AN ANALYSIS OF SELECTED CHARACFERISTICS AND EXPERIENCES OF FRESHMAN STUDENTS IN THE MICHIGAN STATE UNIVERSITY ‘5me MOWER CQLLEGE Thosls for the Degree of DH. D. MICHIGAN SMTE UNWERSETY Lowell Gene Kafer 1966 IHESIS LIBRARY WNW.» \MNM‘WIMI MW 3 1293 01067 8799 University This is to certify that the thesis entitled An Analysis of Selected Characteristics and 'Experiences of Freshmen Students in the Michigan State University Justin Morrill College- presented by Lowell G. Kafer has been accepted towards fulfillment of the requirements for Ph. D. degree in Education Date NW C 0-169 ABSTRACT AN ANALYSIS OF SELECTED CHARACTERISTICS AND EXPERIENCES OF FRESHMAN STUDENTS IN THE MICHIGAN STATE UNIVERSITY JUSTIN MORRILL COLLEGE by Lowell Gene Kafer Statement of the Problem The purpose of this study was to gain an understand- ing about the nature of the subculture emerging from the establishment of Justin Morrill College as a residential, semi-autonomous, liberal arts college at Michigan State University. More specifically, the attempt was made to: (1) determine in what ways Justin Morrill College students were similar and/or dissimilar to other freshman resident students at Michigan State University in terms of academic aptitude to do college work, selected personal character- istics, and first year college experiences; (2) determine in what ways the male and female Justin Morrill College students compared with respect to their perceptions of and eXperiences with various aspects of the Justin Morrill College program; and (3) determine the nature of eXperiences unique to Justin Morrill College as perceived by the students enrolled in the new college. Lowell Gene Kafer Procedures The samples were selected from 6,551 students living in residence halls at Michigan State University who were first term freshmen at the beginning of fall term, 1965, and were still enrolled and living in residence at the beginning of spring term, 1966. From the total p0pulation, 200 Justin Morrill students and 200 regular resident freshmen were randomly selected. Data were collected during spring term of 1966. Academic aptitude to do college work was determined by use of the total score of the Colleqegualification Test obtained from existing student records. Additional data were obtained by use of a 100 item questionnaire. Both the Justin Morrill and regular freshman samples were asked to respond to the first part of the questionnaire which was designed to measure selected personal characteristics and first year college experiences. The second part of the questionnaire was intended to measure student perceptions of and experiences with various aspects of the Justin Morrill College program. This part of the instrument was adminis- tered only to the Justin Morrill College sample. One hundred and ninety-two, or 96 per cent, of the 200 questionnaires mailed to the non-Justin Morrill sample were returned in usable form. Of the 200 questionnaires mailed to the Justin Morrill sample, 177 or 85.5 per cent were returned in usable form. The "t" test was the statistic Lowell Gene Kafer used to analyze the data from the Collegg_gualification Test. The data from the questionnaire were analyzed by the chi- square (X2) statistic. The .05 level of confidence was the criterion used to test all null hypotheses. Major Findings of the Study 1. Significant difference was found between the Justin Morrill and non-Justin Morrill students in terms of academic aptitude to do college work. Significant differences were found between the Justin Morrill and non-Justin Morrill students in terms of amount of education desired, father's educa- tion, mother's education, father‘s occupation and religious preference. No differences existed with respect to rank in high school graduating class, source of financial support, size of home town, type of high school attended, and participation in high school activities. The data revealed that the Justin Morrill and non- Justin Morrill students were similar with respect to several first year experiences. No significant dif— ferences were found between the two groups of stu- dents in terms of study practices, educational inten- tions and satisfaction with attending institution. Significant differences between the two groups were noted with respect to their experiences with various Lowell Gene Kafer aspects of faculty contact, classes and courses, campus life, and personal interaction. The data revealed that when compared to the regular resident freshmen, the Justin Morrill students enjoyed a more frequent and personal contact with faculty members, were better acquainted with their classmates, found their courses to be more interesting, and had cut fewer classes. Although the two groups of students were similarly immersed in most aspects of extracur- ricular life, the Justin Morrill students were found to be more involved in student clubs and attended more university sponsored lectures and concerts. The Justin Morrill students were also found to be less reliant on close associates for personal inter- action. Significant differences between male and female Justin Morrill students were found on only four of the 53 items intended to measure student perceptions of and eXperiences with Justin Morrill College dur- ing its first year of operation. Sex differences were noted in terms of desire to take elective courses, perception of curriculum intentions of the Justin Morrill students, perceived quality of the Justin Morrill program, and degree of identification with the new college. Lowell Gene Kafer Further analysis of the data provided the following deScription of the Justin Morrill College program. A large proportion of students perceived that a strong feeling of community had developed between students and faculty. The students revealed a high positive regard for the faculty who they felt were interested in and accessible to students. The lib- eral or general education emphasis of the Justin -Morrill curriculum was well received by the students, particularly the intensive foreign language program. Although a good majority of the Justin Morrill stu- dents saw value in housing all students from the college in the same living—learning center, they were divided in their feelings about the role of residence hall life in the Justin Morrill College'~ program. The academic press in Justin Morrill Col- lege was characterized by a perceived pressure and competition for high academic achievement although there was general agreement that it was not diffi- cult for students of average academic ability to get good grades. AN ANALYSIS OF SELECTED CHARACTERISTICS AND EXPERIENCES OF FRESHMAN STUDENTS IN THE MICHIGAN STATE UNIVERSITY JUSTIN MORRILL COLLEGE BY Lowell Gene Kafer A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1966 ACKNOWLEDGMENTS The writer wishes to eXpress his sincere appreciation to Dr. Eldon Nonnamaker, Chairman of the Guidance Committee, for his dedicated assistance and inspiration during the prep- aration of this thesis. Appreciation is also extended to Drs. Edward Blackman, Walter Johnson,and Orden Smucker, who as members of the Guidance Committee willingly gave of their time and professional advice. The writer is indebted to Dr. D. Gordon Rohman, Dean of Justin Morrill College, the faculty members,and the res- idence hall staff members for their assistance in the devel- opment of the instrument used in this study and their con- tinual counsel and advice during the process of this investi- gation. Acknowledgment goes to Dr. Donald V. Adams and the rest of the writer's professional colleagues for their encouragement and patience throughout this study. For his wife, Sara, and his two children, the writer reserves a special exPression of love and appreciation for their encouragement, understanding, and sacrifice during the years of the doctoral program. ii Chapter I. II. TABLE OF CONTENTS TIE PROBLEM O O O O O O O O O O O O O O O 0 Introduction . . . . . . . . . . . . . Statement of the Problem . . . . . . . Hypotheses O O O O O C O O O O O O O 0 Part I O O O O O O O O O O O O O 0 Part II 0 O O O O O O O O O O O O 0 Definition of Terms . . . . . . . . . Justin Morrill College Student . Non-Justin Morrill College Student Justin Morrill College Subculture . Immersion in Campus Life . . . . . Living-Learning Center . . . . . . Academic Press . . . . . . . Scope and Limitations of the Study . . Overview of the Thesis . . . . . . . . REVIEW OF THE SIGNIFICANT LITERATURE . . . Research on College Students and Campus Environments . . . . . . . . . Background Characteristics of Students . . . . . . . . . . . . Student Characteristics and the College Environment . . . . . . Changes in Students During College The College Environment . . . . . . The Total Campus Environment . . . Subcultures, Peer-Groups, and Reference Groups within the Total Campus Environment . . . . Experimental Colleges . . . . . . . . . Established Experimental Colleges . Discontinued Experimental Colleges Experimental Colleges - Not Emphasizing Residential Aspect . New Upper Division Colleges . . . . Experiments with the Small, Residential College . . . . . . . Justin Morrill College . . . . . . . . iii '0 DJ tQ (D OLDKDQQCDQQNGOWUIUIH l-‘ [—0 l-‘ N 12 l3 16 20 22 23 25 31 32 35 38 42 43 47 Chapter III. IV. V. VI. The Planning and Creation of an EXperimental College at Michigan State University . . . . . . . The Curriculum . . . . . . . . . Faculty . . . . . . . . . . . . . Physical Facilities . . . . . . . Summary . . . . . . . . . . . . . . . DESIGN AND METHODOLOGY . . . . . . . . . The Population and Sample . . . . . . Instrumentation . . . . . . . . . . . The College Qualification Test . The Biographical Data Sheet . . . The Experience Inventory I . . . The Justin Morrill College Experience Inventory . . . . . Collection of Data . . . . . . . . . Method of Analysis . . . . . . . . . Summary . . . . . . . . . . . . . . . ANALYSIS OF THE DATA - PART ONE . . . . . Academic Aptitude . . . . . . . . . . Personal Characteristics . . . . . . First Year Experiences . . . . . . . Reasons for and Satisfaction.with the Choice of Justin Morrill College . Faculty . . . . . . . . . . . . . . . Curriculum . . . . . . . . . . . . . Residence Hall Life . . . . . . . . . Academic Press . . . . . . . . . . . Miscellaneous Aspects of the Justin Morrill Program . . . . . . . . . . ,Summary . . . . . . . . . . . . . . . SUMMARY, CONCLUSIONS, DISCUSSION, AND IMPLICATIONS FOR FURTHER RESEARCH . . . Summary . . . . . . . . . . . . . . . Findings and Conclusions . . . . . . Part One . . . . . . . . . . . . Part Two . . . . . . . . . . . . Discussion . . . . . . . . . . . . . Implications for Further Research . . BIBLIOGMPHY O O O O O O O O O O O O O O O O O 0 APPENDIX . . . . . . . . . . . . . . . . . . . . iv Page 47 49 52 53 55 59 59 60 61 62 63 63 66 66 70 71 71 72 86 103 104 107 111 115 119 122 124 127 127 130 131 133 137 143 146 153 LIST OF TABLES Table Page 1. Academic Aptitude: A comparison between the Justin Morrill and non-Justin Morrill students in terms of their ability to do college work as measured by thetlollege .gualification Test . . . . . . . . . . . . . . 72 2. Personal Characteristics: A comparison between the Justin Morrill and non-Justin Morrill students in terms of selected personal characteristics . . . . . . . . . . . 74 3. Amount of Education Desired: A comparison between the Justin Morrill and non-Justin Morrill students in terms of the number of years of college desired . . . . . . . . . 75 4. Rank in High School Graduating Class: A comparison between Justin Morrill and non- Justin Morrill students in terms of their high school class rank . . . . . . . . . . . . 76 5. Father's Education: A comparison between Justin Morrill and non-Justin Morrill students in terms of their father's education . . . . . 77 6. Mother's Education: A comparison between Justin Morrill and non-Justin Morrill students in terms of the level of education obtained by their mothers . . . . . . . . . . . . . . . . 78 7. Father's Occupation: A comparison between the Justin Morrill and non-Justin Morrill students in terms of their father's occupation . . . . 79 8. Religious Preference: A comparison between Justin Morrill and non-Justin Morrill students in terms of their religious preference . . . . 81 9. Source of Financial Support: A comparison between Justin Morrill and non-Justin Morrill students in terms of their source of financial support . . . . . . . . . . . . . . 82 Table 10. 11. 12. 13. 14. 15. 16. 17. 18. Size of Home Town: A comparison between Justin Morrill and non—Justin Morrill students in terms of the size of their home towns . . . . . . . . . . . . . . . . . Type of High School Attended: A comparison between Justin Morrill and non-Justin Morrill students in terms of the type of school they attended . . . . . . . . . . . . Participation in Highp§chool.Activities: A comparison between Justin Morrill and non- Justin Morrill students in terms of their participation in high school activities . . . Faculpy Contact: A comparison between non— Justin Morrill and Justin Morrill students in terms of their contact with faculty members . . . . . . . . . . . . . . . . . . . Study Practices: A comparison between non- Justin Morrill and Justin Morrill College students in terms of their study practices . . . . . . . . . . . . . . .‘. . . Educational Intentions and Satisfaction with Attending Institution: A comparison between the non-Justin Morrill and Justin Morrill students in terms of their educational intentions and satisfaction with Michigan State University . . . . . . . . . . . . . . Class Experience and Courses: A comparison between non-Justin Morrill and Justin Morrill students in terms of their experience with classes and courses . . . . . . . . . . . . . Immersion in Campus Life: A comparison between non-Justin Morrill and Justin Morrill students in terms of their degree of involvement and participation in campus activities and extra- curricular 1ife . . . . . . . . . . . . . . . Persona1_;nteraction: A comparison between non-Justin Morrill and Justin Morrill stu- dents in terms of type of personal inter— action with others, on and off campus . . . . vi Page 83 84 85 88 90 92 94 96 99 Table 19. 20. 21. 22. 23. 24. Page The Reasons for and Satisfaction with the Choice of Justin Morrill College: A com— parison between male and female Justin Morrill College students in terms of their reasons for and satisfaction with choice of Justin Morrill College . . . . . . . . . . . 105 Justin Morrill_§tudents' Perceptions of and Experiences with Faculty: A comparison between male and female Justin Morrill College students in terms of their percep- tions of and eXperiences with faculty' members . . . . . . . . . . . . . . . . . . . 109 Justin Morrill Students' Perceptions of and Experiences with the Justin Morrill College Curriculum. A comparison between male and female Justin Morrill College students in terms of perceptions of and experiences with the Justin Morrill College curriculum . . . . 112 Justin Morrill Students' Perceptions of and Experiences with the Living-Learnixg Residence Halls. A comparison between male and female Justin Morrill College students in terms of their perceptions of and experi- ences with the Residence Hall Program . . . . 116 Justin Morrill Students' Perceptions of and Experiences with the Academic Press in Justin Morrill College. A comparison between male and female Justin Morrill College students in terms of their per- ceptions of and experiences with the Academic Press in Justin Morrill College . . 120 Justin Morrill Students' Perceptions of and EXperiences with Miscellaneous Aspects of the Justin Morrill College Program. A comparison between male and female Justin Morrill College students in terms of their perceptions of and eXperiences with miscel- laneous aSpects of the Justin Morrill College Program . . . . . . . . . . . . . . . 123 vii CHAPTER 7 I THE " PROBLEM Introduction American higher education has been challenged to provide high quality education for an increasing proportion of our expanding population. This responsibility has re- sulted in a dramatic increase in enrollment at most colleges and universities. The large university, particularly the state—supported institution, has assumed a disproportionate share of the increase. As a result, these institutions are develOping into large, cosmopolitan, heterogeneous metropo- lises, recently called "multiversities" by Clark Kerr. Several of these large multi-purpose institutions are eXperimenting with new methods and procedures to meet the challenge of maintaining quality with increasing size. The literature reveals that some attention has been given to new and different organizational patterns as one approach to the problems of size and diversity on the large university campus. One of the suggested patterns that ap— pears to warrant experimentation and investigation is the concept of the small semi-autonomous college within the larger university. This is a plan whereby the large univer- sity community is composed of a number of distinctively smaller communities with a college or academic department as the locus of organization and administration. One of the strengths of this plan is its potential to create a subcul- ture within the larger university environment which offers the student a greater sense of identity and facilitates close and meaningful academic association between students and faculty. Raushenbush, after making an in-depth inquiry of what is happening at liberal arts colleges in different parts of the country, strongly feels that the intellectual environment can be enhanced by creating separate educational units, each with its own life and character. She concludes that such an arrangement can intensify the involvement of students, creatively deal with increasing numbers, and teach us something about education.1 Martin Trow makes a very strong plea for the estab- lishment of small residential colleges within the larger university when he states: ' ,It is worth re-emphasizing that the organization of the college community has profound effects on student life in ways that have been given too little consideration by administrators and too lEsther Raushenbush, The Student and His Studies (Middletown: Wesleyan University Press, 1964), p. 178. little study by scholars. The effective size of an institution can be reduced, even without a reduction of its absolute enrollment, by creating what are in effect distinctive smaller communities within the larger organization, communities which include both students and faculty which have a sense of.identity, and above all, whose members share interests and commitments which can be supported and fur- thered, rather than diluted and discouraged, through the ordinary on-going relations of the members of the community. Such communities cannot be called into being by proclamation. They have to have structural definition and support, formal members, physical place for meeting and working, and insulation against distracting and competitive interests and appeals. In short, these have to be genuine intellectual communities, rooted in residence halls and groups of departments, or in some other combination of structured interactions and shared intellectual interests. On November 1, 1964, the Provost at Michigan State University commissioned an Ad Hoc Faculty Committee to study the feasibility of establishing a new semi-autonomous col- lege within the larger university. In September of 1965, Justin Morrill College was established as a small, residen— tial liberal arts college with international education and service as a central theme. All students enrolled in Justin Morrill during its first year of operation were required to live in the same residence center; were exposed to a special curriculum that 1Martin Trow, "The Campus Viewed as a Culture," in Hall T. Sprague (ed.), Research on College Students (Berkeley, California: WICHE and the Center fOr the Study of Higher Education, 1960), p. 122. included an intensive language course; and had their own faculty which taught and held office hours within the con— fines of the residence center. Residence hall area and room assignments were made on the basis of the foreign language selected by the student for study. Considerable effort was made to maximize the commonality of interests and experi— ences for the students enrolled in Justin Morrill College. Although Justin Morrill College is operationally too young to warrant an evaluation of its educational effective- ness, important environmental patterns and perceptions are emerging which will quite likely effect the future develop- ment of this experimental venture. Several questions come to mind as we direct our attention to the developing environment of the new experimen- tal college. Do the students in Justin Morrill vary from the rest of the freshman population at Michigan State Univer- sity with respect to background characteristics? Are the everyday campus experiences different for the Justin Morrill students than for the regularly enrolled freshmen? What is the nature of the experiences unique to the Justin Morrill College students? Are these experiences perceived differ- ently by the male Justin Morrill student than by the female Justin Morrill student? These background characteristics, common first year experiences, and experiences unique to the Justin Morrill College students will be the focus of this study. Statement of the Problem The purpose of this study is to investigate the nature of the subculture emerging from the establishment of Justin Morrill College as a residential, semi-autonomous, liberal arts college at Michigan State University. More specifically, the attempt will be made to: 1. Determine in what ways Justin Morrill College students are similar and/or dissimilar to other freshman resident students with regard to selected background characteristics. 2. Determine how selected first year college experi- ences of the Justin-Morrill College students com- pare with the experiences of the other first year resident students. 3. Determine in what ways the male Justin Morrill College students compare with the female Justin Morrill College students with respect to their perceptions of selected first year experiences within Justin Morrill College. 4. Determine the nature of experiences unique to Justin Morrill College as perceived by the students enrolled in the new college. Hypotheses A review of the literature reveals a lack of research relevant to the subculture created by a small residential college within a large university. As a result, the hypoth- eses lack the framework of a stable theory. However, as an exploratory study, the following hypotheses are presented as guidelines to more clearly determine the direction of this investigation: Part I Part II 4. Justin Morrill College students can be differenti- ated from other Michigan State University freshman resident students on the basis of academic aptitude to do college work. Justin Morrill College students can be differenti- ated from other Michigan State University freshman resident students on the basis of the following characteristics: (A) amount of education desired; (B) rank in high school graduating class; (C) father's education; (D) mother's education; (E) father's occupation; (F) religious preference; (G) source of financial support; (H) size of home town; (I) type of secondary school attended; and (J) participation in high school activities. Justin Morrill College students can be differenti- ated from other Michigan State University freshman resident students on the basis of the following first year experiences: (A) faculty contact; (B) study practices; (C) educational intentions and satisfaction with attending institution; (D) class experiences and courses; (E) immersion in campus life; and (F) personal interaction. Male Justin Morrill College students can be differ- entiated from female Justin Morrill College students on the basis of perceptions of and experiences with the following aspects of Justin Morrill College: (A) reasons for and satisfaction with choice of col- lege; (B) faculty; (C) curriculum; (D) residence hall life; (E) academic press; and (F) miscellaneous aspects of the program. Not stated in hypothesis form, but certainly one of the most important parts of the study, will be a description of the experiences within the college as perceived by the Justin Morrill students. The hypotheses are restated in testable form in Chapter III. Definition of Terms A few of the key terms used in the hypotheses and throughout the study are defined in order to facilitate the clarity of this presentation. Justin Morrill College Student For purposes of this study, the term Justin Morrill College student refers to those students enrolled in Justin Morrill College in the fall of 1965 who are still enrolled in Justin Morrill College at the beginning of spring term, 1966 and who reside in either Snyder or Phillips Halls. Both halls are used to physically house the students, class- rooms,and faculty offices of Justin Morrill College. Non-Justin Morrill Student The term non—Justin Morrill student, as used in this study, refers to first term freshman students living in res- idence halls at Michigan State University at the beginning of fall term, 1965, and who were still enrolled and living in residence halls at the beginning of spring term, 1966, and who were not enrolled in Justin Morrill College. Since Michigan State University has a first year residency require- ment, all freshman students except those who lived with rela- tives, were married, or were 21 years old or over were liv- ing in undergraduate residence halls. Justin MorrillCollege Subculture For the purposes of this study, the term Justin Morrill College subculture will refer to the characteristics of the students and the experiences encountered by the stu- dents in Justin Morrill College during its first year of Operation. Immersion in Campus Life The term immersion in campus life, as used in this study, refers to the degree to which a student is involved in the extracurricular student life of the campus. Lectures and concerts, intercollegiate athletics, student government, fraternities and sororities, special interest clubs, res— idence hall programs, student publications, all-university social events, and informal gatherings at the coffee shop are but a few of the activities considered to be a part of campus life. Immersion in campus life is intended as a measure of a student's degree of involvement and participa- tion in these various extracurricular activities. Living-Learning Center The term living-learning center refers to a res- idence hall complex that physically accommodates classroom areas, laboratories, faculty offices, lecture halls, closed- circuit television facilities, libraries, and auditoriums, in addition to the usual student rooms, lounges, dining rooms, snack bars, and recreation facilities. Academic Press Academic press, as used in this study, refers to the perceived degree of difficulty of the work required and the academic standards set by the college. Scope and Limitations of the Study Due to the nature of this study, certain limitations should be identified which may have a direct bearing upon the implications that are developed from the results of this investigation. (1) The two samples used in this study were selected and tested near the end of their freshman year. Because they were not tested at the beginning and again at the end of the year, differences in the experiences reported by the two groups may not be interpreted as the result of any treatment. (2) Because this investigation was limited to students enrolled at Michigan State University and because of the unique characteristics of the Justin Morrill College curriculum, the findings will be relevant only to Justin Morrill College and may not be generalized to other residen- tial colleges within a large university. (3) Justin Morrill College is in its first year of operation and has not had an opportunity to develop an institutional image, establish definite goals and objectives, or stabilize its policies and procedures. For these reasons, there is no assurance that the students sampled at this time will be representative of future Justin Morrill populations or that the experiences 10 provided by Justin Morrill College will be representative of the experiences to be provided in subsequent years. (4) Only a few of the many aspects which play a part in the develop- ment of a campus subculture will be considered in this study. However, it is assumed that student characteristics and cer— tain first year experiences will contribute a great deal to the kind of subculture that develops within a larger environ- ment. (5) The study is limited by the factors inherent in the use of any questionnaire. These factors include the difficulties in establishing the reliability and validity of the instrument. The questionnaire is limited by the bias and frame of reference of the respondents. Despite the quite obvious limitations listed above, the results of this investigation should provide valuable information to those responsible for the administration of Justin Morrill College, as well as provide a degree of under— standing about the value of the small residential college within the large university as one method of dealing with the factors of size and diversity at large institutions of higher education. Overview of the Thesis In this chapter, the problem has been stated in broad research terms following a rationale for the need for the study. Chapter II presents the literature relevant to student characteristics and campus cultures, experimental 11 ventures.in higher education, and a brief description of Justin Morrill College. The methodology used in defining the population and selecting the samples, developing the instruments, and collecting and analyzing the data is described in Chapter III. Chapters IV and V report the analysis of the results. Chapter IV presents the results of the comparison between the Justin Morrill and non-Justin Morrill students. Chapter V is devoted to the presentation of the results of the data unique to Justin Morrill College. A summary of the purposes, procedures, findings, conclusions, and recommenda- tions is presented in the sixth and final chapter. CHAPTER II REVIEW OF LITERATURE This chapter is devoted to a review of the litera- ture which has some bearing on the thesis. To put the topic being investigated into perspective, the relevant materials on college students and the campus environmentis reviewed. A brief description of some of the established as well as recently initiated experimental colleges 1&5 reported, and a chronological development of Justin Morrill College is presented. A discussion at the end of the chapter is in- tended to integrate the review of the literature and to show its relevance to the present study. Research on College Students and Campus Environments The selective admissions policies at many colleges and universities are, to a large degree, based on the assump- tion that the outcome or product of the college experience is directly related to the "input" or nature of the student at the time of entrance. Several institutions have devel- oped profiles on their particular populations which have local significance, and numerous studies have reported a 12 13 relationship between a variable or group of variables and academic achievement. However, not until recently has much attention been given to the characteristics of the student body as determinants of the atmosphere of a college or its educational environment. Background Characteristics of ,Students By the time a student reaches college age, the socialization process will have played a significant role in his readiness to profit by the college eXperience. His fam- ily, the sociocultural environment in which he has lived, and past educational experiences will all have some bearing on his performance in college and the attitudes and values with which he enters. There is considerable evidence available that shows a relationship between the sociocultural background of the student and persistence in and motivation for college. In a recent study of college enrollment patterns of high school graduates, Margaret Nolter found a significant relationship between the academic ability of students and their fathers' occupational status. .She also found a relationship between the amount of schooling of parents and the percentage of children from a particular educational level attending 14 college.1 Lorimer found that the percentage of parents from the professional occupations was greater for the girls in the Michigan State University Honors College than for senior girls with a high grade point average.2 Comparing the col- lege dropouts among the National Merit Scholarship winners with those who did not drop out of college, Astin found a significant difference in the educational level of the par- ents, father's occupation,and.in the number of peers attend- ing college.3 Several investigators have demonstrated that students from low socioeconomic status backgrounds perceive higher educational programs with a strong vocational emphasis.4 1Margaret Nolter, "A Study of College Enrollment of High School Graduates," National Association of Women's Deans and Counselors Journal, Vol. 28, No. l (1964), 40-43. 2Margaret Lorimer, "An Appraisal of the Honors College Program at Michigan State University: 1956-1959" (East Lansing, Michigan: Michigan State University Press, 1959). (Mimeographed.) '3Alexander W. Astin, "Personal and Environmental Factors Associated with College Dropouts among High Aptitude ~Students," Journal of Educational Psychology, Vol. 55 (Aug. 1964), 219-227. 4Rose K. Goldsen, Morris Gosenbergb Robin M. Williams, Jr., and Edward A. Suchman, What College Students Think (Princeton: D. Van Nostrand Co., Inc., 1960), p. 15; Elizabeth Nonvan and Carol Kaye, "Motivational Factors in College Entrance," in Nevitt Sanford (ed.), The American College (New York: John Wiley and Sons, Inc., 1962) pp. 193-224; Joseph Kohl, "Educational and Occupational Aspera- tions of 'Common Man' Boys," Harvard Educational Review, Vol. 33 (1953), 186-203; and James Davis, "Social Class Fac- tors and School Attendance," Harvard Educational Review, Vol. 33 (1953), 175-185. 15 A very interesting finding is reported in a dissertation by Isabella Payne. She found a definite relationship between father's occupational level and attitude change among male students.1 These studies support the general notion that socioeconomic factors play an important role in the behavior of college students. The size of home town or community is also thought to have some relevance to student behavior. Schwarzweller indicates that students from rural areas and small towns tend to emphasize vocational goals for education. Others have presented evidence to demonstrate that there were value differences among parochial, public, and private high school graduates.3 There appears to be general agreement that back- ground characteristics affect the educational experience in some way and the above studies have reported relationships between specific variables. Mervin Freedman in his study of the freshman girls at Vassar College demonstrates how lIsabella K. Payne, "The Relationship Between Atti- tudes and Values and Selected Background Characteristics" (unpublished Ph.D. dissertation, Michigan State University, 1961), p. 59. 2H. K. Schwarzweller, "Value Orientations in Educa- tional and Occupational Choices," Rural Sociology. Vol. 24 (1959), 256-264. 3Charles McArthur, "Subculture and Personality During the College Years," Journal of Educational Sociology, Vol. 33 (1960), 260-268; and W. Cody Wilson, "Value Differ- ences Between Public and Private School Graduates," Journal of Educational Psychology, Vol. 50 (1959), 213-218. 16 these characteristics interact in a specific college envi- ronment. Freedman classified the girls into three groups according to background characteristics. He found that the girls from the lower middle-class, many of whom belonged to ethnic or religious minority groups, tended to find the academic demands great and had the most complicated problems with social adjustment. Their background was sufficiently different from the dominant student society that they had difficulty being absorbed by the prevailing student culture.l Student Characteristics and the College Environment Clark suggests that the characteristics of the entering class at any college are not accidentally deter— mined, but are structured by the admissions policies of the college and self-selection factors at work. He proposes that colleges are rather distinctive with regard to the kinds of students in attendance.2 Several studies give sup- port to Clark's hypothesis. In 1938, Learned and Wood reported substantial variations in scholastic aptitude and 1M. Freedman, "The Passage Through College," in Nevitt Sanford (ed.), "Personality Development During the College Years," Journal of §pcia1 Issues, Vol. 12 (1956), 13-28. 2Burton R. Clark, "College Image and Student Selec- tion," unpublished paper. (Mimeographed.) 17 achievement among forty-six colleges in Pennsylvania.1 In his comprehensive report on Bennington College in 1943, Newcomb concluded that the characteristics of the girls at Bennington created a student culture quite different and distinct from most other college cultures.2 Using the A.C.E. Psychological Examination, Darley found great diver- sity both among and within a stratified sample of colleges and universities throughout the country with regard to aca- demic aptitude. He maintains that the distinction of a college depends more on the kind of student enrolled than on the program it offers.3 The research cited above would seem to indicate that colleges vary considerably with respect to academic aptitude. Studies by Weissman, Darley,and Hagenah provide evidence which indicates that students of similar vocational interests gravitate to specific kinds of colleges and even to colleges or departments within a university. Devising a profile analysis of the Strong Vocational Interest Blank, 1W. S. Learned and B. D. Wood, The Student and His Knowledge. A report to the Carnegie Foundation, Bulletin No. 29 (New York: The Carnegie Foundation for the Advance- ment of Teaching, l938)f’p. 189. 2Theodore M. Newcomb, Personality_and Social Change (New York: Dryden Press, 1943), pp. 170-176. 3J. G. Darley, Diversification in American Higher Education, in NASPA Proceedings (Lawrence, Kansas: NASPA, 1956). Pp. 45-66. 18 Weissman showed where National Merit Scholarship winners with a theoretical orientation and a preference for abstract thinking attended the colleges that rank high in productivity (number of graduates who later obtain a Ph.D.), whereas National Merit winners with a pragmatic and applied approach attended the less productive institutions.l Also using the Strong instrument, Darley and Hagenah found differences in vocational patterns between students of equivalent ability in the colleges of liberal arts and engineering within the same institution. Students in the two-year General College pro- gram had interests similar to the four-year liberal arts college.2 There is evidence that different types of colleges and universities appeal to students with particular person- ality characteristics. Stern, Stein,and Bloom found that colleges similar in nature (size, origin of support,and type of curriculum) tended to have students With similar profiles on the Activities Index which is a measure of personality 1M. P. Weissman, "An Approach to the Assessment of Intellectual Disposition Among Selected High Ability Stu- dents“ (unpublished Ph.D. dissertation, University of California, 1958L pp. 62-87. , ZJ. G. Darley and Theda Hagenah, Vocational Interest Measurement: Theopy and Practice (Minneapolis: University of Minnesota Press, 1955), pp. 65-68. 19 needs.1 Using National Merit Scholarship winners of 1956, Heist, McDonnel, Matsler, and Williams found differences in measured personality characteristics between those Merit Scholars attending productive schools (number of graduates who later obtain a Ph.D.) and the Merit Scholars who attended less productive schools.‘ Merit Scholars in the “productive" schools were more flexible in their thinking, more tolerant of ambiguity, more genuinely interested in learning, more theoretically inclined,and potentially more original and creative.2 Heist and Webster found significant differences in the personality patterns of students at two liberal arts colleges.3 The studies cited above show some evidence that colleges do differ with respect to the intellectual and non- intellectual characteristics of their student bodies. Fur- ther research is needed to demonstrate precisely in what ways aptitude, attitudes, interests, and personality vari— ables contribute to or determine the educational environment of a campus. 1George C. Stern, M. I. Stein, and B. S. Bloom, Methods in Personality Assessment (Glencoe, Illinois: Free Press, 1956). 2Paul Heist, T. R. McConnell, F. Matsler, and Pheoby Williams, "Personality and Scholarship," Science, Vol. 133 (1961) 362-367. 3Paul Heist and H. Webster, "Differential Character- istics of Student Bodies," in Selection and Educational Differentiation (Berkeley, California: The Center for the Study of Higher Education, 1960), pp. 91-106. 20 Changes in Students During College Behavior change is implied in the objectives of a college education. The acquisition of knowledge, the devel- opment of skills, and the ability to solve problems are all expected outcomes of the college experience. These outcomes are relatively easy to measure and are usually reported in some quantitative way. However, the development of attitudes and values are other anticipated consequences of the college exPerience which are by no means easy to evaluate. Jacob has made a most thorough and perhaps the most controversial report on college students' attitudes and values. Jacob attempted to discover the impact of general education on the values of the American college student. He developed a profile of student values which showed a tendency toward homogeneity and concluded that the formal college experience did little to alter or form student values.l Freedman, from his earlier analysis of girls at Vassar Col- lege, comes to conclusions similar to Jacob's. He found that the formal educational processes were not as responsible for change as were the characteristics of the student body as a culture.2 1Philip E. Jacob, Changing Values in College: An Exploratoxy Study on the Impact of College Teaching (New York: Harper and Brothers, 1957), p. xi. 2Freedman, Op. cit., p. 56. 21 However, with few exceptions, research on attitudes, values, interests, and beliefs of college students indicate that there are substantial changes from the freshman to the senior year. Sanford, who also collected data on Vassar students, reported that there was significant growth in per- sonal values.1 In 1951, Howard and Warrington administered the Inventory of Beliefs to incoming freshmen at Michigan State University. The same instrument was given to a random sample of the same group at the end of their freshman year, and again as they concluded their senior year. They found significant changes in beliefs and attitudes during the freshman year, as well as between the freshman and senior years.2 Lehmann and Dressel conducted a comprehensive longi—' tudinal study on the entering freshman class at Michigan State University. Their research was distinctive from most longitudinal studies in that they measured a given popula— tion at different stages of their college experience. They reported that students improved in critical thinking ability, . lNevitt Sanford, "Knowledge of Students Through the Social Studies," Spotlight on the College Student (Washing- ton, D.C.: American Council on Education, 1959), pp. 47-49. 2Victor Howard and Willard Warrington, "The Inventory of Beliefs: Changes in Beliefs and Attitudes and Academic Success Predictions," The Personnel and Guidance Journal, Vol. 37 (December 1958), 300. 22 had a decrease in stereotypic beliefs, and experienced a movement away from the traditional value orientation during each of their four years of college. Although these changes occurred in each of the four years of college, the major changes took place during the first two.1 The College Environment There appears to be general agreement among social scientists and educators that the total college environment and the subcultures within a campus are important variables in the outcome of the college experience. Newcomb has identified three main factors involved in the differential outcomes of the college experience. He lists subculture or peer-group influence second only to characteristics with which a student enters college, and both of these he views as more important than tutelage.2 Heist and Webster, as well as Trow, see the campus environment as one of the few 1Irvin J. Lehmann and Paul L. Dressel, Critical Thinkipg, Attitudes and Values in Higher Education. Final Report (East Lansing, Michigan: Michigan State University, 1962). P- 148. 2T. Newcomb, "EXploiting Student Resources," in Hall T. Sprague (ed.), Research on College Students (Berkeley, California: WICHE and The Center for the Study of Higher Education, 1960), p. 6. 23 variables that can be controlled and manipulated toward educational ends.1 Considerable research has been done on college envi- ronments and subcultures. After an extensive review of the literature on college environments, Pace and McFee concluded that a variety of concepts had been useful in the study of college environments, but no widely accepted theory had been found.2 The Total Campus Environment Several studies have directed their attention to the total campus environment. In their earlier studies, Pace and Stern.identified environmental characteristics of dif— ferent kinds of institutions and related these characteris— tics to the needs of the students enrolled in the various types of institutions.3 ,Although the Jacob report concluded that college had little or no effect on student values, he did concede that a climate favorable to a redirection of lPaul Heist and Harold Webster, "A Research Orienta- tion to Selection, Admission, and Differential Education," pp. 21-40;_and Martin Trow, "The Campus Viewed as a Culture," in Hall T. Sprague (ed.), Research on College Students, pp. .gip., pp. 105-123. 2C. R. Pace and Anne McFee, "The College Environment,‘I Review of Educational Research, Vol. 30 (October 1960) 311-320. 3C. R. Pace and G. G. Stern, "An Approach to the Measurement of Psychological Characteristics of College Environments," Journal of Educational Psychology, Vol 49 (1958),'269-277. 24 values more frequently appears at private colleges of modest enrollment.l In his thorough study of twenty colleges and. universities, Eddy stressed the importance of the total college environment as an influence on character. He drew particular attention to the influence of the forces and exPeriences outside the classroom. The total environment is affected not only by the teaching and curriculum, but by the level of expectancy, extracurricular life, and living accommodations as well.2 Becker has demonstrated that a university is a} composite of subcultures, but that it also possesses certain perspectives common to all students. He contends that the total college environment establishes criteria for success in three familiar areas of student life:_ academic work, making friends, and campus activities.3 Using National Merit Scholarship students as sub- jects, Thistlethwaite found that the college environment was 1Philip E. Jacob, op. cit., p. 115. 2Edward D. Eddy, The College Influence on Student Character (Washington, D.C.: The American Council on Education, 1959), p. 152. 3Howard S. Becker, "Student Culture," in Terry F. Lunsford (ed.), The:§tudy of Campus Cultures (Berkeley, California: WICHE and the Center for the Study of Higher Education, 1963), pp. 11-25. ’ 25 an important determinant in the student's motivation to seek graduate and professional training. Subcultures, Peer-Groups, and Reference Groups within the Total Campus Environment More recently, research has moved away from the environmental influences of the total campus, toward the impact or influence of the subcultures or peer—groups. Newcomb's extensive research at Bennington was one of the first studies devoted to the formation and influence of the peer-group in higher education.2 His findings have opened up a whole new dimension in the search for factors associated with behavioral change. Research on the formation and influence of reference groups by the Siegels,3 and the study on student values at Cornell by Goldsen and her colleagues, emphasize that much of what is learned in college is obtained through association and activities in reference groups.4 The study at Michigan State University by Lehmann and Dressel cited earlier comple- ments the importance of the informal experiences found in the 1Donald L. Thistlethwaite, "College Press and Student Achievement,” Journal of Educational Psychology, Vol. 50 (October 1959), 183. 2Theodore Newcomb, Personality and Social Change; op. cit. 3Alberta E. Siegel and Sidney Siegel, "Reference Groups, Membership Groups, and Attitude Change," The Journal of Abnormal and Social PsycholoQY. Vol. 55 (1957), 360. 4 Rose K. Goldsen et al., op. cit., pp. 60-80. 26 subcultures or peer-groups. The Michigan State study reveals that during the first two years of college, the informal, non-academic eXperiences played a more pronounced role in the behavior of students than did the formal aca- demic experiences. Martin Trow has developed a four—category method of identifying and analyzing student subcultures. He classi- fies the subcultures as Academic, Collegiate, Nonconformist, and Vocational. Trow maintains that these subcultures emerge from the combination of two variables: (1) the degree to which students are involved with ideas, and (2) the extent to which students identify with their college.2 Adams and Hodgkins used Trow's classification system in two separate studies conducted at Michigan State University. Hodgkins found that students in the various subcultures differed significantly with regard to sociocultural back- ground, academic achievement, and attitude change.3 The male students enrolled in Michigan State University's first living-learning residence hall comprised the sample for lIrvin J. Lehmann and Paul Dressel, op. cit., p. 159. 2Martin Trow, op. cit., p. 110. 3Benjamine Hodgkins, "Student Subcultures--An Analysis of Their Origins and Effects on Student Attitude and Value Change in Higher Education" (unpublished Ph.D. dissertation, Michigan State University, 1964), pp. 65-89. 27 Adams' study. He demonstrated that there is substantial subculture identity change from the freshman to the senior year. He also showed differences among the students in the four subcultures with regard to place of residence at the beginning of the student's third year at the University, academic major, academic ability, marital status, and the kinds of individuals and experiences that serve as agents of‘change.l Pace and Stern have conducted studies which show that certain types of need-press are related to achievement in specific academic areas.2 In a recent study using nine different colleges and universities, Pace found that in the larger institutions there were distinct academic subcultures whose environments deviated from the college as a whole. He concluded that these subcultures contained like-minded stu- dents.3 Centra, using the College and University Scales lDonald V. Adams, "An Analysis of Student Subcultures at Michigan State University" (unpublished Ph.D. dissertation, Michigan State University, 1965), pp. 57-113. 2C. R. Pace, "Implications of Differences in Campus Atmosphere for Evaluation and Planning of College Programs," in Personality Factors on the College Campus, review of a .Symposium, Hogg Foundation for Mental Health, Austin, Texas, 1962, p. 50; and G. G. Stern, "Student Values and Their Relationship to the College Environment," in Hall T. Sprague (ed.), Research on College-Students, op. cit., pp. 67-105. 3C..R. Pace, The Influence of Academic and Student Subcultures in College and University Environments (Coopera- tive Research Project No. 1083, Los Angeles, California: University of California, 1964), p. 212. 28 developed by Pace, found that a student's college or major field of study influenced his perception of the total university.l Based on the studies listed immediately above, it appears that college or academic major is one of the major reference points around which a subculture forms. However, research indicates that student subcultures also form around reference points such as living situations and extracurricu- lar interests. The fact that the majority of a student's time is spent at his place of residence makes the residence hall another reference point for the development of a sub- culture. Newcomb cites pre-college acquaintance, propinquity, and similarity of attitudes and interests as prominent condi- tions for the formation of student subcultures or peer- groups.2 Certainly, propinquity and similarity of attitudes and interests are conditions present in most residence hall situations. During his study of the development of thirty- six undergraduates at Princeton, Heath concluded that the 1John A. Centra, "Student Perceptions of Total University and Major Field Environments" (unpublished Ph.D. dissertation, Michigan State University, 1965). 2Theodore Newcomb, "Exploiting Student Resources," in Hall T. Sprague (ed.), Research on College Students, op. cit., p. 11. 29 residential life of the campus was one of the most important factors in bringing about the intellectual development as reflected in the statements of twenty-eight seniors.l Using the case study method, Jencks and Riesman analyzed the Harvard "House" plan. The Harvard "Houses" have been an integral part of the Harvard undergraduate program since 1930, and have reportedly met with varying degrees of suc- cess. They vary in size from 200 to 250 students, are de- signed for comfort and intellectual pursuit,and feature a structured tutorial program. At the conclusion of their analysis, Jencks and Riesman state, ". . . the Harvard Houses have done more to preserve the intellectual and humane qualities in the academic community than most educa— tional ventures."2 During the 1961-62 academic year, Michigan State University established the first of several living-learning 3 . . . . centers. In essence, a l1v1ng-1earn1ng center 15 a lRoy Heath, The Reasonable Adventure (Pittsburgh: University of Pittsburgh Press, 1964), p. 81. 2C. C. Jencks and David Riesman, "Patterns of Resi- dential Education: A Case Study of Harvard," in Nevitt Sanford (ed.), The American College (New York: John Wiley and.Sons, Inc., 1962), p. 762. 3During the year 1961-62, Case Hall opened as the first of several co-educational living-learning centers at Michigan State University. In addition to the usual student rooms, lounges, dining rooms, snack bars, and recreation facilities, these living-learning centers house classroom areas, laboratories, faculty offices, lecture halls, closed- circuit television facilities, libraries,and auditoriums. Faculty members teach and maintain offices within the con— fines of these centers. 30 residence hall which also houses an academic program. The academic program provided for in the initial living-learning centers was the University College. The University College offers four basic general education courses required of all students at the University, except those enrolled in Justin Morrill College. Early research indicates that these living- learning residence halls do have an influence on the atti- tudes and perceptions of the students housed in these centers.l Having had an extensive exposure to the living- learning residence halls at Michigan State, Ruth Useem dis- cussed the potential of these centers for higher education. She encouraged the establishment of living-learning centers organized around a central theme. She mentioned interna- tional outlook and science and technology as possible themes. She also suggested that such an organizational arrangement might be productive for married students or for slow learners I 2 and achievers. 1LeRoy A. Olson, "Attitude and Achievement of Case Hall Students, Winter Term, 1962," a report for the Office of Evaluation Services, Michigan State University, June 1962. (Mimeographed.) 2Ruth H. Useem, "A Sociologist Views Learning in College Residence Halls," remarks prepared for delivery at the American Personnel and Guidance Association, April 13, 1965, Minneapolis, Minnesota. 31 Experimental Colleges Innovation in education has often taken the form of an experimental school. Pestalozzi, Montessori, and Dewey, among others, founded experimental schools in which to demonstrate their new educational theories. Today, more than ever before, American higher education is in need of bold new eXperiments to help solve the complex problems. involved in providing high quality education for an increas— ing proportion of our population. Tyler has made reference to the experimentation presently taking place in higher edu- cation, but suggests that existing innovation has been too limited in scope. He draws our attention to several exist- ing educational problems that call for immediate concern: (1) more students drawn from the lower classes; (2) coopera- tive education for students already working; (3) dropouts from college; (4) dropouts prior to college; and (5) a need for a curriculum better adapted to modern life.1 Dressel lists six problems giving rise to new curriculum needs in higher education: 1. VBridging the gap between liberal and professional programs of education. 2. Loosening the straight jacket in which departmental course—and-credit structure confines the curriculum. 1Ralph W. Tyler, "We Need the Experimental College," Educational Digest, V01. 29 (December 1963), 40-42. 32 3. Supplying breadth and depth in a re-definition and balancing of common experience. 4. Restoring continuity, sequence, and integration to the curriculum, thereby re-establishing unity in the four year exPerience. 5. Organizing the essential knowledge to be learned into fewer and larger blocks by eliminating short- lived courses and duplication of materials. 6. Providing greater incentive to learning. To help meet the needs of our day, several colleges and universities are engaged in innovation and experimenta- tion. However, to imply that higher education has not been involved in eXperimentation in the past would be a misnomer. Several of the established experiments are worthy of mention because they have survived the test of time and serve as a reference for further educational change. Established Experimental Colleges In 1921, under the leadership of Arthur Morgan, Antioch began its experiment in liberal education for demo- cratic practice and leadership. The basic features of the Antioch program combined: (1) liberal education, (2) work experience, and (3) the development of a sense of group responsibility. The Antioch "curriculum," in short, includes not only the familiar liberal arts academic curriculum, but experience on a series of jobs 1Paul L. Dressel, "A Look at New Curriculum Models," Journal of Higher Education, Vol. 36 (February 1966), 89-96. 33 and active student participation in the Antioch student-faculty community govern- ment. Although there have been other colleges involved with the work-study plan of education, Antioch is different in that the liberal arts form the base of the curriculum. The Jacob study and recent research by Pace found that Antioch has a distinctive environment with a very intellectual orienta- tion.2 Hamilton Holt, a former editor of one of America's leading literary magazines, introduced several educational innovations at Rollins College in 1925. The conference method of instruction replaced the traditional recitation and lecture system. ‘The conference plan was conducted along seminar lines with limited numbers of students. The small group idea was instituted in dormitory life with all new residence halls designed to accommodate from twenty to thirty students. Although the formal conference plan was discontinued during World War II because of the introduction of military units on campus, the small group idea pervades many of the current practices on campus as Rollins continues lAlgo D. Henderson and Dorothy Hall, Antioch College: Its Design for Liberal Education (New York: Harper and Brothers, 1946), p. viii. 2Philip E. Jacob, op cit.; and C. R. Pace, The Influence of Academic and Student Subcultures in College and UniversityiEnvironments, op. cit., pp. 66—69. 34 to individualize the instruction and curriculum for its students.1 Bennington, Sarah Lawrence, and_Stephens Colleges all present unique programs in women's higher education. Bennington and Sarah Lawrence are four year institutions trying to fashion an educational program to meet the needs of each individual girl. The arts hold equal status with the academic subjects at Bennington, and many of the faculty are practitioners as well as academicians.2 As cited earlier, Newcomb conducted an extensive study on student life at Bennington and concluded that the Bennington student culture was quite distinct from most other college cultures.3 In The American College, Taylor reports the findings of a study on student life at Sarah Lawrence from 1948-1952. He found that freedom and autonomy given the students at Sarah Law- rence was perceived as detrimental to the community life of the college and that the students wanted greater participa- tion and direction by the faculty and administration. He concluded that this show of dependency might be a product 1Paul A. Wagner, Rollins College and Dr. Hamilton Holt (New York: The Newcomer Society in North America, 1951). 2Barbara Jones, The Development of an Educational Idea (New York: Harper and Brothers, 1946); and Ruth L. Munroe, Teachipg the Individual (New York: Columbia Univer— sity Press, 1942). 3 op. cit. T. M. Newcomb, Personality and Social Change, 35 of the times and that we must be careful how the results are interpreted.1 Stephens College is a two year institution devoted to the growth and development of each student in terms of her own interests and the needs of society. The curriculum combines general education courses specifically designed for contemporary American women and a wide range of elective courses. Stephens gives more than the usual attention to the out-of-the-class activities through its highly developed residence hall house plan. One hundred students are assigned to a given house where faculty members teach and advise a small group of girls. These groups are given a great deal of autonomy in planning schedules, teaching programs, and . . . . 2 extracurr1cular act1v1t1es. Discontinued Experimental Colleges A brief account has been presented of the Antioch, Rollins, Bennington, Sarah Lawrence, and Stephens college programs because the innovations of their experiments have survived through the years and have contributed significantly to the changes in American higher education. However, some lHaroldTaylor, "Freedom and.Authority on the Campus," in Nevitt Sanford (ed.), The American College, op. cit., p. 801. 2Ralph C. Leyden, "The Stephans College Program," in W. Hugh Stickler (ed.), Experimental Colleges (Tallahassee: Florida State University, 1964), pp. 33-47. 36 Sexperimental ventures were discontinued for various reasons after only brief existence. The failure of these ventures does not, however, negate the contributions they have made to change in education. Two examples of such programs are The Experimental College at the University of Wisconsin from 1927 to 1932, and New College at Teachers College, Columbia University, which discontinued in 1938 after seven years of controversial existence. Meiklejohn gives us a complete account of the Experi- mental College which was the first semi-autonomous residen- tial liberal arts college. A highly integrated liberal arts curriculum substituted for the traditional departmental course-credit curriculum structure. Examinations and grades were abandoned and independent study was emphasized. The residence hall played an integral part in the program as Meiklejohn attempted to create an autonomous living-learning community within the University. This initial living-learn- ing experiment had a very controversial existence during its five years on the Wisconsin campus and died a natural death in 1932 due to the Great Depression and other internal prob— lems. Thomas Alexander was very instrumental in the estab- lishment of New College as a semi—autonomous experimental 1A1exander Meiklejohn, The Experimental College (New York: Harper and Brothers, 1932). 37 college within Teachers College, Columbia University. New College was designed to offer the most progressive and indi- vidualized preparation for teachers in the country. Individ- ual guidance, independent study, work experience both in the classroom and out, and close relations between students and faculty were the publicized features of this new venture. Although New College opened in 1931 with the full blessings of its parent institution, many of the educational innova— tions were too progressive for Teachers College to support and the college closed in 1938. Within this short period of existence, New College had developed into a close community of faculty and student scholars. The feeling of identity to 'New College was so strong that when the announcement came of the intended closing of the college, an extended revolt was staged within the college as a visual sign of student and faculty support for this new venture. Nevertheless, the college closed as announced and New College became another experiment that had failed to maintainathe support of its sponsoring agent. ,Alexander had visualized New College as a kind of utopian project, not wishing to limit the college to moderate educational reforms. In so doing, he ran the risk of alienating the venture from Teachers College and its source of support. Although the New College experiment at Teachers College failed to survive, it belongs in the series of experiments in higher education which include Rollins, 38 Antioch, Bennington, Sarah Lawrence and the Experimental College at the University of Wisconsin.1 All of the experimental ventures mentioned thus far were innovations attempted prior to World War II. However, the rapidly expanding enrollments in higher education since the war have prompted several new and bold experiments. These newer experiments, in general, are aimed at accommodat- ing an increasing number of students, improving the quality of undergraduate education, and making more efficient use of educational resources. The following paragraphs contain a brief description of a few of the recently initiated experi- ments currently taking place in higher education. Some of these innovations are taking place within established col- leges and universities, while others are the exPressed goals and objectives of newly created institutions. Similar fea- tures may be evident in most of the experimental colleges; however, each feels it has some unique contribution to make. Experimental Colleges - Not Emphasizing Residential Aspect A desperate financial situation in the mid-1950's forced President Millard G. Roberts to change the goals and purposes of Parsons College. Parsons experimented with lGoodwin Watson, "UtOpia and Rebellion: The New College Experiment," School and Society, Vol. 92 (February 22, 1964), 72-84. 39 admitting and establishing special educational programs for marginal students and dropouts from other colleges. The trimester plan was adopted as an aid to the marginal student. Year-round attendance allowed students to carry a reduced load as students doing poorly are required to attend the third term. Intensified counseling, extra class sessions for students below C, and tutorial help by professors all are part of the aid to the marginal student. Although often criticized as capitalizing on the marginal student, Parsons has established an exPerimental program for a portion of our population not provided for elsewhere. A study conducted in 1962 revealed that greater than 35 per cent of the Parsons graduates went on to graduate school and that 80 per cent of the marginal students accepted to Parsons could be eXpected to achieve satisfactory performance.1 In the fall of 1960, Hofstra College experimented with a new curriculum and calendar arrangement for its fresh- man class. Students attended classes eight hours daily, four days each week from shortly after Labor Day to early July. The usual summer program was devoted to the intensive study of a foreign language. The daily schedule was separated into morning and afternoon sessions: the morning program being devoted to a six-discipline introduction to science lLee Sutton, "Parsons College: Experiment as the Art of the Possible," in W. Hugh.Stickler (ed.), Experimental Colleges, op. cit., p. 71. 40 and the humanities, and the afternoon program to one aca- demic area of specialization selected by the student. The freshman experiment was accepted so enthusiastically by faculty and students that in 1965, Hofstra created New Col- lege as a three year, autonomous, degree-granting college within the University structure.1 A recent study done on the freshman year program found that: (1) New College students developed a more favor- able attitude toward intellectualism, (2) New College stu- dents scored at least as well as other Hofstra students on the Graduate Record Examinations, (3) the rate of attrition for New College students was significantly lower than for other Hofstra students, and (4) the New College students had generally a favorable attitude toward their experiences, were especially pleased with faculty-student relationships, but did not feel the program was an adequate substitute for a residential college experience. Beloit College introduced both curriculum and calen- dar changes in the fall of 1964. Instead of the traditional freshman, sophomore, junior, and senior undergraduate pro- gram, Beloit instituted a three-classification system which lWalter T. Schoen, "Educational Experimentation: Hofstra University's New College Plan," Journal of Higher Education, Vol. 36 (June 1965), 336-338. 2Walter T. Schoen, "Educational EXperimentation: A .Study Focused on the New College at Hofstra University," ‘Dissertation Abstracts, Vol. 4 (1964), 6370. 41 designated the divisions as Underclass Term, Middleclass Term, and Upperclass Term. All Beloit students take common basic education courses during their first and part of their last term. During the Upperclass Term, every student is involved in an intensive convocation program. Instead of taking prescribed courses, the students must prepare for and take area examinations. Field and off-campus experiences are offered for credit and students are encouraged to use the two vacation periods in ways related to the students' education.l Wayne State University received a $725,000 grant from the Ford Foundation to establish Monteith College, a semi-autonomous unit within the urban university. Monteith represents the fusion of two aims of higher education: (1) to provide a general, liberal education and (2) to foster the development of a sense of intellectual community. The curriculum contains three divisions: Science of Society, Natural Science, and Humanistic Studies. Each student takes the required courses in each division, is enrolled in a senior colloquium, and is expected to write an elaborate senior essay. The rest of the time the students can special- ize in any subject in the university. Monteith College is small in size and with the help of the Monteith Center, a lSumnerHaywood, "The Beloit Plan," Liberal Educa- tion, Vol. 50 (October 1964), 335-348. 42 student-operated informal gathering place, a community atmosphere and feeling of identity is developing.1 New Upper Division Colleges Florida Atlantic University at Boca Raton, Florida and The University of Michigan, Dearborn Campus, represent two new experiments in upper division higher education. Florida Atlantic opened in 1964 and offers only the junior and senior years of the undergraduate program and graduate studies in selected areas. There is to be close coordina- tion between Florida Atlantic and the Junior Colleges in Florida as the bulk of its students are expected from these Junior Colleges.2 ,Also an upper division college, The University of Michigan, Dearborn Campus, has used over ten million dollars in gifts from industry to establish a rather unique coopera- tive education program. The Dearborn Campus provides a work- study experience in engineering, business, and education for junior, senior, and graduate students. The work portion of the program is called an internship and is supposedly more lWoodburn 0. Ross, "Monteith College of Wayne State University," Experimental Colleges, op. cit., pp. 145-156. 2Adelaide R. Snyder, "A College Without Freshmen and Sophomores," Junioerollege Journal, Vol. 33 (May 1963), 20-21. 43 closely related to the educational eXperience than the em- ployment provided in most work-study programs. Experiments with the Small, Residential College Decentralization of academic administration appears to be a trend in higher education as several universities are experimenting with small, semi—autonomous, residential colleges. The College of Arts and Sciences at the Univer- sity of Virginia is currently experimenting with the "Asso- ciation System." The College of Arts and Sciences has reorganized into five associations, each enrolling approx- imately 500 students, each having its own dean, and each centering the program around the residence halls. This reorganization is an attempt to create the atmosphere of a small liberal arts college on the large university campus by providing closer faculty supervision over academic and extracurricular affairs.2 Wesleyan University, Middletown, Connecticut, is attempting a similar reorganization but appears to have gone further in facilitating the student— faculty community concept. Wesleyan envisions remaking the university into a federation of six or seven colleges, each 1W. E. Stirton, "The University of Michigan, Dear- born Campus," in Experimental Colleges, op. cit., PP. 107— 120. 2Victor J. Donilov, "Exciting Experiments in Higher Education," Phi Delta Kappan, Vol. 41 (February 1960) 221- 224. . 44 devoted to one general area of knowledge. Each federation would have its own faculty, a student body of from 100 to 250, and would offer a number of fields of concentration within a general area of knowledge. Students and faculty members are to live in the same residence center and would constitute social as well as intellectual groups.1 In an attempt to personalize the educational experi- ence for its undergraduate students, Florida State University is planning the first of several semi-autonomous residential colleges. Each residential college will have autonomy in planning and administering the internal affairs of the col- lege. Liberal arts will be the major content of the curric- ulum as they plan to blend the curricular and co-curricular into an integrated educational experience. The residence hall is the focal point of the plan with the living units attached to a central social, academic, and functional core. A few faculty apartments are being planned in each residen- tial college.2 Following the Oxford and Cambridge system of higher education, the University of the Pacific is establishing a group of "Cluster Colleges." Each cluster college will be a semi-autonomous residential unit with a maximum enrollment lIbidol pp. 221-224. 2R..R. Oglesby, "Proposed New College for the Florida State University," in Experimental Colleges, op. cit., pp. 157-171. 45 of 250 students. Essential services such as the library, laboratories, etc., will be provided centrally and will be open to all students, but the living and learning aspect of each college will be autonomous. Elbert Covell College, the second of three cluster colleges thus far established at the University of the Pacific is built around a theme of Inter-American Studies. Latin American as well as North American students make up the student body and all instruc- tion is done in Spanish. The Episcopal Church established St. Michaels as the third cluster college. This is an un- usual development in that the University of the Pacific is a Methodist-related institution. St. Michaels has its own board of trustees but uses the facilities provided by the University of the Pacific.1 The University of Michigan plans to open the first of several residential colleges on its Ann Arbor campus in the fall of 1967. This first college is being planned for approximately 1200 students at an estimated cost of 20 million dollars. The planning and resources going into the University of Michigan venture promises to make this the most extensive experiment of its kind.2 1Samuel L. Meyer, "The University of the Pacific and Its Cluster Colleges," in Experimental Colleges, op. cit., pp. 73-87. 2Michael Heffer, "Residential College Passes Plan- ning Hurdle," a front page feature article in The Michigan Daily (Ann Arbor, Michigan: The University of Michigan, June 29, 1966). 46 Three new experimental colleges, not satellites of existing institutions, have opened since 1960. Each has given primary consideration to the educational potential of Ithe residential college. The University of California, Santa Cruz, will feature several semi—autonomous, residen- tial colleges surrounding a core of common facilities. The Provost of each college and a selected number of faculty fellows will live in the residential college.l Independent study is the theme of Florida Presbyterian College in St. Petersburg, Florida. A core of courses will provide a com- mon experience for all students, but other than this common experience, students are free to take any course they wish. Any course can be taken under the heading of independent study and thesis work is possible in the junior and senior years. The residence halls are small units built for 34 students to facilitate a community atmosphere.2 New College opened in 1964 in Sarasota, Florida. The calendar at New College provides for a 48-week year, three 12-week terms, each followed by a 4-week independent study period. Credits and grades will be dispensed with and LDean E. McHenry, "The University of California, Santa Cruz," in Experimengal Colleges, op. cit., pp. 133-144. 2John M. Bevan, "Florida Presbyterian_College: New Adventure in Education," in Experimental Colleges, op, cit., pp. 91-105. 47 a student's performance will be evaluated by a college examiner at the end of each year.1 Justin Morrill College To put the present study in context, it is important to have an understanding of the planning that went into the development of Justin Morrill College, its curriculum, the quality of faculty, method of instruction, and the physical facilities of the college. The content of the following description has been drawn from several documents made avail- able by the persons responsible for the development and administration of Justin Morrill College. The Planning and Creation of An Experimental College at Michigan State University In October, 1964, Dr. Paul Dressel, Director of Institutional Research at Michigan State University, ad— dressed a memorandum to the President suggesting that the time was right for the creation of an independent liberal education college on campus. Dr. Dressel cited the problems of the large multi-purpose university and the leadership given to undergraduate education by Michigan State as the rationale for the creation of an experimental, four year liberal arts college on the University campus. 1John V. Gustad, "New College: D Minus Five Months," in Experimental Colleges, qp. cit., pp. 49-56.. 48 On November 1, 1964, the Provost appointed an Ad Hoc Faculty Committee to study the feasibility of the proposal submitted by Dr. Dressel. On February 1, 1965, the ad hoc committee not only reported the feasibility of such a ven- ture, but proposed a tentative theme and curriculum for the new college. The ad hoc committee's proposal was unanimously approved by the University Educational Policies Committee and was forwarded to the Academic Council. On March 9, 1965, the Academic Council approved the report and established Inter- national Understanding and Service as the theme of the new college. The Provost appointed a committee of deans and administrative officers to formulate guidelines for the experimental venture. This committee studied other experi- mental colleges and drew from the combined talents of the committee members to develop guidelines for consideration by the Board of Trustees. On April 22, 1965, the Board of Trustees approved the guidelines, named the college Justin .S. Morrill, in honor of the author of the Land-Grant Act, and appointed D. Gordon Rohman as dean of the new experimen- tal college. In the five months from the time of approval by the Board of Trustees to the opening of the college in September, a faculty committee assembled by the new Dean planned a curriculum within the guidelines accepted by the Board. 49 The Guidelines Committee had determined that the purpose of the new college was to provide a liberal education in the humanities, the social sciences, and the sciences with the integrating theme of International Understanding and Ser- vice. The ideal size of the college was fixed at 1200 and plans were made to enroll a 400 freshman class in each of the first four years. The student body was to be representa- tive of the Michigan State University population and the college was to take advantage of the living-learning resi- dence halls to maximize the opportunities for independent study. The college was to have administrative and budgetary autonomy but, because many of the faculty were to hold joint appointments between Justin Morrill and existing colleges within the University, the college in reality would be semi- autonomous. The new Dean-and his appointed faculty were charged with the final responsibility of developing the curriculum within the guidelines laid down by the Guidelines Committee. The Curriculum The Justin Morrill College Program calls for a broad exposure to a sequence of five areas of study in the new college, an in-depth exposure through a field of concentra— tion in the university at large, and a limited number of electives to be chosen by the student. The liberal education 50 courses taken in Justin Morrill are to be a part of the student's entire undergraduate years with a gradual decreas- ing emphasis in the later years. The following diagram illustrates the division of Justin Morrill and University courses 2 Freshman Sophomore Junior Senior During the academic year, the new college operated under the tentative curriculum proposals outlined by the Guidelines Committee and faculty members of Justin Morrill College. Minor curriculum revisions were made during the year as the Dean and faculty were preparing a basic organiza- tion of curriculum for approval by the University Curriculum Committee. The presentation of curriculum that follows is that approved by the University Curriculum Committee on June 14, 1966. 51 Justianorrill College Requirements A. Language (15-24 credits) During his freshman year, each student is required to take from between 15 and 24 credits (depending on competency) of intensive language study in either French, Spanish, or Russian. The foreign language requirement is intended to provide the student with the equivalent of three years of language training by the end of his first year. Inquiry and Expression (12 credits) All freshmen must take a year-long course combining attendance at an all-college lecture series with intensive training in expository writing. All writ- ing will be supervised by a composition staff in small, seminar-style groups. Arts and Humanities (20 credits) ‘All students must take at least one course in four of the following disciplines: Literature, History, Philosophy, Religion, and Fine Arts. Social Sciences (20 credits) All students must take Justin Morrill courses in the disciplines of Psychology, Geography, Economics, Sociology/Anthropology, and Political Science with at least one course in four of the five disciplines. Natural Sciences (20 credits) All students must take 20 credits in science begin- ning with a year-long general education course for 12 credits in the Natural Sciences. The other eight credits in science courses may be taken from among electives to be offered either within or outside the college. Independent,.Fie1d, or Foreign Study (12 credits) All students must elect one of the three options for the equivalent of a term of study. Senior Seminar (5 credits) All Justin Morrill seniors must take the senior sem- inar which is intended to integrate the undergraduate 52 experience. The senior seminar will be a study of selected topics of international and cross-cultural significance in small groups. General University Program A. Field of Concentration (40-45 credits) This may encompass a major or interdisciplinary study to be developed in each instance with the approval of the student's advisor. These courses may be taken in the University-at—large. B. Electives (22-36 credits) These will be selected from the offerings of the University-at-large in areas outside the Field of Concentration. Students may also elect to take the other options under Independent, Field, or Foreign Study as parts of their elective program. Faculty Justin Morrill intends to take advantage of the unique situation of being a small college in the large university. A large university has a pool of talented fac- ulty who are known for their ability to stimulate and chal- lenge the minds of young people. Justin Morrill is attempt- .ing to attract the most capable from among the faculty at Michigan State University to teach in their area of specialty. A small "core" of teachers and advisors will have a full appointment to Justin Morrill College, while a majority of the faculty will hold joint appointments between the new college and the existing ones. A few instructors will be borrowed on a lend-lease basis from time to time to comple- ment a particular program within the college. 53 A concerted effort will be made to invite prominent scholars and educators as visiting lecturers to Justin Morrill. David Riesman and Sir Eric Ashby are examples of the quality of visiting dignitaries with whom the Justin Morrill students had contact during its first year of opera- tion. Realizing that a curriculum is only as good as the faculty who teach it, every effort is made to attract and retain the best that Michigan State University has to offer. Physical Facilities One of the major goals of Justin Morrill College is to take full advantage of the small college concept to facil— itate a community atmosphere. The tendency of the large multi-purpose university to develop mechanistic procedures which treat students impersonally was recognized by the initial ad hoc committee that studied the feasibility of establishing an eXperimental college at Michigan State University. It was decided that Justin Morrill should take full advantage of the living-learning concept, already in progress at Michigan State, in order to give the student a greater sense of identity and to develop particularly close and meaningful associations between students and faculty. Phillips and Snyder Halls were selected to be con- verted into the co-educational living-learning center for Justin Morrill College. Classrooms and faculty offices were 54 constructed in Snyder Hall to be used for the academic program of the new college. During this past year, more than half of the occupants of Phillips and Snyder Halls were non—Justin Morrill students. However, all Justin Morrill students were assigned to specific areas within the two halls and an attempt was made to make room assignments on the basis of foreign language under study by the student. The student personnel and management staffs of the two halls were considered important variables in building the desired community atmosphere and were involved in much of the planning and execution of the college program. The college officials, residence hall programs staff, and man- agement cooperated to provide a variety of integrated cur- ricular and co-curricular experiences. Because Justin Morrill College shared the Snyder and Phillips Halls' facilities with non-Justin Morrill students, the student government and activities programs could not contribute to the college program as much as might have been desired. However, both the residence hall programs staff and the management staff took the needs and desires of the new college into consideration as they advised and super- vised the various programs and facilities within the living- learning center. As the number of Justin Morrill students 55 increase, the greater will be the opportunity to develop the kind of environment envisioned for Justin Morrill College.l Summary The literature reveals that considerable attention has been given to student characteristics and their influ- ence on the college eXperience. Students entering college vary considerably with respect to academic ability, socio- cultural background, personality, attitudes, interests, values, and beliefs. All of these factors appear to have a bearing on the motivation, choice of major, experiences, and performance in college. Just as students vary with respect to personal char- acteristics at the time of college entrance, colleges vary with respect to the types of students they enroll. Although there is considerable heterogeneity within any given student body, selective admissions policies and self-selection fac- tors combine to attract "like-minded" students. It has been 1The documents used to present the development of Justin Morrill College included: "A Report to the Education- al Policies Committee" from the Ad Hoc Faculty Committee on the feasibility of a new semi-autonomous college, Michigan State University, February 1, 1965; "The Justin Morrill Cur- riculum," a mimeographed report by the Planning Committee for the Justin Morrill Curriculum; "Proposed Curriculum for Justin Morrill College," a mimeographed proposal submitted by Dean D. Gordon Rohman to the University Curriculum Commit— tee, April 8, 1966; and "Justin Morrill College: Smallness Within Bigness at M.S.U.," a mimeographed description of the development and first few months of operation of Justin Morrill College by D. Gordon Rohman, Dean, Justin Morrill College. 56 suggested that the outcome of the college experience is more dependent on the characteristics of the students it enrolls than on the program offered by the college. Change in intellectual skills and ability during college is a fairly well established fact. However, the literature reveals conflicting evidence with regard to the college as an agent of change in personality, attitudes, values, and beliefs. The most recent and most sophisticated reports do indicate that students change in non-intellectual characteristics during college with the greatest change com- ing during the first two years. The campus environment and the various subcultures within that environment are shown to have an influence on the college experience. The total campus environment appears to have the greatest influence at the smaller, more homoge- neous colleges where all of the factions of the environment are pressing toward common goals and objectives. Recent studies indicate that the various subcultures and peer- groups within the large university have greater potential to influence student behavior than the total environment of the campus. College or academic major has been identified as one of the reference points around which a subculture forms. Substantial evidence also indicates that student life, par- ticularly the living situation, has an impact on student 57 behavior. Thus, the residence hall is the locus of another prominent subculture. The research on college students and campus cultures is suggesting higher education experiment with new patterns of organization that will more fully utilize the influence of the environment. Several colleges and universities are responding to the evidence by establishing experimental colleges. Most of these experiments are taking the form of a small, residential, liberal arts college at a large, multi— purpOse institution. Even the experiments being conducted at smaller colleges are placing emphasis on the "community" aspect of the environment. As most of these experiments are relatively new, little research is available to indicate the degree of success they are achieving. Realizing the tendency of the large, multi-purpose university to become mechanistic in its procedures for undergraduate education, Michigan State University estab- lished Justin Morrill College as a semi—autonomous, resi- dential, liberal arts college within the existing structure of the University. Having enrolled its first students in the fall of 1965, Justin Morrill College is too young to warrant a thorough evaluation of its educational significance. However, an exploratory study devoted to determine the 58 characteristics of the student body initially attracted to Justin Morrill College and the nature of their eXperiences during the college's first year of operation will be very helpful in determining the emerging environment. CHAPTER III DESIGN AND METHODOLOGY Chapter III presents a discussion of the methods and procedures which were followed in conducting the present study. The chapter consists of a definition of the popula- tion and sample, a description of the instrumentation, the method of collecting the data, and a review of the procedures used for analyzing the data. The Population and Sample The total population for this study consisted of all students living in residence halls at Michigan State Univer- sity who were first term freshmen at the beginning of fall term, 1965, and who were still enrolled and living in resi- dence halls at the beginning of spring term, 1966. The actual working population of the study was 6551 resident freshmen; 270 were Justin Morrill College students living in Phillips and Snyder Halls and 6281 were non—Justin Morrill College students dispersed throughout the undergraduate resi— dence halls on campus. By means of student number, a random sample of 200 Justin Morrill College students was selected by computer in 59 60 the Department of Data Processing. ,All students in the Justin Morrill College sample were enrolled in the new college at the beginning of fall term, 1965, and were still enrolled and living in Phillips or Snyder Hall at the begin- ning of spring term, 1966. For purposes of comparison, a control sample of 200 was randomly selected by computer from the 6281 non-Justin Morrill College students who were identified as first term resident students at the beginning of fall term, 1965, and were still living in university residence halls at the beginning of Spring term, 1966. InStrumentation The present study consists of two parts. Part I is designed to compare Justin Morrill College and non-Justin Morrill College freshmen with respect to academic aptitude to do college work, personal characteristics, and first year experiences. Part II is intended to measure the Justin Morrill College students' perceptions of and experiences with various aspects of the new college program. The fol- lowing instruments were selected or developed to measure the variables mentioned: 61 Part I Academic Aptitude to do College Work. College_gualification Test — (The Psychological Corporation). Personal Characteristics. Biographical Data Sheet - (Michigan State University).1 First Year Experiences. Experience Inventory I - (Michigan State University)i27 Part II Student Perceptions of and Experience with Justin Morrill College. Justin Morrill College Experience Inventory - (a questionnaire developed by the researcher designed to measure selected perceptions of and experiences with the Justin Morrill Col- lege program). Each of the instruments will be discussed briefly. The College Qualification Test This instrument consists of three ability tests with the score of each contributing to a total score.4 The total score was used in preference to the three subtest scores which independently measure verbal ability, ability to handle concepts, and general information. The total score 1See Appendix A, questions 1—10 in Experience Inventory II. 2See Appendix A, questions 11—47 in Experience Inventory II. 3See Appendix A, questions 48-100 in Experience Inventory II. 4George Bennett, Marjorie G. Bennett, Winburn L. Wallace, and Alexander G. Wesman, College Qualification Tests, Manual (New York: The Psychological Corporation, 1957). 62 is reported to have greater general predictive power than the scores of any of the three tests taken separately.1 The test manual reports a reliability coefficient that exceeds .90,2 and a recent study bvaehmann and Dressel reported a split-halves Coefficient of .93.3 Several studies have reported the validity of the Collegewgualification Test to predict early college performance. Using grades in required courses as the criterion, Lehmann and Ikenberry, as well as Hartnett, report validity coefficients ranging from .34 to .66.4 The Biographical Data Sheet The Biographical Data Sheet consists of 25 questions designed to obtain background information from students. Based onthe results of prior research and the relevance of particular questions to the present study, ten of the 253 questions were included in the questionnaire. '1 Ibid., p. 50. 2 Ibid., p. 28. .3Irvin J. Lehmann and Paul L. Dressel, Critical Thinking, Attitudes, and Values in Higher Education, Final Reportg'COOperative Research Project No. 1646 (East Lansing, Michigan: Michigan State University, 1963), p. 30. 4Irvin J. Lehmann and Stanley 0. Ikenberry, Critical Thinking, Attitudesy and Values in Higher Education: A Pre- liminapyiRepprt (East Lansing, Michigan: Office of Evalua— tion Services, Michigan State University, 1959); and Rodney T. Hartnett, "An Analysis of Factors Associated with Changes in Scholastic Performance Patterns" (unpublished Ph.D. dissertation, Michigan State University, 1963). 63 The Experience Inventopy I This instrument is a 50-item scale developed for use in the studies on Critical Thinking, Attitudeey and Values in Higher Education, conducted at Michigan State University during the late 1950's.1 This inventory is intended to measure the nature and extent to which students are involved or immersed in the campus environment. Thirty-three of the items selected for use in this study were used in a recent doctoral study by Appleton.2 Four relevant items were added to the 33 used by Appleton to make a total of 37 of the orig- inal 50 items selected for use in the present study. The Justin Morrill College Experience Inventory The Justin Morrill College Experience Inventory is a 53-item questionnaire developed by the researcher for use in the present study. This questionnaire is intended to mea- sure student experiences with and perceptions of: reasons for and satisfaction with choice of college, the faculty, curriculum, residence hall life, academic press, and miscel- laneous aspects of the Justin Morrill College program during its first year of operation. lIrvin J. Lehmann and Stanley 0. Ikenberry, op. cit., p. 11; and Irvin J. Lehmann and Paul L. Dressel, op. cit., p. 282. 2James R. Appleton, "A Comparison of Freshmen Com- muter Students with Resident Students on Selected Character- istics, Experiences and Changes? (unpublished Ph.D. disserta— tion, Michigan State University, 1965). 64 Many of the questions in the Justin Morrill College Experience Inventory were designed to determine the extent to which the stated goals of Justin Morrill College are expressed in the experiences encountered by the students. The development of the items came as a result of opinions and suggestions solicited from Justin Morrill administrators and faculty members, as well as from members of the Office of Student Affairs, colleagues,and residence hall staff per- sonnel working directly with the Justin Morrill College students. A total of 83 items were originally developed for possible use in the questionnaire. The Dean and two faculty members from Justin Morrill College served as judges to determine the content validity of each item. Each judge was provided a deck of cards with an item per card. Sep- arately, the judges sorted the cards into acceptable and unacceptable piles. Each item was judged in terms of clarity and its relationship to one of the specific cate- gories or factors being investigated in this study. .All items which were not rated acceptable by at least two of the three judges were discarded. In order to further refine the questionnaire, a pilot study was conducted. The pilot questionnaire was administered to one Graduate Advisor and four Resident Assistants in Phillips Hall who had direct responsibility 65 for working with the Justin Morril students, but who were not enrolled in the College. After making several signif- icant changes in the instrument, as a result of the ratings and suggestions by the judges and the pilot study, the questionnaire was submitted to the thesis chairman, Dr. Eldon Nonnamaker, for final recommendations. Of the orig- inal 83 items developed for the Justin Morrill College Experience Inventoxy, 53 were considered appropriate for the final instrument. The 10 items from the Biographical Data Sheet and the 37 items from Experience Inventoxy I were combined into one questionnaire which was for use with the non-Justin Morrill sample. These same 47 questions were added to the 53-item Justin Morrill College Experience Inventory to com- prise the questionnaire administered to the Justin Morrill College sample.1 The College Qualification Test was administered to each freshman enrolled at Michigan State University in the fall of 1965. The raw scores of these tests were made available through the Office of Evaluation Services. 1A complete copy of the questionnaire used for the Justin Morrill sample is located in the Appendix. The first 47 questions of this instrument comprise the questionnaire used for the non-Justin Morrill sample. 66 Collection of the Data During the sixth week of spring term, 1966, the appropriate instrument and cover letter were mailed to the members of each sample. The questionnaires were coded for purposes of identifying non-respondents. A stamped, ad— dressed return envelope was enclosed to encourage a prompt return. A period of one week was allowed for completion and return of the questionnaires before a follow-up letter and questionnaire were mailed to all non-respondents. One week later, all remaining non-respondents were contacted by telephone. Of the 200 questionnaires mailed to the non-Justin Morrill sample, a total of 192 usable questionnaires were returned. This constituted 96 per cent of the non-Justin Morrill College students sampled. One hundred and seventy- seven, or 88.5 per cent of the 200 questionnaires mailed to the Justin Morrill sample were returned in usable form. Two members of the non-Justin Morrill sample had moved out of the residence halls and two from the Justin Morrill sample had withdrawn from the College between the time the samples were selected and the questionnaires sent out. Method of Analysis The research hypotheses for this study were stated in Chapter I. To facilitate statistical analysis, they were 67 formulated into operational or null hypotheses. The null hypotheses will be stated in two parts, as follows: Part I - Comparison Between Justin Morrill and Non-Justin Morrill College Students Academic Appitude to Do College Work Null Hypothesis I: Justin Morrill College students do not differ from non-Justin Morrill College stu- dents on the basis of academic aptitude to do col- lege work, as measured by the College Qualification Test. Personal Characteristics Null Hypothesis II: Justin Morrill College students do not differ from non-Justin Morrill College stu- dents on the basis of the following characteristics: (A) amount of education desired; (B) rank in high school graduating class; (C) father's education; (D) mother's education; (E) father's occupation; (F) religious preference; (G) source of financial support; (H) size of home town; (I) type of secon- dary school attended; and (J) participation in high school activities. First Year Experiences Null Hypothesis III: Justin Morrill College stu— dents do not differ from non-Justin Morrill College students on the basis of the following first year experiences: (A) faculty contact; (B) study prac- tices; (C) eduational intentions and satisfaction with attending institution; (D) class experiences and courses; (E) immersion in campus life; and (F) personal interaction. 1Even though several items may be included in each experience category listed in this hypothesis, each item is treated separately in the analysis of the data. 68 Part II - Comparison Between Male and Female Justin Morrill College Students and a Description of the College Program Student Perceptions of and Experiences with Justin Morrill College Null Hypothesis IV: Male Justin Morrill College stu- dents do not differ from female Justin Morrill Col— lege students on the basis of perceptions of and experiences with the following aspects of Justin Morrill College: (A) reasons for and satisfaction with choice of college; (B) faculty; (C) curriculum; (D) residence hall life; (E) academic press; and (F) miscellaneous aspects of the program.1 Although not stated in hypothesis form, one of the most important outcomes of this study will be a description of the eXperiences within the College as perceived by the Justin Morrill students. The statistics used for analyzing the data in this study were the "t" test and the chi-square (X2). The "t" test was used to test the null hypothesis that no differences exist between the Justin Morrill and non-Justin Morrill stu— dents in terms of academic aptitude to do college work. The .05 level of confidence was established as the criterion to test the null hypothesis. The .05 level of confidence was selected on the suggestion of Kerlinger.2 1Even though several items may be included in each category listed in the hypothesis, each item is treated separately in the analysis of the data. 2Fred N. Kerlinger, Foundations of Behavioral Research (New York: Holt, Rinehart and Winston, Inc., 1964), p. 154. 69 The chi—square (X2) was used to test the null hypoth- eses that Justin Morrill students do not differ from non— Justin Morrill students with respect to personal character— istics and first year experiences, as well as for testing the null hypothesis that no differences exist between the male and female students in Justin Morrill College with respect to their perceptions and experiences within the College. The .05 level of confidence was the criterion used for testing the null hypothesis where the chi-square statis- tic was used.1 In addition to the testing of the stated hypotheses, the reSponses to all items were reported in frequencies and percentages. This was done to add clarity and meaning to the data. Treatment of the data in this manner was intended to provide a description of the type of students enrolled in Justin Morrill College and the experiences they encountered during its first year of operation. The questionnaires used in this study were designed in such a way that the data were analyzed by an IBM computer. The respondents were instructed to circle the appropriate answer to each item. The items contained in the Justin Morrill College Experience Inventoxy called for a reSponse to a four-category (strongly agree, agree, disagree, or strongly disagree) rating scale. For purposes of analysis, 1Ibid., p. 154. 70 the researcher grouped the responses into two categories (agree and disagree). may To accomplish the intended purposes Of this study, a sample of Justin Morrill College students and a control sam- ple were selected from the total population Of Michigan State University freshman students living in residence halls at the beginning of spring term, 1966. Data were collected by means of a questionnaire designed to measure the personal characteristics and first year experiences Of both groups of students. A special instrument was constructed to measure student perceptions of and experiences with: reasons for and satisfaction with choice of college, the faculty, curriculum, residence hall life, and academic press in Justin Morrill College during its first year Of Operation. Operational hypotheses were derived from the pur- poses Of the study and the data were analyzed by computer, using the appropriate test statistics. Attention may now be directed to the report of the analysis and the interpretation of the data in Chapters IV and V. CHAPTER IV ANALYSIS OF THE DATA - PART ONE This chapter reports the analysis of the data compar- ing Justin Morrill and non-Justin Morrill College students in terms of academic aptitude, personal characteristics, and first year experiences. ’Academic Aptitude Hypothesis I concerned differences between the two groups of students in terms of their academic aptitude to do college work. To test this hypothesis statistically, it was converted into its null form. Null Hypothesis I - Justin Morrill College students do not differ from non-Justin Morrill College stu- dents on the basis Of academic aptitude to do col— lege work as measured by the College gpalification Test. The data, as indicated in Table 1, revealed that the mean raw score for non-Justin Morrill students was 138.07 compared to a mean raw score of 149.30 for Justin Morrill students. The results Of a "t" test indicated that the Justin Morrill students scored significantly higher on the College gpalification Test than did the non—Justin Morrill 71 72 Table 1. Academic Aptitude: A comparison between the Justin Morrill and non-Justin Morrill students in terms of their academic aptitude to do college work as measured by the College_gua1ification Test Group N. Mean S.D.‘ df t p Non-Justin Morrill 192 138.068 24.02 367 -4.54 * Justin Morrill 177 149.299 23.40 *Designates significant at or beyond the .05 level of confidence. students. Null Hypothesis I is rejected and the research hypothesis is accepted. Personal Characteristics Hypothesis II concerned differences in selected per— sonal characteristics between the two groups of students. To statistically test this hypothesis, it was converted into the following null form. Null Hypothesis II - Justin Morrill College students do not differ from non—Justin Morrill College stu- dents on the basis Of the following characteristics: (A) amount of education desired; (B) rank in high school graduating class; (C) father's education; (D) mother's education; (E) father's occupation; (F) religious preference; (G) source of financial support; (H) size of home town; (I) type of secondary school attended; and (J) participation in high school activities. 73 Ten items were included in Null Hypothesis II. Each of the items was considered a sub—null hypothesis and was analyzed separately by the chi square (X2) statistic and accepted or rejected at the .05 level of confidence. Although the data for each personal characteristic were analyzed separately and will be reported individually later in Chapter IV, a summary of the analysis of the data for Null Hypothesis II is presented in Table 2. As is indi- cated by the data in Table 2, Justin Morrill and non-Justin Morrill students did not differ significantly in rank in high school graduating class, source of financial support, size of home town, type of school attended, and participa- tion in high school activities. Thus, the null hypothesis that Justin Morrill students do not differ from non-Justin Morrill students in terms of these personal characteristics was accepted. Significant differences were noted in the amount of education desired, father's education, mother's education, father's occupation, and religious preference. Therefore, the null hypothesis that Justin Morrill students do not differ from non-Justin Morrill students with regard to these characteristics was rejected. 74 Table 2. Personal Characteristics: A comparison between the Justin Morrill and non—Justin Morrill students in terms of selected personal characteristics Variable df x2 p Amount of Desired Education 4 36.494 *a Rank in Graduating Class 3 3.935 NSb Father's Education 8 35.866 * Mother's Education 8 34.591 * Father's Occupation 8 25.850 * Religious Preference 4 23.401 * Source of Financial Support 4 1.447 NS Size of Home Town 4 5.844 NS Type of School Attended 2 4.628 NS Participation in H.S. Activities 2 1.041 NS a* designates significant at or beyond the .05 level of confidence. bNS designates not significant. Amount Of Education Desired.—-While over 90 per cent of the students in each group indicated they desired to attain at least a bachelor's degree, the data as reported in Table 3 revealed that 63.28 per cent Of the Justin Morrill students, compared with 33.68 per cent of the non- Justin Morrill students desired an education at the graduate or professional school level. Approximately 8 per cent of 75 the non-Justin Morrill students desired less than a four year college education, compared to less than 2 per cent of the Justin Morrill students. Table 3. Amount of Education Desired: A comparison between the Justin Morrill and non-Justin Morrill students in terms Of the number of years of college desired. Non-Justin Justin Variable Morrill Morrill Amount of College Desired N %. N % One Year 9 4.74 l .56 Two Years q 7 3.68 l .56 Three Years 1 .53 1 .56 Four Years (B.A. or 8.8.) 109 57.37 62 35.03 Graduate or Professional School 64 33.68 112 63.28 x2 = 36.494 df = 4 Significant at or beyond .05 level Of confidence. Rank in High School Graduating Class.--A1though not significantly different, the data in Table 4 show that the non-Justin Morrill students ranked slightly higher than the Justin Morrill students in their graduating class. imately 81 per cent Of the non-Justin Morrill students, Approx- compared with 75.58 per cent in the Justin Morrill group of 76 students graduated in the top quarter of their high school class. It may be noted that neither group contained stu- dents who graduated in the bottom quarter of their high school graduating class. Table 4. Rank in High School Graduating Class: A compari- son between Justin Morrill and non-Justin Morrill students in terms Of their high school class rank Non—Justin Justin Variable Morrill Morrill Rank in High School Class N % N % Top Quarter 154 81.05 130 75.58 Second Quarter 34 17.89 35 20.35 Third Quarter 2 1.05 7 4.07 Fourth Quarter 0 0.00 0 0.00 x2 = 3.935. df = 3. Not statistically significant. Father's Education.--As noted in Table 5, slightly more than half of the fathers Of the non-Justin Morrill stu- dents had some formal education beyond high school. Over 75 per cent of the fathers of the Justin Morrill students had some training beyond high school with approximately 30 per cent attaining a graduate school or professional degree. 77 Slightly less than 12 per cent of the fathers of non-Justin Morrill students attained a graduate or professional degree. The difference in educational level for the fathers of the two groups was significant beyond the .05 level of confidence. Table 5. Father's Education. A comparison between Justin Morrill and non-Justin Morrill students in terms of their father's education Non-Justin Justin Variable Morrill Morrill Father's Education N %. N % Less than 8th Grade 6 3.13 2 1.13 Completed 8th Grade 18 9.38 6 3.39 H.S. But Didn't Graduate 15 7.81 9 5.08 High School Graduate 51 26.56 25 14.12 Technical or Business School 18 9.38 '11 6.21 College But Didn't Graduate 25 13.02 32 18.08 College Graduate 35 18.23 33 18.64 Graduate or Professional School But No Degree 1 .52 6 3.39 Graduate or Professional Degree 23 11.98 53 29.94 x2 = 35.866. df = 8. Significant at or beyond .05 level of confidence. 78 Mother's Education.--Significant differences also appeared between the two groups with respect to the educa- tional level of their mothers. As is evidence by the data in Table 6, approximately 43 per cent Of the non-Justin Morrill mothers, compared with 63.07 per cent of the mothers of Justin Morrill students, had some formal training beyond the high school level. However, the proportion Of the moth- ers of the non-Justin Morrill students attaining a graduate or professional degree was slightly higher than the mothers of the Justin Morrill students. Table 6. Mother's Education: A comparison between Justin Morrill and non-Justin Morrill students in terms Of the level of education Obtained by their mothers Non-Justin Justin Variable _ Morrill Morrill Mother's Education N ‘% N % Less than 8th Grade 1 .52 1 .57 Completed 8th Grade 3 1.56 5 2.84 H.S. But Didn't Graduate 23 11.98 3 1.70 High School Graduate V, 82 42.71 56 31.82 Technical or Business School 28 14.58 33 18.75 College But Didn't Graduate 19 9.90 33 18.75 College Graduate 20 10.42 26 14.77 Graduate or Professional School But No Degree 2 1.04 12 6.82 Graduate or Professional Degree 14 7.29 7 3.98 x2 = 34.591. df = 8. Significant at or beyond the .05 level of confidence. Father's Occupation.--The occupations Of the fathers of the two groups of students were significantly different, as is indicated by the data in Table 7. Table 7. Father's Occupation: A comparison between the Justin Morrill and non-Justin Morrill students in terms of their father's occupation. Non-Justin Justin Morrill Morrill Variable Father's Occupation N % N 36 Manual Worker 14 7.41 7 4.12 Skilled Labor 24 12.40 16 9.41 Business Owner 27 14.29 7 4.12 Farm Owner or Operator 9 4.76 5 2.94 Executive or Managerial 56 29.63 59 34.71 Office, Clerical or Sales 15 7.94 9 5.29 Teacher (Elementary or Secondary) 3 1.59 9 5.29 Professional 34 17.99 54 31.76 Service (Store, Clerk, Barber) 7 3.70 4 2.35 2 x 25.850. df = 8. Significant at or beyond the .05 level of confidence. 80 Less than 50 per cent of the fathers Of non-Justin Morrill freshmen were engaged in occupations of an executive, man- agerial, or professional nature compared to 66.47 per cent of the fathers of Justin Morrill students. Nearly 25 per cent of the non-Justin Morrill fathers were reported to be in occupations of the farm or manual and skilled labor categories. It may be noted that a larger proportion of the fathers of the non-Justin Morrill students owned their own businesses than did the fathers of Justin Morrill stu- dents. Religious Preference.--The religious preference of the two groups of students was significantly different. The data, as reported in Table 8, show that 28.95 per cent Of the non-Justin Morrill students reported to be Catholic, whereas only 14.69 per cent of Justin Morrill students indicated Catholicism as their religious preference. Nearly 20 per cent Of the Justin Morrill students indicated no preference and 11.86 per cent reported to be Jewish. In comparison, 8.42 and 4.21 per cent of the non—Justin Morrill students selected no religious preference and Jewish as their choice. Over 50 per cent of both groups reported Protestantism as their religion. 81 Table 8. Religious Preference: A comparison between Justin ,Morrill and non—Justin Morrill students in terms of their religious preference Non-Justin Justin Variable Morrill Morrill Religious Preference N % N % Catholic 55 28.95 26 14.68 Jewish 8 4.21 21 11.86 Protestant 106 55.79 91 51.41 None 16 8.42 34 19.21 Other 5 2.63 5 2.82 x2 = 23.401. df = 4. Significant at or beyond the .05 level of confidence. Source of Financial Support.--The Justin Morrill and non—Justin Morrill students differed little with respect to their primary source of financial support. As indicated by the data in Table 9, approximately 75 per cent of both groups reported their parents as the primary source of sup- port while in college. Personal savings, scholarships, jobs, and loans were reported as the greatest source of support by approximately the same proportion from both groups Of stu- dents. 82 Table 9. Source of Financial Sppport: A comparison between Justin Morrill and non-Justin Morrill students in terms of their source of financial support Non—Justin Justin Variable Morrill Morrill Source of Financial Support N % N % Parents 138 75.41 125 73.96 Job 9 4.92 9 5.33 Loans 5 2.73 8 4.73 Scholarships 14 7.65 10 5.92 Personal Savings 17 9.29 17 10.06 x2 = 1.447. df = 4. Not statistically significant. Size of Home Town.--The data as reported in Table 10 reveal that little difference exists between the two groups of students in terms of the size of home town from which they came. Over 50 per cent Of both the non-Justin Morrill and Justin Morrill students came from towns or cities of over 25,000 population. Nearly 8 per cent of the non—Justin Morrill students reported coming from a farm, compared to less than 3 per cent of the Justin Morrill stu- dents. These differences were not statistically significant. 83 Table 10. Size of Home Town: A comparison between Justin Morrill and non-Justin Morrill students in terms of the size Of their home towns. Non-Justin Justin Variable Morrill Morrill Size of Home Town N % N % Farm 15 7.81 5 2.91 250 - 2,499 27 14.06 18 10.47 2,500 - 24,999 49 25.52 51 29.65 25,000 - 99,999 47 24.48 47 27.33 Over 100,000 54 28.13 51 29.65 x2 = 5.844. df = 4. Not statistically significant. Type of High School Attended.--Although not statis- tically significant, the non-Justin Morrill and Justin Morrill students differed slightly in the kinds Of high schools they attended. Over 85 per cent of both groups of students attended a public high school. The data presented in Table 11 show that a slightly higher proportion of the non-Justin Morrill students attended a parochial school, but that a smaller proportion attended a private school. 84 Table 11. Type of High School Attended: A comparison between Justin Morrill and non-Justin Morrill stu- dents in terms of the type of school they attended Non-Justin Justin Variable Morrill Morrill Type Of High School Attended N % N % Public 169 88.02 156 89.14 Parochial 20 10.42 11 6.29 Private 3 1.56 8 4.57 x2 = 4.628. df = 2. Not statistically significant. Participation in High School Activities.--As the data in Table 12 indicate, Justin Morrill and non—Justin Morrill students differed very little with respect to their degree of participation in high school activities. Nearly 50 per cent of both groups report to have been very active in high school, while less than 10 per cent of both groups indicated they were not active. Summary Of Data on Personal Characteristics.--Accord— ing to the analysis of the data pertaining to Null Hypothesis II, significant differences existed between non-Justin Morrill and Justin Morrill students on five of the ten personal characteristics selected for comparison. 85 Table 12. Participation in High School Activities: A com- parison between Justin Morrill and non-Justin Morrill students in terms of their participation in high school activities Variable Non-Justin Justin participation in High ”orrlll “orrlll School Activities N % N % Very Active 93 48.44 79 44.89 Moderately Active 83 43.23 85 48.30 Not Active 16 8.33 12 6.82 x2 = 1.041. df = 2. Not statistically significant. The Justin Morrill College students desired more education, came from families Of a higher educational- socioeconomic level, and designated different religious preferences than the non-Justin Morrill students. The two groups Of students did not differ with respect to rank in high school graduating class, source of financial support, size of home town, type of high school attended,or participation in high school activities. 86 First Year Experiences Hypothesis III concerned differences between the two groups of students with respect to the experiences normally encountered by a first year college student. To statisti- cally test this hypothesis, it was restated in its null form. Null Hypothesis III - Justin Morrill College stu- dents do not differ from non-Justin Morrill College students on the basis of the following first year experiences: (A) faculty contact; (B) study prac- tices; (C) educational intentions and satisfaction with attending institution; (D) class experiences and courses; (E) immersion in campus life; and (F) personal interaction. Several items were included in each of the cate- gories listed in Null Hypothesis III. Each item was consid- ered a sub-null hypothesis and was analyzed separately by the chi square (X2) statistic and accepted or rejected at the .05 level of confidence. The data from the individual items were then grouped into the categories listed in Null Hypothesis III to add to the clarity and meaning of the data. A separate table and discussion will be reported for each category contained in the null hypothesis. Faculty Contact.--Six items from Experience Inven- tory I were intended to measure the nature Of a student's contact with faculty members inland outside of the classroom. 87 The data, as reported in Table 13, reveal that significant differences existed between Justin Morrill and non-Justin Morrill students on five of the six items in the Faculty Contact category. Only on Item 18 did no differences exist between the two groups and that item was designed to measure the extent to which students had the same instructor more than once during the course of the year. The other five items demonstrated that the Justin Morrill students eXperi- enced greater contact with and were better known by faculty than were the non-Justin Morrill students. Item 22 indicated that nearly 90 per cent of the Justin Morrill students, compared to 40 per cent of the non- Justin Morrill students, perceived that most of their in- structors knew them by name. Although neither group dis- cussed personal problems with their instructors to any great degree, Item 15 revealed that 29.71 per cent of the Justin Morrill students, compared to only 15.10 per cent of the non- Justin Morrill students, sought out their teachers on non- academic matters. Similarly, Item 26 indicated that over 70 per cent Of the non-Justin Morrill students saw their instructors outside Of class only on matters dealing with an assignment, while less than 50 per cent of the Justin Morrill students discussed an assignment during their out- Of—class contact with faculty members. .mocopHHcoo mo Ho>mH mo. 0:» occawn no um acmoamacme mwumcmHmmp so .uamowmwcmHm aHHmoHumHumum uoc moumcmHmop mzn .mEOuH :mmcommmu 0:: 050m wumowch mane» mHnu cH m.z Hauou ucouomeom 88 * mom.o~ H Amo.mmv HOH Amo.aes ma A~A.va mmH Am~.sHs mm .EHn scum amazon m mange» oEHu on» um no: mm: H nmsonuHm HOUUduumcH cm mom on mcom m>mn H .ve « HoH.km H Amm.msv mMH AHH.o~s mm AH~.m¢. em Ams.omv so .mmmHu mo meamuso coco GOLD wHOE uOuoduumcH 0:0 and mom 0» OCOm um>mc m>mn H .wm * Hoo.H~ H Ame.Hmc mm Hem.mev mm Amm.a~v mm HHH.~sV aMH .ucmecmammm cm SUHB mcHHmmp mcwnumEOm new m>m3Hm mH DH .mmMHo mo opHmuso uouosuumcH an new Cu Om H cwfiz .om s ~0m.HH H Amm.o>v mmH AHh.mmv mm Hom.emv MOH AOH.mHV mm .EOHQOHQ OHEOOMOMIGO: .Hmcomumm m Ozone muouosuumCH HE Ho 0:0 comm o>mn H .mH . Gem.mm H .Ho.smv emH Amm.mav mm Hoo.oev on Hoo.oov vHH .mem: an we socx Dog on End» mHsu mucuusuumcH H8 H0 AMHm: :mnu oHOEV umoz .NN nmz Hmo.oo H AmH.Hhv QNH Ram.mmv Hm Amm.HhV mma AMH.va em .Hmmx mHnu 00H3u HODUSHumCH warm any can no: m>mn H .mH a «x no Ax. omHmm Axe onus Axe mmHmm ARV cone EouH nonadz HHHHHOS HHHHHOZ EmuH cHumSH sHum5blcoz renegade huHaomw £UH3 uomucoo uamsu Ho menus ca masco9um HHHuuoz cHumOO cam HHHHHOS cHumeIcoz comzuon GOmHumaEOO a ”nomucoo Nstomh .MH oHnme 89 When responding to Item 28 which deals with the frequency of contact with faculty outside the classroom, 50.79 per cent of the non-Justin Morrill students, compared to 20.11 per cent Of the Justin Morrill students, reported they had never gone to see an instructor more than once out— side of class. Likewise, Item 44 revealed that less than 20 per cent Of the non-Justin Morrill students, compared to more than 40 per cent of the Justin Morrill students, had_ gone to see an instructor although not taking a course from him at the time. It is evident from the data in Table 13 that although more than 70 per cent of both groups have taken more than one course from the same instructor, the nature Of their contact . with faculty--both in and out Of the classroom--was different. The Justin Morrill College students enjoyed a more frequent and personal contact with faculty members than did the reg- ular resident freshmen at Michigan State University. Studnyractices.--Four items supply data concerned with the study practices of the two groups of students used in this study. As is evident from the data reported in Table 14, no differences existed between the two groups on any Of the four questions. Item 34 revealed that slightly more than 40 per cent of both groups study during most of their out-of-class time. Less than 20 per cent of the non-Justin Morrill and Justin Morrill students spent more than two hours a week in the library, and approximately 50 per cent of both groups used 90 .uGMUHHHcmHm HHHmuHumHuwum no: mmumcmHmop m2 9 .mEouH :omcommou 0c: 050m ouMOHch mHnmu mHsu :H m.z Hugo» ucmummeQm mz emo.o H Amo.mHV mm Amm.omv ovH Amm.mHv mm Amo.Hmv omH .mchmou onusoolcoc Ham OGHOO OHOHOQ OGHOMOH xuo3 omusoo HE wudeEou ou umEouum >HHmsms H .me mz oo~.o H .-o.omv hm Hoo.omv hm AHm.n¢V mm “mo.mmv mm .mucmEGmHmmm mmmHo msoHum> on» mcHOmou ucwmm mH mumunHH on» OH oEHu >8 H0 HHm umOEH< .me mz ohm.o H Amo.mmv meH Amm.th Hm Hom.mmv VOH HeH.¢HV hm .HHMHQHH mnu CH Romz m . muse: ozu menu whoa ocean H .mm nmz mmH.o H Amm.mmv MOH ANH.oav mo Hso.nmv mOH Amm.~¢v om .meHu mmmHouuouuso HE mo umOE mQHst hpsum H .vm a Nx up ARV omHmm ASL onus ARV mmHMH “Xv cone EwuH umnadz HHHHHOE HHHHHOZ EOUH cHnmab cHumsnlcoz meoHuomum apron HHmcu Ho mason CH mucmosum ommHHoo HHHHHOE cHumSh pcm HHHHHOZ cHumsuIcoz cmozumn GOmHummEoo < "mooHuUmum,Nosum .eH OHQmB 91 their library time reading for class assignments only. Over 80 per cent of both groups attempted to complete their course work before doing non-course reading, as reported in Item 46. The data in Table 14 indicated that the study prac— tices of the Justin Morrill and non-Justin Morrill students were approximately the same. Both groups of students spent little time in the library and the time that was spent in the library was generally devoted to reading for class as- signments. A high proportion of both groups attempted to complete their course work before doing outside reading and less than 50 per cent of the students saw themselves study— ing most of their out-of—class time. Educational Intentions and Satisfaction with Attend- inngnstitution.--Two items comprise the Educational Inten- tions and Satisfaction with Attending Institution category. It is evident from the data in Table 15 that the Justin Morrill students did not differ significantly from the non- Justin Morrill students with respect to either question in this category. Forty-seven per cent of the non-Justin Morrill stu- dents and 53 per cent of the Justin Morrill students experi- enced serious doubts during the year that Michigan State University was the best school for them. However, over 80 per cent of the students in both groups indicated a desire to complete their undergraduate work at Michigan State. 92 .ucmoHuHcmHm HHHmoHumHumum no: moumcmHmop mzn .mEouH :omcoammu 0:: 080m mumoHch OHQmu mHnu :H m.z Hmuou ucmuomHHQd mz mHH.o H Hoo.mHv em Hem.¢mv oeH Amm.¢Hv om Aeo.mmv mmH .suamum>acp oumum ammanonz eouc common HE 0>Hmuou Ou pcmucH H .mm nmz Hom.H H ANO.O¢V Hm xma.mmv mm Aoo.mms HOH Hoe.svv Hm .65 now Hoonom ummn on» HHHmqum mH wuHmuw>HcD mumum cmmHnon Mosum£3 On mm nuance msoHuwm umnumu 080m can m>mn H .umwh mHsu mcHusa .Hm a «x up ARV mmHmm Axv mane ARV memm ARV wane EmuH Hmnasz HHHHHOZ HHHHHOE EmuH :HumSH cHumdblcoz mqumuo>HsD durum cmmHnon SuHB coHuumHmHumm cam mcoHucoucH HmcoHDMOOOO uHonu mo manna OH mucmpsum HHHuuoz cmvaO paw HHHHHOS cHumsbIcoz on» Gmo3umn GOmHunQEOU < "coHusuHumcH mchsmuu< nuH3 coHuommmHumm paw mcoHucmucH HmcoHumospm .mH OHQMB 93 Class Experiences and Courses.—-Four items comprise the category of Class Experiences and Courses. The analysis of the data reported in Table 16 revealed that the two groups of students were significantly different in their responses to three of the four items. Over 50 per cent of the non-Justin Morrill students reported that only a few students had been in more than one class with them while only 12.99 per cent of the Justin Morrill students made the same claim. A significantly high— er proportion Of the non-Justin Morrill students found none of their courses to be extremely interesting. On the other hand, the Justin Morrill students "cut" fewer classes than did the non-Justin Morrill students.' NO differences existed between the two groups with respect to their feeling that most Of what they had learned was Obtained through class lectures and assignments. Approx— imately 60 per cent of both ngups indicated that the formal classroom experience had been responsible for most Of what they learned in college. In other words, less than half Of ’ the students saw educational value in the out-of—class experiences on campus. The analysis of the data in the Class Experiences and Courses category indicated that the Justin Morrill stu- dents were better acquainted with their classmates, found their courses more-interesting, and had "cut" fewer classes when compared to the regular freshman resident students. 94 .OOGOOHHOOO no HO>OH mo. may pcoaon no um unmoHuwcmHm moumcmHmcp e .ucmuHchmHm HHHmoHumHumum uos mmumcmHmOp mzo n .mamuH somcommou 0:: 050m mumoHOGH mHnMu mHnu CH n.z kuou ucmuwmmHnm m2 ohm.mo mHh.HH ¢mo.oo mHm.oh “as.mov 1mm.Hmv AHo.~¢c AHo.smv mHH wma Hh va AH~.HmO x~6.moc Amm.hmv 1mm.~H. em mH mm MN Amm.mmv Amv.mes Amo.H¢s 1m~.mvv MHH mfiH we .mH.H¢v .mm.H~V 1mm.mms Hes.om. me He NHH 00H .meHu owns» HO o3u umm0H um mommMHo SE NO quE =u90: m>m£ H .Hmmh mH£u mGHumOHmucH SHOEmuuxm on Ou momusoo HE mo >cm UQSOH uoc m>ms H .musmEdemmm can mousuuoH mmmHo cmsounu pochuno m>mn H omoHHou :H urea mHnu OOOHMOH m>mn H ums3 Ho umoz .OHOHOA OE :uH3 mmusou m «o :oHuomm warm on» CH coon uw>o c>mn EH0» mHnu mmmHO cm>Hm Ham CH muCOOdum o3u no one HHGO .mm .0m .VN .HH up Axe mmHmm ARV HHHHHOZ :HumSO 05 HQ. axv omHmm exv HHHHHOZ cHumSOtcoz 05MB EOuH umnadz EOHH mo meuou :H mucopsum HHHHHQZ cHumsh new HHHHHQS mmomunoo can :Humnbtcoz c003u0n cemHummEoo < mommmHo £OH3 mucowuomxo “Hora "momusoo new OUGOHHOQMH mmmHo .OH OHQMB 95 Immersion in Campus Life.--Table 17 reports the separate analysis of the 13 items intended to measure a student's degree of involvement and participation in the extracurricular aspects of campus life. Significant differ— ences between the two groups were found on only 4 of the 13 items. No differences existed between the two groups in terms of their degree of participation in living unit activ- ities and fraternity or sorority life. Likewise, no differ- ences appeared in their attendance patterns at all-university athletic and social events. Approximately the same propor- tion of Justin Morrill and non-Justin Morrill students "go steady," read the campus newspaper, and spend a portion of each day at popular gathering places. The two groups Of students did differ significantly with regard to their membership and leadership in extracur— ricular clubs, activities, and committees. The Justin Morrill and non—Justin Morrill students also responded dif- ferently to the two items intended to measure their atten- dance at academic and cultural events sponsored by the University. More than 45 per cent of the Justin Morrill students, compared to less than 25 per cent of the non-Justin Morrill students, were members of two or more extracurricular clubs or committees. Not only were the Justin Morrill students €96 mz ¢-.o H AHm.m~v Hm Amo.ons mmH Amo.s~1 mm Amm.~s. oeH .umw» mqu moans HHmnuoxmcn HSOH coca mmmH 3cm H .ON * mmv.mm H AHH.mm. em Amm.ovv mm Amo.hnv QVH Amm.mmv ¢¢ .moouuHEEoo uo mmHuH>HuUm .mnsHo HmHsoHuusomuuxm 03D umMOH no mo HOAEOE m Em H .mm mz eoa.o H xm~.mmv omH Han.VHc om .Nm.Hmv mmH me.mHv em .mmchu HO mwmxu HMEMOHGH .pmNHcmmuO mme mnu can» OHOE ucmEcum>om HuHmuo>HcsuHHm pom mmHuchmumuw .mEHOO wnu HQ OOHOmcomm mmHuumm cam mwucmp mHn map Hummum H .ON mz mmm.~ H Hem.~vv on “co.hmv HOH Amm.¢mv we Amo.mov ONH .umo» mHnu moEdm HHmQuooH mac: 0:» mo HHm Oopcmuum H .mH mz OVH.O H Am~.¢mv me HHS.mnV ¢MH A¢0.omv om Hom.mnv NeH .xmp some m3oz durum mnu pawn H .eH mz m~¢.o H Amm.hmv we AHh.va HHH Amo.¢mv mo Ahm.mov ONH .mmuH>Huum nonemcoam uHcs mcH>HH no snow on» no MHm: cmnu mmmH CH pmummHOHuuma H .MH 1 omo.e H Amm.mmv GOH HHH.ovV He Amm.~av ovH Amo.smv mm .uuo .mmunHeeoo .muH>Huom .QSHU umHsoHuuso Imuuxm cm CH aHnmuopmmH Ho coHuHmom m OHOS Ho umonwo cm mmz H new» mHsu mcHuDo .NH m Nx up Afiv mmHmm ARV mane ARV mmHmm ARV mane EouH Hmnfidz HHHMHOS HHHHHOE eorH cHumSO :HumSBICOZ OOHHH HMHOUHMHSOMHDXO can mmHuH>Huom msaamo CH :oHumaHoHuHmm paw ucoEm>Ho>cH wo omuoop uHosu no menu» cH mucmp5um HHHuHoz :Humzb 0cm HHHHHOZ cHumelcoz :mm3uwn COmHummEou d «OHHH msmEcO CH conumEEH .hH OHQOB €97 .mocmOHmcou HO Ho>OH mo. Gnu pacamfl no no ucmuHmHsmHm HHHmoHumHumum mmumcmHmmp s .ucmonHcmHm HHHmoHumHumum uo: moumcmHmmp mzu Q .mEOuH smmcommou on: 050m oumoHch OHAmu mHnu CH m.z HMOOO acoummmHQm mz moo.~o H Ham.Hav mmH 16H.m~v me .HH.mH. NmH .mm.o~v o4 .momHa maHumnumm unopsum HMHHEHm m no .m.oma30x .HHHHO 0:» CH are m mmuscHE om no mH can» once ocean mHHmsms H .he mz mme.mo H Hmm.mHv mm AHo.HmV NeH .Se.HHV mm Hem.mmv osH .suHuouom so qucuoumuw m mmpmHa no: OHO H .me mz mo¢.oo H 18¢.omv mm 14m.mov HNH Am~.sms mm Ass.~ev omH .H.semmum om: ..w.HV sz um comumm warm ecu dump HHHMHsmmH uoc CO H .mv mz mmh.Ho H Ame.vmv heH Hmm.mHv SN ASH.th NmH Amm.omv ow .Hmoa mHnu madame so muco>w HmHoom 0H9 HHHMOH mnu mo umoE popcmuum o>mn H umnu mam OH503 H .Hv . Nao.om H 14H.¢av mNH Hom.m~v ma Hvo.Hm. mm Hom.mvv em .HuHmum>Hcp on» an emuom Icomm muumocoo 0c pmpcmuum H .ov « HSV.M> H Amm.OHV mH Hmo.mmv mmH HmH.mmv NOH Hmm.oev om .moHuom uuoocoolmusuomq Ho .OOOHHOU muocom on» .msaamu co acme luumamp 0 >3 OOHOmGOQm HOHDuUOH no uoxmoam mcHuHmH> c How: .HMOH chu mcHuso .mm m mx up ARV mmHmm ARV mane ARV omHmm ARV mane Honasz HHHuuoz HHHuuoz smuH cHume cHumsblcoz eoesHoeoouneH oHnms 98 active in more extracurricular clubs and committees than their counterparts, but a larger proportion held positions of leadership as well. Forty per cent of the Justin Morrill students were Officers or leaders, while only 27 per cent of the non-Justin Morrill students held such distinction. The data also revealed that a larger proportion of the Justin Morrill students attended University-sponsored academic and cultural events. Eighty-nine per cent of the Justin Morrill students went to hear a visiting speaker or lecturer, compared to only 46 per cent of the non-Justin Morrill students. Likewise, nearly 50 per cent of the non— Justin Morrill students, compared to 25 per cent of the Justin Morrill students, reported that they had never at- tended a University-sponsored concert. In general, the data in this category indicate that the Justin.Morrill students were as involved as the non— Justin Morrill students in most Of the activities that make up campus life and were more involved in the extracurricular clubs and University-sponsored lectures and concerts. Personal Interaction.--The eight items contained in this category were designed to indicate something about the kinds of personal interactions a student had on and off campus. The data in Table 18 reveal that significant dif- ferences were noted on four of the eight items. €99 .oocopHHcou HO Hw>0H mo. onu OGOHon no no anOHHHcmHm HHHmuHumHumum mmumcmHmop « .usmoHuHstm HHHmuHumHumum uoa moumcmHmop mzu A .mEmuH :mmcommmu on: OEOm ouMUHOEH OHAMu mHnu CH m.z Hauou ucmummmHom mz mHH.o H Hem.mms mo 16H.¢ov HHH Asm.smv Ha Hm¢.~ov mHH .umsummou mmcHnu umoe co m: can mpcoHHm mo asoum omOHO m o>mn H .mm mz omm.o H Hem.¢ov HHH Hoo.mmv Ho Hom.mmv mHH HOH.o¢v as .smHHoum Hmcomuma m usonm EHOO OSu EH .4.m HE no HOmH>pm unopHmmu 0mm: HE Ou pmmeu H .mm mz moo.m H Amm.sev mm Hmo.~ms om 10H.mmv Na Hom.Hes HHH .xmws a mquu can“ mmmH muse H .mm omz mmH.o H Am¢.mov mOH Ahm.hmv mo AHm.oov mHH Hmh.mmv on .mpcoHum HE nan mEOHmmsomHo HO :mconmom HHDQ= cH HMO m H50: an acne mmmH ocean H .Hm . o~m.m H He¢.msv mNH Hom.vmv Ne Hma.oov oHH As~.mmv ms .umms mHnu pcoHum ummmoHo HE mH oumEEOOH Hz .hm a omo.m H Amo.¢mv em Hmm.mvv we AmH.oov hNH Amm.mmv mo .oum .mmmusou EH wouMHsEHum mcoHumosv .mHHmHHm OHHO3 .cmE mo mudumc on» we £05m mcoHumOSO UHEmpmom mmsome mumaH toHuHma H noHn3 EH mconmsomHO Ho zchHmmmm HHSQ= ecu HO umoz .mm « MHm.m H Amo.hov mHH Hmm.mmv mm Amo.~mv OOH Hmm.nev No .mump H E053 :3ou oEon HE EH OEOHHH HHuHm no Honv m m>m3 H .mH as v~c.¢ H Amm.mvv om HH¢.HmV Hm Hom.hmv Nb Hom.~ov ONH .mcH:o>o comm mocmHHw mo msoum wEMm on» zuH3 are H .OH a «x we ARV omHmm exv mane HRH omHmm ARV onus EmuH Honfisz HHHHHOS HHHHHOZ EonH :Humsb :Humsblcoz mmsaEmu «HO can so .muosuo zuH3 :OHuumuoucH Hchmumm Ho omHu HO mEuou EH mucousum HHHHHOZ :Humnb paw HHHHHQS cHumablcoz coo3u0n EOmHHmmEoo d "coHuomuoucH HMCOmHom .mH OHQme 100 Further analysis revealed that no differences existed between the two groups in terms Of their time spent in "bull sessions" or discussions with friends, on campus dating patterns, discussion of personal problems with res- ident hall staff, and doing most things with a close group of friends. Differences were revealed on items intended to mea- sure meal time interactions, Off campus dating patterns, quality of "bull sessions" or discussions, and interaction between roommates. Sixty-two per cent of the non-Justin Morrill stu- dents, compared to 51 per cent of the Justin Morrill stu- dents, reported that they ate with the same group Of friends each evening. Nearly 50 per cent Of the non-Justin Morrill students had a (boy or girl) friend in their home town while less than 35 per cent Of the Justin Morrill students so indicated. The data also reveal that 45 per cent of the Justin Morrill students, compared to 33 per cent of the non- Justin Morrill students, frequently engaged with others in discussions of a serious or academic nature. A higher pro- portion of the non-Justin Morrill students than the Justin Morrill students identified their roommate as their closest friend. 101 Summaxyiof Data on First Year Experiences.--Null Hypothesis III was intended to identify the differences in the first year experiences between the Justin Morrill and non-Justin Morrill College students. Although Null Hypoth- esis III was not accepted or rejected in its entirety, each item contained in EXperience Inventory I was accepted or rejected based on the results of the analysis of the data. The null hypothesis that Justin Morrill students do not differ from non-Justin Morrill students was rejected on five of the six items in the Faculpy Contact category. The Justin Morrill students were better known by their instruc- tors than were the non-Justin Morrill students and they enjoyed a more frequent and personal contact with faculty members in and outside Of the classroom. None Of the four items in the StudyPractices cate- gory, nor the two items in the Educational Intentions and Satisfaction with Attending Institution category differen- tiated the two groups of students. Thus, all six items were accepted. Three of the four items in the Class EXperiences and Courses category were rejected. In comparison to the reg— ular freshman resident students at Michigan State, the Justin Morrill College students were better acquainted with their classmates, found their courses more interesting, and had "cut" fewer classes. 102 The Justin Morrill and non—Justin Morrill students were found to be similarly involved in most phases of campus life. Only four of the thirteen items in the Immersion in Campus Life category were rejected. The Justin Morrill stu- dents were members in more extracurricular clubs and commit~ tees and held more positions of leadership in those extracur- ricular activities than did their freshman counterparts. Also, the Justin Morrill students took greater advantage of the University-sponsored lectures and concerts. The null hypothesis that Justin Morrill students do not differ from non-Justin Morrill students was rejected on four of the eight items in the Personal Interaction category. In comparison to the regular freshman resident students, the Justin Morrill College freshman ate less Often with the same group Of friends, less frequently claimed their roommates as their closest friend, and were less likely to date a friend in their home town. In many respects, the first year experiences encoun- tered by Justin Morrill and non-Justin Morrill students were similar. However, Justin Morrill students did enjoy a closer and more meaningful contact with faculty, found their courses more interesting, were more fully immersed in campus life, and were less reliant on their immediate associates for social interaction. CHAPTER V ANALYSIS OF THE DATA - PART TWO Chapter V includes an analysis of the data concern— ing the student perceptions of and experiences with the Justin Morrill College program during its first year of operation. More specifically, the null hypothesis tested in this part of the study was: Null Hypothesis IV. Male Justin Morrill College students do not differ from female Justin Morrill College students on the basis of perceptions Of and eXperiences with the following aspects of Justin Morrill College: (A) reasons for and satis- faction with choice of college; (B) faculty; (C) curriculum; (D) residence hall life; (E) academic press; and (F) miscellaneous aspects of the program. Several items were included in each of the cate- gories listed in Null Hypothesis IV. Each item was consid— ered a sub-null hypothesis and was analyzed separately by the chi square (X2) statistic and accepted or rejected at the .05 level of confidence. The data from the individual items were then grouped into the categories listed in Null Hypothesis IV to add clarity and meaning to the data. A separate table and discussion will be reported for each category contained in the null hypothesis. 103 104 Reasons for and Satisfaction with the Choice of Justin Morrill College Several items comprise the category dealing with the reasons students selected Justin Morrill College and their general satisfaction with that choice. The data in Table 19 show that there were no significant differences between male and female Justin Morrill students with respect to the seven items in this category. As the data for Item 48 reveal, 33.91 per cent of the students selected Justin Morrill College because of its liberal arts curriculum. Twenty-four per cent chose the college because it was a small college in residence; 22 per cent for its international emphasis; and slightly less than 10 per cent because of its intensive foreign language train- ing. Approximately 8 per cent indicated there were other reasons for selecting the college. Over 80 per cent of the students indicated that they had planned to attend Michigan State University before learn— ing about Justin Morrill College, and less than 20 per cent reported they would have gone elsewhere had the new college not been available to them. Nearly 75 per cent of the students indicated they first became aware Of Justin Morrill College through 1I35 Hmv.mv o Ho~.mv m Hs~.Hv H nonuo Hae.ss HH HO~.mv m HHH.oHV m mesmHum Ho HHHemm mz mam.o a H~o.mv mH Amm.HHv HH Hoo.mv a umonmo meonmHee< pm: HHk.esv omH Hmo.mss on Hmm.mn. om am: scum musumumuHH Hms.ms oH HH~.¢V a Hmm.nv o u.numos no uonmcsoo .m.m momOHHoo HHHHHOS :Humsb usonm GHMOH umuHm OOH OHO 30m .Hm . AHe.mHV mm Hmo.mHv AH Hmv.mHv mH oz mz «mo 0 H Ao~.Hmv mmH HHm.Hmv as Amm.omv No no» mSOH cu anm IHHM>M GOOD. HOS HHHHHOS Gflume pm: momOHHoo HO ooHono usOH coon m>m£ durum cmmHnqu OHSOB .om . “mo.mHv mm Hom.mHv mH Hms.mmv mH oz mz 6mm H H Hmm.omv oeH Heo.emv as H-.nsv Ho mm» NOOOHHOU HHHuuoz :HumSH usonm pmcumoH 90H muommn HuHmum>HcD durum cmmHnoHE vacuum 0» omccmHm 50H com .me Hmo.m 3 HH Hma.mv m Hmm.ns o nonuo mz Hmo.o a Amm.oHv mH Hma.mHv mH Hoo.ms e mHmmca5m mmmsmcmH :mHmHom n HHs.v~V me 16H.mmc mm Amm.o~v Hm mesmeHmmm EH mmmHHoo HHMEm 1H¢.~mv mm ASH.HNV mm Hmm.HmV sH mHmmcm2m HmcoHumchucH mcouum HHm.mmv mm Hea.mmv mm Hv~.mmv Hm esHsoHuuso mane HmumnHH momOHHoo HHHHHOE cHumSU mmonu 90H :Ommmu ecu monHuommO ummn mco :UHS3 .BOHOQ OmumHH mucmEmumum Eoum .m¢ a x we a z s z x. z smuH Honezz N Hmuoe mOHmEmm mmHmz. EOUH mommHHOO HHHHHOZ cHumsb Ho OUHOSO nuH3 :oHuommeHMn new HOH mcommmu HHOSH mo mEumu CH mucmpzum mmmHHoo HHHHHOS :Humab OHMEOH can OHWE cmm3umn EOmHHmano d .mmuHHOO HHHHHOZ :Humsn mo ooHono wnu QuH3 coHuummeumm can HON nsommom was .mH anmB .conHoop ucmpcmmmch cm mmz HHHMHOZ cHum9h Ho ooHonu may pass :H muou3 muampsun Hmum>0mu .DGMOHHHGmHn HHHMOHumHumum uo: mmumsmHmmp mzn .mEmuH =omsommmu OE: mEOm mumoHocH mHnmu mHnu :H m.z Hmuou usmummmHOd 106 Amm.mmv Ha Amo.mmv hm Homoomv ¢H Oz mz mmm H H Hmm.¢sl mHH Hem.osv we “OH.mac mm mm» NSOH ou mHHm IHHm>m mommHHoo HO ooHono anon on» OOME 50H urn» Hmow 50H Op .HMOH m HHHmm: HON mmmHHOU HHHHHQZ :Humnb :H pmHHoucm o>m£ 90H was» 302 .vm . Ho~.ms m Ame.ov o Hmm.mv m oz mz mam o H Hea.emv moH Hmm.mmv km HmH.oms ms mow mommHHoo HHHHHOE cHumnb HO ooHonu HOOH suHB uEmEmmumm EH musmumm HHOH OHOB .mm onm.smv mm Hem.mmv me Hmm.mov om umnuo mz mme.e m Ham.mv AH Hms.ms m HmH.oHv m HooHHuo maonmHee< pm: HHm.mV e HHH.~O N Hoo.mv a mecmHum Ame.ov HH 1H6.sv a Hoo.mv a genomes no uonmcsoo .m.m Hm~.mHv Hm 1mm.aHv oH .mm.ov m Horne: Hem.mv EH Hms.ms m HHH.OHV m Horses momOHHOU HHHHHOS :Humnb HO OUHOSU HSOH so mosmnHmsH umoummum was on: maHonHou on» H0 onrs .mm a x mp R z x. z x z EouH umAEdz N HMUOH. mOHMEmh mOHMZ EOUH GOOSHOEOUIImH OHQMB 107 literature sent out by Michigan State University. Although it is evident from the data on Item 52 that parents were not too influential in the students' choice of Justin Morrill, Item 53 reveals that over 90 per cent of the parents were in agreement with the selection. Item 54 was intended tO measure student satisfaction with the new college. Seventy-four per cent of the Justin Morrill sample indicated they had made the best choice of colleges available to them. In summary, the data in Table 19 reveal a majority of the students enrolled in Justin Morrill College during its first year of Operation had planned to attend Michigan State University before learning about the new college. They first learned about Justin Morrill through literature sent out by the University and selected the semi-autonomous college for a number of reasons, although the largest pro- portion chose it for the liberal arts curriculum. Approx- imately 75 per cent of the students were satisfied that Justin Morrill was the best choice of colleges available to them and most parents were in agreement with that choice. Faculty The Faculty category of Null Hypothesis IV contains ten items. The questions were designed to measure inter- action between students and faculty, as well as students' perceptions of the quality of instruction they received. 108 As the data in Table 20 indicate, no sex differences appeared on any of the ten items. Further analysis of the data for Item 55 reveals that over 90 per cent of the students perceived that most faculty members who taught their classes knew them by name. Contin- uing the report Of data for individual items in the Faculty category reported in Table 20, we find that 85 per cent of the students felt that Justin Morrill faculty members took a personal interest in their students. Eighty-three per cent of the students saw their faculty members as stimulating and challenging and 90 per cent were encouraged to go to a faculty Office to discuss academic problems. Nearly 75 per cent Of the students reported knowing a faculty member well enough to ask for a recommendation on a job application. Seventy per cent Of the Justin Morrill students sensed a strong feeling of community between stu— dents and faculty; 93 per cent perceived the quality of the Justin Morrill faculty to be quite high; and over 80 per cent reported the Dean as being accessible to students. Nearly 85 per cent of the Justin Morrill students agreed with the statement that faculty members spend time with students in the grill or dining room, and 88 per cent felt that they received more personal attention by faculty members than did other Michigan State University students. 109 mz Nam.o H Amm.n~c he Hoo.m~c em He~.omc m~ «mummmHo Aso.~sc mHH Hoo.msv «a Han.moc mm momma .coHumuHHmmm non m so coHumpcoEEouon HMEOmMOQ c How xmm ou nmsocm HHm3 HOHEOE HuHsomw mco umMOH um 3ocx H .hh mz Noo.o H Hom.mv OH Hmm.mv m Hmo.mv h moummmHQ Hom.omc mmH Hms.omv mm “Hm.omv os magma .EOHQOHQ OHEmpmom cm mmdume on monmo HuHsomw m on om o» commusooco mum mucopsum .wo mz mmN.o H Aeo.oHv mm 10¢.ch mH HmH.mHv 4H mmHmmmHo Hmm.mmv meH Hem.vmv mm Hmw.HmV mm wouma .mchEOHHmno new mcHumHsEHum mum momusou HE room» 033 mquEOE HuHsumm mnu mo umoz .eo Amo.aHv mm Hmm.aHv AH HHm.OHV m mmummmHo mz OHm.H H Hmm.mmv ovH Ahv.mmv om HmH.mmv ow mouma .mucmpsum uHmcu EH ummuoucH Hmc0mumm m mHMu HHHHHOE cHumsb EH mHmHEoE HuHsumm mo HUHHonmE 0:9 .mm mz Noo.o H Hom.mv 0H Amm.mv m Amo.mv h monommHn n Hom.omv mmH Hmk.omv mm HHm.omc on mmuma .oEm: HQ mE 3ocx mommMHu HE nommu 0:3 mumnEoE HuHsumw can Ho umoz .mm m x up X z x z X z EmuH HmnEsz m . souH Hmuoe mmHmEom mOHmz mmHOHEmE HuHsomm nuH3 mmocmHuomxm one Ho mcoHummouom HHwnu mo mEHou CH mucmpdum mmmHHoo HHHHHOZ cHumfib mHmEmw 0cm mHmE Gmm3umn EOmHummEoo a .HuHsumm cuHS moocoHHoaxm can no mcoHuHouumm .muconsum HHHHHOZ cHumsb .om OHQmB lfllO .mEouH ammCommmu .uCMUHHHCmHm HHHCUHumHumum uOC mouMCmHmmp m2 3 on. meow mumuHecH «Ham» mHnu :H m.z Hanan ucmummuHoe mz oHo.o HHm.HHv mH Hmm.HHc HH Hom.oHc m mmummmHo Hmm.mmc meH AHv.mmc am Heo.mmc mo «mama .mqupaum sz umCuo on Cmnu muonEoE HuHsomm HQ COHUCouum HCCOmuom OHOE 0>Hmoou HHHHHOS CHume CH mqupsnm .nm mz mom.m Hms.ch Hm Ame.omv mH Hom.oHc m mmummmHo HH~.¢mc eeH Ham.msc as Hea.mmc on magma .HHmn mCHCHp Ho HHHHm on» CH mqupsum CuH3 mEHu prmm muwnEoE HuHsomm .mm mz Hoo.o 14¢.HHV om Hmm.HHc HH .Hm.ch MH mmuammHo Hom.~mv NeH Hmo.mmc Hm Ame.~mc Ho momma .muCopsum ou oHnHmmmoom mH Cmoo one .om mz mHo.o Hmm.ec HH HHH.GV o Hmm.oc m mmummmHo Hmo.mmc moH 1mm.mmc mm xma.mmc Ha magma .an: muHsv on Op mummmmm .HmumCom CH .HHHHHOZ CHume CH HuHsomH mo HuHHmsv 0:9 .mm mz mso.o Hoo.omv Hm Hmm.omv mm Amm.m~v Hm mmummmHo Hoo.osv oHH HmH.moc mo Hmo.Hsc am mouse . HH HHHOZ CHumsb CH HuHCOmH OCC mqupsum on» aCOEd HOHCCEEOO HO mCHHoou mCOuum m mH mumsu .HMHOCom CH .mh a «x a. z x z x z 23H Honesz Hauoa mOHmEom mmHmz EmuH emesHocoonnom «Hams 111 A brief summary of the data in the Faculty category of Null Hypothesis IV reveals that the Justin Morrill stu- dents have a high positive regard for faculty members in the new college. They perceived the faculty to be stimulating, challenging, and high quality teachers. The students also indicated that the faculty were interested in their students, were accessible, and spent time informally with students out- side the classroom. All Of the above was eXpressed in their belief that a strong feeling Of community existed among the Justin Morrill students and faculty. Curriculum The nine items contained in the Curriculum category of Null Hypothesis IV are concerned with the student percep— tions of and experiences with the Justin MOrrill College curriculum. The data in Table 21 indicate that no differ- ences existed between the male and female students in Justin Morrill College on seven of the nine items. Significant sex differences were noted on Items 75 and 98. The data for Item 75, as reported in Table 21, reveal that the male and female students differed signif- icantly in terms of their feeling that there should be greater opportunity to take elective courses outside Of the Justin Morrill curriculum. Fifty per cent Of the males, compared to 67 per cent of the females, desired greater 1L12 mz emH.o H HHH.qm0 He Ho~.mmv em HHG.H~0 HH mmummmHo Hmm.msc mHH Haa.eac He Hmm.ksc mm momma .oE Ou mCHOHCBmH HHHCCOmuom C009 mm: mCHCHmHu omemCOH 0>HmC0uCH one .05 . Ham.a H Hoo.o¢c mo Hmo.~m0 Hm Hmm.m¢0 Hm moummmHo o H00.000 ~0H Hem.nov e0 An0.0mv mm moumc .ECHCOHHHCU ommHHoo HHHHHOE CHumzb Ho opHmuso momusoo 0>Hu00Ho oxmu Ou HuHCsuHOQQO umumoum on pHCOCm chose .mh mz Hmm.m H HHo.mmv me HHH.0m0 mm Amk.ch 4H mmummmHo Hmm.vsc NNH Hmm.mov mo Hmm.om0 km mouse .COHumosco HCCOHumoo> Ho UONHHmHommm 0 mm OCHCD HmoHuomum CODE mm m>m£ .Csu mCOH ecu CH .HHH3 HHHuHoz CHume m0 mHmmCdEo CoHumospm Hmuocom H0 muum HmquHH one .Hn mz 000.0 H Am0.mvv an HH>.mv0 He Hmv.mvv mm moummmHo Hmm.omv mm Hmm.amv mm Hmm.omc ma magma .mHCuHCO C30 HE HO COHumHomuddm 0C0 mCHpCmum lumpCC Hmumcum m 0E C0>Hm mm: HHHHHOZ CHume mo memnan HmcoHuMCumuCH one .50 m2 o~o.o H HHo.mov mOH H~¢.ooc mm Amm.ooc Hm mwummmHo H Hmm.om0 so Hmm.mmc mm Ask.mm0 om mouse .mucmpsum HHHHHOZ CHume Ou OHCCHHm>m momusoo HmoHuomud smCOCo UOC our whore .mm a mx «a s z s z x z smuH Honesz Hauoe mmHmem mmHmz EmuH mEdHCOHHHCO omOHHOU HHHHHOZ CHumzb OCu CuH3 mOOCoHHmmxo pCm m0 mCOHummoumm H0 mEuwu CH muCOOSum cmOHHOnOHHHHHOS CHum90 meEou 0C0 onE Ccmzuon COmHHmaEOO < .ECHCUHHHCU ommHHOO HHHHuoz CHumsb may CuH3 mOOCcHucmmu pCm H0 mCOHuQOOHOH .muCOOCum HHHHHOZ CHume .HN OHQMB lfi13 .00C00HHC00 mo Hm>mH mo. may OCOHmn H0 um UCMUHHHC0H0 HHHMUHumHumum mmuMC0Hmmp «. .uCroHHHCmHm HHHmuHumHumum 90C mmumCmHmmp mz n .mE0uH swmcommmu 0C: 0EOm wumoHCCH 0Hnmu mHCu CH m.z Hmuou quucmch 0:90 . mHm.m H 1mm.o~0 mm H00.MHO mH Ham.m~0 - mmummmHo Hmo.mac HmH H~m.omc Hm Am¢.HHc mm mouse .muHCmep ouoE 0H0 mCMHm H0COH0000> uHmnu C0£3 ECHCUHHHCO prHHmHowdm 0HOE m 00 HammCmuu ou CmHm 0C0 00:00:00 monumwcuaIOC mm mm>Hme0Cu cummmu HHHHHOE CHumsb CH mqupsum Hsz .00 mz 0Hm.o H 10m.msc OMH Hom.msc He Hmo.sac mm mmummmHo Ama.amv ma Heo.omv mm Asm.mmc EH momma .qusmu 0CH00 0H 00:3 pcmumumpCC ou HHMH H umnu HHpHmmu Om mm>OE Emumoud 000:0C0H 0:9 .00 mz mam.o H 1m~.o¢0 on Ham.mev He 100.Hm0 mm mmummmHo HHH.0m0 eoH Hms.emv om Hem.mmv we mmuma .C0H0000> H050C0>0 HE on CoHumoHHdmm 0>mn HHH3 0CHCH00H Em H 00:3 30: HmpCoz moEHumEOm H .00 mz mmo.o H 1mm.Hv0 He Hmm.mec oa Ho~.o¢0 Hm oonmmHo 10¢.mmc OOH Hm¢.amc am Hee.mmc me cause .mmousommu HmHOCCCHm pmuHEHH HO mqup I500 000:» umCHmmm mquCHEHHUme Emumoum OMOHQMIdeum HmEEdm 0:9 .00 a «x me x. z a z x z souH Honesz H0009 mmHmEmm mmHmz EmuH pooCHoCoollHN OHQCB 114 opportunity to enroll in non-Justin Morrill courses. Signif- icant sex differences were also noted in the analysis of Item 98. Seventy-one per cent Of the males perceived that many Justin Morrill students regarded themselves as no pref- erence students planning to transfer to a different curric- ulum as their vocational plans became definite. More than 85 per cent of the females were Of the same Opinion. Sex differences did not appear in the analysis of the remaining seven items in the Curriculum category. How- ever, brief mention will be made on the responses to each item. Over 75 per cent of the Justin Morrill students reported the intensive language training to be personally rewarding. Fifty-eight per cent of the students perceived the summer abroad program to discriminate against students of limited financial resources. Nearly 60 per cent of the students sometimes wondered about the applicability of the liberal curriculum to their eventual vocation. Less than 25 per cent of the students felt that the language program moved too rapidly, and only 36 per cent indicated there were not enough practical courses available to Justin Morrill students. The international emphasis of the curriculum provided a greater understanding Of their own culture to 56 per cent of the students and approximately 75 per cent granted that liberal or general education has as much practical value as a vocational education. 115 Significant differences appeared on two of the nine items contained in the null hypothesis that male Justin Morrill students do not differ from female Justin Morrill students in terms Of their perceptions of and experiences with the Justin Morrill curriculum. A greater proportion of females than males desired an Opportunity to take more elec— tive courses and they also reported that many Justin Morrill students regard themselves as no-preference students. A good majority Of the students are committed to the value of a general education and responded favorably to the intensive language program. Residence Hall Life Table 22 reports the analysis of the data for the thirteen items comprising the Residence Hall Life category of Null Hypothesis IV. As is evidenced by the data in Table 22, significant sex differences were found on none of the thirteen items. Further analysis of the data for each item will be reported to gain an insight into the role which residence hall life played during the first year the Justin Morrill program was in operation. Nearly 80 per cent of the respondents were in agree~ ment with the statement that it is desirable to have all Justin Morrill students living in the same residence hall. JH16 mz 00¢.H “00.0mv N0 AHO.~m. om H00.H¢v «0 000000HQ HHm.m0v 00H A0m.h0v N0 H¢¢.0mv 00 00000 .H0H000>HC5 0000H mHC0 «0 000m 0 H000 0E 00QH0C 00: E00000m HH0C 00C00Hm00 059 .mn mz mam.o Hso.H¢0 00 .0m.0m. Hm He¢.¢¢v mm 00000000 Hm0.0mv 00 10¢.H00 mm 100.000 ca 00004 .m0C0050m HHH0002 CH0050 0n 0H50Cm 00050: HH0C 00C00Hm00 HHH0002 CH0m5b 0:0 CH m..4.m 0C9 .00 mz Hmm.m Hma.Hmc 00 10~.Hmc mm 10H.e¢v em 000000Ho 100.000 00 HHH.~¢V H0 Hem.mmc m0 00000 .000 .HH0C 0CHCH0 0C0 CH .0050: HH0C 00C00Hm00 0C0 CH C0xoam C0000 00HCU mH 00050C0H C0H00om .00 mz mmo.m Hmm.mmc Hm Hem.mmc Hm Ham.m~c om 000000Ho Hmo.a00 0HH H0¢.H00 mm Hmo.esc am 00000 .0HQ00H000 mH 00050C0H C000000 mo mHm0Q 0C0 C0 m0C0EC0Hmm0 E000 HH0C 00C00Hm00 H0H0HCH 0CHH02 .00 02 000.0 A00.0mv 00 H0m.0mv Hm Amm.mmv He 00000mHQ Hmm.mec ms Hm0.o¢c 0m Ams.0av 0m 00000 .COH000500 CH C030 H000C00 0C0 00000 CH ©0000000CH 000E 000 m..¢.m 0C0 m0OmH>od 00050000 .0OmH>00 0000 0:9 .N0 02 mm0.0 Hov.nev m0 H00.nev 0e Hmn.0ev 0m 00000mHo H00.mmv H0 H00.mmv 00 Hmm.mmv H0 00000 .HHH00 0C0 CH 00 .00CCH0 00>0 .0050: HH0C 00C00Hm00 HE CH Conm5omH0 00 0H000 0C0 C0000 00H50 000 mm0H0 CH 05 0C0500Q 005mmH 0C0 0000H .00 02 Ham.o HHH.oN0 mm Am0.H~0 Hm 10H.0H0 0H 000000Ho 0 H00.mkc mmH Hmm.mac 0H HN0.H00 m0 00000 .HHOC 00C00Hm00 0E0m 020 CH 0CH>HH m0C0050m HHH0002 CH0m50 HH0 0>0£ 00 0HQ00H000 0H 0H .00 m Nx R z X z x . z EO0H 000E5z H0009 m0H0E0m m0H02 E00H 0E00000m HHOm 00C00Hm0m 0:0 C0H3 000C0H00QX0 0C0 mo mC0H0a0000m 0H0n0 HO mE000 CH 00:00500 000HH00 HHH0002 CH0m50 0H0E0H 0C0 0H0E C00300n COmH00mE00 C .mHHmm 00C00Hm0m 0CHC000H|0CH>HH 0C0 C0H3 000C0H00me 0C0 Ho mC0H0C0000m .m0C0050m HHH0002 CH0m5h .NN 0H00e 117 .0E00H =00C0®000 0C: .0C00HHHC0H0 HHH00H00H0000 00C 0000C0H000 02 Q 0500 0000H000 0H000 0Hn0 EH 0.z H0000 0000000H0 0:00 m2 m2 m2 m2 m2 m2 00N.H omm.m 000.0 HON.0 0m0.o 000.0 Hmo.mev 1H0.amc 100.000 10N.oav 100.000 HHH.amv H00.m00 HHH.000 AN0.0mc Hmm.H¢0 Amo.mmv Hm0.sev 00 00 HOH 00 00 N0 mu 00 NOH N0 00 N0 100.000 H00.Hmc 100.000 AON.mav 10H.0av 10N.mmv HHH.~¢V 100.000 Hm0.ooc HmH.0m0 100.000 Hoo.Hmv 00 00 Nm m0 m0 00 00 mm 00 mm 00 10m.oev Haa.mm0 1-.000 Hms.mmv Hem.aav HHH.mmV 100.000 Hmm.mmc 100.0m0 10H.000 100.mmv HOH.000 Hm 00 00 mm mm m0 mm H0 m0 0m m0 000000Ho 00004 .0HHH 0HE00000 Ho 00C0E00 0:0 00 0CH005fl00 CH 0C00500 0:0 000H000 00000 HH0C 0:9 000000HQ 00004 .0000000 0H00000E00 030 CH 0C0E I0>H0>CH 0C0 0CH0C000000C5 C0 0000 I000 0C0EC00>00 HH0C 00C00H000 0:9 000000HQ 0000C .H0500 0000 00 0>H050C00 0H HH0£ 00C00H000 HE CH 0005000E00 0C9 000000HQ 0000m .000HHOU HHH0002 CH0050 mo 0E00000m H0C0H005000CH 0C0 0HE00000 0C0 00C0E0HQE00 E00000m HH0£ 00C00H000 0:9 000000HD 0000C .E00000a HHH0002 CH0050 0C0 00 0059HO0C00 0..¢.m 0C0 .0000H>0< 00050000 .000Hb0d 000m 009 000000HQ 0000C .HH0n 00C00H000 0E00 0C0 CH 0>HH 000HH00 0E00 0C0 E000 00C00500 HH0 C053 000C00 H000 0 0H E0HH0H0CH>000 .00 .00 .00 .00 .mm .00 0002Hocoouu- 0H905 118 Only 52 per cent of the students perceived that ideas and issues brought up in class were often the topic of discus- sion in the residence hall.V Less than 50 per cent of the Justin Morrill sample viewed the residence hall staff as more interested in order and control than in education, and nearly 70 per cent agreed to the value of making room assign- ments on the basis of the foreign language under study by the student. Less than 50 per cent of the students reported that foreign language is often spoken in the residence hall out- side of class. That the Resident Assistants should be Justin Morrill students Was indicated by 58 per cent of the sample. Sixty-three per cent of the Justin Morrill students felt that the residence hall program had helped them feel a part of the large University, while 47 per cent perceived the residential college as fostering provincialism. The residence hall staff members were viewed by 41 per cent of the respondents as contributing to the Justin Morrill College program. Fifty-six per cent of the students agreed that the residence hall program complements the aca- demic and instructional program of the college and approx- imately the same proportion indicated that the atmosphere in the residence hall was conducive to good study. The resi- dence hall government was perceived as fostering an under— standing and involvement in the democratic process by 40 per 119 cent of the students, while 54 per cent agreed that the hall staff assisted students in their adjustment to college life. In summary, the data in Table 22 revealed no sex differences on any of the thirteen items included in the Residence Hall Life category of Null Hypothesis IV° Approx- imately 80 per cent of the respondents indicated it was desirable to have all Justin Morrill students living in the same residence hall and over two-thirds thought it was a good idea to assign roommates on the basis of foreign lan~ guage. The students were fairly equally divided with respect to their perceptions of the academic atmosphere within the hall and the contributions made by the residence hall staff and the various extracurricular programs held in the hall. Academic Press The Academic Press category of Null Hypothesis IV contains seven items intended to measure the perceived degree of difficulty of the work required and academic stan- dards that prevailed in Justin Morrill College. As is indi- cated by the data in Table 23, no differences existed between the male and female students on any of the seven items. The data in Table 23 reveal that nearly 80 per cent of the Justin Morrill students indicated that creativity and independent thought were rewarded in the new college. That a lot of pressure existed to get good grades was agreed to by 66 per cent of the students, while only 31 per cent reported 12() .00000000000 0000000000000 00: 0000000000 020 .0E00H souComuou DC: 0300 0000H0CH 0H000 0HCO CH 0.2 H0000 0C00000H0 0:80 02 00~.o 0 .00.000 000 .00.00. 00 .00.~00 mm 00000000 .Nm.mH. «m .Hn.o~. 00 000.00. 00 00000 .0>H0000 >0C0 000000 0:0 :00: 0000 00000 00:0 0003 00 00000000CH 0008 000 00C00C00 0002 .o0H mz ooo.o 0 000.00. 00 000.000 N0 .00.000 00 00000000 00~.000 00 .Nm.mmv mm .0~.000 «0 00004 .00C00CH >00> 0H 00C00C00 HHH0002 CH0050 0C0E0 C0H0H00QE00 0HE00000 0:9 .00 02 omh.o H Amm.w¢0 mm Hmm.mvv 00 Amm.~m0 H0 000000H0 000.000 00 .00.000 mm 000.000 00 00000 .00H0H>H000 00000 000 000H 0H 0EH0 0H00HH 00:0 0EH0 CosE 00 000H0000 #003 000000 000 00000 .00 02 nmm.o 0 000.000 0OH 000.000 «0 00o.000 00 00000000 000.000 00 000.000 mm 000.000 on 00000 .HHH0002 CH0050 CH 000000 0000 000 00 >0HHH00 UHE00000 00000>0 0o 0000000 0 0cm 000000000 00 00 .00 02 000.0 0 000.000 000 000.000 00 000.000 00 00000000 000.00. 00 000.000 00 000.000 mm 00000 .000C0C0H C0H0000 C0 0000Hm C000 00: 0H00CQE0 SUCE 009 .H0 02 000.0 0 000.000 mm 000.0mo mm 000.000 om 0000000o 000.000 000 00~.on0 00 00o.000 00 00000 .HHH0002 CH0000 CH 000000 0000 000 00 00000000 00 00H 0 0H 00009 .00 02 0oo.o H AHv.~N0 mm Amw.mmv NN “mo.-0 0H 000000H0 a Amm.hbv mmH ANm.hhv mu A~0.hh0 o0 00000 .000: 00000300 000 0C0COC0 0C00C0Q00CH 0C0 >0H>H0000U .00 a «x 00 x z x. z x z 2000 008.52 H0009 0H0800 0H0l E000 0000HH00 HHH000! CH0000 CH 0000A UHE0000¢ 0C0 £0H3 000C0H00mx0 0C0 00 0C0H0m0000m 0H0£0 00 0E000 C0 00C00C00 000HH00 HH00002 C00nnb 0H0500 0C0 0 ME C00300£ C00m000§00 4 .000HH00 H A00mm CH0090 CH 0000A 0H20000¢ 0C0 C0H3 000C0H0 m 0C0 000mmmH0m0000m .00C00000 HHH0002 CH0uab .m~ 0H008 121 that too much emphasis had been placed on foreign language° Only 36 per cent of the students perceived that it was diffi— cult for a student of average ability to get good grades. Over 50 per cent of the Justin Morrill sample felt that course work requirements demanded so much study that little time was left for other activities and approximately the same proportion indicated the academic competition among Justin Morrill students was very intense. Less than 20 per cent of the respondents perceived the Justin Morrill stu- dents to be more interested in what they learned than with the grades they received. No sex differences appeared on any of the seven items in the Academic Press category. A summary of the analysis reported in Table 23 revealed several findings worth emphasizing. Although a majority of the students felt there was a lot of pressure to get good grades, they also indicated that a student of average ability could achieve satisfactory marks. It appears that the intensive foreign language program was not perceived to be too difficult and that creativity and independent thought is emphasized and rewarded in the new college. Course grades, not a desire to learn, appeared to be the motivating factor for more than 80 per cent of the Justin Morrill students. 122 Miscellaneous Aspects of the Justin Morrill Program Seven items comprise the Miscellaneous category of Null Hypothesis IV. This category contains the items that could not conveniently be placed in the other categories but were determined important to an understanding of the Justin Morrill Program. As indicated by the data in Table 24, significant sex differences were found on two of the seven items. The data from Item 61 reveal that 79 per cent of the males, com~ pared to 57 per cent of the females, felt they were getting a better education than the majority of the students at” Michigan State. Item 86 differentiates the sexes with respect to their identification with the new college.‘ Forty- seven per cent of the males indicated they identified more closely with Justin Morrill College than with Michigan State University, while 63 per cent of the females made the same claim. Further analysis of the five items on which no sex differences appeared is reported below. Sixty-five per cent of the respondents felt that the students in Justin Morrill College were fairly representative of the Michigan State University student body. The statement that most of my friends and acquaintances at Michigan State are students in Justin Morrill College was agreed to by 62 per cent of the sample. Only 26 per cent of the students reported there 123 .00000H0000 Mo H0>0H mo. 0:0 000000 00 00 0:0000Hc0H0 >HH00H0000000 0000:0H000 00 .000000H0000 >HH00H00H0000 000 0000000000 02 n .0800H =00000000 0:: 0800 0000H00H 0Hn00 0H:0 0H 0.2 H0000 0000000H0 0:90 02 00~.o 0 000.000 00 000.000 00 000.000 o0 00000000 0H0.mmv omH 00m.¢wv N0 00H.hmv 00 00004 .000HH00 00:0 00 . 000850 .2.m.H :0 0xHH H000 0.000 H .H0 0 000.0 0 000.000 00 000.00. 00 000.00. 00 00000000 0 000.000 00 000.000 00 000.000 00 00000 .000000>H:D 0000m 0000:002 :0H3 00:0 000HHOU HHH0002 :Hum5b :0H3 >H000H0 0008 00H0000H H .00 02 000.0 0 000.00. cm 000.000 00 000.000 00 00000000 000.00V 000 000.000 00 000.00c mm 00000 .00000500 HHH0002 000050 :0:0 00:00 :003 0000000 0008 0:0 0008 00 000:5000000 mo 00:0Hm 00 000:9 .vm mz 000.0 0 000.000 000 000.00. on 000.00v mm 00000000 000.00v 00 000.000 00 000.000 00 00004 .0>HH 0 80:3 :003 00000500 0:0 0:080 000500000 000 000000000 00 >0Hm00>00 00 xumH 0 00 00 0000000 000:9 .N0 02 mom.o 0 000.000 00 000.000 mm 000.0mc on 00000000 Amv.mov 00H Am0.mov m0 0mm.oov 00 00000 .000HHOU HHH0002 0H005b :H 00000500 000 00000 :00H:0H2 00 00000 I00005000 000 00:0H00 >8 00 0002 .m0 0 oom.m H 0m0.mmv 0m 00m.mwv 0m 0mm.0mv mH 00000000 u 000.00c 000 000.000 mm 000.00v 00 00000 .002 00 00000500 0:0 00 >0000n08 0:0 00:0 :0H000500 000000 0 0000000 E0 0 00:0 0000 0 .00 02 00o.o 0 000.0mv 00 Amo.0mc mm 000.00. 00 00000000 0 000.00V 000 000.00. 00 000.00c on 00000 .00000500 Dm2 00 :0H0000I00000 0000 0H0H0w 0 000000000 000HHOU HHH0002 000050 :0 00000500 0:9 .0m 0 00. 00 x z .0 z .0 z .000 0 000.002 H0009 00H080m 00H02 8000 8000000 000HH00 HHH0002 0H005b 0:0 00 0000m00 0500c0HH000H8 :0H3 000:0H00QX0 0:0 00 0:0H000000m 0H0:0 00 08000 :H 00000500 000HH00 HHH0002 0H0m5b 0H080w 000 0HOE 000300: 000H000800 < .800000m 000HH00 HHH0002 :H005b 0:0 00 0000000 0500:0HH00002 :003 00000000mxm 0:0 00 0:0H0mwo000 .00000500 HHH0002 000050 .¢~ 0H009 124 appeared to be a lack of diversity of interests and atti— tudes among the Justin Morrill students and more than 65 per cent indicated there was plenty of opportunity to meet and make friends with non-Justin Morrill students. That Justin Morrill College has provided a sense of identity for the students is attested to by the fact that 85 per cent of the sample indicated they did not feel like an I.B.M. number in the new college. Summary Null Hypothesis IV was intended to measure for sex differences in students' perceptions of and experiences with various aspects of the Justin Morrill College program during its first year of operation. Significant sex differences appeared on only four of the fifty-three items contained in this part of the study. The male and female Justin Morrill students differed significantly on two of the nine items in the Curriculum category and on two of the seven Miscellaneous category items. No sex differences occurred in the categories Reasons For and Satisfaction With Choice of College, FaculEy, Resi~ dence Hall Life, and Academic Press. In the Curriculum category, a greater proportion of Justin Morrill females than males desired an opportunity to enroll in more elective courses and also felt that many Justin Morrill students regard themselves as no—preference 125 students. .In the category dealing with the Miscellaneous aspects of the Justin Morrill program, a larger percentage of males felt they were getting a better education than the majority of students at Michigan State University, and a greater proportion of the females identified more closely with Justin Morrill than with the parent University. Further analysis of the data revealed that most of the students in Justin Morrill had planned to attend Michigan State University before learning about the new college. The students selected Justin Morrill College for a number of reasons although the largest proportion chose it for the liberal arts curriculum, and approximately 75 per cent were satisfied that Justin Morrill was the best choice of colleges available to them. A large proportion of the Justin Morrill students perceived the faculty as stimulating, challenging, and of high quality. They viewed the faculty as interested in and accessible to their students and willing to meet with stu- dents informally outside the classroom. The students also indicated that a strong feeling of community between stu- dents and faculty had developed. The data in the Curriculum category indicated that a majority of the Justin Morrill students were satisfied with and saw value in the liberal arts or general education curriculum. Also, most of the sample responded favorably to the intensive foreign language program. 126 The students were almost equally divided with respect to their agreement about the role most aspects of residence hall life played in the Justin Morrill program. However, a large proportion of the students did indicate that it was desirable to have all Justin Morrill students living in the same living-learning center and they gave support to the practice of using foreign language as the criterion for initial roommate assignments. ' The data in the Academic Press category revealed that well over half of the sample perceived a good deal of pressure for high academic achievement, although only a relatively small percentage thought it difficult for a stu- dent of average ability to get good grades. The intensive foreign language program was viewed as too difficult by sub~ stantially less than half of the students. Although crea— tivity and independent thought is apparently rewarded in Justin Morrill College, less than 20 per cent of the respon- dents indicated that Justin Morrill students were more inter- ested in what they learned than with the grade they received. Well over half of the sample agreed that the Justin Morrill students were representative of the student body at the University: that their friends were mostly from within the new college; but that there was ample opportunity to make friends outside Justin Morrill College. Over 80 per cent of the students indicated that they did not feel like an I.B.M. number. CHAPTER VI SUMMARY, CONCLUSIONS, DISCUSSION, AND IMPLICATIONS FOR FURTHER RESEARCH Su_mm_9_1;x The purpose of this study was to investigate the nature of the subculture emerging from the establishment of Justin Morrill College as a residential, semi-autonomous, liberal arts college at Michigan State University. More specifically, an attempt was made to: 1. Determine in what ways Justin Morrill College stun dents were similar and/or dissimilar to other fresh- man resident students with regard to selected back- ground characteristics. 2. Determine how selected first year college eXperi- ences of the Justin Morrill College students com- pared with the experiences of the other first year resident students at Michigan State University. 3. Determine in what ways the male Justin Morrill College students compared with the female Justin Morrill College students with respect to their per- ceptions of selected first year eXperiences within Justin Morrill College. 4. Determine the nature of eXperiences unique to Justin Morrill College as perceived by the students enrolled in the new college. A review of the literature relevant to this study gave support to the idea that college students vary 127 128 considerably with respect to academic ability and background characteristics, and that these variables have a relation- ship to the outcome of the college eXperience. It was also revealed that colleges vary with respect to the types of stu- dents they enroll. Considerable evidence suggested that the total campus environment has potential to influence student behavior on the small college campus. However, at the large multi-purpose university, the various subcultures within the total environment appeared to have the greatest influence. College or academic major and residence halls were identi- fied as two of the prominent reference points around which subcultures form on the college campus. Several colleges and universities are responding to this evidence by experi— menting with new patterns of organization that will more fully utilize the influence of the subculture. It was purported that most of these experiments are taking the form of small, residential, liberal arts colleges at large multi- purpose institutions. However, little research has been done on these experimental ventures. In the fall of 1965, Michigan State University established Justin Morrill College as a residential, semi-autonomous liberal arts college with— in the existing structure of the University. The present study was intended to determine the nature of the subculture emerging within Justin Morrill College. 129 The samples for the study were selected from the total population of 6,551 students living in residence halls at Michigan State University who were first term freshmen at the beginning of fall term, 1965, and who were still en- rolled and living in residence at the beginning of spring term, 1966. From the total population, 200 Justin Morrill College students living in Phillips and Snyder Halls and 200 resident freshmen were randomly selected. During the latter part of spring term, 1966, data were collected by use of a 100 item questionnaire. Both samples of students were asked to respond to the first 47 items on the questionnaire. Ten of the 47 items were select- ed from the Biographical Data Sheet (Michigan State Univer- sity). The Biographical Data Sheet consists of 25 questions designed to obtain background information from students. The remaining 37 items were selected from Experience Inven- tory I (Michigan State University). Experience Inventory I is a 50 item scale intended to measure the experiences normally encountered by first year college students. The last 53 items of the instrument were developed by the re- searcher to measure the student perceptions of and experi- ences with various aspects of the Justin Morrill College program. Only the Justin Morrill sample responded to the last 53 items. 130 To measure the students' academic aptitude to do college work, the total score from the Collegegualification IEEE (the Psychological Corporation) was obtained from exist- ing student records. One hundred and ninety-two, or 96 per cent, of the 200 questionnaires mailed to the non-Justin Morrill students were returned in usable form° Of the 200 questionnaires mailed to the Justin Morrill sample, 177, or 88.5 per cent, were returned in usable form. The "t" test was the statistic used to analyze the data from the College Qualification Test. The data from the 100 item questionnaire were analyzed by the chi-square (X2) statistic. Findings and Conclusions The more significant findings are presented in two parts. Part One, reported in Chapter IV, concerned differ- ences between Justin Morrill and non-Justin Morrill freshmen in terms of academic aptitude, selected personal character- istics, and first year college experiences. Part Two, reported in Chapter V, compared male and female students in Justin Morrill College with respect to their perceptions of and experiences with various aspects of the Justin Morrill College program. 131 Part One Academic Aptitude to Do College Work.-—The null hypothesis that Justin Morrill students do not differ from non—Justin Morrill students in terms of aptitude for college work as measured by the College Qualification Test was rejected at the .05 level of confidence and the research hypothesis was accepted. Further analysis revealed that Justin Morrill students had a mean raw score of 149 compared to a mean raw score of 138 for non-Justin Morrill students. Personal Characteristics.--The null hypothesis that Justin Morrill students do not differ from non-Justin Morrill students in terms of selected personal characteristics was rejected at the .05 level of confidence for the following characteristics: amount of education desired, father's edu- cation, mother's education, father's occupation, and reli— gious preference. The null hypothesis was accepted as being tenable for the characteristics of rank in high school grad~ uating class, source of financial support, size of home town, type of school attended, and participation in high school activities. The Justin Morrill students, when compared to the non-Justin Morrill students, desired a higher level of edu- cation, and represented families with a higher educational~ socioeconomic level. A larger proportion of the non~Justin Morrill students were Catholic; a greater proportion of 132 Justin Morrill students indicated no faith or Judaism as their religious preference. First Year Experiences.-—It was postulated in Null Hypothesis III that Justin Morrill students do not differ from non-Justin Morrill students in terms of the following first year eXperiences: Faculty Contact, Study Practices,- Educational Intentions and Satisfaction with Attending Institution, Class Experiences and Courses, Immersion in Campus Life, and Personal Interaction. Because several items were included in all of the categories of experiences in Null Hypothesis III, it was not possible to accept or reject the hypothesis in its entirety. Significant differences were noted between the two groups on five of the six items in the Faculty Contact cate- gory; on three of the four items in the Class EXperiences and Courses category; on four of the thirteen items in the Immersion in Campus Life category; and on four of the eight items in the Personal Interaction category. No differences were found to exist between the two groups on any of the items included in the Studngractices or the Educational Intentions and Satisfaction with Attending Institution cate- gories. More specifically, the data from the items on which significant differences were found revealed that the Justin Morrill students enjoyed a more frequent and personal contact both in and outside of the classroom with faculty members 133 than did the regular resident freshmen at Michigan State University. In comparison with the non—Justin Morrill fresh— men, the Justin Morrill students were better acquainted with their classmates, found their courses to be more interesting, and had "cut" fewer classes. Although the two groups of students were similarly immersed in most of the extracurric- ular activities of campus life, the Justin Morrill sample was more involved in student clubs and attended more univerm sity sponsored lectures and concerts. The differences between the two groups of students in terms of personal interactions revealed that the Justin Morrill students ate less often with the same group of friends, less frequently claimed their roommate as their closest friend, and were less likely to date a friend in their home town. In summary, Justin Morrill and non-Justin Morrill students held many first year experiences in common. How~ ever, the Justin Morrill students enjoyed a more frequent and personal contact with faculty members, found their courses more interesting, were more fully immersed in the extracurricular and cultural life of the campus, and were less reliant on close associates for personal interaction. Part Two Perceppions Of and EXperiences With the Justin Morrill College Program.--It was postulated in Null Hypothn esis IV that male Justin Morrill students do not differ from 134 female Justin Morrill students in terms of their perceptions of and eXperiences with the following aspects of the Justin Morrill College program: Reasons For and Satisfaction With Choice of College, Faculty, Curriculum, Residence Hall Life, Academic Press, and Miscellaneous Aspects of the Proggam. Because several items were included in each of the categories listed in Null Hypothesis IV, it was not possible to accept or reject the hypothesis in its entirety. The results of the data generally supported the con~ clusion that there were no differences between the sexes in terms of their perceptions of and eXperiences with the var~ ious aspects of the Justin Morrill program. Significant sex differences were noted on only four of the fifty-three items included in Null Hypothesis IV. Differences were found on two of the nine items in the Curriculum category and on two of the seven Miscellaneous category items. No differences occurred on the items in the Reasons For and Satisfaction With Choice of College, Faculty, Residence Hall Life, and Academic Press categories. The data from the items differentiating the sexes in the Curriculum category revealed that a greater prOportion of the females desired an Opportunity to enroll in elective courses and the girls also felt that most Justin Morrill students regard themselves as no-preference students who later intend to transfer to another curriculum. The items 135 revealing differences in the Miscellaneous category showed that a larger proportion of the males felt they were getting a better education than the majority of students at Michigan State University. .A greater number of females than males identified more closely with Justin Morrill than with the parent University. .Although not stated in hypothesis form but certainly an important by-product of Part Two was the data providing a description of the Justin Morrill College program as per- ceived by its students. The data from Part Two of the analysis indicated that most of the students enrolled in Justin Morrill College during its first year had planned to attend Michigan State University before learning about the new college. Although a number of reasons were given for enrolling in Justin Morrill, the largest proportion of students selected the new college for its liberal arts curriculum. Approximately three-fourths of the sample were satisfied that Justin Morrill was the best choice of colleges available to them. A large proportion of the Justin Morrill students indicated that a strong feeling of community had developed between students and faculty during the first year of opera~ tion for the new college. The students perceived the faculty to be stimulating, challenging, and of high quality. They also viewed their teachers as interested in and accessible 136 to their students, as well as willing to meet with students informally outside the classroom. The liberal or general education emphasis of the Justin Morrill curriculum was favorably supported by the data in the Curriculum category. A large majority of the students indicated they saw practical value in the liberal arts curriculum, although many of them indicated that they sometimes wondered how what they were learning would apply to their eventual vocation. A high percentage of the Justin Morrill sample responded favorably to the intensive foreign language training they had received. The respondents were divided in terms of their per~ ceptions about the role of residence hall life in Justin Morrill College. Approximately 50 per cent of the students viewed the residence hall staff and student activities as complementing the Justin Morrill program. However, a large proportion of the sample did indicate it was desirable to house all Justin Morrill students in the same living-learn~ ing unit, and they were in favor of making room assignments on the basis of common foreign language. Although the academic press in Justin Morrill College was characterized by a pressure and competition for high academic achievement, a relatively small percentage of the respondents thought it difficult for a student of average ability to get good grades. The intensive foreign language 137 program was perceived as being too difficult by only a small proportion of the students. There was an indication that the Justin Morrill community rewarded creativity and indepen- dent thought, although a very small percentage of the sample perceived most students to be more interested in learning than in the grades they receive. The data from the Miscellaneous category of Null Hypothesis IV revealed that a majority felt that the Justin Morrill Students were representative of the Michigan State University student body. The students indicated that most of their friends were Justin Morrill students, although they felt there was plenty of opportunity to meet and make friends outside of the new college. That Justin Morrill College has overcome the mechanistic tendencies of the large university is attested to by the fact that over 80 per cent of the Justin Morrill students indicated they did not feel like an I.B.M. number. Discussion The students enrolled in Justin Morrill College dur- ing its first year of operation were shown to be significant_ ly different from the regular freshman resident students at Michigan State University with respect to academic aptitude, certain personal characteristics, and several eXperiences normally encountered by a first year college student. 138 However, care must be exercised in interpreting the signif- icance of these differences. One of the limitations of this study was that the two samples of students were selected and tested near the end of their freshman year without proper controls to insure the similarity of the two groups at the beginning of their college experience. Thus the differences in eXperiences reported by the two groups of students cannot be interpreted as the result of the Justin Morrill College program. The degree to which the experience differences are due to the differences between the two groups of students in terms of academic aptitude and personal characteristics can~ not be determined. However, the purpose of this study was to determine the nature of the subculture emerging from the establishment of Justin Morrill College at Michigan State University. Although only a few of the many variables which play a part in the development of a campus subculture were considered in the present study, the results of the data would seem to indicate that a distinctive subculture is emerging in Justin Morrill College. Although most of the Justin Morrill College students indicated they had planned to attend Michigan State Univer» sity before learning about the new college, it would appear that Justin Morrill appealed to an atypical Michigan State student. It is suspected that the foreign language require- ment and the liberal arts curriculum are attractive to the 139 more academically capable student from a family with a high educational-socioeconomic background. These characteris~ tics are desirable in the development of an academic environ- ment; but care must be exercised to insure that Justin Morrill College does not become an honors college. One of the stated objectives of Justin Morrill was to serve a cross section of the University population. If other semi-auton- omous residential colleges are established at Michigan State, the curriculum will quite likely determine, in part, the kind of students enrolled in that college. The strong feeling of community between students and faculty in Justin Morrill College was one of the most reveal- ing and gratifying findings of the study. One of the stated objectives of the new college was to take advantage of the small college concept to facilitate a community atmosphere. The frequent and personal contact between students and fac~ ulty in Justin Morrill College should help give the students a feeling of identity in an academic atmosphere, and should help overcome the tendency toward impersonal practices by the large university. Only time will tell how much of the faculty interest and availability was motivated by their involvement in a new experimental venture. The data suggest that the Justin Morrill curriculum has been well received by the students, particularly the intensive foreign language program. The fact that the 140 Justin Morrill students found their classes more interesting and "cut" fewer classes may be a result of the quality of faculty. A conscious effort was made to obtain the more capable from among the faculty at the parent institution. One of the concerns voiced against the small college within the large university concept was that the students might tend to become isolated from the rest of the campus community. The results of the data appeared to eliminate this concern as the Justin Morrill students were as fully immersed in campus life as were the regular resident fresh~ men, and they were more involved in extracurricular clubs and University sponsored lectures and concerts. Residence hall life was neither strongly supported nor dismissed as an integral part of the Justin Morrill College experiment. The Justin Morrill students strongly supported the value of all residing in the same living- learning center. However, they were divided in their agree~ ment about the contributions made by the residence hall activities and staff. It must be remembered that the Justin Morrill students shared the living-learning facilities with a large number of non-Justin Morrill students. Therefore, ' the residence hall programs and staff could not be completely committed to the needs and desires of the Justin Morrill pop- ulation. It might be expected that residence hall life will play a more significant role as the proportion of Justin Morrill students increases. 141 Although the academic press of Justin Morrill Col- lege was characterized by a high degree of pressure and competition for high academic achievement, it was gratifying to note that the students felt a student of average ability could attain satisfactory grades. This may be due to the fact that the students View the faculty as being interested and available to them. Of particular significance is the fact that the male and female students differed very little with respect to their perceptions and eXperiences with Justin Morrill Cola lege and its program. The classrooms and faculty offices were physically housed in the men's section of the living~ learning center and it was expected that proximity might be a variable in the experiences of the students. However, this did not appear to be the case. More female students were enrolled in Justin Morrill during its first year of operation and the enrollment figures for next year reveal that the girls will substantially outnumber the boys. Steps should be taken to attract more male students as it would appear to be desirable to maintain a fairly equal ratio. Men appear to be more vocationally orientated than women, thus the appeal of the liberal arts might not be as strong for them as it is for women. It might be profitable to publicize the vocational value of the liberal arts in the recruitment and admissions information on Justin Morrill College. 142 The analysis of the data seems to indicate that the Justin Morrill experiment has been a worthwhile venture. The evidence suggests that a distinctive subculture is emerging in Justin Morrill College and that it is best charm acterized by a strong feeling of community between students and faculty. It is too early to evaluate the influence of the Justin Morrill environment on the outcome of the college experience, but the data from this study should contribute to an understanding of the nature of the emerging subculture. The preceding discussion has been restricted to the implications of the present study to the local situation. Because this investigation was limited to students enrolled at Michigan State University and because of the unique char- acteristics of the Justin Morrill curriculum, the findings are mainly relevant to Justin Morrill College and extreme care must be exercised in generalizing to other university situations. However, some parts of this study would appear to have meaning beyond the local situation. A review of the literature revealed that several universities are establishing small residential colleges within the large university in an attempt to personalize the educational experience at the multi-purpose institutions. Although each of these experiments is unique in organization and curriculum, most of them are small in size and are built around the residential college concept. These two factors are intended to facilitate the development of a subculture 143 in which a strong feeling of community exists between stu- dents and faculty. The fact that a feeling of community did develop in Justin Morrill College would seem to have implica- tions for similar ventures regardless of the nature of the curriculum. Implications for Further Research This investigation would be incomplete without ref- erence to research needs which became apparent during the process of this study. With this in mind, the following recommendations are offered: 1. A study similar to the present investigation would have particular value at the time Justin Morrill College graduates its first class. By that time, Justin Morrill will have had an opportunity to develop an institutional image, establish definite goals and objectives, and stabilize its policies and procedures. Comparing the data of the present inves- tigation to that of the proposed study would provide an indication of any changes in the types of students enrolled and the nature of the subculture over a period of time. 2. It would seem important that a thorough longitudinal study be conducted to determine the degree of influ~ ence Justin Morrill College has on the outcome of 144 the college experience. A four year study comparing Justin Morrill students with a comparable sample of regular university students in terms of achievement, personality, attitudes, beliefs, values, and critical thinking ability would reveal the actual influence of Justin Morrill College on student behavior. The characteristics of the students who perform both well and poorly in Justin Morrill College is another area needing investigation. This kind of informa~ tion would be useful with respect to admissions prOe cedures and academic advising. A comprehensive investigation collecting data from several of the recently established residential col~ leges at large universities would contribute to an understanding of the potential this organizational innovation has for providing a more personal and meaningful educational eXperience at the large multi—purpose university. Such a study could gen- eralize beyond a local situation and might have implications for all of higher education. Finally, it would seem important to determine the degree to which the curriculum influences the effec~ tiveness of the residential college at a large uniu versity. It appears that the liberal arts curricfl ulum lends itself to the residential college concept, 145 but what kind of an environment would develop in a semi—autonomous residential college of engineering, home economics, or agriculture? The answer to this question seems of paramount importance to the appli~ cability of the semi-autonomous residential college to the large university. BIBLIOGRAPHY BIBLIOGRAPHY Adams, Donald V. "An Analysis of Student Subcultures at Michigan State University." Unpublished Ph.D. dissertation, Michigan State University, 1965. Appleton, James R. "A Comparison of Freshmen Commuter Students with Resident Students on Selected Characteristics, Experiences and Changes." Unpublished Ph.D. dissertation, Michigan State University, 1965. Astin, Alexander W. "Personal and Environmental Factors Associated with College Dropouts among High Aptitude Students," Journal of Educational Psychology, V01. 55 (August 1964), 219-227. Bennett, George, Bennett, Marjorie G., Wallace, Winburn L., and Wesman, Alexander G. College Qualification Tests, Manual. New York: The Psychological Corpor- ation, 1957. Centra, John A. "Student Perceptions of Total University and Major Field Environments." Unpublished Ph.D. dissertation, Michigan_State University, 1965. Clark, Burton R. "College Image and Student Selection." Unpublished paper. (mimeographed.) Darley, J. G. "Diversification in American Higher Education." In NASPA Proceedings, Lawrence, Kansas: NASPA, 1956, pp. 45-66. Darley, J. G., and Hagenah, Theda. Vocational Interest Measurement: Theory and Practice. Minneapolis: University of Minnesota Press, 1965. Davis, James. "Social Class Factors and School Attendance," Harvard Educational Review, Vol. 33 (1953), l75~185. DOHilOV. Victor J. "Exciting EXperiments in Higher Education,“ Phi Delta Kappan, Vol. 41 (February 1960), 221-224. 147 148 Dressel, Paul L. "A Look at New Curriculum Models," Journal of Higher Education, Vol. 36 (February 1966), 89-96. Eddy, Edward D. The College Influence on Student Character. Washington, D.C.: The American Council on Education, 1959. Goldsen, Rose K., Gosenberg, Morris, Williams, Robin M. Jr., and Suchman, Edward A. What College Students Think. Princeton: D. Van Nostrand Company, Inc., 1960. Hartnett, Rodney T. "An Analysis of Factors Associated with Changes in Scholastic Performance Patterns." Unpublished Ph.D. dissertation, Michigan State University, 1963. Haywood, Sumner. "The Beloit Plan," Liberal Education, Vol. 50 (October 1964), 335-343. Heath, Roy. The Reasonable Adventure. Pittsburgh: Univer~ sity of Pittsburgh Press, 1964. Heffer, Michael. "Residential College Passes Planning Hurdle," The Michigan Daily, Ann Arbor, Michigan: University of Michigan, June 29, 1966. Henderson, Algo D. and Hall, Dorothy. Antioch College: Its Design for Liberal Education. New York: Harper and Brothers, 1946. Heist, Paul, McConnell, T. R., Matsler, F., and Williams, Pheoby. "Personality and Scholarship," Science, Vol. 133 (1961), 362-367. Heist, Paul and Webster H. "Differential Characteristics of Student Bodies,“ in Selection and Educational Differ~ entiation. Berkeley, California: The Center for the Study of Higher Education, 1960, pp. 91mlO6. Hodgkins, Benjamine. "Student Subcultures-—An Analysis of Their Origins and Effects on Student Attitude and Value Change in Higher Education." Unpublished Ph.D. dissertation, Michigan State University, 1964. Howard, Victor and Warrington, Willard. ”The Inventory of Beliefs: Changes in Beliefs and Attitudes and Academic Success Predictions," The Personnel and Guidance Journal, Vol. 37 (December 1958), 300. 149 Jacob, Philip E. Changing Values in College: An Exploratory Study on the Impact of College Teaching. New York: Harper and Brothers, 1957. Jones, Barbara. The Development of an Educational Idea. New York: Harper and Brothers, 1946. Kerlinger, Fred N. Foundations of Behavioral Researgh. New York: Holt, Rinehart and Winston, Inc., 1964. Kohl, Joseph. "Educational and Occupational Aspirations of 'Common Man' Boys," Harvard Educational Review, Vol. 33 (1953), 186—203. Learned, W. S. and Wood, B. D. The Student and His Knowledge. A report to the Carnegie Foundation, Bulletin No. 29. New YOrk: The Carnegie Foundation for the Advance~ ment of Teaching, 1938. Lehmann, Irvan J. and Dressel, Paul L. Critical Thinking, Attitudes, and Values in Higher Education. Final Report, Cooperative Research Project No. 1646. East Lansing, Michigan: Michigan State University, 1963. Lehmann, Irvan J. and Ikenberry, Stanley 0. Critical Thinks ing, Attitudes, and Values in Higher Education: A Preliminary Report. (Paul L. Dressel, principal investigator.) East Lansing: Office of Evaluation Services, Michigan State University, 1959. Lorimer, Margaret. "An Appraisal of the Honors College Program at Michigan State University: 1956-1959." East Lansing, Michigan: Michigan State University Press, 1959. (Mimeographed.) Lunsford, Terry F. (ed.). The Study of Campus Cultures. Berkeley, California: The Center for the Study of Higher Education, 1963. McArthur, Charles. “Subculture and Personality During the College Years," Journal of Educational Sociology, Vol. 33 (1960),_260-268. Meiklejohn, Alexander. The Experimental College. New York: Harper and Brothers, 1932. Munroe, Ruth L. Teaching the Individual. New York: Columbia University Press, 1942. 150 Newcomb, Theodore M. Personality and Social Change. New York: Dryden Press, 1943. Nolter, Margaret. "A Study of College Enrollment of High School Graduates," National Association of Women's Deans and Counselors Journal, Vol. 28, No. 1 (1964), 40-43. Olson, LeRoy A. "Attitude and Achievement of Case Hall Students, Winter Term, 1962." A report for the Office of Evaluation Services, Michigan State University, June 1962. (Mimeographed.) Pace, C. R. The Influence of Academic and Student Sub- cultures in College and Universipy Environments. Cooperative Research Project No. 1083; Los Angeles, California: University of California, 1964. Pace, C. R. and McFee, Anne. "The College Environment," Review of Educational Research, Vol. 30 (October 1960), 311-320. Pace, C. R. and Stern, G. G. "An Approach to the Measure— ment of Psychological Characteristics of College Environments," Journal of Educational Psychology, Vol. 49 (1958), 269-277. Payne, Isabella K. "The Relationship Between Attitudes and Values and Selected Background Characteristics." Unpublished Ph.D. dissertation, Michigan State University, 1961. Raushenbush, Esther. The Student and His Studies. Middle- town: Wesleyan University Press, 1964. Rohman, D. Gordon. "Justin Morrill College: Smallness within Bigness at M.S.U." A description of the development and first few months of operation of Justin Morrill College, Michigan State University. (Mimeographed.) Rohman, D. Gordon. "Proposed Curriculum for Justin Morrill College." A proposal submitted to the Michigan State University Curriculum Committee, April 9, 1966. (Mimeographed.) Sanford, Nevitt. "Knowledge of Students Through Social Studies," Spotlight on the College Studepp. Washington, D.C.: American Council on Education, 1959, pp. 47-49. 151 Sanford, Nevitt (ed.). The American College. New York: John Wiley and Sons, Inc., 1962. Sanford, Nevitt (issue editor). The Journal of Social Issues, Vol. 12 (April 1956)° Schoen, Walter T. "Educational Experimentation: A Study Focused on the New College at Hofstra University." Dissertation Abstracts, Vol. 4 (1964), 6370. Schoen, Walter T. "Educational Experimentation: Hofstra University's New College Plan," Journal of Higher Education, Vol. 36 (June 1965), 336m338. Schwarzweller, H. K. "Value Orientations in Educational and Occupational Choices," Rural Sociology. Vol. 24 (1959) 1 256-2640 Siegel, Alberta E. and Siegel, Sidney. “Reference Groups, Membership Groups, and Attitude Change," The Journal of Abnormal and Social Psychology, Vol. 55 (1957), 360. Snyder, Adelaide R. "A College Without Freshmen and Sophomores," Junior College Journal, Vol. 33 (May 1963), 20-21. Sprague, Hall T. (ed.). Research on College Students. Berkeley, California: WICHE and the Center for the Study of Higher Education, 1960. Stern, G. G., Stein, M. I., and Bloom, B. S. Method§_in Personalipy Assessment. Glencoe, Illinois: Free Press, 1956. Stickler, W. Hugh (ed.). Experimental Colleges. Tallahassee: Florida State University, l964. Thistlethwaite, Donald L. "College Press and Student Achievement,“ Journal of Educational Psychology, Vol. 50 (October 1959L 183-191. Tyler, Ralph W. "We Need the Experimental College,“ Educational Digest, Vol. 29 (December 1963), 40-42. Wagner, Paul A. Rollins College and Dr. Hamilton Holt. New York: The Newcomer Society in North America, 1951. 152 Watson, Goodwin. "Utopia and Rebellion: The New College EXperiment," School and Society, Vol. 92 (February 22, 1964), 72~84. Weissman, M. P. "An Approach to the Assessment of Inte1~ lectual Disposition Among Selected High Ability Students." Unpublished Ph.D. dissertation, University of California, 1958. Wilson, W. Cody. "Value Differences Between Public and Private School Graduates," Journal of Educational Psychology, Vol. 50 (1959), 213-218. "A Report to the Educational Policies Committee," Michigan State University, February 1, 1965. (Mimeographed.) "The Justin Morrill Curriculum," Michigan State University, 1965. (Mimeographed.) APPEND IX Form Letters and Questionnaire Used in This Study 154 May 4, 1966 Dear Justin Morrill Student: Last September we embarked on a new and rather unique eXperiment in liberal education. Together, we have gone through many experiences during this, our first year of Operation. I hOpe that as the year comes to a close we can draw upon these experiences to evaluate what has transpired in Justin Morrill College. You, as a participant, are a valuable source of opinion regarding the kind and quality of program provided in Justin Morrill College. Would you, then, be willing to give approximately 20 minutes of your time to complete the enclosed questionnaire? It is possible that the results from this study may be useful in the future development of the college. Mr. Lowell Kafer, 338 Student Services Building, will be the project director for this study. Your questionnaire and any questions that you might have about this study should be directed to him. Your prompt cooperation will be deeply appreciated. Please be frank in your replies as you will not be identified or evaluated as an individual. You will find an addressed, stamped envelope enclosed for your convenience in returning the completed questionnaire. May we hear from you by May 12? Sincerely yours, /s/ D. Gordon Rohman D. Gordon Rohman Dean, Justin Morrill College /s/ Lowell G. Kafer Lowell G. Kafer Assistant Director Residence Hall Programs 155 May 4, 1966 Dear Student: As you probably know, Michigan State University is conw tinually seeking new and better ways of making your college years of greater value to you. If it is true that learning needs to have personal meaning to you, we need to know more about you and your experiences within the university. The enclosed questionnaire is being sent to a selected sample of freshmen students living in residence halls with the hope that the replies will help to formulate future program plans. Your cooperation is urgently requested. Please complete the questionnaire and return it in the addressed, stamped envelope enclosed for your convenience. Mr. Lowell Kafer, 338 Student Services Building will be the project director for this study. .If you have any questions about this questionnaire, please call him at Extension 5-7490. Your prompt cooperation will be deeply appreciated as you should be able to complete the questionnaire in less than 15 minutes. Please be frank in your replies as you will not be identified or evaluated as an individual. May we hear from you by May 12? Sincerely yours, /s/ Donald V. Adams Donald V. Adams Director, Residence Hall Programs /s/ Lowell G. Kafer Lowell G. Kafer Assistant Director Residence Hall Programs P.S. I have not received your completed Experience Inventory as yet. It may be in the mail and if so, please disregard this letter. If not, please complete the enclosed Inventory and return it in the stamped, addressed envelope provided for your convenience. Your response is very important to the success of this research project and the time and effort you take will be greatly appreciated. Lowell Kafer Assistant Director Residence Hall Programs flflafiffi/f’ 157 MICHIGAN STATE UNIVERSITY Experience Inventory_II This survey is designed to provide a broad descrip- tion of the kinds of experiences encountered by students during their freshmen year at Michigan State University. It asks for your observations, opinions,and degree of involve~ ment in selected experiences of university life. The infor- mation obtained will provide a basic understanding about the kinds of experiences encountered by various freshmen groups on campus. In pp way will the data be used to evaluate any individual or group of individuals. The study is made for research purposes only. All names provided will be coded by the project director and will be known only to him. All data will be treated on a group basis. There are no right and wrong answers. However, the usefulness of the survey is entirely dependent upon the truthfulness with which the questions are answered. We urge you to make each answer an accurate reflection of your real feelings. This survey should take less than_gg minutes pg complete. GENERAL DIRECTIONS 1. The information called for immediately below: name, date, student number, name of residence ha11,and room number, are optional. 2. Answer each item by circling the appropriate number or letter provided below the item or to the left of the item number. 3. When you have completed the survey, immediately place it in the self—addressed envelope and mail it to the project director. OPTIONAL INFORMATION (Please Print) (name) (student no.) (date) (residence hall) (room number) (Class) 158 PART I - Circle the appropriate number below the item 1. As you see your situation at the present time, how much education would you like pg have? 1. Ulrwa A year of college Two years of college Three years of college Four years of college (Bachelor's Degree) Graduate or professional school 2. In which quarter of your high school graduation class did you stand with respect to grades? 1. 2. 3. 4. Top quarter Second quarter Third quarter Bottom quarter 3. About how far did your father go in school? Select only one answer. 1. U) N O 0 O muons-l:- 9. Attended grade school (grades 1 to 8) but did not finish Completed grade school through grade 8 Attended high school (grades 9 to 12) but did not graduate Graduated from high school Technical or business school Attended college but did not graduate Graduated from college Attended graduate school or professional school but did not attain a graduate or professional degree Attained a graduate or professional degree 4. About how far did your mother go in school? Select only one answer. 1. 2. 3. CDQOLD-P Attended grade school (grades 1 to 8) but did not finish Completed grade school through grade 8 Attended high school (grades 9 to 12) but did not graduate Graduated from high school Technical or business school .Attended college but did not graduate Graduated from college Attended graduate school or professional school but did not attain a graduate or professional degree Attained a graduate or professional degree 5. 10. 159 Using the code below, designate your father‘s primary occupation. Manual worker — no special training required Skilled labor Business owner Farm owner or operator Executive or managerial Office, clerical and sales Teacher (elementary or secondary) Professional Service (store clerk, barber) toooqmm-waI—a Religious preference: 1. Catholic 2. Jewish 3. Protestant 4. None 5. Other What is your greatest source of support while at college? . Parents . Job . Loans . Scholarship . Personal savings U'ltwaH Before coming to college, in what kind of community did you live most of your life? . Farm . Village, 250-2,499 population . Town, 2,500-24,999 population . City, 25,000-99,999 population . City, over 100,000 population U'luwaH Type of secondary school attended (for most of your high school years): 1. Public 2. Parochial 3. Private (non—parochial) How actively did you participate in high school activities? 1. Very active 2. Moderately active 3. Not active ************ 160 PART I I Each of the following statements relates to some experi~ ence you may have had during the past year at Michigan State. Each statement should be circled T for true or F for false as provided to the left of the statement. Read each state~ ment carefully, giving special attention to the frequencies or number of times involved in the experience. Circle 2 if the statement is true forpyou, or §_if it is false for_you. T F 11. Only one or two students in any given class this term have ever been in the same section of a course with me before. T F 12. During this year, I was an officer, or held a position of leadership in an extracurricular club, activity, committee, etc. (dorm, fraternity, all-university, etc.). T F 13. I participated in less than half of the dorm or living unit sponsored activities. T F 14. I read the State News each day. T F 15. I have seen one of my instructors about a personal, non-academic problem. T F 16. I eat with the same group of friends each evening. T F 17. I have a (boy or girl) friend in my home town whom I date. T F 18. I have not had the same instructor twice this year. T F 19. I attended all of the home football games this year. T F 20. I prefer the big dances and parties sponsored by the dorms, fraternities, and all-university government more than the less organized, informal types of things. T F 21. During this year, I have had some rather serious doubts as to whether Michigan State is actually the best school for me. T F 22. Most (more than half) of my instructors this term do not know me by name. T F 23. I am a member of at least two extracurricular clubs, activities, 9; committees. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36° 37. 38. 39. 40. 161 Most of what I have learned this year in college, I have obtained through class lectures and assignments. Most of the "bull sessions" or discussions in which I participate discuss academic questions such as the nature of man, world affairs, ques~ tions stimulated in courses, etc. When I go to see an instructor outside of class it is always for something dealing with an assignment. My roommate is my closest friend this year. I have never gone to see any one instructor more than once outside of class. I saw less than four home basketball games this year. I have not found any of my courses to be extreme- 1y interesting this year. I Spend less than an hour a day in “bull sessions" or discussions with my friends. I intend to receive my degree from M.S.U. During this year, I went to hear a visiting speaker or lecturer sponsored by a department on campus, the Honors College, or Lecture-Concert Series. I study during most of my out-of~class time. I date less than twice a week. I spend more than two hours a week in the library. I talked to my head resident advisor or my R.A. in the dorm about a personal problem. I have "out" most of my classes at least two or three times. I have a close group of friends and we do most things together. I attended no concerts sponsored by the Univer- sity. 41. 42. 43. 44. 45. 46. 47. 162 I would say that I have attended most of the really big social events on this campus this year. Almost all of my time in the library is spent reading the various class assignments. I do not regularly date the same person at M.S.U. (i.e., go steady). I have gone to see an instructor, although I was not at the time taking a course from him. I did not pledge a fraternity or a sorority. I usually attempt to complete my course work reading before doing non-course reading. I usually spend more than 15 or 20 minutes a day in the Grill, KeWpee's, or a similar stu- dent gathering place. 163 PART III This part of the inventory contains a number of items asking for your reactions to your experiences Specifically in Justin Morrill College. It is hoped that you will feel free to give frank and sincere responses. Your cooperation in this endeavor will insure that Michigan State University will have a more accurate perspective regarding Justin Morrill College and its effectiveness. All information will be treated as confidential and will be used for research purposes only. DIRECTIONS 1. Respond to the items below in terms of your perception of, or experience with the meaning of the statement. 2. Indicate your response by circling the number, corre- sponding with the answer you chose. Mark onlyyone answer for each item. Be sure to answer each item. .-, u 1...: _ .- m -.a - I_a - n- - ‘1 - -l - - — —l n - - _D ‘4 - I- _ a... an n 48. From the statements listed below, which one best describes the reason you chose to attend Justin Morrill College? 1. Liberal arts curriculum 2. Strong international emphasis 3. Small college in residence 4. Foreign language emphasis 5. Other 49. Had you planned to attend Michigan State University before you learned about Justin Morrill College? 1. Yes 2. No 50. Would Michigan State have been your choice of colleges had Justin Morrill College not been available to you? 1. Yes 2. No 51. How did you first learn about Justin Morrill College? 1. High school counselor or teacher . Literature from M.S.U. ‘ . M.S.U. Admissions Officer . Family or friends . Other U'Iwa 164 52. Which of the following had the greatest influence on your choice of Justin Morrill College? 1. Father 2. Mother 3. High school counselor or teacher 4. Friends 5. M.S.U. Admissions Officer 6. Other 53. Were your parents in agreement with your choice of Justin Morrill College? 1. Yes 2. No 54. Now that you have been enrolled in Justin Morrill College for nearly a year, do you feel that you made the best choice of colleges available to you? 1. Yes 2. No - - - - - -l - - _ - _ - - - - - - - - — — - - - - -. - — u- — Each of the following statements relates to some aspect of Justin Morrill College or your experiences within the college during the past year. Indicate how ypp feel about each statement by circling the appropriate number to the left of the item. Rate each statement according to the following code: l. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree 4 55. Most of the faculty members who teach my classes know me by name. 4 56. The students in Justin Morrill College represent a fairly good cross-section of M.S.U. students. 4 57. It is desirable to have all Justin Morrill students living in the same residence hall. 4 58. There are not enough practical courses available to Justin Morrill students. 4 59. The majority of faculty members in Justin Morrill take a personal interest in their students. 4 60. Ideas and issues brought up in class are quite often the topic of discussion in my residence hall house, over dinner, or in the grill. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 165 Code: 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree I feel that I am getting a better education than the majority of the students at M.S.U. The Head Advisor, Graduate Advisors, and R.A.'s are more interested in order and control than in educa- tion. Most of my friends and acquaintances at Michigan State are students in Justin Morrill College. Most of the faculty members who teach my courses are stimulating and challenging. Making initial residence hall room assignments on the basis of foreign language is desirable. Students are encouraged to go to a faculty office to discuss an academic problem. The international emphasis of Justin Morrill has given me a greater understanding and appreciation of my own culture. Creativity and independent thought is rewarded here. Foreign language is quite often spoken in the residence hall house, in the dining hall, etc. The R.A.'s in the Justin Morrill College residence hall houses should be Justin Morrill students. The liberal arts or general education emphasis of Justin Morrill will, in the long run, have as much practical value as a specialized or vocational education. There appears to be a lack of diversity of interests and attitudes among the students with whom I live. The residence hall program has helped me feel a part of this large university. There is a lot of pressure to get good grades in Justin Morrill. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 166 Code: 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree There should be greater opportunity to take elec- tive courses outside of Justin Morrill College curriculum. The intensive language training has been person- ally rewarding to me. I know at least one faculty member well enough to ask for a personal recommendation on a job applica- tion. In general, there is a strong feeling of community among the students and faculty in Justin Morrill. Provincialism is a real danger when all students from the same college live in the same residence hall. The summer, study abroad program discriminates against those students of limited financial resources. Too much emphasis has been placed on foreign language. I sometimes wonder how, what I am learning will have application to my eventual vocation. The Head Advisor, Graduate Advisors, and R.A.'s contribute to the Justin Morrill program. There is plenty of opportunity to meet and make friends with other than Justin Morrill students. The quality of faculty in Justin Morrill, in gen- eral, appears to be quite high. I identify more closely with Justin Morrill College than with Michigan State University. The residence hall program complements the academic and instructional program of Justin Morrill College. It is difficult for a student of average academic ability to get good grades in Justin Morrill. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 167 Code: 1. Strongly Agree 2. Agree 3. Disagree 4. Strongly Disagree The language program moves so rapidly that I fail to understand what is being taught. The Dean is accessible to students. I don't feel like an I.B.M. number in this college. Faculty members spend time with students in the grill or dining hall. 'The atmosphere in my residence hall is conducive to good study. Study for course work requires so much time that little time is left for other activities. The residence hall government fosters an understand~ ing and involvement in the democratic process. The academic competition among Justin Morrill stu- dents is very intense. Students in Justin Morrill receive more personal attention by faculty members than do other M.S.U. students. Many students in Justin Morrill regard themselves as no-preference students and plan to transfer to a more specialized curriculum when their vocational plans are more definite. The hall staff assists the student in adjusting to the demands of academic life. Most students are more interested in what they learn than with the grades they receive. HIGRN STATE UN V. IIISIIIIIZ IIISIIIIIIIIIII III IIIIIIIIIIIIIIIIIII