ABSTRACT STUDENT PERCEPTIONS OF STUDENT PERSONNEL SERVICES AT MICHIGAN STATE UNIVERSITY by Elwyn E. Zimmerman The Problem The purpose of this study was to determine student perceptions of student personnel services at Michigan State University. The students in the study rated selected personnel functions on their importance to college students and on the quality of the performance of these func- tions at Michigan State University. These functions are: student ac- tivities; admissions, registrar, and records functions; counseling; financial aid and placement; health service; housing and food service; student conduct functions; and Special services. Emphasis was also placed on determining possible areas for improvement. Procedure The sample consisted of 50 seniors of the class of 1962 at Michi- gan State University. The sample was a stratified random sample with proportionate allocations in terms of sex, marital status, and place of residence. Data were collected through a personal interview with a question- naire adapted from the Student Personnel Services Questionnaire Elwyn E. Zimmerman developed by Fitzgerald in 1959. The members of the sample rated the questionnaire statements regarding personnel functions in terms of importance to college students and in terms of quality of performance at Michigan State University. The following questions were asked in regard to each area of service: 1. What contacts have you had with this area of service? 2. Have you been satisfied with your experiences in this area of service? 3. Has this attitude changed in any way, and if so, why? h. How do other students feel about this area of service? 5. 'What could be done to improve this area of service? The following questions were asked at the end of every inter- view: 1. Do you feel that any of these services are outstanding? 2. Do you feel that any of these services are particularly weak? A pilot study was used which consisted of two phases. The pur- poses of the first phase were to determine whether students had any difficulty in understanding the questions, to acquaint the researcher thoroughly with the procedure, and to find and correct any possible difficulties in the procedure. The purpose of the second phase was to determine whether students understood the statements in the ques- tionnaire. Major Findings The major findings of the study were as follows: 1. Personnel services are important to the student in college. Elwyn E. Zimmerman 2. The attitude of the members of the sample toward these serv- ices at Michigan State University were, in general, very favorable. 3. The amount of student experience with the various personnel services varied widely. h. The students of the sample were least satisfied with the area v of student conduct. 5. The students of the sample were most satisfied.with the place- ment service. 6. The methods of improving personnel services suggested most often by the students were improving communications between the various personnel services and the students and giving the students more re- sponsibility in the areas of housing and conduct. STUDENT PERCEPTIONS OF STUDENT PERSONNEL SERVICES AT MICHIGAN STATE UNIVERSITY do 05) Elwyn E: Zimmerman A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1963 u, d I! 1‘s f 7/5 / 4’” 4 Acknowledgments The writer wishes to acknowledge Dr. Willa Norris whose assis- tance as chairman of the committee was immeasurable. The writer wishes to acknowledge Dr. Walter F. Johnson who served as co-chairman during the final stages of the thesis and who was an inspiration to the writer throughout the entire doctoral pregram. The writer also wishes to acknowledge the members of his commit- tee: Dr. John X. Jamrich and Dr. Bill Kell. It would be impossible to list here all persons who in some way assisted the writer in this project; however, special thanks should be given to Dr. Donald Grummon, Dr. Nilbur Brookover, and Mr. Gerald Jennings. This page would not be complete without acknowledging the writer's parents, Mr. and Mrs. H. P. Zimmerman, who assisted in typing and proofreading the drafts of this thesis. Last but not least, a very special word of thanks is extended to my wife, Carolyn, without whose assistance this work would not have been possible. TABLE OF CONTENTS Chapter ChapterI TheProblem............. Statement of the Problem . . . . . . . . . ScepeoftheStudy ............ Background and Importance of the PrOblem. . Review of Related Literature . . . . . . . Background and Definitions in Student Personnel Services . . . . . . . . . . Evaluation in Student Personnel Services . Studies Pertaining to Evaluation of Student Personnel Services in Higher Education . . . Use of Students in Evaluation . . . . Definition of Terms . . . . . . . . . . . . Organization of the Study . . . . . . . . . ChapterII Procedure ............. Selection of the Method of Investigation . Selection of Sample . . . . . . . . . . . . Development of the Interview Questionnaire Description of the Interview Method . . . . Pilot Study . . . . . . . . . . . . . . . . Limitations of the Study . . . . . . . . . Limitations of the Sampling Process . Limitations of the Interview . . o . . Limitations of the Findings . . . . . iii Page r4 +4 F4 F’ 10 10 16 17 19 20 20 21 22 TABLE OF CONTENTS (cont.) Chapter Chapter III Student Activities Functions . . . . . . . . . Introduction . . . . . . . . . . . . . . . . . . . . . Student Responses to the Questionnaire Statements on Student Activities Functions . . . . . . . . . . . . . Responses to Interview Questions . . . . . . . . . . . Contact or Experience‘With Student Activities . . Student Attitudes Toward Student.Activities . . . The Respondents' Perception of Other Students' Attitudes Toward Student Activities . . . . . . . Changes in Attitudes of the Respondents Toward Student Activities . . . . . . . . . . . . . . . Suggested Improvements in Student Activities . . Summary ceoocooceeoeooeoeeoeeoo Chapter IV Admissions, Registrar, and Records Functions . Intmducuonocoeeeoeoooeoooooooco Student ReSponses to the Questionnaire Statements on Admissions, Registrar, and Records Functions . . . . . Responses to Interview Questions . . . . . . . . . . . Contact or Experience With Admissions, Registrar, and Records Functions . . . . . . . . . . . . . . Student Attitudes Toward Admissions, Registrar, andRecordsFunctions.............. iv Page 23 23 23 27 27 28 33 37 39 39 E. 1:3 TABLE OF CONTENTS (cont.) Chapter Chapter Iv (cont.) Students' Attitudes Toward Admissions, Registrar, and Records Functions 0 0 0 0 0 . 0 0 . . 0 e . 0 Changes in Attitudes of the Respondents Toward Admissions, Registrar, and Records Functions Suggested Improvements in Admissions, and Records Emotions . . . . Summary 0 c o o o o c o o o c o 0 Chapter V Counseling Functions . . . . Introduction 0 o o o c c e e o o o RegiStra-r, Student Responses to the Questionnaire Statements oncomselingFUHCtions 000.0....00.. Responses to the Interview Questions . . . . . . . . Contact or Experience With Counseling Functions Student Attitudes Toward the Counseling Functions The Respondents' Perception of Other Students' Attitudes Toward the Counseling Functions . . . Changes in Attitude of the Respondents Toward the Counseling Functions . . . . . . . . Suggested Improvements in Counseling Functions Summary 0 o o o o o o o o o c o e o e e e o c o e a Chapter VI Financial Aid and Placement Functions . . . . Introduction 0 o o e o c o o c o o e o o o o c o c o Page )46 h? he 50 52 52 52 53 53 57 59 63 65 65 TABLE OF CONTENTS (cont.) Chapter Chapter VI (canto) Student Responses to the Questionnaire Statements on Financial Aid and Placement Functions . . . . . . . Responses to Interview Questions on the Placement Service ....................... Contact or Experience With the Placement Service Student Attitudes Toward the Placement Service . The Respondents' Perception of Other Students‘ Attitudes Toward the Placement Service . . . . . Changes in Attitude of the Respondents Toward thePlacementService.............. Suggested Improvements in the Placement Service . Reaponses to Interview Questions on Student Loans . . Contact or Experience With Student Loans . . . . Student Attitudes Toward Student Loans . . . . . The Respondents' Perception of Other Students' Attitudes Toward Student Loans . . . . . . . . . Changes in Attitude of the Respondents Toward StudentLoans.................. Suggested Improvements in Student Loans . . . . . Responses to Interview Questions on Scholarships . . . Contact or Experience With Scholarship Flmctions Student Attitudes Toward the Scholarship Office vi 65 83 69 7O 7O 71 72 72 73 7h 75 75 75 TABLE OF CONTENTS (cont.) Chapter Page Chapter VI (cont.) The Respondents' Perception of Other Students' Attitudes Toward Scholarship Office . . . . . . . . . c 76 Changes in Attitude of the Respondents Toward ScholarshipFunctions................. 77 Suggested Improvements in Scholarship Service . . . . . 77 Summary.......................... 78 ChapterVII HealthServiceFunctions.............. 80 Introduction........................ 80 Student Responses to the Questionnaire Statements onHealthServiceFunction................. 80 Responses to Interview Questions . . . . . . . . . . . . . . 82 Contact or Experience With the Health Service . . . . . 82 Student Attitudes Toward the Health Service . . . . . . 8h The Respondents' Perception of Other Students' Attitudes Toward the Health Service . . . . . . . . . . 86 Changes in Attitude of the Respondents Toward theHealthService.................. 87 Suggested Improvements in the Health Service . . o . o 88 Summary.......................... 89 Chapter VIII Housing and Food Services . . o . . . . . . . . . . 91 Introduction 0 o c o o o o o o o o o o e o o o o o o o o o o 91 vii TABLE OF CONTENTS (cont.) Chapter Chapter VIII (cont.) Student Responses to the Questionnaire Statements onHousingandFoodService . . . . . . . . . . . Responses to Interview Questions . . . . . . . . Contact or Experience With Housing and Food Service .................. Student Attitudes Toward Housing and Food Service .ooooooooocooooooo The Respondents' Perception of Other Students' Attitudes Toward Housing and Food Services . Changes in Attitude of the Respondents Toward Housing and Food Services . . . . . . . . . Suggested Improvements in Housing and Food Services.................. Smary..................... Chapter IX Student Conduct Functions . . . . . . . . Introductions.................. Student Responses to the Questionnaire Statements StudentConductFunctions o 0 o o o o o o o o o o o 0 Responses to Interview Questions . . . . . . . . . . Contact or Experience in Student Conduct . . . . on Student Attitudes Toward Student Conduct Functions viii Page 91 9h 9h 96 97 98 99 101 103 103 103 106 106 107 TABLE OF CONTENTS (cont.) Chapter Page Chapter II (cont.) The Respondents' Perception of Other Students' Attitudes Toward Student Conduct Functions . . . . . . . 109 Changes in Attitude of the Respondents Toward Student Conduct Functions . . . . . . . . . . . . . . . 110 Suggested Improvements in Student Conduct Functions . . 111 Summary...........................113 ChapterXSpecialServices...................115 Introduction ........................115 Remedial Services and Services for Students With SuperiorAbility......................116 CampusProtectiveServices ................. 119 Orientation.........................122 Assistance to Foreign Students . . . . . . . . . . . . . . . 125 Provision for Driving and Parking on Campus . . . . . . . . . 127 Summary...........................129 Chapter XI Summary, Conclusions and Reconmendations . . . . . . . 131 Summary...........................131 FindingsandConclusions..................132 _ Recommendations From Findings of the Study . . . . . . . . . 136 Recommendations For Further Study . . . . . . . . . . . . . . 137 Bibliography...........................139 Table l. 2. 3. h. S. 6. 7. 8. 9. 10. 11. LIST OF TABLES II Procedure Proportionate Allocations of the Sample Groups . . . . III Student Activities Functions The Students' Re3ponses to the Statements Regarding Student Activities Functions . . . . . . . . . . . . . Participation of Students in Student Activities and Organizations . . . . . . . . . . . . . . . . . . Student Attitudes Toward Student Activities Functions . . . . . . . . . . . . . . . . . . . . . . Attitudes Toward Student Activities Attributed to Other Students . . . . . . o . . . . . . . . . . . Reported Changes of Attitudes Toward Student ACtivj-tiescoooooooooceooooococo. IV Admissions, Registrar, and Records Functions The Students‘ ReSponses to the Statements Regarding Admissions, Registrar, and Records Functions . . . . . Contacts Students Have Had With Admissions, Registrar, andRecordsFunctions ................ Types and Frequency of Contacts With Admissions, Registrar, and Records Functions . . . . . . . . . . . Student.Attitudes Toward Admission, Registrar, andRecordsFunctions ................ Student Reaction to the Registration Process . . . . . X Page 25 27 28 33 h0 h5 LIST OF TABLES (cont.) Table Page 12. Attitudes Toward Admissions, Registrar, and Records Functions Attributed to Other Students . . . . . . . . . . he 13. Reported Changes of Attitudes Toward Admissions, Registrar, and Records Functions . . . . . . . . . . . . . 148 V Counseling Functions 1h. The Students' Responses to the Statements Regarding Counseling Functions . . . . . . . . . . . . . . . . . . . 5h 15. Student Contacts With the Counseling Center . . . . . . . 56 16. Types of Student Contact'With the Counseling Center . . . 56 17. Student Attitudes Toward the Counseling Center . . . . . . 57 18 . Attitudes Toward the Counseling Center Attributed to Other Students . . . . . . . . . . . . . . . . . . . . 59 19. Reported Changes of Attitudes Toward the counseling Center 0 o o o o e o o o o o o o o o o o o o o 61 VI Financial Aid and Placement Functions 20. The Students' Responses to the Statements Regarding Financial Aid and Placement Functions . . . . . . . . . . 66 21. Student Contact With the Placement Service . . . . . . . . 68 22. Student Attitudes Toward the Placement Service . . . . . . 69 23. Attitudes Toward the Placement Services Attributed to Other Students 0 c o o c o o o o o o o o o o o c o o o 69 Table 2h. 25. 26. 27. 28. 29. 31. 32. 33. 3h. 35. 36. 37. 38. LIST OF TABLES (cont.) Reported Changes of Attitudes Toward the P1acementService................. Student Contact With Student Loans . . . . . . . . Student Attitudes Toward Student Loan Functions . . Attitudes Toward Student Loans Attributed to Other Students ..................... Reported Changes of Attitudes Toward Student Loans Student Contact With the Scholarship Office . . . . Student Attitudes Toward the Scholarship Office . . Attitudes Toward the Scholarship Office Attributed toOtherStudents................. Reported Changes of Attitudes Towards ScholarshipOffice................ VII Health Service Functions The Students' Responses to the Statements Regarding HealthServiceFunctions ............. Student Contact With the Health Service . . . . . . Reasons for Student Contact With the Health Service Student Attitudes Toward the Health Service . . . . Attitudes Toward the Health Service Attributed to OtherStudents .................. Reported Changes of Attitudes Toward the Health Service...................... xii Page 70 71 73 7h 75 76 77 78 81 83 8h 8S 86 87 LIST OF TABLES (cont.) Table Page VII Housing and Food Services 39. The Students' Responses to the Statements Regarding HousingandFoodService......c.......... 92 ho. Place of Residence of Students During Four Years atMichiganState University. . . . . . . . . .. . . . . 95 hl. Students Attitudes Toward Housing and Food Services . . . 96 A2. Attitudes Toward Housing and Food Services AttributedtoOtherStudents. ...... . ..... . . 98 1:3. Reported Changes in Attitudes Toward Housing and FOOd Services 0 o o o o o c e o e o o o o o e o . o o e o 99 IX Student Conduct Functions hh. The Students' Responses to the Statements Regarding Student Conduct Functions . . . . . . . . . . . . . . . . 10h hS. Students' Contact With Problems of Student Conduct . . . 106 h6. Student.Attitudes Toward the Area of Student Conduct . . . 107 h7. Attitudes Toward the Area of Student Conduct Attributed to Other Students 0 o o o c o o o c o o o o o o 109 h8. Reported Changes of Attitudes Toward the Area of StUdent condUCt o o o o o o o o e o o c o o e o o o c o o 111 X Special Services A9. The Students' Responses to the Statement Regarding Remedial Services and Services fer Students With Superior.Ability . . . . . . . . . . . . . . . . . . . . . 116 xiii LIST OF TABLES (cont.) Table Page 50. Student Contact With Remedial Services and Services for Students With Superior Ability . . . . . . . 117 51. Student.Attitudes Toward Remedial Services and Services for Students With Superior Ability . . . . . . . 118 52. Attitudes Toward Remedial Services and Services for Students With Superior Ability Attributed toOtherStudents.................... 118 53. The Students' Responses to the Statement on Campus Protective Services . . . . . . . . . . . . . . . 119 Sh. Students' Contact With Campus Protective Services (Police and Fire) . . . . . . . . . . . . . . . 120 55. Student Attitudes Toward Campus Protective Services . . . 121 56. Attitudes Toward Campus Protective Services AttributedtoOtherStudents ... ... .. . .... o 121 57. The Students' Responses to the Statement on Student Orientation . . . . . . . . . . . . . . . . . . . 123 58. Students' Contact With the Orientation Program . . . . . 123 59. Student Attitudes Toward the Orientation Program . . . . 121. 60. Attitudes Thward the Orientation Program Attributed to Other Students . . . . . . . . . . . . . . 12b, 61. The Students' Responses to the Statement on Assistance GiventoForeignStudents................ 125 xiv LIST OF TABLES (cont.) Tables Page 62. Student Contact With Assistance Given to ForeignStudents..................... 125 63. Student Attitudes Toward Assistance Given to ForeignStudents..................... 126 6b. Attitudes Toward Assistance Given to Foreign Students Attributed to Other Students . . . . . . . . . . 126 65. The Students' Responses to the Statement on Driving and Parking of Student Vehicles on Campus . . . . 127 66. Student Attitudes Toward Provision for Student DrivingandParkingonCampus .............. 128 67. .Attitudes Toward Provisions for Student.Driving and Parking on Campus Attributed to Other Students . . . . 128 Appendix Appendix A Appendix'B Appendix C LIST OF APPENDICES Questionnaire Statements and Interview Questions 88 They Appeared in the Interview 0 o o o o o o o o AnswerSheet................... Services Rated as Outstanding or weak . . . . . . . Page 151 153 Chapter I THE PROBLEM Statement of the Problem The purpose of this study is to determine student perceptions of the student personnel services at Michigan State University. The students in the study rated selected.personne1 functions on their im- portance to college students and on the quality of the performance of these functions at Michigan State University. Emphasis is also placed on determining possible areas for improvement. Scope of the Study The study is an analysis of student perceptions of student per- sonnel services at Michigan State University based on semistandardized interviews with 50 seniors, class of 1962, or 1.1 per cent of the senior class. This analysis is made from the students' reaponses to specific questions. These questions were designed to elicit the students' ex- periences with and attitudes toward these student.personne1 services, to determine their perception of the attitudes of other students toward these services, and to gain their suggestions for improving these ser- vices. Background and Importance of the Problem The changing nature of educational institutions and the ever in- creasing complexities of student life have made student personnel services more important than ever before. Student personnel services 1 2 today are recognized as integral parts of higher education, supplement- ing and complementing the instructional program. An ever increasing amount of time and money is being spent on this area of education. The question arises, "Is this investment of time and money in student per- sonnel services worthwhile?" One way of determining the quality of a service is to ask the user. The idea of student evaluation is not inconsistent with the policy and.philosophy of Michigan State University. ‘When President Hannah ap- pointed a faculty committee in 1959 to study the future of the University, he stated, "We will ask the parent committee and the subordinate commit- tees to listen to anyone who has anything to say concerning the future of our University so as to garner every bright idea that develops." (h0:ix) This committee sent 11,000 questionnaires to students and held two open hearings with students. The recent appointment of a new Dean of Students at Michigan State .University may result in changes in some aspects of the program of stu- dent personnel services. Dr. John Fusak was appointed Dean of Students on July 1, 1961. The previous Dean had served from July 1, 1950, to June 30, 1961. Dean Fusak has encouraged the writer in this research, since such a study at this time may well provide useful information in assessing the present situation and pointing to possible improvements. Review of Related Literature Background and Definitions in Student Personnel Services It is difficult to pinpoint the origin of student personnel work. Certainly a milestone in student personnel work is the statement of the student personnel point of view in 1937 by the Committee on Student 3 Personnel Work of the American Council on Education (2). Rackham.(h5), in tracing the bases for student personnel work to a much earlier time, states: "To many people the student personnel point of view is con- sidered to be something new, an innovation which has a brief and rather stormy history. As a matter of fact student per- sonnel work has its roots deep in antiquity. “When one con- siders that during the time of Socrates, Plato and Aristotle, Athenian education was concerned with developing the mind and body equally; when one realizes that the idea of guidance, of the need for individualization in teaching, has been present for centuries in many important philOSOphies from the time of Plato to the time of Dewey, he should realize that the guidance concept springs from sources which have long been considered eminently sound and eminently respectable." (h5:1) The literature is filled with statements of the student personnel point of view and with definitions of student personnel work. The im- portance of the individual is the central theme in Burnette (12), Lloyd-Jones and Smith (36,37),‘Wrenn (55), and the 19h9 pamphlet of the American Council on Education, entitled The Student Personnel Point 2; View (3). ‘Wrenn concisely states, "Above all else, personnel serv- ice in education is predicated upon seeing the learner totally." (Sh:h1) wrenn (SS) and Lloyd-Jones and Smith (37) closely link the student personnel point of view with higher education. Definitions of student personnel services by Bradshaw (9) and Cowley (16), in 1936, indicate a dichotomy between student personnel services and the instructional or curricular aspects of college. The more recent literature shows a trend away from.this separation. Dressel states, “The mere fact that there is need to discuss the inter— relations of personnel work and classroom instruction suggests that their separation has proceeded too far." (21:2h6) He further states since personnel work and teaching have the same objectives and are h confronted with the same problems, they need "to join forces.“ (21:256) Burnette (12), Buxton (13), and the American Council on Education pam- phlet The Student Personnel Point pf 212! (3) also stress the need for cooperation between the teaching faculty and student personnel workerS. Evaluation in Student Personnel Services A study of the literature shows that there has been some concern about evaluation of student personnel services. 'Wrenn defines evalua- tion as follows: "Evaluation is a.particularized form of research. The distinc- tive characteristic of evaluation is the establishment of criteria against which the performance of the function is measured or judged. Almost any method of research may be em- ployed, but evaluation must always be ggainst criteria.“ (55: h76-h77) Schoenfeld discusses six criteria of student personnel programs which he calls "hallmarks of sound student welfare." (h7:50) There is general agreement in the literature as to the merit of evaluation in any worthwhile undertaking. The American Council on Education pamphlet, The Student Personnel Point 9§_Vi§g gives the fol- lowing statement: "Without stress upon a critical and experimental self study, student personnel services will deteriorate into ritual ob- servance which yields little assistance to growing students." (3:20) In his recent book, Student Personnel Services ip Colleges and Univer- sities,'Williamson states, "It is the mark of an effective program and of effective staff work when personnel workers are interested in constant evaluation of their efforts.“ (57:131) 'Wrenn asserts, "Opin- ion must be sought and their influence recognized if the attitude of those stating the Opinions has any significance for the service in /‘ /,/X ,/ I ( f (2'.— 5 question." (5h:SOO) Arbuckle (h), Coleman (15), Gilbert (26), Hopkins (30), Kvaraceus (35), and'Wilk (53) all stress the need for evaluation of student personnel services. In spite of the agreement about the merit of evaluation of per- sonnel services, Rothney and Farwell (h6) state, "As the guidance move- ment enters into its second half-century, there is general recognition of the need for evaluation of its services but little evidence that the need is being met." (h6:168) In 19h1 the American College Personnel Association Committee on Research and Publications as reported in Th2 Encyclopedia 9f Educational Research (8) found that of 230 papers on various aspects of student personnel work presented at conventions be- tween l92h and 19h0, not one was on evaluation of the total student per- sonnel program. In a book edited by Williamson (58), EEEEBE 22 Student Personnel Work, and published in 19h9, there is no reference to evalua- tion. Little or no emphasis is given to evaluation of student personnel services in the reviewed literature of the last ten years. Wise's article, "Student Personnel WCrk - Future Trends," (59) appearing in the Personnel and Guidance Journal, in 1961, does not mention evalua- tion. Two books, Student Personnel Work ig_Higher Education by Mueller (A3) and Student Personnel Services 33 Colleges and Universities by 'Williamson (57) published in 1961 do not emphasize evaluation. Mueller devotes one page to evaluation and‘Williamson has only one paragraph on it. Arbuckle explains the lack of evaluation in this way, "The limi- tation of the evaluation of student personnel services to the survey 6 method is probably the reason for the astonishing lack of accumulation of any real evidence to indicate the actual effects of different per- sonnel services." (hle) Blaesser states, "This field does not read- ily lend itself to experimental techniques." (6:113) Rothney and Far- well (h6) indicate that there is difficulty in finding criteria for such evaluation. Lloyd-Jones and Smith in their book Student Personnel'Work as Eggp E Teaching (3?) term evaluation as vital and essential. Arbuckle (h) gives two reasons for evaluation in personnel work. The first, he states, is a matter of professional ethics, as the personnel worker needs valid evidence that his efforts are fruitful. The second is in regard to the financing of student personnel services. If they cannot prove their worth, then they will not receive the financial support necessary for their continuance. Studies Pertaining to Evaluation of Student Personnel Services in fligher Education According to Blaesser (7) the first national survey of student personnel services was undertaken by L. B. Hopkins in l92h under the Sponsorship of the American Council on Education. In this study Hop- kins (31) visited 13 institutions and rated them on each of twenty personnel services. Brumbaugh and Smith (11) developed a point scale for evaluating personnel work in institutions of higher learning in 1932. Gardner (2h) in 1936 evaluated 57 institutions of the North Central Association of Colleges. He checked his findings with the Brumbaugh and Smith sys- tem and found close agreement. 7 Kamm and Wrenn (33) develOped an Inventory of Studentheaction to Student Personnel Services to be administered in conjunction with an earlier form which sought administrators' reactions in evaluating personnel services. This inventory has been adapted and used in studies by Brailey (10) and Pershing (hh). Brailey found that with every service evaluated the number of students who rated the service as adequate on a Yes-No scale was always higher than the number of students who made favorable comments about the service. In Brailey's study a great.preponderance of the comments by students were unfavor- able toward the services. Pershing established criteria for student evaluation of student personnel services. Rackham (hS) also constructed an inventory which he named A Student Personnel Services Inventory. Mahler (39) related an instru- ment he developed to the Rackham Inventory in assessing student and faculty reaction to student personnel services in four colleges. Hage (27) revised the Rackham Inventory, reducing the number of items from.8h8 to 328. He obtained a positive correlation of .96 between the two forms. Parrott (h3) used a student questionnaire and the Mooney Problem Check List with students in studying the students' perception of their own problems and their awareness of the related student personnel ser- vice available. He found differences in the perception of student personnel services between seniors, freshmen, and faculty. He also interviewed faculty and administrators and reviewed printed.material in studying the personnel services in six liberal arts church colleges. Harry (28) used the Mooney PrOblem Check List and Parrott's Stu- dent Questionnaire in assessing a student personnel program. He 8 developed two faculty questionnaires and also used the Evaluation Re- port Form for Student Personnel Services developed by Kamm and‘wrenn for use with administrators. A Student Personnel Services Questionnaire was developed by Fitzgerald (23) and administered to faculty at Midhigan State Univer— sity. Schaffer (h9) found that faculty perceptions of student per- sonnel programs were based on faculty relationships to the program.and faculty knowledge of the program. Shigley (50) found a need for bet- ter communication between personnel offices and students and faculty. Scott (DB) interviewed student personnel workers and adminis- trators in studying student personnel services in sixteen small lib- eral arts colleges. He found evidence of a need for these institutions to evaluate the effectiveness of their student personnel programs and services. Soldwedel (51) in interviewing students involved in disciplinary action found that student government officials were viewed as ”puppets" of the University. No studies were reported in which the students' perceptions of student personnel services were studied with an interview. Use of Students in Evaluation The Student Personnel Point g£_Eigg, a publication of the American Council on Education in 1937, gives a definition of the student person- nel point of view in which "The student is thought of as a responsible participant in his own development and not as a passive recipient of an imprinted economic, political or religious doctrine or vocational skill." (2:1) If the student is a responsible participant in his own 9 development, then it would follow that his evaluation of the personnel program is not without some merit. There is general agreement in the literature that student opinion is worthy of consideration. In The Student Personnel Point gf_View, a l9h9 American Council on Education publication, it is stated, "Students can make significant contributions to the de- velopment and maintenance of effective personnel programs through contributing evaluations of the quality of the services, new ideas for changes in the services and fresh impetus to staff members who may'become immersed in tech- niques and the technicalities of the professional side of personnel work." (3:17) As a further justification of the use of students in evaluation of personnel services, Lloyd-Jones and Smith state, "as a cooperative endeavor, it is important that all those involved should be consulted and given an opportunity to contribute their ideas." (37:32h-325) They further state that student ideas are "often fresh and fruitful and their assistance of genuine value." (37:22?) The l9h9 American Council on Education publication, The Student Personnel Point 9£,View, contains criteria for evaluating student per— sonnel programs. Two of these pertain to the use of students in eval- uation. These are: "1. Students' expression of satisfaction and dissatisfaction with services received. These expressions may be informally collected or may be gathered systematically. Obviously such expressions need to be critically evaluated in terms of the total situation.... 3. The extent of students' uses of the personnel service. Again this criterian must be applied with full cognizance of the limitations of financial resources and other institu- tional factors balanced against the needs of the personnel departments.“ (3:18) 10 Definition of Terms STUDENT PERSONNEL SERVICES: Student personnel services are those non- academic services on the Michigan State University Campus which in some way assist the student to take full advantage of his potential in the pursuit of academic excellence. The areas of student personnel services included in this study are: Student Activities; Admissions, Registrar, and.Records; Counseling; Financial Aids and.Placement; Health Service; Housing and Food Service; Student Conduct; and Special Services. PERSONAL EXPERIENCE: Personal experience refers to the actual first hand contact a student has had with an area of service. AWARENESS: Awareness refers to knowledge about an area of service. Awareness in this study is determined both by personal experience and by secondary sources of information. It does not necessarily include any degree of accuracy of perception.- ATTITUDE: Attitude refers to the positive and negative feelings of the student toward personnel services in terms of his satisfaction or dissatisfaction with these services. Organization of the Study Chapter I contains the purpose and definition of the problem with a review of selected related literature in the field of student person- nel services. Chapter II contains a detailed discussion of the development of the procedures used in the study, the selection of the sample, ll limitations of the study, and the organization of the data. Chapters III through X consist of descriptions of the student perm sonnel services as deve10ped from the data: Chapter III, Student.Ac- tivities; Chapter IV,.Admissions, Registrargand Records; Chapter V, Counseling; Chapter VI, Financial Aids and Placement; Chapter VII, Health Service; Chapter VIII, Housing and Food Service; Chapter IX, Student Conduct; and Chapter X, Special Services. Chapter XI presents the summary, conclusions, and recommendations of the study. Appendix A is the adapted form of the Student Personnel Services Questionnaire which was used in the study with the interviewer's ques- tions appropriately inserted. Appendix B is a copy of the answer sheet used in the interview. Appendix C is the tabulation of services rated as outstanding or weak. Chapter II PROCEDURE Selection of the Method of Investigation A variety of methods can be used in studying student personnel services. Among these is the survey method which employs various types of questionnaires and interviews. In order to determine students' per- ceptions of student personnel services which would have a dimension of depth rather than result in a statistical compilation only, the inter- view was selected as the method of study for this investigation. Three types of interviews - standardized, unstandardized, and semistandardized - are described by MacCoby and MacCoby. (38) They de- fine a standardized interview as "one in which the questions have been decided upon in advance of the interview, and are asked with the same wording and in the same order for all respondents.“ (38:hSl-h52) The following advantages are given for the standardized interview: "(a) They incorporate a basic principle of measurement; that of making in- formation comparable from case to case. (b) They are more reliable. (c) They minimize errors of question wording." (38:hSl) An unstandardized interview is defined by MacCoby and MacCoby as one in which "the interviewer's technique is completely flexible, and is varied from one respondent to another." (38zh51) The advantages of the unstandardized interview as listed by these authors are: “(a) They permit standardization of meanings rather than of the more superficial aspects of the stimulus situation. (b) They are more valid, in that they encourage more true-to-life replies. (0) They are more 12 13 flexible ." ( 38:1451) A decision was made to use a semistandardized interview for this study. A semistandardized interview is defined by MacCoby and MacCoby as an interview which "employs an interview guide with a list of ob- jectives and suggested questions but gives the interviewer considerable latitude within the framework of the interview guide." (38:h55) The semistandardized interview was selected for this study for two reasons. First, it was felt that tabulations and analysis of responses to ques— tions in an unstandardized interview would not present as clear a picture of how the population, the senior class, viewed student per- sonnel services as would the analysis of interviews in which each sub- ject was asked the same questions. Secondly, it was felt that a semi- standardized interview would enable the researcher to deve10p a higher degree of rapport with the subjects than would a standardized inter- view. Selection of Sample The size of the sample was arbitrarily set at 50. This figure was selected after consulting with Dr. Wilbur B. Brookover, Assistant Dean, Office of Research and Publications, College of Education and with the committee members. It was felt that 50 subjects could provide appropriate data from which to determine student perceptions of student personnel services and still be within the scape of a doctoral disser- tation. The sample is a stratified random sample taken from the senior class, the class of 1962 at Michigan State University. The sample as shown in Table 1 has preportionate allocations in terms of sex, marital 1h Table l: PrOportionate Allocations of the Sample Groups* Place of Single Married Single Married Residence Men Men ‘Women women Total..... 188 360 275 53 University Z of Base Housing Number. .075 .lhh .110 .021 Sample Number. h 7 6 1 Total..." 218 O 152 0 Fraternity Z of Base Sorority Number. .087 .060 Housing Sample Number. h 3 Total..... 606 230 no 108 Off % of Base Campus Number. .2h2 .092 .016 .0h3 Sample Number. 12 S 1 2 TOtalo o o o o 182 16 66 )4 'With % of Base Parents 01' Number. .072 .006 .026 .001 Relatives Sample Number. h 0 l 0 *Population figures are from the Michigan State University Housing Report, Fall Quarter, 1961. (1:1) status and place of residence at the time of the study. As an illus- tration, seven and one-half'per cent of the pOpulation from which the sample was drawn were single men living in University housing. The number of single men living in University housing selected for the 15 study is the number which is closest to seven and one-half per cent of the sample. The same is true for each subgroup of the sample. The information necessary for selecting the sample was taken from the Mich- igan State University Housing Report (1.1) of the fall quarter of 1961. Foreign and transfer students were eliminated from the study to reduce the effects of experiences with other cultures and other universities on the results. A table of random numbers was used in selecting the sample. Fifty pages were randomly selected from the Directory 2; Students (18) and each page was randomly assigned a category, such as "single male in University housing." The first student on that page or on the succeed- ing page or pages who met the criteria randomly assigned to that page was selected. If the student was not available the next in line was selected. In all, 59 subjects were selected. Five were too busy to participate in the study. Two students did not want to be interviewed. One had no known address and one was selected in error. The total number of students who were classified as seniors by the registrar at the time of the study was 2,710. The population of 2,h98 students (see Table 1) from which each criterion group was drawn does not include 187 seniors who were student teaching during the fall quarter. These students were not classified as to place of residence and were not available for an interview. It is assumed that the dis- tribution of this group in the selected categories is normal and would not alter significantly the proportionate size of any one group. Twenty-five other students whose place of residence was classified by the Housing Office as "other" were also omitted from the population. The size of this group is small enough that had it been included in 16 the papulation no subject would have been selected from it. ‘Whenever possible the subjects were contacted by telephone. Two of the subjects had no telephone and.were contacted personally. The student when contacted was told that the caller was a graduate student working on a dissertation and was asked if he would be willing to have an interview concerning student personnel services at Michigan State University. If the student agreed and met the criteria of sex, mari- tal status, and place of residence and was not a transfer or foreign student, an appointment was arranged. Some difficulty was encountered in the early appointments. After eight of the first 16 students had missed appointments it was decided to ask the student when he was initially contacted if he would like to be called and reminded of the appointment the evening before the ap- pointment. Only eight of the remaining u2 interviews had to be re- scheduled. Development of the Interview Questionnaire For this study an adaptation of the Student Personnel Services Questionnaire developed by Fitzgerald (23) in 1958 and administered to 150 Michigan State University Faculty members was used. This question- naire contains sixty statements adapted from an Evaluation Report Form found in'Wrenn's Student Personnel work in College (55) and from Part II, "Functions, Operation and Evaluation" of The Administration 2; Student Personnel Programs ip_American Colleges (3). Fitzgerald ana- lysed the responses to only to of the 60 statements, five on each of eight areas of student personnel services. These areas are: Student Activities; Admissions, Registrar, and Records; Counseling; Financial 1? Aids and Placement; Health Service; Housing and Food Service; Student Conduct; and Special Services. The responses to 20 statements were not reported because they tended to duplicate other statements or did not differentiate respondents. The adapted form of the Student Personnel Services Questionnaire used in this study consists of hO statements. Thirty-three statements are taken directly from the ho statements reported by Fitzgerald (23) with minor variations. The words "faculty" or "staff" were omitted when used in conjunction with the word "student," and the word "institution” was changed throughout to "university.“ The seven state- ments from Fitzgerald's Questionnaire which were not used pertained to subjects such as graduate students, faculty, or alumni affairs with which the sample population probably would not be familiar. Five of these seven statements were replaced by statements from Fitzgerald's 2O unreported statements which were a part of her original 60 state- ments. These statements are numbers 5, 21, 22, 32, and 36 in the adapted form. The two new statements, numbers 9 and 23, were developed from the local situation (see Appendix A). Description of the Interview Method No attempt was made to hold the place of the interview constant; however, an office in the College of Education building was available on a part time basis. The time and place of each interview were scheduled according to the subject's convenience to assure cooperation. Each interview began with a brief introduction in which the sub- ject was told that the purpose of the interview was fer a doctoral thesis and that the status of the researcher was that of a graduate 18 student with no official connection with the University. The subject was also told that anything discussed during the interview was to be treated in a confidential manner and that the subject's name would not be used for any purpose. 'When it was applicable the subject was told that the researcher had secured the office for the purpose of the interview. The subject was then asked to fill out page one of the answer sheet (Appendix B) which asked for the following informa- tion: class standing, sex, marital status. The subject also indi- cated whether or not he was a transfer student and his places of resi- dence as a student. Page one was briefly checked to see if the student met all of the criteria. After the subject had completed.page one, the following instruc- tions were read aloud as the subject read them silently: This questionnaire contains no statements about the functions and responsibilities of services for students at MSU. 'You are asked to respond to each statement in two ways. 1. How important is this function to the student going to college? 2. How do you evaluate the performance of this function on this campus? The subject was further instructed that he would be given five statements about one service at a time and after he had responded to the five state- ments he would be asked some questions. The statements were on the following areas of service: Student Activities; Admissions, Registrar, and Records; Counseling, Financial Aids and Placement; Health Service; Housing and Food Service; Student Conduct; and Special Services. After the student had responded to a set of five statements regarding each service, five questions were asked. The questions were basically the same for each area of service 19 or set of statements. They are as follows: 1. What contacts have you had with this area of service? 2. Have you been satisfied with your experiences in this area? Explain. 3. Has this attitude changed, and if so, why? b. How do other students feel about this area? 5. ‘What would you do to improve this area of service? To emphasize possible areas for improvement and to add to the total picture of the students' perception of student personnel ser- vices, these two additional questions were asked at the end of every interview: 1. Do you feel that any of these services are outstanding? 2. Do you feel that any of these services are particularly weak? The interviews began shortly after the pilot study had been com- pleted. Twenty-four of the 50 interviews were held between.November 27 and December 18, 1961. Interviewing was terminated at that time because of the Christmas vacation and final examinations. The remain- ing 26 interviews were held between January 25 and February 16, 1962. The length of the interviews ranged from us minutes to one hour and 55 minutes. The average interview lasted about 66 minutes. Each stu- dent had ample Opportunity to answer the questions in the course of the interview. Pilot Study The pilot study consisted of two phases. The purposes of the first phase were to determine whether students had any difficulty in understanding the questions, to acquaint the researcher thoroughly 20 'with the procedure and to find and correct any possible difficulties in the procedure. Seven seniors were used in this part of the pilot study. These students were volunteers from lists of names submitted by a representative of the'Women's Division and the director of a campus religious organization. The purpose of the second phase was to determine whether students understood the statements in the questionnaire. Six.underclassmen were asked to interpret each statement. These students lived in residence halls and were selected on the basis of having time to help with the study. The word "university" was substituted for the word "institu- tion" throughout the questionnaire and a few statements were reworded. No basic changes in either the questionnaire or the procedure resulted from the pilot study. Limitations of the Study The limitations of the study will be discussed under three head— ings: Sampling Process, Interview, and Findings. Limitations of the Sampling Process The sample is a stratified sample, randomly selected. The sub- jects were selected on the basis of sex, marital status, and place of residence at the time of the study (see Table l). The sample was se- lected to provide as nearly as possible an objective description of how seniors in general view student personnel services at Michigan State University. The various subgroups of the sample, such as "single male living in University residence halls" are too small to treat their responses statistically or to allow conclusions to be made 21 about the subgroups. A necessary limitation of the sample was the voluntary participation of the members of the sample. Two students contacted did not want to participate and five stated they were too busy to participate. Another limitation previously mentioned was that 212 seniors were not included in the pOpulation. Twenty-five of these were not classified as to place of residence and 187 were student teach- ing at the time of the study and had no local address. Limitations of the Interview It is realized fully that in trying to take advantage of both the standardized and the unstandardized interview, some of the advantages of each may be lost. The semistandardized interview which was used does not minimize the errors of question wording as a standardized interview would. In addition, the semistandardized interview contains no checks for reli- ability. The structure of this type of interview assumes some degree of reliability, although this is not reducible to a numerical coeffi- cient. The validity of the interview as an apprOpriate instrument for collecting the data is assumed. The purpose of the interview for this study was to gain a general description of student perceptions and opinions rather than a quantifiable measurement. The questions used in the interview (Appendix A) have both limi- tations and advantages. The openness of a question is a matter of degree and the questions used tend to be Open-ended. According to MacCoby and MacCoby the open question "is not so likely to suggest an answer to the respondent." (38zh58) They further state, 22 "The Open question is presumed to also have the advantage (although this again has not been documented) that it pro- motes rapport because the interchange between the inter- viewer and the respondent seems more like an ordinary conversation.“ (38:h58) These authors further indicate that the responses to open questions have a lesser degree of uniformity and are more difficult to code than the answers to closed questions. One of the questions asked in the interview, "How do other stu- dents feel about this area?" is a projective question. The assumption in regard to the projective question is that the subject's response will reflect his own attitude. In Spite of the fact that this assump- tion is not always born out by research, MacCoby and MacCoby indicate that projective questions "(1) yield more differences from direct questions the greater the social pressure against direct expression of attitude and (2) are more valid measures than direct questions when social pressures are present." (38:h62) Limitations of the Findings Caution must'be used in generalizing from these findings. The fact that the students interviewed expressed changes of opinion during their college years is one indication that care should be exercised in mak- ing generalizations in relation to the entire student body. It may be pointed out that the same study carried out in another university or at the same university at a different time may produce different re- sults. It should be recognized, however, that the purpose of this study is not to produce generalizations, but to determine perceptions of a given situation at a given time. Chapter III STUDENT ACTIVITIES FUNCTIONS Introduction Student activities have long been recognized as an important ad- junct in fulfilling university objectives on the campus. The develop- ment of the "total person" as stressed in the student personnel point of view could not be accomplished without such activities. 0n the other hand.an everepresent minority voice states that activities de— tract from the erudition to be achieved through education. - There is ample opportunity for the students at Michigan State University to engage in a wide variety of student activities. The Student Organization Directory (19) lists over 250 organizations on campus. These include fraternities, sororities, professional clubs, interest clubs, religious organizations, honoraries, political, recre- ational and.military clubs. Student activities also include all campus social and cultural events such as proms, entertainment shows, and the lecture-concert series. Student Responses to the Questionnaire Statements on Student.Activities Functions The members of the sample reacted to the following statements on student activities functions: 1. Student government shares in the educational program and University policy development pertaining to student behav- ioral standards and methods of dealing with campus viola- tiOHSo 23 2h 2. Student activities are centrally scheduled and limited so as to provide a well-rounded total program. 3. Student organizations exist for the furtherance of social contacts and competence. h. The University cooperates with religious groups which pro- vide religious activities for students. 5. Student activities promote and develOp leadership qualities in students. The responses to the importance of each statement as shown in Table 2 show that these functions were important to at least 8h per cent of the members of the sample. The members of the sample felt statement number 5, "Student activities promote and develop leadership qualities in students," to be the most important function of this area. Seventyetwo per cent of the sample considered this function be "very important." In the remaining statements the positive responses were fairly equally divided between "very important" and "fairly important." A conclusion to be drawn from.Tab1e 2 is that a large majority of the members of the sample believed that student activities are impor- tant. The statement with the most "not significant“ responses was statement number A on University soaperation with religious groups. Sixteen.per cent of these responses were "not significant" as compared with "not significant" responses of eight to 10 per cent on the other student activities statements. The ratings of the performance of student activities functions showed more variation than the responses to the importance of the func- tion to college students. Therefore, it appears that there is no direct relationship between the importance of a student activities function to students and the student evaluation of the performance of the same function. Statement number h, "The University c00perates 25 Table 2: The Students' ReSponses to the Statements Regarding Student Activities Functions Number Percentage 1. Student government shares in the educational program and University policy development pertaining to student behavioral standards and methods of dealing with campus violations. Importance to the 1. Very important 2).; 148% student going to 2. Fairly important 22 hh college 3. Not significant h 8 Evaluation of the 1. Outstanding 2 h performance on 2. Satisfactory 20 hO the campus 3. Not accomplished 23 h6 h. Do not know 5 10 2. Student activities are provide a well-rounded total program. centrally scheduled and limited so as to Importance 1. Very important 28 56% 2. Fairly important 18 36 3. Not significant A 8 Evaluation 1. Outstanding 16 32 2. Satisfactory 22 hh 3. Not accomplished 6 12 h. Do not know 6 l2 3. Student organizations exist for the furtherance of social contacts and competence. Importance 1. Very important 2h h8% 2. Fairly important 21 b2 3. Not significant 5 10 Evaluation 1. Outstanding 12 2h 2. Satisfactory 32 6h 3. Not accomplished h 8 h. Do not know 2 h h. The University cooperates with religious groups which provide religious activities for students. Importance l . Very important 21 1:2 % 2. Fairly important 21 h2 3. Not significant 8 16 26 Table 2 (cont.) Number Percentage Evaluation 1. Outstanding 12 2h% 2. Satisfactory 22 NE 3. Not accomplished 3 6 A. Do not know 13 26 5. Student activities promote and develop leadership qualities in students. Importance 1. Very important 36 72% 2 . Fairly important 10 20 3. Not significant h 8 Evaluation 1. Outstanding 15 30 2. Satisfactory 27 5h 3. Not accomplished 5 10 h. Do not know 3 6 ‘with religious groups which provide religious activities for students," received more than twice as many "do not know" responses, 26 per cent, than did the other statements. This apparent lack of knowledge may be because this statement differs from the others in this area in that it deals with a function with which the University cooperates rather than a function which the University sponsors. The favorable evaluation outnumbered the "not accomplished" re- Sponses by a majority of at least six to one on all statements except number'l, "Student government shares in the educational program and University policy development pertaining to student behavioral stand- ards and methods of dealing with campus violations." On this state- ment the "not accomplished" reSponses outnumbered the favorable rat- ings. In addition, the percentage of "outstanding" reSponses on the 27 performance of this function was only four per cent as compared with a minimum of 2h.per cent "outstanding" responses to the other statements. Responses to Interview Questions Contact or Experience with Student Activities Question:1 ‘What organizations do you belong to or have you belonged to at MSU? ‘What offices have you.held? What campus activities have you participated in? The numerical tabulations given in Table 3 Show the wide range of student participation in student activities and organizations. One student said that he did not participate in any type of student Table 3: Participation of Students in Student Activities and Organizations Number of Number of activities Students Percentage and organizations N _ 50 of Sample 0... h 25 50% 5- 9 21 1.2 10 - 1h 3 6 15 - 20 1 2 activity. Three others said they were not participating in any student activity at the time of the study. At the other extreme one student listed 20 activities and organizations in which he either was or had been participating. 1Since the interviews were semistandardized, these questions were not necessarily fOllowed verbatim in each interview. 28 Twenty-five of the sample stated that they had held an office in at least one organization. Each of the four students who had partic- ipated in 10 or more activities had been officers in an organization. Sixteen of the 21 students who had participated in five to nine activ- ities had held an office and five of the 25 students who had partici- pated in four or less activities had been officers in an organization. Three of these had held offices in two organizations and two had been officers in three organizations. Student Attitudes toward Student Activities Question: Have you been satisfied with your experiences in activi- ties? Explain. In Table h the students' expressions of their satisfaction with their experiences in activities are presented. Thirty-three1 stur dents expressed a positive attitude in regard to their own experiences in activities. Twentyheight of these students gave reasons for valu- ing their experiences. Thirteen said that they valued the Opportuni- ties for social contacts and five listed Opportunities to develop leadership qualities. Table h: Student Attitudes Towards Student Activities Functions Number Percentage Student ReSponses N s 50 of Sample Satisfied 33 667’ Dissatisfied 9 18 Undetermined 7 In No response given 1 2 1Because Of the Open-ended nature of the questions the number of comments will not always add to 50 or to the given sub—number. 29 Three additional reasons were given by students for valuing their experiences in activities. Seven students said that they valued the opportunities for professional contacts; 11 appreciated the Opportun- ity for self-development; and three valued the recreational Opportuni- ties. Five did not give any specific reasons but merely expressed satisfaction. Satisfaction does not seem to depend entirely upon the amount of participation. Among the 1h students in the sample who were most active and who listed seven or more activities, only one ex- pressed dissatisfaction. The responses to statement number 3, "Student organizations exist for the furtherance of social contacts and competence," and the re- sponses to statement number 5, "Student activities promote and develop leadership qualities in students," show a close agreement between the importance of these functions to college students and the degree to which the students of the sample believe them to be accomplished (see Table 2). Nine students expressed dissatisfaction with their experiences with activities. Four of these wanted more social contacts. A second type of dissatisfaction is exemplified by the statement, "Organiza- tions and activities don't live up to their high sounding goals." Four made this general comment and five expressed this dissatisfaction in regard to All University Student Government. Another reason for dissatisfaction resulted from the students not having enough time to participate in activities as much as they desired. Four stated they were kept from participating in student activities because Of academic pressure. Three indicated that they were kept from participating be- cause of work and one married student stated that most of his time 30 was spent with his family. The answers of eight students to the question of their satisfac- tion with student activities could not be classified as either satis- fied or dissatisfied. The responses of seven of these students were classified as "undetermined." These seven students gave a total of 10 responses. Three of these stated that they would have liked to have participated more than they had been able to. Three reported that academic pressure hindered their finding satisfaction and dissatisfac- tion with their experiences in activities. One stated that he had not been informed Of the activities which were available. The eighth student whose remarks were not classified as either satisfied or dissatisfied gave no Opinion regarding his satisfaction with student activities. He was twentybeight years of age and.married. He was not participating in any activity at the time of the study and felt that activities were for the younger students. The Respgpdents' Perception of Other Students' Attitudes toward Student Activities Question: How do you think other students feel about activities at Michigan.State University? Do you think they participate more or less than you do in activities? In general, the description derived from the responses to the ques- tion of how other students viewed activities is similar to how the mem- bers of the sample viewed student activities. These responses are found in Table 5. The most frequent response about the attitudes of other students was that they held a favorable attitude toward student activities. This 31 Table 5: Attitudes Towards Student Activities Attributed to Other Students Comment Number They have a favorable attitude There is a wide range Of attitudes Most don't participate It depends on background factors They have a selfish attitude Everybody'participates Other Do not know uNNrcmool-j: is in general agreement with the personal responses Of the students of the sample as shown in Table h. The comment, "Most are satisfied," was made by five students. Five also stated, "They like them." Each of the following comments appeared twice: "They think activities are important," "Don't know. Satisfied, I guess," and "Mest want to do more." One student said, "Many take part." Some of the attitudes attributed to other students were not con- sistent with what the students of the sample said about themselves. Forty-nine of the sample said that they participated in some activity, whereas eight of the sample said that most other students do not par- ticipate. A statement made by three students was, "Only a few work in organizations." Another statement made by two interviewees which more clearly depicts the student participation according to the sample was, "Everybody prObably'participated in something." The most common single answer to the question of how others feel about student activities was expressed by 11 students and was typified 32 by the comment, "It ranges from.one extreme to the other." This is in accordance with the responses Of the members of the sample which did, in fact, range from one extreme to the other. Participation in activi- ties ranged from.no activity to participation in 20 activities and or- ganizations (see Table 3). Attitudes attributed to other students ranged from."waste of time," and "They are for the younger students," to "The students think activities are important." Three students stated that most other students are in the middle Of the range, being neither very active or entirely passive. Another answer given by six students to the question of how other students feel about activities was that it depended upon such factors as background and.maturity. Four students, as shown in Table 5, said, "The majority of stu- dents want to get something from activities,“ implying that this was a selfish attitude not countermatched.with giving to the activity or organization. This attitude attributed to other students lends a neg- ative connotation to the attitude expressed by 28 of the 33 students as shown in Table h who expressed satisfaction because they benefited from.student activities in various ways. Two additional replies to this question appeared to have been made from the student's personal frame of reference. These were: "Engineers don't have time for activities," and "Professional organi- zations are not necessary. It's just apple polishing." Three other students stated.they did not know how other students viewed activities and one of these frankly responded, "Beats met“ 33 Changes in Attitudes of the Respondents toward Student Activities Question: Have your attitudes about student activities changed in any way? ‘Why? In Table 6 a tabulation of responses to the question of change Of attitude toward student activities is presented. Table 6: Reported Changes of Attitudes Toward Student Activities ”I 3 w Number Percentage Reaponse N - 50 of Sample NO change 1h 28% Positive change 18 36 Negative change 6 12 No response given 12 2h Fourteen students expressed no change of attitude toward activi- ties. Three Of these had no definite Opinion toward activities. If the attitude of a student in the sample toward student activi- ties changed, it was likely to be in a positive direction. Six stu- dents would have liked to have been more active earlier in college and six felt more of a need to participate now. Six of the sample stated a change from an anti-activity feeling to a more accepting at- titude. One of these stated that he realized that academic growth was possible through activities. Six students expressed a negative change of attitude. Three of these mentioned All University Student Government and two gave the fraternity system as reasons for their change in attitude. The sixth gave no specific reason. 3h Thirteen of the sample indicated a change in the amount of activi- ties they participated in, which does not necessarily indicate a posi- tive or a negative attitude. Six became less active because of academy ic demands, four became less active because of marriage, one became more active after marriage, and two became more active after they had moved closer to the campus. Suggested Improvements ip,Student Activities Question: ‘What can be done to improve any'specific activity or activi- ties in general on this campus? Thirty-four students made suggestions for improving student activ- ities. Four of the 16 students who made no suggestions stated that they had no criticism of the situation. Suggestions from the students in regard to improving student activities are discussed under the fol- lowing headings: (1) Communications, (2) Organizational Purpose, (3) All University Student Government, (h) Fraternities and Sororities, (S) Lecture-Concert Series, and (6) Other Suggestions. 1. Communications The area of communications received 11 comments in regard to im- proving student activities. The main channel for improved communica- tions was the State News. The general feeling was that the State News could give more publicity to organizations and activities on campus. One student suggested that communication to off—campus students was particularly lacking and another stated that instructors could do more in.promoting professional clubs. Two students stated that better timing of activities was necessary in regard to examinations and social events. 35 2. Organizational Purpose Six students were concerned with the usefulness of activities in an academic setting. Two said that students should cut down on so- cial activities. One of these stated, "we are forgetting about school- ing and concentrating on the social side." Two students said that student activities "should be reorganized toward the academic." The following two comments were made in regard to the goals of activities: “Narrow the goals so that they can‘be achieved," and "Organizations should be revised to serve some useful.purpose. They should stimulate and enhance personality." 3. All University Student Government Divergent opinions were found in regard to student government. Four students stated that All University Student Govermment (AUSG) should be abolished for the reason that "They don't do anything." One of these four had served as a residence hall chairman. The other three had had no personal contact with student government. Two of these three had not participated in any organized activity. Three students stated that AUSG should be given more power. All of these had served on AUSG. The majority of students did not make any direct comment on student government. The student attitudes toward student government would appear to be normally distributed. Those who are not active in student active ities and who would do away with student government would be at one end of the distribution; whereas those who are socially active on campus, especially in student government, would be at the other end. The majority are in the middle and fairly evenly divided. This divi- sion is indicated in Table 2, Statement 1, "Student government shares 36 in the educational program and University policy development pertain- ing to student behavioral standards and methods of dealing with campus violations." Forty-six of the members of the sample agreed that this was an important function; however, 23 said that it was not accomplished and 22 said that it was accomplished. h. Fraternities and Sororities There seemed to be little concern over the fraternity system.as only four suggestions were given in this area. Two students said that Interfraternity Council should be given more power and that there should be more cooperation among fraternities. One student who had pledged but had never joined a fraternity stated, "Fraternities have too much control over their members." Another nonfraternity man in- dicated, "We should get rid of the fraternity system. It distorts the value of brotherhood." A comment which is typical of most of the sample was, "Fraternities (and sororities) are all right for some people." 5. Lecture-Concert Series Two students made statements about the lecture-concert series. According to these two students the lecture-concert series needs to be given better publicity and should be better attended by students. 6. Other Suggestions The following individual statements were made in response to the question on improving student activities: "we should get more students interested. This would be hard to do." "There should be more activi- ties for off-campus students with more publicity." "There should be more inter-club cooperation." A varsity athlete stated, "There should be less emphasis on athletics, but I don't think this will happen." 37 Summary Ninety per cent of the sample thought that the functions of stu- dent activities were important to the student in college and 72 per cent thought that these functions were being accomplished on the Mich- igan State University Campus. Participation in student activities and organizations by members of the sample ranged from no participa- tion to stated participation in 20 student activities. Most of the members of the sample were between these two extremes. Fifty'per cent of the sample participated in four or less activities, h2 per cent of the sample participated in five to nine activities, and eight per cent participated in 10 or more activities. As one student said, "Probably everybody participates in something." Thirty-three students expressed satisfaction with their exper- iences in student activities, nine were dissatisfied, seven had feel- ings which were classified as undetermined and one stated no opinion. Satisfaction was based on opportunities for social and professional contacts, Opportunities for deveIOpment of leadership qualities and self-development, and Opportunities for recreation. Dissatisfaction stemmed from a.purported failure on the part of organizations to live up to their goals or from a lack Of time to participate in activities. The interviewees' perception of how other students view student activities is similar to the way the members of the sample viewed activities in terms of their own participation and satisfaction. All except one of the sample had participated in one or more activities; however, eight of the sample felt that most students do not partici- pate in activities. 38 Fourteen of the sample expressed no change in their attitude toward student activities. Eighteen students at the time of the study held a more favorable attitude toward student activities than they had previously held. The attitudes of six students had become more nega- tive toward student activities. Thirty-six students of the sample gave suggestions for improving student activities on the campus. Eleven felt that publicity and communications about activities should be improved. Six expressed a concern over the relationship of social activities to academic learn- ing and indicated that academic growth should be more of an integral part of student activities. Chapter Iv ADMISSIONS, REGISTRAR, AND RECORDS FUNCTIONS Introduction The work involved in admitting students, registering them, and keeping track of their progress is no small task in a university Of 25,000 students. These functions are vital in an institution of any size in carrying out an organized effort for meeting educational Ob- jectives. Student Responses to the Questionnaire Statements on Admissions, Registrar, and Records Functions The members of the sample reacted to the following statements on admissions, registrar, and recordsfunctions: 6. All contacts with prospective students are coordinated. 7. Pre-college counseling and college planning are offered on an individual basis through the summer clinic. 8. The University's requirements and services are inter- preted to the propsective student. 9. Procedures are set up for student registration. 10. Records of participation in extra-curricular activities are included in the permanent record file of each stu- dent. Statement 10, "Records of participation in extra-curricular active ities are included in the permanent record file of each," was rated as the least important function in this area, even though 86 per cent of the sample viewed it as important (see Table 7). This statement also 39 ho received almost half of the total "do not know” reSponses for this area. Table 7: The Students' ReSponses To the Statements Regarding Admissions, Registrar, and Records Functions Number Percentage 6. All contacts with prospective students are coordinated. Importance to the 1. Very important 38 76% student going to 2. Fairly important 11 22 college 3. Not significant 1 2 Evaluation of the 1. Outstanding 13 26 performance on 2. Satisfactory 21 h2 the campus 3. Not accomplished 8 16 h. DO not know 8 16 7. Pre-college counseling and college planning are Offered on an individual basis through the summer clinic. Importance 1. Very important 35 70% 2 . Fairly important 13 2 6 3. Not significant 2 u Evaluation 1. Outstanding 18 36 2. Satisfactory 17 3h 3. Not accomplished h 8 h. DO not know 11 22 8. The University‘s requirements and services are interpreted to the prospective student. Importance 1. Very important hS 90% 2. Fairly important 5 10 3. Not significant 0 0 Evaluation 1. Outstanding 9 18 2. Satisfactory 2h h8 3. Not accomplished 16 32 h. Do not know 1 2 9. Procedures are set up for student registration. Importance 1. Very important 36 72% 2 . Fairly important 11; 2 8 3. Not significant 0 O 141 Table 7 (cont.) Number Percentage Evaluation 1. Outstanding 21 142 % 2 . Satisfactory 2 9 58 3. Not accomplished 0 O )4. Do not know 0 O 10. Records of participation in extra-curricular activities are in- cluded in the permanent record file Of each student. Importance 1. Very important 19 38% 2. Fairly important 2).; I48 3. Not significant 7 1h Evaluation 1. Outstanding 10 2O 2 . Satisfactory 13 2 6 3.: Not accomplished S 10 )4. Do not know 22 M4 W .__1 In general, the students of the sample were satisfied with the performance of admissions, registrar, and records functions on this campus. The greatest weakness, according to the members of the sam- ple, was in the University's interpretation of requirements and ser- vices to prOSpective students, as included in statement 8. Thirty- two per cent of the sample said this function was "not accomplished." Responses to Interview Questions Contact or Experience with Admissions, Registrar, and Records Functions Question: Have you had any contact with admissions, registrar, and records functions? Explain. 1:2 The number of contacts students had with admissions, registrar, and records functions are indicated in Table 8. The students' con- tacts with these functions of registering and receiving grades are not included in this table. Table 8 also does not give the number of Table 8: Contacts Students Have Hadeith Admissions, Registrar, and Records Functions fl ‘— _ I a 1 Number Number Percentage of Contacts of Students of Sample N - 90 o 16 32% 1 22 hh 2 8 16 3 3 6 h 1 2 times a student had contact with these functions, as there were only four students who had contact with these functions more than once for a given reason. One of these students was readmitted twice. Two stu- dents went three times to the registrar's office in regard to errors in recording, and the fOurth reported 12 contacts with the registrar's office for the purpose of establishing deferment from the University R.O.T.C. requirement. Sixteen students or 32 per cent of the sample had no contacts with these functions. Students of the sample, in general, have had little contact with the admissions, registrar, and records functions. The types of con- tact a student has with these functions are presented in Table 9. Many of the types of contact seem to be of a superficial nature and h3 Table 9: Types and Frequency of Contacts with Admissions, Registrar, and Records Functions Type Of Contact Number To correct a clerical error 23* To get a transcript 1h To check on completion of graduation requirements To gain readmission Through work at registration Through summer clinic Because of registration irregularity Through work with another department To obtain draft deferment To change major To replace lost identification card Through a course in education To record name change Through a friend working in registrar's office Other prppmmmmwwmm W *One student accounts for 12 of these contacts for the purpose of establishing an R.O.T.C. deferment. accomplish little more than to call the students' attention to the existence of these functions. Student Attitudes Toward Admissions, Registrar, and Records Functions Question: 'Was this contact satisfactory? HOw do you feel about reg- istration? As shown in Table 10, students are not generally aware of the admissions, registrar, and records functions. Only 23 of the SO stu- dents of the sample voiced an.Opinion about their satisfaction with this area of service. In addition, four who stated satisfaction and one who stated dissatisfaction added that they were not really aware of these functions. hh Table 10: Student Attitudes Toward Admissions, Registrar, and Records Functions Students' Responses guszg gir§::;:§e Very satisfied 3 6% Satisfied 16 32 Dissatisfied h 8 Unaware of function 21 b2 No response given 6 12 The type Of comments the students made about admissions, regis- trar, and records functions also indicated a lack of awareness about these functions. There were only two specific comments. They were: "The admissions office is good. They do an excellent jOb attracting good students," and "They (registrar's Office) are efficient in get- ting the grades out." The remainder of the comments, whether positive or negative,were rather vague and did not indicate any awareness of this area of ser- vice. For example, two positive responses were, "The finest you could have for a University of this size," and "They are fairly well organ- ized." A typical negative comment was, "They are generally fouled up. There's a lot of red tape." In Table 7 the reSponses to statement number 9 show that all of the sample were satisfied with the registration process. The members Of the sample were also asked a Specific question on the registration process as this is an area of service with which they are all familiar. These responses are found in Table 11 and indicate that in many cases hS Table 11: Student Reaction to the Registration Process I-' I I E” w w . Number Percentage Reach“ N - so of Sample Very satisfied 5 10% Satisfied 12 2h Accepting 31 62 Unsatisfactory O 0 No response given 2 h W this satisfaction may be an attitude of acceptance rather than one of enthusiasm. However, it should be noted that not one of the members of the sample indicated that the registration process at Michigan State University was unsatisfactory. Typical comments of the 31 students classified as "accepting" were: "It's a necessary evil," and "I don't like going through it, but it's quite efficient." The most negative comment made about reg- istration was that it is "a.mess that goes on once a term, completely bewildering to freshmen and still slightly bewildering to me (a senior).“ Comments which were typical Of the 12 students classified as "satisfied" in Table 11 were: "Actually it's a very good set up,” and "Registration is very effective in terms of 25,000 students." Eight students indicated that registration had improved since it was moved.to the Men's Intramural Building. The remarks, "Registration is one of the smoothest operations," and "Excellent!" represent the five students who were classified as "very satisfied." h6 The Respondents' Perceptions of Other Students' Attitudes Toward Admissions,;Registrar,_and Records Functions Question: How do other students feel about these functions? How do they feel about the registration process? The attitudes attributed to other students, which are found in Table 12, are in many ways similar to the attitudes of the members of the sample toward these functions. Twentybfive students or one- half of the sample said that other students weren't familiar with these functions. Three of these stated students were not aware of the type of information that was placed on their records. ‘An addi- tional four students stated that they did not know how other students felt about these functions. Table 12: Attitudes Toward Admissions, Registrar, and Records Functions Attributed to Other Students m Comment Number They are not familiar with these functions 25 Most have a positive attitude 11 Most students complain 6 Students are aware of these functions 3 Students are aware but not concerned 3 Students are not concerned 3 MOst have a negative attitude 2 2 1 h They are necessary functions Freshmen react the most Do not know Only six students felt that other students were familiar with ad- missions, registrar, and records functions. Three of these six stur dents said, "Students know but aren't concerned (about these functions)J' h? Three felt that other students lacked concern about these functions. One of these stated, "Most don't know and care less." A comparison of Tables 10 and 12 indicates that the amount of positive and negative feelings about these functions attributed to other students is also similar to the feelings of the members of the sample. Eleven students said that most students have a positive at- titude toward admissions, registrar, and records functions and only two said that most students hold a negative attitude. Six students also said that students complain about these func— tions, but also indicated that these complaints were not well—founded. One of these students said that it was the freshmen who reacted most. One other attitude which was attributed to other students by two of the sample was that other students thought these functions necessary. Changes in Attitudes of the Respondents Toward Admissions,_Registrar, and Records Functions Question: Have you changed your attitude toward these functions? The answers to this question regarding a service which is char- acterized by'a general lack of awareness are not apt to be as meaning- ful as they would be in an area with which students were more familiar. These answers are found in Table 13. Eighteen students expressed no change of attitude toward these functions, but eight of these indicated they were not really aware of these functions. Three students stated they always had had a.positive attitude toward these functions. Ten of the 13 students who did not directly answer this question stated that they were not familiar with these functions. h8 Table 13: Reported Changes of Attitudes Toward Admissions, Registrar, and Records Functions Res ons Number Percentage P ‘3 N-SO of Sample No change 18 36% Positive change 13 26 Negative change 0 0 Increased awareness 6 12 No response given 13 26 W 4‘: a‘ W None of the members of the sample expressed changes of attitude which were negative and 13 stated that their attitudes toward these functions had improved. The most common reason for an improved atti- tude about these functions was the improvement in registration.by move ing it to the Men's Intramural Building. Eight students gave this reason. One student thought services had improved. Another said the admissions policies were improving. A third stated that he had re- ceived help from the registrar's office. Two gave no specific rea- sons for an improved attitude. Six students, although not expressing a change in attitude, said they had learned.more about these functions. One of these said, "I realize now the problems involved." Suggested Improvements in Admissions,gRegistrar,_and Records Functions Question: 'What could be done to improve this area of service? "I complain a lot but I don't think I could do any better," was one answer to this question. Twentyhthree students made no suggestions and 11 of these stated they were "not qualified to say." Seven students made suggestions about communications. Three Of h9 these stated that the admissions office could explain a little more of ‘what is eXpected of new students. Two said that the University should publicize what is kept on student records. The remaining two indicat- ed that these functions needed to be publicized. There were three comments about the efficiency of these functions. They were: "There is too much work to change a major," "Records could be more efficient," and "Mere coordination is needed.between the col- leges and the registrar's Office." Enrollment officers were commented on by two students. One said, "A student should keep the same enrollment officer all four years." The other stated, "Academic advisers are too passive and uninformed." One other student felt that out-of-state tuition was unfair and that the definition of an out-of-state student should be revised. There were 11 comments about the efficiency of registration. Six students suggested pre-registration. The other five suggestions were: (1) “More windows for the 'hold' line." (2) "More cameras in the fall term (for taking student pictures)." (3) "More permanent help. Stu- dents don't know." (h) "Bring registration closer together by using first floor gym.“ (5) "Some cards could be eliminated. They are the same each quarter." There were four suggestions in regard to registration which could be classified as personal wishes of individual students. They were: (1) "Provide places to sit at registration." (2) "Let seniors regis- ter first." (3) "Some never get to register first, change this." (h) "Extend registration over a longer time to lessen the crowd." 50 Summary There was general agreement among the members of the sample that admissions, registrar, and records functions are important to the col- lege student as only four>per cent of the students interviewed indi- cated that these functions were not important. The students of the sample have, in general, had very little di- rect contact with the admissions, registrar, and records functions. The 50 members of the sample listed a total of 36 personal contacts with these functions. Thirty-two per cent Of the students in the sample stated that they had had no direct contact with these functions. Since there appears to be little direct student contact with these functions, it seems logical that there would be a.lack of well- formulated student opinion regarding this area of service. Over half of the sample or 5h.per cent said they were either unaware of these functions or made no comment about their attitudes toward these serve ices. Three students were "very satisfied," 16 were "satisfied," and fbur were ”dissatisfied” with these functions. The members of the sample viewed the attitudes of other students in terms of awareness and satisfaction with admissions, registrar, and records functions in the same general way that they themselves felt about these functions. Only 13 students expressed a change of attitude toward these functions and these expressions Of change were all in a positive di- rection. Eight Of the students were influenced.by a recent change in the registration process. Twenty-seven students made suggestions for improvements in the 51 area of admissions, registrar, and records functions. Seven felt that communications and publicity could be improved. There were three statements about the efficiency of these functions and 11 suggestions on improving the efficiency of registration. Chapter V COUNSELING FUNCTIONS Introduction The counseling of students in college is by no means limited to a formal counseling center or to peOple who are professionally trained to assist students with their problems. The statements and questions discussed in this chapter refer specifically to the Michigan State University counseling center where professional help is available to students . The testing center which is an integral part of the coun- seling center is also discussed in this chapter. Student Responses to the Questionnaire Statements on Counseling Functions The members of the sample responded to the following statements on counseling functions: 11. 12 . l3. Counseling is available for students to assist them in overcoming personality problems which interfere with their academic effectiveness. Counseling is available for students to assist them in overcoming personality problems which interfere with their personal happiness. Interviews are conducted with students desiring to with- draw from school to assist these individuals in terms of the student's aspirations and the institutional welfare. Specialized staff members work with students on problems concerning study habits, time scheduling and other factors which may be causes of scholastic inefficiency. 52 53 15. A testing service is available for student use in determin- ing academic aptitudes, achievement, vocational interests, and personality development. A comparison of the "very important" responses to statements 11, 12 , and 114 in Table 1!; reveals that students rated personal counsel- ing which aids academic achievement (number 11) more important than both personal counseling which promotes personal happiness (number 12) and technical assistance which aids academic achievement (number 114). It might be assumed that this difference is at least in part due to the effect of the academic environment Of the university. It may be that personal counseling at Michigan State University is slanted more toward academic success than it is toward personal happiness. It is also logical to assume that personal counseling is more meaningful to the recipient than is the assistance on technical factors as listed in statement 1h. In evaluating performance of these three functions, the students rated statement 11 on personal counseling for academic achievement as the most outstanding. Statement 12 on personal counseling for person- a1 happiness was slightly less satisfactory and statement ll; on me- chanical assistance was least satisfactory. ReSponses to Interview Questions Contact or merience With Counseling Functions Question: Have you ever had any contact with the counseling center? What was the nature and extent of your contact with the counseling center? Seventy-four per cent of the members of the sample as shown in Table 15 have had direct contact with the counseling center. Types () l._l Sh Table 1h: The Students' Reaponses to the Statements Regarding Student Counseling Functions I L l J Number Percentage ll. Counseling is available for students to assist them in overcoming personality problems which interfere with their academic effec- tiveness. Importance to the 1. Very important ’42 817% student going to 2. Fairly important 5 10 college 3. Not significant 3 6 Evaluation of the 1. Outstanding 12 21;, performance on 2. Satisfactory 23 h6 the campus 3. Not accomplished 7 1h 8 16 12. Counseling is available for students to assist them in overcoming personality problems which interfere with their personal happi— 116580 Importance 1. Very important 28 56% 2 . Fairly important 21 142 3. Not significant 1. 2 Evaluation 1. Outstanding 9 18 2 . Satisfactory 20 to 3. Not accomplished 6 12 )4. Do not know 15 30 13. Interviews are conducted with students desiring to withdraw from school to assist these individuals in terms of the student's as- pirations and the institutional welfare. Importance 1. Very important 33 66% 2. Fairly important 15 30 3. Not significant 2 )4 Evaluation 1. Outstanding h 8 2 . Satisfactory 10 20 3. Not accomplished 5 10 14. Do not know 31 62 55 Table 1b (cont.) Number Percentage 1h. Specialized staff members work with students on problems concern- ing study habits, time scheduling and other factors which may be causes of scholastic inefficiency. Importance 1. Very important 28 56% 2. Fairly important 18 36 3. Not significant )4 8 Evaluation 1. Outstanding h 8 2 . Satisfactory l6 32 3. Not accomplished 10 20 14. Do not know 20 hO 15. A testing service is available for student use in the determina- tion of academic aptitudes, achievement, vocational interests, and personality development. Importance 1. Very important 29 58% 2. Fairly important 18 36 3. Not significant 3 6 Evaluation 1. Outstanding 13 26 2 . Satisfactory 2 O 140 3. Not accomplished 3 6 )4. Do not know 11; 28 and number of contacts these students have had with the counseling center are given in Table 16. Students are, in general, aware of the counseling center and its functions. Although 13 students or 26 per cent of the sample as shown in Table 15 had had no direct contact with the counseling center, all but five of these as shown in Table 16 had some type of indirect con- tact with the counseling center. The direct contacts shown in Table 16 were single contacts except those contacts involving counseling, —_ \Id- ”I. IN. ‘lII I14 In I i‘ 56 Table 15: Student Contacts With the Counseling Center m w Number of Contacts Number of Students Percgntage of N - 50 ”P e 0 13 26% l 21 1,2 2 7 1h 3 3 6 h 2 h 5 O o 7 1 2 Over 7 2 h Table 16: Types of Student Contact With the Counseling Center # Type of Contact Number of Students Direct Contact Through summer clinic To change major Through counseling and testing Through counseling Through class assignment V01unteer for experiment in hypnosis Through required counseling (disciplinary) TO seek employment ...Indirect Contact A3 a resident assistant ugh reading Through experience of friends N0 contact W i HHHNWEKQ NR)? 57 testing, or changing of a major. The number of direct contacts would have been higher had the writer specifically asked about the summer clinic. About 60 per cent of the class of 1962 participated in the summer clinic as freshmen. Only one student indicated that he was not aware of this service. Student Attitudes Toward the Counseling Center Question: How do you feel about this service? 'were you satisfied with this service? The counseling center is well regarded by most students. This datum is shown in Table 17. There were only three students whose Table 17: Student Attitudes Toward The Counseling Center . Number Percentage Attitude N _ SO of Sample Satisfied 3o 60% Dissatisfied 3 6 Undetermined 7 1h No response given 10 2O remarks were classified as negative. One of these who had been to the counseling center for counseling felt that the counseling center was "too far from the student and the deparunents are closer." One of the other students listed as having a negative Opinion about the counsel- ing center had been to the counseling center once to change his major, and the third student in this category had had no contact with this area of service. “to View ml a? (1‘) 58 Ten students gave no Opinion about the counseling center. One of these had been to the counseling center to change his major, another had heard of the counseling center through the summer clinic, and the remaining eight had had no direct or other type of personal contact with the counseling center. Five other students stated that they were personally dissatisfied with the service they received at the counseling center, but they were classified as undetermined. These students could also be said to have ambiguous feelings toward the counseling center as they recognized that "counseling is a needed function" and "they can help students." Two other students were classified as having ambiguous feelings toward the counseling center. One of these said, "I wouldn't go there, but there are some qualified peOple there." The other stated, "Testing is good but I don't know how well they help students." Thirty students or 60 per cent of the sample expressed a positive attitude toward the counseling center. Twelve of these expressed per- sonal satisfaction with the service they had received. Typical com- ments from these students were: "They do a real fine jOb" and "They are helpful with.problems." One student said, "It is the most useful service on campus." There appears to be a relationship between the student's contact with the counseling center and his attitude toward it. Thirty of the 37 students who had at least one contact with the counseling center reported a positive attitude toward this service. Five of the remain— ing seven had ambiguous feelings toward this service and were classi- fied as undetermined. Only two students who had had contact with the counseling center reported dissatisfaction with this service. 59 Ten of the 13 students who had no direct contact with the counsel- ing center gave no opinion. One student was dissatisfied.with this service and two were classified as undetermined. The Respondent's Perception of Other Students' Attitudes Toward the Counseling Center Question: How do other students feel about the counseling center? The comments attributed to the attitudes of other students are presented in Table 18. The attitudes toward the counseling center attributed to other students is slightly'more negative than the re- apondent's own attitudes. Table 18: Attitudes Toward the Counseling Center Attributed to Other Students Attitude Number Favorable attitude 25 Negative attitude 1h MOst don't use counseling center 9 Other 3 DO not know 7 There were 25 favorable comments about the attitudes of others toward the counseling center. Seven of these were similar in content to the following comment: "Those who use it are satisfied with it." One student said, "It is the best source Of help on the campus." The other remarks generally indicated a favorable attitude of the other students toward the counseling center. There were a total of 1h negative comments about the counseling 60 center attributed to other students. Two stated, "Nest don't believe it helps." A third student had a friend who was personally dissatis- fied.with the service. Four students stated that other students would use the counseling center only as a last resort. A contrast may be drawn'between the respondents' own attitudes and the attitudes attributed to other students. Two students who said others would use the counseling center only as a last resort implied that this was because of the stigma attached to using this service. Seven said that others thought there was a stigma attached to using the counseling center. Typical comments were, "Students who are helped are a little embarrassed and ashamed of it," and "Because Of social pressure students don't want to admit going there." Although nine students said other students thought there was a stigma attached to go- ing to the counseling center, none of the members of the sample said he personally thought that this stigma existed. Also, only three stu- dents indicated a negative personal attitude toward the counseling center, yet 1h stated that other students felt a negative attitude existed. A conclusion might be that a social pressure exists against personally expressing negative feelings toward this service. There were three comments classified as "other." These were: "Some like it, others don't want to go." "MOst think there's nothing wrong with going to the counseling center." "Students prefer to go to someone they know." Changes in Attitude of Respondents Toward the Counseling Center Question: Has your attitude toward the counseling center changed in any ‘way? Explain. 61 The general positive attitude toward the counseling center de- scribed in the above sections apparently is not the result Of a change in student attitude. Table 19 shows that only 12 students or 2h per cent Of the sample reported a change Of attitude toward the counsel- ing center. Table 19: Reported Changes Of Attitudes Toward Counseling Center .....- __ .... .— Number Percentage Response N I 50 of Sample No change 2h h8% Positive change 8 16 Negative change h 8 Increased awareness 6 12 NO reSponse given 8 16 A.positive change in attitude toward the counseling center was not always preceded by'a favorable experience with this service. Two students who were personally dissatisfied with the counseling center expressed a positive change in attitude toward the counseling center. The other student in this category had had no personal contact but had come to recognize the importance Of this function. One student who expressed a negative change in attitude toward the counseling center had had no personal contact with the counseling center. Two students doubted the capability of their counselor. The fourth student did not elaborate on his change of attitude. Suggested Improvements in the Counseling Center Question; What would you do to improve this service? 62 Twenty-five students or one-half of the members of the sample re- sponded to this question with a suggestion. Three of the 25 who did not offer suggestions said they were satisfied with the counseling center the way it was. Seven stated they did not know enough about the counseling center to make suggestions. The suggestions for improving the counseling center are discussed under the following headings: (1) Communication, (2) Meeting Student Needs, and (3) Others. These headings are at best arbitrary, as it will be seen that some suggestions overlap and imply other ways to group these responses. 1. Communications There were 16 suggestions regarding communication between the counseling center and the students. Eleven students felt that more effort should.be made to bring this service to the attention of the student early in his college career. These students stated that the University should attempt to remove the "stigma" image of the counsel- ing center. One of these students stated, "Mere mature acceptance (by the students) is needed." Another student felt that the testing service should receive more publicity. Finally, one student indicated that the counseling center needed to take more initiative "in finding students with.prOblems." 2. Meeting Student Needs There were eight suggestions dealing with student needs. Three students felt that the counseling center needed.more staff and a fourth suggested the need for Office hours other than eight o'clock to five O'clock. Two students commented on.vocational counseling. One of these stated that more emphasis should be placed on vocational aptitude 63 testing. The other two comments on student needs were: "There should be a.more personal relationship between counselor and student," and "The counseling center should encourage interest tests for students who change majors.“ 3. Others Two comments on the counseling center were classified as "other." One student suggested de-emphasizing the counseling center and pointed out, "Don't baby students." The other statement was, "There should be more coordination between the counseling center and departments." Summary Approximately'ninety-four per cent of the members of the sample thought that counseling functions were important to college students. Also, approximately 80 per cent of the students who evaluated the counseling services found these services were either "satisfactory" or "outstanding." Personal counseling which aided academic achieve- ment was'both more important to students and evaluated as more effec- tive by them than counseling for personal happiness and giving assis— tance in technical problems such as study habits and schedules which promote academic effectiveness. Students are in general aware of the counseling center and its functions. Only one member of the sample was unaware of the counsel- ing center and all'but five members of the sample had had some con- tact with the counseling center. The counseling center at Michigan State University was well re- garded‘by'a majority of the members of the sample. Only three members of'the sample held a negative opinion toward the counseling center. 6h Dissatisfaction with the service received at the counseling center did not usually lead to dissatisfaction with the counseling center. A lack of contact with the counseling center did not necessarily give the student a negative attitude toward this service; however, all of the students who expressed a positive attitude toward this service had at least one personal contact with the counseling center. Less than one-fourth of the members of the sample noted any change of attitude toward the counseling center. Two out of every three changes in attitude toward this service were in a positive direction. The student's satisfaction or dissatisfaction with the counseling cen- ter appeared to have no direct relationship to a change of attitude toward the counseling center. Half of the members of the sample made suggestions for improving the counseling center. The most common suggestion was that more should be done to bring this service to the attention of the student early in his college career. Chapter VI FINANCIAL AID AND PLACEMENT FUNCTIONS Introduction It is a well established fact that a college education is not lim— ited to the wealthy as it once was. Financial assistance to capable and needy students in the form of loans and scholarships is an integral part of university structure as it is known today. It is also common practice for universities to assist their graduates by helping them find employment in relation to their capabilities. Student Responses to the Questionnaire Statements On Financial Aid and Placement Functions The members of the sample responded to the following statements on financial aid and placement functions: 16. 17. 18. 19. 20. Assistance is provided for obtaining part time employment. The procedure for obtaining financial assistance is an educational experience for the student. The University has a clear-cut policy for awarding finan- cial aid which considers the needs of the student as well as the Objectives and characteristics of the University. Information is communicated to students about the job market, salaries, and.p1acement trends in a wide variety of fields. All types of financial aid are coordinated, including scholarships, loans, and placement assistance. The student responses to these statements as shown in Table 20 show that all of these functions are important to college students. 65 66 The statement which was rated as least important to college students (number 17) was thought to be important to 80 per cent of the members of the sample. Table 20: The Students' Responses to the Statements Regarding Financial Aid and Placement Functions Number Percentage l6. Assistance is provided for obtaining partptime employment. Importance to the 1. Very important 32 6h% student going to 2. Fairly important 17 3h college 3. Not significant 1 2 Evaluation of the 1. Outstanding 16 32 performance on 2. Satisfactory 28 56 the campus 3. Not accomplished h 8 h. Do not know 2 h 17. The procedure for obtaining financial assistance is an educa- tional experience for the student. Importance 1. Very important 17 3h% 2 . Fairly important 23 h6 3. Not significant 10 20 Evaluation 1. Outstanding 7 1h 2. Satisfactory 22 bh 3. Not accomplished 5 10 h. Do not know 16 32 18. The University has a clear-cut policy for awarding financial aid which considers the needs of the student as well as the objectives and characteristics of the University. Importance 1. Very important 36 72% 2 . Fairly important 13 26 3. Not significant 1 2 Evaluation 1. Outstanding 7 lb 2. Satisfactory 16 32 3. Not accomplished 15 30 h. Do not know 12 2h 67 Table 20 (cont.) “‘ I.— - Number Percentage 19. Information is communicated to students about the job market, salaries, and placement trends in a wide variety of fields. Importance 1. Very important hh 88% 2. Fairly important 6 12 3. Not significant 0 0 Evaluation 1. Outstanding 32 6h 2. Satisfactony ll 22 3. Not accomplished 7 1h h. Do not know 0 O 20. All types of financial aid are coordinated, including scholar- ships, loans, and placement assistance. Importance 1. Very important 2h h8% 2. Fairly important 18 36 3. Not significant 8 16 Evaluation 1. Outstanding ll 22 2. Satisfactory 19 38 3. Not accomplished 7 1h h. Do not know 13 26 Statement number 17, "The procedure for obtaining financial assis- tance is an educational experience for the student," and statement number 20, "All types of financial aid are coordinated, including scholarships, loans, and placement assistance," received the lowest rat- ing as far as their being of importance to the college student. These are the only functions of this group that a university could abandon and not produce an immediate or noticeable effect on the students. It is not surprising then that when the students evaluated the performance of the financial aids and placement functions, these two statements 68 received the highest number of "do not know" responses. Statements 16, 18, and 19 received an evaluation which was notice- ably higher than.the other two functions of this area. These three functions are the ones which would be most apparent to the student. Responses to Interview Questions On The Placement Service Contact or Experience'With the Placement Service Question: Have you had any contact with the placement service? 'What was the nature of this contact? Twentybeight students, or 56 per cent of the members of the sample as shown in Table 21, have had at least one personal contact with the placement service. Table 21: Student Contact With The Placement Service —_ -:_ Type of Contact Number of Students Percentage of N I 50 Sample No contact 9 18% Have read placement notices 13 26 Looking for a jOb 12 2h Looking for a part-time job 1h 28 Hired a baby-sitter l 2 1 2 Visited the placement center - .. __..__..——....—-aii_. _.—..__.. —_. .._’.._-_m -wmfim-~_—.——“——.v'.~ Student Attitudes Toward the Placement Service Question: “were you satisfied with this service? The students' expression of their satisfaction with the placement service is readily apparent on examination of Table 22. Seven students said, "This is an excellent service." Examples of other comments which were classified as "satisfied? were: "It's a marvelous organization," "One hundred per cent efficient," and "It is one of the best in the country." The one student who voiced dissatisfaction with the placement 69 Table 22: Student Attitudes Toward The Placement Service W Number Percentage 3 Students Responses N . 50 9f Sample Satisfied hO 80% Dissatisfied 1 2 No response given 9 18 service said, "They aren't doing the job they could with summer employ- ment." Five of the nine students who did not respond to this question had had no contact with the placement service. The Respondents' Perception of Other Students' Attitudes Toward the Placement Service Question: How do other students feel about the placement service? A comparison of Tables 22 and 23 indicates that the attitudes Table 23: Attitudes Toward the Placement Services Attributed to Other Students .__.._-_. .7.....—— ~*-__.‘—_--—_—. Type of Comment Number Favorable 38 Others are not familiar with this service 5 Others are aware 2 Other 2 5 No reSponse given -... .__...-.. --V . . *-— ’ .. ..-”. ___—..--~— _ ....W - ...-M“- attributed to other students about the placement service are quite similar to the attitude of the members of the sample. Other students are, in general, satisfied with the placement service. There were five who had had no contact with the placement service and five who stated that other students were not aware of the service. The two comments classified as "other" could have been negative 7O connotations. These were "Improvements could be made" and "Others' attitudes depend on their financial status." Changes in Attitude of the ReSpondents Toward the Placement Service Question: Have your attitudes about the placement service changed in any way? It can be seen in Table 2h that there is very little reported change in student attitude toward the placement service. Table 2h: Reported Changes of Attitude Toward the Placement Service -: .2— R Number Percentage eSponses N I 50 of Sample No change 20 h0% Positive change 6 12 Negative change 0 0 Increased awareness 12 2h No response given 12 2h 1 :1 1m The very favorable attitude toward the placement service described in the previous sections appears to develop as students become aware of this service rather than be a result of a change in attitude. Only six students reported a change in attitude toward the placement service and these were all in a.positive direction. Also all of these six students indicated a more favorable attitude toward the placement service rather than a change from a negative to a positive attitude. Suggested Improvements in the Placement Service Question: ‘What can be done to improve the placement service? 71 Only six students gave suggestions for improving the placement service. These were requests for more publicity. Two specifically suggested more publicity in regard to part-time jobs and a third sug- gested an increase in the number of job bulletins from the placement service. Responses to Interview Questions on Student Loans Contact or Experience With Student Loans Question: Have you had any contact with student loans? What'was the nature of this contact? Thirteen of the 50 members of the sample had.made application for a loan from the loan office, as shown in Table 25. Table 25: Student Contact With Student Loans W m Number Percentage Type of Contact N _ 50 of Sample No contact 30 60% Applied — denied 2 h Applied - approved - one loan 7 1h Applied - approved — two loans 1 2 Applied - approved - three loans 2 h Applied - approved - four loans 1 2 Student Government loan* 2 h Personal acquaintance received loan 5 10 — . .... ... -..—.——.~.-—_..---....-.._—.-—~—._.-..__ ..r-_._ ...—..m—-—. .—-fi~M—o---M~*—-_* ~~-——_-._.-..—-_—.—.—_._—..-~ _. _.-———-—.——.— — *Student Government loan is a short term.1oan of up to 10 dollars. This loan is not handled by the student loan office. Student Attitudes Toward Student Loans Question: 'Were you satisfied with this service? 72 Nest of the members of the sample had no contact with student loans and did not definitely state their attitude toward student loans. This information is shown in Table 26. Table 26: Student Attitudes Toward Student Loan Functions W I Number Percentage 3 Students Responses N a 50 of Sample Satisfied 17 314% Dissatisfied 3 6 Other 3 6 No response given 27 5h w m It is difficult to pinpoint reasons for satisfaction or dissatis- faction from the data. Two who expressed dissatisfaction had been denied a loan. However, one who had been denied a loan expressed satisfaction with the service. One student said there was a lot of red tape. Another stated there was no red tape. A third said, "There is a lot of leg work but it is worth the effort." The Respondents' Perception of Other Students' Attitudes Toward Student Loans Question: How do the other students feel about student loans? The attitudes of other students toward student loans is more fav- orable than the attitudes of the members of the sample. Seventeen students who did not give their personal attitude about student loans re5ponded to the question regarding other students' attitudes about student loans. None of these reSponses was negative. The three 73 students who felt other students had negative attitudes toward student loans had negative attitudes toward this service themselves. Table 27: Attitudes Toward Student Loans Attributed to Other Students m Type of Comment Number Favorable 31 Negative 3 Others are aware 2 Others are not aware 6 Other 3 No response given 10 W W One student whose remarks were classified as "negative" said, "Denial gives a jaundiced view of the loan office." Three students thought that other students viewed the loan office as being fair even if their loans were denied. Changes in Attitude of the Respondents Toward Student Loans Question: Has your attitude about student loans changed in any way? There is little reported change in students' attitudes about student loans. This information is found in Table 28. It was brought out in a previous section that denial of a loan application did not always produce dissatisfaction with this service. There were two nega- tive changes of attitude reported. One of these students had been de- nied a loan because he owned a car, and the second student thought that loans were too easy to secure. 7h Table 28: Reported Changes of Attitude Toward Student Loans a 3:: R Number Percentage esponses N - 50 of Sample No change 15 30% Positive change S 10 Negative change 2 h Increased awareness 8 16 No response given 20 hO Suggested Improvements in Student Loans Question: 'What can be done to improve studentrloans? There were 13 suggestions made in regard to improving the student loan program. Five students felt that more publicity should.be given to this area of service. There were four suggestions in regard to the University policies of not giving loans to students with cars. Two students said that students with cars should be eligible for loans. A third said that individual consideration should.be given to loan applicants with cars. The fourth student said that the University was too lax in enforcing the policy of not giving loans to students with cars. He stated, “I know several students who are borrowing money (from the University) to keep their cars running." The remaining four suggestions were: (1) "Make loans interest free," (2) "Cut out the unnecessary ordeal of getting a witness for a loan," (3) "Centralize the function (into one building)," (h) "More money is needed." 75 Responses to Interview Questions on Scholarships Contact or Experience'With the Scholarship Office Question: Have you had any contact with the scholarship office? 'What was the nature of this contact? A large majority of the members of the sample, as shown in Table 29, have had no contact with the scholarship office. Also, only six Table 29: Student Contact With the Scholarship Office Number Percentage Type of Contact N _ 50 of Sample No contact 30 60% Applied for scholarship - denied 6 12 Held scholarship and had personal contact 6 12 Held scholarship but had no personal contact 8 l6 of the 1h students who held scholarships had ever been to the scholar- ship office. Students' Attitudes Toward the Scholarship Office Question: ‘Were you satisfied with this service? More students were satisfied.with the scholarship office than were dissatisfied, as shown in Table 30. However, there was more dissatis- faction with this service than with both the placement service and the loan service. Three students were dissatisfied because of the abrupt treatment 76 Table 30: Student Attitudes Toward the Scholarship Office Number Percentage t Students ReSponses N u 50 of Sample Satisfied 11 22% Dissatisfied 8 16 No response given 31 62 m I they had received in the scholarship office. One of these who did not receive aid described the scholarship office personnel as "terrible, rude, curt, impersonal and cold." Another quoted someone in the scholarship office as saying, "we are doing the best we can, so keep your shirt on." There were also three students who expressed satis- faction with this service, and whose comments were in regard to the treatment they had received. One of these students said, “They'went out of their way to help me." Three students expressed dissatisfaction in regard to scholarships to athletes. The students thought that grants to athletes were not scholarships, and that this aid should be based more on scholastic achievement. The Respondents' Perception of Other Students Attitudes Toward the Scholarship Office Question: How do you think other students feel about the scholarship office? A comparison of Tables 30 and 31 indicates that the attitudes attributed to other students about the scholarship office are both 77 more favorable and less negative than the attitudes of the members of the sample. Twentybsix attributed a positive attitude to other students Table 31: Attitudes Toward the Scholarship Office Attributed to Other Students m W Number Percentage Type of Comment N _ 50 of Sample Favorable 26 52% Negative 3 6 Others are aware 2 h Others are not aware 7 1h Other 1 2 No response given 11 22 m toward this service, whereas only 11 members of the sample expressed personal satisfaction. Only three students thought other students had a negative attitude toward the scholarship office; however, eight of the sample expressed personal dissatisfaction with this service. Changes in Attitude of the Respondents Toward the Scholarship Office Question: Have your attitudes about the scholarship office changed in any'way? There was little change in the attitude of the members of the sample toward the scholarship office, as shown in Table 32. Although this does not indicate a change of attitude, eight students did state that they became more aware of this service. Suggested Improvement in the Scholarship Service Question: 'What can be done to improve this service? 78 Table 32: Reported Changes of Attitudes Toward the Scholarship Office Response Number Percentage N - 50 of Sample No change 16 32% Positive change 6 12 Negative change 1 2 Increased awareness 8 16 No response given 19 38 ll There were 17 suggestions for improving the scholarship service. Nine of these were in regard to publicity. These students indicated that there should be more publicity about the scholarships available and that there should.be more of an effort to reach eligible students. There were five comments regarding scholarships granted to ath- letes. Four students felt that academic requirements for athletes receiving aid should be raised. The other student stated that there were too many football scholarships. Two students felt that more consideration should be given to the applicants' personal situation with less emphasis placed on high school grades. Summary Students in general held the functions of financial aid and place- ment to be important to the student in college. Eightybtwo per cent of the sample had had some contact with the placement office. This service was well regarded by the students of 79 the sample. Also, the attitudes of other students toward this service were judged to be quite favorable. There was very little reported change in attitude toward the placement service. There was one sug- gested improvement in this service. Six students said that the place- ment service should receive more publicity. Less than half of the sample had any contact with or indicated an awareness of the loan office. Twentybtwo per cent had applied for and received a loan and four per cent had been denied. Students in general are satisfied with this service. The attitudes attributed to other students about the loan office were also quite favorable. There was little reported change in attitude toward this service. Five students suggested that more publicity be given to loan serv- ice. Four students made a suggestion in regard to the policy of not loaning money to students with automObiles. Three of these students felt that this policy should.be relaxed or "done away with," and the fourth stated that the policy should be enforced more rigidly. Most of the students in the sample had no personal contact with the scholarship office. Students expressed more dissatisfaction with this service than with both the placement and the loan functions. The two principal reasons for this dissatisfaction seemed to be the personal treatment students received when going to the office and the non- scholastic basis used for granting scholarships to athletes. Other students, in general, were viewed to have a favorable attitude toward this service. Nine students felt that the available scholarships should receive more publicity. Five felt that the granting of scholarships to athletes should be based more on scholastic achievement. Chapter VII HEALTH SERVICE FUNCTIONS Introduction The existence of a student hospital on campus gives credence to the fact that the physical well being of the students is important to the University in meeting its educational objectives. The health ser- vice is available to all full time students; however, this service is - completely voluntary, and the student has the right to seek medical assistance elsewhere if he so desires. Student Responses to the Questionnaire Statements on Health Service Functions The members of the sample responded to the following statements on health service functions: A 21. Physical examinations are required of new students. 22. Counseling and.psychiatric care are available for students with emotional problems. 23. Preventive medicine is provided, including regular examin- ations, pr0grams of inoculation, and health education. 2h. On the basis of a physical examination, students are clas- sified regarding their fitness for the variety of demands of college participation. 25. Medical and surgical care is available for injured students. Not one student interviewed thought that the care of injured stu- dents (statement 25) was insignificant to the college student (see Table 33). It is quite obvious to the students of the sample that an 80 81 Table 33: The Students' Responses to the Statements Regarding Health Service Functions Number Percentage 21. Physical examinations are required of new students. Importance to the 1. Very important 28 56% student going to 2. Fairly important 16 32 college 3. Not significant 6 12 Evaluation of the 1. Outstanding 9 18 performance on 2. Satisfactory 27 5h the campus 3. Not accomplished h 8 1;. Do not know 10 2O 22. Counseling and psychiatric care are available for students with emotional problems. Importance 1. Very important 3h 68% 2. Fairly important 1h 28 3. Not significant 2 h Evaluation 1. Outstanding 11 22 2. Satisfactory 19 38 3. Not accomplished 5 10 h. Do not know 15 30 23. Preventive medicine is provided, including regular examinations, programs of inoculation, and health education. Importance 1. Very important 30 60% 2. Fairly important 16 32 3. Not significant h 8 Evaluation 1. Outstanding 8 16 2. Satisfactory 25 50 3. Not accomplished 13 26 h. Do not know h 8 2h. On the basis of a physical examination students are classified re- garding their fitness for the variety of demands of college par- ticipation. Importance 1. Very important 1h 28% 2. Fairly important 20 to 3. Not significant 16 32 82 Table 33 (cont.) “ I Number Percentage Evaluation 1. Outstanding h 8% 2. Satisfactory 12 2h 3. Not accomplished 1h 28 h. Do not know' 20 no 25. IMedical and surgical care is available for injured students. Importance 1. Very important AS 90% 2. Fairly important 5 10 3. Not significant 0 0 Evaluation 1. Outstanding 21 b2 2. Satisfactory 18 36 3. Not accomplished 9 18 h. Do not know 2 h injury could directly hinder their progress in college. On the other hand, being judged physically fit to take part in various college pro- grams by'a physician (statement 2h) was rated as the least important function of this area. In evaluating the performance of these func- tions, the members of the sample rated statement 2h as the least satis- factory. In addition, this function received more "not accomplished" and "do not know" responses than any other function of this area. Responses to Interview Questions Student Contact With the Health Service Question: Have you had any contact with the health service? 'What was the nature of this contact? The amount of contact the students of the sample had with the 83 health service is given in Table 3h. Table 3h: Student Contact With the Health Service Number of Number Percentage Contacts N - 50 of Sample 0 - 5 32 61% 6 u 10 5 10 ll - or more 13 26 Almost all of the students of the sample had some contact with the health service. Only two students reported never using the health ser- vice. One of these had been to the health service seven or eight times as a reporter from.the State News. The figures in Table 3h are an approximation of the number of times the members of the sample con- tacted the health service. The responses to the question of how much contact the interviewee had had with the health service could not al- ways be classified as a given number. For example, many students said they had.been to the health service four or five times. At the upper end of the scale seven students reported 20 trips to the health ser- vice. Two of these stated they had been to the health service once a week. This would be roughly 120 contacts over the four year period. Six students also stated that they contacted the health service at least once a quarter. Nineteen students or 38 per cent of the sample reported that they had been confined to the hospital. The length of stay at the hospital ranged from overnight, as in the case of six students, to a.period of 814 three weeks, as in the case of two other students. The reasons the students gave for contacting the health service, as shown in Table 35, are for the most part usual reasons a.person might give for seeking medical assistance. The exceptions were Table 35: Reasons for Student Contact With the Health Service Number Giving This Reason Reason for Contact Known illness 28 Injury Physical therapy Excuse from.class Blood test X-ray Shots Operation Thyroid treatment Psychiatric interview Physical examination I” I—‘I—‘HNNNUWPU two of the three students who went to get excused from R.O.T.C. be- cause they did not feel like attending the class, even though they were not ill. Student Attitudes Toward Health Service Functions Question: 'Were you satisfied with this service? The attitudes of the members of the sample toward the health serv- ices are given in Table 36. Not one of the members of the sample failed to respond to the question of their attitude toward this service. A large majority of the sample, 86 per cent, expressed personal 85 satisfaction with the health service. Twenty-one of these expressed their satisfaction with some reservations. Seventeen of these ex- pressed satisfaction but indicated that they had to wait too long for the service they received. One of these stated, “It takes one half day to stop the flow of blood, so to Speak." Table 36: Student Attitudes Toward the Health Service ReSponse Number Percentage N - 50 of Sample Satisfied 22 hh% Satisfied, with reservations 21 h2 Dissatisfied 5 10 Mixed feelings 2 h t: The four remaining students who were satisfied but held some res- ervation stated: (1) "They keep you too long." (2) "They could do better on diagnosis." (3) "It's mass production.", and (h) "I was satisfied with one doctor, but it's a butchershop." There were five students who expressed a negative attitude toward the health service. All of these had been dissatisfied with the medi- cal treatment they had received. One of these stated he was worse after his treatment. Another stated, "The staff are people who couldn't make it on their own." Another said that although he was dissatisfied with the service that he received, he thought that the head of the health service was "great." Two students stated they had mixed feelings about the health service. One of these said that the health service was good for minor 86 illnesses but not for anything serious. The other indicated satisfac- tion at times and at other times felt that the service was inadequate. The Respondents' Perception of Other Students' Attitudes Toward the Health Service Question: How do other students feel about the health service? The reSponses in Table 37 indicate that the members of the sample thought that other students' attitudes toward the health service is clearly less favorable than the attitude of the members of the sample. Table 37: Attitudes Toward the Health Service Attributed to Other Students Response Number Percentage N - 50 of Sample They have a negative attitude 13 26% A lot make derogatory comments 11 22 Most have a favorable attitude but a few complain 8 16 They have a favorable attitude 7 lb A lot complain but still go there 5 10 It varies 3 6 A lot of students won't go 2 h Do not know 1 2 m It is quite obvious from.Table 37 that many students complain or make derogatory comments about this service. The complaints stem from the treatment received and the length of the waiting period before receiv- ing treatment. Some of the negative statements were as follows: "It's an animal hospital.“ "It is run by a bunch of quacks." "It's a good idea but the operation is hideous." Four students stated that the 87 complaints were not justified. The discrepancy between the personal satisfaction of the members of the sample and the large amount of negative feeling attributed to others is summarized.by two students. One stated, "The heart of the problem is that a lot of’peOple who go there aren't sick." The other indicated that when a student visits the health service he is not in a.physical or psychological state which would lead him to think fav- orably about this service. Changes in.Attitudes of the Respondents Toward Health Service Functions Question: Has your attitude toward the health service changed in any way? The reported changes of attitude toward the health service are given in Table 38. Half of the members of the sample reported a change Table 38: Reported Changes of Attitudes Toward the Health Service .- Number Percentage ReSP°nse N - so of Sample No change 16 32% Positive change 15 30 Negative change 10 20 Vacillates 2 h No reSponse given 7 1h W —= a: of attitude toward the health service. There is no marked trend in the change of attitude toward this service. 88 Suggested Improvements in the Health Service Question: 'What can be done to improve the health service? Thirty-seven students gave a total of h6 suggested improvements for the health service. Six students said there should be less waiting and less red tape to get to see a doctor. Twenty-one students made Specific suggestions which would reduce the amount of waiting. Eleven students said the size of the staff should be increased. Three students indicated that the health service should have week-end hours and two said that the health service should have longer daily hours. Three students said that more money was needed to improve the health service and two in- dicated that more space was necessary. There were three suggestions in regard to enlarging this service. Two students stated that the health service should provide periodical medical examinations for students. A third felt that the health ser- vice should provide emergency treatment for non-students whenever it was necessary. There were ten suggestions in regard to the negative attitudes of students toward the health service. Six students said that the competency of the staff should be improved. The other four students said that steps should be taken to combat the negative attitude of students toward this service. One Specifically said that the University should require a course in health taught by health service doctors and another stated that the health service staff should have a more friend- ly attitude toward the students they serve. There were six other comments in regard to improving the health service. These were (1) "It should not be necessary to have an excuse 89 from the health service for classes missed," (2) "The visitation policy should be relaxed. Close friends should be allowed to visit in- patients," (3) "The students who stay overnight should be informed of their diagnosis," (h) "They should stop giving so many pills. Maybe it is necessary," (5) "Nurses could give a shot a little better," and (6) "Eliminate the fees." Summary Students in general viewed the health service as an important function. All of the members of the sample viewed medical and surgical care for injured students as important. Ninety-six per cent of the sample had used the health service at least once. Thirty-eight per cent of the sample had been confined at least once for a 2h-hour period or longer. Two students reported malingering. Forty-three of the 50 mem- bers of the sample expressed satisfaction with the service they re- ceived at the health service; however, 21 of these had some reserva- tion about the service they had received. Most indicated that they had to wait too long before they could see a doctor. The attitudes of other students toward the health service as perceived by the members of the sample is clearly less favorable than the attitude of the members of the sample. This is apparently an area of service about which other students often complain. Even students who have a favorable attitude toward this service complain about it, according to the members of the sample. Half of the students of the sample indicated that they had changed their opinion toward the health service, although there was no marked trend in this changing of attitudes. Thirty-seven students had suggestions to offer in regard to 90 improving the health service. Twenty-seven of these suggestions were in the area of improving the service, such as more doctors, longer hours for the health service, and enlarged facilities. There were ten suggestions in regard to the complaining attitude of students. Six members of the sample felt the competency of the staff should be improved. Four others felt that steps should be taken to combat the negative attitudes of students toward the health service. It can be said that the attitude toward the health service is an attitude which fluctuates. An examination of Tables 36, 37 and 38 re- veals discrepancies in the students' perceptions of the health service. Over half of the members of the sample reported a change of attitude toward this service. Also, more students indicated a negative change of attitude toward this service than toward any other service in this study. Chapter VIII HOUSING AND FOOD SERVICES Introduction Michigan State University has taken an active role in providing adequate housing for its students. This is evidenced by the recent construction of new housing facilities for'both.married and single students. The residence halls for single students also include food services. Other housing facilities are available for students in nearby fraternities and sororities and in.private homes both in Lane- ing and East Lansing. Student Heeponses to the Questionnaire Statements on Housing and Food Services The members responded to the following statements on housing and food services: 26. The housing of'married undergraduate students is a responsi- bility of the University. 27. Living units contribute to the development of responsible group membership, leadership, and sound morals. 28. Sorority and fraternity housing is under University super- vision. 29. Off-campus student housing units are inspected regularly to maintain standards of good living. 30. ‘Wellébalanced.meals are available to the students through the residence halls. The responses from the members of the sample to the statements 91 92 on housing and food services found in Table 39 indicate that these functions are important to the student in college. Statement number Table 39: The Students' Responses to the Statements Regarding Housing and Food Service Number Percentage 26. The housing of married undergraduate students is a responsibility of the University. Importance to the 1. Very important 1h 28% Student going to 2. Fairly important 27 51.; college 3. Not significant 9 18 Evaluation of the 1. Outstanding 36 72 performance on 2. Satisfactory 9 18 the campus 3. Not accomplished 2 h ’4. D0 110‘? know 3 6 27. The living units contribute to the development of responsible group membership, leadership, and sound.morals. Importance 1. Very important 2h h8% 2. Fairly important 21 h2 3. Not significant 5 10 Evaluation 1. Outstanding 9 18 2. Satisfactory 21 h2 3. Not accomplished 17 3h h. Do not know 3 6 28. Sorority and fraternity housing is under University supervision. Importance 1. Very important 20 h0% . 2. Fairly important 21 h2 3. Not significant 9 18 Evaluation 1. Outstanding 9 18 2. Satisfactory 3h 68 3. Not accomplished h 8 h. Do not know 3 6 93 Table 39 (cont.) -.--.. ...—m.” ’1. Number Percentage 29. Off-campus student housing units are inspected regularly to main- tain standards of good living. Importance 1. Very important 20 h0% 2. Fairly important 20 he 3. Not significant 10 20 Evaluation 1. Outstanding 6 12 2. Satisfactory 9 l3 3. Not accomplished 25 50 h. Do not know 10 20 30. ‘Well-balanced.meals are available to the students through the residence halls. Importance 1. Very important h6 92% 2. Fairly important u 8 3. Not significant 0 0 Evaluation 1. Outstanding 20 to 2. Satisfactory 20 no 3. Not accomplished 9 18 ‘4. D0 nOt now 1 2 30, "well-balanced.meals are available to the students through the resi- dence halls,"was considered the most important function. Ninetybtwo per cent of the members of the sample thought this function "very impor- tant." The remaining eight per cent listed this function as ”fairly important." This function also received a favorable evaluation by the students, as 80 per cent of the students of the sample were satisfied with this service. Statement.number 26, "The housing of married undergraduate students is a responsibility of the University," received a very favorable eval- uation. Seventybtwo per cent of the sample evaluated married 9h undergraduate housing as I'outstanding." Only four per cent of the same ple rated this function as "not accomplished." The evaluation of statement 29, "Off-campus student housing units are inspected regularly to maintain standards of good living,"was relatively poor. Fifty'per cent of the students stated that this func- tion was "not accomplished," and only 30 per cent were satisfied with this function. Responses to Interview Questions Contact or Experience With Housing and Food Servicesl Table to shows where the members of the sample lived during their four years at Michigan State University. Since the students were inter- viewed during their fourth year, part of the information in this table is a.projection of their anticipated.place of residence for the remain- der of their fourth year. Forty of the students of the sample had ex? periences living in a University residence hall. Only eight of the sample had at no time lived in University housing. All but 13 of the sample had resided in at least two different types of residences dur- ing their four years as students. All except two of the ho students who had lived in a University residence hall moved in as freshmen. None of the students who moved out of a hall ever moved back into a residence hall. One student who 1No question was asked to ascertain the students' contact with housing and food service. Information in this section was obtained from page one of the questionnaire answer sheet (Appendix.A) and from the question in Chapter III on the students' experiences with student “tifitie 3 o 95 .Eom. .339955 a :0 Hook one no.“ oozes.» on: poops: oso moooaosa enema..." oases. m w in d“ .xm m o: 3309 o m o o m m undo» hook .n m m 1.. A m goth oonfi. H N o m Ha a enema one H o m N am 3” Mesh .25 28m wofiooom mofipanooom mfiooom madam oesoeaoom ogwponoeooo as cog: Inofidsuopenm 39.80.93 oooooamom 5 undo» 5n hoosoz nonaoz 5 yoga 5 noneBz a.“ .3832 5 .3955 Ho honeBz modesom mo omha hpamhobfica 3.3m damaged“; as memo» Hook weaken opeoospm mo ooeoeaaom «o oooam so: oases 96 moved into a hall as an upperolassman moved in from his home. The second student who moved into a hall as an upperclassman had resided with her parents for her first year in married housing. Student Attitudes Toward Housingrand Food Services Question: Were you satisfied with the experience you have had with living quarters? And food service? Explain. The reSponses to these questions as shown in Table ’41 indicate that 143 students or 96 per cent of the sample expressed some degree of satisfaction with their experiences with housing and food services. Table hlz Student Attitudes Toward Housing and Food Services Student Reaponses Satisfied 27 51% Satisfied with reservation 13 26 Dissatisfied h 8 Mixed feelings 3 6 No response given 3 6 Seven of the 13 students who expressed satisfaction with some reserva- tion indicated that they preferred to live off campus. Three others in this classification thought residence hall regulations were too strict. Two were satisfied with University housing except for the price. The remaining student in this classification was satisfied with living in a ball, but thought that housing was not the responsibility of the University. Three students who expressed both satisfaction and dissatisfaction 97 were classified as having mixed feelings. One of these stated that the facilities and food were good, but he did not enjoy'group living. Another expressed satisfaction with his experiences in one hall but dissatisfaction with.his experiences in a second hall. The third stu- dent of this category did not like living in a residence hall but en- joyed his fraternity living. The three students who are listed as have ing no contact with housing and food services spent each of'the four years at college residing at home. Two of these indicated that they missed the participation in campus activities. The third stated, "The food's good, it's cheap, and close to campus.” In general, the longer a student lived in a residence hall the more apt he was to hold an office in the hall. Only two of the 18 students who lived in a hall one year held an office. Four of the nine students who lived in a hall for two years and three of the five who lived in a hall for three years held an office. Seven of the eight students who resided in a residence hall for four’years held office. The Respgndents' Perception of Other Students' Attitudes Toward Housing and Food Services Question: How do other students feel about this area of service? The comments of the members of the sample about the attitudes of other students toward housing and food services are found in Table h2. A comparison of Tables hl and h2 reveals that the members of the same ple feel, in general, that other students are more dissatisfied with housing and food services than are the members of the sample. Other students are perceived as being more apt to complain about housing and food services than were the students of the sample. Only one student 98 Table h2: Attitudes Toward Housing and Food Services Attributed to Other Students Number Percentage Comments N - 50 of Sample Mbst students are satisfied 11 22% Host students complain ll 22 Students are satisfied but still complain 8 l6 nest students are dissatisfied 7 1h It varies 6 12 Most students prefer off-campus housing S 10 Other 2 h ___* “4-— _-—‘:-__ _ I - in the sample personally complained about the food in University hous- ing. Yet nine of the 19 students who thought other students complained indicated that food was the subject of their complaints. Three of the six students who said the attitude of other students varied indicated that students were satisfied.with married housing, but'were dissatis- fied with the residence halls. Two also specifically indicated that the girls thought, "Mother's protection is ridiculous in the residence halls." The two comments which were classified as "other" were as follows: "Most students over 21 agree that it is none of the University's busi- ness" and "It depends on the students' experiences with other colleges." Changes in Attitude of the Respondents Toward Housing and Food Services Question: Has your attitude toward housing and food services changed in any way? 99 The responses shown in Table h3 indicate that only 11 students or 22 per cent of the sample reported changes in their attitudes toward Table h3: Reported Changes in.Attitudes Toward Housing and Food Services Restses N - So of Sample No change 29 58% Positive change 6 12 Negative change h 8 Other 1 2 No reSponse given 10 20 this area of service. Three of the students who stated a.positive change in attitude stated that the services had improved. One stated that he had come to accept this function. Five students indicated that their attitude had changed after they had moved out of the resi- dence hall. Two of these expressed an improved attitude and three of them reported a negative change in attitude. The fourth student who reported a negative change in attitude stated that housing was not the responsibility of the University. Sgggested Improvements in Housing_and Food Services Question: ‘What can.be done to improve these services? Thirtyefour students made a total of 23 suggestions in regard to improving this area of service. These suggestions will be discussed under the following headings: (l) Off-campus housing; (2) Facilities and services on campus; (3) On-campus housing regulations; and (h) Food services. An additional comment which is applicable for improving 100 any area of service was, "The University should check into student gripes to see if they are well founded." l. Off-campus housing Five students stated there should be less control over the housing of students 21 years of age or older. Three students also indicated that off-campus housing regulations should be more lenient. Five stu- dents stated that men students over 21 should be allowed to live wherever they desired. Two of these stipulated that men students should have a,minimum.gradeepoint average to reside wherever they de- sired. Six students stated that regulations should be more lenient for ‘women students. Three said that women over 21 should be allowed to live off campus. Two of these stated that seniors with a minimum gradeepoint average should be allowed to live in approved housing off campus. The other stated that the current regulations were too strict for women over 21. Four students also stated that the University should not approve or disapprove of off-campus housing. The fifth student stated that the University should keep the householders from exploiting students. 2. Facilities and services on campus Fourteen students requested more housing facilities, and seven of these stated that there should only be two in a room. The feeling was that three in a room created a difficult situation for the students. One student stated that the University should.build co-ops on campus for both men and women. Three stated that there should be more hous- ing facilities close to the campus. Another student stated in regard to housing facilities that the halls should provide more facilities 101 for studying. The two remaining statements and suggestions in regard to serv- ices and facilities were: "The resident assistants should all be graduate students," and "The halls should provide a.more homey at- mosphere. Brody (area balls) is like a.penitentiary.' 3. On-campus housing regulations There were four suggestions in regard to these regulations. Two students felt that students should be encouraged to participate in the formulation of housing regulations. One student stated that the dress regulations were too strict. Another stated that there were too many married housing regulations, and the remaining student objected to the policy in regard to the painting of the interiors of the married housing units. h. Food services Two suggestions in regard to food service were made directly in regard to the food.provided. One student said that the amount of starch served should.be reduced and a second student desired a greater variety of food. Two other students indicated that the food budget needed improvement. One of these also stated that there were too many peOple in food service who were just "standing around.” Summary Students in general view housing and food service as important functions. The providing of'wellébalanced.meals through the residence halls was listed as the most important function of this area. Provid- ing for married housing was considered to be the most outstanding 102 service and.provisions for off-campus housing was the least satisfactory. Eighty per cent of the sample had some experience in living in a University residence hall. Those who had no experience were either married.students or>local residents. .All'but 13 of the sample lived in at least two different types of residences during their four years in college. Students at Michigan State University, as they advance in class status, tend to move out of residence halls. Students are in general satisfied.with their living experiences. Some students prefer to live off—campus rather than in a residence hall. However, most of these indicated satisfaction with their residence hall experience. Other students were, in general, viewed by the sample to be more dis- satisfied with these services than were the members of the sample. Thirty-four students made a total of 23 suggestions for improving these services. Twentybfour of these students made suggestions re- garding off-campus housing. The general feeling was that the regular tions for off-campus housing should be reduced in number and be made more lenient. There were 1h suggestions about residence hall facili- ties and services. The most common suggestion was that the maximum number in one room should.be two students. There were four suggested improvements for off-campus housing regulations. Two of the four sug- gestions about the food services were in regard to the quality of the food and two in regard to a lack of economies in the food budget. Chapter IX STUDENT CONDUCT Introduction Methods of handling problems of student conduct vary from.univer— sity to university. The philosophy and program of Michigan State Uni- versity in regard to student conduct is pointed toward allowing the student to assume a degree of responsibility in handling situations of student behavior. The program is primarily carried out through student government on the levels of All University Student Government, fraternity and sorority government, and residence hall government. These different areas have student judicial boards to handle situa- tions of student conduct. Student Responses to the Questionnaire Statements on Student Conduct Functions The members of the sample responded to the following statements on student conduct functions: 31. There is a well-defined policy regarding standards of student'behavior. 32. Specific information and instruction on standards, regu- lations, and traditions of the University are provided to incoming students. 33. Campus disciplinary policy'cevers students involved in violation of public laws. 3h. The regulation of student conduct utilized the disciplin- ary situation as a rehabilitative and educative experience. 103 1014 35. The University encourages acceptance by the individual of social standards of morality. The responses of the sample to the statements of student conduct functions in Table M show that there is general agreement among the members of the sample in regard to the importance of these functions. Table hh: The Students' Responses to the Statements Regarding Student Conduct Functions 31. There is a well-defined policy regarding standards of student behavior. Importance to the 1. Very important 16 32 % student going to 2. Fairly important 25 50 college 3. Not significant 9 18 Evaluation of the 1. Outstanding 9 18 performance on 2. Satisfactory 23 h6 campus 3. Not accomplished 15 3O 1;. Do not know 3 6 32. Specific information and instruction on standards, regulations, and traditions of the University are provided to incoming stu- dents. Importance 1. Very important 25 50% 2. Fairly important 23 146 3. Not significant 2 )4 Evaluation 1. Outstanding ll 22 2. Satisfactory 25 50 3. Not accomplished 13 26 )4. Do not know 1 2 33. Campus disciplinary policy covers students involved in violations of public laws. Importance 1. Very important 13 26% 2. Fairly important 17 3h 3. Not significant 20 no 105 Table bh.(cont.) _: u Number Percentage Evaluation 1. Outstanding 1h 28 2. Satisfactory 21 h2 3. Not accomplished 6 12 h. Do not know 9 18 3h. The regulation of student conduct utilizes the disciplinary sit- nation as a rehabilitative and educational experience. Importance 1. Very important 19 38% 2. Fairly important 22 hh 3. Not significant 9 18 Evaluation 1. Outstanding 6 12 2. Satisfactory 12 2h 3. Not accomplished 25 50 h. Do not know 7 1h 35. The University encourages acceptance by the individual of social standards of moralityt Importance 1. Very important 22 hh% 2. Fairly important 19 38 3. Not significant 9 18 Evaluation 1. Outstanding 11 22% 2. Satisfactory 22 hh 3. Not accomplished 15 30 h. Do not know 2 h The students felt that statement number 33, "Campus disciplinary policy covers students involved in violation of public laws," was the least important of these student conduct functions. Forty'per cent of the sample felt that this function was not significant. The students of the sample felt that the most important function in the area of student conduct was in regard to informing the students of standards, regulations, and traditions of the University, (number 32). 106 Another important function is statement number 3h, "The regulation of student conduct utilizes the disciplinary situation as a rehabili- tative and educational experience." This statement received the most unfavorable evaluation by the students of the sample. Fifty'per cent of these students felt that this function was not accomplished. Only 36 per cent of the sample felt that it was accomplished. Responses to Interview Questions Contact or Experience in Student Conduct Question: Have you ever been involved in a disciplinary situation? Explain. Have you ever served on a judicial board? The students' contacts with the area of student conduct are pre— sented in Table hS. .All but six of the members of the sample expressed an awareness of the Judicial system which existed on campus. The vari- ous types of boards and the number of students who appeared before each Table hS: Students' Contact With Problems of Student Conduct -— -. -- - .. Fl.___._._.. ._ -_.. -_..,. i ----»_-l--__—._-_-_.—_—__-_._..__ __‘~ ......— __ _._...__._v. -. Number Percentage Responses N _ 50 of Sample Familiar with area of Student Conduct 18 36% Appeared.before a judicial board 1h 28 Served on a judicial board 6 12. Aware of area of Student Conduct 6 12 No reSponse given 6 12 board are as follows: (1) All University Judicial Board, h; (2) Resi- dence hall judicial boards, h; (3) Associated‘women Students Judicial 10? boards, 2; and (h) Student Traffic Court, 2. Two students also ap- peared before a personnel dean for serious offenses. The figures in Table hS show that 20 students of the sample either appeared before a judicial board or had served on a judicial board. None of the six who had served on a judicial board ever appeared before such a board, and none of the 1h'who had appeared before such a board had ever served on a judicial board. Students' Attitude Toward Student Conduct Functions Question: Are campus rules and regulations adequate? Are students in- volved in infractions of rules handled fairly? The students' expression on their satisfaction with the area of student conduct, as shown in Table h6, is evenly divided between Table h6: Student Attitudes Toward the Area of Student Conduct Student Reaponses fiufbgg :irgzfigige Satisfied 19 38% Dissatisfied 19 38 Mixed feeling 10 20 No response given 2 ##‘L Ii 4* T—‘“* LL fl satisfaction and dissatisfaction. Nineteen students expressed satis- faction and 19 dissatisfaction with this area of service. Thirteen expressed both satisfaction with the regulations and the way situa- tions were handled. Five indicated satisfaction with the regulations only, and one student indicated that the boards were fair with the 108 students. The quote which is most typical of the students' expression of satisfaction was, "The rules are adequate and discipline is admin- istered fairly." An equal number of students, 19, expressed dissatisfaction with this area of service. In general, dissatisfaction stemmed from a per- ceived over-abundance of rules and from.the poor handling of disci- plinary situations. Twelve students indicated they were dissatisfied with both the regulations and the way students involved in situations of misconduct were handled. A typical comment was, "There are too many rules. The way they are handled is a big joke." Four students expressed dissatisfaction with the regulations only, and three ex- pressed dissatisfaction with the way situations were handled. The gen- eral opinion was that the boards are usually too severe. One student stated, "Discipline is handled in an immature way. The boards are too inflexible." Another typical comment was, "Discipline is handled very poorly -— all in the same manner and no student eveerins." Ten students had mixed feelings about this area of service. Seven of these stated that the rules were adequate but they were handled poorly. Five of these indicated that discipline was much too severe and awkwardly handled. One of these said that disciplinary situations 'were handled too leniently and the other indicated that,major disci- plinary problems were well-handled, but the handling of minor infrac- tions was "a bunch of noise." Three students in this category felt that the regulations were too strict but also indicated situations “were handled fairly. 109 The Respondents' Perception of Other Students' Attitudes Toward the Area of Student Conduct Question: How do other students feel about the regulations and about the treatment of students involved in violations of the regulations? The comments about attitudes attributed to other students are shown in Table h7. A general observation is that other students are Table h7: ‘Attitudes Toward the Area of Student Conduct Attributed to Other Students Comment Number Students want more responsibility 22 Prdblem situations are not handled fairly 18 'Most feel the University is fair Most students complain Older students accept the situation, younger ones complain Most have a negative attitude Don't know Others don't care Other HHHmuuK equally divided in their attitude toward student conduct, according to the members of the sample. There is one notable difference be- tween the stated attitudes of the members of the sample and the atti— tudes of other students as perceived by the members of the sample. The feeling that the rules and regulations are adequate as expressed by nineteen.members of the sample (see Table h6) is not reflected in the attitudes attributed to other students. The attitude attributed to other students is that students want more reaponsibility for their own actions. Members of the sample thought that other students felt 110 that in general there were "too many rules." One student stated that students should have more responsibility for their’personal conduct. Another stated, "The students feel imposed upon." The attitude of other students on the way disciplinary situations are handled was similar to the attitudes of the members of the sample. Eighteen students felt that the problem situations were not handled fairly. Two of these students indicated that students in trouble feel that they are treated unfairly. There were 16 students who felt that in general the administration and the student boards handled disciplin- ary situations fairly} There were two comments attributed to other students which did not appear to be an attitude of any members of the sample. One of these students stated, "Most are not concerned. They have a 'so what' attitude." The other student indicated that other students were not aware of the value of the campus police. Changes in Attitudes of the Respondents Toward Student Conduct Func- 22.222. Question: Has your attitude toward student conduct changed in any way”? The responses to the question of changes in attitudes toward the area of student conduct are reported in Table h8. As it was noted in the previous two sections, students were evenly divided in their at- titude toward the regulations and the way they'are handled. The fig- ures shown in Table h8 indicate that this division of opinion does not appear to be the result of a change in attitude. Ten students expressed a.positive change and 11 students expressed 111 Table h8: Reported Changes of Attitudes Toward the Area of Student Conduct Number Percentage Rest“ N - So of Sample No change 18 36% Positive change 10 20 Negative change 11 22 It varies 3 6 No response given 8 16 a negative change in attitude. The reasons given for the reported change in attitude were in general the same as reasons previously ex- pressed for satisfaction or dissatisfaction with this area of service. Five students who indicated a positive change in attitude also indi- cated that they had become more aware of the need for and values of the regulations. Two students also specifically stated.that they felt that there had been an improvement in the regulations recently. Two of the three studentsywho indicated that their attitude var- ied, stated a negative change of attitude followed by a positive change in attitude. The third student indicated that his attitude varied with the way his friends had been handled in disciplinary sit- nations. Suggested Improvements in the Area of Student Conduct Question: What can be done to improve the area of student conduct? Forty students made a total of 2h suggestions on improving student conduct functions. Twentybone of these suggestions are very similar in content and can be summed up in the following quote: "Relax the 112 childish rules and try to put more responsibility on students instead of telling them.what to do." Seven students specifically indicated that older students should be given more responsibility. One said, "Students ages 21 and 22 should.be able to wipe their own noses." Three students specifically indicated that there should be a review of the rules and their application by the faculty, administration, and students, and that unnecessary rules should be deleted. Other specific suggestions were in regard to specific regulations. One student stated that women should not have hours. Another indicated that the penalty for drinking should be less severe. Two other quotes on relaxing the regulations were: (1) "Drop as many regulations as possible so that the student doesn't feel he is entering a big high school," and (2) "Relax the rules a bit. ‘we need new blood on the board of trustees. They live too much in the past." There were three other suggestions on improving the student conduct situation, in addition to reducing or relaxing regulations. One stu- dent said that this was an education.prob1em.and that the University "should teach the reasons for and the value of the regulations." Another approach to this problem mentioned by one student was that the University should raise its academic standards. She felt that with higher academic standards there would be less difficulty in the area of student conduct. Six students stated that better communication about the regulations were needed and more should be done to acquaint the students with the University's regulations. This would, in general, improve the attitude of the students. One student indicated that the University should be firmer with first offenders. 113 Summary In general, the members of the sample felt that student conduct functions were important to students in college. The function which 'was regarded as least important was having disciplinary policies which covered students involved in the violation of public laws. The func- tion which was regarded as most important was making students aware of standards, regulations, and traditions of the University. In re- gard to the performance of these functions, only 36 per cent of the members of the sample thought that disciplinary situations were re- habilitative and educational experiences for the students involved. There was a general awareness regarding the rules and regulations and how conduct situations are handled. Only six students did not respond to this question. Twenty students had either served on a judicial board or appeared.before a judicial board. The studentst attitudes toward the area of student conduct were evenly divided. Nineteen ex- pressed satisfaction, 19 expressed dissatisfaction, and 10 indicated mixed feelings, or feelings of both satisfaction and dissatisfaction. Dissatisfaction stemmed largely from a reported excess in.the amount of regulations. The attitudes toward the area of student conduct at- tributed to other students was more negative than the attitude of the members of the sample. The students felt that other students wanted more responsibility for their own conduct and fewer regulations. None of the students felt that other students thought the rules and regu- lations were adequate. However, 16 students said that the University was fair in dealing with problems of misconduct. There was no marked trend in the change of attitude toward this service. 11!; Forty students made a total of 21; suggestions for improving the area of student conduct. The most frequent suggestions for improve- ment in this area were that there should be fewer regulations and that students should be given more responsibility for their own con- (1110150 Chapter X SPECIAL SERVICES Introduction Michigan State University provides special services in addition to those discussed in the previous seven chapters. These services which are designed to assist the student in taking full advantage of the academic work offered at Michigan State University include: (1) remedial services and special services for students with superior ability; (2) campus protective services (police and fire) 3 (3) new student orientation; (h) assistance for the problems of foreign or exchange students; and (5) provision for driving and parking of stu- dent vehicles on the campus. The reSponses to the questionnaire statement on these services will not be discussed in one section as they were in the preceding seven chapters, as these statements are not directly related to each other. The responses to each statement will be discussed at the be- ginning of the section on that particular function. The reported changes in attitude toward these services will not'be reported in tab- ular form as there was very little reported change in attitude toward any of these functions. The changes which were noted will be discussed in the appropriate section. The interview questions are not repeated in each section because of the change in structure of this chapter. These questions, however, were asked for each of the five services. 115 116 1. 'What contacts have you had with this function? 2. Have you been satisfied with your experiences with this function? Explain. 3. Has this attitude changed, and if so, why? h. How do other students feel about this function? 5. ‘What'would you do to improve this function? The answers to these questions are incorporated in paragraph form. Remedial Services and Special Services for Students 'With Superior Ability The responses to the questionnaire statement on these functions are found in Table h9. These functions were considered to be important to all of the members. These functions also received a favorable eval- nation as only one student stated they were not accomplished. Table h9: The Students' Responses to the Statement Regarding Remedial Services and Services for Students ‘With Superior.Ability f v. r ‘_‘._ Number Percentage 36. Individual assistance is available in the form of Special remedial services and also in the form of special services for students with superior ability. Importance to the 1. Very important 39 78% student going to 2. Fairly important 11 22 college 3. Not significant 0 0 Evaluation of the 1. Outstanding 17 3h performance on 2 . Satisfactory 21 1.2 the campus 3. Not accomplished 1 2 h. Do not know 11 22 ...—....r -... _ --_-_—__-—. --.—_.-——--~—r.. 117 The students' contact with remedial and special services is shown in Table 50. Table 50: Student Contactflwith Remedial Services and Services for Students ‘With Superior.Abi1ity Number Percentage ““13““ N - so of Sample Personal contact with honor classes 8 16% Personal contact with remedial services h 8 Stated awareness of these services 16 32 No contact 22 hh The responses to the question of the student contact with these services indicate that although these services were not widely used by the members of the sample, over half of these students were familiar with these functions. Five students who stated their awareness about these services in- dicated they had friends who had taken advantage of the services. One also stated he was personally acquainted with the head of the honors college. The students' attitudes toward these services are presented in Table 51. Students in general seem to have a favorable attitude toward these services even though they have had no personal contact with these services. The five students whose remarks were classified as "other" made statements which.may be classified as somewhat nega- tive. One student stated that the superior students were not chal- lenged. Another student indicated that students did not take the 118 Table 51: Student Attitudes Toward Remedial Services and Services for Students ‘With Superior Ability Number Percentage Response N n 50 of Sample These services are well.performed 20 h0% These services are important 1h 28 These services are not important 1 2 Other 5 10 No response given 10 2O h remedial services seriously. Another expressed doubts about the value of the tests used in remedial services. Two students also indicated that they felt the honor classes were easier than the regular classes. One of the two students reported he was placed in an honors class in error. The attitudes toward these services attributed to other students are found in Table 52. Twenty-two of the 25 students who responded to Table S2: Attitudes Toward Remedial Services and Services for Students'With Superior Ability Attributed to Other Students Number Percentage ReSP°nse N - so of Sample Most have a favorable attitude 22 hh% Mbst think they are not important 2 h Others are not familiar with these services 1 2 No response given 25 50 119 the question on the attitude of other students toward these services felt that there was a favorable attitude. This is similar to the at- titude expressed by the members of the sample. One student felt that other students envied students in the honors classes. Two students indicated these services were not important. 'One of these indicated that the average student thinks that these services are a farce. There were no reported changes in attitude toward these services. Three students made suggestions for improving these services. One stated that these services should be publicized more. A second felt that there should not be a charge for remedial services and a third felt that no credit should be given for remedial classes. Campus Protective Services The students' responses to the statement on protective services are found in Table S3. The protective services were rated as impor- tant by all of the members of the sample. Ninety-six per cent of Table 53: The Students' Beeponses to the Statement on Campus Protective Services Number Percentage 37. Campus protective services (police and fire) are provided. Importance 1. very important h2 8h% 2. Fairly important 8 16 3. Not significant 0 0 Evaluation 1. Outstanding 23 h6 2 . Satisfactory 2 5 SO 3. Not accomplished 2 h he DO not know 0 0 11 120 the sample evaluated these services as either "satisfactory” or "out- standing." The tabulation in Table 5h indicates that students are in general aware of these services although there is not a great deal of personal contact. Eleven of the members of the sample had come in personal con- tact with the police. Two students had been employed in the Campus Table Sh: Students' Contact With Campus Protective Services (Police and Fire) Number Percentage Contact N . 50 of Sample Have been stopped by Campus Police 9 18% Stated awareness of these services 33 66 Student employee in Campus Police Dept. 2 h No contact 6 12 Police Department and the remaining nine students had been stopped by campus police. The students who stated awareness of these functions did not specify either the campus police or the campus fire department. One who expressed an awareness of these services was a reporter fer the State News. Another indicated he had a friend on the police force. The students' attitudes toward these services are found in Table 55. Although two students felt these services were not accomplished (Table 53), eight students were dissatisfied with these services (Table 55). Three of the seven students who were dissatisfied with the campus 121 Table 55: Student Attitudes Toward Campus Protective Services Number Percentage Response N - 50 of Sample These services are adequate or efficient 36 72% Dissatisfied with campus police 7 1h Dissatisfied with fire protection 1 2 No response given 6 l2 police stated that they thought the police had too much authority. Two indicated that the police were discourteous. The remaining two indi- cated a dislike for the campus police. One student said, "There are too many policemen, but the service is adequate." The one negative statement on fire protection was made'by a stu- dent who had worked in a chemistry laboratory. He felt that the fire precautions taken in these laboratories were insufficient. The student attitudes toward campus protective services attributed to other students are found in Table 56. The general attitude toward Table S6: .Attitudes Toward Campus Protective Services Attributed to Other Students Number Percentage Response N - 50 of Sample Students have a favorable attitude 23 h6% They take these services for granted 2 h They dislike the campus police 12 224 Other 1 2 No response given 12 2h 122 the campus police as attributed to other students is more negative than either the students' own attitudes or their responses to the statement on this function. Some insight about the reasons for this negative attitude may be found in the statement of one student who said, "Other students' attitudes are not too favorable; however, this may be due to the nature of the work. Anyone who restricts is bad." Two of the women who indicated that there was a favorable attitude among other students toward these services stated that the campus police were always at their halls immediately after there had been any trouble. Six students made suggested improvements for the campus police. Four of these were in regard to reducing the function of the campus police. Two felt that this function should not be a university func- tion. One of these stated, "We need watchmen rather than policemen." One student stated that policemen should not carry arms and the fourth said, "Narrow the area of duty. This should not be a.spy'organizar tion." Two other statements about improving the campus police were: "The officer should.be more mature, business-like, and competent," and "The officers needed a course in personal relations.“ Orientation The students' reactions to orientation are found in Table 57. Con- tacts which the students had with the orientation program.are found in Table 58. Although the orientation program.is designed to orient new students to the campus, 13 students, or 26 per cent of the sample, in- dicated that they had not participated in the orientation program. Nine of these were aware of this program.but had not participated, and 123 Table 57: The Students' Responses to the Statement on Student Orientation Number Percentage 38. A program of new student orientation is provided. Importance to the 1. Very important b1 82% student going to 2. Fairly important 8 16 college 3. Not significant 1 2 Evaluation of the 1. Outstanding 23 h6 performance on 2. Satisfactory 21 h2 the campus 3. Not accomplished l 2 h. Do not know 5 10 Table 58: Students' Contact With the Orientation Program Number Percentage ““3“ N - so of Sample Participated in orientation.program 37 7h% Aware of orientation, had not’participated 9 18 No response given h 8 fl L four made no reaponse to this question. The students' expression of their attitude toward the orientation pregram is feund in Table 59. In general, there is a positive attitude toward this program. However, five students felt that it was a waste of time. The attitude of other students toward the orientation pro- gram as perceived by the members of the sample as shown in Table 60 are quite similar to those of the students of the sample. 12b, Table 59: Student Attitudes Toward the Orientation Program R Number Percentage esponse N u 50 of Sample Orientation is quite good h6% Orientation is important It is a waste of time 23 Orientation is adequate ll 22 2 5 No response given 9 Table 60: Attitudes Toward the Orientation Program.Attributed To Other Students Number Percentage Response N - 50 of Sample Others have a favorable attitude 33 66% Others are dissatisfied 3 6 No response given 1h 28 Six students who had a favorable attitude toward the orientation pro- gram made Specific mention of the summer clinic. There was only one reported change in attitude toward the orien- tation program. This student indicated an improved attitude. There were three suggestions for improving the orientation pro- gram. One stated that there should be more emphasis placed on orien- tation. A second student stated that more student leadership was needed in the orientation program, and a third student indicated that there should be a separate orientation program for transfer students 125 and freshmen. Assistance Given To Foreign Students Although all of the students of the sample as shown in Table 61 indicated that this was an important service, only six indicated an Table 61: The Students' Responses to the Statement on Assistance Given Foreign Students Number Percentage 39. Assistance is given for the special problems of foreign or exchange students. Importance to the 1. Very important hh 88% student going to 2. Fairly important 6 12 college 3. Not significant 0 0 Evaluation of the 1. Outstanding 1h 28 performance on 2 . Satisfactory 17 314 the campus 3. Not accomplished h 8 h. Do not know 15 30 —T—- T A active interest in this service, as shown in Table 62. Fourteen indi- cated an awareness of this service. The attitudes of the members of the Table 62: Student Contact With Assistance Given to Foreign Students Number Percentage 0°“taCt N - so of Sample Have an active interest in service 6 12% Stated awareness of service 1h 28 No contact 30 6O 126 sample toward this service as shown in Table 63 and the attitude at- tributed to other students found in Table 6h indicated a definite lack of awareness about this service for foreign students. In each of Table 63: Student Attitudes Toward Assistance Given to Foreign Students Responses Number Percentage N - 50 of Sample This service is adequate and important 15 30% This service is outstanding 2 h More U.S. Students should take part 2 h Foreign students have trouble getting assistance 1 2 No response given 30 6O Table 6b: Attitudes Toward Assistance Given to Foreign Students Attributed to Other Students Response N - 50 of Sample They have a favorable attitude 13 26% This is an outstanding service 1 2 They don't know or care 2 h No response given 3h 68 these tables over half of the members of the sample are shown as not responding to the question. The reason for this lack of concern for this assistance to foreign students may be found in the statement of two students who indicated, "Most don't know or care about this service." There were no reported changes in attitude toward this service. 127 Three students made suggestions for improving this service. One stated that special help should.be given in language improvement. Another stated, "we need.more student participation.” The third student indi- cated that more personal attention should be given to the foreign stu- dents by the United States students. Provision for Driving and Parking of Student Vehicles on Campus The responses to the questionnaire statement on this service are found in Table 65. This function was rated as important to 96 per cent Table 65: The Students' Responses to the Statement on Driving and Parking of Student Vehicles on Campus Number Percentage ho. There is provision for the driving and parking of student vehicles on the campus. Importance to the 1. Very important 29 58% student going to 2. Fairly important 19 38 college 3. Not significant 2 h Evaluation of the 1. Outstanding 13 26 performance on 2 . Satisfactory 2 7 Sh the campus 3. Not accomplished 9 18 h. Do not know 1 i m a_‘_—_‘—:-—‘ ’1 of the sample. Eighty'per cent evaluated these services favorable and 18 per cent said they were "not accomplished." The remaining two per cent said they "did not know." There is no table in this section on the students' contact with 128 driving and parking on the campus. All of the students interviewed indicated an awareness of this area. Two did not drive a vehicle on campus 0 Table 66 presents the students' expression of their attitude Table 66: Student Attitudes Toward Provision for Student Driving and Parking on Campus 1‘ Res onse Number Percentage P N - 50 of Sample Satisfied with the situation 38 76% The provisions are not adequate 10 20 No response given 2 h __ toward these services. Seventy-sixzper cent of the sample expressed satisfaction. The students of the sample were, in general, satisfied with the parking and driving situation on campus. The attitudes toward driving and.parking provisions attributed to other students are shown in Table 67. Table 67: Attitudes Toward Provisions for Student Driving and Parking on Campus Attributed to Other Students Number Percentage ReSP‘mse N - so of Sample Mbst are satisfied 21 h2% Accept the situation, but complain S 10 Most are dissatisfied 13 26 No response given 11 22 129 There was more dissatisfaction attributed to other students than was expressed.by'members of the sample. Also, five of the students who said that other students accepted the situation stated that other stu- dents also complained about the situation. Only one student expressed a change of attitude toward this area of service, and he expressed an improved attitude. There were more negative attitudes expressed toward this service than there were toward any of the other special services. There were also more suggested improvements in this area of service than there were for any other special service. Nineteen students made suggestions for improving parking and driv- ing on campus. Fourteen of these students wanted more parking facili- ties. Two suggested a tiered.pavilion, and two wanted more lots closer to the residence halls. Nine students suggested more student parking in areas close to classroom buildings and Kellogg Center. One student 'wanted more free parking and indicated that the lots should be paved. Two of the remaining five students stated that the University should "tighten up" on enforcement of driving rules. Another student stated that students should be able to drive on campus. The fourth student said that parking stickers should be free. The fifth student said that the parking should be on a "first come - first served basis," and the faculty should be included in this practice. Summary Students of the sample, in general, thought that the special serve ices mentioned here were important to the students in college. These services are remedial services and special services for students with superior ability, campus protective services, orientation, assistance 130 given to foreign students, and provision for driving and parking of student vehicles on campus. In general, the students' contact with the special services was limited with the exception of the orientation program. The students were, in general, aware of the parking and driv- ing provisions but lacked awareness of the other three services. The students' attitudes toward all five of these services, when it was expressed, was generally quite favorable. The least satisfac- tory service was the provision for parking spaces on the campus. Ten students expressed dissatisfaction with this service. The attitudes of other students toward these services as perceived by the members of the sample were, in general, quite similar to the attitudes of the members of the sample. More dissatisfaction was attributed to other students about the same services. Seven students were dissatisfied with the campus police, whereas 12 students indicated that other stu- dents were dissatisfied with this service. Chapter XI SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary One of the basic underlying premises in personnel work is the recognition of individual differences. Although no formal attempt was made to point out individual differences in this thesis, the pres- ence of individual differences was made vividly clear to the writer in the process of interviewing 50 students with a semistandardized interview. The purpose of this study was to determine student perceptions of student personnel services at Michigan State University. The stu- dents in the study rated selected personnel functions on their impor- tance of these functions at Michigan State University. These functions are student activities; admissions, registrar, and records functions; counseling; financial aid and placement; health service; housing and food service; student conduct functions; and special services. Empha- sis was also placed on determining possible areas for improvement. The sample consisted of 50 seniors of the class of 1962 at Michi- gan State University. The sample was a stratified random sample with proportionate allocations in terms of sex, marital status, and place of residence at the time of the study. The interview questionnaire used in this study was an adaptation of the Student Personnel Services Questionnaire developed by Fitzgerald (23) in 1959. {The members of the sample rated the questionnaire 131 132 statements regarding personnel functions in terms of importance to col- lege students and quality of'performance at Michigan State University. The following questions were asked in regard to each area of service: 1. ‘What contacts have you had with this area of service? 2. Have you been satisfied with your experiences in this area of service? 3. Has this attitude changed in any way and if so, why? u. How do other students feel about this area of service? The following questions were asked at the end of every interview: 1. Do you feel that any of these services are outstanding? 2. Do you feel that any of these services are particularly weak? A pilot study was used which consisted of two phases. The purposes of the first phase were to determine whether students had any difficulty in understanding the questions, to acquaint the researCher thoroughly with the procedure and to find and correct any possible difficulties in the procedure. The purpose of the second phase was to determine whether students understood the statements in the questionnaire. No basic changes resulted from the pilot study. Findings and Conclusions 1. Personnel services are important to the student in college. On all but three of the services discussed, 90 per cent or more of the responses to the importance of these services to the student in college were "fairly important" or "very important." The "fairly im- portant" and "very important" responses to the areas of student conduct, health service, and housing and food services were between 80 and 90 133 per cent. 2. The amount of student experience with the various personnel services varied widely. Over 90 per cent of the members of the sample had had contact with the following areas of service: Student activities, health serv- ice, driving and parking provisions, housing and food service, and orientation. Less than half of the sample reported contact with the loan office, scholarship office, and assistance given to foreign stu- dents. 3. The student's contact with.admissions, registrar, and records functions are in many cases of a superficial nature. Sixty-eight per cent of the sample said that they had contact with this area of service, excluding registering, receiving grades, and being admitted; however, a majority of the sample felt that most students were not really familiar with this area of service. h. The attitude of the members of the sample toward these serv- ices at Michigan State University were in general very favorable. Seventybfour'per cent or more of the sample expressed satisfac- tion with each area of service except for the areas of loans, schol- arships, and assistance to foreign students where there was little student contact, and the area of student conduct. 5. The students of the sample were least satisfied with the area of student conduct. Thirtybeight per cent of the sample expressed dissatisfaction with this area of service. Also, about one-third of the members of the sample who were satisfied with this area of service expressed some reservation along with their satisfaction. 13b 6. The attitudes toward personnel services attributed to other students were similar to the attitudes of the members of the sample. The exceptions were the protective services, the area of student conduct, and the counseling center, in which cases the attitudes at- tributed to other students were more negative than were the attitudes of the members of the sample. The attitudes of other students toward the counseling center included a perceived stigma attached to those ‘who use this service. This attitude was not expressed.personally by the members of the sample. 7. Reported changes of attitude toward these services were gener- ally'positive. The number of positive changes in attitude on each service out- numbered the number of negative changes by at least three to one on all services except the area of student conduct. On this area of serv- ice there were ten positive changes in attitude and 11 negative changes reported. Less than half of the members of the sample reported changes of attitude on all services except the health service, where the change reported was exactly half of the sample. In many cases, when respond- ing to the question of attitude change, the student indicated an in- creased awareness about the service rather than reporting a change of attitude. 8. The performance of each of these student personnel functions at Michigan State University was satisfactory to over half of the members of the sample. The lowest number of "satisfactory" responses was received by the counseling functions (about 50 per cent); however, this service also received the highest number of "do not know" ratings (slightly over one-third of the responses). 135 9. Students suggest better communications and more student re~ sponsibility. There were two suggestions for improving personnel services which were frequent responses to the questions on improving these services. The first was that more should be done to make the students aware of the fact that these services are available to the students. The second ‘was that students should be given more responsibility in the areas of student activities, student conduct, and housing. 10. In rating services as "outstanding" or "weak," “outstanding" responses outnumbered the "weak” responses by over two to one. At the close of every interview the student was asked two ques- tions. These were: "Do you feel that any of these services are out- standing?" and "Do you consider any of these services we have discussed to be particularly weak?" The responses to these two questions are found in Appendix C. The general student view toward student person- nel services at Michigan State University is a,positive one. The total number of times the services were classified as outstanding was 73 as compared with a total of 36 responses indicating that particular serv- ices were weak. In addition to this, there were 20 students who indi- cated that none of these student personnel services was weak. There were only four students who stated that none of the services was out- standing and two of these specifically stated that all of the services were satisfactory. Appendix C shows the general positive attitude of the students toward student personnel services at Michigan State Uni- versity. The most outstanding service as shown in.Appendix C was the place- ment service. Eighteen students felt this service was outstanding. 136 Only one student felt this service was particularly weak. One of the reasons for the placement service receiving the highest number of out- standing ratings may be that it is a service which is probably the most important service to students who are seniors, as were the members of the sample, and who will be looking for employment in the near future 0 Recommendations From Findings of the Study The responsibility for the operation of a university clearly'rests with its administration; however, students can be used as a source of information which can be valuable to administrators in making wise de— cisions. Some of the students' suggestions found in this study are either already in effect or are under consideration. Recommendations from the study are as follows: 1. It is suggested that personnel workers at Michigan State Uni- versity may want to consider the students' suggestions presented in this thesis in order to determine which suggestions are feasible and ‘will aid in.meeting student personnel objectives. 2. It is recommended that personnel workers at Michigan State University give further consideration to the problems of communicating to the students information about the personnel services available. This study contains several specific areas where students feel that communication could be improved. 2a. It is recommended that a closer coordination be achieved be- tween the organizations and the campus news media to bring existing activities to the attention of a higher percentage of the student body. 137 2b. It is recommended that the system.of scheduling activities and events be reviewed to insure a minimum of conflict between social and academic events. 2c. It is recommended that communication to new students in re- gard to what is expected of them be reviewed to assist the new student in adjusting to a new situation. 2d. It is recommended that the prdblems of acquainting the student with the counseling center early in his academic career be reviewed. 3. It is recommended that.personnel'workers at Michigan State University give further consideration to the problems concerning the causes and effects of the student attitude of "we want more freedom and fewer regulations." Specific recommendations are as follows: 3a. It is recommended that consideration be given to the factors of age and grade point average in the area of rules governing off- campus housing for both men and women students. 3b. It is recommended that consideration.be given to promoting more student participation in the formulation of housing regulations which.pertain directly to the student. So. It is recommended that a study of university regulations be made jointly by students, faculty, and administration to delete unnec- essary regulations and to give the students added responsibility where ever possible. Recommendations for Further Study A close examination of this study suggests numerous possibilities for further research using the same or a variation of the semistand- ardized interview used in this study. Some possible variations are: 138 1. The study of an individual personnel service. The placement service might be studied in depth to determine why it is so well re- garded by students. Conversely, the areas of student conduct and provisions for driving and parking on campus might warrant further study to determine reasons for the student discontent. The health service might be studied to determine why half of the sample reported a change of attitude on this service. 2. A study using a different class of student, that is, freshmen, sophomores or juniors, or all classes of students as the sample. Such a study or studies might uncover different perceptions of student per- sonnel services and might provide information on how students who drop out might be further assisted.by personnel services. 3. .A study of a service using only known users of this service. Such a study would.place more emphasis on the perception of a service as it is influenced by a direct contact with the service by the student. h. A.replication of this study. More emphasis could.be placed on why a student had a change of attitude about a service. More em- phasis could be placed on determining awareness in addition to contact and attitude. Also, the projective question could be varied to obtain the subjects' responses to a number of Specific situations regarding these services. 139 BIBLIOGRAPHY 1. American Council on Education, The Administration 2£_Student Person- nel Programs i2 American Colleggs and Universities. Studies, Series 2. American Council on Education, The Student Personnel Point gf'View. Series I, Number 3, 1937. 3. ‘American Council on Education, The Student Personnel Point 9; View. Series VI, Number 13, 19h9. h. Arbuckle, Dugald 3., Student Personnel'Work in Higher Education. New York: McGraw-Hill Book Company, 1953. 5. and.Kauffman, Joseph F., "Student Personnel Services in Lib- eral Arts Colleges," Personnel and Guidance Journal, Vol. 38, 1960, Ppo 296-2990 6. Blaesser,‘Willard'W., "Organization and Administration of Student Personnel Pregrams in Colleges," Review gf_Educational Research, Vol. 2h, l95h, pp. 113-120. 7. , "The College Administrator Evaluates Student Personnel ‘Work," Educational and Psychological Measurement, Vol. 9, 19h9, pp. 11.12—14.28. 8. and Crookston, Barns 8., "Student Personnel‘WOrk - College and University," Encyclopedia gf_Educational Research, ed. C. W. Harris, 1960, New York: MacMillan Company, pp. lng-1h27. 9. Bradshaw, F. F., "The Sc0pe and Aim of a Personnel Pregram," Educational Record, Vol. 18, 1936, pp. 120-128. 10. Brailey, Lester C., "The Effectiveness of Student Personnel Serv— ices in Certain Urban Universities," Unpublished Doctoral Dissertation, University of Pittsburgh, 1952. ll. Brumbaugh, A. J. and Smith, L. C., "A Point Scale for Evaluating Personnel'WOrk in Institutions of Higher Learning," Religious Educa- tion, Vol. 27, 1932, pp. 230-235. 12. Burnette, Collins'W., "The Student Personnel Worker in Teacher Education - What the College Classroom Teacher Needs to Know.About the Student Personnel'Worker," Journal g£_Teacher Education, Vol. 10, 1959’ pp. 90'9hc 13. Buxton, Claude E., A_Guide to College Teaching. New York: Harcourt, Brace and Company, 1956: 1h. Cantor, Nathaniel, The TeachingeLearning Process. New York: Dryden Press, 1953. 1&0 15. Coleman, William, "The Role of Evaluation in Improving Guidance and Counseling Services," Personnel and Guidance Journal, Vol. 35, 1957, pp 0 hhl-hhh. 16. Cowley, W. H., "The Nature of Student Personnel Work," Educa- tional Recopd, Vol. 18, 1936, pp. 198-226. 17. Daisher, Nollie B. M., "A Survey of Freshman Orientation Pro- grams in the Six Publicly Supported Universities in Michigan, And Including a Review of the Development of Student Personnel Serv- ices in American Higher Education with Emphasis on Freshman Orienta- tion," Unpublished Doctoral Dissertation, Wayne State university, 1960. 18. Director 9f Students, Michigan State University, Oct., 1961. 19. Directogy g§.Student Organizations, Michigan State University, 1961. 20. Dixon, Wilfrid J. and.Massey, Frank J., Introduction.tg’Statis- tical Analysis, New York: McGraw-Hill Book Company, 1937. 21. Dressel, Paul L., "The Interrelation of Personnel Services and Instruction,” National Society for the Study 2f.Education Yearbogkg Vol. 58, Part 2, 1959, pp. 2h6¥238. 22. Feder, Daniel D., and Sillers, Daniel J., "Non-instructional Services," Review'g£_Educational Research, Vol. 30, 1960, pp. 361- 370. 23. Fitzgerald, Laurine E., "A Study of Faculty Perceptions of Student Personnel Services," Unpublished Doctoral Dissertation, Michigan State University, 1959. 2h. Gardner, D. E., Student Personnel Services. Chicago, Illinois: University of Chicago Press, 1936. 2S. Gex, R. Stanley, "How the College Teacher and the Student Per- sonnel Worker Can Cooperate Effectively," Journal gf'Teacher Educa- tion, Vol. 10, 1959, pp. 9h-96. 26. Gilbert, William.M., "How to Go About the Process of Evaluating Student Personnel werk," Educational and Psychological Measurements, Vol. 10, 1950, pp. 521—531. 27. Rage, Robert S., “A Revision of the Rackham Student Personnel Services Inventory,” Unpublished Doctoral Dissertation, State Univer- sity of Iowa, 1957. 28. Harry, Ormsby L., "A Study of the Student Personnel Services at Michigan College of Mining and Technology," unpublished Doctoral Dis- sertation, Michigan State University, 1960. lhl 29. Holland, Emory E., "The Role of the Dean of Students at West Georgia College," Unpublished Doctoral Dissertation, Auburn University, 1961. 30. Hopkins, E. H., "The Essentials of a Student Personnel Program,“ Educational and Psychological Measurements, Vol. 8, 19h8, pp. hBO-hSO. 31. Hapkins, L. B., "Personnel Procedures in Education," Educational Record Supplement, Vol. 7, No. 3, 1926, pp. 17h-177. 32. Kamm, Rebert B., "An Inventory of Student Reaction to Student Personnel Services," Educational and Psychological Measurements, Vol. 10, 1950, pp. 537-5hh. 33. and wrenn, C. Gilbert, "An Inventory of Student Reaction to Student Personnel Services," University of'Minnesota, Mimeographed Manual, 1950. 3h. King, Paul T. and Matteson, Ross, W., "Student Perception-of Counseling Center Services," Personnel and Guidance Journal, Vol. 35, 1957, PP 0 361-361.“ 35. Kvaraceus, William.C., "The Status and Function of Personnel Services," Education, Vol. 81, 1960, pp. 202-209. 36. Lloyd-Jones, Ester and Smith, Margaret, A’Student Personnel Pro- gram fgg_Higner Education. New York: McGraw-Hill Book Company, 1938. 37. and <_, Student Personnel'work gs Degper Teaching. New York: Harper and Brothers, 195h. 38. MacCoby, Eleanor E. and Maccoby, Nathan, "The Interview: A Tool of Social Science," Handbook gf_Social Psychology, ed. Garner Lindsey, 1956, Vol. 1, Cambridge, Massachusetts: Addison4wesley Publishing Company, pp. hh9~h87. 39. Mahler, Clarence.A., "A Study of Student and Faculty Reactions to Student Personnel work," Unpublished Doctoral Dissertation, University of Minnesota, 1955. to. Michigan State University Committee on the Future of the Univer- sity, A_Report tthhe President. Michigan State University, 1959. bl. Michigan State University Housing Report, Fall Quarter, mimeo- graphed, 1961. £2. Mueller, Kate H., Student Personnel‘work in,Higher Education. Boston: Houghton Mifflin Company, 1961‘. h3. Parrott, Leslie, "A Study of Student Personnel Services in Six Liberal Arts Church Colleges," Unpublished Doctoral Dissertation, Michigan State University, 1958. 1h2 hh. Pershing, John James, "The Student Personnel Program of Georgia Tech - An Evaluation,“ Unpublished Doctoral Dissertation, Indiana University, 1952. hS. Rackham, Eric N., uThe Determination of Criteria for the Evalua- tion of Student Personnel Services in Institutions of Higher Learning," Unpublished Doctoral Dissertation, University of Michigan, 1950. h6. Rothney, John W. M. and Farwell, Gail F., "The Evaluation of Guidance and Personnel Services," Review Lf Educational Research, Vol. 30, 1960, pp. 168-175. h7. Schoenfeld, C. A., The University and Its Publics. New York: Harper and Brothers, 195E: h8. Scott, William L., "A Study of Student Personnel Services in Small Liberal Arts Colleges," Unpublished Doctoral Dissertation, Michigan State University, 1959. U9. Shaffer, Robert E., "Problems of Communication of the Expanding College Campus," Journal Lf the National Association Lf‘Wbmen Deans and Counselops, Vol. 22,1959, pp. 56465. 50. Shigley, E. Harold, "An Evaluation of Student'Personnel Services at Marion College," Unpublished Doctoral Dissertation, Indiana Uni- versity, 1953. 51. Soldwedel, Bette Jean, "Attitudes Toward Discipline in College," Unpublished Doctoral Dissertation, New York University, 1960. 52. Swan, Beverly B., "A Study of the Functions of Personnel Deans in Institutions of Higher Education in the State of North Carolina," 1959. 53. ‘Wilk, Roger E., "Student Personnel work," American Association of Colleges for Teacher Education Yearbook, 1960, pp. 53-63. 5h. ‘Wrenn, C. Gilbert, "PhilosOphical and Psychological Bases of Personnel Services in Education," National Society For the Study Lf Education Yearbook Vol. 58, part 2, pp. h1:81. 55. , Student Personnel werk in College. New York: Ronald Press Company, 1931. 56. and Kamm, Robert B., ”A Procedure for Evaluating a Student Personnel Program," School and Society, Vol. 67, 19h8, pp. 537-5hh. 57. Williamson, E. G., Student Personnel Services in Colleges and universities. New York: McGrawbHill Book Company, 1961. 1h} 58. Williamson, E. G. , ed., Trends _i_n Student Personnel Work. Minne- apolis, University of Minnesota Press, 19119. 59. Wise, W. M. , “Student Personnel Work - Future Trends," Personnel and Guidance Journal, Vol. 39, 1961, pp. 70h-709. 1141: Appendix A QUESTIONNAIRE STATEMENTS AND INTERVIEW QUESTIONS AS THEY APPEARED IN THE INTERVIEW Directions: This questionnaire contains forty statements about the functions and responsibilities of services for students at Michigan State University. You are asked to respond to each statement in two ways: . A. How important i3 this function to the student going to college? 1. Very important 2. Fairly important 3. Not significant B. How do you evaluate the performance of this function on this campus? 1. Outstanding 2. Satisfactory 3. Not accomplished . h. Do not know Activities Statements 1. Student government shares in the educational program and Uni- versity policy deve10pment pertaining to student behavioral standards and methods of dealing with campus violations. 2. Student Activities are centrally scheduled and limited so as to provide a well-rounded total program. 3. Student organizations exist for the furtherance of social contacts and competence. h. The University cooperates with religious groups which provide religious activities for students. 1&5 5. Student activities promote and develop leadership qualities in students. Activities Questions 1. What organizations do you.helong to or have you.belonged to at MSU? 'What offices have you.held? ‘What campus activities have you.participated in? 2. Have you been satisfied with your experiences in activities? Explain. 3. How do you think other students feel about activities at MSU? Do you think they participate more or less than you do in activ- ities? h. Have your attitudes about student activities changed in any way? 'Why? 5. 'What can be done to improve any specific activity or activi- ties in general on this campus? Admissions, Registrar, and Records Statements 6. All contacts with.prospective students are coordinated. 7. Pro-college counseling and college planning are offered on an individual basis through the summer clinic. 8. The University's requirements and services are interpreted to the prospective student. 9. Procedures are set up for student registration. 10. Records of participation in extracurricular activities are included in the permanent record file of each student. Admissions, Registrar, and Records Questions 1. Have you had any contact with admissions, registrar, and records functions? Explain. 2. was this contact satisfactory? How do you feel about regis- tration? 3. How do other students feel about these functions? How do they feel about registration? 1&6 h. Have you changed your attitude toward these functions? 5. What could be done to improve this area of service? Counseling Functions Statements 11. Counseling is available for students to assist them in over- coming personality problems which interfere with their academic ef- fectiveness. 12. Counseling is available for students to assist them.in overcoming personality prOblems which interfere with their personal happiness 0 / 13. Interviews are/conducted‘with students desiring to withdraw from.school to assist those individuals in terms of the student's as- pirations and the institutional welfare. 1h. Special, ed staff members work with students on.prob1ems concerning study abits, time scheduling and other factors which.may be causes of scholastic inefficiency. 15. .A testing service is available for students use in the de- termination of academic aptitudes, achievement, vocational interests and personality development. Counseling Functions Questions 1. Have you ever had any contact with the counseling center? What was the nature and extent of your contact with the counseling center? 2. How do you feel about this service? ‘Were you satisfied with this service? 3. How do other students feel about the counseling center? h. Has your attitude toward the counseling center changed in any way? Explain. 5. What would you do to improve this service? Financial Aid and Placement Statements 16. Assistance is provided for Obtaining part-time employment. 1h? 17. The procedure for obtaining financial assistance is an edu- cational experience for the student. 18. The University has a clear cut policy for awarding financial aid which considers the needs of the student as well as the Objec- tives and characteristics of the University. 19. Information is communicated to students about the job market, salaries, and placement trends in a wide variety of fields. 20. All types of financial aid are coordinated, including schol- arships, loans, and placement assistance. Financial Aid.and Placement Questions 1. Have you had any contact with any of these services? 'What was the nature of this contact? 2. were you satisfied with this service? 3. How do other students feel about this service? b. Have your attitudes about this service changed in any way? 5. ‘What can be done to improve this service? Health Service Statements 21. Physical examinations are required of new students. 22. Counseling and psychiatric care are available for students‘, with emotional problems. 23. Preventive medicine is provided including regular examina- ./ tions, programs of inoculations and health education. 2h. On the basis of a physical examination students are classi- fied regarding their fitness for the variety of demands of college participation. 25. Medical and surgical care is available for injured students. g Health Service Questions 1. Have you had any contact with the health service? 2. 'Were you satisfied with this service? lh8 3. How do other students feel about the health service? h. Has your attitude toward the health service changed in any 'way? 5. ‘What can be done to improve the health service? Housing and Food Services Statements 26. The housing of married undergraduate students is a respon- sibility of the University. 27. The living units contribute to the deve10pment of responsi- ble group membership, leadership, and sound morals. 28. Sorority and fraternity housing is under University super- vision. 29. Off-campus student housing units are inspected regularly to maintain standards of good living. 30. 'Well-balanced meals are available to the students through the residence halls. Housing and Food Services Questions“ 1. 'Were you satisfied with the experience you have had with living quarters? And food services? Explain. 2. How do other students feel about this area of service? 3. Has your attitude toward housing and food services changed in any'way? b. What can be done to improve these services? ”Information on student contact was obtained from page one of the questionnaire answer sheet (Appendix B) and from.the question in Chapter III on the students experience with student activities. 1h? Student Conduct Statements 31. There is a well-defined policy regarding standards of student-behavior. 32. Specific information and instructions on standards, regu- lations, and traditions of the University are provided to incoming students. 33. Campus disciplinary policy covers students involved in violations of public laws. 3h. The regulation of student conduct utilizes the disciplinary situation as a rehabilitative and educational experience. 35. The University encourages acceptance by the individual of social standards of morality. Student Conduct Questions 1. Have you ever been involved in a disciplinary situation? Explain. Have you ever served on a judicial board? 2. Are campus rules and regulations adequate? Are students involved in infractions of rules handled fairly? 3. How do other students feel about the regulations and about the treatment of students involved in violations of the regulations? h. Has your attitude toward student conduct changed in any way? 5. ‘What can be done to improve this situation? Special Services Statements 36. Individual assistance is available in the form of special remedial services and also in the form of special services for students with superior ability. 37. Campus protective services (police and fire) are provided. 38. A program of new student orientation is provided. 39. Assistance is given for the special problems of foreign or exchange students. ho. There is provision for the driving and parking of student vehicles on the campus. l. 2. 3. h. S. 1. 2. 1§0 I Special Services Questions Have you had any contact with these services? Are these services adequate? How do other students feel about these services? Has your attitude about any of these services changed? What could be done to improve these services? Summary Questions Do you feel that any of these services are outstanding? Do you consider any of the services we have discussed as being particularly weak? 151 Appendix B Student Personnel Services Questionnaire Answer Sheet, Page 1 Class Standing Sex Marital Status Transfer Student Yes No Places of Residence while at MSU lst year 2nd year 3rd year hth year 152 Student Personnel Services Questionnaire Answer Sheet, Page 2 This questionnaire contains ho statements about the functions and respon- sibilities of services for students at MSU. Ybu are asked to respond to each statement in two ways: A. How important is this function to the student going to college? 1. Very important 2. Fairly important 3. Not significant B. How do you evaluate the performance of this function on this campus? 1. Outstanding 2. Satisfactory 3. Not accomplished h. Do not know 1. A 11. A 21. A 31. .A B_____ H____ H____ B____ 2. A 12. A 22. A 32. A EL____ B____ H____ 3____ 3. A 13. A 23. A 33. A B B B B h. A 1h. A 2h. .A SA. A B____ B____ 13.... B____ S. A 15. A 25. A 35. A B_____ IQ____ B_____ ]1____ 6. A 16. A 26. A 36. ‘A B____ B_____ B____. B____ 7. A 17. A 27. A 37. A B;____ EL____ EL__.. IL____ 8. A 18. A 28. A 38. A B_____ B_____ I[____ IS____ 9. A 19. A 29. A 39. A EL____ B_____ B_____ EL____ 10. A 20. A 30. A ho. A B_____ BL___. B_____ B_____ Appendix C 153 Services Rated as Outstanding or weak Name of Service Student Activities Functions Activities 0 o o o o o o o o a Student Government . . . . . Admissions, Registrar, and Records Functions Admissions o o o o o 0 Registration . . . . . Records 0 o o o o o 0 Counseling Functions Counseling 0 o o o o a Financial Aid and Placement Functions Financial Aids . . . Placement . c o o 0 Loans 0 o o o o o o o o Scholarships Health Service Functions Health Service 0 o o 0 Housing and Food Services Housing 0 o o o o o o 0 Married Housing . . . . FOOd Service 0 o o o o 0 Student Conduct Functions Regulations 0 o o o 0 Special Services Improvement Services . Campus Police . . . . Orientation o o o o 0 Assistance for Foreign Stud TOTALS 0 O ents Number of uOutstanding" Responses \0 (DIrIO (3‘0 F‘ (DI? lC>£FkoFJ C) £FFJCh \n '0F4 .4 to Number of "Weak" Responses F‘F’ to FJCDCD F‘C>O\ O\ P‘CDP’CD Fa IF‘F‘\0