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A STUDY OF INSICRVICIZ [IDI'CA'l'lIm PRUGRAMS 170R
S'FIFIJILNT PERSONNEL \x’MiKICRS lN SICLIICTIII)
COLLEGES AND INIVIIIISlTllCS
TN TH}: lTNl'I'l-il) S'ILA'I‘I’S

by Richard I". (Iross

Prohlrm
"the problem of this investigation was to study the inservice
education prorrams for student personncl workers in sclcctcd colleges
and universities in the Ynited States. More specifically, it was in-
tC‘nLiOd tn:
1) Review professional literature on inservice education as
a means of establishing basic functional principles ap-
plicablc to professional improvement programs.
2) Survey chief student personnel administrato‘s to ascertain
the nature and extent of inservice education activities
for their staffs.

3) Study, by case analysis, inservice education programs for
student pC‘sonncl Workers in five selected institutions.

4) Recommend, on the basis of the study, basic principles
and procedures for inservice cducation programs in stu-

dent personnel work.

Procedures

 

The first phasc of the investigation involvcd a survey. A
stratifiiwllwnnhnn sampling of (nurlwundred Colleges and universities
holding mcmbcrsnip in the National Association of Student Personnel

Adrdnistrators constituted the study sample. Questionnaires were

Richard F. Gross

SCfllt ll) tin“ ciiitf sttnlerit tm%rscn1n( l EthnilliStIYfittn‘S (3f tfltest: scfltcn315.
Descriptive statistics were used in presenting the survey data.

lhe second phase of the investigation was Concerned with a
detailed case study analysis of the. inservice education programs for
personnel workers in five institutions which were included in the sur—
xaxy sarq le aiul partitiipattut in tfnn surwwfiy. ltttervdiwds WPLT? used tn)
gain internation for this aspect of the study. A descriptive report
of inservice activities in each of these five. universities was written.

Cone 1 us ions.

 

Fae major conclusions based upon the study are:

l. lhere are general principles applicable to the organization
arid fLHlClsiinlillg (if a'll iilseérx'ic<1 (‘dllCEitleIl 1)Y()SJ‘BID5.

2. l-ittle eattentitni is gikkfll in (nulleges sun} unixmnxsities t1)
the development of comprehensive inservice education programs designed
to enhance the professional growth of student personnel workers.

3. The development and success of an inservice education pro-
gram for personnel workers is prinmrily dependent upon the leadership
of the chief student perSonnel administrator.

u. Inservice education programs usually reflect the organi-
zational patterns of student personnel departments as well as the di—
verse interests, needs, and professional desire of individual staff
rrmbers.

5. Lack of time and budget, failure to recognize the impor—
tance of professional improvement activities, and insufficient know—

ledge of basic principles and techniques applicable to inservice

Richard F. Gross
education are common problems facing student perSonnel administrators
as they attempt to develop and carry on inservice education programs.

6. Student personnel workers do not, in general, have and/or
take sufficient time for inservice education during normal working hours.

7. Chief student personnel administrators have designated cer—
tain inservice practices as being more important than others. These
activities are attendance at professional meetings, staff seminars, pre-
school workshops, and supervised experiences.

8. Chief student personnel administrators rely heavily upon
professional organizations and meetings to promote the professional
Upgrading of student personnel workers.

9. lnservice education for student personnel workers is
primarily geared to the improvement of counselors and individuals
fulfilling residence hall staff positions.

10. Colleges and universities in all enrollment categories
use a variety of resource materials, procedures, and techniques in
their inservice education programs. However, student personnel workers
have not fully availed themselves of existing materials, resource per—
sonnel, opportunities, and ideas applicable to professional growth
activities.

11. Few attempts have been made to evaluate, by means of well
designed instruments and research studies, the effectiveness of in—
serviCe education practices and techniques.

12. The presence of graduate programs in student personnel

work and related areas can positively influence and enhance the

Richard F. Gross

insorvicc education opportunities for student personnel workers in

the schools that offer such graduate study.

A STUDY OF INSERVICE EDUCATION PROGRAMS
FOR STUDENT PERSONNEL WORKERS IN SELECTED
COLLEGES AND UNIVERSITIES IN

THE UNITED STATES

by
svlb¥~

Y6

Richard F. Cross

A THIS IS

Submitted to
Michiuan State University
in partial fulfillment of the requircmcnts
{(n‘ tin: dtgngC? of

DOCTOR OI“ PHILOSOPHY

(Jullcgo of Education

1963

 

,3

2‘) Ole
u\a~\\l.

ACKNOWLEDGEMENTS

The author gratefully acknowledges the counsel, criticism, and
encouragement of his committee chairman, Dr. Walter F. Johnson. His
continuing interest in the writer and this investigation was a major
factor in the realization of a completed study. An expression of thanks
is extended to other members of the writer's doctoral committee, Dr.
Willa Norris, Dr. John Jamrich, and Dr. Orden Smucker.

Likewise, the writer is indebted to Dr. John Truitt who pro-
vided the idea for study and a considerable amount of professional
advice. The investigation could not have been completed without the
cooperation of the many student personnel administrators who assisted
in the collection of data.

Finally, appreciation is extended to Jody whose deep involve—

ment in the study provided encouragement toward its completion.

xU/'iii

O

-...

APTYR

I.

II.

111.

'K£\l%1.li ()17

IN'I‘I':()IJIC~III‘)NO . O 0'. O O O C O O O C 0

Statement of the Problem

Assumptions of the Study

Need for thv Stu<l}'......

Limitations and Scope of the Study

DL‘f init ion of Terms . . . . .

Reporting the Study...............

13E\TJIJ (H7 Tl”? LIIIHUKITWU ..

IntJ‘OleCl'IOll... ... ... ...

CUNTENlS

......

(xwuéral Ih‘incipllu; of Irnnnrvice IkhJcatixul.

Evaluation of Inservice

Illserw'icc Iklucatiiotl in liigl153chtu31 (hlidalu:

‘~’()].kOOOIOOOOOOOO......

Education Activiti

Trhusrvicr'lulucatiln1 in Silhhdli Pelwnnlncl

‘\1()]~kt.....OOOOIOIOOOOI

Summar}... ...... .........

PROCEDLRE AND MtfwlwlLHG\.
ltltrwwdtlct.icu1. .. .. .. .. .. .
l)(‘\'(’].()[3E1(‘llt. ()f 't?;<- (lilt-s t

Sampl in; Procedure . . . . . .

ionna'

Administration of the Questionnaire

iv

v

0...

U2

PACK

10

ll

12

1Q

15

20

25

3h

36

3h

36

39

 

CHAPTER

Institutional Visitations....................

Summarizing and Presenting the Data...
' IV. ANALYSIS OF THE QUESTIONNAIRE FINDIN(S..
Introduction..........................
Basic Institutional Data..............
Inservice Education Procedures........
Inservice I-iducat ion Activities . . . . . . . .
Summary...............................
V'. INSERVICE EDUCATION PROC RAMS IN FIVE

INSTITI’TIONS..........................
Introduction..........................
Institution A.........................
Student Personnel Organization. . . . . .
Inscrvice 1-?<1ucat ion Program. . . . . . . . .
Summary of. Institution A. . . . . . . . . . . .
Institution B.........................
Student Personnel Organizat ion. . . . . .
Inservice Education Program. . . . . . . . .
Summary of Institution R. . . . . . . . . . . .
Institution C.........................
Student Personnel Organization......
lnscrvice Education Program.........

Summary of Institution C.........

\I

41

43

an

LLB,

1+4

46

51

58

6O

6O

61

61

62

69

72

72

73

77

78

79

79

82

CHAPI'H-Z PAGE

Institution D................................ 83
Student Personnel Organization............. 84
Inscrvice Education Program................ 86
Sunmmry of Institution D................... 92

Institution E................................ 94
Student Personnel Organization............. 94
Inst-rvicc Education Program................ 95
Summary of Institution E................... 104

v1 . 8 WWW , OJNCIJSIONS , AND RECOMMENDATIONS . . . . . . 107

SIIWJnaI-‘yuocoOI...‘...........OOOOO0.0.0.0000... 107
CC)T1C1USiOnS..................‘0.............. 1’11
Recommendations.............................. 11’4

I31I31a1()(;}-2API{&’00.0.0......-......OOOOOOOOOOOO00.00.0000... 118

APPIiNDICES.. .......... ..... ........ 128

vi

IJAIIIIE

LIST OF TABLES

Number and Percentage of NASPA Institutions
by Categol.)’........OOOCOOIOCCOCOC......‘O...’

Number and Percent of Responses by Categories..

Number and Percentage of Respondents Indicating
No Inservice Education ProgFBM...............

Years Respondents Have Served as Chief Student
Personnel Administrators. . . . . . . . . . . . . . . .. . . ..

Percent of Institution's Personnel Budget A1—
located to Inservice Education...............

Resource Materials Used in Inservice Education.

Type and Frequency of Use of Inservice Educa-
tion Activities in Study Sample Institutions.

Mean Rating of Importance of Each Inservice
Lducation Activity by Enrollnent Categories..

vii

PAGE

39

4O

45

46

47

49

52

54

LIST OF APPENDICES
APPENDIX PAGE
A. List of Participants in the Pilot Study........ 128
B. A Questionnaire to Study Inservice Education

Programsfkn‘StudentIRusonneIXMMWers in
Selected Colleges and Universities in the

IInit(.(1 Stat(1s 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 o O O O O 130
C. List of Institutions Comprising the Study
SamP1£)COOC......OOO‘OOOIOOOIOIOIO......OICOOO 133

1). Sample Cover Letter Sent to Chief Student
Pe rs‘onnel Administrators . . . . . . . . . . . . . . . . . . . . . 137

L. Sample Follow—up Letter Sent to Chief Student
Personnel Administrators . . . . . . . . . . . . . . . . . . . . . 139

viii

CHAPTER I
INTRODUCTION

The phenom nal growth oi institutions of higher learning is
well documented and self-evident. In the year 1900 student enroll—
ment in institutions of higher education totaled 237,592. This
number increased to 3,402,297 by the fall oi 1959 and is estimated
to reach 6,500,000 in the year 1970 (51).

Accompanying this increasing number of students is a noted ex-
pansion, diversification, and complexity of the nature of the offer—
ings and services made 1y colleges and universities to individuals.
In an attempt to meet the needs of an expanding student population,
theeaqdosion of knowledge, and the demands of a rapidly developing
technoloeical society, institutions of higher education have extended
curricular offerings, Lroadened services within and outside the cam—
pus community, and intensified their desire to serve all the needs
of the individual student. This latter emphasis has resulted in the
presence and proliferation of highly developed programs of student
personnel services on most campuses. Student personnel work has become
an integral aspect of higher education. With impending increases in
enrollment, emerging professionalization, and continuing recognition
of student personnel work as a necessary part 0L college and univer-

sity liie, it is proratle that the principal role of the student

-2-

personnel worker, viz., individualizing the education of each student
in all the varied potential learning situations of campus life, will
not diminish in importance in the foreseeable future. It seems reason-
able to expect that student personnel work will assume an increasingly
siQnificant role in higher education.

A practical view of the present situation can lead

only to one conclusion: guidance—personnel work is

more necessary today than ever before. Educational

problems clearly mirror this need. Vast increases

in school and college enrollments make the indivi-

dualization of education more difficult; shortages

in staff compound these difficulties and create

new ones; integration poses unsolved problems for

school and colleges; motivation of students offers

new challenges. These and many other changes high-

light the need for more, not less, guidance-per—

sonnel workers (3:215).

Student personnel work, being a relatively new and continually
evolving aspect 01 higher education, has experienced unusually rapid
growth. In any field of endeavor, new demands are placed upon an emerg—
ing, growing profession. Student personnel work is no exception. Be-
fore this field achieves the level of professional status its worthy
ends dictate, student personnel workers must address themselves to a
higher 13Vul of professionalization than they have heretofore exper-
ienced. The primary concern of this investigation is to assess and
study one aspect of student personnel work deemed necessary for the

on—going professionalization of this field, namely, inservice educa—

tiflnl.

..3-.

Statement of the Problem

It is the purpose of this investigation to study the inservice

education

programs--the methods, procedures, and techniques of in—

service improvement—~utilized by student personnel administrators in

promoting the professional advancement of their staffs. More specifi-

cally itues the intent of the investigator to

1.

if.

survey a number of chief student personnel administrators
to determine the nature and extent of inservice education
activities for staff members in their respective student
personnel programs,

review pertinent literature pertaining to inservice educa-
tion as a means of establishing basic functional principles
of inservice education programs,

study in detail the inservice education programs for the
student personnel staffs of a number of institutions selected
for study, and

recommend, on the basis of the survey and intensive study,
basic principles and procedures upon which inservice
education programs for student personnel workers can be
established.

Assumptions of the Study

This study is predicated upon the following assumptions:

1.

Individuals engaged in student personnel work perceive
their work area as a profession and recoenize the need
for continuing inservice education if the profession
is to achieve excellence and stature.

As student personnel work evolves and continues to Le
an increasingly important part of the total program
of hi,her education the nature of the work will take
on new dimensions.

Student personnel workers have designed inservice educa-
tion programs to perpetuate professional growth experiences
perceived to be a necessary requisite to continuing com—
petence and status.

-14-
4. While local, state, and national professional organiza-
tions provide a basis for growth experiences, the primary
direction for inservice education of each institution's
staff is provided for by the chief student personnel ad—
ministrator.
Need for the Study
There are a number of sign'ficant reasons which highlight the
necessity for undertaking a study such as this.
Inservice education of personnel workers has received little
attention in the professional literature. What is written on this

phase of student personnel work centers primarily around one personnel

service—-counseling. Writing in the Review of Educational Research,

 

Stouqhton accentuates the lack of attention to this area of education
by stating that, “The scarcity of research on in—service training and
growth should be viewed as a harsh challenge to a profession in which
knowledge has increased so rapidly and in which there are known to be
many workers whose professional training is, to say the least, limited"
(33:182). Hill raises an incisive question relative to the investiga-
tive studies of inservice education programs when he asks, "Have
serious attempts been nade to evaluate in—service growth projects in-
volving student personnel workers and their teaching colleagues?" (44:7)
Burnett (13) calls attention to the paucity of literature in this field.
The fact that much of the writing is informative and descriptive with
little research being carried out is confirmed by Hill and Green (45).
Mueller discusses the need for renewed interest in inservice education
when she states, "In-service training has been criticized as merely a

continued practice in mistakes, but new awareness of its weaknesses,

-5-
new methods, such as the case history discussion technique, and more
substantial content can restore its usefulness” (68:416). The almost
total lack of reference in the literature to theoretical thinking,
practical programs, and research and evaluative studies onthe topic
of improvement programs for personnel workers attests to a need for
this investigation.

The inadequate preservice education of many individuals engaged
in student personnel work underscores the importance of inservice. ed-
ucation. In reporting on a survey of personnel workers and their pre-
paration for the work, Houston writes that, "The professional training
of educational personnel workers is often not truly professional in
nature...many educational personnel workers did not indicate ideal
graduate training as being the area which they had studied" (49:453).
Feder deplores the presence of individuals not specifically educated
for their student personnel role and who must develop their professional

H

ability "on the job." He concludes, ...the personnel worker is ex-

pected to acquire technique and understanding by experience, osmosis,

or insight. In fact, many of these areas are excellent illustrations

of the extent of apprenticeship training in student personnel work"

(26:188). Likewise, Williamson discusses the consequences of persons

beginning personnel work without relevant education and experience (107).
Not only have personnel workers entered the field with a lack

of appropriate professional education but the recent prominence of

student personnel services in institutions of higher learning has

created a demand for additional personnel people. This demand is not

entirely a recent phenomenon. Fifteen years ago Wrenn (113) warned

 

f

-0-
warned of the acute shortage of student personnel workers. A decade
later MacMinn and Rose (64) report the demand for guidance and personnel
workers exceeding the supply. An examination of the current scene does
not indicate the needed personnel is forthcoming. This situation re-
sults in placing individuals in personnel positions who fall below
the desired level of preservice education, professional experience and
competency. Thus, an increasing number of persons educated in unrelated
disciplines and having no relevant experience are continuing to fill
vacancies in student personnel positions. In addition, a disproportion-
ate number of graduate assistants are engaged in numerous personnel
functions. Inservice education as a supplement to or a substitute for
deficient pre—enmloyment education and experience takes on added
significance when one realistically views the qualifications of many
of those in the work of student personnel.

Continued professional growth of its members is one of the dis-
tinguishing features of a profession. Some writers (21), (26), (68)
question the status of student personnel work; whereas, others (35),
(111), (77), (99) suggest that as a profession it is in need of a
continuing consciousness of a higher level of professionalization if
it is to meet the demands of the future. To be sure, a newly delineated
field such as personnel work in higher education, which has either
recently achieved professional status or is struggling for such recog—
nition, must be vitally concerned with inservice irmrovenent. The
statement of former President Morrell of the University of Minnesota
is most applicable in this regard. "The professionalization of any

endeavor lifts it to new heights and underwrites its integrity"(lO9:5).

-7-

Student personnel work by its inherent nature is an integra-
tion and application of knowledge from many disciplines and relies upon
research findings in various fields for the direction of new ideation
and resultant change in methodology. Williamson reaffirms this point:
"Our work is an application of research findings in education and psy-
chology; as such, the fundamental nature of our services is constantly
changing with new knowledge concerning human nature and its possible
and desirable modification through learning and development” (107:49).
Personnel programs are continually in need of change as institutions
expand, student bodies change, knowledge multiplies, and the role of
higher education evolves. Peder, writing in the fifty—eighth yearbook
of the National Society for the Study of Education, emphasizes this

need: '...since ours is an area so completely dependent upon develop—

ing social attitudes and mores, the necessity of keeping abreast of and
even dynamically engaged in these developments is prescribed as an
element of continuing professional growth” (26:207-8). Inservice
improvement programs are seen as a means of systematizing and assimila—
ting relevant theoretical knowledge and research findings from dis—
ciplines germane to student personnel work.

Student personnel programs, particularly as they exist on
large campuses, may consist of a variety of specialists each perform-
ing a specific and sometimes unrelated function. Numerous writers
(108), (21), (S3), (99), (15), (88), (62) express the conviction

that as personnel functions become fragmented there is a corresponding

need to integrate, not only the Specialized functions, but also the

—8-
specialists into a cohesive, coordinated whole. Wolf and Stripling
express in a representative way the writings of the aforementioned
authors. "Perhaps one of the most important trends resulting from
specialization is an awareness of the need for integration and co—
ordination of the various independent areas into a unified whole,
better able to serve the individual" (111:212-13). Few would argue
that the interrelatedness of all student personnel functions is
essential to maintenance of maximum effectiveness of the total per—

’
sonnel program. Inservice education programs can, in part, provide
for the development of common objectives, a unifying frame of refer-
ence, the means for communication, and the improvement of functional
relationships of specialists that must work cooperatively if students
are to derive maximum benefit from personnel services.

Too often the individual educator has been solely responsible
for his own professional advancement. Professional inertia is recog-
nized by Williamson when he writes: "As a worker gets further away
from his graduate training, he is more likely to become frozen in his
professional practice if he does not do research or keep up with the
changing disciplines related to his practice in other ways" (108:135).
Although persons engaged in student personnel work are expected to
assume an interest in their personal growth, the press of busy schedules
often precludes the undertaking of a consistent program of betterment.
The conviction of the writer is that individual plans for inservice
activities must be supplemented and motivated by planned cooperative
Programs.

Planned programs of in-service education are...
essential to adequate professional improvement

-9-
of school personnel. The demand now being made
upon school and upon the people who are respon-
sible for the quality of the schools make it
impracticable to place full dependence upon pre—
service preparation and the initiative of the
individual to better himself in—service. (19:1)

Similarly, Berdie (10) and Williamson (107) urge the systemati—
zing of structured inservice experiences. Truitt (99) points out
an often overlooked consideration that rarely do persons reach their
full potential and effectiveness until they have been employed for
a period of time. This realization has far—reaching implications for
the presence of improvement activities. Not to promote professional
competence through cooperative, objective-centered education might be
to deprive individuals and the staff as a whole of realizing their full
potential. At the same time an injustice may be inflicted upon students
by providing them with less than complete professionalization of per-
sonnel services.

In light of the preceding, the writer is convinced that there
is a need to gather evidence relative to the status of inservice edu—
cation programs for personnel workers. In addition, an examination
of successful inservice education activities on various campuses
appears to possess merit in that their basic elements could be shared

by members of the profession. As early as 1952, Samler, writing in the

Personnel and Guidance Journal, declared the need for inservice educa-

 

tion and a study of the type which is presented here.

The proposition is offered that there is a constant
on—going need for in—service training, that there

is a need to explore existing problems, to establish
pertinent principles and guidelines, and to create,
by tapping successful experiences in many places,

a fund of techniques, suggestive if not definitive,
which can be adapted to various situations. (81:16).

The merit of the present study seems clearly evident.

-10-
Limitations and Scope of the Study

There are two aspects to this study. The first, a survey, is
confined to chief student personnel administrators in selected colleges
and universities holding membership in the National Association of
Student Personnel Administrators as of April, 1962. It is assumed
that the chief student personnel administrators and the personnel pro—
grams of the represented institutions provide an adequate sampling
for an investigation of inservice education programS. The second
phase of the study consists of an intensive examination, by visitation
and case study analysis, of the inservice programs for personnel
staff at five selected institutions. The latter phase necessitated
an interview and full cooperation of the chief personnel administrator
and his staff. These factors played a major role in the designation of
institutions to be included in the second part of the study.

The chief personnel officers cooperating in this study are
assumed to be knowledgable in the field of student personnel and in-
terested in the improvement of themselves, their staffs, and the pro—
fession.

The data for the investigation were gathered by use of a quest—
ionnaire and personal interview. The limitations of these methods of
data collection are recognized as an inherent part of the study. No
attempt is made to evaluate qualitatively the effectiveness of in—
service education programs or activities; hence, no statistical signi—

ficance is implied in the findings.

-11-
Definition of Terms
A critical appraisal of the literature relative to inservice

education reveals some confusion and duplication of terminology and mean-

! I

and 'inservice training” are often

ings. The terms ”inservice education'

used interchangeably. The word ”training” implies the acquisition

of a particular skill or technique rather than an understanding of
pertinent disciplines integrated within a particular philosophy and
applied to various educational experiences. The term "inservice
education" seems more applicable to student personnel work and for
purposes of this study is preferred. Nevertheless, when employed by
authors quoted in this study,- "inservice training" will be considered
synonymous with “inservice education.” Similarly, the non—hyphenated
form ”inservice" will be used rather than the hypenated "in-service"
except when quoting directly.

To avoid semantic confusion, the following terms are defined
and applied in the study.

Preserviee education. Education in an institution of higher

 

learning which an individual received prior to employment in a student
personnel position.

Preservice experience. The work experience of an individual

 

prior to employment in a student personnel position.

Inservice education. All activities of employed student per—

 

sonnel workers that contribute to their continuing professional

competence.

-12..

Inservice education program. All activities, planned in accor—

 

dance with specific or assumed objectives, that are intended to con-
tribute to the continuing professional growth of individuals compris—
ing a student personnel staff. (An inservice education program is
conceived to be planned programs for an entire staff as contrasted to
various activities in which personnel workers might independently en-
gage in order to improve themselves. Some phases of an inservice
education program may be applicable to an entire staff while other
phases will be appropriate only to certain staff. Regular staff meet—
ings dealing with daily routine matters are not considered part of an
inservice education program.)

Chief student personnel administrator. The administrator who

 

bears immediate responsibility for the direction and coordination of

the student personnel program and staff in a college or university.

Reporting the Study

The remainder of the study is organized and reported as follows:

Chapter 11 presents a review of the literature in the field of
inservice education, with particular emphasis upon inservice activities
in student personnel services.

Chapter III outlines the methodology and procedures of the in-
vestigation.

Chapter IV reports an analysis of the findings of the question-
naire phase of the study, viz., a survey of inservice education pro—
grams and activities.

Chapter V describes the inservice education programs at five

selected institutions.

-13-
Chapter VI contains the summary, conclusions, and recommen-

dations of the study.

CHAPTER II
REVIEW OF THE LITERATURE

Introduction

Educators have given insufficient attention to the role of in-
service programs as a means of improving the effectiveness of all
facets of the educational enterprise. There is considerably more
written, however, on the application of inservice education to the
improvement of teaching than on inservice education for student per-
sonnel work. After examining the literature on improvement programs
in student personnel the writer agrees with Kirk's statement: "A
survey of the literature concerning techniques of in—service training
indicates that very few studies have been undertaken, most of these
being exploratory rather than definitive" (58:204).

The purpose of this chapter is to focus attention upon selected
published material that illustrates current theoretical and practical
aspects of inservice education.

Since general principles are pertinent to any inservice program,
the review of literature includes a survey of these as well as the
principles and activities appropriate to specific phases of professional
improvement. For purposes of clarity and organization this review is
divided into four sections: general principles of inservice education,

evaluation of inservice education, inservice education in high school

-14..

-15-
guidance work, and inservice education in student personnel work.

Particular emphasis is given to the last section.

General Principles of Inservice Education

To initiate and administer a program of inservice education
effectively it is first necessary to understand general principles
upon which such a program is based. By reviewing current theoretical
approaches and analyzing specific programs, fundamental tenets valid
for generalization to any facet of inservice education are apparent.
The review of literature in this section focuses upon these generali-
zations.

Two years after World War II the President's Commission on
Higher Education urged the development of carefully planned, compre-
hensive prOgrams of inservice improvement to strengthen teaching on
every college and university campus. The commission stressed prin—
ciples of group work as basic to the functioning of an inservice pro-
gram and presented a suggested list of improvement activities. Three
essential principles in this report merit special recognition: (1)
inservice education cannot be left to chance—-it must be a planned
program, (2) no one pattern of inservice education is universally ap-
plicable to all institutions, and (3) the use of a variety of tech-

niqucs and activities characterizes successful improvement programs (78).

ln—Service Education (71), the fifty—sixth yearbook of the

 

lQational Society for the Study of Education, is a compilation of
Writings on improvement programs and represents the most comprehensive

single volume on the subject. Among the facets of inservice education

-16-
covered in the volume are: the need, history, and character of in-
service education; roles of varkaus inservice program participants;
examples of local, state, regional, and national programs; and organi-
zation and evaluation of improvement services. Selected writings
from the foregoing publication warrant mention here.
In suggesting guidelines for initiation of an inservice program

Parker stresses the value of involvement of all participants in plan—
ning the program. He points out the need to create an atmosphere con—
ducive to building mutual respect, support, permissiveness, and creative-
ness (76). Corey's proposal is similar to that of Parker. He feels
inservice programs should give individuals and groups opportunity to

(1) identify the particular problems on which they

want to work, (2) get together to work on these

problems in ways which seem most productive to the

group, (3) have access to a variety of needed re-

sources, (a) try out in reality situations those

modifications in practice that give a priori pro—

mise, and (S) appraise and generalize from the

conSequences (19:8—9).
The necessity of applying the results of inservice education to the on—
going, daily program of the school and then evaluating the outcome is
mandatory in order to validate the efforts of any betterment program.

According to Gilchrist basic organizational principles for in-

service pro;rams include maximum participation by all staff; a regular
administrative organization and fixed responsibility; availability of
time; facilities, and resources; and continual communication by all

involved in the program (34). Several of these same principles are

also affirmed by Froelich (30).

-17-

The role of the program leader is a salient factor,in the
successful functioning of any inservice education program and is set
forth frequently in the literature. Lewis describes the role of the
administrator in this way:

If the administrator is to serve as a facilitator
and co—ordinator in in-service education, there
are certain specific tasks that he must perform.
These include: (a) providing inspiration, (b)
encouraging development of good organization for
inservice education, (c) facilitating the work
of groups, and (d) creating a climate for
growth (592157).
Consequently, the success of the improvement program lies initially

with the program leader.

Reporting in the Personnel and Guidance Journal, Samler stresses

 

the fact that inservice education programs and their content must
emanate from a felt need on the part of the entire staff. He concludes:

In—service training, therefore, to be really ef-
fective, must result from staff awareness of the
need for such training and of acceptance of that
need. This is the solid foundation for the in-
service training structure. It follows that sub-
ject matter of in-service training should directly
reflect the needs of the staff as these are ident—
ified in objective and continuous stocktaking in
which the leadership provided by supervision can
play an important part (81:16).

One issue of the journal, Educational Leadership, is devoted

 

entirely to the subject of inservice education and provides an impor—
.tant reference for the reviewer. In the journal, Hodges (46) presents
the rationale and need for improvement activities, Swearingen (94)
concentrates on the role and responsibility of the program leader, and
Durkee (24) discusses the organization of the program with particular

concern for gaining full staff participation. Durkee expresses doubt

-15-
that participation can be on a voluntary basis but that neither should
it be established by administrative decree. Utilizing a typical school
system as a model, he gives an example of how to organize an inservice
education program. The chief administrator, who assumes responsibility
for direction of the program, has a delicate yet obligatory task in
motivating staff to engage in professional improvement activities.

Inservice education programs are, at times, viewed as ends in
themselves rather than means to an end. The ultimate purpose of the
program is emphasized by Wilson, who conceives it as assisting staff
members in helping students to achieve their maximum potential. She
lists eight general principles for all improvement programs:

1. Inservice training must be continuous.

2. Inservice training must be adapted to varying
levels of professional readiness.

3. Inservice training must be multidisciplined.

4. Inservice training should make broad use of
the literature in the field.

5. Inservice training must recognize personality
needs of the staff.

6. Inservice training should utilize community
resources.

7. Inservice training should be planned by the
group.

8. Inservice training must be integrated and
modified in terms of situational needs (110:56).

Other important bibliographical references are the January, 1953
issue of the National Association of Deans of Womens Journal, which
is devoted to inservice education at all levels, and Garrett's (32)
(ioctoral dissertation. The latter study is addressed to inservice im—
provement of college faculty in eight liberal arts colleges. This work

is especially significant because it presents a comprehensive review

0f. Published material on the general topic, inservice education. Since

_19_
Garrett collected his data by questionnaire and personal interview,
this writing is particularly helpful to this researcher.

Another doctoral study is summarized in an article by Taylor
concerning inservice programs in selected high schools in the State of
Indiana. Taylor points out that the improvement programs in the study
were more concerned with teacher welfare than with professional status.
The need for developing the proper professional attitude on the part
of the participants is a major recommendation emanating from this study (95).

The organizational structure within which inservice programs
function depends on the administrative organization in the institution
sponsoring the program. A centralized program, according to Truitt,
is more desirable than a decentralized one (99). To meet the needs of
staff with varying levels of professional competence, improvement pro-
grams should be structured uniquely, utilizing centralized, decentralized,
and a combination organizational structure.

To Slager and Burkhart, a critical factor in effective inservice
education is the necessity of transferring learnings and new knowledge,
derived from the improvement activities, into the practice of the in—
stitution (90). Their writing stresses the final or overall objective
of professional improvement, viz., increased institutional effectiveness.

Perceptively, Silverman points out that the purpose of an in—
service program is not to induce staff conformity but to facilitate
the realization of individual potentialities. He writes:

Under no circumstances should be training process
be used for brainwashing. Status and prestige
should not be utilized to browbeat a subordinate

into going along with his supervisor. The pur-
pose of in—service training is not to get everyone

-20-
to think alike or to act in the same manner.
The director and/or the supervisor who respects
the individuality of his staff members is well
on the way to promotion of professional growth...
(89:392).

The review of literature in this section suggests that there are
certain general principles germane to all inservice education programs.
These universal principles are valid and essential to the establishment
and functioning of professional improvement programs for individuals

involved in student personnel services. A detailed summary of general

principles is presented in the recommendations included in Chapter VII.

Evaluation of Inservice Education Activities

The ultimate objective of inservice education is greater profes-
sional competency as manifested by increased effectiveness in working
with students. Hence, evaluation of inservice activities is imperative.
While evaluation of betterment programs is necessary, it is at best,
difficult. A critical survey of the literature substantiates the dif—
ficulty by revealing that little is written on "how to evaluate" in—
service activities. Furthermore, evaluative studies are almost non-
existent.

Evaluation originates with an examination of program objectives
and principles of assessment. A list of principles for evaluating
inservice education programs is suggested by Truitt:

A. The effectiveness of an in—service training
program can be evaluated only in relation—
ship to its goals-—the philosophy of the
university. '

B. Definite procedures must be established to

interpret into the training program the re-
sults gained through evaluation.

-21-

C. The design and evaluation of measuring in—
struments to determine the effectiveness of
persons involved in the in—service program
is essential.

D. The true test of an in—service training pro-
gram is the resourcefulness of student assis-
tants and staff members at the level of con-
tact with students.

E. Philosophy, programs and policy are essentials
of an effective in—service training program,
but the greatest asset by far is the individual
staff worker. Evaluation of him as a profes-
sionally motivated person is the primary and
most important consideration (99:9—10).

There is a noticeable lack of suitable instruments designed for
evaluation of improvement activities. Bledsoe (12) advocates the use
of opinionnaires and checklists as means by which an inservice program
for high school counselors and guidance workers can be evaluated.
Garrett (32) utilizes a combination questionnaire-checklist in study-
ing instructional improvement practices.

Norris (7h), likewise, gives attention to the improvement of
instruction. He developes and outlines twelve criteria for assess—
ment, accentuating evaluation in light of the basic principles discussed
earlier in this chapter.

An extensive evaluation of the betterment programs in fourteen
New York State school systems is reported by Guzzetta (39). His find—
ings indicate that the most effective inservice education programs were
long range and continuous, based on a felt need and democratically

oriented. In addition, the programs contributed to individual teacher

growth as well as improvement of the schools' educational practices.

-22-

To summarize this section, the writer again states that few
studies of an assessment nature are reported. An apparent need exists
to develop instruments by which inservice programs and activities can

be evaluated.

Inservice Education in High School
Guidance Work

In the initial part of this chapter the viewpoint is expressed
that the principles underlying programs for the improvement of teaching
were applicable to inservice education activities in student personnel
work. Inservice education programs designed to improve high school
guidance workers, therefore, are equally relevant to student personnel
services. With this in mind, a review of the literature on improvement
of guidance activities is presented.

Significantly, most of the studies in this area are concerned
with improvement 01 the high school counselor and counseling service.
Kirk has done extensive work in the evaluation of counseling. In
1956, after reviewing the literature on the evaluation of counseling,
she wrote, "There are but three articles on the evaluation of counselors
which are based on actual research" (55z'2i). A notable lack of writing
in this area is obvious both before and after Kirk's report. In the
same report, Kirk discusses subjective and otjective attempts to eval-
uate an inservice education program for counselors. The methods used
in the suljective appraisal were consultants' interviews with program
participants, questionnaires, group seminars, and case demonstrations.
Three different inventories were used in the objective evaluation. Sum-

marizing the results of her evaluation, Kirk writes:

—23—
The overall impression is that considerahle change
did occur in the counselors during the year in a
large number of catejories. The greatest change
occurred in three areas: (1) Understanding and
acceptance of students and their problems; (2)
Awareness of the breadth and complexity of coun-
szling; and (3) Awareness of the responsi ilities
which go with the position of counselor (35:532—4).

Another report of improvement services for high school counselors
is outlined Ty this same author (3?). In the program studied, three
basic techniques were utilized. These wer; group meetings or seminars,
demonstration case work-ups, and individual weekly conferences of
counselors and consultants. Kirk feels that such a program highlights
deficiencies of counselors. Likewise, her conviction is that a variety
of techniq es must 7e used and particular use should we made of re-
source personnel outsiue the program. Berg (11) also emphasizes the
value of professional consultants in the improvement program.

Still another approach to counselor improvement is mentioned by

Kirk in the California Journal of Seconcary Education. She describes

 

an experimental pro ram of inservice education with ten high scnool
counselors. Three general observations are made as a result of the
study: (1) time and space consideration definitely affected the pro-
gram, (2) the attitude of the leader and participants to their work
as a profession is important in determining the nature of the program
and interest of the participants, and (3) the level of education of
the participants must be determined. Summing up her experience inthe
California program, Kirk reaffirms, "Continued in-service training is

essential in a counseling

x.)

program, not only for staff improvement but

also to prevent stagnation or regression" (56:106).

-24-

Baltimore County, Maryland, has a three—year inservice education
program for high school counselors. A study of this program is described
by Camp (14). The evaluation was effected by means of a questionnaire
administered to participants at the beginning and end of the year. Fav-
oraLle results and reactions to the program are reported. Camp lists
the critical aspects of the program as follows: (1) motivation came
from the participants, (2) program content centered around needs of
the participants as determined by a survey, (3) time for activities was
included in the work schedule of the participants, (4) a variety of
methods, including seminars, panels, and demonstrations was used, (5)
professional leadership directed the program, and (6) location of the
meetings was so arranged as to Fe maximally accessible to the participants.

Bledsoe presents the need for high school counselors and guidance
workers to engage in improverent activities. Six cardinal program prin—
ciples are proposed:

1) Every teacher involved in tkztraining should
have part in the planning.

Participation should be on a voluntary basis.

3) Planning should he based on needs discovered
in some systematic way.

4) With local leadership the program can be con-
tinuous rather than spasmodic.

5 There must be a sympathetic administrator who
will facilitate the training and be willing to
make provisions in the school for doing as
many of the things learned as practical.

6) The training must be carried on in accordance
with modern concepts of learning (12:496).

A unique feature of Bledsoe's report is the recommended use of a ques—

tionnaire to determine inservice needs and to assist in planning the

program. A sample questionnaire is illustrated in the report.

-25-

A survey of inservice education programs for high school guid-
ance is discussed by Capehart (18). He stresses use of the case con-
ference as a desirable inservice activity and suggests that inservice
education programs can best be evaluated by a critical examination of

the total guidance program before and after inservice education.

Inservice Education in Student Personnel Work

The status of inservice education for student personnel workers
is aptly described by E. G. Williamson, Dean of Students at the Univer-
sity of Minnesota: -

As is true of selection of personnel staff, not much

has been written about institutional experiences in

on—the—job staff training. Our experience leads us

to the conclusion that...the administrator must

continuously work with staff to maintain their pro—

fessional development (108:125).
Considerable attention is given to preservice preparation and standards
of personnel staff, yet a paucity of writing on inservice programs is
clearly evident. The larger portion of the literature in this area
deals with three specific facets of student personnel work--counseling,
faculty advising, and residence hall programs. No comprehensive pro-
gram emiracing all aspects of student personnel work is to be found in
the professional literature.

Commission III of the National Association of Student Personnel
Administrators is devoted to the study of the professional preparation
and training of student personnel workers. As chairman of this com-
mission, Dean Robert Shaffer of Indiana University has attempted to

stimulate development of a broad inservice program on several campuses.

In a memorandum to memiers of this commission, "Suggestions for a

-25-
Continuous In—Service Training Program for Student Personnel Workers"
(ES), Shaffer discusses the need for such a program:

...creative and effective responses of staff members
to new demands are encouraged by their systematic,
personal involvement in the analysis of problems
and formulations of new programs. The extent to
which the staff director can lead his subordinates
to take a hard look at themselves and their work
will determine to a large degree his own success
and effectiveness. The typical student personnel
administrator cannot possibly carry increasingly
expanding loads himself. It is his job to see
that others get the job done. He and his staff
members should have time for a well-planned,
carefully executed, inservice seminar program of
significance and substance. (85:2)

The following are suggested objectives of the program:

1. To stimulate staff members to continued pro-
fessional and personal growth.

2. To encourage specialists to break across the
bounds of their specialties in interests,
concerns, and points of view.

d. To contribute to the development of flexibility
in outlook and method, individuality, initiat-
ive and adaptability in meeting problems and
raw situations.

4. To integrate the efforts of student personnel
workers to a greater degree with the primary
academic objectives of their institutions.

5. To facilitate the mutual sharing and exchange
of ideas and information among all staff
members (55:2).

A committee of staff representing various offices is proposed
as a means of implementing and coordinating the program. Another con-
sideration is the adoption of a general theme around which to build
the program content. Shaffer proposes several themes, leading dis-
cussion questions, and bibliographies; however, these are not designed
to promote improvement in one specific personnel service. Shaffer's

proposal more closely approximates a model for a comprehensive program

-2]-
embracing student personnel work in a total institutional context.
As such, it is a broad, centralized approach presenting student

personnel work in the framework of world, national, and educational ’

issues.

The National Association of Student Personnel Administrators has
for some time exhibited an interest in the on-going professionalization
of its members. As early as 1953 this association with the assistance
of foundation funds and in conjunction with the Harvard University
Graduate School of Business Administration, sponsored a series of semi-
nars for selected deans. This inservice activity utilized the case
study approach to various problems in student personnel work. As part
of its 1963 convention NASPA also conducted an inservice education
workshop designed to foster professional improvement in younger and
relatively inexperienced representatives employed in member institutions.
Again the case study technique was emphasized. These activities are
encourag'ng but also highlight the fact that professional associations
to which student personnel workers belong have long neglected atten-
tion to inservice education programs for student personnel workers.

Counseling, probably the most clearly delineated and highly
professional student personnel service, represents an area in which
some inservice education progress is being made. According to Samler,
"Counselors are coming to feel more and more strongly that systematic,

continuous in—service training is necessary if they are to maintain

their competence on a high level or to increase their skills" (82:315).

In two separate articles in the Personlel and Guidance Journal, Samler

(:1,32) makes an appeal for development of programs for counselor im—
provement and proposes a varuzty of techniques and methods to be included
in any such program. Among the inservice activities he suggests are

(l) role playing, (2) case recordings and playback with discussion, (3)
case prollem workings, (4) new and continuing testing experiences, (5)
study of client occupational goals, (7) surveys of the local and national
labor market, and (8) study in the identification of client motivation.

Hackett (40) describes an improvement technique used in the

Counseling Center at the University of California in which the counseling
staff meets weekly with selected faculty in an attempt to gain academic
information which may prove useful in a counseling relationship.

In reporting for the Subcommittee on In-Service Training of
Commission 17, Counselor Training Committee, of the American Psychological
Association, Berdie (10) lists these purposes of inservice education for
counselors: (1) to introduce to participants new developments in theory
and technique, (2) to serve as a review of previously learned concepts
and techniques, (3) to emphasize or reemphasize material or experiences
in meaningful situations, (4) to learn specifics not learned in preservice
education, and (S) to review one's profession and personal profession—

alization.

-29-

In addition to listing the objectives of inservice education,
this author reports on the inservice practices in schools or agencies
of members of the subcommittee. Staff conferences, research, directed
‘eadings and reports, use of consultants, university seminars and
courses, observational techniques, contacts with senior counselor
supervisors, participation in meetings of professional associations,
and inter-institutional seminars are some of the methods by which
on—going professionalization is fostered.

The need for faculty, who serve as counselors or faculty ad-
visors, to participate in inservice improvement is expressed by
Coleman (16). Feder (28) sets forth a model inservice education
program for faculty counselors, and Gilbert (33) describes the parti-
culars of the professional betterment plan for faculty counselors at
the University of Illinois. Seminars and role playing are the primary
techniques emphasized in the latter program.

Faculty advisors at Stephens College participate in a continuous,
developmental inservice program which is outlined in detail by Shepard
(S7). Responsibility for this program rests with the Director of
Counseling who is assisted by a Board of Advising Chairmen, composed
of ten faculty advisors. Monthly and in a two week summer workshop
the director and the board meet to plan and evaluate the program.

An apparent strength of this well conceived program is that it provides
inservice education for advisors at three levels of counseling com—
petency. A first year program for new advisors consists of ten meetings
centered around a series of topics designed to enhance the ability of

faculty to serve in a counseling—advising role. The second level of

-30-
inservice education purposes to meet the needs of faculty who have
been members of the first year program. More advanced topics such
as theory and techniques of counseling and various student personnel
procedures are included on the agenda of meetings. The third phase
of the program, called the "Continuation Program," is planned to im—
prove faculty who have been advisors for three or more years. A fall
meetinf, one group meeting per semester, and four seminars are used
to discuss more advanced aspects of faculty advising. Some of the
subjects covered in the "Continuation Program" are "Advisees Advise
Advisors," "The Advisor and Ethical Values and Judgments," "College
Culture in Columbia," and "Advising: A Dual Role."

Hardee (41) writes of a comprehensive inservice program for
faculty advisors at Florida State University. The functions of
faculty advisors were clearly delineated and the knowledge and skill
necessary for the fulfillment of these functions were explicated.

The desired knowledge and skill determined, in large measure, the
content of the program. Various activities and resource materials,
such as seminars, group meetings, individual interviews, "A Manual
Workbook for Educational Counselors," and a periodic news bulletin,
were utilized. The most important phase of the program was a three

day seminar held at the beginning of school in the fall. A variety

of resource persons used lectures, demonstrations, skits, panel dis-
cussions, question and answer sessions, recordings and dialogues in pre-
senting several timely topics. The preschool seminar was evaluated by
means of a check—list questionnaire. Of those responding eighty-one
percent stated the seminar was of "more-than—average value to extremely

valuable." Specific reactions to and suggestions for all phases of

-31-
the seminar were given and formed the basis for the planning of future
seminars. In Hardee's judgment both the inservice education program
and the faculty counselors have taken on new dimensions since the in-
ception of the seminar.

A betterment program for faculty advisors at Kansas State Univer-
sity is outlined by Gordon (37). The author made a thorough attempt
to evaluate the program by using a pre-test and post—test inventory.
A sentence completion exercise, an information exercise, case studies,
and examination of protocols and recordings constituted the evaluative
instruments. An analysis of the evaluation indicated that: (1) a
firm basis for planning and conducting future inservice education pro-
grams was established; (2) more varied use of classroom teaching tech-
niques resulted; (3) faculty contact with and use of the Counseling
Bureau increased; (a) faculty advisors became more competent in the
use of the test information; (5) a greater sense of responsibility to
the student, both in the classroom and in counseling, was developed
by the faculty.
In another article Gordon discusses the structure and implemen—
tation program for faculty advisors and submits that:
l) The personnel worker has responsibilities to
the group for content and direction, and
2) There is much need for clarification of roles

in the beginning phases of the program (38:71).
He contends that evaluation of inservice programs is necessary and can
be accomplished through modified projective techniques and case histories.
The author places considerable consequence upon the relationship between
the leader of the program and the participants and maintains that "such

a PrOgram rests upon the extension of the application of personnel

teChniques and point of view by the worker and the faculty" (38:75).

-32_

Numerous approaches to inservice education for residence hall
staff are propounded in the literature. In all probability more at-
tention is given to staff development in this area because many resi—
dence hall personnel are undergraduates, graduate assistants, house-
mothers, or others who lack advanced education or specific preparation
for student personnel work. Horle and Reid report the results of a
questionnaire survey of sixty—eight midwest colleges which purported
to determine the amount of counseling being done by residence hall
staff. Ninety-four percent said they engaged in personal counseling;
yet, only thirty-three of these respondents had any education in guid—
ance and counseling or psychology. The authors conclude, "This study
suggests that much 'counseling' in colleges and universities is being
performed by untrained individuals in men's residence halls" (48:234).
In light of this conclusion the writers emphasize the need for residence
hall personnel to work with counseling center staff and other personnel
to stimulate and direct their professional growth.

Ohlsen (75) sets forth a betterment program for residence coun—
selors at Washington State University. The residence hall staff is
divided into five inservice groups, each meeting once a month to dis-
cuss problems encountered and successful techniques used in the residences.
A particular mode of enhancing staff growth is the project committee
method. Various committees work on specific projects and share the
result of their efforts with the entire staff. Pre-school sessions
designed to meet the needs of both new and returning staff members is
another facet of this program. Group work with experienced group

leaders is the basic technique utilized in these sessions. Case

-33-
conferences, geared to understanding individuals in the hall who exhibit
atypical behavior, are used for inservice education during the school
year. In addition, voluntary individual counseling sessions with
personnel administrators are suggested. Ohlsen finds that individual
staff evaluation by one's colleague followed by an interview and dis-
cussion of the evaluation is "the best single in-service experience"
(75:533). Two generalizations regarding inservice education programs
must be cooperatively planned, and the program must be varied so as
to meet the diverse needs of a staff with varying degrees of education
and experience.
A means of stimulating professional growth among residence
hall counselors at the University of Connecticut is mentioned by Collins.
The "book-passing technique,” as it is called, involves the purchase
and distribution of books to counselors who, on a set time schedule,
read the books and pass them on to other counselors. According to
Collins this technique brought about the following results:
(1) The professional growth of the counselor, in-
cluding an increase in the knowledge of terms,
concepts, philosophy, and diagnosis of per—

sonnel work.

(2) An improved morale in unity of purpose among
the counselors.

(3) A setting of the stage for the clinical case con-
ference approach to student problems (17:647).

At the University of Minnesota an attempt is made to train
residence counselors to teach study skills. An overview of this
attempt and an evaluation is described by Hood (#7). He reports modest

results from this program.

_34-

Recently the University of Illinois instituted a ten day summer
workshop for women housedirectors. The workshop is an attempt at
both preservice and inservice education. Presently employed directors
as well as those aspiring to such positions are invited to participate.
In outlining the program Sheldon states the conviction that, ”The
Illinois program is adaptable to any residential college or university
for every institution has course offerings of value to such people.
Only the specialized training by student personnel staff needs to be
added" (86:122).

At San biego State College a course entitled, "The Problems in
the Education and Administration of Student Personnel in the Residence

Halls," is required of all residence staff members (119).

Summary

Summarizing this chapter, the writer notes that a majority of
the professional writings dealing with inservice education are con-
cerned with the improvement of instruction at both the high school and
college levels. The general principles of improvement programs in
these areas are valid for professional growth programs in student per-
sonnel work. The need to evaluate inservice education programs and
techniques is stressed, but to date few evaluative studies have been
done, probably due to lack of suitable measuring instruments. In-
service programs for high school guidance workers have concentrated
primarily on the improvement of counseling.

In institutions of higher education and particularly student

personnel work, attempts at inservice education are geared to increasing

-35-

the effectiveness of workers in three specific personnel services-—

counseling, faculty advising, and residence hall programs. Insufficient

 

attention has been given to development of comprehensive inservice pro-

grams designed to improve the quality of all student personnel services.

 

CHAPTER III
PROCEDURE AND METHODOLOGY

Introduction

Chapter I indicates that this investigation is a normative study
employing both survey and case—analysis procedures. The principle
objective of the study is to assess the present status of inservice
education for personnel workers in selected colleges and universities
in the United States. The validity of such an assessment is dependent
upon the data collection instrument and procedures, sampling technique,
and interpretation of findings. The purpose of this chapter is to
present a detailed discussion of the construction of the survey instru-

ment selection of the stud sam 1e and collection of information.
3 y p 3

Development of the Questionnaire

To acquire the information needed to assess the status of in-
service education adequately, a survey instrument was necessary. A
review of the literature indicated that an aCCeptable instrument did
not exist. Of necessity, therefore, the investigator sought to develop
a data-collection device appropriate to the purposes of the study. A
questionnaire appeared to be the most suitable instrument for the phase
of the study designed to provide a broad sampling of institutions.
The nature of the information desired was determined and the items on

the questionnaire initially selected after a review of the literature

-36...

-37-
and discussion with several student personnel workers and professors-
After this determination, items designed to elicit this information
were developed into a questionnaire. The first draft of the question-
naire was then completed and submitted to the writer's advisor, several
colleagues, and professional associates for evaluation, criticism, and
suggestion. Upon refinement of the initial draft a pilot study was
conducted by submitting the questionnaire to eight chief student per-
sonnel administrators. The pilot study participants were asked to
offer comments and suggestions for further revision of the questionnaire
in addition to completing the items on the instrument. Seven of the
eight participants (Appendix A) responded to the pilot study question-
naire and presented helpful suggestions for its improvement. The
time necessary to complete the instrument ranged from ten to forty-
five minutes, with a mean of twenty-eight minutes. After the pilot
study was completed, the questionnaire was refined to its present form

(Appendix B) and submitted for final approval.

Sampling Procedure

In order to obtain a representative survey of improvement pro-
grams in student personnel work, the writer specified a large and widely
dispersed population. The population of the study encompasses those
institutions holding membership in the National Association of Student
Personnel Administrators in April, 1962. The member institutions of
this association provide the most suitable population for a study of
this kind because (1) the membership of the association is select,

yct includes institutions of varying purpose, size, and geographical

-35-
location; (2) the chief student personnel administrators, by virtue of
their employment in member institutions, are assumed to have profes-
sional interest.fi1the development of student personnel work; and (3)
the association has, over the past decade, given attention to inservice
education of personnel in its member institutions.

As of April, 1062, three hundred forty-one accredited colleges
and universities were members of the National Association of Student
Personnel Administrators. A membership list was obtained from the
association secretary, and the enrollment of each institution was found

by referring to the 1962 Education Directory, a publication of the

 

United States Department of Health, Education,and Welfare. For pur-
poses of presenting a definitive summary of the findings it was de-
cided to stratify the population into four categories according to
student enrollment. Category I includes institutions with an enroll-
ment up to 1,500 students, Category II 1,500 to 5,000 students, Category
III 5,000 to 10,000 students, and Category IV represents colleges and
universities enrolling in excess of 10,000 students. The writer then
determined the number of institutions in each category as well as each
category's percentage of the total membership. These figures are

illustrated in Table I.

-39-

TABLE 1

NUMBER AND PERCENTAGE OF NASPA INSTITUTIONS
BY CATEGORIES

 

 

 

Category Number Percent of Total Membership
I 99 28
II 120 34
III 68 20
IV 64 18

 

From the stratified population, a proportional random sampling
of one hundred institutions was taken. The number of institutions
sampled from a particular category was determined by that category's
percentage of the total membership. The sampling was accomplished
by designating the institution in each category with a number and
referring to a table of random numbers (23). Those colleges and uni-

versities comprising the sample are listed in Appendix C.

Administration of the Questionnaire

Membership in the National Association of Student Personnel
Administrators is on an institutional basis, and the chief student
personnel administrator is normally designated as the institution's
representative. A cover letter (Appendix D), individually typed and
personally addressed to each institutional representative, was mailed
along with the questionnaire to the chief student personnel adminis—
trator on April 22, 1963. A self-addressed, stamped return envelope

was also included. Fifty-three responses were received from the

—40—
initial mailing. A follow-up letter (Appendix E), another question-
naire, and return 3nvelopexmnxzsent on May 21, 1963, to those not res—
ponding to the first letter. A total of eighty-six responses (eighty-
six percent) were received, of which eighty-three were usable. The

1

three unusable responses were eliminated oecause the respondents did
not complete the questionnaire, returned the questionnaire too late
for it to be included in the data analysis, or indicated either that
their organization was too srall and Specialized or that the question—

naire had no relevance to their program. Table 2 presents the total

responses by cate,ory.

TABLE 2

NUMBER AND PERCENTAGE OF RESPONSES
BY CATEGORIES

 

 

 

 

Category No. Questionnaires No. Questionnaires % Questionnaires
Sent Returned Returned
I 28 25 59.3
II 34 26 76.5
111 20 15 90.0
IV 13 17 94.4
Totals 100 86 36.0

 

A number of questionnaires were returned, some accompanied
by letter, indicating the institutions had no improvement programs.
Several returned instruments had only partial responses which are in—

cluded in the study findings.

-41_
Institutional Visitations

The second phase of the study consists of a detailed description
of the inservice education prOgram in five selected universities whose
chief student personnel administrator responded to the questionnaire.
Comprehensive descriptions of selected improvement programs are deemed
desirable in that they can serve as models or examples of inservice
principles and activities for other institutions. In addition, it is
recognized that a questionnaire survey will reveal a frequency count
or quantitative assessment of specific inservice education practices.
However, an intensive depth analysis of a total program more clearly
portrays the inter-relatedness, unique functioning, and relative im-
portance of the various professional growth activities constituting
the inservice program. To present a more complete picture of the in-
service prograns in these schools, both personal campus visit and
case study analysis were necessary. The purpose of the visits was
to gain detailed information on the questionnaire items as well as
obtain data which could not be included on the survey instrument.

The five schools were chosen for institutional visitations for
the following reasons: (1) questionnaire responses indicated more
highly developed programs than other schools, (2) chief student per—
sonnel officers expressed a willingness to cooperate in the study,

(3) location of the schools permitted visitation without excessive

expenditure of time and capital.

-42-
Arrangements for a personal interview with the chief student
personnel administrator, and in some cases other personnel staff, of
the five schools werenede by telephone. At this time the purpose of
the visitation was clearly specified.
In order that each interviewee respond to basically the same
questions, an interview guide sheet was structured. The following items
constituted the interview guide sheet:

1. Basic Institutional Data
3. Enrollment.
b. Composition and nature of the student body.
c. General nature and purpose of the institution.

Student Personnel Staff and Organization

a. Student personnel services centralized or decentralized?
b. Number, general background and experience of staff.

c Percent of total staff that participate in the inservice
education program.

3. Inservice Education Program

a. Is the inservice program centralized or decentralized?

b. What is the role of the chief student personnel ad—
ministrator in the inservice education program?

c. If the student personnel services are decentralized,
what is the role of the heads of student personnel
departments or agencies in the inservice education
program?

d. Briefly describe each part of the inservice education
program for student personnel workers in your in-
stitution.

e. What resource personnel or materials are used in the
inservice education program?

f. What significant contrilutions (research studies,

publications, changes in the student personnel program,

etc.) have resulted from the inservice education program?
g. Additional information on selected questionnaire items
was requested.

Particular emphasis on the interview was given to item 3d on
the interview sheet, since the primary purpose of the visitation was
to gain both a comprehensive perspective and intensive analysis of the

inservice education activities and total program. Although the researcher

-43-
attempted to maintain the basic structure of the interview, the unique-
ness of each program dictated in some measure the pattern of the inter—
view. Handwritten notes were taken during the interview and materials
that would assist the writer in developing a fuller understanding of

the program were requested and received.

Summarizing and Presenting the Data
An examination of the questionnaire responses indicated the
\data could be tabulated by hand. Responses to open-ended questions
which are not similarly stated but convey a common meaning to the in-
vestigator are grouped under a single heading. Descriptive statistics,
appropriate to the specific questionnaire items, are employed in sum~
nerizing and analyzing the data. A descriptive report of the inservice

education activities in the five colleges visited is presented.

CHAPTER IV
ANALYSIS OF THE QUESTIONNAIRE FINDINGS

Introduction
This chapter presents a summary of the data from the question-
naire survey. The findings from personal visits to five selected in-
stitutions are presented in the following chapter (Chapter V). The
questiontaire data are summarized under three headings: basic institu-
tional data, inservice education procedures, nd inservice education

activities.

Basic Institutional Data

Reference to Chapter III reveals that the study population was
stratified into four categories according to institutional enrollment.
In admition to determining enrollment data, it was necessary to ascer-
tain other basic information that would clearly portray the institutions
included in the sample. An adequate understanding of the data presented
presupposes cognizance of the fact that of eighty-three respondents
thirty, representing 36.14 percent, returned the questionnaire unanswered
and indicated no inservice education program for student personnel staff
in their institutions. Table 3 summarizes these findings.

One—half of the institutions in the 1,500 to 5,000 enrollment
category had no inservice programs. Similarly, over one-quarter of the

institutions in the other three categories reported they were without

-44-

-45_
such a pro ram. A number of chief personnel officers indicated they
had no organized program but proceeded to give partial responses to
quafijonnaire items evidencing minimal inservice activities.

Of the fifty-three replies from schools giving some emphasis to
an improvement program, thirty are from private schools and twenty—three
represent puUlic institutions. Only four of twenty—eight schools in
categories one and two are publicly controlled; whereas, nineteen of

twenty-five in categories three and four are publicly supported.

TABLE 3

NUMBER AND PERCENTAGE OF RESPONDENTS INDICATING
NO INSERVICE EDUCATION PROGRAM

 

 

Enrollment Total Usable No. Indicating % of Respondents
Category Responses No Program Indicating
No Program

 

 

I (0—1,500) 22 7 31.8

II (1,500-5,000) 26 13 50.0

III (5,000—10,000) 19 5 27.8

IV (above 10,000) 17 S 29.4
Totals 83 30 36.14

¥

Each chief student personnel administrator who completed the
Survey instrnment was asked to specify the number of years he had held
that position. Fifty individuals responded to this request. Chief
Student personnel administrators in the sampled institutions have
OC“Inpied their positions an average of 7.06 years. Length of service

Of ‘these persons is presented in Table 4. Twenty-six (44.8 percent)

—46—

respondents affirmed their last position as being in the area of stu-

dent personnel work but not that of chief personnel officer. Fourteen
(24.1 percent) administrators moved into their current positions from

college teaching, while four were chief personnel officers in other

schools. Four were previously employed in other college administrative

positions.

TABLE 4

YEARS RESPONDENTS HAVE SERVED AS CHIEF STUDENT
PERSONNEL ADMINISTRATORS

 

 

 

j ‘
Enrollment N Mean No. Range Semi-Interquartile
Category of Years Range
I (0-1,500) 15 6.6 2-23 2.4
II (1,500-S,0C0) 13 7.8 1-16 3.1
III (5,000-10,0u0) 12 7.0 1-17 7.0
IV (above 10,000) 10 7.8 1-22 4.0
Totals 50 7.06 1-23 3.9

 

Inservice Education Procedures
To the question "Who is responsiLle for the actual functioning
or immediate direction of the inservice education program for the stu-
dent personnel staff in your institution?” thirty-three respondents
(61.1 percent) indicated that the chief personnel administrator is res—
ponsible. Ten (18.3 percent) specified the program was somewhat de-
CCntralized; that is, the overall responsibility rests with the head

Personnel officer who delegates portions of the program responsibility

_;7_
to su'ordinates. Nine of the ten schools reporting decentralized
programs are institutions with enrollments exceeding 5,000. Dual res—
ponsilility for inservice education is the established norm in nine
(16.7) institutions. In sore cases it is customary for the Dean of
Men to direct the inservice activities for the male staff while the
Dean of Women guides the women's program. In one institution the Pres-
ident directs the program, and in another there is no fixed responsibility
for the functioning of inservice education.

With reference to budget, forty-two personnel administrators
disclosed that an average of 4.32 percent of the total personnel bud-
get is assigned to the inservice education program. The budget figures
include purchase of resource materials, expenses for attendance at
professional meetings, honoraria, and other inservice expenses with the
exclusion of salary cost analysis of staff time. Information regarding

budget allocations is presented in Talle 5.

TABLE 5

PERCENT OF INSTITUTION'S PERSONNEL BUDGET
ALLOCATED TO INSERVICE EDUCATION

 

 

 

'i:
Enrollment N Mean Range Semi-Interquartile
Category Percentage Range
I (0—1,500) 15 4.0 0-25 7.0
II (1,500-5,000) 9 4.7 0-25 4.0
111 (5,000-10,000) 10 2.42 0—5 2.6
IV (above 10,000) 8 8.0 0-28 1.1

 

Totals 42 4.32 0—28 2.25

—¥

-45-

Nine of the forty—two administrative officers responding reported
there is no budget allocated to their inservice program. In institutions
in category four (enrollment above 10,000) an average of eight percent
of the total personnel budget is designated to inservice education.

This is approximately twice the amount for all other schools sampled.
Forty-four schools follow the practice of paying all staff expenses for
attendance at professional meetings. Fourteen others share meeting
expenses with the staff.

Both content and method of an improvement program are essential
to its success. A question designed to elicit responses as to how
content and method are determined is included on the survey instrument.
Twenty-sev n (50.9 percent) of fifty—three respondents pointed out
that the content and method of the program are established by consensus
of the entire staff. Approximately one-fourth stated that current
campus and staff needs dictate the nature of the professional upgrading
activities. In four cases the chief personnel administrator specifies
the direction of the program, and in three instances a staff committee
is charged with the responsiTility of fixing program content and method.
Availability of materials, long range staff goals, and the philosophy
of the institution are other determinating factors cited.

It is generally rec0gnized that the availability and judicious
use of resource material and personnel significantly affect the caliber
of improvement activities. Accordingly, the chief personnel officers
were asked to list the resource materials they use in their inservice

Programs. Talle 6 documents their responses.

_ug-

TABLE 6‘

RESOURCE MATERIALS USED IN
INSERVICE EDUCATION

 

 

No. of Inst. Indicating Usage Total
Resource Material

 

Enrollment Category

I II III IV
0-1,500 ,l,500? 5,000— above
5,000 10,000 10,000

 

Unpublished Manuals 8 5 4 5 22
Professional Journals 2 2 4 5 13
Books 2 4 3 6 15
Test Materials 5 l 3 l 10
Case Studies — 4 1 1 6
Speakers-Consultants - 1 4 1 6
Films - 1 3 2 6
Research Reports - - 1 3 4
Pamphlets - 1 2 — 3
Tapes - l - - 1
Staff Prepared Papers - - - 1 1

 

An examination of the table discloses that manuals, prepared by
and for particular personnel staffs, are the most frequently mentioned
resource material. Professional publications, test materials, case
studies, films, and consultants provide other material for professional
improvement programs.

By means of a free response question the respondents were asked
what, in their judgment, accounts for the success of the inservice
programs it their institutions. Eighteen different reasons were cited
as factors to which the success of the various programs could be at-
tributed. The interest and desire of the program participants was

named twenty—one times and is clearly the most frequently mentioned

-50-
factor. Nine respondents indicated staff unity as being the essential
element of a successful inservice program. The leadership of experienced
staff members and the use of democratic procedures were factors mentioned
four times. Other reasons accounting for the apparent effectiveness
of inservice programs and the number of times these are listed are:
good organization structure (3); care in initially selecting staff (3);
informality of the program (2); support of the administration (2);
study of relevant topics (2); adequate preparation for inservice ses-
sions (2); orientation of staff to program objectives (1); designating
a specific time for inservice education (1); stable staff (1);
individualized program (1); availability of materials (1); opportunities
for supervised experience (1); and the use of reward to staff who up—
grade their professional competence (1).

In addition to understanding the reasons for successful improve-
ment programs, it is equally important to know the causes for program
shortcomings. Fifteen different factors were mentioned as contributing
to failure in the inservice program. Twenty-nine chief personnel of-
ficers reported that lack of tine, due to the press of daily duties,
is at least one of the reasons for the failure of their programs. Lack
of adequate budget, cited ten times, is the second most frequently
mentioned factor. No other factor was mentioned more than three times.

Listed below are the reasons contributing to the failure of in-
service programs as cited by the respondents. The number in paren-

thesis indicates the number of times each activity is mentioned.

Lack of time (29

Lack of budget (10)

Lack of staff experience (3)

Lack of staff interest (2)

Inadequate size of staff (2)

Inservice education is a low priority item (2)
Lack of resource material (1)

Lack of an overall plan for the program (1)
Lack of staff coordination (1)

Lack of administrative support (1)

Problems inherent in democratic procedures (1)
Normal resistance to change (1)

13. Lack of relevant topics (1)

14. Lack of professional orientation in a particular
geographic area (1)

p—Ir—Ip—a
MHQQCL‘NONUiJZ‘ri—a
0

According to the replies, little objective evaluation of in—
service activities is conducted. Twenty—seven (81.8 percent) res-
pondents reyorted their programs are evaluated by subjective analysis
of the staff. Questionnaires were used in two institutuions to eval-
uate their programs. Likewise, consultants and an interview-type re-
research study were employed to study improvement practices in two

institutions.

Inservice Education Activities

An attempt was made by the investigator to ascertain the type
and scope of activities used by colleges and universities in their
professional betterment programs. A list of twenty different inservice
activities was presented to the respondents with the request to add
any additional activities not listed but included in their programs.
This resulted in a total list of twenty-two activities. The adminis-
trators were asked to check those practices that were utilized at one
time or another, in the inservice program in their institution. These

results are presented in Table 7.

-52-

 

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m.mm 0H ma m N N H mm>mmA Hmowuwnnmm
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m.m: oH MN m m m e mocmHumaxm emmH>umasm
H.mm ma NH N d m m mEHHmlmwchuooom mamH
N.oN oN HH 3 H m H mcHNmHmnoHom
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H.od m on OH OH 3 N .3.m.m CH xHOB mmuDOO .Umo<
n.NN H a: NH NH NH NH .mmpz .eoum um mucmeceuu<
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m.H: NH NN m m e o maoemeuoz HooaomscH
m.mm 5 mm N o o a maonmxpoz Hoonumimpm
moHuoxopmo nmlz NHuz mHuz mHuz mHuz
NuH>Huo< HHm >H HHH HH H
wzflm: .umcH xcHx:mz HmHOH Abouvumo zporvumo xuomoumu xuomoumo
Ho exolm HmuOH ucoEHHoucm usmeHHOECm unmEHHoucm unmEHHoucm

monHDHHHmzH m4m2<m WQDHm ZH mmHHH>HHU<
ZOHH<UDQm moH>mmmZH mo mmS mc >UszOmmm QZ< mme

n mam}?

-53-

An examination of the table shows that attendance at profes-
sional meetings is the activity most often included in inservice ed—
ucation programs. Forty—nine of fifty-three respondents (92.5 per-
cent) indicated this activity as being part of their inservice program.
The second most often included activity is staff seminars. Approximately
seventy—one percent of the programs included this activity. Inter-
school visitations, the use of consultants and outside speakers, case
studies, directed readings and pre—school workshops are, in that order,
the next most often included activities in the improvement programs.
All these activities are used in at least fifty percent of the programs
studied.

Table 7 further reveals that inservice education programs are
characteriZed by use of a variety of activities. With one exception,
no one inservice activity is used predominantly in institutions of a
particular size. The exception is the enrollment of staff in academic
courses in student personnel work. This activity is more often included
in the programs of schools in the 5,000 to 10,000 and above 10,000
enrollment categories. The availability of such courses and greater
pressure to obtain advanced degrees are probably major contributing
factors to the inclusion of this activity in the programs of these
larger schools.

Besides checking the activities in their programs, each chief
administrator rated, on a seven point scale, the importance of each
activity to his program. In Table 8 there appears an estimate of the
importance of each of the twenty—two inservice education activities.

The rating of importance was derived from two factors: one, the

-5u-

 

 

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sH No.H NH.N :m.H No. x: xuoz .mumm .esum wsHaomoe
ON mm. mN. mm.H mH. mH. mm>mmH HmoHumnnmm
NH oo.H N®.H NN. me. NN. mmschaooH HmcoHum>ummpo
: mN.N Ne.m mc.H ea.H om.N mmucmHumexm emmH>umN5m
mH 9N. mN.H Ne. em. on. meHHmummsme
mH Hm. mN.H es. mo.N I: mcHNmHmamHom
0H No.H No.H NN.H ms. oe. mHQCmN
a Ho.H NN.N es.N Hm.H NN. .mumm ucoesum :H .xz amusoo .emo<
H mm.m mN.m mo.m mH.s NN.: mmcHammz .eoum pm wocmecopb<
mH eo.H mN.H oo.N aw. on. coHumoHHnsm
HH se.H Ns.N mo.N Na. NN.H aoummmmm
e oo.N oo.m NN.H mo.N mm.H mwcHemom emuomuHo
N No.H Ne.N Hm.H Hm.N mm.H mcoHammeH> HooeumumucH
N HN.N mm.s Hm.m NN.m oN.N mbmcHEmm mumam
m oo.N om.N mH.N oo.N om.H mmocmumecoo ammo
N No.H oo.N Nm.H NN.N oo.H meesum ammo
NH mm. mm.H mm.N am. NN.H muwmuumm umqum
oH ee.H mo.H No.H NN.H mm.H maoemxuoz HooeomncH
m mN.N mm.N No.H NN.N ON.N maoemxuoz Hooeumumam
mofipowmumo .uuanH mo .uuerH mo .uuanH mo .upanH mo .uuanH mo mufl>fluo<
HHm wcHumx cmoz mcflumx cmuz wCNumm :moz wcflumz :moz wcHumm :mmz
wcfleCmm nmuz mHuz man mauzi mHum sewumoscm muw>emmcH
HmuOH mA<HOH >H xuowoumo HHH zeommumu HH zpommumo H zuommumu

 

mmHmOOmB<U FszAAOme wm VHH>HHU<

ZOHH<UDQM mUH>mumzH Io<m mo mOZ<HmOmZH mo OZHH<d z<m2

m mdmflw

——

-33-
number of schools considering the factor important and two, the degree

of importance attached to the factor by each school that rated it.

Each activity could possibly have been listed as important by a total

of fifty-three schools (fifty—three equals total usable questionnaires)
and at best could have been given a rating of seven (highest in l-7 scale)
by each school. Thus, the highest possible gross rating of importance

for any activity would be fifty-three multiplied by seven or a gross
rating of 371. A mean importance rating for each activity was deter-
mined by summing the gross rating for each activity and dividing this
total rating by fifty—three, the total possible number of ratings.

This procedure was followed in determining the mean rating of importance
for each activity in each category and for all categories combined.

A review of Table 8 shows that, for all categories combined,
attendance at professional meetings is rated as the most important
inservice activity. On a seven point scale the mean rating of im—
portance for this activity is 3.83. In categories one and two, atten-
dance at professional meetings is rated first in importance with res-
pective mean ratings of 4.27 and 4.65. In institutions in category
three, it is ranked as second in importance with a mean rating of 3.08.
For category four it was third in order of importance with a mean
rating of 3.75.

The second ranked improvement activity for all four categories
is staff seminars. For all categories, seminars are given a mean impor-
tance rating of 3.21. This practice is ranked third in importance
by schools in category one, second in category two, and first in

categories three and four.

-56..

Preschool workshops constitute, for all categories, the third
ranked inservice activity. Supervised experience, case conferences,
and directed readings are, in that order, the next most important
facets of professional betterment programs.

Academic course work in student personnel work is a significant
phase of the professional upgrading program in institutions in categories
three and four. Course work is ranked third and second respectively in
cate;ories three and four. There is little emphasis on this inservice
practice in categories one and two.

With the exception of academic course work found predominantly
in categories three and four, no one inservice practice can be singled
out as primarily characteristic of institutions of a particular enroll-
ment category.

Chief personnel officers in the sampled institutions were requested
to check the three activities most frequently used in their inservice
education programs. One hundred fifty—two total responses were made
in reply to this request. Attendance at professional meetings was
designated twenty-eight times as one of the three most frequently
used practices. Staff seminars are mentioned twenty—three times, and
preschool workshop and supervised experience are each specified in
fifteen responses. These four activities, then, constitute the most
frequently employed inservice education practices for student personnel
workers. The following is a list of inservice education activities
most frequently used in inservice education programs. The figure in‘

parenthesis denotes the number of times each activity is cited.

-57...

Attendance at Professional Meetings (28).
Staff Seminars (23)

Pre-school Workshops (15)

Supervised Experience (15)

Directed Readings (ll)
Consultants-Speakers (10)

Case Conferences (10)

Academic Course Work in Student Personnel (7)
Inschool Workshops (6)

Case Studies (5)

Interschool Visitations (S)

12. Staff Retreats (3)

13. Publications (3)

14. Teaching Student Personnel Work (3)

15. Individual Conferences (2)

16. Observational Techniques (2)

17. Research (1)

18. Staff Library (1)

19. Panels (1)

20. Tape Recordings-Films (l)

H
OOCI‘NO‘UWFUJNH
o

H
H
o

A comparison of the above list and Table 8 shows that the four
activities rated most important--attendance at professional meetings,
staff seminars, preschool workshops,and supervised experiences——are
also the four most frequently used in the inservice education programs.

In many institutions students and faculty perform some personnel
functions. Two items on the questionnaire elicited responses concern-
ing the inservice activities designed to assist students and faculty in
fulfilling their limited student personnel role. Seminar-group meetings,
workshops, orientation meetings, academic courses, and manuals are, in
that order, the most frequently mentioned inservice activities for

students and faculty.

—58—
Summary

An analysis of the questionnaire data shows that approximately
thirty-six percent of the respondents indicated there was no inservice
education program for student personnel workers in their institutions.
The chief student personnel officers who participated in the study
have occupied their present positions an average of seven years and
devote 4.32 percent of their total student personnel budget to inser—
vice education.

In general, the chief student personnel officers in the sampled
institutions are responsible for the direction of the inservice program
but frequently delegate responsibility to subordinates for specific
aspects of the program. In the larger institutions the professional
growth programs are likely to be more decentralized than in the smaller
colleges and universitites. In approximately fifty percent of the
programs studied the staff cooperatively determines the content and
methodology to be used in the inservice activities. Campus and staff
needs are determining factors relative to the nature of the inservice
programs.

Unpublished manuals, professional journals, books and test mater—
ials are the most frequently utilized resource materials in the programs
studied. The interest and desire of staff members is the primary reason
for the success which the personnel officers attribute to their pro-
grams. Lack of time and budget are the two reasons most often cited
as factors which inhibit successful functioning of inservice education

programs. On the whole, chief personnel officers and their staffs have

-59-
given little attention to systematic, objective evaluation of in-
service activities.

Twenty-two different activities or procedures are mentioned as
having been included, at one time or another, in the professional growth
programs in the sampled schools. Attendance at professional meetings,
staff seminars, interschool visitations, use of consultants, case
studies, directed readings, ani preschool workshops, are, in that
order, the activities most often included in programs of inservice
education for student personnel workers.

The respondents designated attendance at professional meetings,
staff seminars, and preschool workshops as the most important activities
in their programs. These same three activities are cited as the activities
most frequently used in promoting professional growth of personnel staff

members.

CHAPTER V
INSERVICE EDUCATION PROGRAMS IN FIVE INSTITUTIONS

Introduction

One aspect of this study involves an intensive analysis of the
improvement activities in five selected universities. The purpose of
this part of the investigation was to ascertain those inservice prin—
ciples and activities which are successfully employed in promoting pro-
fessional Upgrading of student personnel workers. It was assumed that
a comprehensive summary of selected improvement programs could provide
models or examples of desirable approaches to inservice education which
can be implemented in other institutions.

The five institutions selected for inclusion in this phase of
the investigation were part of the questionnaire sample. These in-
stitutions were selected for visitation and case study analysis because,
1) their inservice programs appeared to be more highly developed than
those in other schools, 2) the chief personnel officers expressed
a willingness to cooperate in a case analysis study, and 3) the loca—
tion of the schools permitted visitation without excessive expenditure
of time and money.

A brief introductory summary of each institution is followed

by a detailed description of its student personnel and inservice educ-

ation prOgranB.

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Institution A

Institution A is a fully accredited, multipurpose state univer-
sity located in a large midwestern metropolitan center. The enrollment
is approximately 37,000 students, 4,000 of whom reside in university-
owned residence halls. Several thousand more live in rooms in private
residences, and over half the total student population are commuters.
Although a majority of the students are state residents, the university
draws students from all sections of the United States and has nearly
1,000 international students in attendance. In addition to an exten-
sive undergraduate curriculum the university offers graduate work through
the doctoral de r22, as well as professional education in such fields

as medicine and law.

Student Personnel Organization

The student personnel program in Institution A is organized into
eight bureaus; each bureau staff is responsible for a specific function
or service. The ei ht bureaus are Counseling Bureau, Student Activities,
Housing, Discipline Bureau, Financial Aid Bureau, Improvement Services
(speech, hearing, study skills), Foreign Student Advisor, and Coordina-
tor of Student Religious Activities. The director of each is responsiTle
to the Dean of Students who is the chief student personnel administrator
and has served in that capacity for twenty-two years. An Assistant
Dean of Students serves as an executive-administrative officer to the
Dean of Students. Seven of the eight bureau directors possess the
doctorate as do numerous other staff members. The professional student
personnel staff is approximately ninety in number with an additional 180

graduate students serving as residence hall counselors.

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The writer conducted personal interviews ranging in time from
thirty minutes to two hours with the Dean of Students, Assistant Dean
of Students, Director of the Student Activities Bureau, Director of
Residence Counseling, Director of the Financial Aids Bureau, Assistant
Director of the Counseling Bureau, and the Director of Research. In
addition, the writer attended a combined luncheon-discussion with the
Dean of Students and eight of his staff for the purpose of pursuing
the general topic of inservice education and the progress of this study

in particular.

Inservice Education Program

Staff Meetings. The Dean of Students holds weekly staff meet-

 

ings with the directors of the several bureaus. As well as providing
an opportunity to discuss routine problems and procedures, these meet—
ings are viewed as an integral aspect of the improvement program. For
the purposes of the weekly meetings the staff is organized into various
functional committees. For example, there is a Committee on Public
Relations whose primary task is to communicate the student personnel
program to the entire campus community but particularly to the faculty
1
and students. A research committee encourages staff members to engage
in research studies and provides a means by which various project ideas
and designs can be evaluated, reviewed, and constructively criticized.
Committee membership is on a rotating basis so that all staff have
Opportunity to broaden their competence and understanding in other

than.their own Specialties. Relevant journal articles, books, and

<Tther resource materials are used as a basis for discussion in the staff

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meetings. Visitors,such as student government leaders, campus editors,
and business managers of residence halls, are periodically invited to
attend the meetings. Although the chief student personnel officer
assumes responsibility for the staff meetings the impression is that
there is a considerable amount of participation on the part of the
total staff. Bureau directors are expected to promote and encourage
interest in professional advancement through their own individual
bureau meetings. At the beginning of the academic year the entire dean’s
staff has a retreat away from campus. Position papers and discussion
on pertinent topics confronting the staff, university, or the general
field of student personnel work are presented by staff members and
visiting speakers.

Research and Publication. Throughout the entire department,

 

emphasis is placed upon research and publication activities. The
Assistant Dgan of Students stated that staff members are expected to
engage in research and produce professional publications. The Research
Committee (mentioned earlier) is one means by which research activity
is fostered. Two full-time research personnel, both doctorates in the
behavioral sciences, are employed by the Dean of Students Office. Al-
though the jol expectancies of these persons are relatively unstructured
their three Lasic functions are to (l) conduct research on the social
psychology of student life so as to provide an underpinning of basic
knowledge for the personnel practitioner, (2) serve as resource per—
sons for staff engaged in research, (3) informally evaluate programs
and practices in the various bureaus. The research directors hold

faculty rank in an academic department and usually do a limited amount

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of teaching and research not directly related to student personnel
work. A number of significant research and evaluation studies have
been conducted and provide the basis for present personnel practices.
An inege study of a sorority encountering difficulty in securing mem-
bers, a study of the pairing and effect of roommates on each other,
an evaluation of the university's attempt to change negative student
opinion of the dean's office, and an assessment of the student orien-
tation program are representative of the type problems researched by
the personnel staff. These studies have resulted in several publications.
The Director of the Student Activities Bureau used as his doctoral re-
search a problem directly related to one activity in his bureau.
Currently the Dean of Students is conducting a national research study
on student attitudes toward academic freedom sponsored by the National
Association of Student Personnel Administrators and financed by the
Hazen Foundation. The Dean of Students and his staff have published
numerous articles in professional journals and have written and con—
tributed to several book length manuscripts.

Counseling Bureau. The Counseling Bureau staff conducts an

 

intensive and extensive inservice education program. The substance

of the program was related to the writer in an interview with the
Assistant Director of the Bureau. The improvement program is headed

by the Bureau Director, but a minimum of direction is needed since most
of the staff participate in several inservice activities. Business of
the bureau as well as improvement activities comprise the agenda of a
WEBkly, two-hour staff meeting. The particulars of the agenda are

determined by consensus of the staff.

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Case studies are a frequent activity of the staff and often in-
volve not only the counselors in the bureau but also related persons
from other campus agencies, such as the mental hygiene clinic. Per-
iodically the staff divides into groups of three or four to evaluate
one another on counseling techniques. The Assistant Director stated
that these are valuable meetings in that they provide staff with an
opportunity to "brush up" on counseling to prevent a stereotyped
approach and method. These small groups also periodically consider
the purposes of the bureau and the means by which these can be realized.

Many staff members specialize in a particular type of counseling.
This specialty approach necessitates and encourages a great deal of
intra—staff consultation.which.is considered a valuable inservice
procedure. Even though counselors specialize in dealing with particular
persons or problems, the interviewee stated that all are expected to
possess total counseling competency. To promote total counseling com-
petency adults in the community are accepted as clients to provide
counselors with opportunity to work with persons other than college
age.

Book reviews, testing developments, and research findings also
provide discussion topics for the periodic meetings. Additionally,
faculty members from various departments are invited to meetings and
requested to share new developments in their disciplines. In this manner
the counselors assist faculty with a form of inservice education while
gaining knowledge of the academic side of campus life which is indis—

Pensable in counseling students.

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Members of the Counseling Bureau conduct a research seminar in
student personnel work for graduate students which is open to all staff.
In this seminar, an attempt is made to approach research from an inter-
disciplinary perspective by utilizing a variety of resource persons.
For example, when discussing theory and research on "empathy," faculty
from the speech and theatre department were asked to participate and
contribute their related knowledge.

Three tiurs a year the bureau staff publishes an occupational
bulletin and newsletter for high school and university counselors and
advisors. Essentially, these publications contain a review of litera—
ture in occupations. Individual staff members are assigned specific
areas in which they review the literature for a period of one year.

The reviews are condensed and presented in the bulletins and newsletters.
SepaLate research bulletins are published periodically by the bureau.

To encourage continued reading, a professional library is main—
tained for the staff, and an occupational information file is available
to stud nts. Staff numbers also avail themselves of the opportunity
to develop heir knowledge of occupations by using this file.

A unique approach to inservice education was made by the bureau
staff when the high school in a neighboring community was in need of
guidance counselors but unable to secure any. Members of the bureau
commuted weekly to the school and tested and counseled the senior
class. The counselors undertook a research project in conjunction with
this activity by setting up counseling expectancies for various coun-
Sclecs,_ A follow—up study of this class has begun. This total pro—

Ject is viewed by the staff as one of the most profitable inservice

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activities undertaken, particularly since some staff members are
actively involved in counselor education.

The University counselors are afforded an opportunity to assist
in the inservice education of high school counselors by conducting a
one-day conference on state-wide testing programs. This permits vital
contact with guidance personnel and offers mutual rewards and profes-
sional growth for both the bureau staff and high school counselor.

A majority of the bureau counselors hold academic rank and parti—
cicipate in a continuous counseling practicum program. Senior staff
serve as supervisors for practicum students and thus are continually
engaged in the inservice program of part-tim: staff and graduate stu-
dents who are completing internship in the Counseling Bureau.

Inservice Education for Residence Hall Personnel. The Coordi-

 

nator of Residence Counseling conducts an inservice education program
for the residence hall staff which consists of nine head counselors and
150 residence counselors. In addition to Serving on the residence
staff, the counselors are also graduate students in several academic
disciplines. Along with an extensive workshop in the fall bi—weekly
meetings are held with the nine head counselors and various members of
bureau staffs. A primary purpose of these meetings is to promote pro-

fessional growth. "Counseling Points of View,” "Evaluation of Coun—

seling, "Academic Advising,’ and "Great Books Program" typify the
subjects discussed in the meetings. Due to the large number of residence
counselors, group meetings with them are held only once or twice a
quarter. The head counselors are expected to hold weekly ”unit staff

meetings“ with their residence counselors. Consultants from several

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canmus agencies and bureaus frequently serve as resource personnel in
unit meetings. Topics to be covered are determined by the head counselor
in consultation with the Coordinator of Residence Counseling. Weekly
during the fall quarter and once every three weeks thereafter, the Co—
ordinator has an individual conference with each head counselor. At
this time assessment of the hall program is made and encouragement to
continue upgrading is given.

Inservice Education for Students Performing‘Personnel Functions.
A number of students participate in the personnel program and are in—
cluded in the inservice education activities.

Institution A provides an extensive orientation program for in-
coming students. One phase of this program involves a visit to campus
by new students during the summer. Twelve selected upperclassmen are
employed by the dean's office to serve as sponsors to the would-be
freshmen. A week—long inservice program for the sponsors is conducted.
Just prior to school in the fall approximately 800 freshmen are in—
vited to attend "freshman camps." One hundred and twenty student
counselors work in the camps. These counselors are selected in January
and prepared for their roles through weekly meetings during the
spring semester. An extensive evaluation of the orientation program
and the camps is continuously being made.

Policies and Procedures Promoting Inservice Growth. A number of
policies and practices in the dean's office and the several bureaus en-
courage staff to upgrade their professional ability. The chief student

personnel administrator in Institution A expresses the conviction that

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lack of time is the priuary hindrance to inservice participation. He
states, "Giving time is the most important way to u grade." Similarly,
this particular administrator proclaims that "the staff must be more
than service-oriented and not let customers (students) dictate their
complete use of time." Accordingly, the dean encourages his staff to
reserve blocks of time for professional activities. Office hours of
the bureaus have been shortened so as to give staff time to clear up
administrative work and read ”on the job.” A regular university
saTtatical leave policy is in effect, and selected staff are encouraged
to take from a week to a full quarter with pay to work on special
projects. Last year a bureau director was given three weeks leave to
complete his doctoral dissertation. All staff are expected to pursue
advanced degrees, and appropriate rewards in the form of promotions
and salary increases are granted to those who continue to upgrade them-
selves. Clearly, the policies of the department are a factor in fos-

tering increased professional awareness and capacity.

Summary of Institution A

The inservice education program for student personnel staff in
Institution A is organized and functions within a combination central—
ized—decentralized structure. The chief student personnel administrator
assumes general responsitility for the overall program and particularly
directs his efforts toward continuous work and improvement activities
with his immediate subordinates, the bureau directors. Directors are
relied upon to conduct on—going professional betterment programs in

their respective bureaus. In this respect the program is decentralized.

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The role of the chief student personnel officer is significant
in providing inspiration and stimulation to the‘staff through personal
example of professional awareness. The impression was received that
this chief personnel administrator has succeeded in creating a climate
wherein staff are not only encouraged to develop professionally but
strongly desire to do so. An attitude of personal professional pride
is evident and undou tedly accounts for the fact that the staff appears
willin: to participate in inservice activities. The Dean of Students
expreSSed the conviction that an improved personnel program involves
creating new ideas. He is cognizant of the need to keep abreast of
current publications to promote thinking and new ideas. Any measure
of success of the improvement program in this university appears to
be directly related to the leadership of the chief student personnel
administrator.

The most extensive inservice activities in Institution A are
conducted in the Counseling Bureau. The emphasis may be due to the
nature of the COLUSEling function, the leadership of the Director and
Assistant Director of the Bureau, and the Bureau's relationship to
the academic function of counselor education.

Although student personnel services are highly specialized on
this campus, a conscious attempt is made through the inservice program
to develop “generalists” as well as personnel ”specialists." Effort
is rede to promote comprehensive understanding of the total program in
each staff member. Inter-change and "borrowing" between bureau staffs
is significant; that is, individuals in one bureau often participate

and contribute to the inservice activities of other bureaus.

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Notable emphasis is given to research and publication. The pre—
vailing expectancy that staff will, insofar as personal abilities and
job otligation permit, engage in these activities accounts for much
of the impetus for professional upgrading. The research studies
undertaken have provided the basis for change in personnel practice in
this institution. Institution A is attempting to undergird personnel
practice with valid research findings.

Another factor which accounts for the apparent success of this
improvemert program is the unusual budget allocation for staff and
professional activities. From twenty—five to thirty percent of the
total personnel budget is assigned to inservice education in its
broader interpretation.

A sufficient number of staff is employed in each bureau, thus
enabling individuals to have released time for professional activities
and study of pertinent problems. The employment of two research
specialists in the personnel services is a unique and pioneering fea—
ture, possible only because of an ample budget. In addition, the
policies administered by the chief student personnel officer with
respect to released time, promotions, and salary increases play a con-
tributing role in the development of the inservice program.

Professional upgrading through a broadly conceived and developed
inservice education program is clearly a high priority item in Institu-

tion A's student personnel program.

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Institution B

Institution B is a fully accredited, multipurpose state univer-
sity located in a midwestern city of approximately 25,000. Eighteen
thousand students are enrolled of which some 8,500 reside in residence
halls. Several thousand more live in fraternity, sorority, and marriai
student housing. A minority of the student body commutes. The larger
part of the students are from the midwest although the university at-
tracts students from all sections of the United States and numerous
foreign countries. Graduate study through the doctoral degree is of-

fered as well as advanced professional education.

Student Personnel Organization

The Dean of Students, who has served in this capacity for eight
years, is the chif administrative officer in the Division of Student
Personnel. An associate dean and two assistant deans aid the Dean of
Students in general administration of the division. In addition, five
directors of sgecific personnel functions report directly to the dean..
The areas for which the five directors assume responsibility are:
Counseling and Activities in Residence Halls, Counseling Center, Stu—
dent Activities, Reading and Study Skills Center, and Veterans Affairs
and Military Information which also includes Financial Aids and Student
Employment. Until recently, a research assistant has been employed
in the division and worked closely with the residence hall program.
Ilie full—time professional staff numbers approximately forty with about
175 part-time staff employed in the residence halls. The writer had
intearviews with the Dean of Students and the Director of Counseling

and Jfictivities in Residence Halls.

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Inservice Education Program

Staff Meetings. Every other week a meeting of the Dean of Stu—

 

dents and ten major staff personnel (assistant deans, associate deans,
and directors) is held. These meetings are planned and presided over
by the Dean of Students who utilizes them as a means of communication
of basic procedures and promotion of staff growth. A diversity of
resource material is used-~largely, professional literature and mimeo—
graphed material on student personnel work developed by the staff.
Each ‘irector who is responsible for a specific division of the per—
sonnel program directs inservice education for his staff. At this
level the improvement program is decentralized.

A larger staff meeting, including an average of twenty persons,
is conducted bi-monthly. The Dean of Students chairs this meeting,
but topics for consideration are prepared by an agenda committee composed
of three staff members. This committee attempts to assess the profes—
sional needs of the staff and plans meetings accordingly.

The chief student personnel administrator commented that struc—
turing the improvement activities at various levels was necessary in
order that they be applicable to the varying degrees of staff experience
and readiness. The staff meetings or seminars constitute a major
portion of the inservice education emphasis.

Research and Publication. A minimum of research and publication

 

aC‘tivity is conducted in the Division of Student Personnel. The press
0i? routine responsibilities was cited by the Dean of Students as the

lmijor inhibitor. The dean himself has published several journal articles.

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During the past year members of the sociology department conducted
an evaluative research study of the total personnel program. This was
done by interviewing memlers of the personnel staff and receiving their
reactions to the operation of the total personnel division. Although
the study encompassed the comprehensive program of student services
it was indirectly related to the inservice aspect of the division.

For example, one finding indicated that resident assistants in the
living Centers desired a more intensive training program. Such infor—
mation is significant in that it provides direction for the inservice
education program.

Inservice Education in the Counseling Center. The primary in—

 

service technique for counselors is their participation in and contribu—
tion to a counseling practicuux or graduate students. The full—time
d)unselors are assigned to supervisory roles in the practicunl. Case
studies and critiques are presented in weekly sessions.

Inservice Education for Residence Hall Personnel. The total
residence hall staff of Institution B consists of eight head counselors
and 174 resident assistants. The head counselors are appointed as
full-time staff and possess at least a masters degree in guidance—
personnel work. For the most part they are also doctoral candidates in
student personnel. The associates and assistants are half—time ap—

pointe 5 either holding a masters degree in student personnel or plan—

u‘

Flin< to receive such during the year of their appointment. Ten per—

J

(Dent of the resident assistants are undergraduates, and ninety percent
are.nesters degree candidates of Vdumi forty percent are designated as

StUdent psrsonnel interns. The remainder are in other disciplines.

 

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Since a majority of residence hall personnel are neophytes an
intensive effort is made to augment their frofessional capacity through
an inservice education program headed by the Director of Counseling and
Activities in Residence Halls. This program is well conceived and
structured and involves five different techniques or approaches to
professional betterment——a preschool workshop, practicum class, staff
meetings, individual supervision, and opportunities for professional
experiences as student personnel interns. Stated objectives have been
formulated to provide direction for each facet of the program.

The preschool workshop encompasses five days of group and indiv—
idual meetings intended to orient staff to the university, the residence
halls, and their own positions. Personnel from within and without the
Division of Student Personnel serve as consultants in the workshop.
Resource materials in the form of staff manuals and handbooks are
presented. The workshop is evaluated yearly by soliciting comments
from the participants.

A weekly practicum class, the objective of which is, "To provide
philosophy and tools necessary to perform in each area of responsibility,"
is required of all residence hall staff. Student personnel interns
are expected to take the course for two years and non-majors one
semester for which academic credit is earned. Because the needs and
abilities of interns and non-student personnel majors are dissimilar,
the course is organized into two sections. More advanced subjects
Eire included in the section for interns; therefore, individual staff
members are afforded the opportunity of maximizing their professional

POtential.

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Hall staff meetings are generally devoted to routine problems and
procedures of the individual residences. Occasionally outside speakers
discuss topics related to the practicum class or workshop. Within the
definition of an inservice education program as outlined in this study,
however, these staff meetings are not construed to be improvement
activities.

Head counselors meet regularly for individual conferences with
each person on their staff. The purpose of these conferences is to
give the more experienced counselors opportunity to supervise the ef-
forts of the resident assistants and subsequently provide inservice
direction.

The interns are given supervised experiences which purport to
prepare them for work in future positions of student personnel respon-
sibility. Preparation is accomplished through varied techniques of—
fered in the required second year practicum course.

The director of the improvement program for residence hall staff
points out that inservice education begins at the time of the initial
job interview and appointment. At this time an attempt is made to
orient future staff members and set a tone for the forthcoming in—
service activities.

Fraternitites and sororities occupy a significant place on
Institution Bs campus. The housemothers in these organizations meet
monthly with one of the Associate Deans of Students. The primary
Purpose of the meeting is to discuss routine matters. Little emphasis

lS given inservice education with housemothers of Greek organizations.

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Related Inservice Education Activities. A course in student

 

leadership is offered, by invitation, to selected campus leaders.

The course, taught by the Dean of Students and his staff, purports

to acquaint key students with the philosophy and operation of Institut-
ion B and the Division of Student Personnel. This class also carries
academic credit. The case study technique is the predominant method
used. In addition to teaching this course, the dean periodically in-
structs in the Graduate School of Education and serves as advisor to
several doctoral candidates.

The chief student personnel administrator is active and holds
offices of responsibility in professional organizations. He has been
instrumental in encouraging the establishment of inservice programs
for personnel workers in the institutions holding membership in the
National Association of Student Personnel Administrators.

Each year the personnel staff endeavors to visit another institu-
tion and study its student services. This visitation is a valuable
but neglected inservice experience.

Attendance at professional meetings is encouraged, and a major
share of the inservice education budget is used to defray expenses of

full-time staff who attend.

Summary of Institution B
Institution B's program for professional upgrading of the per-
sonnel staff functions within a combination centralized—decentralized
structure. The chief student personnel administrator is responsible
for the program as it relates to his immediate staff, but major res—

Ponsibility is delegated to one particular associate dean who directs

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an extensive improvement program for residence hall staff. Consequently,
the program appears to be more decentralized than centralized.

Primary emphasis is given to staff seminars and a program for
the professional betterment of the residence hall staff. The desirable
features of this program are its definitive structure, varied methodology,
and nulti-dimensional character designed to fulfill the needs of staff
possessing diverse levels of professional competencyanmi readiness.

The factors which, in the dean's opinion, account for the success
of the program are the staff's participation in the planning and fun—
ctioning of the program, flexibility of the staff, and overall frank—
ness of individuals in approaching problems. The abiding interest of
the chief personnel officer in inservice education,not only in his
institution but on other campuses, is undoubtedly an added factor in

the success of the inservice education program in this institution.

Institution C

Institution C is a private, church—related, accredited university
located in a small midwestern town of 8,000 population. The primary
academic focus is undergraduate liberal arts education although a
minority of professional education curriculums are offered. There are
2,200 students in enrollment, the majority coming from the midwest.
Fraternities and sororities play a significant role in campus life—-
eighty to eighty-five percent of the student body holding membership
in Greek organizations. Freshmen students reside in residence halls
and usually move to fraternity or sorority houses for their last three

years. An upperclass residence hall houses independent students.

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Student Personnel Organization

The Dean of Students is designated as the chief student person—
nel aeministrator, having been in this position for fifteen years.
Three Associate Deans of Students complete the immediate personnel
staff which is augmented by five ‘residence counselors various student
personnel functions are assigned to the associate deans. Additionally,
a faculty member serves as Advisor to International Students. The
Director of the Bureau of Testing and Research works closely with the
Dean of Students' office even though he is not immediately responsible
to the chief personnel officer. The writer spent approximately three

hours in an interview with the Dean of Students.

Inservice Education Program

Staff Meetings. Weekly staff meetings involving the three

 

associate deans and five residence counselors are presided over by the
Dean of Students. The principal function of the meetings is to con—
sider policies, procedures, and problems of immediate and continuing
interest to the staff. As time permits, matters beyond the scope of
routine consideration are presented. A large measure of the inservice
education program is channeled through these meetings. Since the
staff is small, a relatively unstructured, permissive program of pro-
fessional upgrading is viewed by the dean to be desirable. His ob-
jective is to create an atmosphere which allows for maximum freedom

of professional expression.

-SC;-

Personnel from other campus offices, such as the physician,
Foreign Student Advisor, and Director of Testing and Research are often
invited to participate in the staff meetings. Occasionally off-campus
speakers contribute to the meetings. One of the highlights this past
year was a two—hour staff meeting with Dr. Carl Rogers serving as re-
source person.

Directed readings in books, pamphlets, and professional journals
have Keen accepted by the staff and provide the basis for discussion.
Approximately two percent of the budget is designated for inservice
education functions of which about seventy-five dollars is spent on
professional literature.

An attempt is made to keep abreast of developments in the field

of student personnel work tr staff reporting on their attendance at

professional meetings.

Test profiles and other test interpretation materials are per-
iodically presented and discussed with the staff ly the Director of
Testing and Research. In the opinion of the Dean of Students one
of the most valuable inservice activities was an examination, discussion,
and formulation of basic christian principles that should characterize
and provide an extra dimension to student personnel work in a church-
related institution. The staffs' consideration of this topic extended
beyond a year and proved to be of such interest that voluntary meetings
were held during out-of—office hours. Significantly, this unique
inservice exercise provided the stimulus for a book written by the Dean

of Students.

,-
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Research and Publication. The personnel staff has conducted and

 

is currently conducting a number of studies related to student life
and personnel functions. These investigations include (1) a study of
orientation group leaders and their subsequent campus activities and
leadership, (2) a follow-up study of members of the class of 1957 who
were on academic probation, and (3) a study of freshman expectancies
and gerceptions of the university. The latter study is financed by a
foundation grant. The interest in providing a research-centered basis
for student personnel practice is a commendable aspect of inservice
education in this institution. Excluding the book authored by the
Dean of Students, publication activity has not assumed a significant
place in the professional improvement of the personnel staff.

Inservice Education for Residence Personnel. Upperclass students

 

serve as dorm staff in the freshman residence halls. One returning
student is assigned to fifty new residents and lives with them the first
two weeks of school; afterwards, he advises residents in the governmental
functions and other activities in the hall. The prime purpose of the
dorm staff is to assist freshmen in initially organizing hall functions
and later to serve as referral and resource personnel. One Dorm Advisor
lives in each residence hall for the first semester. The entire dorm
staff meets in a weekly meeting which, in some measure, is an inservice
education activity. The purpose of orientation testing, test inter-
pretation, and case studies form the sutject matter of the initial

inservice education for the residence hall staff.

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Fraternity and sorority housemothers attend monthly meetings
with an associate dean except for those who are in their first year.
First year housemothers meet once per week. Housemothers are also
encouraged to develop their knowledge and skill by taking course work
in the university.

Inservice Education for Students Performing Personnel Functions.
Forty students are selected to serve as orientation group leaders.

A six-week program is structured and conducted during the spring sem-
ester to prepare them for their role the coming year. The content of

the preparatory program is largely determined by the group leaders and

inclufies topics such as: ”History and Background of the University,"
"Meaning of Liberal Arts," "Resources of the University," "Social Policies
and Regulations." These students read selected material which provides

a Lackground and perSpective for discussion of the foregoing topics.
Regular meetings in the spring and four meetings prior to the beginning
of school provide administrative officers opportunity to direct this
program. Participation of the student group leaders in the planning

of this program is considered to be a salient factor in its success.

Summary of Institution C
Although centrally organized, the inservice education program
for the student personnel staff in Institution C is structured and
functions within an informal, permissive climate. The Dean of Students
assuan nmjor responsibility for the program with delegated functions

being performed by his associate deans.

-53-

Staff meetings constitute the most significant inservice op-
portunity for the immediate staff. Participation of the staff in rele-
vant research studies is, for a relatively small staff and institution,
an impressive feature of their continuing professional activity.

The fact that a majority of students live in fraternities and
sororities apparently minimizes inservice emphasis for residence hall
staff. The preparatory program for students assisting in orientation
is unique and considered to be a factor affecting the tone of the cam-
pus and leadership in the student body.

The chief personnel officer is active in professional organiza-
tions and seeks to maintain a continuing emphasis on professional
development. The pressure of miscellaneous duties which prevent adequate
planning of and participation in improvement activities is cited as
the primary factor hindering further development of the program.

The improvement program in Institution C is illustrative of a
basic principle applicable to any such program; that is, the inservice
activities must be structured so as to meet the unique demands, or—
ganization, and idiosyncracies of the institution, its staff, and stu-

dent body.

Institution D
Institution D is a fully accredited, multi-purpose state univer-
sity located in a midwestern community of approximately 30,000 popu-
lation. The 12,000 university enrollment consists primarily of instate
students and others from nearby states. A minority of the student

population comes from outside the midwest and a number of foreign

-54-
courtries. A majority of the resident students live in university
owned or leased residence halls and Greek letter houses. The univer—
sity offers a broad undergraduate curriculum, an extensive graduate
program thrOUgh the masters degree, and limited offerings at the

doctoral level.

Student Personnel Organization

The Director of Student Affairs is the chief personnel officer
responsible for the administration of the Office of Student Affairs.
Coordinators are given reSponsibility for the functioning of various
personnel services within the department. Three full—time staff
members and four graduate assistants are employed in the coordination
of General Student Welfare. General student personnel administration,
freshmen convocation, discipline, and rehabilitation services are per-
formed in this office. Counseling and Testing, another division of the
department, is staffed by a Coordinator, Associate Coordinator, two full-
tine counselors, one and three—quarter time staff in testing, and eight
graduate assistants. The Coordinator of Counseling and Testing has
recently been assigned to direct the academic advising program per-
formed by faculty. Financial assistance is administered by two full-
time personnel and two graduate assistants. The Coordinator of the
Activities Development Center is assisted by a full-time staff member
and up to four graduate assistants. The Housing Coordinator is
responsible for both the personnel and business functions of college
residences. Resident Advisor3.are assigned to each housing area or

group and are assisted by Head Residents and Resident Fellows who are

-85—
either senior or graduate students. The ratio of Resident Fellows
to hall residents is one to forty. One faculty member lives in each
residence hall and in addition to teaching three-quarters time,
spends one-quarter time in working with the residents. The ratio of
faculty to students in the living units is approximately one to one
hundred and twenty.

The Health Service is also part of the student personnel adminis—
tration. A unique feature of the staffing in the office of Student
Affairs is the one-quarter time assignment to the Student Affairs Office
of the Coordinator of the College Student Personnel Graduate Studies
Program. This person serves as a consultant to the entire student per—
sonnel staff and assumes a major role in the inservice education program.

A distinctive aspect of the personnel staffing in Institution
D is the extensive use of graduate assistants and interns in various
student personnel offices. This affords opportunity for experience
for future personnel workers and enables the Office of Student Affairs
to extend its services and work to the student body. The writer spent
one day on the campus of this institution and had personal interviews
with the Director of Student Affairs, Associate Coordinator of Counseling

and Testinr

o!

Coordinator of the Activities Development Center, and the
Coordinator of the College Student Personnel Graduate Studies Program
who also serves as a consultant in Student Affairs. A considerable
amount of helpful printed materials such as agendas, manuals, job

descriptions, and other materials were given to the writer.

-55-
Inservice Education Program

Staff Meetings. Regular staff meetings of the various coordina-

 

tors are chaired by the Director of Student Affairs, the chief personnel
officer. Normally, on-going problems constitute the agenda for these
meetings and by design, little attention is given to specific improve-
ment activities. The Director of Student Affairs and the consultant
regularly route current articles, research information, book reviews

and other pertinent information to all staff which often provide topics
for staff discussion.

Seminars. Professional growth is the primary objective of a
series of dinner-discussion seminars arranged and conducted by the
consultant in Student Affairs. These are held once per month and
attended by approxinately twenty-two of the immediate personnel staff.
A general theme for the year is designated. This past year it was
”Implications to Student Personnel Work at Institution D of Objective
and Subjective Research." A series of eight dinner—discussion meetings
was held with discussion topics determined in advance and background
readings for the participants specified. A large share of the recent
topics was centered around research findings presented in Nevitt San-

ford's book, The American College. In addition, current journal art—

 

icles provided resource materials for other meetings. At various
times visitors or consultants from outside the staff or university are
invited to participate. The discussion method is used exclusively in

this well conceived inservice education procedure.

-57..

Counseling Center. The counseling staff engages in an extensive

 

 

inservice program which is designed to give graduate students practicum
experiences and complement the theoretical learnings of their concurrent
classroom studies. Approximately fifteen practicum students or interns
are supervised in the counseling office. The Associate Coordinator

of Counseling is assigned responsibility for the professional education
and supervision of these interns who are normally in their second year
of graduate study. The interns usually engage in intake counseling a
minimum of four hours per week. A few carry additional case loads.

The counseling staff and particularly those in supervisory roles exhibit
a strong desire and sense of obligation to the education of these

future student personnel workers. An attempt is made not only to
prepare them as counselors but to "develop a philosophy of working

with young people in an educational institution."

The education of the interns centers around initial orientation
sessions plus on-going individual and group meetings with the Associate
Coordinator of Counseling. These sessions have a two—fold purpose:

1) to assist students in developing a theoretical foundation or philo—
sophy of student personnel work and counseling, and 2) to teach basic
interviewing skills. In the orientation sessions, interns become ac—
quainted with procedures of the office, forms and referral sources.
Initially, basic skills are emphasized through role playing of various
situations expected to be encountered in intake counseling. The super—
Visor observes the intern in actual counseling either directly or
through a one—way vision window. In addition, the counseling sessions

of the interns are tape recorded. The recordings and observations

-53-

provide the basis for discussion, criticism and suggestion in regular
meetings of the supervisor and individual intern. Besides these in—
dividual meetings, all interns meet every other week providing oppor—
tunity for questions, clarifications and discussion of theoretical pro-
blems. The basic counseling staff also has a two-hour weekly meeting
with the Coordinator of Student Personnel Graduate Studies at which
time an attempt is made to integrate the classroom and counseling ex-
periences and to hear various resource persons discuss counseling.

Interns, in addition to counseling, are expected to assist in
the university testing program and become familiar with vocational
infornetion.

The Associate Coordinator of Counseling expressed the opinion
that the involvement of the staff in the practicum supervision is a
stimulus to their continued professional growth. Of necessity they
must continue to learn and develop professionally.

Inservice Education for Residence Hall Personnel. The residence

 

hall prOgram in Institution D is planned so as to provide a fusion of
the Students' living and learning experiences. Each living area is
viewed as a small liberal arts college. The Head Resident coordinates
the entire hall program assisted by Resident Advisors, Resident Fellows
and faculty members. The faculty members living in the residence units
are chosen from various disciplines and departments of the university.
Their responsibility is not necessarily to counsel but to assist in
promoting student involvement in educational and cultural affairs.
They promote weekly discussions, forums, choral groups, intra—mural

athletics, and study programs. Some are given special assignemnts.

-59-
For example, a professor of health education is responsible for a
health education program in residences.

A three-day preschool workshop for all residence hall personnel
is conducted each year. The providing of a basic philosophical per-
spective for student housing and the imparting of basic information
constitute the basic purposes of the workshop. The general theme of
the 1962 workshop was "The Residence Community: Educational Opportunity."
Student personnel staff and faculty lectured on such topics as "The
Philosophy and History of the Group Housing Area," "Understanding the
College Student," and ”Student Personnel and Higher Education."

All Resident Fellows are required to take a course in Higher
Education the quarter before assuming their responsibilities in the
residence hall. The course is taught by the Director of Student Af—
fairs and purports to acquaint the "student with personnel work, es-
pecially as it is practiced in the residence halls of Institution D.”
Lectures, case studies, book reviews and discussions are utilized in
considering topics presented in a varied required reading program.

The inservice education of residence personnel is supplemented
by bi-weekly unit staff meetings. These meetings are primarily geared
to discussion of daily concerns and business matters but do provide
opportunity for inservice growth. The greater proportion of professional
preparation is contained in the workshop and required course.

Practicum Experiences. In addition to internship experiences

 

in the counseling center, second year graduate students are offered
Supervised experiences in other aspects of student personnel work,

ssuChas testing, student activities, financial aids, admissions, and

-90...
research. Student personnel staff supervise the practicum students.
The coordinator of Student Personnel Graduate Studies suggests that,
"The inservice training aspect of working with practicum students who
are sensitive to the theory as well as the practical ought to stimulate
the staff member to a higher level of productivity." He states fur—
there that, "....each staff member of the Office of Student Affairs
accepts the concept of inservice training as an important phase of
his job. Thus, the opportunity to supervise practicum students serves
to stimulate the staff member to use the experience as a means of for—
warding his own professional growth.” The supervisory role of student
personnel staff is conceived as a critical aspect of the inservice
education and professional betterment of personnel workers in Institution
D.

Research, Publication and Teaching. Research, publication and

 

teaching activity are generally recognized as experiences which promote
professional development. In Institution D the permanent student per—
sonnel staff spends a large portion of its time in the supervision and
education of graduate assistants and interns. This circumstance leaves
comparatively little time for research anl publication. A few research
studies are conducted. Typical of the type of study in which the

office of Student Affairs is engaged is a Freshman Class Survey initiated
in cooperation with a national organization and continued as an on-
iloing project in Institution D. Practicum students are expected to
engage in a research project culminating in a research paper. Normally,
these research studies are concerned with student personnel services

and the staff of the Student Affairs Office often becomes involved, at

-91-
least in a consulting or supervisory capacity, in these efforts. The
Associate Coordinator of Counseling expressed the opinion that time
for research is severely limited. He is carrying on a research study
of specific counseling cases which he anticipates will result in a
professional publication.

From time to time the Office of Student Affairs supports research
studies conducted by graduate students and applicable to a particular
concern on Institution D's campus. A recent study by two graduate
students was concerned with the future of fraternities and sororities
in a number of institutions and particularly at Institution D.

The Director of Student Affairs and the consultant in Student
Affairs are active in professional organizations and have recently
published articles in professional journals. The Director of Student
Affairs and selected personnel staff members hold faculty rank.

They both regularly engage in classroom teaching. On occasion other

staff members teach and serve as visiting lecturers in selected courses.

Inservice Education for Faculty and Students Performing Personnel

 

Functions. Students and faculty are deeply involved in the Orientation

 

Program at Institution D. One hundred faculty teams consisting of one
faculty member and two students are formed to assist in the activities
of New Student Week. They are prepared for this activity by attending
a series of four meetings in the spring semester and a two—day workshop
in the fall. These "training sessions” attempt to 1) impart infor-
mation needed in working with new students and, 2) provide a philosophi-
cal framework for the leaders. Such subjects as "Services and Referral

-A$encies for Students" and "The Individual's Responsibility in the

-92_
Educational Community: As a Scholar and a Citizen," are typical topics
of discussion designed to enhance the training session objectives.

Complete job descriptions and numerous printed materials are
supplied for the benefit of new student leaders.

The Counseling and Testing Center periodically sends to the
faculty printed information designed to assist faculty in counseling
and advising students. The activities and work of the Counseling Center,
referral information, and use of test scores are representative topics
covered in the memos to faculty. In this way the staff of the Center
provides opportunity for the faculty to develop skills necessary in

their counseling of students.

Summary of Institution D

The chief student personnel officer in Institution D assumes
general responsibility for the inservice education of the personnel
staff; however, most of the specific growth activities are delegated to
subordinates or the consultant in Student Affairs. The inservice educa—
tion is decentralized in this university.

The three most frequently used activities in the inservice
program are preschool workshops, staff seminars, and directed readings.
The workshops are, in the judgment of the chief personnel officer, the
most important inservice activity.

There are a number of factors which account for the active
interest and continuing participation in inservice education on the
part of the personnel staff in this school. First, the Director of

Student Affairs and consultant in Student Affairs exhibit a high degree of

-93...

professional involvement, concern, and attitude which appears to be
communicated to all staff members. Secondly, certain academic depart-
ments-~higher education, sociology, and psychology—-have established
mutually helpful relationships with the Office of Student Affairs. This
is due primarily to the fact that many graduate students in these de—
partments are employed by or are engaged in internship in the Student
Affairs Office. The personnel staff appears to have a strong commit—
ment to the professional development of the graduate students. Such a
commitment has been a factor in the development of a broad concept of
student personnel work and a consciousness of the necessity of continued
professional growth. The mutual involvement of teaching faculty and
personnel administrative staff in the education of graduate students
has led to an emphasis upon the integration of the theoretical founda-
tions and practical applications of student personnel work. This seems
to be a desirable outcome of any inservice program.

Another strength of this program is the role of the consultant
in Student Affairs. In this instance a faculty member actively involved
in teaching in the area of student personnel work and higher education
is also committed to added involvement with practicing personnel workers.
This person assumes definite responsibility for certain phases of
the inservice program and advises and participates in other inservice
activities. This is a unique and logical arrangement and in the
writer's judgment, accounts for a measure of the apparent success of

the inservice program.

-94-

A fourth factor favorably influencing the professional growth
of the personnel staff is an adequate budget and the specific assign—
ment of staff time to inservice activities. Regularly scheduled semi—
nars, workshops, and individual and group meetings provide assurance
that professional development will not be left to chance. The lack of
staff is probably the major factor accounting for the limited attention
given to research.

All of the above factors contribute to a desire for continued
development and consequently a high level of professionalization which

characterizes the student personnel staff in this university.

Institution E

Institution E is a fully accredited, multi—purpose state univer-
sity located near a medium size industrial city in the midwest. The
student enrollment in this university is approximately 27,500 of which
roughly twenty percent are out-of-state students. Compared with similar
institutions, this school has a large and diverse foreign student en-
rollment. The University has an extensive residence hall program
housing 13,500 single undergraduates in on—campus residences. A broad
undergraduate curriculum is offered as well as extensive graduate work

through the doctoral level.

Student Personnel Organization
The chief student personnel officer in Institution E is the Dean
of Students. The Directors of the Health Center, Placement Bureau,
and Counseling Center as well as an Associate Dean of Students report

directly to the Dean of Students. The Associate Dean of Students

coordinates the efforts of an Assistant Dean, the Director of the
Division of Residence Halls, Director of the Division of Financial Aids,
and the Director of Student Activities. Much of the work of the office
of Student Affairs is decentralized, particularly the residence hall
programs.

During the two days the writer was on campus he conducted per-
sonal interviews with the Dean of Students, Director of the Counseling
Center, Director of Residence Halls, Associate Director of Residence
Halls, and the Director of Student Activities. Manuals, meeting agendas,
organizational charts, and workshop programs were received from various

staff members.

Inservice Education Program

Staff Meetings. Basically, the student personnel program

 

and the inservice education activities for personnel workers in this
institution are decentralized. The Dean of Students meets weekly with
his immediate subordinates and other selected staff members. The pri-
mary purpose of these meetings is to give attention to routine matters
pertaining to policies, procedures, and immediate problems. A degree
of professional growth, however, is intended to result from these
meetings. The chief personnel officer expressed the point of view that
he is committed to the maximum development of every individual staff
Header. In a large institution such as Institution B, there is a
strong tendency toward staff specialization which inhibits the staff
from developing a broad concept of student personnel work. To offset

specialization, staff members periodically present the philosophy of

-36—
particular specialty so as to inform and develop the total personnel
perspective of the entire staff. For instance, the Director of Finan-
cial Aids may present the institution's philosophy and framework within
which financial aid is granted. Formerly, the Associate Dean of Stu-
dents net weekly with Head Resident Advisors to consider topics per-
taining to all areas of personnel work. Each Head Resident Advisor
would preSent a paper on a pertinent student personnel matter and lead
a su sequent discussion on the subject. The Head Residents can be des-
criled as specialists in one particular area of student personnel
work. Thtse meetings and the participation of the Head Resident Ad—
visors in the presentation of broad topics in higher education is
illrstrative of the desire to broaden student personnel specialists.

Research and Puhlication. Two factors affect negatively the

 

opportunities for participation in research by the personnel staff.
Due to the rapid growth of the university and concurrent expansion of
student services, the office of Student Affairs is understaffed. This
situation places heavy demands on the individual staff member's time and
precludes desirable research activity. Secondly, a najority of th:
staff is presently engaged in doctoral studies and any research con—
ducted is done in connection with their graduate program. Although
the latter fact inhibits broad staff participation in research, staff
members not enrolled in the graduate school are encouraged to be in-
volved in research at least in an informal way. The incentive is ac-
complished through consultation and supplementary participation in

studies being carried out in conjunction with the graduate students.

_@7_

The Bureau of Institutional Research and Office of Evaluation
Services provide helpful assistance for those individuals desiring to
conduct research investigations.

The members of the Counseling Center staff regularly participate
in research activities. In addition to reading papers at professional
meetings, the staff regularly publishes five to eight articles per
year. Presently one member of the counseling staff is assigned one—
half time to research and an appointment of an Assistant Director for
Research is anticipated. One counselor, along with a professor of
psychology, is actively engaged in a five—year research project sup-
ported by a grant from the U.S. Office of Education.

Inservice Education in the Counseling Center. The Counseling

 

Center staff consists of seventeen full—time members, fourteen interns,
and from fifteen to twenty-five practicum students per term. The
seventeen senior staff all hold the doctorate in clinical or counseling
psychology or another closely related area. Since Institution E has
extensive graduate offerings in psychology and education, the senior
staff is actively engaged as supervisors in the internship and practi-
cum experiences of the graduate students.

In addition to the research activities discussed previously,
a weekly two—hour research seminar is conducted by the senior staff for
the interns. Currently five doctoral dissertations are being conducted
from data obtained in the Counseling Center. A weekly seminar on such
topics as Educational and Vocational Counseling, Personal Adjustment
Counseling, or Psychodiagnostics is likewise provided for the senior

staff and interns. This seminar and the Research Seminar are designed

-98—
to give the interns a varied experience and prepare them to be "genera-
lists." Although these activities are a part of the professional pre-
paration of future counselors and hence not classified as inservice
education, the senior staff's participation does enhance their profes-
sional development. In this situation preservice and inservice educa-
tion are imperceptibly integrated.

The Director of the Counseling Center holds weekly staff meet-
ings whicfii are primarily planned to foster professional development.
Normally one staff meeting per month is devoted to business matters,
the other three given over exclusively to broad inservice education
topics. A committee of selected staff members determine the agenda
for these meetings. Such a procedure is consistent with the basic
inservice education principle discussed in the Review of Literature,
viz., inservice education activities should be cooperatively planned
by the participants. Typical staff meetings include theoretical dis—
cussions of counseling as presented and discussed in papers prepared
by designated staff members, discussion of current research investi-
gations, and lectures by consultants and resource persons in counseling.
Current subjects for future meetings include Family Therapy and Oc-
cupational Therapy in Relation to Vocational Counseling and are repre—
sentative of the subjects regularly discussed.

Each year the senior staff is divided into three groups with
five or six members in a group. An attempt is made to diversify the
grouping with regard to individual staff member‘s counseling specialty,
orientation, strengths, and weaknesses. In weekly meetings the groups

hold case conferences centering their attention on current counseling

\f‘
‘f‘

cases. Periodically interns are invited to participate in these ses-
sions. Again, this inservice activity is structured so as to foster

familiarity with all areas of counseling and problems and prevent

the development of distinct counseling specialties on the part of the
staff.

An extensive library of occupational—educational materials is
located in the Counseling Center and one staff member is responsible
to maintain it and keep the staff abreast of new information in this
area. In the future it is anticipated a specialist in occupations
will be needed to devote increased attention to this rapidly expanding-
and changing area which is directly related to counseling. Currently
one staff member is on a committee of the National Vocational Guidance
Association and is responsible for locating and screening new information
in the field of occupational-educational information.

A number of the permanent staff members are involved in summer
Counseling Clinics with prospective students. Future staff interns are
required to begin their internship in the sunmer becasue their parti-
cipation in these clinics serves to orient them to the university and
the Counseling Center. Due to the volume of students counseled in
these clinics, additional staff must be hired and the senior staff
must design and conduct an inservice education program for these tem-
porary staff members. In addition, selected faculty are used in the
clinics and must be prepared for their participation in this activity.
Periodically, the staff has carried on extensive research and evaluation

studies of these clinics.

-lOO-

Earlier mention was made of the fact that the members of the
counseling staff are continuously involved in the graduate education
of students in education and psychology. One staff member has been
designated as Assistant Director for Training and coordinates the in-
ternship and practicum activities. An indication of the staff's com-
mitment and involvement in the professional preparation of future
counselors is the fact that all of the senior staff hold academic
rank and approxinmtely two-thirds of them have been engaged in classroom
teaching.

Inservice Education for Residence Hall Personnel. Mention was

 

made that approximately 13,500 students live in residence halls. A
Director, two Associate Directors, and an Assistant Director of Residence
Halls coordinate the student personnel activities in the residences.
Each hall is staffed with a Head Resident Advisor, two Graduate Resident
Advisors, and one Resident Assistant for every sixty student residents.
The total personnel staff in the housing program numbers approximately
320. The Head Residents in the men‘s halls are all doctoral candidates
in student personnel work. About thirty percent of the women Head
Residents are in the doctoral program. The Graduate Advisors are, for
the most part, candidates for the masters degree, the majority studying
in fields of student personnel work, guidance and counseling, or
psychology. Typically, the Resident Assistants are undergraduates enrolled
in various undergraduate curricula.

Inservice education for the residencc hall personnel is initiated
in a preschool workshop for the Head and Graduate Advisors and the

ITlanagerial staff. The workshop is under the leadership of the Director

-101—
of Residence Halls and is conducted over a period of seven days. The
Director indicated that the workshop is intended to: l) orient staff
to their position, 2) give them a perspective relative to the residence
hall program and Institution E, and 3) provide a philosophical founda-
tion for the job they will be performing.

A variety of resource personnel from all areas of the university
participate in the workshop program. Staff members from the Counseling
Center, Health Services, and various academic departments present lec-
tures, panels, discussions, and lead tours of the campus.

This Advisors Workshop is followed by a Leadership Workshop
coordinated by the Associate Dean of Students and lasting for three
days. The entire residence hall staff,plus students in various leader—
ship capacities, attend. This past year 530 individuals attended or
participated in this development activity. The workshop has three
purposes: 1) to introduce student leaders to the administrative—student
relationship at Institution E, 2) to give student leaders an opportunity
to learn about their role in the university, and 3) to allow adminis-
trative officials to discuss with student leaders the role of the univer-
sity. Lecture and discussion are the dominant procedures used in the
workshop. The President of the university, the Provost, a member of
the Board of Trustees, selected faculty, and all members of the student
personnel staff are actively involved in the program.

A three-credit required course provides continuing inservice
direction for the residence hall personnel. The course is offered in
separate sections to both graduates and undergraduates and is taught by

the Director and Associate Director of Residence Halls, whose efforts

—102-

are aUgmented by visiting faculty lectures. A review of the course ob—
jectives listed below reveals that the intent of the instructors is to
present a broad overview of higher education and more specifically,
student personnel work in residence halls. The objectivesof the course
are:
1. To provide an opportunity for advisory personnel to investi—
gate the present body of knowledge regarding the individual

and social characteristics of the students with whom we live.

2. To provide a general overview of higher education, the univer-
sity community, and the student personnel services.

3.. To review the place of residence halls in the university
community.

a. To provide acquaintance with a few of the writings in the
area of student characteristics, student personnel work,

and higher education.

5. To analyze the leadership we might provide and the role we
may play in student growth.

6. To assist individual staff members formulate personal but
well—founded judgments concerning their responsibility in
the educational process and to develop some facility in

expressing these judgments clearly and succinctly.

7. To provide a foundation for the professional improvement
of each individual advisory staff member.

An extensive syllabus and reading list are provided and are
intended to prepare students for lectures and discussions on such re-
presentative topics as Psychological Characteristics and Philosophical
Orientations of the Entering College Students; 8 Sociologist Looks at
the College Student; The Helping Relationship; Issues and Trends in
Higher Education; and Society, the University, and the Student View of
Higher Education. Films, tapes, panels, role-playing, and case studies

are techniques often employed in the course.

-103-

In addition to the workshops and formal course, extensive in—
service activities are carried on in the residence halls and are designed
to “give more depth to the inservice program." A unique aspect of this
depth approach to professional development is the use of the Counseling
Center staff as consultants to the residence hall staff. Every other
week a counselor meets with the Head Resident Advisors to discuss situa-
tions and problems occuring in the residences. A majority of the Resi-
dent Advisors in the wouenfs hall lack professional preparation for
their position and present a special problem to the inservice program.
Their professional readiness dictates a different level of inservice
activities. To fill this need three counselors are assigned the respon—
sibility of meeting weekly with these persons for the purpose of assist—
ing them in their on-the-job professional advancement. A counselor
specializing in study habits works directly with the graduate advisors
whose ‘zsponsibility it is to direct the scholarship program of the
various halls.

Weekly meetings of the staff in each residence hall are devoted
primarily to discussion of routine problems. The Head Residents lead
these meetings and also expand on the inservice topics currently being
considered in the required course.

Each year every Head Resident Advisor is expected to make one
major contribution to the inservice program. Book reviews, residence
hall manual preparation and revision, or research projects are typical

contributions to the betterment of the residence hall personnel.

~104-

Inservice Education for Students Performing Personnel Functions.

 

Students in various university honorary societies assist in the new
student orientation program which is directed by a member of the coun—
seling staff. A brief orientation session and training program is
provided to prepare them for their role in orientation.

At the level of the University Student Government and in the
residence halls students serve on Conduct Committees which handle various
student disciplinary matters. The Associate Dean of Students, Director
of Residence Halls and the Head Resident Advisors cooperate in an in—

service prOQram for these students serving on Conduct Committees.

Summary of Institution E

In Institution E, the Dean of Students, as chief personnel
officer, is ultimately responsible for the inservice education pro-
gram. Immediate direction for most of the activities, however, is
delegated to subordinates. The inservice education program is thus
decentralized. Approximately seven percent of the personnel budget is
allocated for professional improvement.

The Dean of Students has suggested that the commitment and
dedication of the staff, the opportunity for direct experience under
supervision, and the fact that the majority of the staff are eager
and young 1earnas,either currently enrolled in or recently graduated
from advanced study programs, are the factors which account for the
successful aspects of the program. An excessive work load, lack of
direct attention to some inservice needs, and insufficient budget have

been cited as factors negatively affecting the inservice development

-105—
of the student personnel staff. Little is done to evaluate objectively
the inservice program and to conduct necessary research studies related
to student personnel work.

A number of characteristics of the improvement program merit
mention in this summary. Since Institution E is one of the largest
institutions in the country the student personnel staff of necessity
is composed of personnel specialists. That is, most of the staff are
limited in their daily work to one or two specific phases of student
personnel work. This tendency toward specialization is acknowledged
by the Dean of Students and the inservice program is structured so as
to offset this trend toward specialization. An attempt is made to
develop student personnel generalists in a staff of functioning special-
ists. This is particularly true in the Counseling Center and in the
residence halls, and appears to lend strength to the professional
improvement activities.

The most thorough inservice activities are carrflzd out in the
residence halls and in the Counseling Center. There is frequent use
of consulting personnel from all departments of the institution which
broadens the perspective and dimension of the inservice activities.

Recognition is made of the fact that individual staff members
possess diverse levels of professional preparation and readiness for
on-the-job growth. The sectioning of the required course for residence
hall personnel into graduate and undergraduate divisions and the
special attempt to meet the unique needs of the women Resident Advisors

illustrates the multi—dimensional approach to inservice education.

~106—

Probably the most favorable aspect of the program is the inte-
gration and participation of the staff with the graduate studies pro—
gram. Many of the staff members are graduate students and are afforded
the opportunity of practical personnel experience concurrent with their
classroom and research activities. On the other hand, the staff members
not enrolled in the graduate school actively participate in the formal
education program by serving in supervisory and teaching capacities.

The total integration of the theoretical and practical seems greatly
to influence in a positive manner the professional attitude of the

entire Office of Student Affairs.

CHAPTER v1
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Smmmry

The Problem. The problem of this investigation was to study the

 

inservice education programs for student personnel workers in selected
colleges and universities in the United States. Specific purposes of
the study were to:
1. Survey chief student personnel administrators to ascertain
the nature and extent of inservice education activities
for their staffs.
2. Review professional literature relative to inservice educa—
tion as a means ofestabhshing basic functional principles

for inservice education rograms.
L

g. Study in detail the inservice education programs for stu—
dent personnel staffs in a select number of institutions.

4. Recommend, on the basis of the study, basic principles
and procedures for inservice education programs in student

personnel work.

Methodology. Study data for the first phase of the investi—

 

gation were collected by means of a questionnaire. A stratified random
sampling of one hundred colleges and universities holding membership

in the National Association of Student Personnel Administrators con—
stituted the study sample. Questionnaires were sent to the chief stu—
dent personnel administrators of these schools. Eighty-three chief
student personnel administrators participated in the study. Five of

the institutions included in the sample and participating in the survey

—lO7-

-108—
were singled out for further detailed study. Personal interviews were
used to gain information for this aspect of the study.

Findings. Reference to Chapter IV reveals a complete discussion
of the questionnaire survey. An examination of the questionnaire data
indicates the following general findings:

1. Of the one hundred institutions sampled, eighty-Six chief
student personnel administrators returned questionnaires of which
eighty-three were used in the data analysis. Of the institutions for
which usable questionnaires were received, 36.14 percent do not have
inservice education programs for the student personnel staff. With
respect to the fourteen schools for which no questionnaires were re—
ceived one of two assumptions can be made: a) the chief student per-
sonnel administrators in these schools are indifferent to questionnaire
requests, or b) these institutions do not have inservice education
programs for personnel staff.

2. Sixty—one percent of the chief student personnel adminis-
trators in the sampled institutions are immediately responsible for
the direction of the inservice education program for student personnel
staff. Student personnel workers, other than the chief student per-
sonnel administrator, are assigned responsibility for specific aspects
of the inservice program. In 16.7 percent of the schools two individuals
are assigned dual responsibility for the inservice education program.

3. The chief student personnel administrators who responded to
the questionnaire have occupied their present position an average of

7.06 years.

-lO9—

u . An average of 4.32 percent of the total student personnel
budget in the sampled schools is assigned to inservice education act-
ivities.

S. The content and methods of the inservice education program
are determined by consensus of the personnel staff in a majority of
cases.

6. Unpublished manuals, professional journals and books, and
test materials are the most frequently used resource materials in in-
service programs for student personnel workers employed in the institu—
tions sampled.

7. Interest and desire of program participants is the most often
cited reason for the success of inservice education programs in the in~
stitutions studied.

8. Lack of time is the most often cited reason for the failure
of inservice programs in student personnel work. Lack of budget is
the second most frequently mentioned reason for program shortcomings.

9. Ongoing self-examination by staff members is the only means
by which eighty—two percent of the inservice education programs are
evaluated.

10. Attendance at professional meetings is the activity most
often included in inservice programs. Staff seminars are the next
most often included inservice practice.

11.. In the judgment of the chief student personnel administrators,
attendance at professional meetings, staff seminars, preschool workshops,
Supervised experiences, case conferences, and directed readings are
rated, in that order, the most important activities in the inservice

education programs of the institutions studied.

—110—

F‘
A.)

. Attendance at professional meetings, staff seminars, pre-
school workshops, and supervised experiences are the most frequently
employed inservice activities.

Case studies of five selected institutions that appeared from
the questionnaire survey to have actively operating inservice education
programs, suggest the following findings:

1. A variety of inservice education practices exist in the
five schools studied. The importance, interrelatedness, and actual
implementation of these practices vary in each institution.

2. The nature and organization of the inservice programs vary
according to the unique interests, needs, and organizations of the per—
sonnel staffs and the institutions in which they are employed.

3. The chief personnel officer is the administrator immediately
responsible for the direction of the inservice education program in all
five schools. In all institutions responsibility for specific phases
of the program is designated to personnel subordinates.

Q. The chief student personnel officers and those subordinates
to whom responsibility for specific inservice activities is delegated
give positive and continued direction and leadership to the inservice
education program.

5. The chief personnel administrators in these five schools
seem to possess a philosophy of student personnel work and staff re-
lations which provides a foundation for and gives direction to the

inservice program.

-111—

6. Each of the five institutions make extensive use of resource
personnel within the staff and in related disciplines in the university
or community. In four of the five schools graduate programs in student
personnel work or related areas enhance the inservice education program.

7. Specific time is designated for inservice activities in the
regular work schedule of the personnel staff in these schools.

8. The individual staff members in these institutions have a
desire to participate in professional growth activities. A discernable
professional attitude characterizes the chief personnel officers and
their staffs.

9. Adequate budget allocations for inservice education is the
norm in these schools.

10. Thoughtful planning and definite structure characterizes

the inservice programs in these schools.

Conclusions

Within the limitations of the study and on the basis of the
review of literature and the data collected, the following conclusions
are warranted:

1. There are general principles applicable to the organization
and functioning of all inservice education programs.

2. There is a little attention given in colleges and univer-
sities to the development of comprehensive inservice education pro-
grams embracing all student personnel services and workers. The pro—
grams that do exist generally lack overall planning and structure, are
informal and inadequate. Inservice education is a low priority item

in the professional life and practice of student personnel workers.

-ll2-

3. The development and success of an inservice education
program is primarily dependent upon the leadership of the chief student
personnel administrator.

u. The organization and functioning of inservice education pro-
grams follow the organizational patterns of student personnel depart—
ments. The chief student personnel administrator is normally respon-
sible for overall supervision, if not the immediate direction, of the
program.

5. An inservice education program usually reflects the diverse
interests, needs, and professional desire of individual staff members.

6. Common problems face student personnel administrators in
developing and carrying on a professional betterment program. Among
these are lack of time and budget, failure to recognize the importance
of improvement activities, and insufficient knowledge of basic prin—
ciples and techniques applicable to inservice education.

7. A small portion of student personnel budgets is designated
for professional improvement activities. The lack of adequate budget
allocations should not hinder the development of minimum inservice
activities. However, the continued development of inservice education
programs does necessitate increased budget allocations.

8. Time for professional development through reading and research
is intrinsic to the job description and work schedule of teaching faculty.
However, student personnel workers do not, in general, have and/or take
sufficient time for inservice education during normal working hours.

9. The planning of inservice education programs for student

personnel staffs is normally a shared activity of the entire staff.

-1l3-

10. Colleges and universities in all enrollment categories use,
at varying times, a variety of resource materials, procedures, and
techniques in their inservice programs.

11. A variety of inservice education activities are equally
applicable to all institutions regardless of size.

12. Chief student personnel administrators have designated
certain improvement practices as being more important than others.
These activities are attendance at professional meetings, staff seminars,
preschool workshops, and supervised experiences.

13. Chief student personnel administrators rely heavily upon
professional organizations and meetings to promote the professional up-
grading of student personnel workers.

14. Inservice education for student personnel workers is pri—
marily reared to the improvement of the counseling service and the
professional advancement of individuals fulfilling residence hall staff
positions.

15. There have been few attempts made to evaluate, by means of
well designed instruments and research studies, the effectiveness of
inservice education practices and techniques.

16. Student personnel workers have not fully availed themselves
of existing materials, resource personnel, opportunities, and ideas
applicable to professional growth activities.

17. The presence of graduate programs in student personnel
work and related areas can positively influence and enhance the in-
service education opportunities for student personnel workers in the

schools that offer such graduate study.

-ll4—

18. The present investigation was conducted by means of a quest-

ionnaire survey and limited case studies. The questionnaire method is

useful in assessing quantatively the status of selected inservice educa—

tion practices.

The case analysis method enables the investigator to

gain a complete perspective of the inservice program by ascertaining the

relationship between certain practices,the emphasis and relative imr

portance of selected aspects of the program, as well as actual function—

in: of the program. Therefore, if the study were to be repeated, the

J

writer would de-emphasize or omit the questionnaire survey and emphasize

and increase the case studies.

Recommendations

The principal value ofa study of this nature is the recommendations

that emanate from the investigation. From the results of this study

the following recommendations are made:

1. Inservice education programs for student personnel workers

should be characterized by the following principles:

3.

Each school's program must be planned, initiated, and
perpetuated in view of individual staff and institutional
goals and needs. No one pattern of inservice education
is universally applicable to all institutions.

Every inservice education program should begin with a
set of agreed upon objectives which give direction to
the overall program.

Inservice education programs must be continuously planned
and maintained.

Participation in inservice education programs should not
be forced. The motivation for voluntary participation
should result from the prevailing professional climate
and attitude of the chief personnel officer, department,
and institution as well as the participants need aware-
ness and desire for such a program.

2o

(3.

m.

-113—

Inservice education programs should involve raximum
participation of the total staff in the planning and
on— going activities .

Inservice education progrars should utilize the know—
ledge and skill of the program participants as well as
those of consultants and other resource Lersonnel.

Inservice education activities must be geared to the
varying levels of professional readiness of individual
program part ic i pants .

Study topics for inservice education programs should
reflect immediate problems and needs of the staff and
institution and at the same time provide opportunity for
the development of more generalized understanding and
knowledge.

Inservice education programs should use a variety of
resource veterials, techniques, procedures, and per—
sonnel.

Content of inservice education progrars for personnel
workers should reflect the theoretical foundations and
research findings of various related disciplines.

Opportunity nust be made to apply new knowledge and
techniques, gained through inservice education, into
the program and services of the institution.

InService education programs should be conducted during
a regularly designated time in the normal work schedule
of student personnel workers.

Adequate bud et and facilities should be assigned and
made available to the inservice education prOgram.

Participants in the inservice education program should
be actively involved in program evaluation.

The obligation to initiate, implement, and direct an in—

service education program should rest with one person, preferably the

chief personnel officer who must bear responsibility for its success

or failure.

In institutions in which student personnel services are

specialized and not centrally organized, direction of specific aspects

of the program may be delegated to other members of the staff.

-ll6—

3. All chief student personnel administrators in institutions
of higher education should plan and initiate, if they have not already
done so, comprehensive programs of inservice education embracing all
student personnel services and workers.

4. Chief student personnel administrators should not view
inservice education as an addendum to the total student personnel
program but as an integral, on-going responsibility of the total staff.
Participation in professional growth activites should be included in
the job descriptions of all student personnel workers.

5. Chief student personnel administrators should rely less
on professional organizations to stimulate and promote professional
growth of their staffs and give increased attention to the development
of inservice education programs on their own campuses.

6. Institutional and departmental policies and practices
should be so designed as to foster inservice activity and reward those
student personnel workers who upgrade themselves professionally.

7. Inservice education programs should be continuously evaluated
and measuring instruments, by which this can be accomplished should be
designed, developed, and validated.

8. Detailed studies of inservice education activities, designed
to improve specific student personnel services and staff, should be
conducted. For example, a thorough investigation of the professional
improvement practices of counselors in university counseling centers
would appear to have considerable merit.

9. Further studies should be undertaken which would assess the
qualitative as well as the quantitative aspects of inservice programs

for student personnel workers.

-ll7—

10. Graduate faculties educating future student personnel
workers should stress increasingly the importance of one's obligation
to continuously upgrade his professional competency through inservice
education. It is further recommended that members of graduate faculties
be actively involved as consultants in the inservice programs for stu—
dent personnel workers in the institutions in which they are teaching.

11. Professional organizations to which student personnel
workers belong should give added emphasis to assisting its members in
the development of inservice education programs. This might be ac—

complished by

(a) emphasizing regional, sectional, and local meetings,
seminars, and workshops;

(b) establishing a clearing house through which the pooling
and sharing of relevant inservice materials, ideas,
procedures, and personnel could be facilitated;

(c) giving regular space in professional journals to the
listing and discussion of available inservice ideas,
practices, and resource material;

(d) giving continued emphasis to the development of a higher
professional image, attitude, and level of expectancy
for student personnel workers in higher education.

BIBLI OGRA PHY

APPENDIX A

LIST OF PARTICIPANTS IN THE PILOT STUDY

APPENDIX A

Dean William Brunk

Dean of Students

Roberts Wesleyan College
North Chili, New York

Dean Thoma s Emme t
Dean of Men
University of Detroit
Detroit, Michigan

Dean John Fuzak

Dean of Students

Michigan State University
East Lansing, Michigan

Dean Orley Herron

Dean of Students
Westmont College

Santa Barbara, California

Dean Fred Leafgren

Dean of Men

Slippery Rock State College
Slippery Rock, Pennsylvania

Father F. L. Stanton, S. J.

Vice President for Student Affairs
Marquette University

Milwaukee, Wisconsin

Dean John Truitt

Dean of Students
Indiana State College
Terre Haute, Indiana

-129-

APPENDIX B

A QUESTIONNAIRE TO STUDY INSERVICE EDUCATION
INKKHUQS FOR STUDENT PERSONNEL WORKERS IN
SELECTED COLLEGES AND UNIVERSITIES IN

THE UNITED STATES

APPENDIX B

A QUESTIONNAIRE TO STUDY INSERVICE EDUCATION
PROGRAMS FOR STUDENT PERSONNEL WORKERS
IN SELECTED COLLEGES AND UNIVERSITIES
IN THE UNITED STATES

The purpose of this (pie-stionnaire is to enable you to answer questions relative to the inservice education activities for the
student personnel staff in your institution. In responding: to the questions use the following definition as a frame of refer-
ence. INSERVICE EDIT-LA'I'ION PROGRAMS INCLliDE ALL ACTIVITIES, PLANNED IN ACCORDANCE WITH
SPECIFIC OR ASSI'NIED OBJECTIVES. THAT ARE INTENDED TO CONTRIBUTE TO THE CONTINUING PRO-
FESSIONAL GROWTH OF INDIVIDI'ALS COMPRISING A STI'DE‘NT PERSONNEL STAFF. (Inservice education
programs are conceived to be planned programs for an entire staff as contrasted to various activities in which personnel
workers might independently engage in order to improve themselves. Some phases of an inservice education program will
be applicable to an entire staff \shile other phases M“ be appropriate only to certain staff. For example, you may have a
general seminar for the. entire student personnel staff and. in addition. other specific inservice education activities de-
signed specifically for certain stafI. i.e.. residence hall personnel or counselors. etc. For the purposes of this investigation.
regular staff meetings dealing with daily and routine. matters are. not Considered part of inservice education programs.)

1. Title of person completing inquiry? (Preferably the chief student personnel officer should complete the inquiry.)

 

2. Name of your institution?

 

3. Size of your institution?

 

0.1500 _______ 1.3(N).5000 __ 5000-10000 __ 10000 and above
4. Control of your institution? _______ Public _____Private
5. How many years have you been the chief student personnel administrator in this institution? ______years.

6. What was your last position prior to assuming your present position?

Chief student personnel administrator in another institution

Student personnel. but not chief student personel administrator

College teaching (specify areal

College administration
_____.High school administration
____High school guidance

High school teaching
___._Business and industry
____Church work

Graduate study
_.___Other (specify)

 

 

7. Who is responsible for actual functioning or immediate direction of the inservice education program for the student

personnel stafl in your institution?

 

 

8. Based on an average of the last three years. what percent of the total yearly student personnel budget was designated
specifically for inservice education? (This includes purchase of materials used in the inservice education program as
well as expenses for attendance at professional meetings. honoraria, etc. Do not include cost analysis of staff time.)

 

 

-131—

10.

11.

12.

13.

14.

How are content (topics or areas of study) and methods of the inservice education program determined?

 

 

 

What resource materials, such as tests. manuals, audio-visual aids, etc., are used in the inservice education program?

(Do not list titles.)

 

 

 

 

Please specify the factors which in your opinion account for the success of the inservice education program.

 

 

 

Please specify the factors which in your opinion have hindered the inservice education program.

 

 

 

 

Please specify the means by which the inservice education program is evaluated.

 

 

 

 

What is the practice of your institution or department regarding payment of expenses of your staff members who
attend professional meetings related to their work?

Institution pays all expenses
___Staff pays all expenses
Institution and staff share expenses

__ Other (explain)

 

 

 

—132-

15. In those phases of the student personnel program where students perform some personnel functions, what inservice
education activities do you provide?

 

 

 

 

16. In those phases of the student personnel program where faculty perform some personnel functions, what inservice ed-

 

ucation activities do you provide?

 

 

 

17. Please describe any unique aspects of your inservice education program that would assist me to better understand it.

 

 

 

 

18. Your name? _

 

Please complete questionnaire on page 4 -— over

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APPENDIX C

LIST OF INSTITUTIONS COMPRISING THE STUDY SAMPLE

APPENDIX C

INSTITUTIONS COMPRISING THE STUDY SAMPLE

Category I - Enrollment O—l,SOO

 

INSTITUTION

 

Alfred University
Allegheny College

Anderson College

Baker University

Bethany College

California Institute of Technology
Colby College

Colorado College

Doane College

Drury College

Hamilton College

Hastings College

Henderson State Teachers College
Hiram College

Knox College

Loras College

Lycoming College

Monmouth College

Occidental College

Oklahoma Baptist University
Rockford College

Shimer College

Simpson College

Spring Hill College

State Teachers College
Tennessee Wesleyan College
Trinity College

Wabash College

—134—

LOCATION

Alfred, New York
Meadville, Pennsylvania
Anderson, Indiana
Baldwin, Kansas
Bethany, West Virginia
Pasadena, California
Waterville, Maine
Colorado Springs, Colorado
Crete, Nebraska
Springfield, Missouri
Clinton, New York
Hastings, Nebraska
Arkadelphia, Arkansas
Hiram, Ohio

Galesburg, Illinois
Dubuque, Iowa
Williamsport, Pennsylvania
Monmouth, Illinois

Los Angeles, California
Shawnee, Oklahoma
Rockford, Illinois

Mt. Carroll, Illinois
Indianola, Iowa

Spring Hill, Alabama
Minot, North Dakota
Athens, Tennessee
Hartford, Connecticut
Crawfordsville, Indiana

-135—

Category II — Enrollment 1,500—5,000

 

 

INSTITUTION LOCATION
University of Alaska College, Alaska
Augustana College Sioux Falls, South Dakota
Baldwin—Wallace College Berea, Ohio
Bradley University Peoria, Illinois
Brandeis University Waltham, Massachusetts
Brown University Providence, Rhode Island
California Western College San Diego, California
Case Institute of Technology Cleveland, Ohio
Creighton University Omaha, Nebraska
DePauw University Greencastle, Indiana
East Texas State Teachers College Commerce, Texas
Evansville College Evansville, Indiana
Gonzaga University Spokane, Washington
Hope College Holland, Michigan
Louisiana Polytechnic Institute Ruston, Louisiana
Loyola College Baltimore, Maryland
Loyola University of Los Angeles Los Angeles, California
Montana State University Missoula, Montana
Montclair State Teachers College Montclair, New Jersey
University of Nevada Reno, Nevada
Pace College New York, New York
Princeton University Princeton, New Jersey
Southeastern Louisiana College Hammond, Louisiana
State University Teachers College Buffalo, New York
State University Teachers College Geneseo, New York
Stetson University DeLand, Florida
Stevens Institute of Technology Hoboken, New Jersey
University of Tulsa Tulsa, Oklahoma
Vanderbilt University Nashville, Tennessee
Wagner College Staten Island, New York
Washburn University of Topeka Topeka, Kansas
Western Illinois University Macomb, Illinois
College of William & Mary Williamsburg, Virginia

Wittenberg University Springfield, Ohio

 

—l36—

Category III - Enrollment S,OOO-l0,000

 

 

INSTITUTION LOCATION
Ball State Teachers College Muncie, Indiana
Colorado State University Fort Collins, Colorado
University of Denver Denver, Colorado
Eastern Michigan College Ypsilanti, Michigan
Florida State University Tallahassee, Florida
Fordham University New York, New York
Fresno State College Fresno, California
University of Georgia Athens, Georgia
University of Hawaii Honolulu,Hawaii
Iowa State University Ames, Iowa
Kansas State University Manhattan, Kansas
University of Mississippi University, Mississippi
University of New Hampshire Durham, New Hampshire
University of Omaha Omaha, Nebraska
Oregon State College Corvallis, Oregon
Polytechnic Institute of Brooklyn Brooklyn, New York
University of Rhode Island Kingston, Rhode Island
Roosevelt University Chicago, Illinois
Stanford University Stanford, California
Western Reserve University Cleveland, Ohio

Category IV — Enrollment 10,000—above

 

 

INSTITUTION LOCATION
Columbia University New York, New York
University of Detroit Detroit, Michigan
University of Houston Houston, Texas
Indiana University Bloomington, Indiana
University of Kentucky ‘ Lexington, Kentucky
Louisiana State University Baton Rouge, Louisiana
Michigan State University East Lansing, Michigan
University of Michigan Ann Arbor, Michigan
University of Minnesota Minneapolis, Minnesota
University of Missouri Columbia, Missouri
University of Nebraska Lincoln, Nebraska
New York University New York, New York
Oklahoma State University Stillwater, Oklahoma
Queens College Flushing, New York
University of Southern California Los Angeles, California'
Southern Illinois University Carbondale, Illinois

University of Virginia Charlottesville, Virginia

 

APPENDIX D

SAMPLE COVER LETTER SENT TO CHIEF STUDENT

PERS ONNEL ADMINIS TRA ID RS

  

6 WHEATON. ILLINOIS MONTROSE 8—3200

- TIMWEIV r1 "II.I NCETH IN (HRIT' I'I‘KN EI‘LICAIIC'N

armpm Mzwaax a-..y».ma. APPENDIX D

"H‘ICE 0F Tn! DEJI‘HI

April 22, 1963

Dean of Students
State University
University City, U.S.A.

Dear Sir:

The enclosed questionnaire is being sent to the chief student personnel
administrators in a select sampling of institutions holding membership in
the National Association of Student Personnel Administrators. I am asking
your c00peration in completing and returning it to me in the enclosed
stamped enveIOpe.

Your response will assist me in my doctoral dissertation entitled, "A

Study of Inservice Education Programs in Selected Colleges and Universities."
This study is being conducted under the direction of Dr. Walter F. Johnson,
Michigan State University.

I am convinced that one of the most neglected phases of student personnel
work is the inservice education and on-going professionalization of those
in our profession. It is hoped that this study will add to the limited
deveIOpment in this area of our work.

The results of a pilot study indicate the questionnaire can be completed

in twenty minutes or less. Your institution is one of only twenty schools in
a Specific enrollment category being included in the sampling; therefore,
your response is very significant and necessary. Complete anonymity will be
observed in reporting the results. When completed, a summary of the results
will be sent to you. I shall greatly appreciate your immediate attention to
this request.

Very sincerely yours,

Richard Gross
Dean of Students

-138-

APPENDIX E

SAMPLE FOLLOW-UP LETTER SENT TO CHIEF STUDENT

PERSONNEL ADMINIS TRATORS

 
   

g WI-ICATON. ILLINOIS MONTROSE 8-3200

1‘\ TIJWLF? (1F ":-'Ih"'\Jf IH ‘N (LI-‘HIQII‘XN FLLEI'AIICAN

APPENDIX E

CFFVZ_£ OF TI-E {JEANS

May 21, 1963

Dean of Students
State University
University City, U.S.A.

Dear Sir:

 

A few weeks ago I sent a questionnaire to you and a number of other
chief student personnel officers. This questionnaire dealt with the
nature of the inservice education program for the student personnel
staff in your institution.

As of this date,53% of those receiving the questionnaire have
returned it. I have no response from you as yet, and realize that

it is possible that the questionnaire did not reach you, was mislaid,
or you have been too busy to fill it out. Then, too, it may be that
you feel your program is not sufficiently specified so as to provide
useful information for this study. Even though that may be the case,
may I assure you that your response is needed in order to insure an
accurate and representative analysis of inservice education activities
for student personnel workers.

It is possible some sections of the questionnaire are not applicable
to your inservice program. In this case, please complete as much of
the questionnaire as is applicable.

I am enclosing another questionnaire for your use. Your help in
assisting me to complete this study will be greatly appreciated.

Very sincerely yours,

Richard Gross
Dean of Students

~140-

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