v’J...” a — — — _

 

 

AN ANALYSIS OF THE TRANSITION FROM THE JUNIOR COLLEGE
PROGRAM TO THAT OF A FOUR-YEAR LIBERAL ARTS
INSTITUTION AT SPRING ARBOR JUNIOR COLLEGE

Thesis for the Degree of Ed. D.
MICHIGAN STATE UNIVERSITY
RODERICK J. SMITH

1 9 6 1

This is to certify that the

thesis entitled

AN ANALYSIS OF THE TRANSITION
FROM THE JUNIOR COLLEGE PROGRAM TO THAT
OF A FOUR-YEAR LIBERAL ARTS INSTITUTION

AT SPRING ARBOR JUNIOR COLLEGE

presented by

Roderick J. Smith

has been accepted towards fulfillment
of the requirements for

Ed. Do degree in Education

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Major professor

LIBRARY

Michigan State
University

    
   
    
    

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ABSTRACT

AN ANALYSIS OF THE TRANSITION FROM THE JUNIOR COLLEGE PROGRAM
TO THAT OF A FOURAYEAR LIBERAL ARTS INSTITUTION
AT SPRING ARBOR JUNIOR COLUKHS

by Roderick J. Smith
The Problem

The primary objective of this study is to identify the general
problems encountered by an institution during the period of transi-
tion from the junior college pregram to that of the four-year liberal
arts institution. A secondary objective is to relate these problems
in a direct way to Spring Arbor Junior College with recommendations
that will implement a successful transition.

An immediate problem became apparent when a diligent search
of literature failed to reveal any significant writings in the area
of transitional problems. This obviously became the kernel of re-
search which became interwoven with the main objectives, the search
for a clear identification of these problems.

No attempt is made to determine the reasons or validity for
making the change of college organization. The study is limited to
the transition from the junior college program to that of the four-

year liberal arts institution.

Roderick J. Smith

FBthodology

The methods and techniques used in this study are: a search
and utilization of literature which is pertinent td'the problem, a
selection of colleges to be used as case studies, preparation for
structured interview with an administrator at each college, review
of Self-Study Reports of each college visited, review of Self—Study
Reports of other colleges having accomplished this specific transi-
tion but not visited, and a general analysis of this information in

a summary form.
Conclusions

The following conclusions are drawn from the results of the
findings of this study:

1. The methods most generally accepted as useable for iden-
tifying internal problems are: self-study reports, faculty committees,
cooperation with accrediting agencies, state agencies for higher educa—
tion, state universities and centers for higher education, and special
consultants.

2. The group of problems clearly defined as being common to
institutions during the period of transition from the junior college
program to the four-year liberal arts institution are: curriculum,
faculty, finance, facilities, students, and institutional purposes.

3. The transition from the junior college program to the

four-year liberal arts program is both possible and reasonable. The

Roderick J. Smith
needs of higher education provide an incentive for this expansion, and

the record of several institutions in the past decade attest to the

feasibility.
Recommendations

1. A master plan of curriculum develOpment should be prepared
which identifies the basis upon which the academic program of the
four-year liberal arts college is established.

2. All available sources of assistance should be utilized
in developing the new college concept. These should include: self-
evaluation processes, faculty committees, cooperation with accredit-
ing agencies and other units of higher education, and professional
consultants.

3. Utilization of methods and techniques can result in
increased effectiveness and efficiency. These might include tele-
vision, teaching machines, larger class size, honors pregrams, and
independent study.

h. Staff may be strengthened by addition of instructional
personnel giving evidence of outstanding scholarly attributes, and
potential for continued contribution to the college.

5. Long range planning should include the whole area of
faculty welfare, both physical and philosophical. Such items as
salary, promotion, retirement, insurance, and other conditions of

employment are essential to happy and effective service.

Roderick J. Smith
6. A long range pregram of admissions and student clientele
should be developed by the faculty and administration.
7. The Master Plan of Campus Development should be kept
current with a process of re-evaluation as each step is completed.
8. Consideration must be given to the financial program,
both in terms of present and future needs. Care must be exercised

that operational and capital funds are not competing with each other.

AN ANAHSIS OF THE TRANSITION FROM THE JUNIOR COLLEGE PRmRPN
TO THAT OF A FOUR-YEAR LIBERAL ARTS INSTITUTION

AT SPRING ARBOR JUNIOR COLLEGE

BY
,- n

Roderick J: Smith

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF EDUCATION
COLIEGE OF EDUCATION

19 61

ACKNOWLEDGHENTS

The writer wishes to extend his sincere thanks to the members
of his Doctoral Guidance Committee: Dr. William H. Roe, Chairman;
Dr. Walter F. Johnson; Dr. John X. Jamrich; Dr. Iwao Ishino; and
Dr. Clyde.M. Campbell for their encouragement, interest, suggestions,
and wise counsel throughout the entire prOgram. Without their guid-
ance, and especially that of the Chairman, Dru Roe, this study would
have been impossible.

The writer is grateful to the administrators interviewed at
the colleges selected for visitation. Their cooperation and help
were of great value. Special recognition is due: Dr. William s.
Gould, Graceland College; Sister Mary Eleanor Cashman, Mount mercy
Callege3 Dr. F. J. Mullin, Shimer College; and Dr. Ellwood A. Voller,
Roberts wesleyan College.

The patience and understanding required of members of the
family of the writer are very significant in evaluating the contri-
butions toward the successful completion of the thesis. I, therefore,
express my appreciation to my wife; Ruth C. Smith, who was also my

able typist; to my daughters, Barbara and Rebecca; and to my sons,

Bradley and Brent.

RODERICK J. SMITH
candidate for the degree of

DOCTOR OF EDUCATION

Final Examination: February 20, 1961.

Thesis: An Analysis of the Transition from the Junior College Program
to that of a Four-Tear Liberal Arts Institution at Spring
Arbor Junior College.

Outline of Studies:

Major Field: Administration
Minor Fields: Guidance
SociOIOgy

BiOgraphical Items:
Born, January 29, 1920
High School, Central High School, Flint, Michigan

Undergraduate Studies, Greenville College, Greenville, Illinois
B. S. degree in Liberal Arts, l9h0

Graduate Studies, Michigan State University, Lansing, Michigan
Me A. degree, 195Ll

Experience:

U. S. Air Force Officer, l9hl-l9h5

Teacher and Coach, Goodrich High School, l9h8—l9h9

Principal, Eclectt School, l9h9-l951

Superintendent, Welcott School District, 1951-1955

Graduate Assistant, Michigan State University, 1955‘1956
Administrative Assistant, Chatham Public Schools, Chatham, New Jersey
1956-1957 .

President, Spring Arbor.Junior College, 1957-

Memberships:

Michigan Education Association (Higher Education)
Michigan Association of Junior Colleges

Michigan College Association .
National Education Association (Higher Education)
American Association of School Administrators
American Association of Junior Colleges
Association of Free Mbthodist Colleges and
Phi Delta Kappa

Secondary Schools

Chapter

I.

II.
III.

IV.

V.

TABLE OF CONTENTS

TIE PR OB IAEPI O O O O 0 O O O 0

Introduction . . . . . .
Statement of the Problem
Importance of the Problem
Scope of the Problem . .
Limitations of the Study
Definition of Terms . . .
Methodology . . . . . . .

REVIEW OF RELATED LITERATURE

IDENTIFICATION OF THE PROBLEMS AT SPRING ARBOR JUNIOR
C OmE . O O O C O C C I O O O O O O O O O O O O 0

History of Spring Arbor Junior College

Factors Influencing the Decision to Expand to a Four-

Year Institution

Preliminary Activities for Entry into the Four-Year

Liberal Arts Program

Present Status of the Institution . . . . . .
Preparation by the Faculty and Administration

Major Problems
sulnmary O O O O O O O O O 0

CASE STUDIES

Introduction
Preliminary Activities . .

Selection of Colleges for Personal Interviews
Methods Used in Interview . . . . . . .

Reporting the FindingS

Review of Additional Self-Study Reports

ANA-13315 OF‘ T}IE D‘ATA. C O O C O O O C O 0

Identification of Common Problems . . .
Procedural Steps Identified . . . . . .

iv

Page
. l
. l
. 2
- h
. 6
. 6
. 9
. 1h
. l9
. 26
. 26
. 38
. AZ
. AS
. A?
. 50
. 53
. Sh
. 5h
. 5h
. 56
. 60
. 60
. 9S
. 105
. 105
. 112

Chapter Page
VI. COPICLUSIONS MID RECOI'EJEIJDP‘TIOIJS o o o o o o o o o o o o 0 117

The Problem . . ll?

methodology . . . . . . . . . . . . . . . . . . . . . . ll?
Findings . . . . . . . . . . . . . . . . . . . . . . . 118
Conclusions . . . . . . . . . . . . . . . . . . . . . . 120
Recommendations . . . . . . . . . . . . . . . . . . . . 121

BIBLIQERAPHYco.o......................123

WEEK 0 O O O O O O O O O O O O O O O O O O O O O O O O O O O 133

Table
I.

II.
III.

V.

VI.

VII.

LIST OF TABLES

Bachelor Degree Granting Institutions Accredited
First as Junior Colleges by North Central
ASSOCiationoeocoo-coco...coo.o

Chart of Comparison for Selection of Colleges . . .

Statistical Data Concerning Graceland College
SourceSOfRevenue...............

Statistical Data Concerning Graceland College
Range of Faculty Salaries . . . . . . . . . . . .

Mount Pbrcy College Comparative Chart of Income and
Menditure...................

Guidelines for Evaluating Bachelor Degree Granting
Institutions North Central Association, 1956-57 .

Comparative Rank of Problems During Period of
Transition . . . . . . . . . . . . . . . . . . .

vi

Page

16

66

67

75

92

93

CHAPTER I

THE PROBLEM

Introduction.--The concept of a universal opportunity of

 

education is one of this nation's outstanding strengths. In providing
for this opportunity, the nation faces one of its greatest problems.

A rapidly growing population plus a significant change in the demand
for college education is placing a real test on the facilities of
higher education. The opening college enrollment for the fall of 1959
showed an increase of h.h per cent over that of 1958 in total enroll-
ment, and 5.9 per cent increase for first-time enrollment.l Huddleston
indicates that enrollment has increased in the last eight consecutive
years from approximately'2,llé,000 in 1951 to 3,h02,000 in 1959.2 An
enrollment of 6,376,000 is projected for 1970.3 To meet this present

challenge and the ever increasing demand for the future will take a

maximum effort on the part of every branch of higher education across
the nation. Frank W. Abrams has struck a note that pinpoints this

challenge in his statement, "A better America will be a product of

lEdith M. Huddleston and Hazel c. Poole, "Opening College
Engoilment, Fall, 1959," Journal of Higher Education, XVI (January,
9 0 , 9.

 

2Ibid., p. 13.

3Qpen‘wide the College Door (Council for Financial Aid to
Education, Ificij, p.8. It

 

2
better educationdd‘l Again the importance of education in the national
picture is emphasized as he states, "In the end the best educated
nation will achieve world leadership."5

New institutions, extension of present prOgrams, and expansion
of facilities will play an important role in providing the opportunity
of higher education for America's youth and adults. This study is
focused on the problems of one phase of prOgram extension, that of the
transition of the junior college to the four-year liberal arts insti-
tution.

As a college administrator interested in factual information
concerning some of the problems to be expected in the period of tran-
sition from the junior college program to that of the four-year liberal
arts institution, this author became aware of the almost total lack of
any literature written on this subject. Books, periodicals, pamphlets,
special publications and reports were searched for this type of
material. The very absence of any literature along this line became

the catalytic agent producing the very kernel of this study.
STATED-EM OF THE PROBIEM

The purpose of this study is twofold. The primary objective is
to identify the general problems encountered by an institution during
the period of transition from the junior college pregram to that of the

four-year liberal arts institution. The secondary objective is to

 

hFrank W. Abrams, Education Is Everybody's Business (New'York:
Council for Financial Aid to Education, Inc.), p. h.

 

5Ibid., p. 8.

relate these problems directly to Spring Arbor Junior College with
recommendations that will implement the successful transition.

In order to identify these general problems, the following
series of questions is preposed:

1. What methods or techniques of introspection have been
utilized to adequately deal with philos0phical and Operational pro-
blems in the institution undergoing transition?

2. Do institutional purposes change at any time before,
during, or after the period of transition from the junior college to
the four-year college prOgram?

3. What are the significant problems related to curriculum
during the period of transition?

h. Are there new requirements for members of the instructional
staff regarding professional training and experience during the period
of transition, and if so, has your institution been able to meet this
demand?

5. What problems are related directly to students, their
academic competence and their availability?

6. Are demands for facilities, other than normally expected
growth, significantly different for the four-year institution than for
the junior college if it were to continue?

7. What problems have been experienced in the area of finance
during and after the period of transition? Which of these is most
significant to the transition itself?

8. What other problems were significant in the period of

transition?

It became immediately apparent out of these eight basic
questions that six main areas of problems would be identified as
recurring items. These were identified specifically by the adminis-
trators interviewed at the colleges, they were pointed out in each
Self-Study Report, and had been obviously centers of importance in the
attention of the administration of Spring Arbor Junior College during
its period of evaluation. Therefore, the important areas of CURRICU-
LUM, FACULTY, FIT-LANCE, FACILITIES, STUDENTS, and DISTITUTIONAL PURPOSES

will be reflected time and time again.
DTPGRTANCE OF THE PROBva

American society has produced a condition of constant change
and evolvement. This process affects individuals, organizations,
institutions and even governments. Within these changes are found the
Origination of transitional problems. American higher education has
witnessed in the past, and will continue to experience in the future,
the sometimes gradual, and at other times swift, transition of an
institution from one basic organization and structure to another. The
examples of this would be numerous, but would probably fit into the
following general classifications:

l. The academy or preparatory school to the junior college
or liberal arts college;

2. The specialized school (such as a business institute,

seminary, Bible School, etc.) to the junior college or liberal arts

college;

3. The junior college to the liberal arts college;

h. The baccalaureate institution to the graduate school;

5. The inclusion or addition of specialized schools or colleges
into university structure.

The reasons for these changes in institutional structures would
be almost as numerous as the number of changes themselves. Undoubt-
edly, the changes could be explained in a few basic patterns. Insti-
tutions have the responsibility of serving the needs of their respec-
tive students, and, therefore, as these demands shift, the institutions
have the responsibility of changing their services accordingly. The
general demand for more college facilities to serve the increased number
of college students has had its share of influence on changes. In a
few isolated cases, the criticism of "empire building" might be justi-
fied as an explanation for a new or extended program. In general, it
has been an honest effort to serve the nation and the demands of its
citizens.

If those in higher education are to continue to stumble over
the same obstacles in a repetitious manner, then progress will be woe-
fully slow. If, on the other hand, identification can be made of
similar circumstances, their common problems, and reasonable solutions,
then progress can be expected at a more rapid rate as one group profits
by the experiences of others.

It is the expectation of this study to explore the area of
transition from the junior college to the four-year liberal arts college,
to identify those problems that are common to most institutions, and

suggest recommendations for their possible solution, resulting in a

C\

significant contribution to higher education.

SCOPE OF THE PROBLEM

The scope of this problem will encompass several related but
significantly different areas. The first of these will be the
identification of a series of common problems that are apparent in a
period of transition. The original questions, as stated on page
three, will be guidelines for this identification. Along with the
analysis of problems cited by other institutions during their transi-
tional period will be an identification of the steps leading to the
solution of these problems. A third area will be the construction of
a series of recommendations that can be realistically accomplished
during the period of transition. As suggested on pages two and three,
certain aspects of the study will be of a specific nature designed for
the problems of Spring Arbor Junior College. Other, more general,
areas will also be given consideration having a broader range of focus,
and, therefore, may be more pertinent for use by other colleges in the
general transitional period.

The process of accomplishing these various steps will include
the processing and assimilation of information obtained from personal
interview, case studies, available literature, and various administra-
tive and faculty committees that have been involved in the various

problems.

LIMITATIONS OF THE STUDY

This study is concerned most specifically with private,

7
church-related colleges in the north-central geographical area, rather
than with all colleges in general.

No attempt is being made to ascertain the need or to justify
the decision for the change of program and organization at Spring Arbor
Junior College. The basic purpose is to view the problems and deter-
mine those which are common to private, church-related colleges, in
this transitional period. The resulting recommendations will assist
in the implementation of the basic decision.

This study will not attempt to identify or analyze the varia-
tions of problems of transition for institutions other than that of the
junior college to the foureyear liberal arts prOgram.

The relatively few number of colleges having made the transition
from the junior college to the four-year liberal arts prOgram in recent
years places an additional limitation on this study. Table I presents
a review of the records of the North Central Association indicating that
only twenty-six colleges have been identified as accredited junior
colleges, and then later as accredited degree-granting institutions.
Between the years.l922 and l9h0, fifteen colleges having been rec0gnized
as accredited junior colleges made the transition to the fourfiyear
liberal arts prOgram and then received accreditation. Of these, three
were public and twelve were private colleges. During the decade l9h0
to 1950, two accredited junior colleges, both private, extended their
prOgrams to include the upper division work and received recognition
as accredited, degree-granting institutions. In the ten year period

1950 to 1960, nine colleges in these classifications had completed the

TABLE I

BACHELOR DEGREE GRANTING INSTITUTIONS ACCREDITED FIRST AS
JUNIOR COLLEGES BY NORTH CENTRAL ASSOCIATION

u- ‘ __ doe»

Year ACcreditedv.
As Junior College As Senior College

”’MM - .- “-.‘ ‘”-.-..--.0.

Name and Location

.1 -.‘

 

 

'--—~--- --

 

 

 

lindenwood College (Missouri) 1918; 1921 1922
Bradley University (Illinois) 1913-23 l92h
Wayne State University (Michigan) 1915-2h 1925
Arkansas State College 1928-32 1933
St. Mary College (Kansas) 1928-33 193A
Elmhurst College (Illinois) 1923-33 l93h
St. Norbert College (Wisconsin) l93h-36 1937
Union College (Nebraska) 1923-36 193?
St. Mery's College (Minnesota) l93h-36 1937
Principia College (Illinois) 1923-36 1937
George Williams College (Illinois) l93h-38 1939
Emmanuel Missionary College (Mich.) 1922-36 1939
Rockhurst College (Missouri) 193h-38 1939
Duchesne College of the Sacred

Heart (Nebraska) 1937-38 1939
Arkansas Agricultural and

mechanical College 1928-38 l9h0
St. Joseph's College (Indiana) l932-h8 1950

Blackburn College (Illinois) 1918; l93l-h9 1950
Arkansas Polytechnic College 1930-50 1951
Regis College (Colorado) l922-3h 1952
Southern State College (Arkansas) l929-5h 1955
Panhandle Agricultural and Pbchani-
cal College (Oklahoma) 1926-33 1958
Sioux Falls College (South Dakota) 1931-323 l933-hl3
19b2-b9 1958
Shimer College (Illinois) 1920-58 1959
MCunt Mercy College (Iowa) 1932‘363 19b9-59 1960
Graceland College (Iowa) 1920-59 1960
Little Rock University (Arkansas) 1929-59 1960

*Compiled from.The North Central Association Quarterly, July,

 

1960, pp. 23-35.

5

transitions. Of these, six were private colleges.
The colleges selected for personal interview were limited on
a specific basis of type and characteristics. Page fifty-six of this
study gives a detailed explanation of the selection process. A fur-
ther limitation was the possibility of a single interview on each
campus of those selected. This interview was correlated with the
institutional self-study report as reviewed in Chapter IV of this

study.

DEFINITION OF TERMS

The following terms are those identified as pertinent to this

study. The definitions are based on the Dictionary of Education, as

 

edited by Carter V. Good, and Webster's New International Dictionary,

 

published by G. and C. lbrriam Co.

Junior College Pr0gram.--This term has a wide range of meaning

 

and use, the most commonly accepted being the first two years of the
baccalaureate degree preparation known as the freshman and sophomore
years of college work requiring for admission as a regular student four
years of standard high school education or its equivalent.6 Post high
school and grades thirteen and fourteen are sometimes used to describe
the junior college prOgram. Occasionally the four-year junior college
is mentioned. This incorporates actually the last two years of high

school, grades eleven and twelve, and the first two years of college

 

5The North Central Association Quarterly, XXIV, No. 1 (July,
1960): PP' fij‘fiEO

6Carter V. Good, (ed.), Dictionary of Education (New York:
MCGraw Hill Book Co., l9hS), p. 230.

 

10
work. The first description of a separate two-year program of lower
division courses is the type of program identified at Spring Arbor
Junior College, and, therefore, the definition used hereinafter.

FourAYear Liberal Arts College.--This is defined as an insti-

 

tution of higher education that maintains a four-year curriculum lead-
ing to the bachelor's degree, with a central program of liberal arts
and, in many cases, with one or two Closely associated professional
schools such as a school of music or fine arts.7

Associate in Arts.-—This title is conferred for the completion

 

of the various requirements for two years of college work in arts and
sciences beyond high school, or for completion of the curriculum of
the junior college program.8

Lower Division'WOrk.--Courses usually offered in the first two

 

years of a college prOgram constitute this division.
Upper Division Work.--Courses are defined here which are usually
offered in the junior and senior years of a college prOgram.

Institutional Purposes.-Specific purposes are identified as

 

the goals and objectives for the college to fulfill. These usually
begin with the basic policies as formulated by the Board of Trustees,
and are implemented by the additional requirements and regulations
imposed by the administration and faculty. These should be the guide-
lines for curriculum development and the various activities that are
fostered by the institution.

Curriculum.-In the broadest sense this includes the total of

 

7I'hid., p. 824.

8Ibid., p. 113.

ll
all the activities allowed and/Cr sponsored by the college. Student
activities that are appropriate to the interest and development of the
individual students are an important part of almost every college pro-
gram and are considered as part of the total curriculum. A more
restrictive definition would consider the academic courses only as the
real curriculum of the institution. Within this framework would exist
a carefully planned pregram of courses that achieve the main purposes
of the college as well as the individual student by way of qualifying
him for graduation, or certification, or entrance into a prescribed
professional or vocational field.9

Faculty.--This term is used to indicate the body of persons
who are responsible for administration and instruction in the college.10
Student.--The person who attends the institution and is enrolled
in courses or credit bearing activities is called a student.

Board of Trustees.--This group of persons is responsible for

 

the direction of the educational affairs of the educational institution
and is usually composed of laymen who select or approve the selection
of the professional staff, pass on policies, and take the ultimate
responsibility for financing the work of the institution. They also
are the titular holders of property for the institution.ll

Eaccalaureate.--This term is quite synonymous with the bachelor

 

degree, the degree indicating completion of four years of a college

 

9Ibid., p. 113.
101bid., p. 166.

11Ibid., p. h8.

l2
prOgram.l2 A normal program requires satisfactory completion of
approximately 120 semester hours of certain required and elective
courses, usually spread over a four year period divided into eight
semesters, or its equivalent in hours of work organized in another
manner. '

Accreditation.-Accreditation is a type of recognition held by

 

an educational institution as national, regional, or state.13 The
highest level of accreditation is the national-regional body known as
an association. Spring Arbor Junior College is a member of the North
Central Association of Colleges and Secondary Schools, being recog-
nized as a fully accredited junior college. Meat states have some
agency for accrediting its colleges. This is usually done by the state
Department of Public Instruction, a state university, or an agency
representing both of these and maintained mainly for the evaluation
and reCOgnition of the institutions within that state. In most cases,
these agencies work very closely with the regional association, but
give reCOgnition to institutions making progress toward but not fully
qualified for recognition by the latter.

Elementarygschool.-4The division of the educational system offer-

 

ing work in any combination of grades from one to sight is defined as
the elementary school.lh Although there is some divergency amid the

formal structure, kindergarten through grade six is quite universally

_‘

lZIbid., p. 122.
13Ibid., p. 5.
1thid., p. 1&9.

13
accepted as elementary school organization. It is also quite common
to include grades seven and eight if there is no junior high school
program in the organization.

Secondary School.-This term is defined as the division of the

 

educational system following the elementary grades terminating with
high school graduation, the most common organization being grades seven
through twelve, or ten through twelve.15 Another structure that is
recognized in many areas would be the sixéthree-three; elementary-
junior high-senior high prOgram. In this type, the senior high would
be considered most specifically as secondary and would contain grades
ten, eleven, and twelve. The junior high is considered secondary in
some areas.

Academy.--The term has been applied most generally to the pri-
vate high school, and would vary in organization from grades six
through twelve, to the senior high program of grades ten through

16

twelve.

Seminary.--In the strictest sense, the seminary is a school of
secondary or higher grade usually designed to serve a particular rather
than a general purpose. For example, theological seminaries train only
students for the ministry.17 In a more general term, any program
sponsored by a religious organization and including instruction in the
area of religion has been called a seminary. Spring Arbor Junior

College was originally called Spring Arbor Seminary even before it

*_

15Ibid., p. 201.
léIbid., p. 3.
17Ibid., p. 367.

offered any college work. The post-baccalaureate prOgram is the

desired definition.

METHODOLOGY

The methods and techniques used in this study have been selected
as those which will provide the maximum opportunity for deriving the
necessary information and material. Since the more specific focus of
the study is on Spring Arbor Junior College, it is obvious that a his-
torical review is necessary for adequate understanding of the individual
institution. Various historical documents have been utilized in obtain-
ing this information. The recent operational records and informational
files of the college have been used for the more current material.
Reports of faculty and administrative committees that have given con-
sideration to future planning and goals, as well as personal interviews
have been sources for information concerning future plans and pro-
jections.

In addition to obtaining information from the college staff,
the utilization of the staff members in various phases of exploration
and planning gives some assurance of an understanding of the problems
involved, and, therefore, a more ready acceptance of the program which
eventually evolves since they have been a part of its preparation. Ad-
ministrative recommendations, suggestions from faculty committees, and
ideas coming from staff seminars and discussion groups are of vital
importance, and are a valuable source of ideas and information.

It was readily recognized that another extremely valuable source

of information regarding the problems of transition would be personal

15
interviews at colleges where this transition had taken place. The
following items were selected as the criteria to be used in choosing
the colleges for these interviews: (1) organizational control;

(2) transitional experience; (3) regional accreditation; (h) simil-
arities in terms of enrollment and physical plant requirements; and
(5) accessibility for interview. Pages fifty—six through fifty-eight
contain a more detailed account of these criteria, their importance
and selection.

Graceland College, Lamoni, Iowa; Mbunt Leroy College, Cedar
Rapids, Iowa; Shiner College, Mount Carroll, Illinois; and Roberts
wesleyan College, North Chili, New York, were the colleges selected for
personal interview. Table II gives a comparison of these colleges as
they are evaluated by these five criteria. Each of these colleges had
areas of similarity to spring Arbor Junior College, yet each institu-
tion indicated certain areas or problems that were quite specific to
their own situation.

Information from these four colleges was obtained in two differ-
ent ways. A personal interview was held with an administrative officer
on each campus, and their self-study report was reviewed for supporting
data. The interview was structured with a pre-arranged outline and
schedule of questions. Although there is always the possible danger of
obtaining biased answers from a person closely connected with the in-
stitution, the questions were so arranged to eliminate as much of this
as possible. An opportunity to compare the verbal information with the
factual data as presented in the self-study report provided a reasonable

check against the danger previously cited. A summary of the results of

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17
the interviews appears in Chapter IV. The self-study reports were
reviewed for the purpose of obtaining additional information regarding
faculty, finance, enrollments, and the interrelated problems. The
results of these interviews are described in Chapter IV.

In addition to the criteria cited on page fifteen for the
selection of the colleges for interview, other pertinent information
entered into the final selection. Information was presented on page
seven of this study concerning the number of junior colleges having
made the transition to the senior college level since 1922, in the
North Central Association. Only eleven of the total of twenty-six had
accomplished this in the past two decades. Interviews were conducted
with three of these eleven, and the self-study reports of three addition-
al were examined. Of the remaining five, two were public or state
operated institutions with enrollments of approximately 1,000. One was
a private college with an enrollment of less than LOO, and the other
two were men's catholic institutions. Visitation, interview, and review
of the self-study report for one college outside the North Central Area
was also accomplished.

This methodology then involves the acquisition of data concern-
ing Spring Arbor Junior College and seven other colleges selected by
use of listed criteria, an analysis of the data, and a presentation of
the findings. The conclusion and recommendations become the vehicle of
implementation to facilitate the transition from the junior college
pregram to the four-year liberal arts pregram at Spring Arbor Junior
College.

In summary, this study has been created out of the need for

18
information directed toward the problems of transition from the junior
college to the four-year liberal arts pregram. The study is limited
to this one special area of college organization, and is also limited
by the relatively small number of institutions which have made this
transition. Through a procedure of interview of college administra-
tors, and review of self-study reports, the six main areas of problems,
mainly curriculum, faculty, finance, facilities, students, and insti-

tutional purposes will be evaluated repeatedly.

CHAPTER II
FESKEEJ OF RELATED LITERATURE

A review of related literature must necessarily be associated
with the essential character of this problem. As indicated in
Chapter I, the purpose of this problem is twofold.1 The primary
objective is to identify the common problems encountered by an insti-
tution during the period of transition from the junior college program
to that of the four-year liberal arts institution. The secondary ob-
jective is to relate these problems directly to Spring Arbor Junior
College with recommendations that will implement the successful
transition.

The author has searched diligently endeavoring to find litera-
ture which is pertinent to either or both of these objectives. One
of the outstanding reasons this study has been undertaken is because
of the total lack of writing on the subject of problems encountered in

2 in his unpublished thesis describes

this type of transition. McCallum
the need for establishing a four-year liberal arts college under the
auspices of the Pilgrim Holiness Church at Owosso, but his treatment

does not reach into the problems of transition.

Unpublished reports compiled by individuals or groups acting as

le. ante, p. 2.

2Floyd F. McCallum, "An Investigation of the Need for a Liberal
Arts College for the Pilgrim Holiness Church" (unpublished Master's
thesis, Michigan State University, l955)o

20

consultants for institutions contemplating a transition from one organ-
izational pattern to another, comprise the only significant source of
literature directly on the subject of problems of transition. Several
of these are cited in the following paragraphs.

In his report to the Pueblo Junior College in December, 1959,

Dr. C. w. Kreger3 recognizes the tremendous demand for colleges and

universities to expand their facilities during the next decade in order
to meet the projected doubling of enrollments. He further indicates in
his report that basically the junior college work in academic areas is
in the area of general education, and since this program is the basic
curricular requirement for the bachelor's degree, it stands to reason
that a junior college having a competent faculty and a sound curriculum
is a sound foundation upon which to build a four-year academic program.
In another part of the report he states:

There is a growing realization all over the country that the
tremendous need for expanded facilities at the higher education
level can best be provided by the building upon what is now in
existence, rather than by building new and separate institutions.

At least as far as management or admfinistration is concerned,
the costs will be considerably less.

His counsel is extended as he presents the case for accomplish-
ing the transition on an orderly progression basis. He states, "It
stands to reason that a junior college is not converted to a senior

college simply by tacking on junior and senior level courses.5 In

3c. w; Kreger, Report or_yisit to Assist in the Authorization
9f Extension to the Bachelor‘s Level at Pfiéblo College (Fueblo,
Colorado, December, 19597; PP- l-30.

 

 

thid., p. 29.
51bid., p. 28.

21

order to secure proper breadth and depth, it is essential that course

content and course sequences leading to a major in an academic sub-

ject matter field be carefully planned. A minimum of time involved

for this planning should be at least a year previous to the first

offering of junior level courses.
Although the following comments do not identify specific pro-

blems regarding the period of transition, they do give the opinion of

experienced and reCOgnized authorities on matters pertaining to the

transition. Dr. TParl Anderson, Professor of Education, Ohio State

University, referred to his series of visits to Little Rock University

over the period of 1952 to l9Sh in making the statement, "It is my
judgment that Little Rock Junior College can be developed into a four-

year college that can be approved by the North Central Association as
a fourfiyear college in the next three or four years." According to

his suggestions, the self-study was continued and within a period of

four years most of the changes and additions were made to the prOgram.

In April, l95h, Dr. John Dale Russell, after a visit to Little

Rock Junior College, reported to the President:

It seems to me that you and your staff have proceeded very

soundly in your planning for the expansion of the present junior
college program into a four-year degree granting curriculum. After
reviewing various aspects it seems to me that the move you are
contemplating would be a wise adjustment to meet the needs of the
constituency the institution serves. It seems to me also that the
comparatively monoscope program.you are contemplating might easily

be financed within the sources you expect to become available.

In the establishment of a senior college the estimates and

5"}; Study of Little Rock University, Its Origins, Present
Program, and Future Plans" (Little Rock, Arkansas: 1959), p. 3.

7.1.29.- 9.1.2.

22
general recommendations of Dr. Russell as to faculty expenditures and
expanded facilities seem to have been met satisfactorily, both quali-
tatively and quantitatively.

During the college year, 1955-56, a team of consultants, made
up of well known educators, gave professional assistance and guidance
to a citizen's group known as the Ottenheimer Committee. The team of
educators was comprised of Dr. Eldon A. Litsteib, Illinois State Uni-
versity; Dr. w. w. Carpenter, University of Missouri; and Dr. J. w;
‘Reynolds, university of Texas. Six major citizens committees were
working under the guidance of these consultants during the twelve month
period. Their main objectives included a study of the structure of the
college, the areas of expansion which a four-year program would involve,
and the financing of such a prOgram.8 The final result of the work of
the Ottenheimer Committee was a series of three plans which they con-
sidered as possible for the expansion and operation of the college.
These were presented to the Board of Trustees, with ultimate adoption
of one of the recommendations. specific changes were instituted and in

9 A subsequent

September of 1957 third year classes were introduced.
chapter has been written as a follow-through of the series of consulta-
tions. Little Rock University was awarded accreditation as a bachelor
degree granting institution in April, 1960, by the North Central

Association.10

 

822.9.- 2.12
9202- .2

10The North Central Association Quarterly (July, 1960), p. 22.

23

Beardsley Ruml, in his book, keno To A College Trustee, identi-

 

fies an interesting philosophy and importance with the liberal college.

The liberal college today finds itself, for the most part
through no outstanding meritorious accomplishment of its own, the
central hope for educational salvation. It is looked to for guid-
ance in the selection of enterprises educationally worthy for the
young, and, at the same time, for methods of preparing minds that
will continue to be able to lear n long after the formal processes
of schooling of the individual have become things of the past.

The widespread interest in the liberal college - evidenced not
only by professional educators, but by alumni and students, by
statesmen and citizens generally, by fathers and mothers - results
in emphasis on a variety of related objectives, all of which are
properly assigned to the liberal c lege, and by which in a variety
of ways its performance is judged.

The booklet, Education Beyond the High School, suggests that in

 

order to meet the problems stimulated by the population increase, the
various technological developments, and the changing world conditions,
we must be able "To provide equal opportunity to permit the maximum
development of the capacities of all our citizens, we must expand our
educational resources."12
Hollisl3 relates the anticipated demand of large enrollments

to the facilities that will be required to meet these demands. Emphasis
is given to the need for expanding the facilities and prOgrams of
existing institutions of higher education and also to bring the present

facilities up-to-date in the many aspects in which they are already

antiquated.

_

llBeardsley Ruml and Donald H. Iorrison,I Eemo To A College
Trustee (New York: IEcGraw-Hill Book Co., 1959), pp. 2- -3.

 

12President's Committee On Education Beyond the High School,
Education Beyond the High School (lashington, D. C: U. S. Government
Printing Office, July, 195?), p. 12.

l3Ernest V. Hollis, "Facilities for Higher Education," Higher
Education (January, 1960), PP-B 3-5-

 

2h
Newell Brown responds to the obvious need for college educated
individuals with this statement:

Whether our national needs for college educated people are met
in the years ahead will depend, in large measure, on the success
achieved in planning and carrying through expansions in college and
university facilities and in securing enough qualified teachers. . 4h

Russell, in his "Survey of Higher Education in Michigan," makes
pertinent statements concerning the role of private colleges for the
immediate future.

The survey recommends that privately controlled institutions
continue to push vigorously their plans to carry their full share
of the expected increase in enrollments during the next 15 or 20
years. It points out that only 22 per cent of Michigan's total
student enrollment is in privately controlled institutions, a
considerably smaller proportion than that in the country as a whole.
The privately controlled institutions in Michigan will need to
make vigorous efforts to improve their facilities and their
financial support. Funds are especially needed for the improve-
ment of faculty salaries in these colleges. The survey recommends
that every encouragement be given the privately controlled colleges
to maintain strong and vigorous programs of high quality.15

A review of dissertation abstracts covering the past decade
does not reveal a single scholarly work with either a direct or indirect
focus on the problems of transition from one college organization to
another. A variety of specific topics dealing with specific problems
within a given institutional organization are to be found. A limited
number of writings on the need or justification for a change in organi-
zation are available. HcCallum's thesis regarding Owosso Bible College

is the most recent in the North Central and deals wholly with the need

for a liberal arts college for the church denomination. Other writings

A w ._‘

lJ-‘Newell Brown, "The Hanpower Outlook for the 1960's; Its
Implications for Higher Education," Higher Educatien, XVI, No. b
¢mcember, 1959), p. 6.

15John Dale Russell, "Survey of Higher Education in Michigan,"
Higher Education, XV, No. 8 (April, 1959), p. 136.

 

25
focus their attention on administrative or curricular problems within
a certain educational organization.

In summary, the review of literature has revealed that there is
a dearth of material related directly to the problems of transition from
one college organization to another. Specific writings are restricted
to the reports of consultants and professional advisors to institutions
having requested their services. These writingshave been helpful as.
their instructions and identification of problems are often similar to
those having been experienced in the interviews, case studies, and
observations encountered in the preparation of this thesis.

It is important to notice the frequent referrals to the basic
problems of curriculum, faculty, finance, facilities, and students that
have been made by the consultants in their reports. Likewise, in the
absence of direct related literature pertaining to the problems of tran-
sition, the references and also the bibliography show direct relation-

ship to these distinct problem areas.

CHAPTER III
IDENTIFICATION OF THE PROBLEHS AT SPRING ARBOR JUNIOR COLLEGE
MSTOFX OF SPRING ARBOR JUNIOR COME

Spring Arbor Junior College was first organized by a group of
ministers and laymen of the Michigan Conference of the Free Methodist
Church in 1873 as Spring Arbor Seminary. The school was originally
organized with four different departments; primary, intermediate,
academic, and classical. The primary department instructed in the
first four grades of elementary work. The intermediate department
followed with later elementary grades and some work that would approx-
imate high school freshman courses. The academic department was
similar to our present day high school work, and the classical depart-
ment was made up of a special group of courses providing ministerial
training, and also for other professions. The academic and classical
departments were combined in 1883 resulting in a four year high school
program that quickly received the approval of the University of
bfichigan.l

There were numerous reasons for this church-related school to
be offering this type of program in the Spring Arbor community. There
was no public school in the village, and Spring Arbor Seminary thereby

served the community in this important way. In many cases entire

lDavid S.‘Warner, "Report of the Principal," Report of the
§gperintendent of Public Instruction (lensing, Hichigan, 1895), pi‘hze.

 

27
families moved to Spring Arbor and parents as well as children were
enrolled in the schoolf2 The author's own mother was a student in the
primary department along with her brother, while both parents were en—
rolled in the ministerial training courses of the classical-academic
department. This illustration also indicates another of the chief
functions of the school, that of serving an adult group that desired
training in the field of religion, many of whom had not actually com-
pleted high school. The school was thus serving both the church and
also the community in an effective way.

Enrollment was small during the first few years of Operation
with twenty-six students in 1873, and sixty students in 187h13 Since
the classical department did not include a specific sequence of courses
that led to any stated diploma, there were many enrolled students that
did not qualify for formal graduation. The first graduation class was
in 1881 with two young ladies completing the prescribed course in the
academic department. It was two years later that the classical depart-
ment was combined with the academic so that these special students
could qualify for graduation when certain requirements were met.h

The philosophy of education had been established at Spring Arbor
Seminary in its founding statements and also supported in later
appraisals. Paragraph one of the preamble to the original Articles of

Association reads as follows with abridgment:

2Spring Arbor Seminary, TwentyJThird Annual Announcement 1905-
1906 (Spring Arbor, Ii'ichigan), p. 23.

 

3Spring Arbor Seminary, Spring Arbor Seminary Record, 1973-1885
(Spring Arbor, Iiichigan), p. AZO.

hearner, loc. cit.

28

Whereas certain persons believing that religion, morality, and
knowledge are essential to the good government and the real happi-
ness of mankind have contributed. . . . for the purpose of found-
ing and maintaining. . . at Spring Arbor. . . an institution of
learning, wherein young persons may be instructed in the various
branches of learning which tend to fit and qualify them to properly
discharge. . . the multifarious duties of good citizenship, which
institution, the proprietors and friends thereof desire may b in-
corporated under and by virtue of the laws of said state. . .

Again in the writing of Dr. Ibrlin G. Smith, president from
1926 to 1933, he ably gives the following description:

The program of Christian Education is not one which is merely
adding to the current scholastic curriculum a course in Bible study
and instruction in a set of moral standards which have been set by
church creeds. Its more direct concern is that all truth, in what-
ever field it may be found shall become a part of the individual
student's thought and life concept. This attitude toward truth
makes the truth permeate every principle which motivates the stu-
dent's life. Such incarnation of truth into life's activities can
only be made through constant association with those who have ex-
perienced such incarnation. Christian teachers are the only ones
who can make education Christian.0

The quality of education in the early years of operation was
attested to on several occasions. In a report for the Board of Visitors
in 1888, Harriet B. Jaynes wrote the following to Honorable Joseph

Estabrook:

I have just returned from the annual examinations and closing
exercises of Spring Arbor Seminary, commencing June 12 and closing
June 19. The examinations, both oral and written, showed thorough
teaching and training on the part of the teachers and faithful
work done by the pupils. In the higher grades nearly all of the
examinations were written. The questions were not puzzling, but
required answers showing knowledge of the principles and skill in
solutions and acquaintance with facts. I examined a number of the
papers asking for some from the best and poorest students, then
took others at random. I have never seen papers exhibiting on an
average more thorough instruction and requirement.

*—

5Articles of Association of the Board of Trustees of Spring
Arbor Seminary (167h).

6Tbrlin G. Smith, "Christian Education at Spring Arbor Seminary
and Junior College," The Echo (1930), p. 21.

29

The public exercises, including those of the preparatory,
under-graduates, and graduates were creditable to head and heart
of teachers and students. The graduating class comprised one
young lady and two young gentlemen. Their themes were well chosen
and handled with simplicity and seriousness and dignity. The week
closed with an able address to the alumni on "hodern Greatness"
by Hr. Borkworth, an earnest Christian, and one of the leading
lawyers of Southern hichigan.

O C O O C O O C O C O O C O O O O O O O O O O 0 O O O O O O O O O O

I am so pleased with the thoroughness of culture, simplicity
of dress and manners, and genuine religious tone of the school
that I shall heartily recommend it to patronage. . . . This report
is respectfully suom1tted. . .

The high school was listed as an accredited high school by the
University of Michigan in 1911.8 The reports by various visitation
groups to the Superintendent of Public Instruction gave continual praise
for the caliber of work that was being accomplished. A common point of
criticism was that of the financial struggle of the school. In spite
of this difficulty, a quality of work was produced that received
approval of the University.

After two unsuccessful attempts, one in the school year 1923-2h9
and the other in the year 1925-26,10 the junior college program was
again tried in the fall of 1928.ll This venture came during the third
year of the administration of Dr. Merlin G. Smith. Dr. Killion writes

concerning Dr. Smith, "Under his guidance, Spring Arbor enjoyed'for

eight years what was, no doubt, her most rapid period of development,

 

7Harriet B. Jaynes, "Report of the Board of Visitors," Annual
Beport of the Superintendent of Public Instruction (1889), p. 287.

Bwarner, 193. 93.3.
. 9Minutes of the Board of Trustees, March 1h, 1923, Spring Arbor,
Michigan (in the files of the College), pp. 31h, 319.

loIbid., January 2?, 192b, p. 355-

m

113339, January 27, 1928, p. 373.

 

 

30

"12 The junior college program has operated continu-

up to that time.
ously since that date.

The problem of a primary department in close connection with the
college effort came to immediate attention. In may, 1930, the Board of
Trustees made the important decision to terminate the operation of the
elementary grades. The absence of adults in the elementary program
and the greatly reduced enrollment in the primary grades were given
as the main reasons as far as the prOgram itself was concerned.13 The
elementary prOgram with its primary and intermediate departments had
served the community and the church's constituency effectively. The
emphasis of the program with its financial and physical effort was now
to be focused on the secondary and junior college years. As a closing
gesture, the Board of Trustees provided the local school district with
a sizeable plot of land on which to build an adequate school building.lh

The advent of the junior college program provided an impetus to
the enrollment even though the elementary grades had been eliminated.
The total enrollment had fluctuated for mang'years between 168 and 200
students. In 1929 the registration went up to 233, and in 1930 it

reached a new record of 252.15

The thirty years of operation from 1930 to 1960 have seen a

 

lzhead'w. Killion, "A History of Sprinc Arbor Seminary and

(L:
U

Junior College," (unpublished Lester's thesis, The University of
Michigan, Ann Arbor, l9hl), po 50-

13Ibid 0, p. 80.
1hI-iinutes of the Board of Trustees, April 8, 1930, p. 391.

l5"Summary of Registration," Spring Arbor Seminary Bulletin,
1923-1931.

 

31

cycle of enrollment fluctuations resulting from depression days, busi-
ness booms, unemployment, war, the veterans' bulge, and other miscel-
laneous conditions. Through many of the years the school had an
enrollment that filled the residence halls and classrooms to capacity.
On some occasions enrollment suffered as a result of some unfavorable
conditions. The depression years made it necessary to cut back a major
part of the prOgram until additional financial help was found. World
‘War II brought about a shortage of male students but the veterans'
benefits almost reversed the conditions in just a few years. During
this time there was a gradual, if not steady, increase with the 1960
enrollment showing an all—time high of 315 full-time students regis-

16 A definite trend was indicated as a shift of enrollment from

tered.
the high school department to the junior college section took place
during the last decade. many conditions undoubtedly contributed to
this, but items of importance would include the national increase in
college enrollment, and an accompanying emphasis on the youth program
for high school age young peeple in the many churches of the denomina-
tion.

Paralleling the change in the educational program of the in-
stitution was a significant change in the physical facilities on the
campus. The purchase of the original campus included the two buildings
constructed for the Michigan Central College. One of these was a resi-

dence hall and the other one a combination chapel and classroom building.

These buildings were constructed in 18h6 and 18h8 respectively.l7 Very

—__~

16"Summary of Registration," Registrar’s Records, 1960.

17Killion, 22, EEEf’ p. 57.

32
soon in the operation of Spring Arbor Seminary the need was obvious
for residence facilities to accomodate the male students and also for
additional classrooms. During the various periods of needs, several
of the village residences have been used at one time or another for
student housing or instructional purposes. In 1882 construction was
begun on.a new three story brick building that would provide a new
chapel auditorium and offices on the first floor and men's residence

18 The original chapel was converted to a

rooms on the upper floors.
music hall at this time, and served in a very useful way. Its useful-
ness was short lived, for in 1889, it was completely destroyed by
fire.19 Some time later, in 1905, a new administration building was
built on approximately the same location. This new building provided
much needed classroom, office, and library space.20 Hillard Hall, a
residence on the west side of the campus, had been used alternately as
a men's or women's hall as the demand might be. It has been remodeled

on several occasions and is still being used as an auxiliary residence
hall to accomodate the present enrollment.

In 1930, construction was completed on a new comodious gymnas-
ium-auditorium building.21 The chapel had not been able to care for
the various public functions for some time, and, therefore, the new
structure was welcomed by all as it performed its dual role as an audi-

torium or a gymnasium. Fortunate it was that the new building had been

—__

18Coral E. Demaray, "Personal Reminiscences," The Echo (192h),

Do 95.
19Ki11ion, 32. 5,313., p. 59.
20£95:- 933.

21I'Iinutes of the Board of Trustees, June 3, 1930, p. 393-

33
accomplished, for on December 6, of the same year, the chapel—men's

dormitory building was totally lost in fire.22 The forty-eight year

old building had served the school well, and its destruction dealt a
hard blow. Additional private dwellings were pressed into service to
accomodate the men residents displaced by the fire. Chapel services
were held in the church, and a greater load was placed upon the admin-
istration building for classroom and office space. This need immedi-
ately prompted plans for a new building that would provide facilities
for a growing and expanding college pregram. The Board of Trustees
demanded that at least two-thirds of the construction cost of the build-
ing be on hand before the building be started.23 This delayed the
actual beginning for some time, but in early 1938 sufficient funds were
available. The combination classroom-science laboratory was named
DeCan Hall and was dedicated in February, 1939.2h

A successive chain of building projects was undertaken to meet
the growing demands. Muffitt Hall was constructed to replace the
original women's dormitory said to be the oldest building for "Co-eds"
in the State of I-Iichigan.2S Ormston Hall was designed as a matching
unit for Muffitt Hall as a men's residence building. A second floor
on DeCan Hall provided additional classrooms and science facilities.
Administrative offices were made available with the completion of the

Naycroft Building. The E. P. Hart memorial Chapel became a crowning

 

22Minutes of the Board of Trustees, December 11, 1930, p. 398,
23Ibid., p. too.
2hKillion, 22. 933., p. 66.

259.99 23.10.-

 

_ I.

.1-‘

 

 

 

3h
goal for the many alumni and interested friends. This building as a
memorial to the founding father of the school presented a splendidly
equipped auditorium to seat 800 to 1000, and, thereby, fulfilled a
need where large groups and conferences could be adequately served.
The Sayre classroom building provided ten commodious classrooms, and
also became the connecting link between the E. P. Hart Chapel and DeCan

Hall, thereby completing the entire front campus building program.26
In order to separate the secondary students from the college students
in their living accomodations, a series of smaller residence units were
begun. The first one, Post House, was used to house high school girls.27
Although it functioned quite well, the early plans of terminating the
high school began to formulate, so the construction of other units was
not undertaken. An addition on the west side of the gymnasium made
room for an industrial arts shop, blueprint and mechanical drawing room,
and a series of faculty offices. in addition to provide more office
space in the ancroft Building, and the new athletic field in 1958 are
the most recent construction projects. The new athletic field has a
one-quarter mile track and a 220 yard straightaway. The construction
is of crushed glazed tile, and has been rated as one of the finest run-
ning tracks in this section of the country. There are provisions for
various field events, and also one baseball and two softball diamonds.
Of particular importance is the fact that all of the buildings
have been built on a pay-as-you—go basis, and every building and piece

of land is entirely paid for. An adjoining tract of land has been

263mm, Arbor Junior College Catalogue (June, 193m. 13- 11-

27Spring Arbor Junior College Bulletin (July, 1956), p. 1h.

purchased for further expansion, and it is on this site that the
athletic field is located. Although the campus is small in compari-
son to many large colleges and universities, the present facilities
make an excellent nucleus for a plant of greater proportions in the
future.

As important and outstanding as the development of the physical
plant has been, of even greater importance have been the successive
steps of strengthening and improving the academic program. This
historical review has identified the series of decisions that have
moved the prOgram from its earliest form, that of elementary and second-
ary, next to the inclusion of the junior college prOgram, and most
recently to the major emphasis on the college program with a view to-
ward a four-year liberal arts pregram in the future.

The major emphasis on the college pregram has naturally identi-
fied the importance of accreditation and general strengthening of the
academic program. In the spring of 1936, the hichigan Commission on
Accreditation gave notice that its program of approval would closely
parallel that of the North Central Association of Colleges and Second-
ary Schools, and, therefore, each institution not qualified as a member
of that association should put forth maximum effort to meet their re-

28

quirements. Under the direct supervision of Dr. David L. thenna,

Dean of the College, the entire faculty assumed responsible assignments
on committees to accomplish an institutional self-study. During the
1956-57 school year every area of the school operation was given atten-

tion with an analysis of the present and the potentials, with a genuine

__k

_—

28letter from Michigan Commission on Accreditation, June 18,
1956 (on file with the Dean).

36
effort to produce recommendations for both specific and general
improvements. Immediately upon the accomplishment of these individual
reports, the faculty and the administration sought to implement as
many of these recommendations as possible.29

The following fall, 1957, was the date of the official incep-
tion of the work that would result in the report to be used as the
formal application for membership in the North Central Association.
Each faculty and staff member was charged with the responsibility to
thoroughly evaluate the work being done in his area of instruction or
other assignment. Identification of weaknesses and strengths were both
important, and with the former should be a series of recommendations
that would help to overcome the weakness either immediately or in a
long range prOgram. Various committee meetings and conferences were
utilized throughout the year to give over—all meaning and effectiveness
to the work. At intervals 3 series of visiting educators were invited
to the campus to give inspiration, make evaluation, give criticism and
advice pertaining to the Spring Arbor program and the effort to gain
regional accreditation. Among those that visited for this purpose were:
Drs. Fred Eshelman and Al Ammerman of Dearborn Community College; the
late Dr. Jesse Bogus, formerly the Executive Secretary of the American
Association of Junior Colleges and then visiting professor at the
University of fiichigan; Dr. Raymond Young of the University of
Michigan; Dr. William Atkinson, President of Jackson Junior College;
and Dr. William Conley of Marquette University.

The reports of the committees with their recommendations were

 

—_— Lu

29"Preliminary Self-Study Report," July: 1957-

37
edited by Dean hCKenna, and the final form of the Self-Study'Report
was prepared for submission to the North Central Association as an
application for membership.30 Dr. John Forbes, Assistant Secretary
of the Commission on Colleges, was consulted on numerous occasions,
and his comments and instructions were very helpful.

The Self-Study Report was read by the assigned group, and their
review was then given consideration by the Executive Committee of the
North Central Association. They recommended31 that the visitation of
Spring Arbor Junior College be deferred one year in view of the status

32

of certain of the recommendations within the report. This suggestion
was happily received at the college, and the year was spent in active
preparation. Many of the recommendations were implemented during the
ensuing year, and the program was strengthened in many ways. A high
light of the experiences of the year was the "trial examination" made
by Dr. William Conley, of Marquette University. His valid criticisms
were tempered with just the amount of encouragement necessary to pro-
duce an active response to his suggestions. The progress report filed

in September, 1959, indicated the accomplishments during the period

since the initial application was instigated.33 The Self-Study Report

had received considerable recognition as an outstanding and well pre-

pared report. The consultants at the North Central office recommended

30"Self-Study Report," April 22: 1958'

3lletter from North Central Association, October 2, 1958 (on
file with the Dean).

32"Self-Study Report," 9g} 333-, 99- 136-7-

33nF0110w—up Report of the Institutional Self-Study of Spring
Arbor Junior College," September, 1959.

38

it to approximately twenty different colleges as a report to use for a
model,3h and they also utilized it at two different workshops for
schools preparing to write a self-study report.

In January, 1960, the examination team made up of Dr. C. T.
Dunlap, chairman, Dr. C. V. Galbreath, and Dr. D. B. King visited the
campus. The thoroughness of their evaluation and their insight into
college problems, made their visitation immensely valuable. Dr. Dunlap
indicated to the administration the procedural steps in the final round
of accreditation activities. The college was represented before the
Junior College Committee by Type by the President and the Dean, who

made a summary report of the entire effort toward accreditation.35

April 1, 1960, was the climax of four long years of intensive efforts
by the entire staff of Spring Arbor Junior College, as unqualified
accreditation was awarded by the North Central Association of Colleges

and Secondary Schools.36
FACTORS INFLUENCING THE DECISION TO EXPAND TO A FOUR-YEAR INSTITUTION

The process of evaluation taking place as a faculty engages in
the task of preparing a Self-Study Report presents a valuable opportunity
to carefully scrutinize every avenue of institutional operation. During
the three year period of involvement by the Spring Arbor faculty, a

number of questions were formalized and presented with recommendations

m

3hList of referrals maintained in Dean's Office.

3S"Report of Spring Arbor Junior College to the Commission on
Colleges and Universities of the North Central Association, march 28,1960.

36Letter from North Central Association of Colleges and
Secondary Schools, April 5, 1960.

39
in the Self-Study Report-37 Another series of questions were less
formal in their structure, and focused attention quite specifically
in the area of the future plans and types of service the school would
offer. The main questions could be dbndensed to three rather specific
ones, as follows: hill students of high academic caliber choose Spring
Arbor Junior College rather than a four-year institution for the first
two years of their college experiences? hill faculty members be avail-
able for junior colleges of this type with the competition for qualif-
ied instructors becoming more acute? hill financial support of the
volume necessary be available from alumni and voluntary contributions?
The following paragraphs give some background information for each of
these questions.

Students.--The record of the past has left much to be desired
when one examines both the number and the quality of students attending
Spring Arbor JuniorRCollege in the past several years. Selective
admission has never been practiced, mostly because there has been a
lack of students rather than an over supply. 0n numerous occasions the
available dormitory facilities were not filled in spite of an overt re-
cruiting program. The second area, that of academic record of the
enrolled students has been one of concern. The results of the American
Council on Education Psychological Examinations indicates that a
slightly below junior college national norm is found in the freshmen
enrolled at Spring Arbor Junior College. Extreme differences were tab-
ulated between the classes of l95h-55 and l955~56, when BSoh per cent

and Sh.0 per cent respectively were above the 50th percentile. The

 

37HSe1f-study Report, April 22, 1958-

hO

results recorded for other years are: l953-5h, forty-two and nine
tenths per cent ranking above the 50th percentile.38 It would appear
that although the record is acceptable, there is room for considerable
improvement in attracting the highly capable student. The improvement
cited is significant in terms of the possibilities for the future.

Faculty.--Although there is a reasonable basis for anticipating
a continuation in the improvement of faculty salaries in the immediate
future, it is difficult to expect that the obvious gap between the
salaries paid at Spring Arbor Junior College and the national norm will
be reduced in any appreciable amount. The attraction for new faculty
members and the retention of those that are desired will be on the basis
of dedicated service and not on the competitive market that is based on
dollar value. The employment of new members of the instructional staff
and retention of the present will continue to be a critical problem
for the church—related junior college.

Financial Support.--Spring Arbor Junior College has and must

 

continue to rely heavily on its church constituency and alumni for op-
erational revenue. This source will always be directly proportional to
the interest and loyalty extended to the school by its patrons. As
long as there is a divided interest and loyalty produced by students
being responsible to more than one institution, and particularly when
Spring Arbor Junior College is not he last institution in contact with
these students, it will continue to be a serious problem to actually
channel their financial support in the amounts necessary to carry on

the program at Spring Arbor Junior College.

h

381bid., p. 39.

hl

In view of the aforementioned statements concerning students,
faculty, and finance, an unqualified yes to the proposed questions
would not be acceptable. The Board of Trustees and the college ad-
ministration took these problems into consideration before the
decision was made to move into the four-year college prOgram.39 of
greatest importance in making the decision was the question of how can
we best serve the young people desiring a college education, parti-
cularly those identified with the parent church organization in the
next decade? The decision to change to the four-year college pregram
was based on these positive statements. Spring Arbor Junior College
can best meet its responsibility in the field of higher education by
providing a complete unit of four years in the baccalaureate degree
pregram, and in return can expect its rightful share of academically
capable students.

By offering a fouriyear college program, prestige will be
added to the present benefits of serving on the instructional staff,
and qualified teachers can be challenged with the prospect of guiding
the formation and development of departmental areas as the expansion
takes place. Additional salary increases will be both imperative and
possible in the expanded program. And last, the undivided interest and
loyalty of students and friends of the constituency can be expected to
show increasing results in financial support of the college and its pro-
gram. Its primary role is to provide revenue for operational purposes,
and secondary, to assist in providing capital funds.

The Board of Trustees and the college administration made

— w

39Minutes of the Board of Trustees, October 7, 1959.

ha
themselves well aware of the many new problems and responsibilities
that must be faced if the expanded college program were to be consum-
mated. Additional responsibilities, increased costs, and continued
competition for faculty, students, and operational resources are sig-
nificant factors. Parallel to these problems are the new advantages
gained by the expanded program. The quality of students, the expected
increase in enrollments, the prestige that can be offered to faculty
members and the loyalties that can be developed throughout the consti-
tuency and alumni organizations are plus factors that can insure a

sound and stable program.
PRELIMINARY ACTIVITIES FOR ENTRY INTO THE FOUR-YEAR LIBERAI.ARTS PROGRAM

The prOgressive cycles that have taken place in the educational
program of Spring Arbor Seminary and spring Arbor Junior College have
been not only historical, but also background for the plans of the
future. Consideration has been given to the mounting importance of
college education for the youth of this generation. Evaluation has
been given to the effectiveness of the spring Arbor program on high
school and college age youth. An endeavor has been made to determine
the greatest need in the educational field, particularly regarding the
question as to where Spring Arbor can be most effective in its prOgram
of service.ho

Two distinct problems have been evident in the determination

0f the future educational pragram at spring Arbor. They are not depen-

dent upon one another necessarily, but they are very definitely related

—_

h0"Self-StUdy Report," 92. 931..., pp. 140-146.

h3
to each other. The one problem has to do with the continuation or
termination of the high school department, and the other is concerned
with the question of maintaining the junior college or expanding into
a four-year program.
In October, 1959, the Board of Trustees took action to termin-

ate the high school prOgram.b’l The schedule approved was to eliminate

grades nine, ten, and eleven at the end of the 1959-60 school year,
to offer only grade twelve during the year 1960-61 with a.complete
termination in June, l961.h2 The main reasons identified by the Board
and the school administration were; tuition charges were far from
meeting the cost of operation, and as tuition rates were increased
there was a significant decrease in enrollment; second, a more active
program for young people in the local churches has lessened the demand
for a boarding high school; and, third, the high school and college
programs are not compatible on the same campus. Spring Arbor is too
small a community to sponsor a day school program, and, therefore, the
program of the entire high school should be terminated.h3

The Board of Trustees gave careful consideration to the recom-
mendations of the school's administrative and faculty groups concerning
a.fourqyear college.hh The possibility of expanding to a fourqyear
program had been contemplated for a number of years. Some of the facts

that were important in the final decision were as follows:

_

Mliinutes, £93. £13.

thinutes of Advisory Committee, Board of Trustees, November 5,
1959, p. l.

l‘3Report of the President, October 7, 1959, pp. 3-6.
Mas.- e2.

hh

1. One of the first items of concern was the question, Is
the college in its present organization adequately meeting the educa-
tional needs of the church constituency, and, if not, how can they be
met? Observation by staff members over an extended period of time was
corroborated by an alumni surveyhs which indicated many did not feel
that the junior college prOgram was sufficient for their needs.

2. Can the junior college expect to draw the students in
number and caliber that are needed for a successful college operation?
It is felt that many students refrain from choosing a junior college I
for their college experience because of the transfer problem and also
the common feeling, be it true or not, that the course offerings are
somewhat limited. Also, many of the more capable students go directly
to the university or liberal arts college on a scholarship program
that often cannot be equalled at the junior college.h6

3. The private college must depend upon its alumni a great
deal for the future Operation and continuance of the school. This is
difficult for the junior college since there is a divided loyalty
among its alumni when they have transferred to another college which
has awarded the degree, and also has the last contact with the individ-
ual as a student. Divided loyalties mean divided support, and, in
many'cases, it may mean a loss of support and contact entirely.

h. Just as the alumni are sometimes divided in interest and
support, in the case of church-related schools, the constituency may

be divided likewise as they have some responsibility to support the

 

hSAlumni Survey, 1959.
“.929.- 2.12

145

schools providing the upper division training for their young pe0ple.
This may be true even when the constituency is assigned to a specific
school.

5. Although it is evident that the procuring and retention of
faculty members will always be a major problem in the operation of
either a.junior or a senior college, qualified teaching personnel may
often choose to serve in a senior college rather than a junior college
for prestige and security reasons. Therefore, in spite of the competi-
tion for teachers in the future, it would be expected that the senior
college would have an advantage in retaining them.

6. The expedient investment of time, effort, and facility must
be the concern of every college administration. The Board of Trustees
resolved that the most efficient utilization of the church's invest-
ment would be to devote the efforts of the individuals concerned and
the facilities provided to the pregram of the four-year liberal arts
college.h7

PRESENT STATUS OF THE INSTITUTION

Spring Arbor Junior College now exists as an institution
offering programs in general education, basic pro-professional training,
and limited terminal programs in business, music, and religious train-
ing. The department of religion, while providing the minimum courses
to qualify for ordination in the church ministry, is intended primarily
as preliminary training, and that ministerial candidates will continue

on to the completion of the baccalaureate degree plus graduate seminary

‘—

h71»I'inutes of Board of Trustees, October 7, 1959, p. 167.

b6

training is the expectation.ha

The College has been recognized by
the state universities and the Department of Public Instruction since
its beginning in 1928. The Commission on Accreditation has included
the College on its approved list since l9hl. Membership is maintained
as a fully accredited junior college in the North Central Association
of Colleges and Secondary Schools. The College has established a dis-
tinguished record regarding the success of its transfer students at
other colleges and universities. Recently, Mfichigan State university
released information concerning the students it had received as trans-
fers from the several junior colleges in Michigan. The ten students
from Spring Arbor Junior College had achieved the highest grade point
average when compared to the averages of all the other schools. This
was true in several different comparisons. The native Michigan state
University junior had a grade point average of 2.h2 for the 1960 winter
term. The all-university average was 2.hO. The average for all trans-
fer juniors was 2.h2. The average for transfer students from Spring
Arbor Junior College was 2.79, with the next highest at 2.68.19 Com-
parisons at several other colleges have indicated that the Spring
Arbor transfer student has achieved average or above grades in his
academic work.

Other indices for identification of the success of graduates
of Spring Arbor Junior College, such as listings in Who's Who, and
number of graduates having earned graduate degrees or special academic

honors are not available.

 

fl

h8 ring Arbor Junior College Bulletin, Catalogue Number (May,
1960): PPO 33“ o

h9Letter from Registrar's Office, Michigan state University,

h?

spring Arbor Junior College or its administrative officers
have memberships in many of the leading educational organizations of
the nation. Included in the list would be; Michigan College Associa-
tion, Michigan Association of Junior Colleges, American Association of
Junior Colleges, American Alumni Council, American College Public
Relations Association, Association of Higher Education (National
Education Association), Michigan Education Association, and American
Association of Collegiate Registrars and Admissions Officers.

The present campus of thirty-seven acres now accomodates four
residence halls, an administrative office building, gymnasium, chapel-
auditorium, science-library, classroom building, and several residences
used in part or in whole for various college uses. The campus offers

ample space for a considerable amount of expansion in the future.
PREPARATION BY THE FACULTY AND ADMINISTRATIOI-I

One of the critical problems to be faced in any period of tran-
sition is the necessity of unity of purpose within the entire staff of
the institution. ‘With this in mind, the Administrative Cabinet of
Spring Arbor Junior College, under the direction of the Dean of Academic
Affairs, met on a number of occasions to give guidance and direction to
the transitional planning for the college. One of the first steps was
to set up a series of meetings and interviews with various faculby
groups in order to both involve them and to benefit from their judgment
and suggestions regarding the problems. The Administrative Cabinet is
composed of the President of the College, the Dean of Academic Affairs,

the Director of Business Affairs, the Director of Student Affairs, and

1:8
the Director of Public Affairs. Each of the second echelon adminis-
trators has the primary authority and responsibility within his
designated area. As a group, they represent the total college opera-
tion. Each subordinate staff and faculty member has access directly
to the Director of the indicated area, or to the President upon
request.50

The Administrative Cabinet made as one of its first suggestions
that care should be given to the obvious problem of endeavoring to go

too far too fast.51 In other words, it is desirable to offer a strong

program in a limited area rather than branch out too rapidly, and,
thereby, weaken the program as a result. Any heterogeneous group of
students will desire a wide range of course offerings all in the scope
of their natural interests. Rather than try to satisfy all of these
demands, an attempt must be made to offer a reasonable number and main-
tain a quality product. In the early program this restriction may tend
to influence some students to enroll elsewhere, but in the long run
quality education will earn a reputation that will call many more top
flight students than are lost.

The question quickly poses itself then as to what areas should
be given consideration in the first stages of development. During the
two school years 1958-59 and 1959—60, approximately 50 per cent of the
enrolled college students at Spring Arbor Junior College indicated

teacher preparation as their vocational choice. It is obvious that

50Faculty Handbook, p. 3h.
51Cabinet Minutes, October S, 1960-

sgEnrollment Records, Registrar's Office.

119

this should have early consideration in the curriculum planning.
Awareness of the added needs for faculty and facilities as certain
courses are added will naturally have an important part in the total
planning schedule. Desirable courses that can be offered by present
faculty members and that do not demand extensive new facilities can
be part of a very efficient operation.

Another area of vital concern as recognized by the Adminis-
trative Cabinet is that regarding the future staffing of the college.
Immediate steps were taken to begin a series of contacts with indivi-
duals either in the process of doctoral programs or having them
already completed}3 Continuous contacts will be made with these and
additional prospective staff members keeping them aware of the expanded
pregram and the opportunities afforded for service in an institution
such as Spring Arbor Junior College as it achieves status as a four-
year liberal arts college. Often faculty members already with several
years experience can be challenged with the opportunity to plan and
develop a department under their individual supervision.

Faculty members either as individuals or as committees gave
consideration to the upper division courses needed to be offered by a
four-year liberal arts college. Their suggestions indicated their own
concern that quality work be the guiding factor in determining the

St

rapidity with which new or additional courses be offered. In a num-

ber of cases the faculty member's own suggestion was for a limited

number of courses to be offered in that specific area, and in other

w

53Cabinet Minutes, November 9, 1959.
5h

Reports on Curriculum, Dean's Office, May, 1960.

50
cases the suggestion was a strong demand for immediate expansion of
the department to be able to offer sufficient courses to qualify as

a "major" area.55

MAJOR PROBLEMS

The major problems identified in the following paragraphs are
those problems which will be of real significance in planning and
developing the pregram for a foureyear liberal arts college at Spring
Arbor. The problems as suggested are closely related to the general
problems recognized by the North Central Association in its accredita-
tion manual.56 Most of these problems are already identifiable in the
present junior college program, but certain projections and amplifica-
tions must be made for the future.

Institutional Purposes.--In the process of determining the

 

direction of the college pregram for the future, one of the important
areas and perhaps the starting point is that of institutional purposes.
What is the major purpose of the school? Is this reflected in the
curriculum? Do the student activities show a correlation of these pur-
poses? Do the institutional purposes restrict or in any way determine
the type of student that enrolls in the school?

Curriculum.--Does the curriculum of the college fulfill the

 

major aspects of the institutional purposes? Is the curriculum designed

to serve a specific group of students? Is there articulation between

__

gnu.

 

56Commission on Colleges and Universities. "Guide for the Eval-
uation of Institutions of Higher Education," North Central Association
of Colleges and Secondary Schools, 1958. (Himeographed.) pp. 1-68.

El
the curriculum, the educational units preparing students for entry,
and possible transfer to advanced studies? Is the curriculum so
devised that there is Opportunity for keeping it current with educa-
tional advances of the day? Are there provisions for changes to
accomodate the desires and needs of the enrolled students or the
potential students? Can a curriculum be developed that will be strong
in the competition of college programs? hill it be specific or gen-
eral in nature?

Faculty.--hhat are the prospects of building and maintaining
a faculty that is qualified in the terms of national collegiate
standards? Are teaching conditions, facilities, salaries, and pro-
fessional benefits acceptable? How do present faculty members fit into
the long range plans? What plans are prOposed to further the develop-
ment of faculty members? Is there academic freedom? Is prestige and
professional status possible as a member of the faculty?

Students.--What is the source of students for the proposed
fourqyear college? Will they be of exceptional academic ability,
average, or below average? Will they have a common perspective or set
of goals? What will be their economic status? Will there be a strong
direction of demands coming from the students? What can be expected of
the students regarding their position with a church-related college?

Facilities.--Are the present facilities being used to the

 

maximum effectiveness? What innovations are possible for more effect-
ive utilization? What additional facilities will be necessary for the
proposed growth and expansion? Is there a carefully developed pregram

to insure the proper sequence of buildings and equipment? How is this

52
to be determined? Will highly specialized buildings or equipment be
needed?

Finances.--The area of finance and the related problems encom-
pass a variety of enigmas. For the purpose of systematic inquiry, they
are hereby divided into these areas of consideration; operational
funds, auxiliary activities, capital accounts, and miscellaneous in-
come categories. In considering operational funds, one of the obvious
questions would be, Will there be sufficient operational funds to
maintain the pregram suggested? Will these operational funds origin-
ate from a source that can be considered as stable? What part will
student tuition and fees play in the operational budget? Will opera-
tional funds be affected by capital expenditures?

In the area of auxiliary activities, will they be self-sustain~
ing? that effect will charges made of students for auxiliary activities
have on the fees and tuition expected? Can auxiliary enterprises be
self-liquidating? Will some of the activities need to be subsidized
by the operational budget?

What will be the source of capital revenue? What effect will
capital fund drives have on the Operational budget? Will capital funds
not church—related be available without serious effect on the sponsor-
ing church-college relationship? Bfill capital funds be available when
they are critically needed?

Are there sources of miscellaneous income categories? Are
other sources possible? For what purpose or purposes can these be used?

How does this rank as a part of the total financial program?

5 3
sue-um

These individual questions help to focus the attention on the
basic problems that must be considered. The six different categories
represent the main areas of concern. Their choice has been conditioned

by their importance in the self-study program as previously studied.

CASE STUDIES
BITRODUCT ION

The purpose of this chapter is to identify the preliminary
activities leading to the selection of the four colleges for personal
visitation and interview; to indicate the criteria used for their
selection; to discuss .he methods used in the interviews; to report
the findings based on the interviews correlated with data obtained
from the self-study reports of these institutions; and to report
the review of self-study reports of other institutions not included

in the personal interviews.
PRELIMINARY ACTIVITIES

The developmental stages of this study began with various
administrative officers and faculty members discussing the role of
the church-related college in the light of the many demands and
requirements by the current American society. hany questions were
asked and a number of problems were identified.1 Early in the dis-
cussion sessions, it became obvious to all involved that those in
closest contact with the college program and activities should have

first opportunity to make suggestions and have a part in the planning.

-;

1"Self-Study Report," April 22: 1958: P. - 132‘137'

55
As a result, a number of casual discussion groups were scheduled. On
some occasions the problems were openly identified, and at other times
the groups were purposely'called for other reasons and then led into
the discussion concerning transitional problems. At the later meetings
a more formal organization was maintained and suggestions were
recorded. Curriculum committees of the faculty were organized in order
to have them develop proposals that could be put into effect in their

instructional areas.2

The faculty committees were challenged to give
consideration to the direction and extent of deve10pment in each in-
structional area. The results of these committee activities play an
important role in the final recommendations in Chapter VI.

In order to correlate the activities of the faculty and admin-
istration at Spring Arbor Junior College with the total prOgram of
planning and expansion, it was wise to establish the next steps immedi-
ately. A realistic approach seemed to be the careful observation of
other institutions which had experienced the transition in the past few
years. The use of a questionaire was evaluated, and after consultation
with members of the Doctoral Guidance Committee, it was suggested that
information from a personal structured interview could be of more value
than that obtained from a questionaire. This resulted in the develop-
ment of a questionaire to be used in the personal interview, and then
the selection of a number of colleges to be visited. It was obviously
wise to select colleges that had some similarity to Spring Arbor Junior

College in organization and background, and also those which had recently

_‘

fi

ZMinutes of the Faculty, Spring Arbor Junior College, February,
12, 1960.

 

 

:15;

56
made the transition from the junior college to the four-year liberal
arts prOgram. In addition to those interviewed, the Self-Study
Reports of three other colleges were studied. A summarization of the

information derived from these interviews and reports is recorded on

pages sixty to ninety—five.
SELECTION OF COLLEGES FOR PERSONAL INTERVIEN

The first step in selection of the colleges to include in the
proposed interview schedule was to determine a set of criteria by
which the colleges would be chosen. The following items were selected
as important facts to take into consideration in making this choice:
(1) organizational control; (2) transitional experience; (3) regional
accreditation; (h) similarities in terms of enrollment and physical
plant requirements; and (S) accessibility for interview. Each of these
criterion is identified in more detail in the following paragraphs.

Organizational Control.--In order to make a comparison of value,

 

certain elements of organization were chosen as having direct implica-
tions. The inherent differences between public control and private
control were reCOgnized to be sufficient so that the college to be com-
pared should be of private control since Spring Arbor College is of
this design. In the same area, would be the conditions involved in
church-control versus non—church private control. Again, for a matter
of best comparison, the desire would be for comparison with a church-
related institution.

Egansitional Experience.--It would be quite obvious that the

 

real value of comparison would direct that the colleges should be those

57
that have undergone the transition from the junior college program to
the four-year liberal arts pregram in recent years.

Regional Accreditation.--Accepting the hypothesis that region-
al accreditation represents an acceptable evaluation of the college
program, and also that this reCOgnition is both desireable and necess-
ary, the status regarding the regional accreditation of the college is
an important one for consideration.

Similarities in Enrollment and Physical Plant Requirements.--
Although many aspects of a college program would compare almost regard-
less of the size, the most careful comparisons would require that the
schools being compared have enrollments of a reasonable likeness, that
physical plant requirements would be of similar nature, and that the
composite of the student body bear some resemblance.

Accessibility for Interview.--Although not of importance in
actual comparison of colleges, for all practical purposes, the colleges
selected for this personal interview need to be in reasonable distance
in order to have information factual and available.

After the identification of the criteria to be used for select-
ing the colleges, the next step was to locate information concerning
colleges that would be eligible for consideration. Personal inquiry
was conducted regarding colleges in the State of Michigan, and a search
of the records of the Commission on Colleges and Universities, North
Central Association of Colleges and Secondary Schools was made. A memo
entitled "Accrediting Actions--1960" listed three institutions having

been accredited as institutions conferring the Bachelor's degree,

58
effective April 1, 1960.3 Verbal contact with the Assistant Secretary,
Commission on Colleges and Universities, supplied names of other col-
leges having completed the transition in recent years. A sister insti-
tution related to the Free Methodist Church, Roberts Hasleyan College
of North Chili, New York, had entered the field of four-year liberal
arts colleges in the past decade. Consideration was given to these
colleges.

Using the criteria listed earlier in this chapter as the guide—
lines, and the information available concerning various institutions,
the following four colleges were selected as the ones to investigate
diligently for information concerning their transition from the junior
college to the four-year liberal arts program.

Graceland College, Lamoni, Iowa, a private, church-related
college, introduced its upper division work in the fall of 1956, and
graduated its first class with Bachelor degrees in June, 1958. The
enrollment of Graceland College at the time of adding upper division
work was approximately 700 students.h

Mount Mercy College, Cedar Rapids, Iowa, a private, church-
related college introduced its upper division courses in the fall of
1957, and conferred its first Bachelor degrees in June, 1959. The North
Central Association granted accreditation in April, 1960. Its enroll-

ment at the time of beginning its four-year program was less than 200.5

. 3Ietter on file in President's Office from North Central Assoc-
iation of Colleges and Secondary Schools, Annual fleeting, April 1, I900.

hPersonal interview with Dr. hilliam 3. Could, Graceland College,
June, 1960.

5Personal interview with Sister Nary Eleanor, June, 1960.

S9
Shimer College, Mount Carroll, Illinois, a private, church-
related college began its upper division work in the fall of 1955, and
bestowed its first degrees in June, 1957. It was approved as a degree-
granting institution by the North Central Association in 1959. After
graduating three classes, Shimer College has an enrollment of 235

students.6

Roberts Wesleyan College, North Chili, New York, a private,
church-related college is a sister institution to Spring Arbor Junior
College, being related in a similar manner to the Free Hethodist Church.
Roberts Wbsleyan College offered its first Bachelor degrees in 1951.
Although it is not a member of the Middle States Association, its rat-
ing with the New York State Department of Education has identified its
academic and teacher training program as Very satisfactory. Its en-
rollment for the 1959-60 academic year was approximately hOO students.

The first three colleges identified were selected because of
the similarity of their organizations, programs, enrollments, and
physical plants. They had each recently progressed through the transi-
tional period from the junior college to the four-year liberal arts
program, and in addition had successfully achieved membership in the
North Central Association, the regionally accrediting body. The fourth
college was selected because of its similarity in church relationship,
size, and program. All four of the colleges were accessible for inter-

view, and personnel were available for interview purposes.7

—k

6Personal interview with Dr. F. J. mullin, Shimer College,
Jmm,lW@.

7Personal letters in President's File.

60

PETHODS USED ‘3 DETERV 131

Each interview was arranged in previous correspondence with
administrative officials of the college.8 Tie technique of a structured
interview was employed in order to obtain the maximum amount of inior-
mation in the least amount of time. This technique also reduced the
hazard of omitting valuable information. The interview form used is
produced in the Appendix. Much of the information obtained was later
verified by printed material supplied by the interviewee, although in
some cases this was not possible and reliance on the verbal statements
was necessary. whenever it was possible, information on the interview
sheet was filled out previous to the interview and verified verbally.
This method saved considerable time for the school official involved.
Some historical and administrative data was available from the college
catalogue previous to the interview. Each of the college administra-
tors interviewed was extremely cooperative, and notes were taken as
general background information was supplied and as "open-ended"
questions were being answered.

The general information received through these interviews is

reported in the paragraphs that follow.
REPORTING TIE FEEDINGS

Graceland College, Lamgni, Iowa.--Graceland College was organi-

 

zed by the Reorganized Church of Jesus Christ of Latter Day Saints in
September of 1895. The early educational offerings of the college

included both four years of collegiate work and also an academy. "Later

*_

87

“cc. cit.

61
the policy was changed to include only junior college work. In 1915
George N. Briggs, who was to serve in the office for twenty-nine
years, became president, and the eventual transition to a junior
college was effected with full academic recognition."9 Between the
years 1915 and 1956 Graceland College offered basically a liberal arts
curriculum with some restricted offerings in terminal areas. Early
in this period Graceland College was giVen recognition by the North
Central Association of Colleges and Secondary Schools as an accredited
junior college. The Bulletin10 indicates that in the early years of
the existence of the college there were many difficult days in main-
taining the program, particularly in the area of finance. By 1956 the
enrollment had grown to approximately 700 students, with more than two
hundred students graduating from the college each year.

Graceland College maintains "a philosophy that a sound,
thorough scholardlip in academic studies constitutes the core of
collese experiences, all of which should be integrated within the
Christian way of life."11
Dr. hilliam S. Gould, Vice-President and Dean of Graceland

College, was available for interview at the Graceland campus and grac-
iously gave information as desired for the answers to questions and

other general information concerning the college, its history, and its

church relationship.

*

9Graceland College Bulletin, Official CatalOg (1959-60), p. 10.

 

10222.- 22:.

11Ibid., p. 8.

\

I‘

n
C

L

In the fall of 1956 the beginning of a four-year liberal arts
curriculum was initiated. The first graduates received the Bachelor
of Arts degree on June 1, 1958. For the first three years, only one
major field was offered, that of religion. It was indicated that five
additional major fields would be offered in the school year 1960-61.
These new fields would be elementary education, three areas in second-
ary education, physical science, biological science, health, physical
education and recreation, and a major in the area of medical technol-
Ogy. In the future, majors in English, business education, business
administration, and social science will be added. Further expansion
would include history, mathematics, chemistry, and music.

It was indicated that the college administration had kept in
close contact with the North Central Association during the period of
planning and throughout the first years of operation. Immediately
after the second graduation in June of 1959, application was made to
the North Central Association for a change in status from the junior
college classification to that of a Bachelor degree granting institu-
tion. This was granted as of April 1, 1960.12 As new fields of work
are added, supplementary evidence will be supplied to the North Central
Association for their approval.

Supporting evidence that curriculum was one of the major con-
cerns in the transitional period at Graceland College comes from the
Self-Study Report. Major emphasis was placed on curriculum development
by the administration and faculty committees with studies being con-

ducted in the following areas: number of curricula offered and the

12North Central Association Letter, log. git.

63
number of students enrolled in each; follow~up study of the classes of
1953 and 195h with questions related to the effectiveness of the
educational experiences provided; follow-up study of the graduates
from 19h8 through 195?, exclusive of 1953 and l95h, with questions
concerning their preparedness for upper-division college work, or the
effectiveness of terminal courses; and the effect of various curricular
offerings on the teaching load of the instructional staff.13 During
the interview at Graceland College, the problems of curriculum develop-
ment were identified as high priority along with those of instructional
staff personnel.

During the interview, it was revealed that a number of staff
members had received assistance from the college for the improvement
of academic preparation. Sabbatical leaves had been provided for the
completion of doctorates, and plans for the continuation of this pro-
gram had been approved. The following statement gives indication of
the philosophy of the teaching staff toward their relationship with
Graceland College. "Graceland faculty members are almost all members
of the Reorganized Church of Jesus Christ of Latter Day Saints. They
consider teaching at Graceland as a personal stewardship comparable to
service in the ministry."1h

Curriculum planning became a major factor during the early
period of preparation. Both by observation and by statements by the
college official, the point of view at Graceland College has been to

begin the four-year college pragram on a restricted span of offerings,

 

13nInstitutional Self-Study," Graceland College, 1957-59,
DP 0 18-214 0

”new I» 82-

6b
and after several years experience, to then widen the program by
offering additional major areas.

Graceland College does not expect a significantly large in-
crease in enrollment due to the change to a foureyear liberal arts
college. Although there will be some increase in total enrollment,
the change will be somewhat internal with more of their native students
completing their degree work at Graceland rather than transferring
elsewhere. The natural increase as students already enrolled as fresh-
men or sophomores continue into upper division work will add to the
present enrollment bringing the total to between 800 and 1,000. Al-
though not sectarian in admission policy, about ninety per cent come
from the supporting church.

Facilities and finance have been significant in decisions as
to how fast to expand and into what areas to develop the prOgram.
Graceland College occupies a beautiful campus site on the edge of
Lamoni, Iowa. It has room for a number of new buildings as the need
and provisions are realized. Several new buildings have been con-
structed in recent years and have greatly enhanced the campus with
their beauty and usefulness. The sponsoring church, the Reorganized
Church of Jesus Christ of letter Day Saints, has given fairly good
support in a financial way during the past several years. The annual
operating income provided by the church will increase in the years
ahead, and in addition to this amount, funds for capital additions
and improvements are provided each year.

The strong relationship of Graceland College with its sponsoring

church is indicated very forcibly by the increased financial support

65
given by the church. Direct apprOpriations from the church have
increased from $20,000 in l9h5 to $55,000 in 1950 and $105,000 in
1959-15 In addition to this, the World Fellowship Fund and the College
Day offering added in excess of $50,000 to the total support. Table III
shows that the per-student financial resource increased from $5h.30 in
19h5 to $220.10 in 1959.16 The median faculty salary increased from
$3,301 in 1950 to $h,588 in 1958,17 as indicated in Table IV. Although
financial matters would continue to be a concern to the administration
at Graceland College, the support of the church was gratifying and
gave evidence of a stable financial picture. Capital funds were pro-
vided by the church in addition to these operating items.

All available evidence would indicate that Graceland College has
quite successfully accomplished the task of transition from the junior
college prOgram to that of the foureyear liberal arts college. Their
program has wisely been planned on carefully chosen and deliberate
steps to insure adequate strength before venturing on to the next leVel.
The planning for curriculum, faculty, facilities, and finance has been
in balance and has met the immediate test of evaluation. Recognition
by the North Central Association has been an important and significant
accomplishment.

In summary, the problems identified by the administrator inter-

Viewed at Graceland College correlate quite specifically with those

15"Graceland College Annual Report," 1958‘59: 9° 57°
léIbid., p. 50.

l7"Institutional Self-Study," 3g, 333-, p- 82-

TABLE III

STATISTICAL DATA CONCERNING GRACELAND COLLEGE
SOURCES OF REVENUE*

 

 

 

Church Support Per Cent of Other Support
Year Enrollment Educational Per
Total Per Student Cost Total Student
1930-31 219 3 12,262 a 56.00 . . . . . .
1935-56 238 13,000 5h.60 . . . . . .
l9hO-hl 315 16,500 52.30 . . . . . .
19hS-h6 h03 20,000 h9.70 21.9 g 1,8h6 d h.57
19h7-h8 667 37,600 56.30 18.h 19,50h 29.20
1950-51 615 55,000 89.50 22.8 16,h15 26.70
195h-55 612 75,000 122.20 2h.6 h1,u27 67.70
1957-58 702 85,500 121.70 20.6 50,723 72.30
1958-59 7hl 105,000 1u1.80 22.6 58,082 78.30

 

*Graceland College Annual Report, 1958-59, p. 75.

TABLE IV

STATISTICAL DATA CONCERNING GRACELAND COIIEGE
RANGE OF FACULTY SHARES-’1'

 

 

 

Year Average High Low
1950 3301 3792 Zhhl
1951 3101; 17100 2571
1952 3518 h200 2575
1953 3650 h300 2600
l9Sh 3868 h900 2700
1955 3971. 5000 2700
1956 b122 5250 3350
1957 u388 5500 3700
1958 17588 5800 3800

*Self-Study Report, p. 82.

68
identified in their self-Study Report. Table VI presents a compari-
son of Graceland College, both in relationship with the other colleges
of this study, and also with the Bachelor degree institutions of the
North Central Association in selected problem areas. Although curri-
culum is not identified in this schedule, it is apparent that the
availability and retention of faculty personnel is an important pro-
blem. The twenty-nine per cent having an earned doctorate ranks below
the fiftieth percentile when compared with other Bachelor degree grant-
ing institutions. As indicated previously, a significant change in
the pattern of support by the affiliated church has given assistance
in both operational funds and capital fund requirements. Even with
this assistance, it would seem reasonable that finance and facilities
would rank ahead of students and institutional purposes in the evalua-
tion of problems, as indicated in Table VII.

hount Ebrcy College, Cedar Rapids, Iowa.-~Mount Lbrcy College

first began its educational service as an acadenw for girls in 1875.
The 1950-62 CataIOg gives the following statement:

In September, 1928, the college was opened in response to an
urgent appeal of patrons of the school. It operated as a junior
college until September, 1957, when it moved into the level of a
four-year college. On April 1, 1960, Mount Mercy was accredited
as a four-year degree-granting institution by the North Central
Association of Colleges and Secondary Schools. Thus is provided
an Opportunity for higher education in the same environment and
permeated with the same Christian ideals of womanhood which have
ever characterized the work of the followeriaof nary Catherine
McAuley, foundress of the Sisters of Mercy. V

In 1936 Mount Mercy became a member of the North Central

Association of Colleges and Secondary schools as an accredited junior

18Mount Hercy College Catalogue (1950: 1962): 9' 10'

 

 

69
college. Because of conditions that made it obvious that it could not
maintain the standards expected by the Association, Mount Mercy volun-
tarily withdrew from membership in 1939. After a ten year period during
which time the college pregram was greatly strengthened in many differ-
ent areas, the administration again applied for membership and in 19h?
was admitted as an accredited junior college. This standing has been
maintained continuously throughout the eleven years until the accredit-
ing status was changed, and hount Mercy College was reCOgnized as a
four-year degree-granting institution, April 1, 1960.19

The Registrar of Mount Rbrcy College, Sister Mary Eleanor
Cashman, was exceedingly helpful in giving time for the interview con-
cerning the college. In addition to answering questions suggested in
the interview schedule, a great deal of information and historical back-
ground was divulged during the conversation with this school adminis-
trator.

The period of transition presented its usual problems for
Mount Mercy College. In view of their enrollment of less than 200 in
the junior college department, expansion into the four-year liberal arts
program was a hold one. Since the philosophy of Mount Lhrcy College
includes the emphasis on service it can supply its students, its relig-
ious community, and the civic community, it also has a responsibility
to serve its constituency in the most efficient and feasible way. It
is evident that with this philosOphic background, the administration

and faculty of Mbunt mercy College courageously and competently advanced

——

19

North Central Association Letter, 122., £32.

70
on the problems before them. The rather incredulous schedule by which
they carried forth the prOgram is attested by the remarkable success
in becoming reCOgnized by the North Central Association as a degree
granting institution before the second class was graduated. Their
Self-study Report gives evidence of the thoroughness of the task per-
formed.

In the interview with the college official, it was indicated
on several occasions that the main task confronting them during the
period of transition was that of the development of the curriculum and
securing competent staff members for instruction in the upper division
courses. Although facilities and finance were extremely important to
them, the first two were of greater significance.

The importance which the faculty and administration at Mount
Mercy College placed on curriculum is attested by the emphasis given
to this area in their Self-Study Report. The following quotation
identifies the focus of their attention:

The development from junior to senior college status was

initiated by faculty studies in curriculum begun in 1955. . . .
The present curriculum is the result of earnest study of the
objectives of general education by faculty groups and genuine
effort to determine the place which each area of instruction

should have in the deve10pment 0f the curriculum in general
education.

The curriculum at Mount Mercy College is organized in five divisions:
theology and philosophy; language, letters and fine arts; natural
science; social science; and community service. All departments are

coordinated within these divisions, and majors are offered in the

—.k

2OnReport on a Self-Survey of Mount mercy College," April 27,
1959, p. 6h.

71
departments of English, history, biology, medical technology, busi-
ness, and music education. A divisional major is also available in
social science.

An additional comment gave continuing significance:

The planning for senior college work has resulted in provision
for intensive, advanced, and independent study. The faculty
recognized that a serious problem confronted by a junior college
is the danger of horizontal extension. This has been uppermost
in the minds of departments setting requirements for upper divi-
sion courses, for determining sequences for majors, and in pre-
paring course syllabi.

Running concurrent to the problem of expansion into the upper
division was an internal problem concerning the existence of the
academy program. With the opening of the nearby Regis High School in
1958, the Sisters closed the academy, thereby affording them the oppor-
tunity of devoting all of their efforts to the college program. In
effect, the first year of junior class offerings was the last for the
academy; The school year 1958-59 saw Mount hbrcy'College as an entire
four-year institution.

Although the possibility of choosing from eight different major
fields for an enrollment as small as that at Mount mercy College might
seem a bit ambitious on the surface, further study does indicate the
possibility of a considerable amount of exchange of courses within the
different curricula. The major fields offered at Rbunt mercy College
are: biology, business, English, history, home economics, medical

technology, music education, and social science. Further plans for

expansion would indicate that some of the following subject areas now

‘

21Ibid., pp. 82, 83.

72
offered as minors would be expanded to a major field. They are art,
chemistry, education, French, mathematics, philosophy, sociology,
Spanish, and speech-drama. This rather wide and extensive range of
study areas seems quite adequate for the clientele which Mount Mercy
serves.

Staffing the senior college prOgram poses its share of pro-
blems for Mount mercy College. As a Catholic College serving both a
metropolitan area and a specific religious community, it has some
advantage in securing the instructional personnel needed. The members
of the religious community are available for assignment in areas of
service. It is evident, of course, that this is not an automatic
solution to the problem of college instruction. The suitable and
competent personnel must first be selected and then trained for the
areas where they can serve and where they are needed. This takes a
great deal of time, and a great deal of advance planning is necessary
if an institution is to plan on this source of instructional personnel.
In the case of.Mount Nercy College, a number of their staff have been
recruited from their religious community and additional staff members
from the civilian field. Twenty-nine per cent of the present faculty
hold a doctorate degree, and an additional 61.3 per cent hold the
Master's degree?2

Evidence of the effort put forth to provide opportunity for
members of the religious community to improve their professional

educational background is identified in Mount hercy's Self-Study'Report.

22"Self-study," Mount Nercy'College, 1959, p. 17.

73

Three members of the instructional staff had completed their doctoral
studies during the past four years, and a fourth was scheduled to
be completed in 1960. The administration had indicated that it
desires to provide this opportunity for at least one member of the
faculty continuously. Fifteen of the present faculty have been spon-
sored in refresher or advanced work in the past two years. Seventy-
one per cent of the staff are members of the religious community,
leaving twenty-nine per cent laity. Fifty per cent of the eight lay
members of the faculty hold the Doctor's degree. The high percentage
of lay members with a doctorate plus the assistance given to the
members of the religious community would speak well for the future
strength of the teaching staff. Since the beginning of the upper
division work, seventeen instructors have been added to the staff.
Nine of these had successful teaching experiences at other colleges,
five in high schools, and three were without teaching experience.23

Enrollment at Hount Mercy College has shown a steady growth
during the past six years, and facilities are available for continued
increase. The full-time day student enrollments for the six year
period are as follows: 19524-55, eighty-four; 1955-56, ninety-eight;
1956-57, one hundred and six; 1957-58, one hundred thirty-three; 1958-59
one hundred forty-eight; and 1959-60, one hundred seventy-five.2b In

addition to these are part-time and summer session students. The first

 

23Ibid., p. 25.

2122- e:-

7h

graduating class in 1959 numbered sixteen, and the 1960 class had
twenty-four members. With enrollments of seventy-five and fifty-two
respectively in the freshman and sophomore classes during the 1959-60
school year, there is indication of substantial increase in the
immediate future.

The facilities at Mount mercy College are quite adequate for
the present and also provide some room for immediate expansion. A
building erected in 1956 provides up-to-date accomodations as a multi-
purpose residence hall and classroom building. The campus includes
fifty-one acres of beautiful rolling land within the city of Cedar
Rapids. There is ample space for the seven units now planned in their
master development program, the first to be a library in 196 .

In no way meaning to be critical of Mount mercy College, but
it is virtually impossible to make an analysis of the financial status
of the college from the records published in the Self-Etudy Report. A
statement indicating financial stability is accepted at face value,
and the annual audit by a professional agency assures that proper pro-
cedures are being used. Table V indicates income and expenditures for
the three year period, 1955 to 1958.25 Contributed services as income
and salaries as administrative, instructional, and library expense are
difficult to interpret. Herein lies the strength and stability of the
Catholic institution. Certain fluctuations are noted in the excess of
income over expenditures with the comparison of $30,900 for 1956-57,
and $3,300 for the following year. Further comparison for the year

1957-58 indicates an excess of Educational and General Expenditures

a

25"Self-Study Report," pp. 120, 121-

TABIE V

MOUNT MERCY COLLEGE
COi'-£PARATIVE CHART OF INCOI’E AND EXHENDITIHZE'X-

75

 

Its}:

 

 

 

 

 

Educational and General (Income) ' _
Student Fees 3 36,100 $ 39,800 $ 55,700
Donations h,300 21,h00 11,200
Contributed Services 68,000 68,000 70,100
Miscellaneous 2,hOO 2,900 1,700

Total Educational and General Income$110j800' -$132,100 $138,700

Student Enrollment (Full Time) 112 120 218

Average Income per Student S 989 3 1,101 e 636

Auxiliary Activities :3 110,600 :3 521,209 33 «Same

Total Current Income $151,500 $186,300 $200,800

Educational and General (Expense) ’"00'flm' 0"-
Administrative m 17,000 3 26,500 $ 36,h00
Instruction h2,600 h6,900 71,h00
Libraries 9,h00 9,500 12,500
Plant maintenance 25,000 28,900 28,300

Total Educational and General Expense 95:000' $111:800 $158,600

Average Expenditure per Student 3 839 3 932 3 682

Auxiliary Expenditure 3 20,200 3 2h,200 $ 31,700

Student Activities 3,900 h,h00 h,300

Student Aid 12,309 15,099 12 900

Total Current Expenditures 3133,5'00 $53,100 :;I‘9‘7’:‘5'O‘G

Excess or (Deficit) $ 17,900 $ 30,900 5 3,300
Student Fees as Per Cent of:
Educational Income 32.6 38.h h0.l
Educational Expense 30.1 35-6 37-5
*Report on a Self-Survey of Mount mercy College, April 27,

1959, p. 121.

76
over Educational and General Income of $9,900 which was offset by an

26 As indicated in

excess income in Auxiliary Activities of $13,200.
Table V, student fees represented 37.5 per cent of the Educational and
General expense for the year 1957-58. With the stability of the relig-
ious community pledged to the support and Operation of the college, a
major portion of its financial problems are partially solved. Capital
improvements must come from outside financial support, and a thorough
plan of development has alreadybegun.27 I

Summarizing the results of the interview at Haunt mercy College,
and also their Self-Study Report would indicate that there is reason-
able correlation between the two sources of information. Although the
problems concerning faculty had been identified as one of the primary
obstacles in their period of transition, the Self-Study Report gives
evidence that real effort has been put forth to provide an adequate
instructional staff. The training program in effect for the members
of the religious 00mmunity, plus the fact that fifty per cent of the
lay members of the instructional staff have earned Doctorates sub-
stantiates this position. Information concerning curriculum planning
occupied an important place in the Self-Study Report, both terms of
. volume and emphasis. As indicated in Table VI, the relatively low
faculty-student ratio of 9:1 gives evidence of ability to expand en-
rollments without the same expansion necessary in instructional staff.

This provides additional income without the same preportion of expense.

 

26.122. .12.

27Ibid., p. 131.

77
The one area.of difference between the two reporting sources would
possibly be the problems in the area of finance. Table V indicates
that in comparing the years 1956-57 and 1957-58, full-time equivalent
of student enrollment increased 81.7 per cent, yet the increase in
student fees was only hO per cent. In these same years, an excess of
income over expenditures of $20,300 for total educational and general
items, became a deficit of $9,900 in 1957-58. Very possibly finance
was a serious problem and should have been evaluated somewhat higher
than it was.

Shimer College, MOunt Carroll, Illinois.--The historical

 

background of Shimer College departs marhedly from the other colleges
cited for quite a period of its existence. It was first organized

in 1853 as the Heunt Carroll Seminary, enrolling both men and women
students. After a few years the efforts were directed entirely to the
education of women and continued as such for a number of years. In
1896 a new affiliation with the University of Chicago resulted in a
transfer of control to a.new self-perpetuating Board of Trustees, and
the institution was chartered as the Frances Shimer Academy of the
University of Chicago. In this capacity it operated as a feeder insti-
tution to the University. According to the historical section of the
Shimer College Record28 Shimer College was one of the first institutions
to undertake the junior college program and graduated its first junior
college class as early as 1909, long before the junior college had won
the popular acceptance which it has now.

Other significant happenings along the educational path

28Shimer College Record, Catalog Issue (December, 1958), p. 32.

 

78

included the early recognition as an accredited junior college in
1920, and the unusual affiliation.with the University of Chicago in
1931, whereby Shimer College began a four-year junior college. This
actually included the last two years of high school and the first

two years of collegiate work.

In 1950, the Chicago influence became predominant. Under a
grant from the Fund for the Advancement of Education, established
by the Ford Foundation, Shimer became one of twelve institutions
to share in an experiment in early admission. The idea was as
old as intelligent criticism of the traditional education
pattern - break the lockstep of college routine preparation and

let the ready student enter college after his sophomore or junior
year in high school.29

Along with this major change in prOgram of experimental admissions,
Shiner also became coeducational in its student body. In 1955 and 1956
it offered the courses required in its fields of concentration, and its
first baccalaureate degrees in 1957.

The president of Shimer College, Dr. F. J. Mullin, was of
invaluable assistance in getting acquainted with the college. The
general information supplied about the college as well as the answers
to questions proposed during the formal interview were of great help.

The organization of academic work at Shimer College is some~
what different than in the average liberal arts college. The curri-
culum is set up with three years of basic "core" subjects, followed
by one year of specialized work. Although there are fields of speci-
alization, there are no majors and minors as such. The classes are
kept small and conducted on a discussion-seminar basis. Much of the

instruction is through the use of prepared syllabi containing original

 

29"The Shiner story," Reprint from The Living Church (Decem-
ber 6, 1959), p. 2.

 

79
documents and research papers.

Shimer College students have made remarkable records in
numerous testing comparisons on national levels. A recent analysis.
of standard scores on the Graduate Record Area Tests indicated that
out of 222 colleges Shimer College students rated in the top group in
social science, humanities, and natural science.30 This is an out-
standing record that attests to the quality of work being attained.

The unusual background and instructional patterns at Shimer
College have been influential in supplying competent faculty members
in the past few years. The present faculty are well qualified both
in professional training and experience. One of the outstanding
strengths offered by the college is the close relationship between
faculty and students in the school "community" and its many activities.

Enrollment at Shimer College is presently at its maximum of
235. There are plans to provide for some expansion in the near future
with additional residence halls and academic facilities to accomodate
a total of h50 to 500 students.

In 1959, an affiliation with the Episcopal Church was consum-
mated. At the present time there is no financial commitment by the
church, but a mutual arrangement of service between the college and

church. An editorial in the July 12, 1959, issue of The Living Church

 

gives this statement concerning the relationship between Shiner College

and the Episcopal Church:

3OEducational Testing Service, Graduate Record Examinations
§pecial Report 60-1, March, 1960 (Princeton, New Jerseyj, p. 7.

 

80

Shimer is affiliated with the Episcopal Church for educational
reasons -- because those who guide it believe that Christianity is
the soundest foundation for education. The Church is affiliated
with Shimer for spiritual reasons -- because the pursuit of truth is
an integral part of the worship of God. Each party has entered
into the agreement for the furtherance of its own valid purposes:
and that is the way in which effective collaboration is arrived a

Having recovered from serious financial difficulty as late as
1956, Shimer College has given evidence through a new surge of interest
and support by trustees and friends, to be on a sound financial basis.
Student fees are moderately high with tuition at $750 per year, and
other costs amounting to a total of $1,695 for resident student fees.
These fees plus the efficiency of the common curriculum give some of
the needed stability to the financial program.

The Self-Study Report of Shimer College provides insight into
the philosophy and planning of the college. This statement is signifi-
cant of the problems they recognized.

Four serious institutional problems began to be recognized,

and in the ensuing years to be attacked under a new president,
F. J. Mullin. These were: first, the maintenance of a good
faculty; second, a collegiate program which students were willing
to remain in residence long enough to complete; third, the pro-
vision of a steady and dependable means of attracting students
to Shimer who could profit from its program; and fourth, realis-
tic institutional and financial support.
Other references indicate the concern for a competent and highly
qualified faculty, and also the quality of the curriculum to be offered.

Guidelines for evaluating the instructional staff at Shimer

College are provided by the Annual Survey of Current Trends, 1956-57,

 

in 53 member Bachelor's Institutions of the North Central Association.

 

 

. . 31"Shimer and the Church: Two-Way Benefit," Reprint from The
Lying Churgg (July 12, 1959), p. 2. *-

32"A Report on the State of the college," June, 1958’ p. 6'

81

In the ten guideline items, Shiner College ranked at the twenty-fifth
percentile in one, at the fiftieth percentile in two, and between the
seventy-fifth and one-hundreth percentile in seven.33 This resume is
part of Table VI. The mean instructional salary was slightly above the
seventy-fifth percentile, which would indicate an acceptable scale
being used, although considerable room for improvement. An extremely
high cost per student in total educational and general expenditure is
explained as an overt desire to keep high instructional standards in
spite of low enrollments.3h The previous record of a high turn-over
in faculty retention was reported to have been curtailed during the
past two years with no loss of faculty that were desired to be re-
tained.35

The financial difficulties of the college became critical
during 1956. A significant change in the charter of the institution,
allowing a decided change in the membership of the Board of Trustees,
resulted in a turning point for the college.36 Significant improvement
in four areas of financial support is indicative of the "about-face"
which was experienced. Gifts from corporations totaled $3,200 in
1955-56, but increased to $18,001 in 1957—58. In the same period,
gifts from foundations increased from $1,550 to $36,550; from patrons,

$3,680 to $25,312; and from trustees, $2h,12h to $47,830. This gave a

 

33Ibid., p. 100.
3thid., p. 36.
35.1.22. .32.-

361bid., p. 35.

Cd

 

 

82
7

change in the total from 332,551; to $127,963? A11 the financial
problems were not solved, but the new strength exhibited in the Board
of Trustees, both in their own support, and also in their efforts to
enlist support from friends and associates, plus the potential increase
in revenue from an expanded enrollment, give evidence of new stability
to the financial picture.

The concern over the devalopment of the unique curriculum at
Shimer College, and the resultant strength are identified on numerous
occasions in the section on curriculum in the Self-Study Report. It
is obvious that Shimer College relates its existence quite directly to
this important phase of the college pregram.38 The faculty has been
chosen because of its interest and ability in this type of instruction
and pregram. The results, although based on the achievement of a
relatively small number of graduates, have been both astounding and
reassuring.39

Although it has shown no attitude of antagonism toward regional
accreditation, Shiner College has accomplished its record on its own
individual program. Its application for membership in the classifica-
tion of a degree-granting institution in 1958 was awarded approval at
the spring 1959 meeting of the North Central Association of Colleges
and Secondary Schools.

The transition from the junior college program to that of the

fouriyear liberal arts institution at Shimer College assumed a slightly

h;

37922 22:
BBij-do, pp. 59‘910
39Ib1d., p. 7.

 

 

83
different pattern from that found at the other colleges interviewed.
Owing to their rather unique curriculum and methods, the transition
was perhaps a more natural extension than the others. To a certain
extent, their independent spirit permeated the whole concept of
development and expansion, perhaps due to the outstanding success that
had been experienced in the affiliation with the University of Chicago
in the experimental program.

Undoubtedly, the recent affiliation of Shimer College with the
Episcopal Church has already added strength and stability to the col-
lege program as well as becoming a real service agency for the church.
Though having graduated only four classes from the senior college
pregram, Shiner College seems well on the way toward a successful and
meritorious record in the collegiate field.

Table'VI provides some opportunity for a comparison of Shimer
College with the other colleges reviewed in this study, and also with
the guidelines of the Bachelor degree granting institutions of the
North Central Association. In nine of the ten areas identified, Shimer
College ranks above the fiftieth percentile. The one area excluded
was the percentage of educational and general budget used for instruc-
tion. An unusually large amount had been reported as total educational
and general expense per full-time equivalent student, $2,560. There is
some indication that board and room expense has been included in this
figure, and that would obviously reduce the percentage being used as
instructional expense.

An unusual amount of effort is put forth in the Self-Study

Report in identifying the unique curriculum and its central place in

8b
the entire college program. There is little doubt that this occupied
the number one position of problems to be solved in the period of
transition. This was closely correlated to the building of the in-
structional staff, and a great deal of emphasis was placed on this
item. As indicated on page 81, the area of finance had been a serious
problem to the administration of the college. significant improvements
had been accomplished, but the identification of this as the third
most important problem was well authenticated by the factual material
presented in the Self-Study Report.

Roberts healeyan College, North Chili, New York.--As a sister

 

college in church affiliation to Spring Arbor Junior College, the
transition of Roberts'wesleyan College is of noteworthy importance for
comparative purposes. In both cases, the colleces are not owned by the
Free Methodist Church, but are related to it by a requirement of church
membership for a stated percentage of trustees and faculty members, and
also through qualification as an approved institution of higher educa-
tion in accordance with the church discipline.

Roberts Nesleyan College was founded in 1866 by a group of
leaders of the Free Methodist Church. It was first named Chili Semin-
ary, and later changed to A. M. Chesbrough Seminary in 1885. The first
organization included grades one through twelve. The early grades were
in response to serve the needs of the community, and the latter grades
both for the community and also to provide education and Bible training
for prospective ministers and older laymen. In 1921 a change in the
program introduced the junior college level of instruction. The academy

program was continued with the junior college up through 19h9.

85

In gainino recognition by the New York State Department of
Education, institutions of higher education must meet rigid require-
ments for faculty and curriculum. The junior college program was
recognized with a provisional charter in 1928, and then with a full
charter in 19h5. Although recognition by the State Department is not
synonymous with regional accreditation, the reputation of the New York
Department is well known throughout the nation, and its approval does
affirm the merit of the institution's pregram.

In the early l9h0's, the college administration began giving
a prominent place in their long range plans to the proposal of termin-
ating the high school program and expanding the collegiate offerings
into the upper division levels. In 19h? the final high school class
was graduated, and this was accompanied by the addition of the junior
class during the same year. The first baccalaureate degrees were
awarded in 1951. The provisions for the four-year liberal arts pro-
gram were granted by a revised charter changing the name of the school
to Roterts'Wesleyan College in l9h9. ReCOgnition and approval of
higher learning in the State of New'York are evidenced by their
acceptance as a part of the system of the University of the State of
New York, and their curricula are approved by the New York State Depart-
ment of Education. This status was awarded to Roberts wesleyan College
during 1953, and the curriculum of the Teacher Education Department
was given full approval in 1957. This provides that graduates of the
college receive the state teacher's certificate upon the recommenda-
tion of the college to the state department.

The transition at Roberts wesleyan College took place during

86
the administration of Dr. hhrlin,G. Smith, having served as president
from 1933 to 1957. The incumbent president, Ellwood A. Voller, has
been in office since 1957. President Voller provided opportunity for
interview concerning Roberts healeyan College and the administration
of the questionaire for the purposes of this study.

The problems of transition at Roberts wesleyan College followed
the familiar pattern having been identified by the other colleges.
Topping the list with almost equal importance were curriculum planning
and staffing. In the area of curriculum planning, one of the impor-
tant points for consideration was the identifiable need of the student
clientele to be served. It was determined that teacher education was
one of the areas of considerable demand.ho One of the ways in which
the influence of the sponsoring church has been made manifest in many
areas has been by the influence of teachers trained by the church-
related colleges, serving in the various local communities. Majors
were developed in several teaching fields, namely: business and music
education, English, biology, chemistry, mathematics, history, social
studies, and Spanish. Degrees are also granted in nursing,hl Christian
theology, and a religion—philosophy combination.

Even for the college which has made a diligent study of the
type 0f prOgram or curriculum desired by its students, it is obvious
that the student enrollment soon reflects the program which is actually

offered. The administration and faculty at Roberts wesleyan College

hO"Self-Evaluation Report," Roberts Wesleyan College, Febrwry:
1959, p0 500

Mme” p. 56.

 

(r

87
had made a diligent effort to identify the specific needs of the
students they were to serve. The prOgram in teacher education was the
result of this effort, and the response in terms of student enrollment
gives indication of the success. In the five year period from 19Sh to
1958, eighty—nine of the two hundred twenty-nine graduates entered the
teaching profession}:2 This represents 38.9 per cent of the graduates.
Four of the major fields had over fifty per cent of their graduates
become teachers.h3

A significant emphasis in the Self-Evaluation Report is placed
on the instructional program and its relationship to students. In
addition to the teacher education program, the nursing program is
quite unique in its importance, and occupies a significant role in the
curriculum. It was reported verbally that the nursing prOgram had been
at maximum capacity for several years.bh

Ass0ciate in Arts, and Associate in Applied Science titles
are offered as terminal programs. This has been explained as an effort
to fulfill two desires. One is to offer a reasonable terminal pregram
for those unable or not qualified to continue in the baccalaureate
academic prOgram, and the other is to offer a prOgram that has merit
for those that can benefit from the experience of the Christian college

, . 1
campus for a limited period of time.45

h2Ibid., p. 103.
15.1.29: sit:-

thersonal Interview with President E. A. Voller.

h5"Self-Evaluation Report," 22} cit., p. 66.

 

I. L
r\

 

88

An analysis would indicate that the teacher training areas and
the nursing pregrams have been tremendously well accepted by the
student clientele. Students have attended from wide areas of the church
denomination, and the graduates are in demand for employment. The
department of religion has established a fine reputation for the quality
of graduates completing its requirements. Hany of the students are
filling important pastorates in the church, and many others have gone
on to seminary training where they have made very satisfactory records.

In spite of the tremendous competition for qualified instructors
in the collegiate field, Roberts Wesleyan College has been able to
attract an unusually strong faculty. hany of these have joined the
staff in recent years, and others have developed through additional
training and experience to make an outstanding contribution to the col-
lege. It was indicated that one of the most difficult areas of transi-
tion was that of acquiring and retaining competent and efficient
faculty members. The church-related college has the composite problem
of not only finding personnel with the needed training and expe~ience,
but also the factor of compliance with the doctrinal position of the
church, and the competition of salaries that are often far ahead of
those possible from the church—related college.

There are many ways of evaluating an instructional staff, and
each system has its merits as well as its deficiencies. Regarding the
professional training of the Roberts tealeyan faculty, approximately
twenty-one per cent hold the Doctor's degree, sixty-nine per cent the

Kaster's, and ten per cent the Bachelor's with other professional

89

3
degrees.46

Another evalu.c-un of the irsr-uc,ienal staff is the pro-
duct produced in their classrooms. In other words, how do the grad—
uates of Roberts Iflesle an College compare with national norms? The
candidates for degrees for 1956, 1957, and 1958, were required to take
the Graduate RecordE scamination Area Tests. The mean score for the
158 seniors in these three years ranked as follows: social studies,
forty-seventh percentile; humanities, fifty-sixth percentile; and
natural science, fifty-ninth percentile. This would indicate that the
graduates of Roberts healey an Collese have ac ved comparably with the
national norm of college students.L7

The rec cla tio mhip of the colle e to its regional accrediting
association is of utmost importance throughout the nation. In this
respect, Roberts .eslegan College She mr s the concern with its collegi-
ate assoc1iate. . Although membership was declined by the Middle States
Association of Colle ages in the spring of 1959, their endorsement by
the IIew Yorlc ht te Department of Education and the University of the
State of New York, gives evidence of the quality of their educational
prOgram. Their report is that application for membership in the hiddle
States Association will be renewed in the near future. The fact that
this collefe was not accredited as a junior college makes it somewhat
more difficult for then at this time. The other colleges reported were
all members of their association as junior colleges, and then found

accreditation more easily attained as senior colleges.

 

hélbid.,'p. 89.
L7lbid., p. 117.

Roberts Hesleyan College has been an active member of the
Council for the Advancement of Small Colleges, Inc. This organization
is playing an.active role in the strengthening of the college programs
on many campuses. The aid of several foundations has been available
for training seminars and various types of group activities that would
be impossible by a single college.

Enrollment at Roberts wesleyan College has shown a steady
growth during the Past several years. Many efforts have been put forth
to provide facilities for this expanding enrollment. The nursing pro-
gram has been filled to capacity.

In corroboration of the verbal statement during the interview
with the administration at Roberts Wesleyan College, the Self-Evalua-
tion Report points out the financial struggle that the college has had
in the past few years. A comparative table of income and expense for
the years 1955 through 1959 indicates the anticipated fluctuation near

the border-line of profit and loss.he Two of the five years showed a

net loss in operating budget, although one of these, 1957, showed a
loss less than $1,000. Budgets were balanced the other three years
indicating significant improvement over the years during which opera-
tional indebtedness had accrued.h9

Although faculty salaries have been.persistently'low in the
past years, the salary scale has been improved considerably in the
past five years, and other faculty benefits have been provided. The
mean salary for the year l95h-55 was $2,962. Increases in the next

hBIbi-de, pa 1&2.
thbidu p. ’43.

91
four years produced mean salaries of $3,028, $3,322, $3,60h, and
$3,891.50 During the interview, it was revealed that even greater
increases were awarded in the next two years. Oflher faculty benefits
were; participation in the faculty retirement plan, provisions for
subsidy in advanced graduate study, and encouragement with reimburse-
ment for participation in professional meetings.51

The transition from junior college to a four-year liberal
arts program has been indeed successful at Roberts wesleyan College.
President Voller reports that the requirements for accreditation are
being accomplished rapidly, and that the prospects for the future are
encouraging. The pragram at Roberts wesleyan College closely parallels
that proposed at Spring Arbor Junior College.

In summarizing the problems of transition as reported by the
administrator at Roberts wesleyan College and also as evidenced by
their Self-Study Report, there is considerable correlation between
the two sources of information. Table VI indicates that both the
median faculty salary and the number of earned Doctorates on the in-
structional staff are at levels ranking in the first quartile when com-
pared with the Bachelor degree-granting institutions of the North
Central Association. This would verify the verbal selection of in-
structional staff as being the number one problem in the period of
transition. Although curriculum is not indicated in any way in Table
‘VI, the emphasis placed on the development of the teacher education

and the nursing programs gives ample evidence of the importance of this

5°Ibm., p. 50.
Sllbide, Pa 21]..

92
TABIE VI

GUIDELINES FOR EVALUATING BACHELOR DEGREE GRANTING INSTITUTIONS
1mm CENTRAL ASSOCIATION, 1956-57

 

 

Percentile Rank

Guideline Items

Within Quartile of the Sample

 

 

 

 

 

 

 

 

 

 

 

100th 75th 50th 25th 0
Percentage of teaching 3 M G R *
with Doctorate ' I I I
69% 36% 30% 23% 10%
Percentage of teaching 8 R M G
with Master's I I I I
100% 90% 80% 71% W
Average months graduate S M R G
study per instructor 1 L I I
31 mos 26mos 2h mos 21 mos 13 mos
Student: Faculty Ratio S M R G
(Full-time equivalent) 1 J J J
10:1 12:1 15:1 16:1 23:1
Median instructional S G R M
salary I L I j_
$5.750 $3300 $14,635 31:.2111 $3.h65
Highest instructional S G M R
salary l I l I
$9,500 $6,600 $6,072 $5,700 $3,900
Educational and general 3 G R M
expenditure per student ' ' ’ '
$1,537 3 852 8 730 3 568 8 35h
Percentage of educational R M G S
and general for instruction ' ' ' '
92% 51% hl% 36% 216
library books, periodicals, MS R G
etc. , per student es: 1! J L
32h.15 $13.70 8 9.25 t 6.90 a 3.30
Library salaries per 8 M R G
student -x-* I I J. I

 

muse $23.25

$18.25 tlhdo 8 6.70

* G - Graceland College
M - Mount Mercy College
R - Roberts Wasleyan College
S - Shimer College

-x-x~ Costs reported for one year only.

93

 

 

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a m J m H m monHoo amhmam o2. spandex
m J m m N H mmcHHoo 992.2%
0 m m J H N mwmafiou Inseam pmdom
m we 2 m. m .n mwmaaoo pamfimompo
memomysm mpmmnspm moanadfiomm mocmcfim maddomm amazoapaso mmmHHoo

 

ZOHBHng mo QOHE QHHMDQ mermmqmofi mo ”mam Ea4m4dqmoo

HH> Sq;

9h
as the second problem in the transitional period. Finance is a con-
stant partner to problems of facilities and faculty salaries. The
indication in Table VI, that a ranking of above the 75th percentile
for the proportion of educational and general budget used for in-
structional purposes, and yet below the 25th percentile for the high-
est instructional salary paid, gives additional insight into the
problem of finance. Recent reports regarding enrollment and continued
strengthening of the teacher education program with the University of
the State of New York provides a significant encouragement for the
future.

Table VII indicates the ranking of the problems as suggested
by the college administrators at the time of interview with them. It
is possible that a certain amount of bias is always present when an
individual is evaluating the problems or situations of his own insti-
tution. There is evidence in the comparisons represented in Table VI
that the evaluations were fairly reliable. These two factors are also
a part of the over-all picture. First, specific questions concerning
curriculum are not a part of the questions in Table VI, although
faculty degrees and salaries, library expenditures, and instructional
expenditures are certainly related to curriculum in many ways. Second,
the questions asked of the college administrators during the interview
referred directly to the problems encountered during the period of
transition, while the information in Table VI was obtained from their
Self-Study Reports indicating arrival at a point, and not particularly
the road or difficulties in arriving. The documented information
basically supports the verbal choice in naming curriculum and faculty

95

as the first two problems at each institution. There is some
evidence that finance was somewhat more of a problem than identified
by the administrators, but in every case there was personal acknow-
ledgement concerning the financial affairs, often accompanied with

optimism that the potential for the future was good.
REVIEW OF ADDITIONAL SELF-STUDY REPORTS

In order to provide information beyond the scope of the in-
stitutions where personal interviews were conducted, an intensive
search of material was made to find other related information. The
library of Self-Study Reports maintained by the North Central Associ-
ation became a major source of information concerning colleges that
had been involved in the transition from the junior college to the
four-year college program, and especially those that had been success-
ful in becoming accredited as senior colleges following the period of
transition. Since this factor was one of the important criterion for
selection of colleges for the interview, it was, therefore, a valid
area in which to continue the search for information.

The membership list of the North Central Association indicates
that twenty-six institutions are listed as Bachelor degree-granting
institutions having been formerly accredited as junior colleges.
Fourteen of these completed the transition and were accredited as
senior colleges prior to 1950. Six colleges accomplished the change
of position between 1950 and 1955, and six.since 1955. (See Table 1,
page 8.) Since three of this latter group had been included in the

visitation, the following paragraphs contain a description of the

96
other three institutions and the problems identified during their
period of transition.52

Little Rock university of Little Rock, Arkansas, is a private,
non-church related college. It was begun in 1927 after the University
of Arkansas had withdrawn its extension courses from the Little Rock
area, and a group of interested citizens had indicated support for a
program of higher education to be continued in the city of Little Rock.
A.program entitled Idttle Rock Junior College was started under the
supervision of the Little Rock Board of Education in September of 1927
with an enrollment of approximately one hundred students.53 In April
of 1929, the Junior College was admitted as a.member of the North Cen-

tral Association and maintained this relationship through 1959.Sh In

1931, the school became the beneficiary of a substantial trust fund
established by a former governor, George W; Donaghey. This fund pro-
vided significant revenue for the operational program of Little Rock
Junior College. In that same Year, increased enrollments made it
necessary to move to larger quarters which were available in the city.
By 1937, the enrollment had grown to 269 day students and 175 night
students. Sixty-three graduated at the end of the 1937-38 school
year.55

Continued growth during the next decade presented additional

problems for facilities, and in 191.7, a generous gift of an eight acre

52The North Central Association Quarterly, loc. cit.

53nA study of Little Rock University," November, 1959, p. 1.
5“The Nerth Central Association Quarterly, 22. cit., p. 2h.
55., study of little Rock University," 23. c_i_.t_., p. 2.

97

estate provided the first opportunity for Little Rock Junior College

to have a campus of its own. Almost immediately, the Little Rock
Junior College Foundation, Inc., was established by a group of inter-
ested business men and educators with the main purpose to provide funds
for the facilities needed on the new campus. Their goal of $650,000

was reached and immediate construction was accomplished.56
During the years 1952 through 1956, a continuous study con-

cerning the expansion of the junior college into a four-year curricu-

lum was carried on. Dr. Earl Anderson of Ohio State University worked

very closely with the administration and local committees during.the

first two years. At the conclusion of his work, this formal statement

was made as part of the report, "It is in my judgment that Little Rock
Junior College can be developed into a four-year college that can be
approved by the North Central Association as a fouriyear college in
the next three or four years457 In April, l95h, Dr. John Dale Russell

rePorted as a result of his observation,

'. . .you.and your staff have proceeded very soundly in your

planning for the expansion of the present junior college program
into a foureyear degree-granting institution. After reviewing
various aspects, it seems to me that the move you are contempla-

ting would be a wise adggstment to the needs of the constituency
the institution serves.

Another consulting team worked very closely with local citizens
committees as they were identifying the needs and proposed prOgram

for the fouriyear college that was to soon emerge.

-_-____

56.9.02. 2%:-
57Ib1d., p. a.
SBij-de, pa he

98

The election of a new president in the fall of 1956 was
immediately followed by a second funddraising campaign by the Little
Rock Junior College Foundation to provide funds for major construc-
tion in preparation for the four-year prOgram that was being deve10ped.
In the fall of 1957, the official.name of the college was changed to
Little Rock university, and the first class of upper division courses
was implemented. A continuing self-study was undertaken to give in-
sight and direction to the development of the program. The work of
these faculty committees was evaluated on several occasions by eminent
scholars and educators. A great deal of emphasis was placed on our-
riculum development, competence of staff, and use of the library. The
Foundation changed its name to "The Little Rock University Foundation,
Inc." and provided the necessary funds for several new buildings. The
university was to operate as a private institution. The buildings
were owned by the Foundation and leased to the University for ninety-
nine years with provisions for extending the lease. The one building
built with government loan funds was the sole possession of the
university.

Enrollment figures indicate a sharp increase from the last
year as a.junior college (1956-57) to the third year of operation as
the foureyear college. Particularly significant was the increase in
enrollment in the junior class reported as 166 in 1957, 205 in 1958,
and 225 in 1959. Total college enrollments increased over forty per
cent in these three years.59

For little Rock university three of the problem areas heretofore

 

59mm 0 ’ p0 2140

99
identified were of minor concern. The institutional purposes were
modified only slightly as the institution expanded its services from
the junior college to the four-year curriculum. Serving the needs of
the metropolitan community was paramount in each case. Facilities
were provided by the local community through the operation of the
special foundation, and operating revenue was provided through the
Donaghey Trust.

The faculty and administration in its continuing self-study
program.identified the problems of curriculum and faculty strength as
its two main challenges. The consultants again emphasized the impor-
tance of these two areas as the important problems to be faced through-
out the transitional period.

Sioux Falls College, Sioux Falls, South Dakota, was estab~
1ished in 1881 as Dakota Collegiate Institute, by the Baptist churches
of the Dakota.Territory. The first classes met in the fall of 1883.
In 1885 the name of the institution was officially changed to Sioux
Falls University, but was popularly called Sioux Falls College. The
name was changed again to Sioux Falls College in 1931 as Grand Island
College of Nebraska was merged. In the early years of Operation a
high school program as an affiliated academy was also incorporated.
This program was terminated in 1925. During the years 1929 to 1937,
several Baptist denominational colleges were closed with the result
that this extended area now looked to Sioux Falls College as its denom-
inational school. These colleges were; Des Moines University, 1929;

Parker College, Minnesota, 1930; Grand Island College, Nebraska, 1931;

100
and Cedar'Valley'Seminary, Iowa, 1937.60

Sioux Falls College was accredited by the North Central Assoc-
iation as a junior college in 1931. In 1933 this relationship was
extended to its four-year program and was retained until l9h1. At this
time, it reverted to the junior college program, and its membership
with the Association was listed as such until l9h9. The college had
operated a four- year program again beginning in 19h3.61 An applica-
tion for membership in the Association as a four-year college in l9h8
was declined.

Enrollment increased approximately fifty per cent between 1952
and 1957, increasing each intervening year with the exception of
1955-56. The regular and part-time enrolled students, but not includ-
ing summer school enrollees, were 191 in the fall of 1952, 2hl in
1953, 300 in 195i, 299 in 1955, and 308 in 1956. The contributions
from the supporting churches increased from $21,000 in 1950-51 to
$hh,000 in 1955-56. A Living Endowment program which provided $3,600
in 1950-51 was greatly extended with a resultant contribution of
$37,700 in 1955-56. The comparison of enrollment and revenue figures
shows a fifty per cent increase in enrollment between 1951 and 1956,
and during the same period, a 300 per cent increase in operating con-
tributions.62

By 1957 there were 31.2 per cent of the faculty who had an

 

6O”Self-StudyReport," Sioux Falls college, 1957'

61Ibide, Pa ii.

62Ibide, ppe 9"10e
631bid., pp. 12-19.

101
earned Doctorate, and all others held at least a master's degree.
Additional reference was made to their field of specialized training
and their competency in the college teaching profession. or almost
equal importance to the faculty was the rec0gnition of the curriculum,
its development, and its continued evaluation.

During the period of transition and the subsequent years of
operation, the problems at Sioux.Falls College quite clearly centered
in four distinct areas, those being Faculty, Curriculum, Finance, and
Facilities. Continued strengthening in all of these areas along with
programs of continued study and development resulted in membership as
an accredited four-year college in the Nbrth Central Association in
1958.

Panhandle Agricultural and Mechanical College located at
Goodwell, Oklahoma, was first authorized by the state legislature in
1909 as a secondary school to be known as Panhandle Agricultural
Institute. In 1921, the legislature authorized the change to the pre-
sent name and the offering of a.two~year college course. Again in
1925, the state legislature provided for a change in organization by
authorizing the addition of upper division courses to begin with the

summer session of 1926.6h Previous to this latest change, the insti-

tution had been admitted to membership in the North Central Associa-
tion as a junior college as of the spring of 1926. This relationship
remained until 1933 even though the upper division courses were being

offered.65 The library at the Office of Commission for Colleges and

h...

6h"Self-Survey of Panhandle Agricultural and Mechanical
College," June, 1957.

65North Central Association Quarterly, op. cit., p. 33.

 

102
Universities,‘North Central Association has a Self-Study Report dated
l953-5h for this institution. Accreditation was not granted at that
time, and it was not positively verified whether application had
actually been made. membership in the North Central Association was
granted following the review of the 1957 Self-Survey, effective in
1958.

The enrollments as reported show a significant increase between
the years 1951 and 1956. The total enrollment for the academic year
1951-52 was h02, for 1956-57 was reported as 823. This represents an
increase of 10h per cent in the five year period.66

Since Panhandle Agricultural and mechanical College is a
public college, and since its period of transition was more than thirty
years ago, no effort was made to analyze its problems of transition.

In addition to the information obtained from the Self—Study
Reports submitted in the previous paragraphs, a report of a consultant
to Pueblo Junior College is also cited.67 The emphasis of this report
was directed almost entirely to the problems of instructional staff
and curricular planning. Dr. Kreger cited the indications of excep~
tionally good instruction and utilization of tools and equipment by the
staff in its present operation. The following three areas were regarded
with concern in viewing the current staff: (1) no member of the staff
holding an earned Doctorate; (2) a meager amount of published writings

by the members of the staff; and (3) a lack of extensive membership and

 

66"Self-Survey," op. cit., p. 11.
67Kroger, 193. 332.

103
participation in learned societies. In spite of the concern as
stated, Dr. Kroger immediately identified confidence in the present
staff in the following statement, "Most members of the instructional
staff are competent to expand their scholarly horizons to the ad-
vanced educational level of the foureyear college or university. They
should be encouraged to complete their graduate program to or at least

very close to the doctorate."68

Additional concern was identified as the consultant continued,
"It will be necessary to add to the staff a core of advanced scholars
in every academic area or subject matter field. These should be men
or women who hold an earned doctorate, or very close to this degree.
They must be added to the staff at least a year in advance of the
junior year schedule of classes in order to accomplish the necessary
course content and curricular planning."69 A significant philosophy'
permeated this report as it identified the junior college pregram with
that of general education, and in turn that general education was the
foundation for the baccalaureate degree program; therefore, that it
was a reasonable and logical step to use the strong junior college
program upon which to develop the upper division work.70

In his summary, Dr. Kreger identified his more than twenty-two
years of experience as examiner and consultant for the North Central
Association as the authority upon which he based his judgments.

Included was this statement:

 

68Ibid., p. 8.
69mm, p. 9.
70Ibid., p. 10.

10h

There is a growing realization all over the country that the
tremendous need for expanded facilities at the higher education
level can best be provided by the building upon what is now in
existence, rather than by building new and separate institutions.
. . . The building of new colleges and universities may be
inevitable in some situations and in some areas, but this should
be avoided whenever and wherever possible.

 

71Ibid., p. 29.

CHAPTER V
ANALYSIS OF THE DATA
IDENTIFICATION OF COMMON PROBLEMS

As suggested in Chapter I in the Statement of the Problem, the
primary objective would be to identify the common problems encountered
by the institutions as they moved through the period of transition
from the junior college to the senior college program. The series of

eight questionsl were utilized in the interview at each institution,

along with other questions for informational and historical identi-
fication.

It had been learned through previous investigation that each
of the institutions to be visited had prepared a Self-Study Report.
These reports varied in their exact form and presentation, but each
was the report of the evaluation of the institution by the members of
the faculty. These Self-Study Reports were carefully examined in
order to corroborate the information obtained in the interview. As
has been reported, Self-Study Reports of other irstitutions were also
examined for similar items of information.2

The interview at the selected institutions was definitely of

a structured nature. The knowledge of previous experience with the

 

le., p. 3.
201., pp. 95-10h-

106
self-study procedures made certain areas obvious. The six general
problem areas that had been identified by the faculty at Spring Arbor
Junior College3were given rank of importance in item sixteen of the
questionnaire.14

In response to this question, Curriculum was ranked as first
in importance by two of the institutions, and as second in importance
by the other two. The ranking of Faculty resulted in the same evalua-
tion as the institutions reversed themselves, and two indicated Faculty
as first in importance and two as second in importance. This could be
tabulated as a 1.50 rank for each of these major problem areas. Finance
ranked third with a 3.25 tabulation as three institutions ranked it
third in importance, and one ranked it fourth. Facilities, Physical
Plant and Equipment were tabulated next as b.25. One institution
ranked it third in importance, two ranked it fourth, and one ranked it
sixth. Students and Institutional Purposes each tabulated a 5.25
average in their rank of importance. One institution ranked Students
as fourth in importance of major problems, one ranked it fifth, and two
ranked it sixth. Institutional Purposes were ranked fifth in impor-
tance by three institutions, and sixth by the other.

The following paragraphs summarize the responses given to the
eight basic questions; by the representatives of the institutions

during the interview.

 

30f. , pp. 50-53 ‘
th. ’ Appendix.
50s., p. 3.

107

What methods or techniques of introspection have been utilized

 

to adequately deal with_philosophica1 and operational problems in the

 

institution? All the institutions identified the value of the self-

 

study procedure, and reflected its worth not only as a time defined
instrument, but also as a continuing device for constant re-evaluation.
Each institution reported with some variance of intensity the use of
faculty committees both before and following the self-study effort.
The inference was quite plain that to identify faculty involvement was
of utmost importance.

Do institutional purposes change at any time before, during, or

 

after the period of transition from the junior college to the senior

 

college_program? Most of the representatives acknowledge that it would

 

be entirely possible for the institutional purposes to undergo radical
changes in connection with the period of transition, but each one
identified that in his own institution this had not been the case.
6

Since the criteria of selection of the colleges had set a standard for

a certain homogeneous character in the institutions, it is reasonable
to assume that the purposes of these colleges had remained fairly con-
stant. Each representative identified that inherent in the extension
of the prOgram of the college was the mutual extension of goals and pur-
poses necessary to encompass the new program. Nevertheless, the basic
institutional purposes remained almost identical to those they main-
tained as a junior college.

What are the significant problems related to curriculum during

3

6Cf., p. 56f.

108

the period of transition? Although the strategic emphasis varied from

 

institution to institution, there was a clearly defined focus on the
problems related to curriculum as one of the two main areas of concern.
There was a consensus of Opinion that the responsibility to do well
whatever was attempted constituted the main task. One college had
begun its upper division work by offering only one major area and had
stated that it would add others only as it felt an adequacy to handle
additional programs with professional dignity. Another representative
identified the concern of having a program with an exceptionally strong
sequence of courses. The requirements of state departments of educa-
tion must be considered in the development of the broad curriculum. It
was noted that in the average senior college many students would be
enrolled in lower division courses while actually classified as upper
division students. This would indicate that these courses are perhaps
allowed as electives for these upper division students and are actually
considered as upper division work. In connection with this problem,
one representative related the concern that courses so used must be
thoroughly enriched in order that they truly become upper division
caliber.

Is there a significant change in the demand for members of the

 

instructional staff during the period of transition, and if so, has

 

your institution been able to meet this demand? The affirmative answer

 

was qualified in most cases with an attempt to defend the type of
instruction, and, therefore, the instructors in.the junior colleges.
Although the caliber of instruction is very good in many junior colleges,

there is little question but that the demands are greatly increased

109
during and after the transition to the senior college program. There
is a general tendency to expect a higher percentage of earned doctor-
ates on the staff of the senior college. This should not be mistaken
as just a degree status situation but a real effort to acknowledge the
need for depth in graduate training and research to give leadership
and direction to the upper division student. In addition to the demands
for faculty members with a higher level of training, there is the
natural demand for more staff members as the college expands in en-
rollment with the upper division course offerings. It is obvious that
this demand is not restricted to only colleges that are in the transi-
tion from junior college to senior college status, and, therefore, the
competition for well qualified faculty members is increasing. Each
representative reported that he had been able to meet the demand thus
far. In-service training program, unique situations which are desir-
able, and dedicated service were three of the virtues cited. There was
an optimistic feeling that they would be able to continue to meet this
demand in the future. The Self-Study'Reports indicated that signifi-
cant increases in the number of staff members with earned doctorates
were reported by each institution.

What problems are related directly to students, their academic

 

competence and their availability? The qualitative and quantitative

 

analysis of students now in enrollment and the projected enrollments of
the future will continue to receive increased attention. The eighteen
to twenty-one year olds of 1970 are not projection figures; they are
the seven to ten year olds of 1959 and can easily be counted. The

Office of Education statistics indicate that the number in the eighteen

110
to twenty-one age group will be fifty-seven per cent higher in 1979
than in 1959. In addition to this greatly increased number of college
age young peOple, there is a significant increase in the percentage
of these young peOple that are attending college. In 1900, four per
cent were enrolled. By l9h0 the percentage had increased to sixteen
per cent, while the 1959 figure had reached the thirty-nine per cent
figure. The estimate for 1970 varies from forty-four to fifty per cent.
The increased population age group plus the increased percentage attend-
ing college predict at least doubled college enrollments by 1970.7 The
1959 enrollment was in excess of 3,500,000 and the estimated projection
for 1970 approaches the 7,000,000 mark. All of this points Up to the
fact that for most colleges, the problem will not be one of the neces-
sity to recruit students, but a problem of how to serve these applying
for admission. It is obvious that this characteristic will vary in its
intensity according to a number of factors that must be taken into con-
sideration. Quite likely, the church-related college may experience
the slowest rate of growth, but even this will tax the ability of many
of them.

The matter of student competence has different implications,
but it is certainly related to that of enrollment numbers. It is
possible that certain prestige institutions using highly selective ad-
mission procedures could confine their enrollments to students with
exceedingly high academic records and abilities. This is not likely

even though it might be possible. As the competition for college

 

7Biennial Surveykof Education, l9Sh-56 (Washington: Office of
Educatibn, 195143270), p. 80

lll
admission increases, it is obvious that many institutions are going
to become very selective in their admission policies. Other insti-
tutions may receive, to some extent, other than the top echelon of
students. Even if the extreme of this should come into being, such
other factors as finance, location, curricular prOgrams, and alumni
loyalties will continue to play important parts in the selection of
colleges by young people. It is quite apparent that there will be
even greater numbers of well qualified college students to be consid-
ered for admissions in the future. The optimism of these college
representatives seems to be justified.

Are demands for facilities, other than normally expected growth

 

significantly different for the four-year institution than for the

 

junior college if it were to continue? Upper division courses often

 

require more specific facilities than do lower division courses, accord-
ing to the responses of the representatives of the four colleges inter-
viewed. This is especially true in the field of the sciences. Without
the needed buildings and equipment only mediocre instruction could be
given at the very best. These facilities and the equipment are often
very expensive. Although this could be quite a deterrent to some in-
stitutions, it was reported that some institutions have had success in
obtaining financial help from business and industry for these excess-
ively costly items. In general, the representatives reported concern
but not defeat regarding these items.

What problems have been experienced in the area of finance

 

during and after the period of transition? Which of these is most

 

significant to the transition itself? There was an extremely wide

 

112
variance of answers to this question. The amount of support from the
related church organization ranged from no support at all, to one that
received a large portion of its operating revenue directly from the
church organization. The problem of the amount or percentage of educa-
tion to be paid directly by the student was identified by each institu-
tion as a matter of concern. Most of them suggested that regular
increases in tuition and fees could be expected for some time. As pri-
vate, church-related colleges, all of them reported active pregrams
directed at foundation and philanthropic organizations in addition to
their alumni and other privately supported pregrams. The consensus of
opinion indicated a recognition of the growing competition for the pri-
vate dollar just as there was competition for the instructor and com~
petent student. They indicated that an increased effort would be
necessary to capture their fair share of the support necessary, but
also that more support was available as the American public was becom-
ing more aware of the needs of higher education. There was little
response indicating that any one problem was more significant than the
others in the period of transition.

What other problems were significant in.the period of transition?
The college officials reported only minor problems, rather specific to
their individual institutions, that were not already incorporated in
the questions just reviewed. In general, the most crucial problems were

identified in the areas of faculty, curriculum, and finance.
PROCEDURAL STEPS IDENTIFIED

Since the questionnaire did not lend itself to this type of

113
information, the author probed verbally in order to obtain information
from the college officials interviewed concerning some of the proce-
dural steps they'had used during the period of transition. From these
interviews and also from the review of the Self-Study'Reports, the
following six procedures were suggested.

Self—Study as a Tool for Institutional Planning. Without ex~

 

ception, the self-study was reCOgnized as the outstanding tool to be
employed for thorough and comprehensive institutional planning. Since
its paramount feature is the involvement of the staff, it is, therefore,
extremely effective both in planning and in implementation. A.human
characteristic presents itself whereby individuals are more apt to
accept a change or directive which they have had a part in preparing,
than one which has been handed to them or forced upon them from a
higher echelon. Self-study programs have assisted numerous colleges
across the nation to carefully evaluate their own programs resulting

in outstanding improvements.

Faculty Committees. Faculty committees are mentioned separately

 

from the self-study prOgram because under certain circumstances the
necessary work can be accomplished without the complete structure of
the self-study program. Since it is a combination of many faculty
committees that makes up the bulwark of the self-study program, then
it stands to reason that independent faculty committees can be effect-
ive in specialized areas of study.

Cooperation with Accrediting Agencies. Six of the seven

 

institutions used as case studies were in the area of the North Central

Association. Several of these colleges referred to the unusual amount

11h
of help received from the members of the staff of the North Central
Association as they conferred with them on many pertinent subjects
having to do with transition and accreditation. Planning and coopera-
tion are essential in the total process. Since several of these col-
leges achieved recOgnition as Bachelor degree-granting institutions
within three or four years from the time they offered the first junior
level courses, it is apparent that close cooperation is both needed
and effective.

State Agencies for Higher Education. Departments of Education

 

or Departments of Public Instruction have a real interest in the pri-
vate colleges within their states. Within certain areas they have
legislative and executive powers that cast them in the role of super-
vision and management. Coexistent with these are parallel roles
whereby they may give much assistance and advice on the matters where
liason is necessary with the private colleges. Certain aspects of the
college curriculum can be effective only if carefully coordinated with
the proper state agency. This applies particularly to teacher educa-
tion problems since the agency becomes the final authority in teacher
certification in most instances. Many difficulties can be avoided by
careful planning with the proper agency in the early stages of opera-
tion. Several of the college officials related experiences of great
value resulting from this type of cooperation. Frequent reference was
also made to this necessary link in higher education in the several
Self-Study Reports examined.

State Universities and Centers for Higher Education. On some

 

occasions remarks have been made inferring that large state universities

115
had little regard for the small liberal arts college in their area.
Numerous references by the college officials interviewed, and also in
the Self-Study Reports, give evidence that state universities are
really interested in all aspects of higher education. The Centers
for Higher Education established on many university campuses are a
rich source of information on many subjects pertaining to college
university interests. Although it is not their only responsibility,
many of these Centers have highly qualified consultants that can be
of invaluable service to the smaller private college. This is highly
recommended as a procedural step in helping to solve many of the
common problems faced by institutions of higher education.

Special Consultants. Although special consultants were not

 

used extensively by the college officials that were interviewed,
their reports and many references found in the examination of other
self-study reports indicate that prOgrams utilizing the services of
consultants have proven to be extremely beneficial. The type of
services rendered many times vary from a visitation of a team of
specialists, all observing in special areas of the college program,
to a rather simple arrangement of exchange of ideas and recommenda-
tions on a fairly brief interview. It is obvious that the deeper
examination can result in a real search of internal operations and
problems of the institution. A long list of nationally known educa-
tors could be compiled that have achieved a worthy reputation in the
field of professional consultation. As effective as self-study

pregrams have been, it is reasonable to assume that a member of the

local faculty might be prone to overlook certain items that would

116
immediately come to the attention of the professional individual not
having a vested interest.

In summary, let it be said that this treatment of procedural
steps is not implied to be exhaustive. These have been suggested by
the reports of their use in various institutions. Some have used only
one of them, while other institutions have used various combinations
of several types. Transition, change, or deve10pment will be most
effective when carefully planned and a course charted that provides

for thorough evaluation and double checks throughout the pregram.

CHAPTER VI
CONCLUSICNS AND RECOMMENDATIONS
THE PROBLEM

The problem was concerned with two closely related issues.
The primary objective was to identify the general or common problems
encountered by an institution during the period of transition from
the junior college program to that of the four-year liberal arts in-
stitution. The secondary objective was to relate these problems
directly to Spring Arbor Junior College with recommendations that will
implement the successful transition. A series of eight questions that
would help identify common problems was prepared to propose to college

officials of selected institutions.
METHODOLOGY

Following a set of designated criteria, four colleges were
selected for personal visitation. Interviews were held with college
officials at these institutions. To augment the information acquired
in this interview, the official Catalog and the Self-Study Report of
each institution were studied. Self-Study Reports of three other
institutions were also reviewed to correlate with the first group of
institutions. The history of Spring Arbor Junior College was presented
with an identification of problems as suggested by the administrators

and faculty.

118

FINDINGS

The following specific information concerning the identifi-
cation of common problems during the period of transition from the
junior college to the four-year liberal arts institution was revealed
by the results of the study.

1. The method or techniques of introspection utilized most
frequently to deal with philosophical and operational problems of the
institution was the self-study report.

2. The second most widely used technique of introspection
dealing with philosophical and operational problems of the institution
was the continuing faculty committee assigned to a special project.

3. Institutional purposes do not change as a result of the
transition from the junior college to that of the four-year liberal
arts institution. Minor changes take place to accomodate to the
extended program. If major changes take place during or after the
transition, it is because the basic purposes of the institution have
changed and not just because of the period of transition.

h. Institutional purposes ranked last in the list of six
basic areas identified as problems during the period of transition.

5. Curriculum was ranked along with faculty as the most
important problem area to be considered during the period of transi-
tion.

6. Of almost equal importance in the area of curriculum
problems were basic curriculum construction, sequence of courses, and

breadth of curricular offerings to be realistic in the scope of the

119
institution.

7. The demand for competent faculty was considered one of
the most significant problems to be faced during the period of
transition.

8. The senior college program with its upper division course
offerings clearly demands instructors with greater breadth of train-
ing and experience. Earned doctorates are expected in much higher
percentages on the staff role.

9. The reports from the institutions under review suggest
that they have been able to meet the demands for instructional staff
during and after completion of the period of transition to the senior
college level.

10. The academic competence of students will likely remain
about the same in future enrollments. The increased percentage of
students attending college will dip into some of the less competent
numbers but will also include some of the very competent that have
not gone to college in the past.

11. Although small enrollments have been a problem for some of
the institutions in the past, all indications are that it will be
almost impossible to provide for the large increases predicted for the
next ten years.

12. There is a greater demand for all types of facilities for
the senior college than is expected to be provided for the average
junior college.

13. Finance is a definite problem for consideration during the

period of transition. A direct relationship exists between faculty,

120
curriculum, facilities, and finance.
lh. Reports indicate that both increased competition for the
donated dollar and increased sources of revenue will be apparent to
private liberal arts colleges.
15. Finance ranked third in the common.problems identified
for concern during the period of transition from the junior college to

the senior college program.

CONCLUSIONS

The following conclusions are drawn from the results of the
findings of this study:

1. A.group of problems are clearly defined as being common
to institutions during the period of transition from the junior college
prOgram to the foursyear liberal arts institution.

2. The following list indicates the six problems that stand
out as those common to most institutions during the transitional
period and are ranked in the approximate order of importance:

First - Curriculum

Second - Faculty

Third - Finance

Fourth - Facilities

Fifth - Students

Sixth - Institutional Purposes

3. The transition from the junior college program to the four-
year liberal arts program is both possible and reasonable in view of

the needs of higher education, and the record of several institutions

121

in the past decade.
REC OI-II-IE NEAT IONS

The secondary objective of this study was to develop a series
of recommendations to be effective instruments in the implementation
of the transition at Spring Arbor Junior College.

The following recommendations are based on information ob-
tained from this study and from implications gleaned from related
educational literature:

1. The staff of Spring Arbor Junior College should concern
itself with a thorough study of institutional purposes, particularly
as they relate to the four-year liberal arts institution. These pur-
poses should become the guidelines for curriculum development, student
recruitment, and all college activities.

2. A master plan of curriculum development should be pre-
pared which identifies the framework on which the academic program
of the four-year liberal arts college is established.

3. A reliable survey must be accomplished which adequately
identifies the areas of academic concentration desired to satisfy the
curriculum needs of the students. Furthermore, a continuing plan must
be devised which will be sensitive to the changing needs of students.

h. It is imperative that the program implemented for the first
few years of operation be restricted to only the subject areas which
can be served with the greatest degree of accomplishment. Likewise,
additional areas of concentration must be developed when competent

instructors are available .

122

S. A clearly defined schedule of majors and minors should be
prepared for adequate counseling of students.

6. With a growing need for efficient operation, the staff of
Spring Arbor Junior College should instigate a continuing study which
would give consideration to such items as: class size, optimum use
television, teaching machines, seminars, and other useful techniques.

7. The administrative staff should conduct a survey of the
present faculty, obtaining information concerning their present train-
ing and plans for future preparation and service. This would be con-
sidered as the foundation for future staff planning.

8. Immediate plans should be developed which would provide
opportunities for present staff members to improve their academic
stature with additional graduate studies in areas which would be most
beneficial to the college.

9. The administration should embark on a program searching
for scholars of unusual reputation with a view of bringing them to the
staff at the earliest possible opportunity.

10. There should be a continuing study focused on the improved
goals of faculty welfare, both physical and philOSOphical. Such a
study should include considerations of salary, promotion, retirement,
insurance, and other conditions of employment essential to happy and
effective service.

ll. The study of the potential for higher education in the
Free hbthodist Church should be completed within the constituency to
the fullest extent possible. The results of this study would be

significant in the future planning of the institution.

123

12. The faculty should be organized to develop a definition
of the student clientele to be desired. This should include the
philosophy of academic competence and also the responsibilityto the
church constituency.

13. The administration and faculty should evolve a policy of
admissions that reflects the institutional purposes and the curriculum
of the college.

1h. A table of projected enrollment should be prepared to
give evidence of potential and serve as a guide for future planning.

15. The Master Plan of Campus Development should be kept
current with re-evaluation as each step is completed. This plan must
be c0gnizant of the curriculum and also the enrollment projections.

16. The construction of buildings and acquisition of equip-
ment should be carefully coordinated with the Master Plan 50 that they
are especially adapted to the task of quality education and the
specific purposes of the college.

17. The administration should provide leadership for the
Board of Trustees in the area of a total program of finance to meet
the challenge of the expanded program.

18. The present history of improvements in the faculty salary
schedule should be extended in order to attract scholars of reputation.

19. Care should be exercized so that the prOgram which pro-
vides building and equipment does not impair the operational budget.

20. A plan should be inaugurated which provides for a progres-
sive scale of student charges. Tuition and fees must increase at least

in prOportion to the increase in the total cost of education, and in

12b

some cases, may need to bear a larger share than before.

21. The administration must organize its work force in order
to make full utilization of every possible source of financial re-
venue. The combined potential of contributions from industry, cor-
porations, foundations, philanthropic organizations, alumni, special
friends of the college, and the church constituency will be necessary

to adequately endow the successful college pregram.

BIBLIOGRAPHY

BOOKS

Beach, Waldo. Conscience on Campus. New York: Association Press, 1958.

 

Clark, Burton R. The Open Door College. New York: {cGraw-Hill Book
Co., 1960.

 

Diekhoff, John S. The Domain of the Faculty in Cur Expanding Colleges.
New York: Harper & Bros.,_l956.

Good, Carter V. (ed.). Dictionary of Education. New York: McGraw-Hill
BOOK 000, 19115.

 

Harris, Seymour E. (ed.). Higher Education in the United States: The
Economic Problems. Cambridge: Harvard—UniverSity Press, 1960.

 

 

Hart, Edward P. Reminiscences of Early Free methodism. Chicago: Free
MethodistTublishing House, I913.

 

Hill, Alfred T. The Small College Meets the Challenge. New York:
MCGI‘BW'Hi-ll Bo—Ok COO, 1959.

 

Hogue, Wilson T. History of the Free Methodist Church. Chicago: The
Free NathodistiPubliShifig House, 1915.

 

Howland, Carl L. The Story of Our Church. Winona Lake, Indiana: Free
Methodist PubliShingIHouse.

 

Hutchins, Robert M. The Higher learning in America. New Haven: Yale
University Press, 1936.

 

Keezer, Dexter M. (ed.). Financing Higher Education, 1960-70. New'York:
MCGraw-Hill Book ca.,’1959.

 

 

Merston, Leslie R. A Livinngitness. Winona lake, Indiana: light and
Life Press, 1960.

 

McGeary, John S. The Free Methodist Church. Chicago: W. B. Rose
Publisher,‘1910.

 

Rauh, Morton A. College and University Trusteeship. Yellow Springs,
Ohio: The Antioch Press, 1959.

 

126

'Ruml, Beardsley, and Donald H. Merrison. Hbmo to a College Trustee.
New York: McCraw-Hill Book Co., 1959.

 

Stoke, Harold W} The American College President. New York: Harper
Bros., 1959.

 

Townsend, Agatha. College Freshmen Speak Out. New York: Harper Bros.,
1956.

ARTICLES AND PERIODICALS

Alpern, Dwight K. "Federal Aid to Education through Contingent Tax
Benefits," School and Societ , LXXXVIII, No. 2169 (February 27,
1960) 3 914-95 0

Barlow, John A. "Trends in the Use of Learning machines," Current
Issues in Higher Education (1960), 255-258.

Biennial Survey of Education, l9Sh-S6. washington: Office of
Educatibn,‘(l95hé70).

Bokelman, w. Robert. "Faculty Salaries, 1958-59," Higher Education,
XV, N0. 5 (January, 1959), 85-880

 

Brown, J. Douglas. "NE. Ruml's memo: A wrong Approach to the Right
Problem," Journal of Higher Education, XXX, No. 8 (November,
1959): hIZ-EIB-

 

Burns, Gerald P. "New Trends in Administering and Financing Higher
Education," School and Society, LXVIII, No. 2180 (November 5,
1960), [LID-1:13-

Carpenter, Finley. "How Will Automated Teaching Affect Education?"
School of Education Bulletin. University of Michigan, XXXI,
No. l‘(0ctober, 1959),48312.

 

Chambers, M. M. "Higher Education Is a Public Obligation," School and
Society, LXXXVIII, No. 2176 (Summer, 1960), 283-285.

Clark, T. C. "Conditions of werk for College Faculty and Administrators"
Journal of the National Education Association, XLVIII, No. 7
Wtober, 19997.79-61.

"Curriculum Changes at Vassar," School and Society, LXXXVIII, No. 2171
(March 26, 1960), l63-16h.

 

 

Day, Edmund E. "The Long-Range Role of Higher Education," Higher
Education in the National Service, XIV, No. bh (November, 1950)
h2'h9e

127

Demaray, Coral E. "Personal Reminiscences," The Echo (l92h), 25.

Dressel, Paul. "Improving College Teaching," Basic College Quarterly.
Michigan state University, X, No. 3 (Spring, , — .

Eurich, Alvin C. "Class Size and Student learning," The Annual
Conference on Higher Education in Michigan, November I? and_18,
1959. Ann Arbor,—Michigan, LXI, No. 80 (January,—1960), 7:16:

 

Gould, Samuel B. "The Teacher's Impact on the Curriculum," School and
Society, IKXXVIII, No. 2172 (April 9, 1960), 175-178.

 

Graceland College Bulletin, Official Catalog, 1959-60. Lamoni, Iowa
TAPrfl-s 1959): 1:89-

 

Gray, William.D. "Identification and Recruitment of Prospective
College Teachers," School and Society, LXXXVII, No. 2161
(November 7, 1959), h59efl60.

 

Greer, Thomas H., and Joseph L. Saupe. "Independent Study: An Experi-
ment," Basic College Quarterly, Michigan state University,
V, No. 2W11nter71960), 29-32.

 

Henderson, Algo D. "Who Should Go to College?" Companion Volume to
Current Issues in Higher Education (1950), 5-9.

 

 

Hollis, Ernest V. "Facilities for Higher Education," Higher Education,
XVI, No. 5 (January, 1960), 3-5.

 

Hutchins, Robert M. "Locksley Hall: A College for the Future,"
School and Society, LKXXVII, No. 2157 (September 12, 1959),
33h‘338-

Kendall, Halter S. "Our Centenary Trust," The Free Mathodist, XCIII
(June, 1960), 399-h15-

 

 

Lieberman, Myron. "Education for Tomorrow: 67 Theses," School and
Society, LXXXVIII, No. 2166 (January 16, 1960), 3E¥38.

 

Manning, John. "The Teacher Training Triangle," Basic College
Quarterly. Michigan State University, V, No.—E (Summer, 1960),

 

ikBride, Katharine. "The Role of the Trustee," Journal of Higher
Education, XXX, No. 8 (November, 1959), h324fl33.

 

Mayhew, Iewis B. "Analysis of the Literature on Higher Education,"
Current Issues in Higher Education (1959), 67-73.

 

Mead, Margaret. "A Redefinition of Education," Journal of the National
Education Association, XLVIII, No. 7 (Octbber,‘l959), 1531 .

 

 

128
Mount Nercy College Catalogue, 1960-1962. Cedar Rapids, Iowa. 1-72.

 

Mullin, F. J. "The Shimer Story," Reprint from The Living Church
(December 6, 1959).

 

Ness, Frederic‘w. "Successful Practices for Recruiting College
Faculty," Current Issues in Higher Education (1959), 77-79.

The North Central Association4guarterly. Menasha, Wisconsin, XXXV,
No. 1 (July, 1960), 1;168.

Paschal, Elizabeth. "What New Developments and Techniques Cther than
TV, Indicate that the Quality of Instruction Need Not Be
Sacrificed, nor the Teaching load Increased, while Increasing
the Number of Students Taught?" Current Issues in Higher
Education (1958), 2h0-2h6.

 

anister, Allan 0. "The Preparation of College Teachers," School and
Society, LXXXVIII, No. 2178 (October 8, 1960), 3&8-350.

 

. "Review of Research on Class Size," The Annual Conference on
Higher Education in Hichigan November 17 and 18, 1959. Ann
ArBOr, Michigan,_LXI, No. 80 (January, 1960),‘l7-25.

 

Rasmussen, Gerald R. "Current Experimental Practices in High School
PrOgraming," Michigan Journal of Secondary Education, I, No. 2
(Spring. 1960)7131-I&3-

 

Russell, John D. "Survey of Higher Education in Michigan," Higher
Education, XV, No. 8 (April, 1959), 133-137.

"Shimer and the Church: Two4way Benefit," Reprint from The Living
Church (July 12, 1959).

Shimer College Record. Catalogue Issue, 1958-1959. Mount Carroll,
Illinois,‘L,INo. h (December, 1958), l-th.

 

Smith, Seymour A. "Instrumentation for Teaching and learning in Higher
Education: New Media," Current Issues in Higher Education

(1959), 58-59-

Smith, Berlin G. "Christian Education at Spring Arbor Seminary and
Junior College," The Echo (1930), 21.

 

Spring Arbor Junior College_Bulletin, Catalogue Issue, 193h-l96l.
Spring Arbor, Elohigan.

 

"Summary of Registration," Spring Arbor Seminary Bulletin, 1923-1931.

 

Tintera, James B. "Airborne Television for the Classroom," Michi an
Journal of Seggggary Education, II, No. 1 (Fall, 1960), 58-63.

 

 

129

"Trimester Plan at Pittsburg," Higher Education, XV, No. 6 (February,
1959): 110'

 

'Woodring, Paul. "What Are the Obligations of Liberal Arts Colleges to
the Preparation of Elementary and Secondary school Teachers?"
Current Issues in Higher Education (1958), 278-280.

 

REPORTS

Abrams, Frank H. Education is Everybody's Business. New York: Council
for Financial Aidfito Education.

 

Commission on Christian Higher Education. College and Church. A Report
of the President's Commission, Higher Education fer American
Democracy. “Washington: Association of American Colleges, l9h8.

 

Committee on Utilization of College Teaching Resources. Better Utili-
zation of College Teaching_Resources. New York: Fund for the
Advancement cf'Education,‘OcEOber;Il957, May, 1959.

 

 

Council for Financial Aid to Education. Nearing the Breakthrough.
Report on a Survey of Plant Needs—Among 885 Leading Colleges
and Universities in the Decade 1957-1967. New York: Council
for Financial Aid to Education, 1959.

 

. Cpen Hide the College Door. New York: Council for Financial
Aid to Education.

 

Dressel, Paul L., Lewis B. Mayhew, Earl J. MbGrath. The Liberal Arts as
‘Viewed by Faculty mebers in Professional Schools. ’PUBIisfied
fer the Institute of Higher Education. New7Ybrk?’ Bureau of
Publications, Teacher's College, Columbia University, 1959.

 

 

Educational Testing Service. Graduate Record Examinations Special
Report 60-1. Princeton, New Jersey,‘l960.

 

 

. Institutional Means on the Area Tests for Sephomore and
Senior Classes. Graduate Record Examinations Special Report
60-1. Princeton, New Jersey, 1960.

 

Ford Foundation. Time, Talent, and Teachers. New York: Ford Founda-
tion, 1960.

 

Fund for the Advancement of Education. A Report for 1957-1959. New
York: Fund for the Advancement offEducation,il959.

 

Jaynes, Harriet B. "Report of the Board of Visitors," Annual Report of
the Superintendent of Public Instruction, 1889.

 

130

Kreger, C. w. Report of Visit to Assist in the Authorization of
Extension to the‘Bachelor's‘Ievel at Pneblo Cbllege. Pueblo,
Colerado, December, 1959.

 

 

MCGrath, Earl J. Liberal Education in the Professions. Published for
the Institute of Higher Education. ‘New York: Bureau of
Publications, Teacher's College, Columbia University, 1959.

 

President's Committee on Education Beyond the High School. Education
Beyond the High School. Washington: U. 5. Government
Printing Office 3957.

 

"A Report of the Vanderbilt University," Special Reports: Clearing-
house of Studies on Higher Education. Prepared by the U. S.
Department of Health, Education, and welfare. washington:

U. S. Government Printing Office, 1959.

 

'Russell, John D. Higher Education in Michigan. The Final Report of
the Survey—bf Higher Education in Hichigan. Prepared for the
Michigan Legislative Study Committee on Higher Education.
Lansing, Michigan, 1958.

 

Spring Arbor Seminary. Twenty-Third Annual Announcement 1905-1906.
Spring Arbor, Richigan.

. Spring Arbor Seminary Record, 1973-1885. Spring Arbor,
Michigan.

"Teaching by the Discussion method," Special Reports: Clearinghouse
of Studies on Higher Education. Prepared by the U. 8. Depart-
ment of Health, Education, and Welfare. hashington: U. S.
Government Printing Office, 1959.

 

Warner, David S. "Report of the Principal," Report of the Superin-
tendent of Public Instruction. lensing, hiChigan,‘lL957'

 

 

World Council of Christian Education and Sunday School Association and
World's Student Christian Federation. The Church College.
New York: werld Council of Christian EducatiOn and Sunday
School Association and World's Student Christian Federation,

1950.

 

UNPUBLISHED MATERIALS

Commission on Colleges and Universities. "Guide for the Evaluation of
Institutions of Higher Education." North Central Association
of Colleges and Secondary Schools, 1958. (Eimeographed.)

Killion, Head H. "A History of Spring Arbor Seminary and Junior
College." Unpublished master's thesis, University of Eichigan,
19h1.

131

little Rock University. "A Study of Little Rock University, Its Origins,
Present Program, and Future Plans." Little Rock, Arkansas,
1959. (MimeOgraphed.)

McCallum, Floyd F. "An Investigation of the Need for a Liberal Arts
College for the Pilgrim Holiness Church." Unpublished Master's
thesis, Michigan State University, 1955.

Mount Mercy College. "Report of a Self-Survey of I'v'Iount Mercy College."
Cedar Rapids, Iowa, April 27, 1959. (lfimeographedJ

Panhandle Agricultural and Mechanical College. "Self-Survey of Pan-
handle and f-bchanical College." Goodwell, Oklahoma, July, 1960.

Roberts Wesleyan College. "Self-Evaluation Report." North Chili, New
York, 1959. (Nimeographedd

Shimer College. "A Report on the State of the College." Neunt Carroll,
Illinois, June, 1958.

Sioux Falls College. "Self-Study Report." Sioux Falls, Iowa, 1957.

Spring Arbor Junior College. Alumni Survey, 1959. On file in Alumni
Office, Spring Arbor, Michigan.

. Articles of Association of the Board of Trustees of Spring
Arbor Seminary, (18911). A manuscript copy of Spring Arbor
Seminary Corporation Papers. Spring Arbor, Michigan.

. Cabinet I-Iinutes, November 9, 1959, and October 5, 1960,
Spring Arbor, Ifichigan.

. Faculty Handbook. Spring Arbor, Michigan.

. "Follow-Up Report of the Institutional Self-Study of Spring
Arbor Junior College." Spring Arbor, Michigan, September, 1959.

__ . Minutes of Advisory Committee, Board of Trustees, November 5,
1959. Spring Arbor, Michigan.

_. Minutes of the Board of Trustees, March 114, 1923; April 8,
1930; June 3, 1930; December 11, 1930; October 7, 1959.
Spring Arbor, Michigan.

. "Progress Report." Spring Arbor, Michigan, September 1, 1959.
(Ifimeographed. )

. Report of the President. Spring Arbor, Michigan, October 7,
1959.

132

. "Report of Spring Arbor Junior College to the Commission on
Colleges and Universities of the North Central Association."
Spring Arbor, Michigan, March 28, 1960.

. Reports on Curriculum, Dean's Office. Spring Arbor, Michigan,

. "Self-Study Report." Spring Arbor, Michigan, April 22,
19583 July 1, 1958. (Himeographed.)

. Summary of Registration, Registrar's Records. Spring Arbor,
Michigan, 1960.

-. "Summary Report to North Central Association." Spring
Arbor, Michigan, Harch 28, 1959. (MimeOgraphed.)

OTHER SOURCES

Graceland College. "Graceland College Annual Report, 1958-1959."
Lamoni, Iowa .

. "Institutional Self-Study." Lamoni, Iowa, 1957-1959.

 

. Personal interview with Dr.‘William S. Gould, Vice-President.
June 22, 1960.

Letter from Hflchigan Commission on Accreditation, June 18, 1956. On
file with the Dean.

Letter from Nerth Central Association, October 2, 1958; April 1, 1960;
April 5, 1960.

Letter from Registrar's Office, Michigan State university, May 15,
1960. On file with the Dean.

hbunt Mercy College. Personal interview with Sister fiery Eleanor
Cashman, Registrar, June 23, 1960.

.Roberts wesleyan College. Personal interview with Dr. E. A. Voller,
President, JUne 25, 1959.

Shimer College. Personal interview with Dr..F. J. Mullin, President.
June 23, 1960.

APPENDIX

13h

QUESTIONI‘JARE F (B DPTEEVISJJ WITH COLLEEN“ OFFICIAL

1. NATE AND LOCATION OF COLLEGE:
2. COLLEGE OFFICIAL INTERVISJED:

3. ORIGINAL NAIR AND DATE OF FOUNDING:
h. SPONSORING GROUP:

5. HISTORY OF ORGANIZATION:

6. mm FIRST BECAIR JUNIOR COLLEGE:
7. YEAR ACCREDITED AS JUNIOR COLLEGE:
8. YEAR JUNIOR CLASS OFTERED:

9. YEAR SENIOR CLASS OFFERED:

10. YEAR FIRST DEGREES OFFERED:

11. YEAR ACCREDITED AS SENIQ? COLLEGE:
12. ms SELF-STUDY ACCOIuPLLSHED?

13. DD) AREAS CONSIDERED IN THE SELF-STUDY COVER THE I-iOST II'IPORTANT
PROBLEMS FACED m THE TRANSITION FROM THE JUNIOR TO THE SENIOR

C OLIEGE?

11:. WERE THERE O'ITER PROBlEi-IS OF TRANSITION NOT IDENTIFIED IN THE
SELF-STUDY?

1" WHAT WERE THE OUTSTANDING PROBLEMS RELATED TO ACCREDITATION?

16. GIVE THE APPROXIF-‘IA'ITI ORDER OF DIPORTANCE OF THE FOLIO'.‘L\IG PROBIEI'IS
IN THE TRANSITIONAL PERIOD:

FACULTY: INSTITUTIONAL PURPOSES:
FDIANCE: FACILITIES (PHYSICAL PLANT, EQUIPI-ENT):
CURRICUL STUDENT (SERVICES, ACTIVITIES,

EIFROLll-ENT) :
OTHER :

17.

18.

19.

20.

21.

22.

23.

135

QUESTIOI'G'JRE FOR IN'I'ERV E4 WITH COLLEGE OFFICIAL (Page two)

THAT METHODS OR TECHNIQUES OF II‘J’I’ROSPECTION HAVE VEEN UTILIZED TO
ADEQUATELY DEAL WITH PHILOSOPHICAL MD OPDRAEIONAL PROBLEI-IS IN THE
DISTITUTION?

DO INSTITUTIONAL PURPOSES CHANGE AT ANY TIIIE BEFORE, DURING, OR
AFTER THE HIRIOD OF TRANSITION FROI'-I THE JUNIOR COLLEGE TO THE
SENIOR COLLEGE PRCIIRAIII?

WHAT ARE THE SIGI-IIFICAI‘JT PROBIEI-ES RELATED TO CURRICULUM DURING THE
PERIOD OF 'I'RANS ITION?

IS THERE A SIGNIFICANT CHANGE DI THE DEE-LAND FOR I'El-IBERS OF THE
INSTRUCTIOI-IAL STAFF DURING THE PERIOD OF TRANSITION, AND IF SO,
HAS YOUR INSTITUTION BEEN ABLE TO TEST THIS DEI-IAND?

WHAT PROBETS ARE RELATED DIRECTLY TO STUDENTS, THEIR ACADEI-IIC
COBPETENCE, AND THEIR AVAILABILITY?

ARE DEI-‘lANDS FOR FACILITIES, OTHER THAN NORlviALLY EXPECTED GRONTH,
SIGNIFICANTIX DIFFERENT FOR THE FOUR-YEAR INSTITUTION THAN FOR THE
JUNIOR COLLEGE IF IT HERE TO CONTINUE?

NHI-‘IT PROBIEI'IS HAVE BEN EZ‘CPE'RIENCED IN THE AREA 0 F IIJANCE DURING
AND AFTER THE PERIOD OF TRANSITION? WHICH OF THESE IS MOST

A-

SIGNIFICANT TO THE TRANSITION ITSELF?

 

 

 

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