('7' u, A STUDY (IF THE INFLUENCE OF SELECTED ORIENTATION PROGRAMS ON THE ENVIRONMENIAL PERCEPTIONS OF COMMUNITY COLLEGE TRANSFER STUDENTS ATTENDING MIGHIGAN STAFE UNIVERSITY Thesis for the fiegree of Ed. D. MIRHEGAN STATE UNIVERSITY MISHAEL E. KAELKIE 71967 [“635 LIP. I? 5,7: Y MICK it'- .4156 U1. EECY II \ IIIII \I I L 2939010109201 0 This is to certify that the thesis entitled A Study of the Influence of Selected Orientation Programs on the Environmental Perceptions of Community College Transfer Students Attending Michigan State University presented by Michael E. Kaelke has been accepted towards fulfillment of the requirements for JJ—M .o o »‘.—L¢._.‘u M2 W/We Major prof sor Dam 7/26/67 0469 ABSTRACT A STUDY OF THE INFLUENCE OF SELECTED ORIENTATION PROGRAMS ON THE ENVIRONMENTAL PERCEPTIONS OF COMMUNITY COLLEGE TRANSFER STUDENTS ATTENDING MICHIGAN STATE UNIVERSITY by Michael E. Kaelke Purpose of the Study The intent of this research was to investigate: I) the community college transfer students' expectation of the four-year institution's environment; and 2) the effect of selected orientation programs on the community college transfer students' perceptions of the four year insti- tution's environment. Procedures The population of this study consisted of eight hundred five com- munity college transfer students who attended two-year institutions in Michigan. These Students had been admitted for class attendance commenc- ing Fall Term I966. The majority of these students had participated in the MSU Summer Transfer Orientation Program. The community college trans- fer subjects for this study were randomly selected and assigned to the following experimental groups: I) Group I - twenty-five summer orienta- tion attenders who were designated as a control group; 2) Group II - twenty-two summer orientation attenders who received the treatment of five weekly letters Concerning MSU; 3) Group III - twenty-four summer orientation attenders who received the treatment of five weekly group Michael E. Kaelke discussions; and A) Group V - twenty-three summer orientation non- attenders who were also designated as a control group. A control group of thirty native junior students at Michigan State University was also selected at random. The Colleqe and Universityggnvironment Scales was administered by mail during the first week of October and last week of November. On the pre-test, the community college transfer students responded on the basis of their expectations of Michigan State University. The scores of the native junior students were considered to be indicative of the ”real” environment of Michigan State University. The Analysis of Variance model was used to test for differences in pre-test group mean scores. The Analysis of Covariance model was used to test for significant differences in group mean scores on the post-test. The .05 level of confidence was chosen as the level at which differences were considered as a result of factors other than by chance. Major Findings of the Study The findings of this study were: I. The community college transfer student entered the four-year institution with expectations of a greater emphasis upon Aware- ness and Scholarship compared to the native junior students' perception of these characteristics of the ”real” environment. The expectations of the community college transfer and the perceptions of the native junior student did not differ signi- ficantly with respect to PrOpriety, Community, and Practicality features of the environment. Michael E. Kaelke In general, the control groups of community college transfer students did not develop significantly different perceptions of the institutional environment. These students tended to main- tain their expectations and continued to exhibit disprOportion- ately higher perceptions of the Awareness and Scholarship characteristics. Specific types of orientation programs have an effect upon the community college transfer students' perception of certain features of the four-year institution's environment. a. The weekly group orientation discussion treatment appeared to have had a significant effect upon the community college students' perception of the Community aspects of the envi- ronment. b. The orientation treatment of a weekly letter appeared to have had a significant influence upon the community college transfer students' perception of Scholarship. The percep- tions of these subjects became similar to the perceptions of the native junior students. A STUDY OF THE INFLUENCE OF SELECTED ORIENTATION PROGRAMS ON THE ENVIRONMENTAL PERCEPTIONS OF COMMUNITY COLLEGE TRANSFER STUDENTS ATTENDING MICHIGAN STATE UNIVERSITY By if MICHAEL E? KAELKE A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION COLLEGE OF EDUCATION I967 a? // Mid/I3 /,/./.r’ 'J \ ACKNOWLEDGMENTS This writer wishes to acknowledge the kind assistance and coopera- tion given by Mr. Richard Hensen, Admissions Counselor at Michigan State University. The enthusiasm and participation of the students selected for this study is also greatly appreciated. The writer is most grateful for the assistance and encouragement provided by his major advisor, Dr. Walter F. Johnson. The advice and consultation of the candidate's Guidance Committee, Dr. Richard L. Featherstone, Dr. Eldon R. Nonnamaker, and Dr. Edgar A. Schuler is appreciated. The consideration and sacrifices given by the author's wife, Betty, and children, Mark and Kim, were also very instrumental for the prepara- tion of the dissertation. Chapter TABLE OF CONTENTS THE PROBLEM Need Purpose . Theory Hypotheses . . Definition of Terms . Overview of the Thesis REVIEW OF SIGNIFICANT LITERATURE . Literature Related to the Community College Student . . Literature Related to Orientation Programs Literature Related to Student Perceptions of Collegiate Environments Conclusions . DESIGN . Sample . Methodology . Instrumentation . Statistical Hypotheses Analysis . . . Summary . ANALYSIS OF RESULTS Analysis of the Data . Discussion of Results . Summary . Page U‘IU‘IJT'WUU— I3 I7 20 20 22 26 28 29 33 35 35 A3 A6 Chapter Page V. SUMMARY, CONCLUSIONS AND IMPLICATIONS FOR FUTURE RESEARCH . . . . . . . . . . . . . . . . 48 Summary of Problem and Methods of Investigation . . . . . . . . . . . . . . . . . #8 Findings and Conclusion . . . . . . . . . . . . 50 Discussion . . . . . . . . . . . . . . . . . . . SI Implications for Future Research . . . . . . . . 53 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . S6 APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . 6l APPENDIX A . . . . . . . . . . . . . . . . . 61 APPENDIX B . 67 APPENDIX C 70 APPENDIX D 75 APPENDIX E 8l APPENDIX F 87 APPENDIX G 96 Table LIST OF TABLES Analysis and Summary of Selected Subjects' Responses to Requests for Participation in the Study . Summary of Characteristics of Groups Involved in the Study . Reliability Coefficients for the Five Scales of CUES . Summary of Results of Tests for Homogeneity of the Variances of the Pre-Test and Post-Test Scores on the Five Scales of CUES . Analysis of Variance Results for Scores on the Practicality Scale of CUES . Analysis of Variance Results for Scores on the Community Scale of CUES Analysis of Variance Results for Scores on the Awareness Scale of CUES Matrix of t-Values Reflecting Group Mean Differ- ences on the Awareness Scale of CUES . Analysis of Variance Results for Scores on the Propriety Scale of CUES Analysis of Variance Results for Scores on the Scholarship Scale of CUES Matrix of t-Values Reflecting Group Mean Differ- ences on the Scholarship Scale of CUES . Analysis of Covariance Results for Post-Test Scores on the Practicality Scale of CUES . Analysis of Covariance Results for Post-Test Scores on the Community Scale of CUES Page 23 2A 28 32 36 36 37 37 38 38 39 40 AI Table 4.l0 Matrix of t-Values Reflecting Adjusted Group Mean Differences on the Community Scale of 9.95s . Analysis Scores Analysis Scores Analysis Scores of on of on of on Covariance Results for Post-Test the Awareness Scale of CUES Covariance Results for Post-Test the Propriety Scale of CUES Covariance Results for Post-Test the Scholarship Scale of CUES Matrix of t-Values Reflecting Adjusted Group Mean Differences on the Scholarship Scale of CUES Summary of Results . Page Al Al 42 #2 A3 47 CHAPTER I THE PROBLEM This chapter contains a general introduction to the study. The need, purpose, theory, research hypotheses, and an overview of the dissertation are presented. Need Although the community college is a significant positive force in higher education, many people project a negative imagery of its worth. Knoell and Medsker (27) have concluded the following: The general public (including the parents of high school students) still tends to undervalue the contribu- tion of the junior college to higher education and to view it as a kind of refuge for the ”cannots,“ academi- cally, and the ”have nots,” financially... Counselors, teachers, and parents are all prone to use the junior college as a kind of threat when college-bound students are not achieving as well as they should in high school. (27:87) Campbell (8) has reported evidence indicating that this general public image is complemented by a similar perception which is held by the community college student. He has determined that community college students perceive their institution as being less academically and intel- lectually oriented compared to the perceptions of students who have attended a four-year institution. Other writers have found that signifi- cant differences also exist between the personal characteristics of the community college student and the four-year institution student. However, little research has been conducted to establish what type of environment is expected by the community college student when he transfers to a four-year institution. It may be that the community college student has degraded his two-year institution through communi- cation with members of the general public and a casual informal com- parison to four-year institutional offerings. Thus, he may enter the four-year institution with a “halo-effect“ or accentuated idealistic view (possibly an inaccurate perception) of his new institution's envi-- ronment. An investigation of the community college transfer student's expec- tation of the environment of the four-year institution could contribute additional knowledge and a better understanding of this type of student as he embarks upon a new experience which may require personal adjustments. Research in this area may also offer suggestions and implications for new procedures to aid this student in the matriculation process. ,These procedures might be advantageously;utilized by bOth the commUnity college and the four-year institution. Most institutions provide an orientation program for the community college transfer student. Often these students are included in programs designed for incoming freshmen. Two purposes which are generally sought by orientation directors are: l) the completion of administrative and institutional mechanical-type requirements such as entrance examinations, registration for courses and medical examinations; and 2) the education of the student to his roles and the goals and functions of the institution. An underlying'theory of these programs is that the student will learn new perceptions of the college or university environment as a result of the educational aspects of these activities. If the community college transfer student enters the four-year institution with an inaccurate perception, then the orientation program may offer a meaningful experience to aid in the changing of this percep- tion. Thus, a study which measures possible change in the community college transfer students as a result of these types of programs may provide information to assist in the planning of organizational patterns for orientation activities. Research on this subject might also stimu- late some inspection of the general purposes and often unstated objectives of orientation programs. Purpose It is the purpose of this study to investigate: I) the community college transfer students' expectation of the four-year institution's environment; and 2) the effect of selected experimental orientation pro- grams on the perception of the four-year institution's environment. Theory Two underlying assumptions for the assessment of a college or univer- sity environment are: I) that the environment exerts a pressure which directs or modifies student behavior; and 2) that students, after some exposure to the environment, are capable of reporting or describing this environment. -One may infer from these statements that some students may have inaccurate expectations or perceptions of an academic environment, and that after experience these perceptions may change. Kelly (26) has offered a theory of Constructive Alternativism. He has stated that a ”person's processes are psychologically channelized by the ways in which he anticipates events, and that these ways exist in the form of constructs.” (26:l20) Thus, perceptions of an environmental situation are reconciled through constructs or interpretations. If an individual does not have an Opportunity to verify through observation of replicated events, then the constructs may lead to perceptions which are disimilar to the real environment. In the context of Kelly's theory, this research study has been designed to investigate the effect of orientation programs upon community college transfer students' expectations or perceptions of the academic environment. The orientation programs were introduced as an opportunity for the transfer student to be exposed to an additional experience for verifying his constructs relative to the real environment. The real environment was defined as reported by native students who had adequate time and experience at the institution to accumulate valid evidence con- cerning the institution's atmosphere. Hypotheses The following two research hypotheses were generated as the basic expected implications of this study. Research Hypothesis I It is hypothesized that community college transfer students' expectations of the institutional environment will differ from native students' perception of the institutional environment in that the former's expec- tations will be more idealistic or higher than the perceptions of the native group. Research Hypothesis II It is hypothesized that orientation programs will affect the community college transfer students' percep- tion of the institutional environment in a manner such that the community college transfer students' expec- tation will change in a direction toward the native students' perception. Definition of Terms To avoid semantic difficulties, specific meanings of terms were defined. These definitions as used in the context of this study were as follow: IExpectation. The community college transfer students' anticipation or contemplation of the environment or typical characteristics of Michigan State University prior to class attendance. The level of expectation was defined as the community college transfer students' score on each of the five scales of the College and University Environment Scales pre-test. Perception. A student's observation or comprehension of the envir- onment or typical characteristics of Michigan State University after class attendance. The level of perception was defined as the community college transfer students' score on each of the five scales of the College and University Environment Scales post-test. Since the sample of native junior students who participated in this study had two preVIoustyears of experience at Michigan State Univer- sity, the term, perception, applies to both their pre-test and post- test scores . Overview In Chapter II the literature relative to research of the community college student, orientation programs, and student perceptions of colle- giate environments is reviewed. In Chapter III a report of the research design is given through a presentation describing the sample, instrumen- tation, methodology, statistical hypotheses, and analysis. Chapter IV contains an analysis of the results through statements of hypotheses testing and a discussion of the findings. The contents of the next section, Chapter II, were particularly germane to Chapter I in that the material was utilized to formulate the problem of this study. CHAPTER II REVIEW OF SIGNIFICANT LITERATURE The nature of this study necessitated a general review of research pertinent to the community college transfer student, orientation programs, and student perceptions of collegiate environments. A section of this chapter is devoted to a presentation of representative studies which have been conducted to investigate the characteristics and performance of com- munity college students. A discussion of the results of evaluations of orientation programs is also contained in this chapter. Studies of students' perceptions of various collegiate environments, with an emphasis upon those that examined possible change in perceptions, are also reported. Literature Related to the Communitngollege Student The two-year college in recent years has received much attention. Blocker, Plummer, and Richardson (6) have suggested that although these educational institutions may appear to be new and unique due to the present focal point position, the two-year college has a long history in higher education. They have advocated that although the weaknesses of these institutions are hidden by indefinite roles, the two-year college holds excellent promise for the future of higher education. Hunter (23) believed that this lack of general acceptance of a defined role for the two-year college has a profound influence on the ease of the student's matriculation from the community college to the four-year institution. A number of research studies have been designed to investigate the subject of articulation from the two-year college. Most of this research has examined the academic performance of the community college transfer. Knoell and Medsker (27) reviewed the earlier studies in this area and concluded that: I) Community college transfers usually attained lower grade point averages, below their previous cumulative average, after the first term of enrollment at the four-year insti- tution. However, these students experienced improved grade performance in succeeding terms. 2) Community college transfers' grade point averages were lower than native students', but this differential decreased with continued enrollment. 3) The attrition rate of community college transfers was usually higher than for native students. A) The length of time required to complete baccalaureate degrees tended to be longer for the community college transfer‘than for the native student. (27:6-7) Luker (29) found similar circumstances associated with the academic performance of Michigan community college students who transferred to Michigan State University. In general, the National study conducted by Knoell and Medsker also indicated similar conclusions. Some variance in academic performance findings was reported. The academic achievement of the transfer student differed according to the type of institution. The higher attrition rate was-attributed to the same factors that students gave as decisive criteria for attending the,two;year institution. These factors that students cited were unsatisfactOry grades, financial insta- bility, and insufficient interest or motivation. (27:IOO) Several authors have reported that the orientatlon programs offered by four-year institutions can be improved to facilitate ease of articulation between junior and senior colleges. The Joint Committee on Junior and Senior Colleges has stated that the orientation needs of the community college transfer are not identical to the typical freshman. However, the community college transfer is often offered programs that are structured for the entering freshman. This group encouraged research which would clarify the orientation needs of the two-year transfer. (2lzlh) Knoell and Medsker also defend this opinion of the lack of special programs for the transfer student. They conclude that orienta- tion programs, counseling services, and social and extra-curricular activities are of paramount importance to the transfer student, for the transfer students tend to have much less identity with the four-year institution as comparedto their native student classmates. (27:97-8) The assumption that the two-year transfer student needs a different type of orientation is partially based on the research that indicates certain characteristics of these transfers are different from those of the typical native student. Shea (35) has compared the values and needs of the two-year college transfer to those of the four-year college student. He found that the two-year college student's values are less aesthetic and social, but more economically, politically, religiously, and theoretically oriented. The sample of two-year college students contrasted with the normative group for the Edwards Personal Preference Schedule by exhibiting higher needs for deference, endurance, order, and subservience. (35:l56-6l) Collins (II) has noted that the most distinguishable disparity between these two types of students is in the area of academic concern or commitment. The community college student tends to have delayed major decisions about college and vocational choice. He attributes this situation to the lack of encouragement from parents and teachers. (ll:ll) Collins advocates the need for research at the local level which will provide an accurate description of the major dimensions of the community college environment. (llzhh) Campbell (8) has conducted this type of research through a compari- son of the environmental perceptions held by two-year and four-year college freshmen students of their respective institutions. As measured by the Colleqe Characteristic Index; the fOUr—year students perceived a greater press in the areas of academic climate and student life at their institution. The two-year college studentwas characterized by greater needs for submissiveness and friendliness, in contrast to the four-year college student who exhibited needs relative to the self. (8:86) As a result of this study, Campbell suggested that research be conducted to compare SOphomores graduating from the two-year college with native juniors at the four-year institution with respect to their perceptions of the university environment. He believed that the data would be most help- ful in assessing the two-year college student's readiness for entry into the four-year college. (8:88) Hennessy (22) has examined the academic and personal characteristics of native students and two-year college transfer students at Michigan State University. He suggested the importance of investigating the possible influence of orientation programs upon the early adjustment of two-year college transfer students to their new academic environment. (22:88) Literature Related to Orientation Programs Mueller (30:223) has observed that it is easier to implement an orientation program than to define the theories associated with the pro- gram. Black (5:IO7) has suggested that philosophies and practices of orientation should emphasize the provision of Opportunities for students to adjust through their own personal achievement. Busch and Fitzgerald (7) have most effectively delineated theories of orientation programs. They have stated that, The microcosmic theory is expressed by institutional concern to orient, or direct the student to his immediate relation- ship to the institution... The macrocosmic theory is designed to place the student in a position within the institution in terms of the function and goaIs_of.higher education. (7:27l) Forrest and Knapp (l7) after a survey of current practices and opin- ions concerning orientation Concluded that the administratively-oriented or microcosmic type of program was most widely used. The majority of respondents to their questionnaire also indicated a preference for summer orientation programs. (l7:49) Many institutions evaluate their orientation program on the basis of the student's expressed satisfactioanith the activity. The research conducted by lvey (2A) and Volkwein and Searles (38) is illustrative of this type of evaluation. lvey solicited student opinion concerning the activities that students would change or delete from the program, and reported that it would appear that student attitudes toward orientation were not readily changed. (2A:ll8) Volkwein and Searles determined that students prefer programs that require only passive participation in orientation programs. (38:293) I2 A number of studies have directed attention to possible differences in the characteristics between students who attended and those who did not attend orientation programs. Cole and Ivey (l0) reported that the attitudes and academic success of attenders and non-attenders were simi- lar. They indicated that attenders tended to respond in a positive or ”halo-effect” manner to orientation programs. (l0:l9) Jesseph (25) also found that matched groups of non-attenders and attenders did not differ significantly relative to college grade point averages. He did find, however, that the attenders exceeded the non-attenders in academic ability and number of credit hours carried. A significantly greater number of non-attenders did not re-enroll after the completion of the first semester. (25:29]) I Fahrbach (l6) has also reported somewhat contrary findings to this question of differences in attenders and non-attenders. He found that attenders tended to receive a greater percentage of financial assistance from parents. A greater percentage of the attenders group achieved honor roll status and a smaller percentage were placed on scholastic probation compared to members of the non-attenders group. (l6:l74) Goodrich (l6) reported similar findings concerning percentages of probationary status students among participants and non-participants in orientation programs. He also concluded that although ”high ability” students have stronger initial self-understanding, ”low ability” students showed higher marked improvement in self-understanding as a result of a pre-college counseling clinic. (I62A37) Lee and Froe (28) have also indicated that both ”high” and “low” academic aptitude students seem to profit from an orientation program I3 that emphasized instruction in study habits and skills. Students made significant gains in scores on instruments measuring level of reading comprehension and study skills. Reiter (3“) designed a study of the effect of selected orientation programs on certain student attitudes. As a result of this research, he validated an Orientation Attitude Scale, and concluded that such variables as major field of study and small group discussion had little influence upon change in attitudes. (3A:66) Zander (39) attempted to define new criteria for the evaluation of orientation programs. He studied the effect of a summer camp orientation program upon the attitudes of freshmen concerning the objectives of higher education. Zander reported that the new students significantly changed their attitudes after the orientation program. (39:Il7) The perception of objectives of higher education were measured through use of scales developed by Bloland. Literature Related to Student Per eptions of Collegiate Environments In recent years much attention has been given to the study of college atmospheres or environments. Eddy (l3) emphasized the total environment as an important influence on student character. He stressed the effect of both academic classroom and extra-curricular experiences as very influential factors. (l3:I52) Becker (2) has supported that although college environments are comprised of many student subcultures, all students tend to hold common perceptions of several elements of the institution. He argued that the total environment has a profound effect upon such areas as student academic performance, establishment of friend- ships, and participation in campus activities. (2:ll-25) Pace and Stern must be credited with the initiation of college and university environment research through their pioneering efforts and the development of the College Characteristics and Activities Index. In their earlier studies, they compared student needs to institutional press or environmental characteristics. The data for this research was collected at different types of institutions. (32) Pace and Stern determined that the academic achievement of some cate- gories of students was directly related to certain types of need-press relationships. (33:50) Centra, (9) as a result of conducting research related tothese findings, established that the student's perception of the total university environment was dependent upon the major field of study. In more recent years, Pace has based his research upon a more global concept. He has assumed that the general educational content, rather than a psychological concept of needs-press, is responsible for a student's perception of the environment. This theory served as the basic assumption for his development of the College and University Environment Scales. Pace (3l) has reported.that research has given no clear indication that any significant relationship existed between the student reporter's personal characteristics and his perception of the environment. It would appear that academic achievement, personality measures, scholastic apti- tude, and sex may have no direct influence on the student's perception. Pace has cautioned that these findings must be investigated through repli- cation studies at other institutions. He also suggested that research should be conducted to test the theory that a student's location within the environment and his familiarity with an institution will affect CUES scores. (3lz53'60) IS Astin (I) has also reported some important considerations for assess- ing college environments. A study conducted at seventy-three institutions provided evidence that students' vocational choices tend to increasingly conform to the dominant choice of their college environment. Astin developed an instrument, the Environment Assessment Test, based on the rationale that the college environment is dependent on certain character- istics of the student body. Astin has warned that one must be mindful of the fact that certain personal characteristics may have affected each individual's chance of exposure to a specific environment. (l:28-9) Astin (l8) has recently initiated a study for the American Council on Education to accumulate normative data concerning the nation's freshmen population. Freshmen students responded to questionnaire items that requested a wide range of biographical information and personal opinions about their chosen institution. A large percentage of the freshmen students representing all types of institutions of higher education designated the descriptive terms: social, warm, practical-minded, and realistic, as typlifying their colleges. A disproportionately small percentage described their institution as being snobbish and Victorian. Follow-up studies will be made to determine whether these students change their views after attendance. Similar surveys of succeeding freshmen groups will also be conducted. Until additional statistical analysis is completed, the concise interpretation of this abundance of information will be quite impossible. (l8:8) Some research has recently been conducted to investigate possible changes in student perceptions of certain institutions after various types of experiences. Standing and Parker (37) compared the pre-conceptions of l6 entering freshmen and transfer students with a real environment defined by upperclassmen perceptions. Significant differences were determined for thirteen of the thirty scales on the College Characteristic Index. The entering students tended to exhibit higher expectations relative to the institutional environment. The design of this study incorporated the treatment effect of an actual environmentalchange through the signifi- cant addition of physical plant structures. Standing and Parker reported that a follow-up of the upperclassmen perceptions reflected these struc- tural changes. However, a second sample from the population of incoming students did not differ significantly from the initial sample of incoming students in their perceptions of the environment, and thus did not reflect the structural revisions. (7:3-A) Edson (IA) also compared the perceptions of a sample of native junior students to the expectations of incoming freshmen students. The pre-test scores on the CUES of the incoming students tended to be dis- proportionately higher than the scores of the native students. After attendance at the institution, the scores of the freshmen tended to change in the direction of the real environmental perceptions as defined by the scores of the native junior students. Edson found that those incoming freshmen who held exaggerated inaccurate expectations of the institution changed more radically than those freshmen who tended to have expectations more similar to the native students. It was established that the changes in £g§§ scores were not significantly related to the personality characteristics of Social Relationship and Conformity Level as measured by the Minnesota Counseling Inventory. (l4:l3l) Berdie (3) has emphasized the fact that there is some concrete I7 ' evidence that students change their perceptions of an institution during the first six months of attendance. He has observed that change scores on the CUES were not significantly related to college aptitude, academic achievement, place of residence, or type of transportation to the insti- tution. (3:3AA) Berdie (A) has reported research which indicated that by the end of the first year the freshmen students' perceptions differed from their expectations, and approached the upperclassmen perception of the insti- tution. A comparison was made of the perceptions of upperclassmen, freshmen, parents, camp counselors, teaching faculty, residence hall counselors, and counseling psychologists. These groups of students and non-students perceived the institution as having an academic and scholarly- atmosphere with an emphasis upon personal, political, and poetic meaning. Their perceptions supported to a greater extent the intellectual function rather than social and practical functions of the institution. Berdie observed that there tends to be a common atmosphere permeating the campus with a complement of numerous sub-atmospheres prevailing in the various colleges of the institution. (#:77A-5) Conclusions The following general conclusions were based on the survey of signi- ficant literature pertaining to community college students, orientation programs, and student perception's of institutional environments. I) The small amount of research which has been conducted to investigate the matriculation of community college students to four-year institutions has primarily focused upon the transfer student's academic performance. It would appear that most com- munity college students attain a lower grade point average after the first term of enrollment at the four-year institution com- pared to their accumulated grade point average at the two-year institutions. Their first term grade point also tends to be significantly lower than the native student's hverage. After approximately two terms of attendance at the four-year institu- tion, the community college transfer student raises his grade performance to a level which is similar to the native student's achievement. 2) Comparisons of community college students' needs and personal characteristics to those of native students at four-year institu- tions suggest that the community college student has a different set of attitudes, values and motivation for higher education. 3) Those studies which have investigated the effects of orienta- tion programs upon student readiness for college, attitudes, and study skills have indicated that such programs have a positive influence upon the incoming freshmen. Similar research, using a population of community college transfer students, has not been reported. A) Most research and evaluation studies of orientation programs have implemented a methodology that surveyed student opinion con- cerning the orientation activities or compared characteristics of non-attenders and attenders. 5) The environment of a college or university is considered a most important factor which influences student behavior. The 19 early studies of collegiate environments were primarily descrip- tive and established that different types of institutions have unique climates and atmospheres. 6) Factors which influence or change environmental perceptions held by students have not been sufficiently isolated through research. Recent studies support the theory that the entering freshman student perceives the institution more ideally than the upperclassman. These differences in perceptions have been found to diminish as the freshman student experiences collegiate life and progresses through his first year of attendance. 7) The review of literature supported the conclusion that there has been a deficiency of research in the area of orientation pro- grams for community college transfer students and the effects that such activities may have upon the student's perception of the institution. CHAPTER III DESIGN This chapter contains a description of the sample, the methodology, the instrumentation, and the procedures for analysis of the data. The testable hypotheses are also restated in null farm. 5—inch: The population selected for this study consisted of community college students who were transferring to Michigan State University. They were admitted for enrollment in the fall of I966. These students had accumu- lated sufficient credit hours, eighty-five to one hundred twenty-nine, to be classified at junior class standing. All had previously attended com- munity colleges located in the state of Michigan for at least two academic calendar years. I The Michigan State University Staff of the Offices of Admissions and Scholarships offered a Transfer Student Summer Orientation Program to this group. This program included such activities as placement or proficiency testing, course registration, payment of fees, discussions pertaining to regulations, and social, cultural, recreational opportunities, and lec- tures presented by some faculty members. For a complete presentation of the program, see Appendix A. Attendance at this orientation program was not required. Of the eight hundred five individuals who comprised this population, five hundred 20 2l eighty-four students chose to participate. The two hundred twenty-one transfer students who did not attend the summer program were encouraged to attend recommended activities held during Welcome Week I966, September 23 through September 28. Data was not available concerning the number of these students who participated in these events. Before class attendance in the Fall Term, I966, members of this group did complete the required registration activities such as an interview with their academic adviser, completed tests, and met other general administrative requirements. For a specific representation of these activities, see Appendix 8. From the group who attended the summer orientation program, (here- after referred to as ”attenders,”) one hundred forty names were randomly drawn. Thirty-five individuals were randomly assigned to each of four treatment groups, I, II, III, and IV. A listing of these attenders was obtained from the Admissions Office. Names appeared in chronological order according to the calendar dates when the student was officially admitted. A number was assigned to each name and through adherence to random sampling procedure, equal probability for selection was assured. Four sample groups were also randomly drawn from the group of students who did not attend the summer orientation program. (Hereafter, referred to as ”non-attenders.“) These one hundred forty non-attenders were randomly assigned to treatment groups of thirty-five individuals, and designated as groups V, VI, VII, and VIII. A sample of thirty-five native junior class students was also ran- domly selected. These students had accumulated all previous credit hours through completion of academic requirements at Michigan State University. This group was labeled Group IX. 22 The procurement of the sample groups was accomplished by corres- spondence and telephone calls. During the second week of September, letters were sent to the selected subjects requesting their cooperation in the study. C0pies of these letters are contained in Appendix C. Self-return post cards were enclosed for responding to the request. Telephone calls were made to those individuals who had not responded by September 26. The final procurement of the sample was also dependent upon the com- pletion of a pre-test and a post-test. Table 3.l is a summary and analy- sis of the various requests for subject cooperation. Methodology The original design of this study included four sample groups of attenders and four sample groups of non-attenders. Each set was to have been composed of a control, letters treatment, faculty symposium, and group discussion treatment group. However, the large number of non- respondents from the non-attenders group was partially attributed to the fact that a large number of those students did not enroll during the Fall Term, I966. See Table 3.] for a summary of participation from these non-attenders, Groups V, VI, VII, and VIII. A substantial lack of response was also experienced from the attenders randomly selected and designated as Group IV. These students had been requested to attend weekly symposiums conducted by selected faculty members. .These occurrences prompted the combining of experimental groups. Groups V, VI, VII, and VIII, comprised of non-attenders, was combined 23 :N_ m_N 00— m_m um_mu0H IlowI IflI lemII Iwmlll x. m m. m mm ___> o :_ m mm __> N m. N_ mm _> N __ N. mm > u mN N. mm >_ 0— mm m. mm ___ mm mm on mm __ mm mm mm mm _ >n=um ox“ co oom_ .etoh __mc mu_u_>_yo< puumoaaom u_pucu u_Eonmu< co_uma_o_ucmm com co_uma_u_ucmm co» a:0cw __< mc_uo_a80u consaz mc_>_ouo¢ Lucasz mc_coouc:_o> consaz mumcscox mo guessz o_aEmm .>v:um uzu c_ co_uma_u_ucmm com mumoacom o“ momcoamom .muuomnam peace—om mo >cmesam pcm m_m>_mc< _.m m4mo_ No. one um oucmo_m_cm_m moumcm_moo¥% .oucou_mcoo mo _o>o_ 0.. men an oucmu_m_cm_m moumcm_moo¥ om._ m.m~ o.m_ m.m_ _.- m.m~ “moCIUAoa __.m som.~ m.o~ _.m 0.x. m.m_ o._~ amouumcm a_cmcm_o;om mu._ m.m_ m.m~ m.m_ m.:_ w.m~ ammuuumom am._ sm~.~ _.m_ o.m_ m.m N.m_ _.n_ umoHIoca >uc_ca0cm um.m ,«mm.~ m._~ m.:m o.o~ :.:_ m.m_ amoUIBAoa _m.o_ semm.m o.w_ m.:m m.m_ ~.m o.m_ amounccm mmocmcm3< mm._ m.m_ _.N_ _.m_ m.m_ _.m_ ummuuumoa _w._ .:_.~ ~.__ o.m_ m.m_ n.m_ o.:~ “moulded >u_c:EEoo _u._ m.m w... m.w m.w m.m uncuuumom mu._ .m:.~ N.“ m.~_ o.m m.m o.“ “mou-ota >u__mo_uumcm x. > ___ __ _ Nx m.hhm4hxum mmm<=dm do 23m gnome mumz_u day :0 mocoom umohuumOm ucm umohuoem 0;“ mo moocm_cm> ecu mo >u_ocumoEo: cow mumoh mo mu_:mom mo >cmEEJm :.m m4m-preceding the t-values in Tables 4, 7, l0, and I4 indicate direction of difference between means. For example in Table 4, at the intersect of Groups II and V, 2.2l* is read: Group V mean is less than the mean of Group II. 38 The scores on the Propriety scale in reference to Null Hypothesis I were also analyzed through use of the analysis of variance technique. The results of this test are reported in Table 4.5. TABLE 4.5 Analysis of Variance Results for Scores on the Propriety Scale of CUES. Source d. f. s. s. m. s. F Between groups 4 95 23.75 l.67 Within groups ll9 l,690 l4.20 Null Hypothesis I, with respect to the Propriety scale, was not rejected due to the lack of significance at the .05 level. The results of the testing of Null Hypothesis I, concerning Scholar- ship, are presented in Table 4.6. TABLE 4.6 Analysis of Variance Results for Scores on the Scholarship Scale of CUES. Source d. f. s. s. m. s. F Between groups 4 92] 230.25 13.l3** Within groups II9 2,088 l7.54 **Designates significance at the .0l level of confidence. 39 The significant F-value at the .0l level justified the rejection of Null Hypothesis I, relative to Scholarship. The group means for scores on the Scholarship scale were compared by ”t”-tests. The resulting t-values are reported in Table 4.7. The specific group means on the Scholarship scale are presented in Appendix G. TABLE 4.7 Matrix of t-Values Reflecting Group Mean Differences on the Scholarship Scale of CUES. I II III v Ix I II O.l9 III 0.85 0.7I v 0.33 0.24 0.58 Ix 2.72* v 0.59 0.57 «=:2.25* IX 0.85 1.99 0.97 1.43 *Designates significance at the .05 level of confidence. Null Hypothesis II, with respect to Awareness, was tested by the analysis of covariance technique. Table 4.ll contains a summary of these findings. TABLE 4.ll Analysis of Covariance Results for Post-Test . Scores on the Awareness Scale of CUES. Source d.f. s.s. Between groups 4 449 30l 348 44 ll.00 0.7I Within groups ll8 2,243 2,6I2 l,325 l,830 I5.5l 42 Since the F-value was not significant at the .05 level, Null Hypothe- sis II, as it pertained to Awareness, was not rejected. The results of testing Null Hypothesis II, with respect to Propriety, are presented in Table 4.l2. TABLE 4.l2 Analysis of Covariance Results for Post-Test Scores on the Propriety Scale of CUES. Source d.f. s.s.x s.s.y s.s.xy s.s.y.x m.s.y,x F Between groups 4 95 82 78 20 5.00 0.43 Within groups Il8 l,690 2,146 I,l29 l,392 II.79 The determined F-value was not significant at the .05 level of confidence. Null Hypothesis II, pertaining to Propriety, was not rejected. Null Hypothesis II, as related to Scholarship, was also tested by the analysis of covariance technique. Table 4.l3 is a summary of the results. TABLE 4.l3 Analysis of Covariance Results for Post-Test Scores on the Scholarship Scale of CUES. s s. 5.5 5.5. m.s. F Source d.f. 5.5.x . y 'xy y-x y.x Between groups 4 92l 566 577 2ll 52.75 3.82** Within groups I18 2,088 2.735 '1,519 1,630 13.81 **Designates significance at the .0l level of confidence. 43 Null Hypothesis II, with respect to Scholarship, was rejected on the basis of the determined F-value which was significant at the .0l level. The adjusted group means were tested by ”t”-tests. The t-values for these mean comparisons are presented in Table 4.l4. Appendix G contains a listing of these group mean values. TABLE 4.l4 Matrix of t-Values Reflecting Adjusted Group Mean Differences on the Scholarship Scale of CUES. I 11 III v 1x I II <2.02* III 0.58 >253; v 0.93 >286 0.3a IX 0.09 >2.09* 0.53 0.90 *Designates significance at the .05 level of confidence. '**Designates significance at the .0l level of confidence. Discussion of Results The results of testing Hypothesis I indicated that the community college transfer students entered Michigan State University with expec- tations which were similar to the native junior students' perception of the institutional environment with respect to the CUES scales, Propriety, Community, and Practicality. Significant differences between the com- munity college transfer students' expectations and the native junior students' perceptions were found to have existed through the statistical analysis of scores on the Awareness and Scholarship scales. The group means on the Scholarship scale for the sample groups of community college students were significantly greater than the group mean for the sample of native junior students. See Appendix G for a presentation of these means. The community college students expected an environment that exhibited a higher emphasis on academic achievement and a more serious interest in sholarship compared to the native students' perception of this characteristic of the institution. The analysis of group mean scores on the Awareness scale indicated that the community college transfer students who attended summer orien- tation expected a greater stress upon such features as personal and political meaning than was perceived to exist as reported by the native junior students. Appendix G contains a report of these group mean scores. The community college transfer sample group consisting of those students who did not attend the summer orientation program did not differ significantly in their expectations from the perceptions of the native junior students with respect to the Awareness scale scores. The Awareness expectations of these non-attenders were significantly lower than those expectations related by two of the three sample groups who had attended the summer orientation program. The third sample of attenders, Group I, exhibited expectations of the Awareness feature which were similar to the other sample groups of attenders. However, this group mean score did not differ significantly from the group mean score of the non-attenders, Group V. The analysis of covariance treatment of the post-test data indicated no significant differences between the group mean scores of the five experimental groups with respect to the Propriety and Practicality scales. The community college transfer student entered the institution with expecta- tions of the native junior students and these perceptions were maintained. 4S The analysis of data pertaining to Hypothesis II with respect to the Awareness scale showed that the experimental treatment of the selected orientation programs also had no effect on the community college transfer students' expectation of this characteristic of the institution. The significant differences noted at the pre-test period were still evident. The analysis of covariance treatment of the group mean scores on the Community scale indicated that the orientation program of group dis- cussions had some influence on the participants' expectation of this feature of the institutional environment. Those subjects who attended the weekly discussion groups had a significantly higher perception level of Community compared to the perceptions exhibited by members of Group II, of community college transfers who received weekly letters, and Group V, a control group of community college transfer students who had not attended the summer orientation program. With the exception of Group III, the weekly discussion participants, the community college transfer students changed their expectations of Community in the direction of the ”real” perception of this facet of the institution as defined by the native junior students. Significant differences were also found to exist between groups based on the analysis of group mean scores on the Scholarship scale. The treat- ment of a weekly letter appeared to have affected the subjects' view of the Scholarship feature of the environment. These students, Group II, significantly changed their expectation to one which was similar to the perception of Scholarship as reported by the native junior students. The other sample groups of community college transfer students, Groups I, III, 46 and V, expected a more idealistic atmosphere of Scholarship compared to the native students and these significant differences were maintained at the post-test period. Since:th8re,was no significant.difference batween Groups I and V, designated as control groups, and Group III, participants in weekly discussions, it would appear that the treatment of weekly dis- cussions had no demonstrable effect upon the students' perception of Scholarship. Summary The following table is presented as a summary of the analysis of results. For each hypothesis tested, an F-value, as derived by either the analysis of variance or covariance technique, the significance level, and a statement of rejection or non—rejection Is.given. .mucou_mcou mo _u>o_ mo. uco>on co um ucmu_w_cm_m uoz mmumcm_muc I mz 47 nmsummom .0. «m.m .a_;mcm_o;um A» umuummoa “oz mz m:.o .>60_Laota An puuucmmm uoz mz _N.o .mmucucmz< Au nmuuomma mo. :m.~ .>amc:seoo an emuooamg 662 m2 km._ .>u__mu_sumta Am "mu—mum acoEc0c_>cm Nu_mcu>_c: 6cm emu—.00 on“ >a pocammoe mm >u_mcu>_c: coaum cmm_;u_z mo mco_ua00cua c_u;u o“ pumamoc ;u_3 mucupaum co_c:m u>_umc 6cm .mEMLm Iota co_umuco_co c_ uuma_u_ucma no: u_p on: mucouaum commcmcu omm__ou >u_c:EEou .mEMcmOLa co_umucm_co c_ puuma_o_ucma 0:3 mucmuaum commence emu—.00 >u_c:EEoo cumzuun 6:30» on ___3 cucocomm_b oz 1 __ m_mwrhom>: amaumamx _o. m_.m_ .a_cmcm_o;um A6 umuuuaoa uoz mz 56.. .>So_taoca Au uuuuomuz .o. mm.m .mmocucmz< Au uuuummox uoz mz mo.~ .>u_c=eeou A6 umsuommz uoz mz m... .>u__mo_uumta A6 ”mmmmum ucch0c_>cm xu_mco>_c: 6cm mmmaamm.ocu >3 cucammue mm >u_mco>_c: macaw cmm_cu_z mo ucoEcoc_>cu ecu mo mco_uaoocua .mucuuaum co_c:m c>_umc ucm mco_umHooaxo .mucmcaum ccwmcmcu emu—.00 >u_c:EEou cuuzuun peso» on ___3 cucucomm_u 02 I _ m_mu:hom>: co_uuuau¢1coz co co_uuumu¢ _o>mu -g..; . momucuoa>z __32 mo ucuEuumum cocmo_u_cm_m o:_m>Im ms_=mo¢ Lo >Lmee:m m_.: mnm‘ Architecture Social Science: 245 Fee Anthropology: 10 International Center Correctional Adm.: 412 Olds Grography: 315 Nat.Sci. Hiuhway Traffic: 412 Olds Industrial Security Adm.: 412 Olds International Relations: 457 Berkuy Veterinary Medicine: 175 Cflz-J Medical Technology: 175 Cfitit Pro-Veterinary Medicine: 35 Giltncr Veterinary Medicine: 173 CLZ'V APPENDIX C Letters to Students Requesting Their Participation in the Study 7l MICHIGAN STATE UNIVERSITY - East Lansing Office of the Dean of Students September l4, I966 During the first six weeks of Fall Term, research will be conducted at MSU to evaluate various types of orientation programs for transfer students. You have been selected to participate in this study. The orientation activities in which you will participate are intended to assist you in your adjustment to MSU. Your cooperation in the study will also enable us to obtain valuable information for the planning of the most effective orientation programs for future transfer students. We are requesting that you read six letters that you will receive period- ically from October 4th through November 8th. These letters will contain information of interest to you. You will receive additional information concerning the study after your arrival to campus. Please indicate on the enclosed self-return post card whether you will c00perate in this study. Your interest and cooperation is appreciated. Looking forward to your joining us at MSU, Sincerely, Michael E. Kaelke Assistant Director for Educational Programs l62A Student Services Building 72 MICHIGAN STATE UNIVERSITY - East Lansing Office of the Dean of Students September lh, I966 During the first six weeks of Fall Term, research will be conducted at MSU to evaluate various types of orientation programs for tfansfer students. You have been selected to participate in this study. The orientation activities in which you will participate are intended to assist you in your adjustment to MSU. Your cooperation in the study will also enable us to obtain valuable information for the planning of the most effective orientation programs for future transfer students. We are requesting that you complete two questionnaires concerning MSU. You will receive the first questionnaire through the campus mail during the first week of the term. A second one will be sent for completion later in the term. You will receive additional information concerning the study after your arrival to campus. Please indicate on the enclosed self-return post card whether you will cooperate in this study. Your interest and cooperation is appreciated. Looking forward to your joining us at MSU, Sincerely, Michael E. Kaelke Assistant Director for Educational Programs l62A Student Services Building 73 MICHIGAN STATE UNIVERSITY - East Lansing Office of the Dean of Students September lh, I966 During the first six weeks of Fall Term, research will be conducted at MSU to evaluate various types of orientation programs for transfer students. You have been selected to participate in this study. The orientation activities in which you will participate are intended to assist you in your adjustment to MSU. Your c00peration in the study will also enable us to obtain valuable information for the planning of the most effective orientation programs for future transfer students. We are requesting that you attend six, one-hour group discussion sessions. Mr. Richard Hensen, Assistant Director of Admissions will serve as your discussion leader. These meetings are scheduled for each Wednesday evening, October 5th through November 9th, at 7 p.m. in room 3h of the MSU Union. You will receive additional information concerning the study after your arrival to campus. Please indicate on the enclosed self-return post card whether you will cooperate in this study. Your interest and cooperation is appreciated. To insure that these meetings will not conflict with previous commitments, please consult your class schedule. Looking forward to your joining us at MSU, Sincerely, Michael E. Kaelke Assistant Director for Educational Programs l62A Student Services Building 7h MICHIGAN STATE UNIVERSITY - East Lansing Office of the Dean of Students September IA, I966 During the first six weeks of Fall Term, research will be conducted at MSU to evaluate various types of orientation programs for transfer students. You have been selected to participate in this study as a member of a control group of native students. Your cooperation in the study will enable us to obtain valuable information for the plan- ning of the most effective orientation programs for future transfer students. We are requesting that you complete two questionnaires concerning MSU. You will receive the first questionnaire through the campus mail during the first week of the term. A second one will be sent for completion later in the term. Please indicate on the enclosed self-return card whether you will par- ticipate in this study. Your interest and cooperation is appreciated. Sincerely, Michael E. Kaelke Assistant Director for Educational Programs l62A Student Services Building APPENDIX D Weekly Letters Sent to Subjects Composing Treatment Group II 76 MICHIGAN STATE UNIVERSITY - East Lansing Office of the Dean of Students October 9, l966 This is the first of five letters which you will receive explaining various facets of MSU. The information that is included may be helpful to you in your first term experience at MSU. On Monday and Tuesday of this week, the MSU Placement Office is sponsoring its annual Career Carnival, “Which Niche,“ in the Union. Over 300 repre- sentatives of 83 different organizations will be present to assist students in answering their questions concerning vocational placement. Attendance at this event may help you clarify and/or redefine your vocational choice. Another service of MSU that may interest you is afforded by the Counseling Center located on the second floor of the Student Services Building. The results of the examinations which you took during the summer are interpreted at your request. Merely tell the receptionist you wish to see a counselor for his interpretation of your test scores. If you are in need of information or have problems, I may be able to refer you to the proper sources. Feel free to call me at 353-6h63. Best wishes for a meaningful week, Sincerely, Michael E. Kaelke Assistant Director for Educational Programs l62A Student Services Building 77 MICHIGAN STATE UNIVERSITY - East Lansing Office of the Dean of Students October l7, I966 After two weeks of classes, you should hopefully be familiar with the routine of academic pursuits at MSU. However, some of you may be still experiencing problems from the drastic difference in the size of MSU and your former institution. Critics of our educational system often claim that institutions such as MSU are huge machines for the manufacture of knowledge products. They support the idea that we are impersonal and that a student's identity is little beyond a student's IBM number. Upon casual observation of the size of classes, you may agree with these critics. You may be enrolled in courses that have in excess of three hundred students. You may feel you have little chance for raising questions or individualized attention. Do not fall into this trap. Nearly all members of the faculty are interested in you and your development. They will take time to help you with your problems. However, you must take the initiative to relate to them that you are having problems. If you are having difficulties, do not wait until you receive a poor grade on an examination, but talk to your professor about your present academic achievement. I remain interested in your progress, Sincerely, Michael E. Kaelke Assistant Director for Educational Programs Mbic 78 MICHIGAN STATE UNIVERSITY - East Lansing Office of the Dean of Students October 24, l966 This week, | wish to discuss the innumerable activities of MSU that may not have been brought to your attention. These activities provide an excellent opportunity for intellectual stimulation in an atmosphere different from the classroom setting. In many instances, they comple- ment your academic work, and afford you the opportunity to devel0p new interests. The activities listed below are scheduled for this week, however, they are typical of the events that occur throughout the entire term. I. Twenty-eight departmental seminars with topics ranging from ”agricultural planning in Argentina" to "fine structure and development of nematocysts.” These seminars are conducted by visiting professors from “all corners" of the world, and all students are invited. The second lsenberg Memorial Lecture will be given on October 28, at 8 p.m., in Conrad Auditorium. Professor Richard S. Rudner of Washington University will discuss the topic, I'Re- production and Social Science.“ On Thursday, October 27, at A p.m., in Erickson Kiva, Dr. Akhter Hameed Khan, Director of the Academy of Rural Devel- opment, East Pakistan, will review East Pakistan's efforts to solve their food problems. October 25-30, in Fairchild Theatre, the Performing Arts pro- duction, ”Slow Dance on the Killing Ground.” Please consult the two enclosures which describe other forth- coming events that may be of interest to you. Best Wishes for a successful week, Sincerely, Michael E. Kaelke Assistant Director for Educational Programs Mbic Enclosures 79 MICHIGAN STATE UNIVERSITY - East Lansing Office of the Dean of Students November I, I966 Midterm is here. It is probably a trite approach to emphasize the importance of mid-term examinations to you. However, some of you may be experiencing difficulty in establishing study habits in your new environment. You may have formerly been a commuter living at home and now experience fewer social controls. You may also be accustomed to a semester system. Possibly it would be to your advantage to spend some time developing a weekly schedule for yourself. Some students find it very benefi- cial to designate specific blocks of time for study and recreation. In allocating their time, some students feel that such things as periodic study breaks, adequate sleep, study during the day and early evening, and immediate review of lecture notes increase their proficiency. These suggestions may not be best for you. Indeed, the important thing is that you consider the possibility that you might be able to establish a better way to utilize your time. Good luck on mid-terms. Sincerely, Michael E. Kaelke Assistant Director for Educational Programs 8O MICHIGAN STATE UNIVERSITY - East Lansing Office of the Dean of Students This is the last weekly letter you will receive from me. Hopefully this correspondence has been of some assistance to you. Please consider the following statements concerning your experience at Michigan State University: (I) Administrators, faculty, and your fellow students---are interested in you. They believe you are an important entity at MSU. Always feel free to consult them for assistance. (2) The amount of satisfaction with MSU and the meaningfulness of your experience will be directly proportionate to your active participation in academic endeavors, student activities, group life, etc. The trite adage, “you'll get out of it, what you put into it,” may be applicable to you and the educational process. Please do not hesitate to contact me for assistance with your questions. Good luck. Sincerely, Michael E. Kaelke Assistant Director for Educational Programs l62A Student Services Building 3-6A63 APPENDIX E Cover Letters Enclosed With Pre-Test and Post-Test Materials and Follow-Up Requests 82 October 3, 1966 Thank you for cooperating in my study. Please complete this questionnaire and return it to Mike Kaelke, l62A Student Services Building. A prompt return of the booklet and answer sheet is appreciated. Please read the following directions: Colleges and universities differ from one another in many ways. Some things that are generally true or characteristic of one school may not be characteristic of another. The purpose of College 5 University Environment Scales (CUES) is to help define the general atmosphere of different schools. 'The atmosphere of a campus is a mixture of various features, facilities, rules and procedures, faculty characteristics, courses of study, classroom activities, students' interests, extra-curricular programs, infor- mal activities, and other conditions and events. You are asked to be a reporter about MSU. What kind of place will it be? There are ISO statements in this booklet. You are to mark them TRUE or FALSE, using the answer sheet given you for this purpose. Do not write in the booklet. Please read instructions designated 6., on the next page. 83 October 5, I966 Thank you for indicating that you will cooperate in my study. Please read the unmarked directions and complete this questionnaire. It may be returned in the enclosed envelope to Mike Kaelke, I62A Student Services Building, MSU. A prompt return of the booklet and answer sheet is appreciated. You are a member of the native junior sample and represent a control group member. I need your cooperation in completing this question- naire again later in the term. You will receive the necessary infor- mation in the mail at a future date. If you are interested, sometime during winter term, I will send you an abstract of the results for your own edification. My sincere best wishes for your continued success at MSU. Sincerely, Michael E. Kaelke Assistant Director for Educational Programs 8h October 9, I966 Please complete and return the questionnaire, CUES, which you received approximately ago. It is important that I receive it in the next few days. If you live in a residence hall, leave it with the hall re- ceptionist for the campus mail. NO POSTAGE REQUIRED. If you live off-campus, please return it in the stamped envelope that you received with the questionnaire. Your c00peration is appreciated. Thank you. Michael E. Kaelke I62A Student Services Building 3-6A63 85 November I8, l966 Thank you for participating in my study. Once again, I need your cooperation in completing the CUES questionnaire. Please read the unmarked directions. Answer all of the items. If you are uncertain of an answer, please guess whether the statement is generally characteristic of MSU. It is imperative that I receive the booklet and completed answer sheet by November 30, I966. They may be returned in the enclosed self-addressed and stamped envelope. This is the last request for your participation. If you are interested, sometime during winter term, I will send you an abstract of the results of the research. If I can ever be of assistance to you, please feel free to contact me. Sincerely, Michael E. Kaelke Assistant Director for Educational Programs l62A Student Services Building 3-6h63 MK/ms 86 December 3, I966 Please complete and return the questionnaire, CUES, which you received approximately two weeks ago. It is important that I receive it in the next few days. Please return it in the self-addressed and stamped envelope that you received with the questionnaire. Your cooperation is needed and is appreciated. Good luck on finals. Thank you. Michael E. Kaelke I62A Student Services Building 3-6h63 APPENDIX F Copy of College and University Environment Scales 88 form x-1 CUES COLLEGE & UNIVERSITY ENVIRONMENT SCALES BY C. ROBERT PACE UNIVERSITY OF CALIFORNIA LOS ANGELES Publiehed l: dietrlbuted by EDUCATIONAL TESTING SERVICE, PRINCETON, NEW JERSEY Copyrlghto 1962 by C. Robert Pace Compiled from College Characteristics Index—Form 1158 Copyright 1958 by George 6. Stern and C. Robert Pace Directions Colleges and universities differ from one another in many ways. Some things that are generally true or characteristic of one school may not be characteristic of another. The purpose of College & University Environment Scales (CUES) is to help define the general atmosphere of different schools. The atmosphere of a campus is a mixture of various features, facilities, rules and procedures, faculty characteristics, courses of study, classroom activities, students' interests, extra- curricular programs, informal activities, and other conditions and events. You are asked to be a reporter about your school. You have lived in its environment, participated in its activities, seen its features, and sensed its attitudes. What kind of place is it? There are 150 statements in this booklet. You are to mark them TRUE or FALSE, using the answer sheet given you for this purpose. Do not write in the booklet. Instructions for Answer Sheets 1. Enter your name and the other identifying information requested in the spaces provided on the separate answer sheet. 2. Two different forms of answer sheets, Form X-I and Form X-I S may be used. If you have been provided Form X-l, skip items 3, 4, and 5 below and proceed to item 6. 3. SPECIAL INSTRUCTIONS FOR FORM X-lS ANSWER SHEETS ONLY: If your answer sheet has the notation Form X—IS in the upper right-hand corner, certain identifying information must be entered by marking in the boxes on the left-hand side of the answer sheet. If you have been provided this type of answer sheet, find the section headed “Print last name . . .” at the top left-hand comer. Starting at the arrow on the left, print as many letters of your last name as will fit (up to thirteen) in the large boxes of the LAST NAME section. Print one letter in each large box. Do not go beyond the heavy line that separates last name and first name sections even if you can’t complete your last name. If your last name has fewer than thirteen letters. use as many boxes as you need and leave the rest blank. After you have finished printing as many letters of your last name as will fit in the boxes to the left of the heavy line, print as many letters of your first name as will fit (up to seven) beginning at the heavy line and stopping at the last box on the right. Print one letter in each box. If your first name has fewer than seven letters, use as many boxes as you need and leave the rest blank. 4. Now look at the columns under each letter you’ve printed. Each column has a small box for each letter of the alphabet. Go down the column under each letter you’ve printed, find the small box labeled with the corresponding letter, and blacken that small box. Do this for each letter you’ve printed in the large boxes across the top. 5. Note the section on the answer sheet where Identification Number, sex, age, and educational status are requested. Copy your Identification Number into the boxes below the printed number by blackening the appropriate boxes. 90 Under “sex,” mark Male or Female, as appropriate; then indicate your age and educational status in the same way. 6. Find question I on the next page and the space on the answer sheet for record- ing the answer. If you are using the Form X-IS answer sheet, record your answer by blackening the box marked T or F; if using the Form X-l answer sheet, com- pletely fill in the spaces between the dotted lines as is shown in the sample below. Sample Item: (A) Students are generally pretty friendly on this campus. Form X-l Answer Sheet Form X-IS Answer Sheet A. T F A. I I l I F] Proceed to answer every item of the 150 given. Blacken space T on the answer sheet when you think the statement is generally characteristic or TRUE of your school, is a condition which exists, an event which occurs or might occur, is the way people generally act or feel. Blacken space F on the answer sheet when the statement is generally FALSE or not characteristic of your school, is a condition which does not exist, an event which is unlikely to occur, or is not the way people generally act or feel. Com-JOSUIAWNI— I—I—n ”‘9 I_- [0 13. 14. 15. 16. l7. l8. 19. 20. 21. . Students set high standards of achievement for themselves. gfigtfifiifig 30. 31. 32. 33. . Faculty members rarely or never call students by their first names. 35. 36. 37. 38. . Students quickly learn what is done and not done on this campus. . Students must have a written excuse for absence from class. . There are lots of dances, parties, and social activities. . Students are encouraged to criticize administrative policies and teaching practices. . Campus buildings are clearly marked by signs and directories. . There is a lot of apple-polishing around here. . New fads and phrases are continually springing up among the students. . Student organizations are closely supervised to guard against mistakes. . Religious worship here stresses service to God and obedience to His laws. . It’s important socially here to be in the right club or group. . The professors regularly check up on the students to make sure that assignments are being carried out properly and on time. . Student rooms are more likely to be decorated with pennants and pinoups than with paintings, carvings, mobiles, fabrics, etc. Some of the professors react to questions in class as if the students were criticizing them person- ally. Education here tends to make students more practical and realistic. New jokes and gags get around the campus in a hurry. It is fairly easy to pass most courses without working very hard. Most of the professors are very thorough teachers and really probe into the fundamentals of their subjects. Students almost always wait to be called on before speaking in class. Laboratory facilities in the natural sciences are excellent. Learning what is in the text book is enough to pass most courses. A lecture by an outstanding scientist would be poorly attended. . The professors really push the students’ capacities to the limit. . Class discussions are typically vigorous and intense. . Everyone knows the “snap” courses to take and the tough ones to avoid. . Long, serious intellectual discussions are common among the students. . Personality, pull, and bluff get students through many courses. . Standards set by the professors are not particularly hard to achieve. 29. Careful reasoning and clear logic are valued most highly in grading student papers, reports, or discussions. Students put a lot of energy into everything they do—in class and out. Students spend a lot of time together at the snack bars, taverns, and in one another’s rooms. There is a great deal of borrowing and sharing among the students. There are definite times each week when dining is made a gracious social event. Students commonly share their problems. The professors go out of their way to help you. Most students respond to ideas and events in a pretty cool and detached way. There are frequent informal social gatherings. 39. 40. eases: gfigc‘fifléfig 92 Most people here seem to be especially considerate of others. Students have many opportunities to develop skill in organizing and directing the work of others. . Very few things here arouse much excitement or feeling. . Many upperclassmen play an active role in helping new students adjust to campus life. . This school has a reputation for being very friendly. . The history and traditions of the college are strongly emphasized. . It’s easy to get a group together for card games, singing, going to the movies, etc. . Tutorial or honors programs are available for qualified students. 47. . Quite a few faculty members have had varied and unusual careers. 49. . There is a lot of interest here in poetry, music, painting, sculpture, architecture, etc. 51. Public debates are held frequently. Many of the social science professors are actively engaged in research. The student newspaper rarely carries articles intended to stimulate discussion of philosophical or ethical matters. . The library has paintings and phonograph records which circulate widely among the students. . A lecture by an outstanding literary critic would be poorly attended. . Channels for expressing students’ complaints are readily accessible. . There are paintings or statues of nudes on the campus. . Course offerings and faculty in the social sciences are outstanding. . Students are actively concerned about national and international affairs. . There would be a capacity audience for a lecture by an outstanding philosopher or theologian. . There are many facilities and opportunities for individual creative activity; . A controversial speaker always stirs up a lot of student discussion. . Students rarely get drunk and disorderly. . There are a number of prominent faculty members who play a significant role in national or local politics. . Most students show a good deal of caution and self-control in their behavior. . Students here learn that they are not only expected to develop ideals but also to express them in action. . Many students drive sports cars. The person who is always trying to “help out” is likely to be regarded as a nuisance. . Nearly all students expect to achieve future fame or wealth. . Students often start projects without trying to decide in advance how they will develop or where they may end. . Some of the most popular students have a knack for making witty, subtle remarks with a slightly sexy tinge. . Students are conscientious about taking good care of school property. . Student publications never lampoon dignified people or institutions. . Student parties are colorful and lively. . People here are always trying to win an argument. . Society orchestras are more popular here than jazz bands or novelty groups. . Drinking and late parties are generally tolerated, despite regulations. 76. 77. 78. 79. 80. 81. 82. 83. . Anyone who knows the right people in the faculty or administration can get a better break here. 85. 86. 87. . There is a recognized group of student leaders on this campus. 89. . The important people at this school expect others to show proper respect for them. 91. 92. 93. . Students are sometimes noisy and inattentive at concerts or lectures. 88538852 106. 107. 108. 109. 110. 111. 112. 113. 114. 115. Many courses stress the speculative or abstract rather than the concrete and tangible. Many students try to pattern themselves after people they admire. The big college events draw a lot of student enthusiasm and support. Frequent tests are given in most courses. In many classes students have an assigned seat. Student elections generate a lot of intense campaigning and strong feeling. There is an extensive program of intramural sports and informal athletic activities. The college offers many really practical courses such as typing, report writing, etc. Student pep rallies, parades, dances, carnivals or demonstrations occur very rarely. Students take a great deal of pride in their personal appearance. Everyone has a lot of fun at this school. The values most stressed here are open-mindedness and objectivity. Students who work hard for high grades are likely to be regarded as odd. There is a lot of interest in the philosophy and methods of science. There are so many things to do here that students are busy all the time. . Most courses require intensive study and preparation out of class. . Course offerings and faculty in the natural sciences are outstanding. . Few students here would ever work or play to the point of exhaustion. . Most courses are a real intellectual challenge. . Courses, examinations, and readings are frequently revised. 100. 101. 102. 103. 104. 105. Students are very serious and purposeful about their work. People around here seem to thrive on difficulty—the tougher things get, the harder they work. Professors usually take attendance in class. Examinations here provide a genuine measure of a student’s achievement and understanding. There is very little studying here over the week-ends. The school is outstanding for the emphasis and support it gives to pure scholarship and basic research. There is a lot of excitement and restlessness just before holidays. Students often run errands or do other personal services for the faculty. Graduation is a pretty matter-of-fact, unemotional event. The college regards training people for service to the community as one of its major responsi- bilities. All undergraduates must live in university approved housing. When students run a project or put on a show everybody knows about it. Students are expected to work out the details of their own programs in their own way. Students’ mid-term and final grades are reported to parents. Students exert considerable pressure on one another to live up to the expected codes of conduct. There is a lot of group spirit. 116. 117. 118. 119. 120. 121. 122. 123. I24. 125. 126. 127. 128. 129. 130. 131. 132. 133. 134. 135. 136. 137. 138. I39. I40. 141. I42. 143. I44. 145. 146. 147. 148. 149. 150. 91+ Students are frequently reminded to take preventive measures against illness. Most of the faculty are not interested in students’ personal problems. Proper social forms and manners are important here. The school helps everyone get acquainted. Resident students must get written permission to be away from the campus overnight. Most of the professors are dedicated scholars in their fields. Modern art and music get little attention here. Many students here develop a strong sense of responsibility about their role in contemporary social and political life. Many famous people are brought to the campus for lectures, concerts, student discussions, etc. An open display of emotion would embarrass most professors. Many of the natural science professors are actively engaged in research. Special museums or collections are important possessions of the college. Few students are planning post-graduate work in the social sciences. To most students here art is something to be studied rather than felt. The expression of strong personal belief or conviction is pretty rare around here. Concerts and art exhibits always draw big crowds of students. There are a good many colorful and controversial figures on the faculty. The school offers many opportunities for students to understand and criticize important works in art, music, and drama. There is considerable interest in the analysis of value systems, and the relativity of societies and ethics. Students are encouraged to take an active part in social reforms or political programs. Students occasionally plot some sort of escapade or rebellion. Students pay little attention to rules and regulations. Instructors clearly explain the goals and purposes of their courses. Bermuda shorts, pin-up pictures, etc., are common on this campus. Spontaneous student rallies and demonstrations occur frequently. There always seem to be a lot of little quarrels going on. Most student rooms are pretty messy. Few students bother with rubbers, hats, or other special protection against the weather. It is easy to take clear notes in most courses. Students frequently do things on the spur of the moment. Rough games and contact sports are an important part of intramural athletics. Students are expected to report any violation of rules and regulations. Dormitory raids, water fights and other student pranks would be unthinkable here. Many students seem to expect other people to adapt to them rather than trying to adapt them- selves to others. Students ask permission before deviating from common policies or practices. T86P20X—604 5 '10 I__J DO NOT WRITE IN THIS BOX MAJOa INSTITUTIOL .- P20): so stole) SPECIAL OR NON-DEGREE [3 (If uncertain, (Print) FRESHMAN [:1 SENIOR [:1 GRADUATE E] JUNIOR Cl SOPHOMORE [j O‘OCDVOUIAQN -I III: (Check one) d -I 22:: d II -| -'I III -I III: -I III: -I ISIS-1 III -I III: -I III: -I :22: T 31E? 32:: 33 34 35:: 365 37 38:: 39 40 M 42 T 43:: T 44:: T 45:: Be sure your marks are HEAVY and BLACK 45:: T T 47:: 48:: T T 49:: T 50:: T 51:: 52:: 55:: 54:: 55:: 55:: 57:: 58:: 59:: 50:: T T T T T 1. T T T F F F T 76:: T 77:: T 78:: T 79:: T 80:: T 81:: T 82§§ 83:: 84:: 85:: 85:: 87:: 88:: 89:: 90:: T T 1.. T T T T T F F F .- 91:: T 92 93 94 95 96 97 1: , 98:: T 99E: T 100:: T 101:: T 102:: T 103:: , 104:: T 105:: , 106:: T 107:: T 103:: T 109:: T 110:: , 111:: T 112:: T 113:: T 114:: T 115:: T 116:: T 117:: T 113:: T 119:: T I20§§ 121:: T 122:: 123:: 124:: 125:: I26§§ 127:: 128:: T 129:: 130:: 131:: 132:: T 133:: 134:: 135:: T 136:: 137:: T 138:: 139:: 140 I41 142:: 143 144 145:: I46 147 143 I49 150;: APPENDIX G Pre-Test, Post-Test, and Adjusted Post-Test Group Means on Each of the Five Scales of CUES 97 Group Means on Practicality Scale Sample Pre-Test Post-Test Groups Meaner Mean My | 17.08 17.12 11 16.614 17.58 111 18.09 17.28 V 16.61 16.87 IX 17.57 17.37 Group Means on Community Scale Sample Pre-Test Post-Test Adjusted Post- Groups Mean Mx Mean My . Test Mean My.x I 19.00 17.80 17.57 11 19.23 17.14 16-74 111 19.75 19.58 18.81 V 19.0h 17.h3 17.17 IX 16.83 16.83 18.15 Group Means on Awareness Scale Sample Pre-Test Post-Test Groups Mean Mx Mean My 1 .22.68 22.32 ll 23.05 23.08 111 23.88 2h.13 V _19.96 21.52 X 19.10 19.70 98 Group Means on Propriety Scale Sample Pre-Test Post-Test Groups Mean Mx Mean My I 14.40 12.80 11 14.55 14.00 111 14.58 13.17 V 14.48 13.26 IX 12.47 11.60 Group Means on Scholarship Scale Sample Pre-Test Post-Test Adjusted Post- Groups Mean Mx Mean My Test Mean My.x [ 20.68 20.20 19.42 11 20.90 18.18 17.24- 111 21.79 21.54 ,20.05 V 21.17 21.56 20.42 Ix 14.83 16.03 19.52 ‘7 "111111111111111111111111111“