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This study utilized four research questions to address the problem of isolating programmatic factors associated with occupational education programs selected and identified as effective in community colleges. Available literature was perused to identify a list of factors generally employed in evaluation of occupational education programs which served as independent variables. Thrity-five occupational education programs in Arizona, Washington and Oregon were identified by a local administrator for participation. Two programs at each institution were utilized in the study. One program was identified as effective; the other was identified as ineffective by each administrator. The faculty member who directed each program in question was interviewed. The program directors responded to each independent variable. The responses were summarized and analyzed. The predictive measure of association was the statistical test used to measure the association between each programmatic factor and the category of "effective." A minimum level of acceptance of a statistical value of .60000 was predetermined for isolation of any programmatic factor. Those programmatic factors with a predictive association value greater than .60000 were isolated and used to develop a checklist of programmatic factors associated with effective community college occupational education programs. This study resulted in the isolation of fifteen programmatic factors associated with effective occupational education programs in community colleges. The isolated programmatic factors by characteristics were: Curriculum -- a specific sequence of coursework is required; coursework in the occupational area is scheduled as blocks; the instructional program is competency-based; and student internships, cooperative education, or experience programs are a part of the instructional program. Program Support -- equipment used in the instructional program is equivalent to that used in the associated industry; and the budget is planned on a long-range basis to reflect program goals and replacement of equipment. Student Follow-up and Placement -- completers are given specific assistance by the institution in locating employment; faculty members visit prospective employers periodically to secure placement opportunities; there is a regularly scheduled, systematic follow-up of graduates of the program; and more than 50% of the program completers are placed in the occupation or a closely related area. Program Image -- requirements for admission to the program include a stated occupational objective in the area; completion of course prerequisites, application and/or interviews. Staffing -- full-time faculty are members of occupational education professional organizations; and more full-time than part-time faculty are employed in the program. Program Planning -- there is a written, long-range program plan in use for the program; and the program was evaluated within the last five years by an outside agency. A checklist was developed, including an assessment scale, utilizing the programmatic factors associated with effective occupational education programs in community colleges. Further study of the checklist is needed to refine the scale incorporated into the checklist. Field testing of the checklist should be done to test the reliability. The findings of this study indicate that, after further refinement, the developed checklist could be of value to instructors, administrators and state staff connected with community college occupational education.

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This research examined the effectiveness of using existing videoconferencing technology, originally designed to deliver distance learning, to support Video Remote Interpreting (VRI). The purpose of the study was to demonstrate that the technology could facilitate a two-way counseling exchange between a non-signing Vocational Rehabilitation (VR) counselor and a deaf ASL client, in situations when there are no local interpreters available. The study involved 37 deaf clients who participated in VR interviews in which American Sign Language (ASL) interpreting, by CI/CT certified interpreters, was delivered either locally [control condition] or on video from a remote location [experimental condition]. Comprehension of VR programmatic material and satisfaction with the interview process were measured using a questionnaire developed by the researcher. The data were analyzed using group means, Standard Deviations, and t-tests of Independent Means. Results supported acceptance of the null hypotheses that there were no observed differences in either comprehension or satisfaction among the participant groups, regardless of whether interpreting was delivered in a traditional way or through VRI. Analysis further demonstrated the frame rate speed and bandwidth of the existing videoconferencing network could support real-time signing and fingerspelling. Best practice recommendations are included for consideration by other professionals planning to implement Video Remote Interpreting.

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