classes, study, class preparation, field trips, and other activities. Programs should be flexible enough to meet the various objectives of the institute from week to week. The allocation of time to various activities, formal and informal, should be consistent with the program's goal. * * COUNSELING AND GUIDANCE Under title V-B of the National Defense Education Act, as amended, NDEA institutes for advanced study in counseling and guidance provide for flexible programing and a wide variety of participants. These programs offer special opportunities for guidance specialists and experienced counselors of all types so that they may improve their professional qualifications. They also provide opportunities for teachers to prepare to enter the field of counseling and guidance. Qualified personnel from public and private nonprofit elementary and secondary schools and from institutions of higher education, including junior colleges and technical institutes, are eligible to attend. Eligibility requirements for participation in one of these programs have been broadened specifically at the elementary and higher education levels in order to include personnel from schools and colleges who perform guidance services but do not necessarily carry the title of counselor. The fact is that the guidance function at these two levels is not clearly delineated; to permit only those individuals who hold the title of counselor to attend would exclude personnel who are performing guidance and counseling duties but who hold such titles as school psychologist or school social worker. Although programs should provide advanced study and/or graduate instruction (see section I, page 5), and although a program's major emphasis will be on counseling and guidance, the study of the use of new materials is also encouraged. Counseling college students as well as elementary and secondary school students in connection with classroom instruction and in tandem with the classroom teacher, requires innovative and imaginative development in training programs covering a wide range of pupil personnel services. Not only should all students be better prepared to study and to learn while in school, but they also must be better prepared to determine the college or occupation for which they are best suited. At the same time, guidance and counseling must give special attention to the disadvantaged and the handicapped, the delinquent and the potential dropout, as well as to the gifted. While institute programs alone cannot be expected to meet all these needs, they can provide models of training programs which will help to show how to improve the competencies of guidance and counseling specialists at all levels of education. Proposals in elementary and higher education, including junior colleges and technical institutes, will be given special consideration, but the balance achieved among all three levels in 1967-68 will be maintained. No particular distinction will be made between short-term or academic-year programs, both of which are acceptable and will be judged wholly on their merits. Proposals are encouraged which seek to improve the effectiveness of short-term study, such as a series of two or three summer institutes of continuous preparation which may or may not include some study during the intervening academic year. Proposals which suggest innovative, creative programs interdisciplinary in nature are also encouraged. Classification of the Institutes Proposals should indicate the level of instruction, curricular areas, and type and level of student population to be served. Much of this information should be indicated by use of the following codes: Level of educational instruction 1. Entry level. 2. Beginning a 2-year program. 3. Culmination of first half of a 2-year program. 4. Beyond first half of a 2-year program. 5. Culmination of second half of a 2-year program. Type of student population (A) Culturally disadvantaged. (B) General. (C) Other (college-bound, academically able, members of minority groups, including foreign students, etc.). EDUCATIONAL MEDIA Purpose and Scope of the Programs Educational media specialists may include administrators, supervisors, and/or teacher-trainers concerned with media. The media programs are primarily, concerned with implementing appropriate instructional application of such media and materials as films, television, radio, programed instruction, filmstrips, slides, audio and video recordings, graphics, computer-assisted instruction and/or combinations of these. As appropriate, emphasis may be given to such areas as materials design and production, instructional systems development, building facilities design, and administration of media. programs. Special Materials and Facilities Required Each proposal should indicate and briefly describe the special equipment and facilities that would be available and indicate how these facilities would relate to the objectives, scope, and size of the program. Special facilities required might, depending upon the objectives, include Projection equipment (specify type, number, condition) Recording and playback equipment (state whether audio and/or Production equipment (specify whether diazo, photography, 32 |