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LIST OF TABLES Reliability of responses pertaining to Likert-type scale items Departmental response percentages Response rate of respondents Description of respondents Frequencies of responses of faculty and staff respondents as to their academic rank with respect to years of experiences associated with internship programs Respondents' attitudes toward overall perceptions of internships Means and standard deviations for respondents' perceptions of internship programs Relationship between respondents' demographic variables and their overall mean perception scores of internships Respondents' years associated with internships by overall mean perception scores of internships Means, standard deviations and test of significance for internship perception items by respondents with and without associated experiences in internship programs Respondents' attitudes toward perceived problems or challenges regarding the integration of internships into departmental curricula Means and standard deviations for respondents' perceptions of problems or challenges regarding the integration of internships into departmental curricula Means, standard deviations and test of significance for problems or challenges perception items by respondents with and without associated experiences in internship programs Correlation coefficients for perceived problems or challenges statements regarding the integration of internships into departmental curricula viii ABSTRACT Given its theoretical potential, an experiential internship could serve substantial purposes for all that participate: students, educational institutions, and employers. The value of an internship in college curricula has received increased attention in recent years. Internships appear to offer benefits to all three entities. While the benefits of internships toward students and employers are generally well known, little information concerns their potential benefits to educational institutions. Faculty and staff members' support and commitment are vital in planning and implementing the program. Identification of their 5 Practical experience.

A set of instructional materials on Total Quality Management livestockpractices was evaluated by preposttest measures of attitudes. The posttest was administered one year after the pretest, and students were paired on three measures, gender, grade in school, and whether or not they raised livestock. Contrary to researchers ; expectations, attitudes after use of the materials tended to be lower than attitudes before use of the materials. But when ratings on the posttest were compared with a control group of students, there were significant differences favoring those taught with the new materials. Females rated their use of TQM livestock practices higher than males as did those with livestock compared with those without. Also, the 10th and II th graders had higher ratings than 12th graders. This study illustrated some of the difficulites in evaluating instructional materials without disrupting the flow of classes. Historical factors and differential selection are two of the extraneous variables cited as affecting this pre-post study. Recommendations for future evaluations of instructional materials are to use a variety of methods to assess their value.Collections of instructional materials are an integral part of high school agriculture departments, and a well-equipped department will have an abundance of teaching materials gleaned from a variety of sources (Phipps & Osborne, 1988). A basic pedagogical skill of good teachers is the use of appropriate resources (Mundt, 199 1). Resource materials include bulletins, magazines, videos, computer programs, and textbooks.