempts to apply some of the ideas or learnings from the program.
\~at do you think mi3ht be done to help schools in Georgia make better use of the ideas, materials, activities. and methods developed and tested in programs such as the one you participated in at North Georgia College?

II I
THE UNIVERSITY OF GEORGIA
COLLEGE OF EDUCATION DEPT. OF EDUCATIONAL PSYCHOLOGY
ATHENS. GEORGIA 30602
January 10, 1978

Dear Colleague:

::~--n,__,__{~-k.~

who was nominated by you for the 1977

Georgia Governor 1s Honors Program participated in the Career Awareness

Component of this program at North Georgia College. My associates and

I were asked to evaluate this special program. We have already eval-

uated some of the immediate outcomes of the program. An important part

of our evaluation, however, is the follow-up of what participants did

with the experience 11 back home. 11 This was a great concern of the agen-

cies that provided financial support for this program and it is important

that we be able to show how the program influenced the development of

participants and their schools and communities. The improvement and

continuance of the program depends upon it.

Enclosed is a questionnaire which we hope will make it easy for you to tell us some of the things that the above named student has done with the experience at North Georgia College. ~le hope that you will complete this questionnaire immediately and return it to me in the enclosed stamped and self-addressed envelope. A similar questionnaire has been sent to the above named student. We assure you of the confidentiality of all information given.

A great deal of interest has been shown by educators throughout the United States in the Career Awareness Component of the Governor's Honors Program and we need your help in telling 11 the story 11 of the program effectively.

We hope that this is being a great year for you and your students and that you have been enriched by the North Georgia experience of your student.

Sincerely,
F .~A.._L ~- ~4 .,..~

E. Paul Torrance Official External Evaluator of Career Awareness Component, Governor'sHonors Program

EPT:et

I IL
.FOLLOW-UP SURVEY CAREER AWARENESS COMPONENT, GOERNOR' S HONORS PROGRAM
Name of teacher, counselor, principal or other person completing this
questionnaire: ~ . ~
Name of student: ~;;:;(~~
The following are some of the things that participants in the Career Awareness program of the Governor's Honors Pro~ram at North Georgia College said that they might do to apply the ideas, information, and skills acquired. Please check the items that you think the student listed above has done since completing the program.
1 Improved academic performance 2. Pronoted/initiated/ requested advanced course 3. Advised future GHP applicants/candidates/participants 4. Exhibited art products in school/community, etc. 5. Helped to i~lement changes in school procedures/program 6. Taught classmates skills, helped them solve problems, raised
their consciousness, etc. 7. Became involved in communi~ service/projects, etc. 8. Continued interest in learning about futurism 9. Continued interest in learning about potential future career _10. Increased creative achievements _11. Discussed controversial issues more easily 12. Encouraged others to apply fOr GHP 13. Taught family members skills, helped them solve problems.
raised their consciousness, etc. 14. Continued friendships formed at GHP 15. Shared ideas for classroom innovations, school activities and eeents,etc _16. Carried out indepth study on some problem, topic, etc. of intereit _17. Initiated or helped initiate new school group, act1v1~. project,
organization, etc. _18. Shared information acquired at GHP at home/school/conrnunity _19. Improved interpersonal skills
20. Improved leadership skills

113
21. Showed leadership initiative 22. Original musical composition performed publicly 23. Original drama, .skit, play performed publicly 24. Poetry, essay, or other original writing published 25. Increased political involvement in school/community, etc. 26. Has done public relations work for GHP 27. Particpated in school activities with greater involvement 28. Improved and continued practicing some skills acquired at GHP 29. Taught some new method/skill, etc. to teacher, leader, etc. 30. Taught own class in drama, writing, music, art, science, etc. 31. Worked with someone in a career of interest 32. Taught younger students some skill, helped them solve some
problem, raised their consciousness, etc.
Describe some effort of this student to apply learnings of the Governor's Honors Program.

Are you aware of any way or ways in which your school has been influenced

by the participation of this student in the Governor's Honors Program?



If so, summarize briefly the nature of this influence.

I I'+
The following are some of the recommendations made by nominating teachers regarding the 1976 Career Awareness Component of the Governor's Honors Program. Check those that you would reconmend for the 1978 program.
1. Have students write a summary &valuation of their experiences to be sent home to their nominatin~ teachers.
2. Suggest to participating students specific ways through which they can communicate the ideas developed at GHP for improving tbe programs of their schools.
3. Provide samples and evaluations of new materials and methods tested in the GHP program to hi~h school teachers in the state.
4. Invite teachers, counselors, and school administrators to observe GHP activities and conduct a seminar for them.
5. Provide hiqh school teachers and counselors in the state with descriptions of procedures, materials, and methods used in the Career Awareness program~
6. Provide a traveling exhibit of products produced by students in the program.
7. Prepare staff development packages based on the program activities, materialss evaluations, etc. and make these available to Georgia schools.
8. Send participating schools a copy of the evaluation report on the Career Awareness Component of the GHP.
9. Schools provide some wehicle through which program participants can share their experiences with the faculty and staff of their school.
_ _ 10. Schools send faculty members to observe the program in action at North Georgia College.
_ _ 11. Schools implement programs in career awareness and futures studies where these do not now exist.
_ _ 12. Schools provide participants opportunities for teaching peers and younger students some of the things they learned in GHP.
List below and on the back of this page any other suggestions you have for helping schools in Georgia make better use of the ideas, materials, activities, and methods developed and tested in the Career Awareness Component of the Governor's Honors Program.

THE UNIVERSITY OF GEORGI~
COLLEGE OF EDUCATION DEPT. OF EDUCATIONAL PSYCHOLOGY
ATHENS. GEORGIA soso2
January 12, 1978
Dear GHP Instructor: On account of an early due date on the final evaluation
report of the 1977 Career Awareness Component of the
GOvernor's Honors Program, we are now conducting the followup study. This year we have been requested to include the instructors in the followup evaluation. Thus, we seek your help. We believe that the enclosed questionnaire will make it easy for you to "tell your part of the story." If you have already prepared any description of your GHP experiences and their consequences, we would appreciate your letting us see these. Or, you may write on this questionnaire any additional comments you desire. However, I would like to urge that you respond promptly, as our deadline for completing the report is very tight. I would like to say again how much we appreciated your fine cooperation with the evaluation during the past summer. We do hope that you are having a great year in your work.
Cordially,
E. Paul Torrance
Official Evaluator of 1977
Career Awareness Component, Governor's Honors Program
AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYIIR

116

GHP Faculty Follow up

Name of Speciali

zInastitoruncAtorre-a-:-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_-_______D_a_t_e_-_-_-_-__-_-_-__-_-_-_-__-

Present Position:------------------------------------------------
1. In what ways do you think your 1977 GHP experience influenced your teaching/counseling during the present year?

ExamplNI of changes in teaching method=--------------------
_______ Examples of changes in ways of relating to students_,__
Examples of changes in subject matter content: -----------------Examples of any other changes:-----------------------------------

117
2. Have you noticed any difference in your expectations of student
behavior? Describe.---------------------------------------------
3. Are your perceptions of gifted students different from when you came to GHP? Could you explain how they differ?_____________
4. What opportunities have you had to tell other teachers/ counselors/administrators about your GHP experiences since
last summer?---------------------------------------------
5. Do you know of any instances in which your GHP experience has influenced any teacher/counselor/administrator in making changes?
Give examples.---------------------------------------------------
6. Do you find yourself more or less comfortable in discussing controversial material than you did a year ago?________________
7. To what do you attribute this change? How do you think this change has affected your teaching/counseling1_________________

8. Did your GHP experience effect any changes in your skills, attidudes, etc. in dealing with school administrators? Describe.
9. What were the greatest difficulties you experienced in your re-entry into the regular school milieu?
10. What were some of the things that you felt good about in your re-entry during the past year.
11. The following are some of the recommendations made by participants and their nominating teachers concerning the improvement of the Career Awareness Component of GHP. Check the ones that you would recommend. ----~1. Have students write a summary evaluation of their experiences to be sent home to their nominating teachers. _____2. Suggest to participating students specific ways through which they can communicate the ideas developed at GHP for improving the programs of their schools.
-----3. Provide samples and evaluations of new materials and methods
tested in the GHP program to high school teachers in the state. _____4. Invite teachers, counselors, and school administrators to
observe GHP activities and conduct a seminar for them. ----~5. Provide high school teachers and counselors in the state with
descriptions of procedures, materials, and methods used in the Career Awareness program. _____6. Provide a traveling exhibit of products produced by students in the program. _____7. Prepare staff development packages based on the program activities, materials, evaluations, etc. and make these available to Georgia schools.

I IJ

8.
9.
10. 11.
12.
____13. ____14.
____15.
16.
___17.
18.
____19. 20. 21. 22.
_ _23.
__24. ___25.
26.
_,_27.
28.
_ _29. _ _30.

Send participating schools a copy of the evaluation report.
Schools provide some vehicle through which program participants can share their experiences with the faculty and staff of their school.
Schools send faculty m~mbers to observe the program in action.
Schools implement programs in career awareness and future studies where these do not exist.
Schools provide their par~icipants opportunities for teaching peers and younger students things learned at GHP.
Give more time for work in areas of specialization.
GHP staff members make themselves available for presentations to professional groups about GHP experiences.
During last week of GHP conduct debriefing session to help prepare participants to adjust to their schools "back home."
Have a professional futur~st come to GHP and conduct seminars, lectures, discussic~s 7 etc. Give field trips more indepth treatment with opportunities to discuss with and qu8stion the creative minds involved in the operation visited.
Provide participants more opportunities to meet with professionals in question a~d answer discussions.
Have tvJO se:ninar days.
Have two college days.
Provide students with more free time.
Provide more time for independent study.
Inform students in advance about the Career Awareness Component and what t'it is all about. 11
Have some type of celebration on July 4th.
Provide more vehicles for contacts between faculty and participants.
Spread out the Career Cluster more (fewer hours per week or per day and over longer time).
Provide more visiting speakers, consultants, etc. available to participants.
Provide for interaction between the two clusters.
Explain to students more fully the purpose of clusters.
Provide more variety in format in clusters (doing projects all the time and breaking up into small groups "to discuss what you just heard" gets to be a hassle) .

120
INTERVIEW GUIDE RETURNING GHP FACULTY
SNUapsmueeaclioaPfl iozIsnaittteiioor vnni:eAwreeea-: --------------------------------------------------------D-a-t-e-:------------
1976-77 ?osition (if different) ________~---------------------
1. In what ways do you think last year's GHP experience influenood your teaching/counseling during the past year?
Examples of changes in teaching method:
Examples of changes in ways of relating to students:
------------------------------------------------------------------
Examples of changes in subject matter content: _________________
Examples of any other changes:

I C.. I
2
2. Did you come back to GHP with any new resolution as to your teaching/counseling behavior this summer? Describe.
-----------------------------------------------------------------
3. Have you noticed any difference in your expectations of
student behavior? Describe.
4o Are your perceptions of gifted students different from when you first came to GHP? Could you explain how they differ?
-------------------------------------------------------------~----------------------------------------------------------------,~-
----------------------------------------------------------------~
5. ~Vhat opportunities have you had to tell other teachers/
counselors/administrators about your GHP experiences since last summer?
6. Do you know of any instances in which your GHP experience
has influenced any teacher/counselor/administrator in making changes? Give examples.

3
7. Do you find yourself more or less comfort&blG in discuss-
ing controversial material than you did a yGar ago?
8" To what do you attribute this change? How do you think this change has affected your teaching/counseling?
9. In retrospect, what GHP student taught you the most --
in terms of your teaching during the past year? Describe.
10. Did your GHP experience effect any changes in your skillsp attitudes, etc. in dealing with school adminis-trators? Describe.
------------------------....--
ll. Here there any surprises this year (in your behavi0r, attitudes, etc.) that can be attributed to your GHP experience. Describe.
------------------------------------------------------------------ .

IL..J
4
12. \!Jhat were the greatest difficulties you cxpc:rj_o::lcec. in your re-entry into the regular school milieu?
----------------------------------------------------------------
--------------------------~------------------------------------
---------------------------------------------------------------
13. tihat were some of the thin.:;s that you felt good about in your re~entry during thP past year?
-----------------------------------------------------------
------------
14. ~hich of the goals you set for yourself at the e~d of GHP last summer did you realize?
-------------~-------------------------------------------------------
---------------------------------------
15. VJhat do you think of the recorrunendations made by GHP participants a::::d their nominating teachers for giving the program more impact on education in Georgia, as reported i:n the follow-up evG.luation? ( Get gene~:al feelings and then take summary recommendations one at a time en the next two pages.)

124 5

Have 1977 GHP participants write a formal e";.r::.1~.1['.ti0i1 o:-:-
summary to h3 sent "hom0" to teachers to rs2..~: G.i~d utl.'li~-;e
. _. .,"""" . __ .......---.---~--~~----------------w~---r-~t,_,
-------------------------------------------------------------
Sugg8s::; to part:i.cipants specific ways thro'..~g;h \vhich they can co~;.~.tn1.lnicate the::i.r ide.~s and pi~oposed chan.:s..:.'S \r.d innovations to 'cheir teachers} principals, co.;.nselors, etc.

------------------~-~~- ---~-~-------~~---
- - - - - - - - -...-~--
----------~-------------_...--

Prov:.d.e samples and evaluations of neiv rnatorie.ln ;;.nd methcds tested in t.he program to high school ter.:.chers in G0orgia.

-----------.- --- ....... ..-------..-,"'--...--,:--..---...~-

___________ - --~~- --------

.. - - . . --~----------

no.-.~---

~--

,_.....---:~--

InviJ.::.c teachers, ccnnselors, and :?chool ar:l:niAli.strA.to:c~: to observe GHP activitie~ and conduct a Delninc:r for r. ::.v.':n.~

_ _ _ __ , _ _ _ _ _ _ _ _ _ _

.....,. .............. -:-~o~ ..

------------------~. . . . . - t l l ; J L . - . -
Send description an-i evaluation of Career Awareness Component to nomi!.ating teachers and principals at the end of the s.::.r.:Jill3:L'.

Staff mGmbers make themselves available to make pres0n'!:.!1tions at district and statewide meetings of teachers, co~~selorsi administrators, etc.

Conduct a debriefing session during the last week of the prcgram on adjusting to "normal educational prograrr:.s" and strategies for applying p~ogram experiences in their ho~es, schools, co~nunities.

6

~\lhat might tln state departrl1.snt of education do to increase tl;_e impact of the Career A~,rareness Component of GriP o.n Geo;_'g:La :.::>cl'wols?
__..,..,_.._."C~-=--_.,. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
-------7--~------- ----------------------

P:'.:JV5.ds high school teachers and counselors with des-:-rintions OJ:.' p:COCE.dures, matGrials, and m2tbods USGd in tb.~ ?r::>t;ram.

_ ___ - - - - - ......-._...._ __..

------------------------~--~---
. --..------.-~--.---------

Provide travel:i.ng exhibits of pr.:;duc:ts produced by studer:ts in t.ha program.

~-----~----
----------------------------------------------------------------------

Prepare staff developm8nt packages based on the program

activities 9 materials, evaluations, and the lik~ and mak~

_________ these available to schools,

_ . , .__..___-.....-

~-------------.__-._......._

.. -~ -------~------~---------------~---
________________ Corumunicate the results of the evaluations ma.de of the _:-;rC'i~:"am. - ..._.._.......

--~-~------------------------~-----~,...-

Se11d copy of SUlllillary n'!po::.--t of evaluation of progr~r.1 to all high schools in the state.

--------------------------------------------------------------------------
IVInJ.ce Career Awareness Component materials available to Georgia high schools on request.

Any other recommendations that you have. (Use back of pag9)