000 #0004 HHHHNH 4 I I A I I '0 000 .- .00-0 0 - o o - . o o ‘00 o - D g A . C C C . o . o ‘ o ‘ o o a - o. o. ‘. o o ‘00. - 000 o - . o I- A - .0 -o so 0. 0 DO NOT PLACE THIS BOOK IN A BOOK RETURN 5- ._ ,7 : This is to c thesis 1* a." ‘ ("V—1"“ ‘ P; QlLLL/i «"\ WV rv‘- TZC U: Lisp In» ' «as. 13 ' ' ' ,fi‘l , __. ' 'fim __.—__.. I \. +- -‘ Y . ’ ~»‘ 4. c 'x" "="'-"‘::I'i 1'41U-1AJ‘LJ A) UE .L'J.A.L 1 prese) ( Cyril D. i has been accepted ’ r of the 1'qu l ' _E’ML—degl : z '- - -—.._.~ " - Date Seeotern‘oer 11, 1375 0-169 ... M|||ll|llllilllHlIIHHIllllllllllllllllllllllllllllllllllllm‘ 1 3 1293 10463 4294 A STUDY OF THE INSERVICE IMPROVEMENT PROGRAMS OF EIGHT LIBERAL ARTS COLLEGES by Cyril D. Garrett AN ABSTRACT Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Teacher Education Year 1957 Approved by W Cyril D. Garrett ABSTRACT I This study is concerned with the inservice improvement programs of eight liberal arts colleges in Illinois. It seeks to find out what inservice improvement activities are being used in these colleges and how the practice or lack of practice of these activities seem to relate to certain variables: faculty reactions to working conditions, the use of various teaching methods and techniques, student reactions to the teaching-learning situations, the size of the college, teacher- pupil ratio, teacher load, percentage of doctor's degrees on the faculty, and the average years of service of the faculty. Check-list questionnaires were used to get information on the performance of inservice improvement activities, working conditions, the use of various teaching methods and techniques, and student reactions to the teaching-learning situations. Information on four variables was secured through personal interviews and information on one variable was obtained from college catalogs. ‘ After the data was gathered, a descriptive report of the inservice activities being used in each college was written. Several statistical summaries employing the Chi-square test were used to determine what relationships, if any, may exist between certain inservice improvement activities and variables, or between areas of inservice improvement and variables. The following is a brief summary of the major findings of this study: Cyril D. Garrett 2 1. There was much similarity as well as variation in the inservice programs of these eight colleges. There were qualitative and quantitative differences. 2. The eight colleges were facing similar problems in.their efforts to have inservice programs. 3. A faculty ranking itself high on the performance of inservice activities was more likely to rank high on the other variables examined in this study. “h. There was a large number of inservice improvement activities which faculties desired to improve or initiate. S. The administration has a key role to play in the planning and provision of inservice opportunities. 6. This study strongly suggests that a college co- operating with a collegiate organization in cooperative in- service studies is more likely to perfomm a greater variety of inservice activities and have more continuity to its program. 7. The statistical summaries of the data suggested that there were patterns of relationship between some inservice activities and certain variables, and some patterns of rela- tionships between areas of inservice improvement and the vari- ables. These, however, were not strong enough to make pre- dictions of improvement on the basis of practicing some activity or area of inservice improvement. 8. There did not seem to be any general pattern of financing the inservice improvement programs in these eight colleges. A STUDY OF THE INSERVICE IMPROVEMENT PROGRAMS OF EIGHT LIBERAL ARTS COLLE'iES by Cyril D. Garrett A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Teacher Education 1957 ACKNOWLEDGMENTS The author wishes to express his sincere thanks to his committee chairman, Dr. Walker Hill. Dr. Hill's guidance in this study, his generous contribution of his time, and his suggestions of procedure have been most helpful to the writer. The author also is grateful to Dr. Carl Gross for his review of the instruments used in the study and for making sug- gestions for administering them. Dr. Wilbur Brookovér, the author's cognate-area professor, was most helpful in his sug- gestions of how to summarize the data of the study. Dr. David Potter, representative of the Graduate School, also encouraged the author and made suggestions on the instruments used in the study. The author also received considerable help from.Dr. Willard Warrington. He is especially indebted to Dr. Harrington for checking the statistical summaries and making suggestions to improve them. 4 This study could not have been carried through without the excellent cooperation afforded by the eight colleges. The students, faculty, and administrative officers were more than kind in giving their time and energy so the research could be completed. Cyril D. Garrett candidate for the degree of Doctor of Education Final examination, June 5, 1957, 2:00 P.M., Berkey Hall Dissertation: A Study of the Inservice Improvement Programs of Eight Liberal Arts Colleges Outline of Studies: Major Subject: Higher Education Minor Subjects: PhilosOphy of Education, Sociology Biographical Items: Born, June 7, 1919, La Fayette, Alabama Undergraduate Studies, John B. Stetson University, DeLand, Florida, Bachelor of Arts in Secondary Education, l9h8. Graduate Studies, Michigan State University, l9h8-h9, Master of Arts in Higher Education, December, l9h9; Michigan State University, Summers, 1950-51; Northwestern University, Fall, Spring, 1952; Michi- gan State University, Winter, Spring and Summer, 1955 Experience, Instructor of Army Boat Crews, 1942-19h6; Instructor of Education and Sociology, Wheaton College, 1950-52; Director of Wheaton Academy, 1953-1955; Chairman, Department of Education and Psychology, Wheaton College, 1955-- Member of Illinois Education Association, National Society for Study of Education, National Association of Secondary Principals, Association for Student Teaching CHAPTER TABLE OF CONTENTS I. THE PROM O O O O O O O O O A. Introduction to the Problem B. The Problem. . . . . . . . C. Limitations of the Study . D. Definition of Terms . . . E. FOOtnOtes e e e e e e e 0 II. INSERVICE EDUCATION IN THE LITERATURE IMPROVEMENT OF TEACHING . . . . A. IntrOdUCtion e e e e e e e B. Review of the Literature on Inservice Improvement of College Teaching C. Summary . . . . . . . . . De FOOtnOteSeeeeeeeee III. THE SURVEY INSTRUMENTS AND THE METHODS OF SUMMARIZING THE DATA FROM THE SURVEYS . . . A. The Survey Instruments . . l. The Teacher Questionnaire . . 2. The Student Questionnaire . Be C. 3. Interview with Administrative Officer . Methods of Summarizing the Data from.the Surveys 00000000000000... 1. 2. a. 52 6. The Teacher Questionnaire . . . . . . . . Student Questionnaire . . . . . Interview with the Administrative Officer Interviews with Faculty Personnel . . . . Other Information . . . . . . . . . . . Statistical Procedures . . . . . . . . . FOOtnOtes eeeeooeeeeeeeeeee PAGE 10 15 15 19 21 21 22 52 53 58 58 58 6 66 66 69 69 7O 7O 71 72 CHAPTER IV. THE COLLEGES IN THE STUDY AND THE METHODS EMPLOYED TABLE OF CONTENTS (continued) IN TIE BMW 8 O O O O O O O O O O A. B. C. D. E. V. INSERVICE IMPROVEMENT EFFORTS IntrOduCtion e e e e e e e e e e The Methods of Selecting Colleges The Colleges in the Study and the 1. 2. 3. u. S. 6. 7. 8. Augustana College . . . . . Greenville College . . . Illinois Wesleyan University Knox 6011986 0 e e o e e Monmouth College . . . . . North Central College . . . Olivet Nazarene College . Wheaton College . . . . . smary eeeeeeeoeeee Footnotes............ LIBERAL ARTS COLLEGES . . . . . . . A. B. C. IntrOdUCtion e e e e e e 0 Summary of the Colleges 1. 3. College A. 5 6. 7. 8. Summary of the Chapter . College College College College College College College CCQ'IJIIIZIUOtD?’ Methods IN THE INDIVIDUAL PAGE CHAPTER TABLE OF CONTENTS (continued) VI. SUMMARY AND CONCLUSIONS . . A. 3° C. D. E. Introduction General Summaries and Findings from.the Statistical Summaries and Findings from Data . Conclusions Suggestions BIBLIOGRAPHY . APPENDICES . . . Appendix A . . Appendix B . . Appendix C . . Study PAGE 182 182 183 206 238 2&3 261 262 265 267 TABLE I. II. III. IV. V. LIST OF TABLES Colleges performing the activities of the teacher questionnaire, pleased with working conditions, and desiring to improve or initiate inservice improvement activities . . . . . . . . . . . . Scores of the eight colleges on the thirteen variables of the study . . . . . . . . . . . . Rank orders of the eight colleges on the thirteen variables eeeeeeeeeeeeeeoee Results of Chi-square tests run on the items and the variable 3 O O O O O O O O O O O O O O O O 0 Results of Chi-square tests run on the areas and the variables . . . . . . . . . . . . . . . . . PAGE 185 207 210 21h 227 CHAPTER I THE PROBLEM A. Introduction to the Problem In 19h7, the President's Commission on Higher Educa- tion issued its report1 on conditions and its recommendations for meeting problems of American higher education. One of the topics with which the report was concerned was inservice edu- cation for college faculties. The Commission states: "The f" process of strengthening the effectiveness of the faculty cannot be left to chance.”2 In its recommendations the Comp mission urged: "That, to this end, (strengthening of college faculties) definite programs of inservice education be de- veloped or expanded on every college or university campus."3 This study is concerned with the inservice improve? ment programs of eight selected liberal arts colleges. The writer was interested to know what inservice improvement practices were in use in the colleges and what inservice imp provement efforts are being planned for the future. Also of interest to the writer was seeking to determine what relation- ships certain variables may have to the inservice improvement program. The following background material to the‘problem was the source from.which the writer's interest in this study developed. One phase of the Commission's report (Chapter II, ”Education for All”) dealt with the phenomenal growth of the educational enterprise in America since the turn of the cen- tury. The report pointed out“ that only eleven percent of American youth were in high school in 1900, as compared with 73 percent in l9h0. This was an increase in number of about 6,300,000. In 1900, four percent, or less than 250,000 students, were attending college: whereas, in l9h0, the figure had risen to 1,500,000, or a little less than sixteen percent. In projecting the growth pattern of higher education on the basis of birth records, the Commission recommended5 that a minimum.of h,600,000 students should be enrolled in ”non-profit institutions of education” in 1960. They equated the Army General Classification Test with the American Council on Education Psychological Examination (l9h2 College Edition) to arrive at that figure. The Commission stated that by ac- cepting the twenty-first percentile, .only those who would have scored on the ACE test as high as the upper 79 percent of the group admitted to college in 19h2, have been counted as having a 'reasonable expectation' of-completing college.” By accepting the upper 93 percent of those admitted to college in 19h2 as being capable of completing fourteen years of schooling, the Commission offered the following estimate of talent that could benefit from.higher education. 1. At least h9 percent of our population has the mental ability to complete fourteen years of schooling with a curriculum of general and vocational studies that should lead to gainful employment or to further study at a more advanced level. 2. At least 32 percent of our population has the mental ability to conplete an advanced7liberal or specialized professional education. On the basis of this inventory, the Commission indi- cated that by 1960 the h,600,000 possible college students 8 .might fall in the following categories: 13th and th grades 2,500,000 15th and 1 th grades 1,500,000 Above 16th grade (based on 600,000 estimated national needs) Total - K,650,000 One is unable to predict all the problems that higher education will face if such an enrollment increase is achieved: however, the Commission was able to foresee some problems that would be raised. One among that number was the problem of "Staffing Higher Education.'9 Based on a faculty-student ratio of twenty students per faculty member in grades 13 and 1h, thirteen students per faculty member in grades 15 and 16, and ten students per faculty member in graduate and professional schools, the Commission indicated that ”our present staff (19h?) should be doubled by 1952, and another 50,000 added by l960."10 This would mean a need of 350,000 persons-~50,000 in admrnis- trative and special services, 300,000 as teaching faculty-- to staff the program.in 1960. The Commission offered this summary of the prodigious task: i The task ahead is of unprecedented magnitude. To provide the number of competent and well-qualified faculty personnel required by American colleges and.universities is a problem.of the greatest imp portancei It canbe solved only by a herculean effort.1 Some may be inclined to believe the Commission was overly optimistic in its prediction of h,600,000 college students in 1960. The high mortality rate of college students in freshman and sophomore classes leads them.to question whether that many students are really capable of doing college work. But whether one accepts the Commission's prediction of this many students' ability to profit from higher educa- tion on the basis of scholarship, the increase in enrollment seems to be a part of the future picture for higher education. This was made clear in a research study by the National Edu- cation Association.12 Introducing the problem of I"Teacher Supply and Demand,” the report stated: A A vast expansion of enrollments in higher education institutions in inevitable for at least two reasons: (a) the total number of 18 thru 21 year olds will in- crease each year for the next 18 years, as indicated by records now available; (b) the percent of this group who wish to attend college is likely to increase, thus compounding the probability that this enlarged nu number will require an even greater diversification of offerings as colleges seek to prepare these young peopli for the increasing complexities of occupational 11.er 3 The report pointed out that certain factors such as active employment and national defense will determine how many high school graduates go on to college: however, the American ideal of "education for all" seems to imply that: "The ques- tion facing educational leadership, then, is not whether enrollments will increase, but rather, how to prepare for the increase.'1h Thus, a college enrollment increase of sufficient size to be termed a problem is ”inevitable," ac- cording to this report. After making its recommendations on enrollments for 1960, the President's Commission offered some suggestions for providing adequate personnel for faculties. Since gradu- ate schools are the main source of preservice training for college teachers, five specific suggestions were made whereby graduate schools could contribute to the solution.15 The Commission also included suggestions on.an internship program for college teachers, standards of competency, vigorous re- cruitment by national agencies to secure students of high potential for the teaching profession, and suggested ”that both the institution and the individual faculty must accept responsibility for constant improvement in teaching, research, counseling and administration."16 The Commission recognized that change in the graduate school preservice education of college teachers was not the entire answer. They also were aware that the solution could not be left to chance. It was their feeling that inservice education programs should be organized on every college and university campus. They even went so far as to suggest what these programs might include. These programs should be adapted to meet local needs, but should include induction of new faculty members, opportunity for group participation, intervisitation and exchange, use of outside resources, the develop- ment of central services, directed teaching,13nd participation in professional organizations. The Commission.recognized the important position that inservice education must play if those recruited are to be excellent teachers. As a partial answer to the improvement of the quality of instruction, the inservice improvement program must help the teacher understand that employment after his preservice education simply means a change in the place of his continued improvement. Faculty members coming to higher education from.the secondary schools may be offered assistance in adjusting to the new level, and new persons transferring from other colleges or universities may be oriented to the school's philosophy and objectives to improve teaching and learning.r College enrollments had steadily increased to 1,056,000 in 19h5-h6, but they jumped to the unprecedented figure of 2.354.000 in 19h6-h7. The effects of this increase have yet to be effectively judged, but certain aspects of it were shown in a study reported in the North Central Association Quarterly in January, 1914.9.19 This study ”to determine the seriousness of the need for well-trained teachers" was pro- posed by the Subcommittee on Teacher Personnel and approved by the Executive Committee of the North Central Association.20 This study was made in 11h institutions which were nonpublic colleges and universities and 81 public colleges and univer- sities. It compared.the year of 193-h0 with 19u7-h8. The study asked certain questions and found specific answers. The following summarizes the findings: 1. To what extent has the increase in faculty kept pace with the increase in student enrollments? Answer: The enrollments of the 195 colleges and ERITEFsities increased 65 percent. The faculty members holding rank of instructor through pro- fessor within the same institutions increased only AZ percent. 2. 3. 5. 6. 7. 8. 9. 10. 11. Has the ratio of teachers to students been ex- tended upwards? Answer: The increase in ratio for all colleges and universities has been from 1:16 to 1:19. The greatest range among any group of institutions was from 1:12 to 1:19 in l9h7-h8. Has there been marked shift in proportion among different ranks of faculty since 1930? Answer: There seems to be about five percent more teaching fellows, teaching assistants, and lecturers. To what extent have colleges and universities relied upon teaching fellows, teaching assistants, and lecturers? Answer: There were 1,3h5 more teachers of this group than there were eight years ‘80 a What instructional areas seem to have required the largest percent of increase of teachers? Answer: The number of teachers of mathematics has increased 11h percent, teachers of fine arts only 13 percent. In what field has the highest percent of teachers employed for the first time in l9k7-h8. Answer: Forty-six percent of teachers of mathemat cs were new to their position in l9u7-h8. Only 16 per- cent of teachers of language had been employed by the institution for the first time. How great has been the mobility of teachers in l9h7-h8? Answer: Twenty percent of the teachers were new to their institutions. Do enough qualified teachers seem to be available in the critical subject fields? Answer: Eighty colleges and universities were unabIe to add as many teachers as authorized by their budgets in l9h7-h8. what may be the demand for teaching staff in l9h8-h9? Answer: If qualified teachers are available, 126 institutions reported they would replace 916 teachers of their current staffs. Are the number of students now enrolled in graduate programm and listed with placement offices great enough to meet public demand? Answer: 0f the l, 03 students enrolled in-cur- ricula leading to advanced study beyond the master's degree, 98h.not employed on the col- legiate level were registered for college teaching positions with 32 different collegiate bureaus of placement as of January, l9h8. What changes have been made by these colleges unable to employ qualified teachers? Answer: Lessened qualifications in selection of faculty have been reported most frequently. 12. What may be the policy of colleges and univer- sities toward reducing staffs if enrollments are curtailed twenty percent? Answer: Eighty- six institutions reported that teaching staffs would be reduced. Twenty-nine colleges were uncertain, while fifty institutions would re- tain the same number. There does not seem.to be reason to believe that colleges and universities are better able to handle increasing enrollments in the 1960's than they were in the late 19u0's. In fact, the above picture has caused alarm for the future problem. Arthur Becker said: The deterioration of the economic and social status of the teaching profession and of the quality of teaching our college youth receive is a commonly known fact, yet many teachers go about their task with an almost universal Sieling of helplessness to improve the situation. William.H. Conley expressed similar regard when in a symposium he wrote: unless administrators begin, several years in advance of the anticipated enrollment increase, to stockpile faculty, there is a good chance that many of those assigned in 23° sixties will be lacking even graduate preparation. In meeting this first problem.(additions to' staffs of persons who are inadequately equipped for college teaching) teachers will find an opportunity to work in cooperation with the administration in developing and carrying on an in-service training program. The necessity of teaching fundamentals to new members will be the occasion for focusing the attention of all staff members on the improve- ment of instruction. . . . The in-service training program.will, then, extend to a consideration of these situations, (new faculty, heterogeneous student body) to experimentation in meeting them, and to 3 professional development of all faculty members.2 In the field of preservice education for college teachers much has been done to improve the situation. Umstattd reportedzh in 195u, that 283 colleges and universities in the United States are offering graduate courses in problems of college teaching. Fifty-four listed courses that ”probably" dealt with the problems of college teaching. Seventy-eight actually treated the "problems of college teaching" and of the 78, thirty-two were concerned only with "the problems of college teaching," while h6 included additional problems. The courses listed such ahms as: 1. An understanding of the principles basic to ef- fective classroom.practice. 2. Bread overview of problems of higher education. 3. Understanding of current issues and trends in higher education. h. Understanding the principles, practices, and trends in curriculum.development. 5. Understanding the nature and needs of students. 6. Development of teaching skills through actual teaching. 7. Awareness of the general problems faced by college teachers. Such efforts to improve the preservice training of college teachers, though a very important contribution, seems to lag far behind the needs of colleges and univer- sities. This is pointed out in the research by the National Education Association on ”Teacher Supply and Demand in.Degree- Granting Institutions, 19Sh-SS.” This study indicated that as colleges approach 1956, they will be in an "unfavorable position” on at least six counts: " First, the rate at which the call for their services will expand is yet to be detenmined, but a vest in- crease in enrollment within a decade is foreseen. Second, the preparation of the corps of full-tune teachers employed now in service does not indicate a full readiness to serve the present student body. 10 Third, new full-time teachers employed during the past two years tend to pull down rather than to up-grade the average level of preparation of the whole staff. Fourth, many of the institutions have no established method of encouraging further preparation by staff members not yet adequately prepared. Fifth, the full-time staff now in serv- ice is, on the average, mature; the median age is h3.l years; as many as 25 percent are beyond 52.5 years of age. Replacement, as well as additions, is therefore on a substantial scale. Sixth, and surely not the least, is the unfavorable position of almost all higher education institutions in their ability to compete in the open market for the services of the qual fied persons most desired for classroom teaching.2 These data certainly point out the fact that within a decade colleges and universities will be facing serious problemm resulting from.the increased number of college students and the decreasing number of faculty. B. The Problem According to figures released by Ray Maul,26 in 196k the reservoir of youth 18 to 20 years old will be 3,000,000 larger than 1955. and by 1970 will have grown to a full 6,000,000 college-age adults. The National Education Associ- ation conducted a survey among all types of degree-granting institutions in 1953-51; to find out (among other things) the types of degrees held by college teachers. As a result of this study, it was reported that more and more faculty members will have to be hired below the desired levels of preparation. The report suggested that teachers who proved satisfactory must be encouraged to further study. 11 It has been estimated27 that one out of every four Americans is attending school. The Office of Education re- ports28 an increase of 1,657,000 students in 1955 over 1958. Elementary students increased from 27,738,000 to 29,038,000; high school students increased from77,h22,000 to 7,680,000; while students in college and professional schools increased from.2,7h0 to 2,839,000. The current literature does not indicate that any miracles are forthcoming to increase the number of qualified teachers to meet these ever-growing college enrollments. 29 Vice President of the Ford Fund for While Alvin C. Eurich, the Advancement of Education, predicts that colleges will have 5,500,000 students in 1970, educators attending the National Convention of State Universities in New York, predicted that "intellectual cripples will teach in colleges of the future unless planning is done now."30 They predicted that college staffs, ten or fifteen years from.now willlae loaded with "faculty wives, widows, graduate students in need of money, and men who have failed to make good in business." Added to this pessimistic outlook is the fact that many colleges are operating with deficits and are unable to compete on an cpen market for good teachers. The rapid expansion of teaching staffs to keep up with enrollments will probably mean that less-qualified persons will be employed. It seems necessary, in tne face of this problem, that colleges and universities accept the 12 recommendations of the President's Commission on Higher Edu- cation and initiate or expand their programs of inservice edu- cation:for faculties. The President's Commission on Higher Education did not recommend a general pattern of inservice education. Rather, it suggested that each.program be designed to meet specific needs current in an institution. Techniques or methods that work in one situation may not be applicable in another. The writer was interested to find out what methods and techniques of inservice improvement are being used in selected liberal arts colleges and how well these methods and techniques work. Also of interest are the plans that these schools are making for future inservice training of teachers. The writer was also interested to know what rela- tionships certain variables may have to an inservice improve- ment program. Among the variables that may have significant relationships to the inservice improvement program are: the attitude of the faculty toward present working conditions, the frequency of use of certain teaching methods and tech- niques, the students' attitude toward the teaching-learning situations, the size of the school, the teacher-pupil ratio, the teaching load of the faculty in terms of semester hours, the budgetary allotments for inservice improvement activities, and the number of doctor's degrees and years of service on the faculty. 13 In order to carry out such a study the writer de- velOped a method of approach, although he realized that each school engaging in the study may require adaptations to specific circumstances. Selected liberal arts colleges with less than 2,000 student populations were queried to determine their interest in cooperating in such a study. On receipt of a ”favorable“ or "interested ” reply, the writer made a personal visit to campus to explain the study more fully. Permission was sought to administer two survey forms: one was a survey on faculty reactions to present inservice hm- provement practices and working conditions, while the other was a student reaction to the frequency of use of certain teaching methods and techniques and a general attitude toward the teaching-learning situations. After the survey instruments were administered, the data was summarized to determine what inservice methods seemed to be in use and working well according to these faculty re- actions. The data from.the student survey gave information on teaching methods and techniques used in the college and the student attitude toward the teaching-learning situations. Each college was visited to facilitate personal interviews with teachers and an administrative official to see if cer- tain points of inservice improvement were strong. There are several hypotheses related to such a study. One is the belief that inservice improvement programs must be suited to the needs and possibilities of particular institutions. There seems to be no general pattern that is recommended for all situations. This implies that each program.must be evaluated in terms of the objectives it is established to achieve and the limitations under which it operates. Another hypothesis relates to the effect that certain variables may have on an inservice improvement pro- gram. Under specific circumstances some variables.may operate in an institution to further or hinder the progress of inservice improvement; whereas, in another institution, those variables may have a different relationship to the inservice improvement program. The writer undertook this study with several assump- tions in mind. He believed that an inservice improvement program is a very important part of a college's work. New teachers coming from.graduate school or from.the high school need to be oriented to their new teaching responsibilities. Uhder existing circumstances it seems necessary that each college must assume more responsibility for providing hm- provement opportunities for its faculty. Although there are state, regional, and national agencies that may contribute much help in this regard, in the final analysis, the writer believes, each college is responsible for improving its staff. 15 0. Limitations of the Problem This study was limited to selected liberal arts colleges with student populations less than 2,000. The term ”liberal arts" was accepted to include any colleges that are listed in the Education Directogy}l as being primarily liberal arts, even though they offer some vocational education. Since this study required close working relationships with an ad- ministrative officer in each college and required several visits to each campus, these factors entered into the selec- tion of the cooperating colleges in the study. This study is not designed to find out the relationships between inservice improvement programs and certain variables in such a way that predictions may be made from.one to the other. D. Definition of Tags; Educational terms, though frequently used, often develop different meanings and applications. In order to confine terms to single referents, the following meanings will be applied in this dissertation. 1. Inservice Education The President's Commission on Higher Education made a clear distinction between ”preservice" and ”inservice" edu- cation, though both are a part of a single process. Preservice education was defined as the college or university work, either 16 in a teaching field or professional education courses that a teacher takes before employment. The Commission understood that the acceptance of employment does not terminate a teacher's preparation and training, but merely changes the location of such experiences. That training and improvement after one is employed was described as inservice education. As one reads the literature on inservice improvement, he notices that theoretical definitions are scarce. Inservice improvement is usually defined in descriptive language, either in temms of activities that may enhance improvement of teaching or reports of activities that are underway. Paul Harmly, Chairman of the North Central Association Sub- committee on Inservice Training of Teachers, summarized the term.as follows: ”In-service training was defined broadly by the group as 'any procedure or activity which brings about growth in one's teaching, i.e., summer school, workshop, study group, conferences or visits to other teachers.'" Whereas the President's Commission did define the term functionally in their recommendations of inservice methods, 'they left it undefined, except in attitude. To the Commission, the term.ahould be sufficiently broad to permit any activities an individual or institution felt would promote better teach- ing and learning. That attitude was in keeping with.Monroe's definition.33 He stated: ”Broadly conceived, inpservice A education includes all activities of employed teachers that contribute to their professional growth and competence.” In lam 17 the Fifty-sixth Yearbook of the National Society fog the Study of Education, C. Glen Hass, writing on ”In-service Education Today," answered the question, "What is in-service education?" His answer is quoted below: Broadly conceived, in-service education includes all activities engaged in by the professional person- nel during their service and designed to contribute to improvement on the job. . . . We recognize that professional growth.may also be the result of activi- ties or experiences initiated by teachers themselves, by the supervisory staff, by the public, by any comp bination oghthese, or by miscellaneous groups in the community. Since this study was planned and executed before the publication of the fifty-sixth yearbook, the definition of- fered by Monroe is the one that was used to describe inservice education in this dissertation. 2. "In-service” and ”Inservice" In the literature dealing with inservice improvement one notices the two uses of ”in-service” and ”inservice.“ The change in spelling from.the hyphenated form to the non- hyphenated form.may have been prompted by the Report of the President's Commission. Their report did not use the hyphen in ”inservice" or "preservice." The literature using these terms since their report seem to use the hyphen less fre- quently. The return to the hyphenated forms in the National Society for the Study of Education's fifty-sixth yearbook may alter what appeared to the writer as a trend away from.the hyphenated forms, for_the yearbook uses the hyphenated forms .4. .._—.___.._ .-..._.-. __flum-l ea 18 in its title sections. The writer has chosen to use the non- hyphenated form except where quoting sources that employ the hyphenated fomm. ' ~ ~—_A 19 E. Footnote; ’/. A Report of the President's Commission on Higher Education, Hi her Education for American Democrac . Washing- ton, 13.0.: We, and ucation. 191.7. ',2. lgig., Chapter IV, "Inservice Education,” p. 37. 3. ‘;2;9., pp. 62, 63. ° 11. $13., ch. II, p. 25. 5. ggig., p. 39. 6. ‘;2;Q., pp. 39-h1. 7. ‘Lbig., p. kl. 8. .;2;9.. P. “3. Table 8. 9. Ibid., Volume IV, pp. 1-61. 10. Ibid., p. 12. 11. Ibid. 12. National Education Association, Teacher Supply and Demand in De ree-Grantin Institutiogg. Washington, D. C.: Vol. 33, No. K, December, 19 5. . 13. Ibid., p. 129. it. Ibid. 15. President's Commission on Higher Education,.gp. cit., ch. IV, ”Summary and Recommendations," pp. 61-62. 16. Ibid., p. 62. 17. Ibid., ch. IV, "Inservice Education,” p. 37. 18. Ibid., pp. 62-63. 19. Earl Mosier, ”College Teacher Supply and Demand," North Central Association Quarterly, 23 (January, 19h9). PP. 260-2710 20. Ibid., p. 260. "21. Arthur Becker, "To Professionalize Education," Journal of Higher Education, 20:88-9u, Feb., 19h9. 20 ,,22. William.H. Conley, "New Dimensions for the College Teaching,“ Educational Recggg, 35:182-193, July 7, l95h. 23. Ibid., p. 187. 2h. J. G. Umstattd, "Courses on College Teaching," Journal of Higher Education, 25:76-81, Feb., 195h. . 25. National Education Association, op. cit., p. 162. '26. Ray Maul, "The Quest for Competent Instructional Staff," Journal of Higher Education, 26:69-7u, Feb., 1955. 27.“ Education Summary. New London, Connecticut: 28. ‘;2;Q., April 5, 1955. (no pagination) é9. 1339., May 20, 1955. ‘ ' 30. 1313.. 31. Education.Directory, U. S. Office of Health, Welfare and Education. ash ngton, D. 0.3 Office of Education. " 32. Paul Harmly, "In-service Education of Teachers," North Central Association anrterly, 23:272-275, at p. 273. 33. W. 8. Monroe, Enc clo edia of Educational Research. New'York: Macmillan Co., c1958, p. 152. " 3k. National Society for the Study of Education, Fifty- sixth.Yearbook, Part I, In-Service Education. Chicago: Univ. of Chicago Press, 01957, p. 13. ._:.T_-‘__‘ 21 CHAPTER II INSERVICE EDUCATION IN THE LITERATURE ON THE IMPROVEMENT OF COLLEGE INSTRUCTION A. Introduction The improvement of college instruction is a field containing many varieties and types of activities. There are particular interest areas within the broad field. Two of the most obvious are the areas of preservice and inservice im» provement of teaching. Each of these has its body of rele- vant literature. As noted in the delimitations, this study is to deal with the inservice phase of improving instruction. Hewever, limiting the study does not mean that one can draw a clear distinction through the literature to divide preservice from.inservice improvement. To the contrary, each field af- fects and overlaps the other because they are both part of a continuous process. The division, though somewhat arbitrary, is for specialized academic purposes that permit one to con- centrate more intensively in one area. The writer has read in both the preservice and in- service literature. This review of literature is intended to give information and background material that he feels is pertinent to this study, to show some aspects of the develop- ment of the literature on inservice improvement, and to give .54» 1 --_*—___ I“ 22 credit to sources that have been helpful in planning this study. On some occasions, articles dealing with preservice training, which affect the inservice program, will be in- cluded. In presenting this review of literature, the writer has chosen to follow an alphabetical approach for the major tepics, and where possible a chronological approach within the topics. Not all articles or books can be categorized under one topic. The writer has tried to select the main emphasis, as it appeared to him, and mention the book or article under that emphasis. B. Review of the Literature on Inservice Improvement of CoIIege Teaching 1. Administrative Procedures Related to Inservice Improvement Administrative practices are closely related to in- service improvement. Indirectly, perhaps, all methods and techniques used in a school would be related to the adminis- tration in some way. Because of this close relationship, some articles reported in specific areas might well be re- ported in this section. Likewise, some articles reported in this section could have been reported under other headings. Between 1905 and 1925, thirteen articles dealing with the supervision of instruction appeared in the literature.1 This indicates a rather slow beginning for a field of litera- ture that today is voluminous. Among administrators there did develop an interest in studying the duties and 23 characteristics of teachers.2 During the years of 1928 through 1932, an increased interest was evidenced in the imp provement of college teaching as evidenced by the increased literature on the subject. In 1929, Charles D. Bohannan reported on a 1927 study among land-grant colleges.3 This questionnaire study, conducted from the University of New Mexico, included h7 of the 52 white land-grant colleges in the United States. The primary concern of the study was with the administration's interest in improving instruction. It had a philosophical impact in pin-pointing the administration‘s responsibility. The study concluded that a teacher could expect help from the administration through such.activities as having super- vision of his teaching, taking special courses on teaching, hearing outside lecturers, and participating in research pointed at improving instruction. 6 In that same year (1929), S. A. Courtis edited a most important publication dealing with the improvement of college teaching.h He listed nineteen activities that administrators might seek to develop. These were helpful to the writer in trying to define what a teacher could expect administrators to provide for inservice improvement. The activities are: 1. Individual conferences with department head con- cerning instructional problems. 2. Faculty departmental meetings to discuss in- structional problems. 3. Systematic constructive supervision. h. Supervisory bulletin. 5. Library facilities for professional reading. 6. Demonstration teaching by skilled instructors. 7. Directed visitation to other courses. 8. Lectures relating to college teaching problems by visiting specialists. 9. Courses on problems of college instruction. 10. Service on curriculum.committees. 11. Lighter teaching load to permit study or reserach. 12. Clerical assistance for routine tasks. 13. Opportunity to carry on experimental teaching. . Financial aid in carrying on experimental teaching. 1 . Salary schedule. 16. Provision for attendance at state and national professional meetings. 17. Sabbatical leave with partial payment of salary. 18. Summer release to permit study. 19. Participation in administrative responsibilities. The bibliography of this publication was helpful to the writer. It contained 11h entries. Other administrative responsibilities relating to teacher selection and replacement were expressed by Edgar Tulloss.S New methods were added to the lists of those pre- viously mentioned, so the suggestions for activities grew. But in 1932, Floyd Reeves' study of thirty-five colleges, related to the Methodist Episcopal Church, indicated that faculty meetings and administrative encouragement for further education were the two most popular methods.7 The idea of the administration working through a faculty committee was reported by J. T. Anderson.8 This idea has gained considerable attention lately. Russell and Reeves indicated some administrative procedures that seem.to enhance inservice improvement.9 These procedures emphasized administrative-faculty cooperation in the inservice processes. This study was also significant in 25 that it indicated the number of schools (out of the 57 in the study) using specific administrative measures to improve in- struction. Some of those activities listed in their study are included on the faculty questionnaire of the writer's study. Most of the activities listed by Russell and Reeves 10 were included in a list by Marvin Haggerty. Haggerty felt that there were fifteen devices of inservice improvement that showed the administration's concern for faculty development. The opinion that the administration had a definite responsibility for providing inservice merovement activities developed added strength. In l9k6, Lloyd Blauch was so con- vinced of this responsibility that he wrote: The improvement of instruction should have a definite place in the administrative policy of a college or university. It can be accomplished only through the whole-hearted cooperation of the teaching staff. A basic consideration in any effort in this direction is that teachers must desire to render increasingly effective instructional service. Russell Cooper likewise expressed feelings about the administration's responsibility to provide inservice improve- 12 ment activities. But another element was also becoming apparent--that inservice merovement, though a responsibility of the administration, must be a cooperative affair. The importance of the administrator in this program is obvious. He must encourage faculty members to take advantage of these opportunities and help under- write the cost. He must be quick to recognize imagin- ative instruction and assist those who are leading the faculty in its educational analysis and experimenta- tion. At the same time he must recognize that only the faculty members can themselves ulthmately carry the program.through. Since the program.has meaning 26 only in so far as it is reflected in the daily classroom activities, the faculty must thoroughly understand and endorse the objectives. Otherwise the whole program becomes a show, Other studies suggested different lines of adminis- trative responsibilities, i.e., providing the incentives 13 finding out what teachers ex- that make for good teaching, pected from administrators in inservice activities.1u As a result of a visit to Knox College, Galesburg, Illinois, the writer had opportunity to observe an internship program for prospective liberal arts teachers.15 The initi- ative in this program had been taken by the administration in planning the program, applying for a grant from.the Fund for the Advancement of Education, and administering the pro- gram in its college. Through these studies, reports, and opinions one can see that certain phases of inservice improvement are regarded as responsibilities of the administration of a school. These expectations had a gradual development. But today, adminis- trators have rather willingly accepted the responsibilities previously advocated by others. This is an important point for the writer's study, for his study proceeds on the basis that a school's administration has the responsibility for providing incentives, leadership, and financial assistance for inservice improvement. r." 111-. 2. Bibliographies Of particular help to the writer in locating articles in this study were a number of bibliographies. In 1926, Lester W. Bartzett made the first attempt to gather the extant works on improvement of instruction.16 This bibliography listed 157 titles, dividing them.into the following sections: A. Administrative Factors Which Affect the Security and Freedom of Faculty Members. B. Growth Through Productive Research and Recognition of Teaching Abilities. C. Growth Through Professional Service Outside the Institution and Contact with Practical Affairs. D. Growth Through Travel, Sabbatical Leave, Exchange Professorships, and Fellowships for Foreign Study. E. Growth Through Supervision of the WOrk of the Staff Member. F. Growth Through Professional Organizations and Pro- fessional Publications. . 17 collected a bibliography of In 1928, Shelton Phelps a general nature dealing with improving college instruction. His work listed articles up to 1922. Anna Y. Read, in her book The Effective and Ineffective College Teacher, gives an extensive review of literature.18 One particular feature of this book which the writer appre- ciated was the indication of trends underway. Another bibli— ography of an extensive nature, which was of assistance to the writer, was the h30 entries in Evelyn W. Spfieth's book, An Open Letter to College Teachegg.19 Luella que made a significant contribution to the understanding and improvement of college teaching through her book, The Background for College Teachigg.20 Beside providing information on many W’J—w-r — 28 areas of a college teacher's training and work, this book has many references that were helpful to the writer. W. F. Kelley's report of his dissertation study, The Inservice Growth of the College Teaghgg, was of invaluable assistance in the early preparation of the writer's study. Some of its contributions will be mentioned at other places in this review of literature, but among its contributions was the careful reporting of previous studies and the extended bibliography. 3 0 300153 Some of the books mentioned in this section have al- ready been mentioned because of their helpfulness through their bibliographies. In 1935, the spotlight turned.momen- tarily from periodical literature to books. At least three books dealing with college teaching were published in that year. These were all helpful to the writer in getting an understanding of some of the problems that seemed evident at this particular stage of inservice improvement development. Evelyn Spieth's book, An Open Letter to College Teachers,22 considered some of the criticisms against college teaching, some handicaps of the teacher, and some experiments in teaching. One section of Helen M. Walker's book, Th2 Measurement of Teaching Efficienc , dealt with the validity 23 of some instruments used in.measuring teaching ability. 29 The analysis and evaluation of student rating instruments were very thorough. The third book published in 1935 was of considerable importance for future planning in inservice improvement. It also furnished a valuable list of inservice improvement de- vices used in 291 liberal arts colleges. In this book, Thg’ Effective and Ineffective College Teacher,2h Anna Y. Reed listed the ten most frequently used inservice improvement methods and devices in these 291 liberal arts colleges. In 19h5, Luella Cole's book, The Background for College Teaching,25 was published. The particular advantage of this book was its general coverage of many areas dealing with college teaching. It served the writer as a general reference on the many topics covered. In 19h7, the President's Commission on Higher Edu- 26made its report on higher education in.America. cation This comprehensive analysis of the problems of the future and suggestions for meeting them became a basic source for the writer. From it he derived a clear understanding of the need of inservice improvement programs, some of the activities that might be included in a school's program, and areas into which inservice activities may be divided. The writer con- sidered this book to be an authoritative source on inservice improvement and heartily accepted its recommendation that in- service improvement programs should be initiated or extended on every college and university campus. 30 In 19h9, 0rdway Tead published his book College Teaghigg and Cg;;eggLearning.27 Chapter V of this book deals with the improvement of learning. This concise presentation offered suggestions on the effect of teacher personality on learning. Next to the report of the President's Commission on Higher Education the writer considers W. F. Kelley's study on The Inservice Growth of the College Teacher to have been his most valuable source.2 This study was done on Catholic colleges for women. Kelley selected twenty prominent studies in inservice improvement and made a list of the 31 most fre- quently mentioned inservice methods and techniques used. He also divided inservice activities into ten categories, those essentially suggested by the President's Commission. The ten categories of the writer's study follow the pattern of Kelley's study. . . Significant to many fields of education is Monroe's Encyclopedia of Educational Research.29 This source was of particular usefulness to the writer in arriving at the defini- tion of_inservice improvement used in this paper. h. Criticisms of College Teaching In reading the literature on inservice hmprovement, one becomes aware that some of the articles are critical of college teaching, others seek to answer the criticisms, while still others accept the criticisms and suggest means of imp proving the criticized areas. Some of the material in this 31 category is helpful to understand the general weaknesses that inservice improvement programs may be used to strengthen. Some of this critical material may have given rise to the abundance of literature on inservice improvement that appeared between 91928 and 1932. Preceding and during those years, 0. W. Martin made a study of the criticism.directed against college teach- ing.30 He studied 37 magazines; sixteen of a general literary nature and 21 of a professional nature. He found 37 criticisms that might be considered distinct from each other. One of the significant questions raised in the litera- ture on criticisms of college teaching is the relationship of teaching and research. Some expressed the feeling that research has had a premium.put upon it while the attitude has been assumed that "anyone can teach." Though there were dif- ferences of opinion on how these criticisms could be averted, there was rather general agreement that a strong teaching faculty was the basic responsibility of the administration. 5. Definitions and Descriptions of Teaching and Teachers The writer was able to locate eight articles which attempted to analyze the personal, professional, and practical classroom responsibilities of the teacher. Particularly help- ful to the writer was the article by Guy Snavely who reported for a faculty committee at Birmingham Southern College on "Who is a Great Teacher?"31 32 6. Evaluation of Teaching Some writers have expressed the opinion that lack of recognition of good teaching may be largely due to lack of methods of determining "good teaching." Particularly rele- vant to this study was the debate as to how teaching could best be evaluated. Among the six articles read on this topic one could find arguments for supervision of teaching ranging ‘from.suggestions by other teachers or department heads to "inspectional visits" by a school administrative officer. In general, the literature indicated that college teachers are very resistant to evaluation and supervision if it means visits to their classrooms. In December, l9h0, Charters 32 wrote on the evaluation of the faculty. He pointed out that college administrators are not systematic in collecting data on faculty performance. Charters got information from 151 colleges and universities on how they evaluated the facul- ty. Although there were variations as to techniques, Charters could make a general conclusion: In general, this quick census makes it clear that systematic evaluation of institutional services is with us to such an extent that those who dismiss the idea with indifference or over-cautiousness are on the defensive. Nothing is so sacred that its measurable effectiveness should not be measurgg. What we need are good measures; not, no measures. It seems significant that Luella Cole commented on this same point in summarizing her chapter on student rating scales: 33 From the tone of the reports in the literature, it would appear that the rating scale has come to stay. Before long, it is likely to be as much of a fixture in American colleges as the objective test already is. Whenever it has been properly administered and intelligently interpreted, it has given teachers results that were of value to them in their daily work. Once a faculty has overcome its initial opposition to being judged at all, it usually wants the ratings repeated at frequent in- tervals because the results are useful and enlight- ening. Although the scales have administrative use, they are not as important as the educational values. It is therefore better for a faculty to survey itself than for it to be surveyed by some- one else--un1ess the members prefer to call in an outsider who will not be subject to domestic pres- sures and antagonisms. E. R. Gutherie reported on a faculty study at the University of Washington which brought out faculty reactions to evaluation.35 This faculty differed from the opinions expressed by the California teachers who passed a resolution against any merit ratings in determining wages. The study on which Gutherie reported.was done by the American Associa- tion of University Professors and was a questionnaire survey. The teachers were asked to list the things that should govern promotion. The first nine of their suggestions became the pattern for evaluation for promotions. 7. General In the literature read by the writer, there were at least sixteen articles that seemed too general to classify. The difficulty in classifying these articles under the cats- gories used by the writer stemmed from several factors, the 3h Imost frequent of which seemed to be the tendency for a writer to try to cover too many phases of inservice improvement in one article. 8. Leaves of Absence In March, 1931, the American Association of Univer- sity Professors published the results of a survey on Sabbatical 36 leave practices. This survey indicated that in general administrators believed that the Sabbatical leave is a de- sirable practice. The system most widely used was to give the whole year off with.half pay, though some gave one-half year off with full pay, and a tendency toward the latter was indicated. The cost was, according to administrators, "so small as to be negligible.” Since administrative encourage- ment to further study through leaves has been advocated as an important phase of inservice improvement, the writer in- cluded this item on the faculty questionnaire. 9. Library and Faculty Reading Inservice education assumes a willingness of faculty members to read and a willingness of administrators to pro- vide library and reading facilities for faculties. The fre— quent occurrence of this suggestion led the writer to include such an item in the faculty survey. However, the few articles available on faculty reading did not indicate that faculty interest in reading would match exerted efforts on the part of administrators. 1111111 Ill ((1 [(11] (11111141111111 I 35 10. Methods Since one phase of the writer's study dealt with student reactions to various teaching methods and techniques, he was interested to learn what methods and techniques were often advocated in the literature. There were at least twelve articles dealing specifically with this subject. Some of these expressed student opinions about teaching methods, others were reports of college commissions. The suggestions for improving instruction through improving methods were varied. The source which was most helpful to the writer was Umstattd's report on the analysis of instructional procedures used at Biarritz American University.37 To carry out this study ten instructional methods and eighteen instructional techniques were defined. These methods and techniques were used in the writer's efforts to get student reactions to the teaching methods and techniques in the eight schools studied. 11. Orientation of Faculty The report of the President's Commission and other sources emphasized the importance of orienting the new and beginning teacher. The definiteness of this need was expressed as early as 1929, when Wilkins indicated some of the activities which could be included in an orientation programs 36 It is important to put young instructors under the tutelage and protection of an established and ex- perienced member of the faculty. The newcomer is thought of as something of an apprentice and should first visit classes of other teachers for ideas and be visited by them for constructive criticism. Oc- casionally, the young men might be ingited to lecture in advanced courses for his seniors.3 This suggestion from Wilkins, the President's Commission (n3 Higher Education and other sources were quite declarative in their suggestions on how orientation could be accomplished. The importance attached to orientation of faculty in the literature led the writer to include it on his faculty survey. The methods of orientation are varied. Robert Stripling saw a need for orientation both before and after appointment. Be- fore appointment, he suggested that the instructor should visit the campus, receive printed materials that would give the school's history and philosophy. After accepting the position, there could follow personal letters of welcome, a supply of printed materials, summer newsletter, information from the local paper, campus newspaper, personal information about the faculty family, and alumni news. Also, he felt the administration had responsibilities to help the new faculty find housing. After the new faculty member reports for duty, he should have a sponsor who would introduce him.to the school, faculty, and community. To help in the professional adjustment, Stripling felt the new faculty member should re- port at least two weeks before classes begin for orientation conferences. A new faculty member should have an experienced “mar" v faculty member assigned to help him with teaching problems. This sponsor would also give him help in understanding the use of teaching aids and introduce him to committee work. 12. Problems in Improving Instruction There were at least twenty-three articles in the literature that dealt with the problems one confronts in seeking to improve instruction. The tOpics treated in these articles were varied, dealing with teacher preparation, ad- ministrative responsibilities, work-loads of teachers, psychology of learning, ways and methods of teaching, pro- fessional obligations of teachers, and systematic efforts of collegiate organizations to produce better teaching. The article that gave the writer the best understanding of the problems as it related to his study was the comprehensive article by Wesley Lyda in 1952.39 Underlying the improvement of instruction, Lyda assumes: Rarely do we start any place without first knowing where we want to go. If education is to function, it must be based upon and somewhat organized in terms of life itself. The way the teacher teaches must be in accordance with the way the student learns. The way in which the school is organized, the design of its educational program,and its administrative practices, have little justification except as they stimulate and facilitate educational progressm. What a person does with, and how he feels about, that which he knows 38 is more important than the mere knowledge which may be at his command. The quality of instruction, the necessity of imp proving instruction runs through all these assumptions. Lyda reported that 6,600 students at Brooklyn College rated in- structor attributes and listed them in the following order: systematic organization of material, ability to explain it clearly, expert knowledge of the subject, ability to encourage thought, and an enthusiastic attitude toward the subject. Lyda traced the movements that have originated in ef- forts to improve instruction. On the national level, the fol- lowing are significant. In l9h9-50, nation-wide conferences were sponsored jointly by the American Council on Education and the U. S. Office of Education. More than 150 participated. They discussed how schools might improve the preparation of teachers. The same sponsors had a second nation-wide confer- ence to consider the problems involved in improving college teachers already employed. There has also been much activity on the state levels. Several state-wide conferences give support to improving instruction: the annual Conference of Deans of Science and Arts held at Oklahoma A. and M. in 1950, and continuing, was such. Fifty deans from.eixteen states discussed "Evaluation and Improvement of Instruction.” Ball State Teachers College, of Muncie, Indiana, had a conference in which college teachers of six states participated. The Kentucky studies on Higher Education and the beginning of the Arkansas studies in Higher 39 Pklucation have encouraged other states to follow suit. The pniblication of research studies, particularly doctors theses, has given added impetus to the movement. Among the problems to be faced in improving instruction, Lyda mentions the following: 1. Objectives. How can they be clarified? How valid are they? How can objectives be stated in terms of human behavior? 2. Curriculum, courses, and xnethods of teaching. Are courses placed to satisfy the special interests of instructors or students? Methods should be based ‘upon and consistent with the objectives in view. Lyda felt that improvement in evaluation techniques was foundational to improvement in teaching, and he offered six specific sug- gestions whereby he felt the procedures of evaluation could be improved. Another topic receiving attention under methods was the question of how the increasing number of college students can be handled in the classroom situation. There seems to be no definite answer yet. 12. Research--Specific Studies Some studies have been reported under topic headings. The study of specific studies in the field of inservice hm- provement was helpful to the writer in delimiting his own study and providing background material for developing his own study. In this regard, perhaps the most valuable study was W. F. Kelley's dissertation study on The Inservice Growth no of the College Teacher.ho This study will be mentioned in the next chapter in relation to the development of the teacher questionnaire. Kelley did a frequency count on inservice imp provement devices as mentioned in twenty studies. Through this procedure, he was able to come up with the 31 most fre- quently mentioned devices for inservice improvement. The ‘writer has been able to locate and become familiar with these twenty studies. He has also been able to find other studies not used by Kelley in his frequency count. Kelley's study in Catholic colleges for women used the 31 most frequently mentioned inservice devices listed in the twenty studies analyzed. The writer's survey instrument on inservice devices included seventy-six items to which faculty members could respond. The 31 devices mentioned by ,r” Kelley were incorporated into this study, but other devices were selected from.readings and studies other than the twenty he analyzed. Below are mentioned the studies that have con- tributed to the collection of inservice devices, general information, and delhmitation of the writer's study. Those marked with an asterisk are the twenty analyzed by Kelley. In l920,‘W. S. Smith gave an account of an experiment tried at Pennsylvania State College.h1 This study centered around the late Professor Kilpatrick, who began his work at Pennsylvania State College in 1920. In 1927, S. L. Pressey, 2:, 21., wrote a book de- signed to give illustrations of educational research and hl encourage it through these examples. Pressey said: A large portion of graduate students in our univer- sities, probably a majority of the candidates for the doctorate, will teach in institutions of higher education. Nevertheless, not one in a hundred of such students is given any training whatsoever dealing directly with the tremendously complex problems of instructional method, administration procedures, larger educational policy with which he must soon struggle. There is no such thing as professional training for college and university teachers. The writer believes there should be such training. He believes that college teachers should have as much of a professional and research atti- tude toward their teaching as toward the subject matter of their specialty. . . . It is a curious fact that the scientific spirit has as yet hardly touched higher education. The result is that methods in our colleges and univer- sities are still of the most crude rule-of-thumb type--although education is surely a more difficult, elaborate, and delicate ”processing" than was ever carried on in any industrial plant.h2 Also, in l927,‘ Charles D. Bohannan made a question- naire survey from.New Mexico State Teachers College on the improvement methods in forty-seven land-grant colleges.h3 This study was specificially directed at the problem.of the administrative interest in improving instruction. In 1928,* A. J. Klein studied seventy-four institu- tions, visiting fifty-nine of them.hh He was primarily in- terested in the encouragement given teachers to undertake research or further graduate study.v/ In that same year, E. C. Eckert described a self-- study made by the faculty at the University of Colorado.”5 This report told of an effort by a faculty committee to sus- tain a program.of self-survey centered around 32 points. h2 In 1929, there were four significant studies reported. :Ernest H.‘Wilkins'* study dealt with the processes of helping the younger instructor.h6 Robert L. Kelley's* study was an effort to describe methods whereby faculty members can be Ihelped to secure further professional training.“7 R. E. Tulloss* dealt with the problem of desiring, detecting, and developing good teachers.h7 This study places a heavy re- sponsibility upon administrators for faculty development. iFloyd W. Reeves* surveyed eighty-seven colleges of various types to learn their methods of improving instruction.”8 In 1930, H. L. Donovan? emphasized the need of our- ricular adjustments so students could be placed in classes for which they were best fitted, permitting faculty to do their best work.”9 In 1932, Russell and Reeves' reported on their study of thirty-five colleges related to the Methodist Episcopal Church.50 They found that faculty meetings and encouragements to get further training were the main efforts toward inservice improvement. In that same year, E. E. Cordrey* did a ques- tionnaire study on the opinions of presidents of eighty-one 51 He asked state teachers colleges in thirty-five states. eight questions about the efforts to improve instruction in these institutions. He found that seventy-nine presidents felt the problem of improving the quality of instruction should be tackled. Seventy-four reported that efforts were being made toward improvement. The presidents listed various '43 inethods of which the following represent the nest widely used: Method Frequengy Discussion in faculty meetings 38 Preparation of course outlines or syllabi 13 Discussion in departmental or other group meetings 12 Encouraging advanced study by the faculty 12 Care in selecting new faculty 12 Actual class visitation 12 Conferences with individual teachers 11 Studies or investigations made in other institutions 11 Studies in one's own institution Improvement of curricula Orientation and guidance program Studies of grades given in the institutions Cooperation between college and training school Meeting of department heads Elimination of poor teachers Five things mentioned Two things mentioned Four things mentioned Eight things mentioned I-' NUvF'U'lUlO‘N CD\O~O Cordrey offered seven conclusions regarding these eighty-one colleges. 1. Nearly all presidents of teachers colleges are of the opinion that the problem of improving instruction should be undertaken. 2. Ninety percent stated that they were making efforts to improve instruction in their own institutions. 3. The most hmportant means and methods used to bring about improvement may be listed under the heads of the above frequency distribution. h. In general, the efforts to improve instruction are quite recent. The median years of such programs was about 2.5. 5. The presidents believed that as a result of their work their faculties had developed more active and genuine interest in improving instruction. 6. The greatest difficulty encountered is the attitude of the faculty toward the work. 7. There is need for experimental work and exchange of ideas among college teachers and presidents in order that better and more comprehensive plans may be developed and the work carried on more effectively. Dr. Ernest Wilkins, in addressing the 1932 convention of the American Association of University Professors, sug- gested that the responsibility for improving teaching rested upon the profession. This led to a study among college pro- fessors on what could be done. This study was reported in 1933.* In the long list of recommendations made by the comp mittee, they expressed a real concern for the morale factors that affect teachers and teaching.52 The committee report indicated resistance to ”directors of instruction,” or their like. The report indicated less regard for classroom.super- vision than any report that preceded theirs. They felt that closely associated with the question of improving the quality of teaching was the problem of improving the quality of students. In 1935, Anna Y. Reed* conducted a study for the National Personnel Service to determine the differences between effective and ineffective college teachers.53 This questionnaire _vv '1“ ‘4 #5 study was directed to college presidents of both liberal arts and teachers' colleges. In 1936, J. T. Anderson reported on a program at the State Teachers College, Kearney, Nebraska.5h In this study improvement of teaching was attempted through a faculty comp nuttee of seven, chosen from the teaching staff. In the same year, Russell and Reeves reported on a study of fifty- eeven institutions made in connection with the North Central Association's evaluation program.55 This report suggested that it is generally better to have the control of the cur- riculum lodged with the faculty, that an institution having definite aims is usually associated with excellence, that institutions ranked high where the department head made the initial contact for new faculty members and consulted with the dean in recommending promotions. Out of this study came a list of administrative measures that might be used in imp proving instruction. In 1937, M..E. Haggerty,* in the series on Th2 Evaluation of Higher Educgtigg, listed fifteen devices which he felt showed the administration's concern for inservice 56 In 1938, Charles E. Friley* reported on a study at improvement. Iowa State Teachers College in which the president (Friley) and a committee of the faculty worked out a program of in- service education for the school.57 This report emphasized h6 the importance of full faculty participation, with super- visory responsibilities being assumed by the dean and depart- ment heads . In l9k0, Claude Neet58 reported on a study at Massa- chusetts State College to improve instruction. From.this study thirteen specific suggestions were developed. Although many of these suggestions have been mentioned previously, some sub-titles under them.were specifically related to problems at the school. In l9hl, the North Central Association published its revised manual for accrediting colleges.* This manual listed twenty-nine devices for inservice improvement.59 In l9k3, John R. Shannon? reported a summary of inter- views with seventy-one faculty members of Indiana State Teachers College.60 Most of these teachers felt teaching could be improved, but they preferred the practices of self- supervision and self-improvement programs. In l9hh, George Strayer* directed a survey of the colleges under the control of the board of higher education of the city of New York.61 This survey resulted in a list of fifteen measures that would further professional develop- ment. In 19h5, Russell Cooper reported on a cooperative effort sponsored by the North Central Association to examine liberal arts education.62 Under this cooperative plan the North Central Association agreed with certain liberal arts in colleges to furnish a coordinator, two summer workshops, a clearing house for materials, visits to each college by a coordinator, facilitation of inter-campus study, and stimu- lation from.region-wide programs. Each college was to furnish institutional interest in the project, contribute $100.00 per year, and send one representative to the workshop. At least six values were listed as coming from this cooperative effort. In 191.6, Lloyd E. Blauch“. reported on the devices that may be used to keep the administrator aware of his obli- gation to be the college's academic leader.63 In l9h7, the President's Commission on Higher Educa- tionI made its report.6h Among its many other suggestions about inservice improvement the Commission listed thirty- seven inservice hmprovement devices. In 19h8, Howard J. Leahy's* findings from.an inquiry addressed to 139 college and university presidents were pub- lished.65 Ninety-eight presents gave their views on faculty improvement . In l9h9, the National Education Association* re- ported on its third Annual Conference on Higher Education. An assembled collection of inservice improvement devices came out of the conference. In 1951, W. F. Kelley reported his doctoral disser- tation, a study of inservice growth among the teachers in thirty Catholic colleges for women.67 His study will be mentioned in more detail in the next chapter. Of particular 148 assistance to the writer was the frequency table on the thirty-one most frequently practiced inservice devices in twenty studies. The ten headings under which Kelley developed inservice improvement were also used by the writer in his study. 1h. Research versus Teaching One may notice in the literature on inservice improve- ment a healthy argument on the relative merits of teaching and research. Some of these articles indicate that too much emphasis has been put on research, consequently, not enough attention has been given to developing and rewarding good teaching. A phase of this argument is represented on both aspects of the writer's faculty survey form. As early as 1928, Earl R. Douglas made a strong bid for the recognition of good teaching by showing its relationship to research.68 He felt a growing tendency to underrate good teaching and overrate research. iaThe belief that the greater service lies in re- search activity and that to do research gives sig- nificant evidence of a higher order of genius than to do superior teaching became wide-spread. It appeared a conviction that the gift or ability to do superior teaching was a common one and not worthy of demonstration. It became apparent that one's research activities were much more likely than one's teaching activities to result in a de- sirable reputation among one's fellows nationally. The quality of one's teaching is not likely to spread far beyond the campus bounds, while researches are published. In the effort to maintain their re- spective institutions, administrators have in the majority of instances been quick to reward the 1+9 researcher and slow to recognize in a satisfying way the teacher. The literature offers only opinions on this topic. No settled solution has been advocated. 15. Self Evaluation Self-study, self-evaluation and other terms are employed to designate those efforts by a school to critically evaluate its teaching-learning processes. The 1928 study of self-survey undertaken by the University of Colorado has already been reported. Dr. Wilkins' address at the 1932 American Association of University Professors' meeting was in a large measure responsible for the increased interest in self-study. Dr. Wilkins suggested that the improvement of teaching should come from.the profession rather than having to be imposed from.outside sources. This was also the posi- tion taken by Dr. Judd of the University of Chicago. If members of college faculties will not give time to the solution of college problems and if they will not let anyone solve their problems for them, some kind of forcible measures will have to be taken. It will be unfortunate if persistence in the "do nothing” attitude results, as it has in some quarters, in the solution of academic ggoblems by legislatures and lay boards of trustees. 16. Student Ratings This topic has received considerable attention in the literature. The writer found ten articles that gave information or debate on the issues involved. Among the So arguments pro and con, the writer was particularly interested in E. R. Gutherie's report on a faculty study made at the university of Washington which brought out faculty reactions to student evaluations.7o His findings indicated: 1. Student ratings do agree with faculty ratings of a colleague, correlation of .h8. 2. Student ratings correlated with student ratings at e89e 3. Faculty juries with other faculty juries correlated .6h to .76. h. Full professors are not rated as better teachers than assistant professors. It was the opinion of Luella Cole, previously reported, that student ratings are probably here to stay. 17. Supervision One area of inservice activity that has caused rather sharp differences of opinions among educators is supervision of instruction. These differences range from.the title of the person to the method of the activity. The writer was able to locate ten articles dealing with various phases and levels of supervision. These articles would indicate that phases of supervision are more frequently advocated than practiced. Because of its frequent mention, several phases of supervisory activities were included on the faculty survey questionnaire of this study. Perhaps the most significant article on the subject of supervision was Allan Burt's comprehensive chronological survey of the literature on the subject.71 Most of the 51 material contained in Burt's article was available to the writer; however, Burt did make available one type of litera- ture that the writer did not have, the annual reports of presidents and administrative officers of institutions. 18. Teaching Load Some literature indicates that excessive teaching loads may be in part responsible for poor teaching. Four articles dealing with this topic were available to the writer. Question regarding satisfaction with teaching load was included on the working conditions phase of the faculty survey for this study. 19. Working Conditions Closely related to the matter of teaching load, yet involving more facets, is the literature on working conditions. 0f help to the writer in developing the list of working con- ditions to which faculty responded were the North Central Association's "Revised Manual of Accrediting." Much of this material was taken from.the study, previously mentioned, by Haggerty, The Faculty.72 In April and May, l9h7, Fred Kelley reported on three studies relating to working conditions of college faculties.73’ 7h: 75 These three studies were most helpful to give the writer understanding of the close relationship between inservice programs and working conditions. The (ID. el'L 1 “ 52 understanding of this close relationship gave him interest to seek in his study to determine the strength of this rela- tionship. C. Summary The writer has not reported on all articles read. Some were of such a general nature that they could not be reported under a specific category. There were 172 articles available to the writer. If these articles were listed ac- cording to the several areas of inservice improvement, they would number at least 255 topics. 53 D. Footnoteg 1. Allan Burt, ”Supervision of Instruction ” Peabody Journal of Education, 25:208-217, March, 19h . 2. American Council on Education, ”What Does A College Teacher Do?” Educational Record, 9:96-99, April, 1928. 3. Charles Bohannan, ”Improvement of Instruction in Land-Grant Colleges," Proceedin s of the Forty-First Annual Convention of the Association 0 Land-Grant Colle es and Uhiversities.‘ Burlington, Vermont: Free Press r nting many, 1"9'2'9. pp. 11 -131. h. National Society of College Teachers of Education, Current Educational Readjustments in Higher Institutions. The Seventeenth—Yearbook of theINational Society of College Teachers of Education, 1929. Edited by S. A. Courtis. 5. Edgar Rees Tulloss,”The Improvement of College Instruction as an Administrative Problem," Association of American Colleges Bulletin, 15:73-89, March, 1929. 6. H. L. Donovan, ”Changing Conceptions of College Teaching,” Journal of Administration and Supervision, l6: 7. Floyd Reeves, The Liberal Arts College: Based upon Surveys of Thirty-five olleges Related to the Methodist Episcopal Church. Chicago: university of Chicago Press, 1936. 8. J. T. Anderson, "The Improvement of Teaching in theécolleges,” Journal of Higher Education, 7:36-kl, January, 193 . 9. Jehn.Dale Russell and Floyd W. Reeves, The Evalu- ation of Higher Institutions. Chicago: University of Chicago Press, 1936. 10. Melvin Haggerty, The Faculty. Vol. 2 of the Evaluation of Higher Instruction, A'Report of the Committee on Revision of Standards. Chicago: University of Chicago Press, 1937. 11. Lloyd Blauch, ”The Encouragement of Good Teaching," Educational Record, 27:96-106, January, 19h6. 12. Russell Cooper, ”Faculty Adventure in Educational Planning," Journal of General Education, 2:35-k0, October, l9h7. 5h 13. Paul Harmly, ”In-Service Education of Teachers," North Central Association Quarterly, 23: 272-275. January, 1959. 1h. Robert Norris, ”In-Service Techniques for Im- proving College Instruction," Educational Administration and Supervision. 39: 370-37h, October, 1953. 15. An unpublished paper by Knox College Administra- tion. This paper, "An Internship Program for Prospective Liberal Arts Teachers,” was a proposal submitted to the Fund for the Advancement of Education as an outline of the pro- posed study, which, when the writer visited, was underway. l6. Lester W. Bartlett, ”Bibliography of the Pro- fessional Growth of Faculty'Members,” Association of American Colleges Bulletin, 12:275-300. November, 1926. 17. Shelton Phelps, ”The Improvement of College Teaching,” Addresses and Proceedings, National Education Association. Washington: National Education Ass' n., 1928. 18. Anna Y. Reed, The Effective and Ineffective College Teacher. New York: American Book Company, 1935. 19. Evelyn Spieth, An Open Letter to College Teachers. Bloomington: The Principi Press, 1935. 20. Luella Cole, The Background for College Teaching. New York: Farrar and Rinehart, Inc., 19EC. 21. W. F. Kelley, The Inservice Growth of the College Teacher. Omaha: Creighton University'Press, c1950. 22. Spieth, op. cit. 23. Helen Walker, The Measurement of Teaching_Effi- ciency. New York: Macmillan CompanY. I935. 21‘». Anna Ye Reed, OEe Cite ' 25. Luella Cole, op. cit. 26. President's Commission on Higher Education. Higher Educatiphfor American Democracy. Washington: Govern- ment Printing Office, 19K7. 27. 0rdway Tead, College Teachin and Colle e Learnipg. New Haven: Yale University ress, 19h9. 55 28. W. F. Kelley, OE. Cite 29. Walter 8. Monroe, editor. The Enc clo edia of Educational Research. New York: Macmillan Company, 19H1. 30. C. W. Martin, "Adverse Criticisms of Higher Education,” Peabody Journal of Education, 9:3-8, July, 1931. 31. Guy Snavely, "Who is a Great Teacher?” Association. of American Colleges Bulletin, 15:68-72, 1929. 32. W. W. Charters, ”Sizing Up the Faculty," Journal of Higher Education, ll:h57-h61, December, l9hO. 330 Ibid., p. “.61. 3h. Luella Cole, op. cit., pp. 593-S9h. 35. E. R. Gutherie, "The Evaluation of Teaching,” Educational:Record, 30:109-115, April, l9h9. 36. American Association of University Professors, American Association of Universit Profgggors Bulletin. r—T—ieport o the cemeeeeflmmfi. 37. J. G. Umstattd, Instructional Procedures at the College Level. Austin: University of TexasPress, 19 . 38. Ernest Wilkins, ”Report on the Commission on the Enlistment and Training of College Teachers," Association of American Colleges Bulletin, lS:hO-u5, March, 1929, at p. RB. 39. Wesley Lyda, ”Some Factors in the Improvement of Coélege Instruction, Educational Record, 33:91-10u, January, 19 2. no. W. F. Kelley, op. cit. kl. W. S. Smith, ”The Study Method of Teaching by College Faculty," School and Society, 11:293-29h, March 6, 1920. h2. S. L. Pressey, et. 31., Research Adventure; in Universitg Teachipg. Bloomington: PEBTIE‘Eehool Publishing House, 1 . . h3. Charles Bohannan, op. cit. an. A. J. Klein,'”Administrative Procedures for Imp proving College Teaching," ch. 9 in Problems of Colle e Educationl_edited by Earl Hudelson, pp. 102-117. Minneapolis: Uhiv. of Minnesota Press, 1928. 56 RS. E. C. Eckert, "Faculty Self-Survey and the Imp provement of College Instruction, School and Society, 27: 336-338, March 17, 1928. R6. Ernest Wilkins, 0p. cit. h7. R. E. Tulloss, op. cit. RB. Floyd W. Reeves, "The Improvement of College Teaching as an Administrative Problem,” Association of Ameri- can Colleges Bulletin, 15:73-90. R9. H. L. Donovan, ”Constructive Activities in Imp proving Instruction in Eightysseven Institutions," North Central Association Quarterly, h:37l-376. SO. Floyd W. Reeves and John Dale Russell, op. cit. 51. E. E. Cordrey, "Efforts to Improve Instruction in StateBTeachers Colleges," Peabody Journal of Education, 9:200-20 . 52. Report of the Committee on College and University Teaching, %gerican Associapion of University Professors Bulletin, : - 3, May, 1933. 53. Anna Y. Reed, op. cit. 5%. J. T. Anderson, ”The Improvement of Teaching in College, Journal of Higher Education, 7:26-h1, January, 1936. 55. John D. Russell and Floyd W. Reeves, The Evaluation of Higher Institutions. Chicago. Univ. of ChicagoPress, 1936. S6. Melvin Haggerty, op. cit. 57. Charles W. Friley, ”The Improvement of College Teachers in Service," The Preparation and In-Service Training of Colle e Teaching, Proceedings of the—Institute for Adminis- trative fficers of Higher Education, ch. XVI, 1938. 58. Claude Neet, ”The Improvement of Instruction,” Association of American.University Professors Bulletin, 26: T7533- 6, April, 1111 o. 3 59. The Commission on Institutions of Higher Educa- tion, The Revised Manual of Accrediting. Chicago: Univ. of ChicagoPress, 19KI. 60. John R. Shannon, ”Supervision of College Teaching," Journal of Higher Education, lh:355-358. - flab. 57 61. George D. Strayer, Rpport of the New York Cipy Sub-Committee of the Joint Legislative Committee on the State Education System. Legislative Eocument (19Hh) No. 60. 62. Russell Cooper, "The Liberal Arts Study Goes On," North Central Association Qparterly, 20: 162-166, October, l9h5. 63. Lloyd E. Blauch, "The Encouragement of Good Teaching," Educational tRecord, 27:96- 106. 6h. President's Commission on Higher Education, pp. cit. 65. Howard J. Leahy, The Improvement of College In- struction Through In-Service Techniques and a Practical Plan T3r the Evaluation of Teaching. Seton HallCollege, 19MB. 66. National Education Association, Current Trends in Higher Education. 19h8. III Annual Conference on Higher Education. Department of Higher Education. Washington: National Educational Association, l9h8. 67. W. F. Kelley, op. cit. Harl Douglas, ”Rating the Teaching Effectiveness of College Instructors," School and Socie_y, 28: 192-197. August 1 1928 . 69. Charles Judd, ”The Improvement of Teaching”, Journal of Higher Education, 3:u70-h7h, December, 1932. 70. E. R. Gutherie, ”The Evaluation of Teaching," Educational Record, 30:109-115. April, 19u9. 71. Allan Burt, "Su ervision of Instruction," Peabody Journal of Education,25:20 -217, March, l9h8. 72. Melvin Haggerty, op. cit. 73. Fred Kelley, "Survey of College Teacher Personnel," Higher Education, 5:171-172, April, 1, 1989. 7k. Fred Kelley, "Salaries of College Teachers,” Higher Education, April 15, 19h9. 75. Fred Kelley, "How Do Faculty Members Like Their Jobs?" Higher Education, 5: 193- -196, May 1, 19h9. 58 CHAPTER III THE SURVEY INSTRUMENTS AND THE METHODS OF SUMMARIZING THE DATA FROM THE SURVEYS A. The Survey Instruments To make this study it was necessary to develop some survey instruments that would give the information desired and provide some objective data for summarization. After a careful review of the literature, the writer did not find any extant survey instruments in the field of inservice imp provement. He did find an instrument on teaching methods and techniques that was adequate. 1. The Teacher Questionnaire The teacher questionnaire is the instrument used to survey the faculties of the colleges in the study. Its pur- pose was to determine the reaction of faculties on how well their colleges were performing certain inservice practices frequently mentioned in the literature. To develop this in- strument, the writer started making a list of methods and techniques of inservice improvement mentioned in the litera- ture he read. This procedure yielded a rather extensive, but unorganized list. Late in this procedure he was able to locate a summary of a dissertation study by William.F. Kelley 59 on The Inservice Growth of the College Teacher.1 A shorter summary of Kelley's study appeared in the Educational Recogg, April, 1952.2 Kelley's study and the Report of the Presi- dent's Commission formed the basis for developing the teacher questionnaire. The President's Commission on Higher Education listed six areas under which inservice improvement might take place. It stated: At least six types of activities, each possible of wide variation to meet local needs are desirable for means for the inservice development of faculty personnel. These are the induction of new faculty members, Opportunity for group participation, intervisitation and exchange, use of outside re- sources, the develfipment of central services, and directed teaching. In a breakdown and expansion of these six areas, the Commission stated ten areas of responsibility of the institu- tion to the individual teacher. These are summarized below:5 1. Induction of new faculty member. 2. Opportunity for group participation through faculty meetings, departmental meetings, serving on faculty committees and working on special projects. a. Voluntary participation should be the major pattern. b. Group work is most productive when the ob- Jectives are of immediate concern to the persons involved. c. Group decisions should result in action. d. Consensus is the aim of group study. e. Informal procedures are most desirable. f. Skilled leadership is needed for group meetings. 3. Follow-through between meetings is essential. h. Proceed from the specific to the general 1. Organization for group work should be kept simple. 6O 3. Intervisitation and exchange-~inter- or intra-institutional visits. h. Drawing upon outside resources. 5. Development of central services. 6. Directed teaching. 7. Organized study 8. Opportunity for research. 9. Assistance through ratings and student reactions. i 10. Participation in professional organizations. The Commission also gave specific suggestidns on salaries and working conditions, tenure, basis of promotions, provisions for retirement, and protection against hazards. Under a section on "Opportunities to Work Effectively"7 the Commission mentioned such factors as workload, leave policies, working facilities--office space, desks, laboratory apparatus-- participation in decision-making, and definition or "academic freedom.” In his study, Kelley made a frequency distribution on methods and techniques of inservice improvement as men- tioned in twenty studies. From these twenty studies, he developed a list of thirty-one activities most frequently mentioned in these studies. The thirty-one items chosen for his study had frequencies from five to eighteen. They are listed below:8 '-~:.TP‘ l. 2. 3. ’4. S. 6. 7. 8. 9. lo. /11. Via. ”13. 1h. «15. .16. 17. 18. 19. 20. 21. 22. 23. Frequency of Mention 61 / in 20 Studies To supervise teaching as a professional service To provide the faculty with time for re- search, e.g., sabbaticals To make use of outside consultants, lec- turers, experts To plan for the student evaluation of instruction To sponsor cooperative faculty groups in- terested in instruction, e.g., curriculum, general education To schedule all faculty meetings to clarify purposes and heighten morale To plan intervisitation of classes within the department or college To encourage further study in one's field or in higher education a To set departmental meetings to define course-purpose and presentations To supply time and some funds for partici- pation in learned societies To recognize good teaching through promo- tional and salary policy To promote departmental and divisional study groups on common interests To provide courses locally in methods of field or in higher education To make a systematic collection of alumni opinion To plan for a centralized evaluation program for school To provide opportunity to visit classes in other schools To assign a special faculty adviser for each new teacher To encourage individual research To provide leave for young instructors to complete their education To encourage reading of books and periodicals on higher education To provide special laboratory facilities in teaching fields To undertake studies on examination and grading procedures To require professional educational training for appointees To meet individual differences by sectioning, honors programs, independent study plans 18 15 15 15 1h 13 13 12 12 11 11 10 10 p..- O O‘O‘O‘O‘O‘O‘NNNO ‘25. X6. '«27. 28. 29. 30. 62 To set up a centralized testing bureau as a faculty service To keep the faculty informed through adminis- trative newsletter 5 To plan for periodic restatement of insti- tutional objectives 5 To keep the faculty sensitive to student personnel needs, e.g., guidance, reading ability, health 5-- To secure teachers special library facilities in teaching fields 5 To induct new teachers to school's history, purpose, procedures 5‘ 31. To promote attendance at summer workshops 5 These thirty-one items from a list of at least 115 were used by Kelley to study the practices used by thirty- three Catholic colleges for women. Kelley divided the 115 items into ten major categories. 1. 2. 3. h. 5. 9. 10. 9 Pre-contract demands and orientation to campus. Clarifying institutional objectives. ” Administrative interest in good teaching and teacher morale. Enlisting the democratic cooperation of thev entire faculty. Assisting in the professional development of« the faculty. Directing or supervising instruction. Developing centralized services and providing' mechanical facilities. Securing ratings of the faculty by students and alumni. Encouraging research in education and in subject- matter fields. Insuring the flow of ideas between the campus andv the world. 63 The writer has essentially followed these ten cate- gories in developing the teacher questionnaire for this study. He departed from using only the thirty-one items most fre- quently mentioned in the twenty studies because of his feeling that inservice improvement may deveIOp around specific needs at a college. If a method is used only once, but meets a need at a college, it has been worthwhile. When asking teachers to check a list of inservice practices, it was felt better to have the list very comprehensive rather than to ask for write- ins. The choice to reject some items was based on the writer's experience of working in a liberal arts college. At some points this choice was probably arbitrary. When the questionnaire was first drafted, it was sub- mitted to a Thesis Seminar for consideration and comments. It was then administered to seventeen students. The partici- pants were timed to determine how long it would take one to complete the questionnaire. The time necessary ranged from 15 to 21 minutes, with a mean of 17. Later, the questionnaire was submitted to a class in Educational Research. From.this administration the writer determined the difficulty of hand- scoring the results. This experience led him to believe the results could be hand-scored. After these initial trials the questionnaire was put in the present form. While reviewing the literature on inservice improve- ment the writer was impressed withthe close relationship be- tween inservice improvement and working conditions. This was 61+ particularly borne out in the study in 1936 by Russell and Reeves.10 These authors, reporting on The Evaluation of Higher Institutions, mentioned a number of administrative practices that are commonly associated with educational and institutional excellence. In l9h9, Fred Kelley reported three studies that showed the close relationship between working conditions and the items frequently mentioned in inservice improvement pro- grams. The first study was a "Survey of College Teacher "11 The second study was "Salaries of College Personnel. Teachers."12 The third study was on "How Do Faculty Members Like Their Jobs?”13 All of these studies showed how non- teaching duties and working conditions affected teaching, al- though the last article was the most directly related. By grouping together the items from the studies of Russell and Reeves, and Fred Kelley, the list of working conditions in- cluded on the teacher questionnaire was developed. The writer felt this might give some idea of relationship between inservice improvement and working conditions. 2. The Student Questionnaire In l9h7, J. G. Umstattd published his book Instruc- tional Procedures at the College Level.1h This book was a report of the instructional procedures used at Biarritz American University. Biarritz American University was one of the two schools established by the Armed Services to give 65 short term courses to R,OOO men of the armed services in the European Theater of Operations while they were waiting ship- ment home. In the third term of such courses, Mr. Umstattd suggested an analysis of the instructional procedures used at Biarritz. To carry out this study, twenty-eight instruc- tional methods and procedures--ten instructional methods and eighteen instructional techniques--were defined. These were submitted to the students to be checked on a scale of Never (N), Occasionally (0), Frequently (F), and Very Fre- quently (VF). These instructional procedures of the above book and their definitions were adopted by the writer to determine the frequency of use of these teaching methods and techniques in the colleges studied. The writer chose a con- tinuum.of five responses to each item: Very Often, Often, Smmetimes, Seldom, and Never, instead of the four above used by Umstattd. It was felt desirable to get some student reaction to the over-ED.teaching-learning situations at these colleges. Such reactions may help to determine whether students are favorable or unfavorable to the frequency of use of certain methods and techniques. The writer chose some statements which he has frequently associated with the teaching-learning processes in liberal arts colleges. 66 3. Interview with Administrative Officer In order to ask about the same items when interviewing administrative officers of the colleges, it was felt desirable to make out an interview sheet. This sheet served as a guide. It provided questions on some items that were not included on the teacher or student questionnaires. It also gave an oppor- tunity to get the opinion of one connected with the planning and administration of the inservice program on how certain techniques were working. B. Methods of Summarizinggthe Data from the Surveys 1. The Teacher Questionnaire As stated previously, it was believed that several types of information could be gotten from the teacher ques- tionnaire. The following were desired: 1. How well is the college performing these activities? 2. Do the faculty members consider these activities desirable? 3. To what extent are faculty members unfamiliar with present practices? h. Reaction of the faculty to certain working conditions. 5. Percent of the faculty undecided about working conditions. A scaled score for each of the above five items was obtained in the following manner: 67 1. How well is the college performing these activities? A scale score of 2 was assigned to Doing Well. A scale score of l was assigned to Doing But Should Improve. A scale score of O was assigned to Not Doing But Should, Not Doing, and Not Doing And Should Not Do. Unfamiliar With Present Practices was omitted from.this par- ticular question and is considered by itself later. By multiplying the column total by the scale value assigned, a weighted column total was derived. From these, a grand weighted total of the columns was derived. By dividing the grand weighted total of the columns by the grand total of the columns, the scale value for question one was derived. 2. Do faculty members consider these activities desirable? A similar procedure to that used for question 1 was employed, ‘except the scale values were changed. . A scale value of l was assigned to Doing Well, Doing But Should Improve, and Not Doing But Should. A scale value of O was assigned to Not Doing. A scale value of minus 1 was assigned to Not Doing And Should Not Do. The scale value for question two was the quotient resulting from the division of the grand total of weighted scores by the grand total of the column scores. ' 3. To what extent are faculty members unfamiliar with present practices? 68 With this question only Unfamiliar With Present Practices was used. It was assigned a value of l. The grand total of column responses was divided into the total of the Unfamiliar With Present Practices column. The quotient was the percent of faculty members unfamiliar with present prac- tices. h. Reaction of the faculty to certain working conditions. A scale value of l was assigned to the Well Pleased and Pleased columns. A scale value of minus 1 was assigned to the Not Pleased and Dissatisfied columns. Undecided was omitted from the scoring on this question. The weighted total of Not Pleased and Dissatisfied was subtracted from the weighted total of Well Pleased and Pleased. The remainder was divided by the grand total of responses to the four columns, and the quotient resulting was the value of question four. 5. What percent of faculty members are undecided about working conditions? _ In figuring this score only the Undecided column was used. It was assigned a value of 1. The total of the column was divided by the grand total of responses to the columns. The quotient was the scale value or percentage score for question five. 69 2. Student Questionnaire The student questionnaire gave information on three variables of the study: 1. The frequency of use of selected teaching methods, 2. The frequency of use of selected teaching tech- niques, and 3. The reaction of students to the teaching-learning situations as described by five statements. The scale score for each of these three areas was found in a similar way. Each part of the student question- naire offered five alternatives to be marked. Beginning from. left to right, each column was assigned a value of 5-h-3-2-1. The grand weighted total of the columns was divided by the grand total of the columns to derive a scale value for each section of the questionnaire. 3. Interview with the Administrative Officer The interview with the administrative officer was designed to get information that would not be obtained from the survey instruments. A number of pertinent questions re- lating to particular inservice practices and information on several of the variables were obtained from this source. In order that each administrative officer would be answering the same questions, an interview sheet was made up to serve as a guide. These interviews with administrative officers gave information on the size of the school, teacher-pupil 70 ratio, teaching load of the faculty, budgetary allotments for inservice improvement, percentage of faculty holding doctor's degrees, and some personal opinion of the inservice improvement activities. Where descriptive information would help interpret the numerical scores on the teacher question- naire, it was asked for. u. Interviews with Faculty Personnel The interviews with faculty personnel gave descriptive information on the items marked "Doing" by the faculty. It can be observed from the information received that colleges practicing the same items were doing them in different ways. By interviewing faculty members in each college, it was pos- sible to determine what practices were actually represented by the numerical scores on the questionnaires. It also gave some opinion of the faculty on the strength and value of these items. The interview information is basically descriptive and reported in that manner. 5. Other Information During visits to campuses, the writer made a point of asking for additional information that might help inter- pret the inservice programs. From the college catalogs in- formation was obtained on the length of faculty service. In obtaining the average years of service of the faculties the IG. ,‘J. a, . ». 71 services of professors emeriti were counted, while those of R. O. T. C. staffs were not since the college has little control over the tenure of these persons. 6. Statistical Procedures In summarizing the data for conclusions several statistical procedures were employed. These are described in connection with the presentation of the results from.the various procedures. 72 C. Footnotes 1. William Kelley, The Inservice Growth of the College Teacher. Omaha: Creighton University Press, 1950. 2. William.Kelley, "Specific Procedures for In- Segvice Improvement, Educational Record, 32: 132-1h1, April, 19 2. 3. William.Kelley, 0p. cit. h. Ibid., Ch. IV, "Inservice Education," p. 38. 5. Ipidos pp. 38'h80 6. Ibid., Ch. V, "Improved Working Conditions," Pp. 53'550 7. Ibid., pp. 57-60. 8. William.Kelley, The Inservice Growth of the College Teacher, p. R2. 9. Ibid., p. 129. A 10. John Russell and Floyd Reeves, The Evaluation of Higher Education. Chicago: Univ. of Chicago Press, 1936. 11. Fred Kelley, ”Survey of College Teacher Personnel, " Higher Education, 5:171-172, April, 19h9. 12. Fred Kelley, "Salaries of College Teachers,” Higher Education, 5: 193- 196, April, l9h9. 13. Fred Kelley, "How Do Faculty Members Like Their Jobs?" Higher Education, 53193-196, May, l9h9. 1h. J. G. Umstattd, Instructional Procedures at the College Level. Austin, Texas: Univ. of Texas Press, l9h7. 15. The columns on the student questionnaire were given scale values from left to right of 5-h-3-2-1. 73 CHAPTER IV THE COLLEGES IN THE STUDY AND THE METHODS EMPLOIED IN THE SURVEYS A. Introduction The eight colleges participating in this study are listed in the Directory of Higher Education1 as liberal arts colleges. With the introduction of pre-professional and specialized training into the liberal arts college, the defini- tion of ”liberal arts" has become less definite. The colleges in this study follow essentially the liberal arts curriculum, even though pre-professional and specialized curricula have been added. Each of these colleges advertises itself as a liberal arts college. A study of their catalogs indicates that wide variation exists among them in practices, subjects, and administration. From these colleges one would gather that home economics, physical education, business, science, and pro-professional training are considered legitimate areas of study for the liberal arts student. Two of the schools have programs of R. O. T. C. B. The Methods of Selecting College; The eight colleges in this study were not ”selected" in the usual sense of that word. 'It would be more proper to refer to them as ”soaperating schools.” These colleges 7h were included because of their interest in engaging in a study of inservice improvement and problems of liberal arts education with the hOpe that some direction, guidance, and better understanding of these important areas would result. To carry out this study the writer made visits to each campus. Accessibility, proximity to Wheaten, Illinois, the writer's home, and a school's willingness to provide the information for the surveys were important factors in the selection. The writer was also interested to get a distribu- tion of sizes of student bodies in the study. He was also interested in a non-accredited institution (when this study started) to see if there might be a difference between ac- credited institutions and the non-accredited institution in inservice improvement programs. The following procedures were used in soliciting cooperation from the eight schools. From the Directog of Higher Education? the writer selected fifteen liberal arts colleges that he would like to include in the study. A personal letter was written to the Dean of each college explaining the study. Those who would be interested in a more detailed explanation of the study were asked to return a self-addressed postal card, indicating a convenient time for an interview. This procedure brought in ten responses of interest. or the ten that showed in- terest, two were drOpped because their program.was basically ministerial training. After a full explanation of the study another college felt that it would conflict with a self-study 75 it was conducting. The seven remaining schools were used as a start, though one more was dropped because it was impossible to get an adequate return on the faculty questionnaire. This small number remaining meant that the writer must be willing to extend the distance of travel. Two other schools were added through personal contacts with the deans. From.the returned postal cards an itinerary of visits was set up. On each visit a copy of the thesis prOposal was explained to the dean. The surveys to be made were explained from.the standpoint of the college's responsibility. Since each college in the study was different in some respects, ways and means for the studies had to be developed on an in- dividual basis. Two factors that had considerable affect on the administration of the survey instruments were the frequency of faculty meetings and the type of postal service in the college. Schools that held faculty meetings frequently were able to work the teacher questionnaire into their program for a faculty meeting. Those having few faculty meetings had little time and, at best, could only distribute them at such meetings. This generally did not prove satisfactory. Plans were worked out with each dean that would best suit these two factors. This is what was meant by "selecting" the schools. Those were included that were willing to cooper- ate in the details necessary to admdnister the survey materials. 76 On the basis of the plans made with the deans, the survey instruments were administered. When the survey materials from the teacher and student questionnaires were returned, the writer made a summary of the data and sent a copy to the respective deans. When this material was returned to the deans, a request was made that the dean arrange interviews with three faculty members. It was requested that these faculty members be per- sons who had been with the school sufficiently long to see some of the developments of the inservice program transpire. These interviews with faculty members were for the purpose of discussing the results of the faculty questionnaire. When the teacher and student surveys had been made, interviews with three faculty members held, and a personal interview with the administrative officer, the research in a school was con- sidered finished. 0. The Collms in the Study and the Methods Used This study was started with seven cooperating col- ‘leges. One of the seven had to be dropped because a 50 per- cent return could not be gotten on the faculty questionnaire.. Two others were added during the process of the surveys. The contacts that led to the addition of the two colleges will be described as they came up. 77 l. Augustana College Augustana College is located at Rock Island, Illinois. "Augustana College is an institution of the Evangelical Luther- an Church.”3 The college had its first home in Chicago in 1860, then at Paxton, Illinois, between 1853-1875. Since 1875, it has been located at Rock Island. Originally, the institution was known as Augustana College and Theological Seminary. In l9h8, the seminary became a separate entity in organization and administration. Augustana is accredited by the North Central Association. It is also accredited by the Association of American Universities, the American Association of University Women, the National Association of Schools of music, and is being granted a local chapter of Phi Beta Kappa. The first contact with.Dean George Arbaugh came as a result of the initial letter sent out. After a personal interview and explanation of the study, he agreed to partici- pate. Since the faculty meets only once a month and that meeting is held during the school day, only business items are discussed. Consequently, the faculty questionnaire could not be administered at such a meeting; however, the Dean agreed to distribute them at the faculty meeting.. The returns were few, and this necessitated another visit to Augustana. Permission was secured from.the Dean to make the faculty survey by mail, so the few returns from.the first distribution were disregarded. A questionnaire form.was mailed to each full-time 78 faculty member with a letter explaining the study and asking cooperation. As a result, ul forms were returned in the self- addressed and stamped envelopes. On the second visit to Augustana, it was suggested that Monmouth College might be interested in participating in the study. The Dean was contacted, and a personal interview was arranged. After the explanation of the study, he agreed to participate, so Monmouth College was added to the list of schools. The procedures of operation there will be described later. While the returns from the survey of the Augustana faculty were coming in, the student survey was made. A student handbook was secured from.Dean Arbaugh. Since Augustana has a college postal system of its own, it was possible to dis- tribute the survey forms through the school. The purpose of the student survey was to obtain a frequency check on the use of certain teaching methods and techniques and to get student reaction to the teaching-learning procedures as they experienced them. A sample of courses was more desired than a sample of students. A ten percent sample of the student body, with each student filling in four forms, one for each course, was felt sufficient. In order to get a ten percent return, a fifteen percent sample was selected. Since this survey was started in the fall (November), it was felt advisable to leave out the freshmen because of their lack of familiarity with the instructional methods and techniques. The sample was 79 proportioned among the seniors, juniors, and sophomores. Dean Arbaugh granted permission for a covering note, over his signature, to go out with the forms. Four forms with this covering note were sent to 180 students via the college postal system, asking the student to complete the forms and return them to the Dean's office. By using the college postal system a small number of town students were excluded. Four hundred and forty-two forms were returned. These were called for at the Dean's office. On the occasion when the writer called for the student survey forms, he spent a full day on campus to interview three faculty members. Excellent coopera- tion and interest were shown by the faculty members and the Dean. There was no observable hesitancy on the part of anyone to discuss their inservice program. 2. Greenville College Greenville College is located in Greenville, Illinois. The college was founded in 1855 by Stephen Morse who had con- ceived of an institution dedicated to the higher education of women. It was first called Almira College. Two years after its founding it was incorporated and for 23 years carried on under the leadership of Mr. John B. White. When financial reverses came, the property was sold to Mr. John P. Slade, who carried on a coeducational school. In 1892, certain lay and ministerial leaders of the Central Illinois Conference of the Free Methodist Church 80 purchased the property to provide distinctive Christian edu- cation for young men and women. The institution was reincor- porated under the name of Greenville College and authorized to confer degrees. Since that time, many new buildings have been added to the physical facilities. Greenville is fully accredited by the North Central Association, the University of Illinois, and the Illinois State Department of Education. The college is a member of the American Council on Education, the Association of American Colleges, and the Federation of Illinois Colleges. Greenville is a charter member of the National Commission on Accreditation. Six different baccalaureate degrees are conferred at Green- ville--arts, science, education, music, theology, and natural science. The first contact with Dean George Tade was made while attending a North Central Study Group on Critical Thinking at Illinois Wesleyan University. Since the schools attending this program.were liberal arts colleges in Illinois, the writer asked Dr. Lewis Mayhew, Director of the study, for an opportunity to present his proposed study outline. After the presentation, Dr. George Tade, Dean of Greenville College, said his school would like to participate. Since Greenville is about 300 miles from Wheaton, it could not be visited as frequently as the other colleges. Dean Tade agreed to administer the faculty question- naire at’a faculty meeting. When he returned these, they were 81 summarized and a summary returned to the Dean. At the writer's request, Dean Tade sent a copy of the student directory. He also gave permission for a covering note over his signature to go out with the student questionnaires. From.the hand- book, a fifteen percent sample, distributed proportionately among the senior, junior, and sophomore classes, was sent out. These were distributed through the Dean's office and returned to his office. When these questionnaires were returned to the writer, a summary was made of the data and returned to the Dean. In the early part of April, 1956, the writer made a visit to Greenville and spent two days on campus. He inter- viewed faculty members who had seen the inservice program develop. He also had opportunity to observe classes in ses- sion and to have two interviews with the Dean. 3. Illinois Wesleyan University Illinois Wesleyan University is located at Bloomington, Illinois. The college was inaugurated in 1850 by thirty men composing the first board of trustees. The University was incorporated under Illinois law in February, 1853. The cen- tennial was celebrated in 1850. Illinois Wesleyan University is accredited by the North Central Association and was on the final approved list of the Association of American Univer- sities. The University is accredited by the University Senate of the Methodist Church and by the University of Illinois. 82 The school of music is approved by and holds membership in the National Association of Schools of Music. The first contact with Dean William.Beadles came as a result of the initial letter of inquiry. On the first visit to campus the program was explained, and Dean Beadles showed much interest in participating. He agreed to administer the faculty questionnaire at faculty meeting. The first visit to Illinois Wesleyan was planned in conjunction with a meeting of the North Central Association Study Group on Critical Thinking. Since other liberal arts colleges were present at the meeting, Dr. Lewis Mayhew, director of the study, permitted the writer to explain his proposed thesis to the representatives. As a result, Greenville College be- came a participant. After Dean Beadles sent the forms from the teacher survey to the writer, a summary was tabulated and returned to him. Dean Beadles also sent a student handbook from which the fifteen percent sample of seniors, juniors, and sophomores were selected. Illinois Wesleyan does not have a centralized postal system.for students, and the student re- turn did not measure up to expectations. Only 250 returns came in from an expected hOO returns. On a later visit, information was gathered from the Dean on the inservice program, and he arranged for inter- views with three professors. These interviews were a departure from the general pattern in other colleges. Because of campus i..- 33 meetings on the day of the visit, it was felt advisable to nmet with the three professors at one time. The professors and the writer met for two hours and no minutes. The group interview had some benefits as it permitted the group to try to reach consensus of opinion on the items asked. As can be seen from the above description, the Dean was most cooperative in assisting with the study. There was no hesitancy on his part or the faculty to discuss their program. h. Knox College Knox College is located at Galesburg, Illinois. It is an independent, gift-supported liberal arts college. Since its early days it has been co-educational. The college was founded by a group of colonists who migrated from New York's Mohawk Valley. They bought almost a whole township at $1.25 an acre and sold it to themselves at $5.00 per acre. The profits from the sale constituted the first endowment of the college. In 1837, a reluctant state legislature, including Abraham Lincoln, granted a charter to hnox Manual Labor College, but it was not until 18h1 that the college opened its doors to students. Knox College is accredited by the North Central Association. Knox was accredited by the Association of American Universities until that association ceased to exist. The Knox.Department of Music is accredited by the National 81; dissociation of Schools of Music, and the Department of Chemistry is approved by the American.Chemical Society. The first appointment with.Dean Charles Peaks came as a result of the initial letter sent out. During the writer's tfirst interview the whole study was discussed. When the Dean saw the faculty and student questionnaires, he would not offer any ”institutional cooperation." He did, however, permit the ‘writer to work on "your own" to complete the surveys. Dean lPeake was very generous with his own time and spent four hours describing their inservice program. He also arranged for interviews with three professors to get their views of the program. The teacher questionnaire forms had to be mailed to individual faculty members with a letter explaining the study. They were asked to complete the forms and return them to the writer in a self-addressed and stamped envelope. The returns were not adequate (50 percent of the full-time faculty meme bers). On two other visits to campus, by talking with indi- viduals and enlisting the help of those who had not returned their forms by mail, a fifty percent sample of the faculty was achieved. The returns were summarized and discussed per- sonally with the Dean. On this visit, the method of adminis- tering the student questionnaire was discussed. The Dean did not wish to close the door on the study, but he did not feel he could offer any "institutional help" to the writer. He was agreeable that something might be worked out "on your own." 35 Since the college did not have a college postal system for students, the alternatives were personal delivery or the U. S. mails. The latter was prohibitive by cost. Two faculty members who had dormitory supervision agreed to help with the distribution and collection of the student questionnaires. From the student directory a fif- teen percent swmple of seniors, juniors, and sOphomores was selected. Forms were sent to 120 students, with a covering note from the writer. The students were asked to complete the forms and leave them.with one of the two faculty members mentioned above. Since most of the girls lived in one dormi- tory, their part presented no serious problem. But most of the men lived in scattered fraternity houses. Forms to these houses were delivered personally. The covering note asked the men to leave the complete forms with the faculty member in charge. At a later date the writer called for them. Dean Peake was most cooperative in providing written material on the college. The visits to the college were of personal benefit to the writer. 5. Monmouth College Monmouth College is located at Monmouth, Illinois. The college was founded in 1853 by a deeply religious pioneer who felt the need of an institution of higher learning in the western part of the state. From 1853 to 1858, the school functioned as a preparatory school, but in later years the 86 state legislature granted it a collegiate charter. From the beginning the college has been affiliated with the Associated Reformed Presbyterian Church (now the United Presbyterian Church of North America). Monmouth College is on the list of approved institu- tions published by the Association of American Universities. The college is accredited by the North Central Association. It is given Class "A” rating by the University of Illinois. Monmouth is a member of the American Association of Colleges, approved by the American Chemical Society, and the American Association of University Women. Monmouth was not included in the list to whom.the initial letter was sent. The first contact with Dean Hugh Beveridge came while the writer was visiting Augustana College. After an interview with Dean Beveridge, he indicated that he was willing to cooperate in the study. He offered to distribute the faculty questionnaire at a faculty meeting and collect them through his office. After several months had passed only twelve completed forms had been returned. Another visit was made to the college, and permission was received from.the Dean to survey the faculty again, this time by mail. The earlier returns were disregarded, and the teaching faculty was surveyed by mail. This procedure brought in 33 forms. Dean Beveridge granted permission to administer the student survey through the college postal service, accompanied by a note over his signature. The completed forms were returned 87 ‘to his office. Forms for the survey were sent to 105 students, and two hundred and sixty-eight were returned. On a later visit the writer spent an entire day at the college, interviewing three faculty members and talking trith administrative personnel about the inservice improvement 'progrmm. 6. North Central College North Central College is located at Naperville, Illinois. It is endowed and supported by the Evangelical ‘United Brethren Church. "The honor of having taken the ini- tiative towards the establishment of North Central College belongs to the Illinois Conference of the Evangelical United Brethren Church,"u who, in 1861, invited the conferences of Wisconsin, Iowa, and Indiana to unite in founding the school. The village of Plainfield, Illinois, offered a site, which was accepted, so the college was first named Plainfield College. In 186h, the name was changed to Northwestern College, and in 1870, the institution was moved to Naperville. In 1926 the name was changed to North Central College. North Central College is fully accredited and approved by the North Central Association. It is also approved by the Association of American Colleges and the American Council on Education. The school of music is a member of the National Association of Schools of Music. 88 The first appointment with Dean C. C. Erffmeyer came as a result of the initial inquiry by letter. The study was explained to Dean Erffmeyer, and he agreed to cooperate. Since the faculty had just met previous to our first inter- view, some time was lost in getting started. The writer was permitted to visit a faculty meeting and personally administer the faculty questionnaire. The results were tabulated and discussed with the Dean. Dean Erffmeyer permitted a covering note over his signature to be used with the student survey. From.a student list, a sample of 15 percent of seniors, juniors, and freshmen 'was selected. The addressed questionnaires were distributed and collected through the Dean's office. When the question- naire forms did not come in by the requested date, the Dean sent tracers to remind the students. These data were sump marized and shared with the Dean. On a subsequent visit, three faculty members were interviewed. 7. Olivet Nazarene College Olivet Nazarene College is located at Kankakee, Illinois. The college had its earliest beginnings as an ele- mentary school in Georgetown, Illinois, in 1907. In 1908, the school was moved to a point just south of Olivet, Illinois, and a secondary department was added. In 1909, the school became a college of liberal arts. In 1912, the trustees gave the college (then known as Illinois Holiness University) 89 to the Church of the Nazarene. In 1921, the name was changed to Olivet College. In November, 1929, a fire at the school destroyed much of the property. In order to con- tinue its program of expansion, the trustees purchased the present campus and buildings owned by the St. Victor College. In l9h0, the school was moved to the new campus, and the name was changed to Olivet Nazarene College. Olivet Nazarene College is accredited by the University of Illinois as a Class "A", four-year college. It is also accredited by the Illinois State Department of Education as a teacher-training college. Graduates are admitted to the University of Illinois and other institutions with full graduate status. Undergraduates receive hour for hour credit in the undergraduate colleges. The college is a participant in the North Central Association liberal arts studies. At the beginning of this study, the school was not accredited by the North Central Association; however, the college was given full accreditation during the spring of 1956. The first contact with Dean Willis Snowbarger came as a result of the initial letter of inquiry. After a per- sonal interview and explanation of the study, he was interested to participate. The faculty questionnaire was administered at a faculty meeting by Dean Snowbarger. This gave almost 100 percent participation. ‘He returned these to the writer and a summary was returned to the Dean. Student questionnaires 90 14ere sent to 120 students, and four hundred and eleven forms were returned. Four visits to campus permitted the writer to inter- ‘view three faculty members and the Dean. The cooperation :from all was excellent. There was high feeling of optimism among the faculty about their program of instruction. Each ‘wss aware that progress had been, and was still being made. 8. Wheaton College Wheaten College is located at Wheaten, Illinois. The college was organized in 1860 out of the Illinois Institute, 'which.was started in 1853. When the college was chartered in 1860, Illinois Institute, the preparatory department, later became Wheaten Academy. Wheaten College was started under the sponsorship of Free Methodist people, but since the presi- dency of Dr. Johnathan Blanchard, in 1860, has been an inde- pendent and inter-denominational school. The initial contact with Dean John Fadenrecht came as a result of the initial letter of inquiry. He made ar- rangements with the Academic Planning Committee for the teacher questionnaire to be made at a faculty meeting. 0n the afternoon the questionnaire was administered 81 members were present. These were summarized and a copy given to the Dean. The student questionnaire was administered to a 15 percent sample of the senior, junior and sophomore classes. 91 Since Wheaten has a college postal system, the addressed forms were administered through the college postal system, the ad- dressed forms were administered through the college mail. The returns did not come in very well, so a follow-up had to be made. When #85 forms were in, a summary was made and shared with the Dean. Four interviews were held with professors on Wheaton's campus. They were people who had seen the inservice devices develop. D . Summary This chapter has presented a brief historical sketch of the eight colleges in the study. It will be noticed that the schools have much in common in terms of character, ac- creditation, and willingness to cooperate in the study. The methods used in administering the surveys were described as they had to be worked out in keeping with the circumstances of each school. 92 E. Footnotes 1. E. H. Wilkins, Higher Education. Washington, D. C.: U. S. Office of Health,IEducation, and Welfare. Gov- ernment Printing Office, 1956. 2. Ibid. 3. Bulletin of Augustana College, 1955-56, p. 7. h. Bulletin of North Central College, 1955-57, p. 1h. 93 CHAPTER V INSERVICE IMPROVEMENT EFFORTS IN THE INDIVIDUAL LIBERAL ARTS COLLEGES A. Introduction This chapter reports the findings concerning the in- service improvement in each liberal arts college studied and the information collected on the variables that will be comp pared with the inservice improvement program. Each college will be reported separately. The identity of the colleges is not revealed. The colleges are reported in order from the lowest score on "How well is the college performing these activities?“ to the highest. The order in this chapter has no purposed relationship to the alphabetical order in Chapter IV. Each college will be reported in the following pattern: Information received from.the teacher questionnaire form. Information received from.the student questionnaire form. Information received from.the interview with the adminis- trative officer. Information received from the interviews with faculty personnel. Information received from other sources. 91+ B. Summary of the College; 1. College A Of the eight colleges, this college made the lowest score on the question: How well is the college performing theseactivities? a. Teacher questionnaire. There were h2 respondents to the teacher questionnaire. This represented 55 Percent of the full-time faculty. There were thirty items of the ques- tionnaire on which fifty percent or more of those responding indicated that the college was ”doing" (a combined score of the ”Doing Well” and the “Doing But Should Improve” columns) the activity. Three of the scores derived from.the teacher questionnaire are reported as scaled scores,1 and two are reported as percentage scores.2 1The scaled scores for the teacher questionnaire were derived by assigning weighted scores to certain columns (Ch. III, B. ). By multiplying the column total by the scale score for the column,a weighted column total was figured. From.these weighted column totals, a grand weighted total of the columns was derived. This grand weighted total of the columns was divided by the.grand total of the columns. The quotient derived was the scaled score for the particular, question. 2Items three and five of the teacher questionnaire are reported as percentage scores. With these two items, only one column was used. The quotient resulting from the division of the column total by the grand total oi the columns was the percentage score. 95 How well is the college performing these activities? (8)3 .730 Do the faculty members consider these activities ‘ - desirable? (5) .678 Percent of facult members unfamiliar with present practices. (A) .135 Reaction of facult members to certain working conditions. (7 .h26 Percent of faculty members undecided about working conditions. ( .5) .115 b. Student ggestionnaire. Student questionnaires were sent to 180 students. With each student completing four forms, a total possible return was 720. The actual return'was 1414.2. On the three items on which the student questionnaire gave in- formation, the following scaledl' scores were made. The frequency of use of certain teaching methods. (7) 2.23 The frequency of use of certain teaching techniques; (h) 1.73 Student reactions to the teaching-learning ._ . situations. (7) 3.63 c. Interview with Administrative Officer. The admin- istrative officer who was interviewed holds the rank of pro- fessor. He has been in his present job for twelve years. The catalog showed a student enrollment of 1201, but the adminis- trative officer said that a few over 1100 had been their 3The numbers in parentheses indicate the rank of the college on the variable. I"Scaled scores for the student questionnaire were found in the same manner as those of the teacher questionnaire, but the weighted values assigned to columns were different. 96 largest semester.S There are 76 full-time faculty members, fourteen part-time faculty members, and a reported faculty- student ratio of 1:16. Among the faculty, there are an with doctor's degrees (32 percent), forty-seven with master's de- grees, and five with special or bachelor's degrees. Fifteen class hours are considered a full-time teaching load. This college anticipates 1500 students in 1960. The administrative officer was very cooperative in providing information to the questions and gave permission for records of the North Central Association to be consulted for additional data.6 The interview with the administrative officer yielded the following information. This college has not cooperated with collegiate organi- zations in studying problems of liberal arts colleges, although, ”we cooperate in unending questionnaires." It was felt that these questionnaire studies has provided only 'limited in- sight.” At the time of the interview, the college was engaged in a growth study for the next few years. Evidently, this had bearing upon the anticipated enrollment of 1500 in 1960. Also, there was a college study of audio-visual education going on. No outside resources, in terms of 'experts,‘ had ‘ 5The difference devolves around part-time evening- school students. 6The writer made a visit to the office of the North Central Association at the University of Chicago to seek ad- ditional information from records on file at the Association Office. After going over the records with an Association official, it was felt that the records did not furnish any additional information significant to this study. 97 been brought in to provide help. In providing means for the :faeulty to do research, this college grants sabbatical leaves, but they are granted on a limited basis. Its teachers have _ ‘the Purdue Rating Scale available for them.to receive student ratings, but these are on an optional basis. The college does encourage attendance at meetings of professional organiza- ‘tions by granting $20.00 per year for convention allowance. This amount can accrue up to $60.00, but when that maximum is reached, no more is alloted.until some has been used. This college does not have a published salary policy but expects to have one within the next year. It participates in the T.I.A~A. and social security for its faculty retirement. Each .faculty member has an office and desk, although.some offices are shared. It was the feeling of this administrative officer that the strongest inservice activity of the college was the induction of new teachers. The Dean of the College meets at frequent intervals with new faculty members to discuss school policy, teaching problems, and to have social times. He felt the weakest part of their inservice program was the lack of faculty study groups on professional problems. During the school year, the faculty does meet for social gatherings, with wives or husbands invited, and some effort is made at these meetings to attack academic problems. However, the Dean felt the effort was not as concerted as it ought to be. There are no specific plans for the future to accelerate or improve the inservice activities. The administrative officer commented that I'the entire matter receives frequent attention, but the modification is slow.” d. Interviews with Faculty Personnel. Through the courtesy of the Dean of the College, interviews were arranged with three faculty members. Each faculty member was courteous and cooperative in answering questions. The questions directed to them were related to the thirty items on which fifty per- cent or more of those faculty members responding indicated that the college was ”doing” the items. This gave descriptive in- formation on the-activities represented by the numerical scores. Orientation of the faculty. It was felt that the new teacher could fit well at this college. Several new teachers had expressed appreciation for the faculty handbook, indicat- ing that it had made their initial adjustment easier. The handbook is ”suggested” reading for all faculty. Additions are made to the handbook almost yearly by the insertion of new mimeographed sheets. ”It has only been a couple of years since it was completely rewritten.” From.time to time, the faculty receives mimeographed notices from the Dean on changes of policy. At other times, these bulletins are pub- lished to give information on committee studies, results of the college testing program, and "most any other type of information that the faculty ought to have." These bulletins Q 99 are published on a "need" basis and are not a regular inserv- ice effort. These bulletins were thought to serve a useful purpose since the faculty meets only once a month. Understanding the school and its purposes. Student- wise, this college sponsors a ”freshman week” in which the new students are oriented to the college. New teachers par- ticipate in this effort to become acquainted with the physical surroundings, the philosophy of the college, and an under- standing of the educational program. Further efforts are made to increase faculty understanding of the college through faculty meetings. It is the practice of the President to give interpretative comments at these meetings. One of the strongest emphases of the college's philosophy and purposes is the chapel service. On a day when the writer visited the chapel service, the President delivered such an address. It concerned the ”student fair' (in which.money had been raised for civic enterprises) and the achievements of the forensic teams. The President emphasized the development of these activities as a part of the total education which the college sought to give. There is a faculty committee, known as the Educational Policies Committee, which has the responsibility of keeping college practice in line with college philosophy. Four or five years ago, through this committee, the catalog statement of philosophy and objectives was revised. The college publishes an alumni bulletin in which interpretative articles deal with the college's purposes and achievements. r7 Jl’q . .- .. 100 The Dean of the College meets with new faculty members and orients them to the college's philosOphy. An official publication of the church to which the college is related pro- v1des space in each issue to interpret the college to the constituency. The alumni bulletin is published six times a year. There have been faculty-student discussions on the Iliberal arts college, its program, philosophy, and problems. These discussions have given opportunity to think through some of the philosOphical aspects of the college. Administration's attitude andggesponsibility for hm- mement of teachings There seemed to be a general feeling among the interviewees that inservice improvement had not re- ceived the preper "push" from the administration. Extra- teaching duties were described as ”heavy” and needing atten- tion from the administration. It was felt that a good job had.been done in making information available from.the regis- trar, personnel, and guidance officers. All freshmen testing \ scores are made available to the faculty members who serve as counselors for these new students. Each counselor is supposed to keep a cumulative record on his counselees. Doubt was expressed that this was followed through by all counselors. The grades are reported bi-weekly from the Dean's office, giving ”low” and "honor" students. Absences are also reported on this sheet. A unique feature of these reports is the comp ment given by the teacher giving the low grade, as to why the grade was reported low. This gives the faculty counselor 101 specific information on which he may advise his counselee. A comment might be -- "Has not turned in daily assignments." The administration does provide clerical assistance to teachers. This help is usually given through students. . These students are paid by tuition reductions. One generally tries to find a student who is interested in the professor's field, so there will be more interest and efficiency in the work. Interviewees.felt they had been fortunate in securing good student help. The Dean's office will provide secretarial help when it is necessary. As much as possible, the adminis- tration has shown its willingness to attack problems that affect teaching. One interviewee described this action as ”very positive." At a teacher's suggestion, a large section of a class was divided. - Involving the whole faculty. The faculty is having opportunity to do long-range planning with the administration as items are presented to it from the "policies committee." There was much faculty planning involved in the construction of a new fine arts building. There is a faculty committee that deals with special faculty meetings designed to provide social and academic activities. This was not felt to be too strong since most of the meetings were more social than academic. It was felt that new faculty members had oppor- tunity and freedom to express their views. Assistipg the faculty in its professional development. The college is quite willing to grant leaves for study when 102 one can finance it himself. There is also willingness on the ‘part of the administration to work out research leaves. One interviewee had received college help for a trip to EurOpe. However, this leave practice seems to be worked out on an "individual bargaining basis." Some inter-departmental seminars have been tried, to integrate several areas of study, but the interviewees said the extra-teaching duties had so dissipated the energy of the teachers involved that it had not worked out too well. Mention has already been made of the provisions for attending professional meetings. Interviewees felt that the college was ”more than generous" in its efforts to pro- vide retirement benefits. The T. I. A. A. contributions are paid by the college, over and above the salary. It has also made provisions for teachers who are ordained ministers in the sponsoring church to have ministerial retirement benefits. One interviewee had received help from the newsletter the Dean's office put out reporting educational research. But it was admitted that this was not a ”regular service." Directing or supervisipg instruction. Although no systematic program for directing or supervising instruction is in force, it does receive rather careful attention through- out the school year. This is done by close cooperation be- tween department heads and the Dean. Department heads usually help the new teacher get his courses set up. All three inter- viewees felt that one could talk to the Dean about academic problems. The Dean was described as being "sympathetic to 103 problems” by one, and "wise in the ways of teachers by another. "One can go in anytime for help with a problems" "The Dean can say 'No' in a nice way." Mention has already been made of the frequent meetings the Dean has with.new teachers to get them.oriented. Providipg centralized services. At present, there is a plan underway by the Library Committee to extend the cppor- tunity for inter-library loans. A committee has been appointed to take charge of securing audio-visual aids. Each depart- ment has some audio-visual equipment, but this service is not ‘ centralized except for ordering films. The clerical assistance provided by students may be used to grade objective tests. There is a mimeograph machine in the Dean's office where teachers may take their test materials for duplication. In terms of teaching supplies, one interviewee said, "we can get what we really need. Of course, we operate conservatively.” Obtaining evaluationp_from.othegp. The Purdue Rating Scale is made available to teachers for student ratings. This is not compulsory. Some agitation by students to have the. forms used more regularly has accelerated its use. A move is afoot to make it an annual and all-college affair. When a teacher does use the Purdue Rating Scale, he evaluates the results. It is not obligatory to share them with the Dean. Encouragipg research. Some experimental designs with classes have been permitted. An experiment involving inter- departmental seminars was mentioned. It was between literature __.“ 10h and fine arts. Some grouping has been permitted in English and languages. The interviewees felt that if a teacher wanted to do something that seemed "sound," it would be permitted. Insuripg the flow of information to and from.oampus. ZFaculty members who serve as student counselors have ready access to information about students. The results of testing programs are made available to counselors immediately after the results are known. The Dean publishes reports on how ‘well the college stands with other colleges on standard test scores. .A centralized record system.is in the Dean's office. A teacher is free to consult these records at any time. This college had a number of church conferences on campus each year, but nothing was mentioned about educational conferences. Horking_conditions. Recently there has been a liaison committee of faculty members appointed to serve with the ad- :ministration on working conditions. This committee serves as a communication channel between the faculty and the adminis- tration. They are involved in plans for the future and the effects of these plans on the faculty. In general, the in- terviewees felt that the non-teaching responsibilities were too heavy. Three items on which the faculty indicated they were not pleased were: present salary, opportunity for travel, and.opportunities for research. On seventeen items the faculty indicated that it was "pleased" (where the combined responses on “well pleased" and *pleased‘ were fifty percent or more of o-e 105 those responding). Items that rated unusually high in the ”well pleased“ column were: opportunities for conferences with individual students, availability of office space, con- structive attitude displayed by the administrative officers, institutional definition of "Academic Freedom,” and provisions for tenure. e. Information from Other Sources. From.the college catalog information was available on the length of service of faculty members. The average years of service of the faculty are 13.35. No other material that would help inter- pret the inservice program, except the faculty handbook, was available. Since a section sumarizing the faculty handbook will be presented later, that material is not included here. f. Summary for the College. The remarks of the interviewees seem to indicate agreement with the statistical. data--that the college does not possess a strong inservice improvement program as measured by faculty reaction to the items on the teacher questionnaire. This is indicated also by the heavy responses reported in the ”not doing but should” column (507) and the ”not doing" column~(6ll).6 The fact i that this college does not cooperate with collegiate organi- zations in studying programs of instruction may be a part of the lack of ”push" felt by the faculty. In evaluating this 6Summary sheets for teacher and student questionnaires for each college are found in the Appendix. 106 program, one should keep in mind that the Dean teaches part- time and may not have time to give to guiding the inservice program.that a non-teaching dean could give. 2. College B This college made next to the lowest score on question one of the eight colleges in the study. The specific informa- tion from.the surveys is given below. a. Teacher Questionnaire. There were 31 items on the teacher questionnaire which the faculty indicated the school was doing. These responses were made by 36 respondents out of a faculty of forty-two (85 percent). The scores from.the teacher questionnaire are as follows: How well is the college performing these activities? (7) .7h3 Do the faculty members consider these activities desirable? (7) .62h Percent of facult. members unfamiliar with present practices. (7 .155 Reaction of facult members to certain working conditions. (A) .500 Percent of faculty members undecided about working conditions. (5) ~11? b. Student Qpestionnaire. There were 120 students 8amPled. A total possible return would have been hBO forms. Th0 actual return was 361. The scaled scores for the items on the questionnaire are as follows: 107 The frequency of use of certain teaching methods. (8) 2.21 The frequency of use of certain teaching techniques. (8) 1.57 Student reaction to the teaching-learning situations. (A) 3.76 c. Ipterview with Adminigtrative Officer. The admin- istrative officer who was interviewed has been at the college for thirty-four years. For the_last twelve years he has served as Dean of the College. From his report, the average attendance for the two semesters of 1955-56 was 758. In 1960, this college is expecting 1,000 students. At present, there are h2 full-time faculty members and six part-time. This gives a faculty-student ratio of 1:17 (on the 755 figure). Of these faculty members, there are 19 with doctor's degrees (hS percent), twenty-six with master's degrees, and three with bachelor's or special degrees. ‘Thirteen to 15 class hours are considered full-time teaching. Two hours of labora- tory teaching are counted as one hour of teaching. On this basis, the college average is In hours. This college has a specifically budgeted amount for inservice improvement. For 1955-56, it was $3,100.00. This is broken down into $600.00 for faculty travel, and $2,500.00 for leaves. A teacher may be granted a semester's leave at full pay or a year's leave at half pay. During the past three years this has averaged about $2,500.00 per semester. This college has not cooperated with collegiate organi- zations in studying problems of liberal arts education. It 108 has held meetings with other colleges supported by its church. It was felt that these meetings had furnished some new ideas. According to the administrative officer, the college is not presently engaged in any studies of its own to improve instruc- tion. No use of outside resource people was reported for the years 19hhph5 through 1955-56. No provision is made for teachers to receive evaluation of their teaching. The college does give assistance to teachers for travel to professional societies. It has a published policy on leaves, but no pro- motion or tenure program published. At 68, a faculty member may retire. The school participates in the T. I. A. A. with four percent being paid by the college and four percent by the teacher. Recently, social security coverage has been added. Each faculty member has a desk to himself although some offices are shared. According to this administrative officer, the strongest point of inservice improvement is found in the faculty meetings at which programs dealing with academic and administrative problems are discussed. Lately, a.series of programs in which each department (also trustees and adminis- tration) tells about its work in relation to the whole college has been going on. Also mentioned as strengths were: the sabbatical leave program, and the encouragement from the college for faculty to attend professional meetings. The weakest part of the program was felt to be the orientation of new faculty members, especially the beginning teacher. 109 At present, there are no plans being considered to accelerate or improve the inservice program. c. Interviews with Faculty Personnel. The three faculty members interviewed were very cooperative in answering questions, but all three seemed to indicate that they felt the inservice programnwas weak. One had a rather negative attitude about the administration's ability to get the program.going. Orientation of the faculty. There were no items in this section where fifty percent or more of those responding indicated that the college was performing the activity. This concurred with the administrative official's opinion that this was the weakest part of their program. - Eggggstandingthe_gchool and its purposes. Faculty meetings have contributed significantly to this phase of in- service improvement. Several years ago all faculty members wrote out their objectives for the college. These were evaluated and condensed for a catalog statement. Several meetings were spent in discussing this general statement of objectives. This year, the board of trustees had a meeting with the faculty in which they presented their views on the objectives of a church-related college. Articles are written in the church periodicals explaining the program.of the . college. Several attractive brochures are available for dis- tribution. Some departments were reported to be successful in coordinating their objectives with the college objectives. 110 This has been particularly true in the English department with its emphasis on communication. A committee on policies clears all departmental suggestions for course additions or deletions to be sure that all changes are in line with the college's policies and objectives. ‘Administration's attitude and responsibility for igprovement of teaching. Each of the interviewees felt the administration had not exercised strong leadership in the improvement of teaching. There is no published program for promoting the faculty on a merit basis. Promotions are generally made by the President. Evidently, the system.has worked to the satisfaction of most, for no adverse criticism was heard. Although the college does not have a centralized filing system.on students, it does a good job, according to these interviewees, in making information available to teachers. Reports are given on tests shortly after they are taken. A probation list is published each quarter. The Registrar's Office is open to faculty members to check on students' back- ground or grades. . Efforts have been made to provide student help to teachers. lEach department has one or more student assistants who are selected by the department. "Almost every teacher has some departmental assistance.” The students are generally selected from.among those who are strong in the area. In general, the interviewees felt that these students had given helpful assistance. It was felt that the administration was 111 .ng to attack problems that affect teaching. This was priced by the replacement of a weak teacher and a careful :tion of a new teacher. ”Of course, they have to work Ln budgetary limits, but they will do what they can.” Involvigg the whole facu_1_y. Considerable use has n made of the faculty in discussing the possibilities of creased enrollment. The President has a faculty committee mining on problems of administration, scholarship, and .uildings. This committee has been working on "efficiency studies.“ Group activities have been sponsored‘among the faculty, usually involving social gatherings where wives may come. On several occasions there have been voluntary dis- cussions among faculty members. One such meeting was to discuss the question of future enrollments, “Quality vs. Quantity." V " 'Assistipg the faculty in its professional developyygrL. The sabbatical leave program has already been described. Money budgeted for attending professional meetings is included in the departmental budgets according to the previous experience of expenses. One interviewee remarked, ”These things (professional meetings) haven't helped our old teachers to change much through the years.” Under the leave program, one teacher took a year off to write a mathematics book, and a literature teacher worked out a new course to be offered. It is also possible for one to submit a plan for travel as a leave program. 112 Directing or supervising instruction. Most of the direction for the teacher seemed to come from the departmental head, although the Dean gives personal help when it is sought. The help given by the Dean did not seem.to deal as much with classroom technique as ”Just a chance to talk about my course with him.” These types of visits to the Dean seemed to be quite frequent. ”He probably gives a teacher eight to ten hours a year talking about courses." None of these visits is scheduled in a required manner. 1 Providing centralized services. Although the faculty rated well help in selecting audio-visual materials, this seemed to have indicated their being ordered through on of- fice. Audio-visual equipment is centralized, but film.ordering is quite individual. The experienced teacher who helps set up course objectives is usually the department head. The clerical assistance provided teachers has already been des- cribed. All interviewees were enthusiastic about the mimeo- graph services provided for them. This also includes stencil cutting. Expenditures for this service are provided in the departmental budget. Although one has to go through channels to get equipment, it was felt that within budgetary limits one gets what he needs. Encouraging research. Although there were three items on which fifty percent or more of those responding indicated that the college was "doing" the item, only one--sabbatical leaves-~drew a fifty percent response in the ”doing well" 113 In. The interviewees did not feel that the other two actually representative of actual conditions, although did agree the administration permits experimentation classes when one has a good idea. genus-ing the flow of information to and from campujg. ,oe this college has close church relationships, there are my opportunities for students to engage in church programs. _so, student groups sponsor several community projects. Re- ently, ‘a college chaplain has been engaged to coordinate the religious activities off campus. Church conferences are in- vited to the campus. On a day the writer visited, there were approximately 100 high school students from churches related to the college visiting campus. Several educational con- ferences are held on the campus each year. The Education department sponsors a meeting for school administrators in the county. Outside speakers of national repute have been engaged to address these administrators. Horkigg conditions. A scaled score of .500 was achieved on the working conditions. There were only three items, present salary, opportunity for research, and oppor- tunity for travel, on which less than fifty percent of those responding indicated they were ”pleased." The close relation- ship oi‘ this college to the sponsoring church has made it possible for working conditions that relate to financial ability to be kept at a satisfactory level while other as- pects of the inservice program have been allowed to lag. 11h e. information from OtILeJLSourceg. From the college Ltalog, information was available on the average years of arvice of the faculty. This average was 12.67. This college ost three professors by death. None of these was close to etirement, so apart from such uncontrollable circumstances, he average may have been higher. The interviewees indicated ;hat once a person became settled at this school, he generally stayed a long time. f. Summary for the College. The above information will indicate that this school has only sporadic strength as measured by the faculty reactions to the questionnaire. One interviewee summed up the program as being strongest in the area of mimeographing services and weakest in orientation of new faculty members. The new faculty member was described as “being on his own," "in the dark," and "having to work his way along." 3o9_o_l_lsaa_9 This college rated third from the bottom on question one. There were forty items on which the teachers indicated the school was "doing" the item. The following is the specific informat ion . a. Teacher Questionnaire. There are forty full-time faculty members at this college. This faculty returned 35 forms (87 percent), and their reports indicated the following score 8: 115 How well is the college performing these activities? (6) .769 Do the faculty members consider these activities desirable? (6) .661 Percent of facult members unfamiliar with present practices. (2i .097 Reaction of facult members to certain working conditions. (6i .uau Percent of facult members undecided about working conditions. ( ) .115 b. Student Questionnaire. Student questionnaires were sent to 100 students. A total possible return would have been hOO. The actual return was 268. The following informa- tion was obtained in the summary. The frequency of use of certain teaching methods. (5) 2.31 The frequency of use of certain teaching techniques. (7) 1.68 The student reaction to the teaching-learning ' situations. (2) 3.79 c. lgterview with Admgggstratigegfficeg. The adminis- trative officer interviewed has been with the college for 27 years, of which the last five have been as Dean of the College. According to him, the college had an enrollment of 6&5 in 1955-56. In 1960, the college is planning for 850 students. There are forty full-time faculty members and nine part-time. This gives the college a faculty-student ratio of l:lk.6. Among the faculty members there are eighteen with doctor's degrees (hS percent), 26 with master's degrees, and five with bachelor's or special degrees. The administrative officer .l‘l- 116 indicated that $2,000.00 is budgeted for inservice improvement. From.this sum, he indicated that the college gave assistance with publications and secured library materials for the faculty. This college has not cooperated with collegiate organi- zations in studying liberal arts problems, and at present time did not have any institutional studies underway designed to improve instruction. No outside resource people had been brought to the campus, although they had been used to work on academic problems. The administrative officer indicated that a fund to be used in encouraging research was in the offing. The Dean's office give assistance to any teacher who wishes to receive evaluation of his teaching by providing the evaluation sheets. Beginning next year, this college will pay round-trip coach fare for faculty members to attend professional meetings. This faculty has recently published a faculty handbook, and it is in dittoed form.so it can be amended by insertions. They have a published tenure program, but their promotion policy and leave policy are not in writing. Provisions are made for retirement at age 70. The college cooperates with the T. I. A. A. program. Each faculty member has a desk to himself, though some offices are shared. The administrative officer commented, ”we consider our office facilities adequate." In listing the strongest phase of the inservice program, the administrative officer named ”assistance to young instructors to continue 117 their graduate study.” He listed as the weakest, their lack of help to young instructors in their day-to-day problems. At the time of the interview, there had been no definite plans for accelerating or improving the inservice program, except for the research fund mentioned. d. Interviegs with Fagujltty Personnel. Through the courtesy of the Dean, interviews were arranged with three faculty members. Orientation of the faculty. These interviewees felt their new faculty handbook had added strength to their orien- tation program. Previously, a committee had been responsible for keeping the ”faculty statutes," and generally, new teachers were assigned to‘this committee so‘they would become acquainted with the statutes. It was felt that these statutes were too inaccessible so the suggestion was made to the administration that a handbook be published. The committee in charge of the handbook revises it currently with insertions. The Dean's office makes a practice of publishing bulletins regarding new information on school policies, registration, schedules, etc. This faculty has had a pre-school workshop for the Past four years. This practice was initiated by the President. The meeting is planned by the administrative staff. During “1° Past years, the following topics have been considered as themes for the workshops: 1953-514. Philosophy of a Christian College ”Sh-SS Counseling in a Christian ColleS° 118 1955-56 Teaching in a Christian Liberal Arts College 1956-57 (Proposed) Christian Emphases of the Liberal Arts College Each of the interviewees felt these pro-school work- shops had been very valuable to the orientation program. One of its strong benefits to the faculty as a whole was described as "giving the faculty chance to emphasize the spiritual unity we have in'our college." Understanding the_gchooJL and itsr purpoggg. At the pre-school workshop, they have engaged in a study of ”pur- poses of the Christian college." In connection with this study, a sub-committee was working on college objectives and philosophy to determine where curriculum changes should be made. Some departments have made efforts to bring their de- partmental objectives in line with the institutional aims. The number of persons in each department is wall, so the de- partment basis has not been too good as a planning basis. This college has sought to interpret its program to its con- stituency by its catalog and published bulletins. It observes a ”Christian College Day" in the spring, which is sponsored by the National Council of Churches. This year there were over fifty persons speaking on I'Chr‘is’cian Education" in the surrounding churches. This college has a group of towns- P°°Ple called I'associates." Once a month this group meets, "1d a different department explains its work. This college recently celebrated its centennial, and in conjunction with .. ,9 a t.‘ 119 that occasion published a history of the college. Its alumni bulletin goes out four times a year. Administration's attitude and regponsibility for igprovement of teaching. Although no printed program for promotions is available, the interviewees felt that merit was the basic consideration in promotions. ”They know who is doing good work." The administration makes psychological test scores available through the Dean's office shortly after the tests are taken by the students. The admission files are open to faculty members to get information on the students' backgrounds. Each department chairman has records on his majors and counsels his majors. When a student declares a major, his records are sent to his department chairman. This college has a very comperhensive cumulative record form that is kept by the department in counseling students. Students may take a "proficiency examination" in any required subject. Although this is permitted, not many take advantage of it. Teachers may get student helpers through the business office. The Dean‘s office usually provides secretarial help when it is needed. One interviewee commented that there seems to be "more recognition than consideration" Sivan to extra-class duties. Another interviewee commented that these are unusually heavy. There is no systematic pro- 8ram to take them into conderation in determining class load 01' pay, although an individual may get consideration if he Pleads his case. This college has sought to follow the 120 recommendations of the American Association of University Professors in matters of academic freedom, tenure, and dis- nussal. The matter of academic freedom has been a topic of discussion at one of the pro-school workshops. “We have an awful lot of freedom here," one interviewee said. The ad- ministration has shown its willingness to attack problems that affect teaching, particularly in getting rid of weak teachers. In dismissing such weak teachers, the administra- tion has sought to operate within the policies of the A. A. U. P. It was felt that the administration did give sympathetic hearing to instructional problems. "One should always keep in mind the limitations under which the college operates in discussing these problems." Involving the whole faculty. This college has re- cently set up a nine-person committee to plan with the ad- nflnistration. The nine members are on a three-year revolving plan. They are considering such prodmes as student enroll- ment and expansion, pro-registration procedures, chapel, and buildings under discussion. Their recommendations are not always accepted exactly as proposed, but enough of them have been incorporated into plans that the committee knows its work is being relied upon. All ranks are represented on this committee. Because the departments do not have too nmny faculty persons within them, most academic planning is done on a divisional basis. 121 Agsisting the faculty_in its profggngngl:gegglgpment. This college does not have a published policy on leaves, but individuals may get help as need arises. At present, a comp mittee of three persons, working under the President, is con- sidering means to administer a fund to encourage professional growth. Two thousand dollars a year will be allocated for such use. This college has devised some inter-departmental seminars. One has been sponsored jointly by the departments of art and foreign language. A seminar in American culture was sponsored by the department of history, English, and sociology. The administrative officer did not indicate that any outside "experts” had been brought to the campus, but their services had been used at the pre-school workshops. Some of these had spoken on non-instructional matters, i.e., ”The World Situation” and "China Today." Faculty members are encouraged to attend professional meetings, but ”not helped enough." The college is free about granting absences to attend professional meetings, but only $25.00 is allotted to each.department. The science department has a special fund, donated by friends, to provide for science professors and students to take special trips. It was believed the situation for the rest of the college may be improved ‘fiutugh the administration of the $2,000.00 for professional development. 122 Directing or‘gupervisigg instruction. Little seems to be done in this area, and the interviewees sensed it. The departmental chairman does what supervision of instruc- tion is done. Each interviewee felt that one could feel free in discussing academic matters with the Dean. Pppggdigg centralized serviceg. This college secures books on inter-library loans from the University of Chicago, University of Illinois, and Knox College. They do not have a centralized audio-visual agency. Since the science and education departments use most of these teaching aids, orders are channeled through those departments. A ditto machine is available for faculty members to duplicate instructional materials. Because of the convenience of the ditto machine most faculty use it, although mimeographing service is avail- able. Each department has an amount in its budget to cover costs of these items. Encouraging research. The interviewees felt that one could feel free to experiment in his classroom, One had used his classes to set up a doctoral study. Insuring_thg:flow of information to and from campus. Mention has already been made of efforts like the Christian College Day, on which the college sends representatives (into the surrounding churches to interpret the program to the flmmches. The Bible department also sponsors "student volun- teer" groups for community services. Quite a bit of work has been‘done in community activities. The sociology department 123 is currently engaged in making some community surveys. Con- ferences are frequently invited to the campus. In order to establish better working relationships and understandings be- tween the college and high schools from which the college's students come, high school principals are invited to the campus. This gives them an Opportunity to hear reports on their former students. Coaches of the surrounding area use the athletic facilities for meetings, and a meeting of chemis- try teachers of liberal arts colleges is held on the campus. workipg conditiogp. This faculty was generally pleased with working conditions. The scale value for the question- naire was .h8h. There were 16 of the twenty items on which the faculty was ”pleased." Present salary, sabbatical and other leaves, opportunity for research, and opportunity for travel were the four items with which the faculty was not "pleased." e. Information from Other Sourceg. This college Ems two very attractive publications for students, but neither yielded information on inservice improvements. From the catalog, it was evident that the average years of service of the faculty was relatively high, 11.87. f. Summarmfgr the Co}_12gg. It was the opinion of the writer that, though this school did not show up too well Withe questionnaire, there are evidences of a growing in- service program. The emphasis on faculty participation in 12h planning, increased efforts for leaves, travel to professional meetings, and the feeling of "we want to improve," as expressed by the interviewees, indicates considerable inservice improve- ment may lie ahead. h. College D This college rated fourth from the bottom on question one. There were 33 items on the teacher questionnaire on which fifty percent or more of those responding indicated that this college was ”doing" the items. a. Teacher Qpestionnaire. This college reported sixty-five full-time faculty members. There were 51 forms returned, representing 78 percent of the full-tims faculty. The return on the questionnaire was helped by the question- naire being administered at a faculty meeting. The following Specific information was obtained. How well is the college performing these activities? (5) .863 Do the faculty members consider these activities desirable? (8) .672 Percent of facult members unfamiliar with present practices. 1 .171 Reaction of facult members to certain working conditions. (8) 03W Percent of facultymembers undecided about working conditions. (6.5) ‘117 125 b. Student gestionnaire. Questionnaire forms were sent to 150 students. A total possible return would have been 600. The actual return was 214.7. This low return was probably accounted for by the fact that the college has no centralized Postal system. The forms had to be sent to individual dwellings on the campus. Even though the Dean made a special effort to get more returns in, the end of the semester interfered with his efforts. The frequency of use of certain teaching methods. (1+) 2.33 The frequency of use of certain teaching techniques. (2) 1.814. Reactions of students to the teaching-learning situations. (8) 3.55 c. Mw with awn” Officer. The adminis- trative officer interviewed has been on the staff for 33 years. 35 has been in his present position since 1953. This college 1‘“ a student enrollment of 1008, but in 1960, it is expecting 1200. The faculty-student ratio is 1:11;. Among the faculty there are twenty-two with doctor's (1081'993 (31* percent), fort"Y-six with master's degrees, ‘and seven with bachelor's or spoeial degrees. Fifteen semester hours are considered a mll-time teaching ,load. The average for the faculty was “scribed as being ”about fifteen.” The budgetary allotment r0? inservice improvement is $2500.00. Specific “'9” f1“armed from this amount are} leaves, faculty travel, and faculty workshop . 126 This college is presently engaged in the study on critical thinking sponsored by the North Central Association. It has also been a member of the North Central Association Studies on Liberal Arts Education. It was felt that the summer workshop in relation to the studies on liberal arts education had made significant contributions to the work- shoppers and the college as a whole. It was described as a "morale builder." At present, this college does not have any specific studies underway to improve instruction, but it has appointed a faculty committee to deal with the improvement of instruc- tion, so some may be forthcoming. This committee has met regularly at bi-weekly intervals. One outside ”expert" who has helped much with inservice improvement is the North Central coordinator. It was felt that his visits to the campus each year had generally resulted in some improvement of instruction. Although the college does not have funds for research grants, it does release a teacher from.teaching responsibili- ties if he secures a sponsored project. Last year, one teacher was put on half-time teaching so he could do research on a sponsored project. Several years ago a faculty committee drew up a teacher evaluation sheet which is used near the close of the first semester. The student reactions on these sheets are the preperty of the teacher and are not seen by anyone else 127 - unless the teacher assumes the initiative in passing them on to the Dean. This college does not give any formal assistance to teachers to belong to professional organiza- tions. In cases where the subscription to a periodical, Journal, or bulletin is the same price as the membership fee, the college will pay the fee with the understanding that the magazine becomes the property of the college after receipt. About $2,500.00 is budgeted to pay faculty travel expenses to professional meetings and to provide for leaves. The distribution for travel is made on the basis of coach fare, plus $7.00 per day for expenses. ”During the last three years, no faculty member's request to attend a conven- tion has been refused." The faculty handbook is currently under revision. Inclllded in the present handbook are a published tenure plan, promotion plan, and a policy on leaves. The retire- ment program is in the form of insurance and social security. At least ninety percent of the faculty members have priVfite offices. Each has a desk of his own, even if he “hares an office. It was the feeling of the administrative “ricer that their program for faculty travel and leaves "a3 one of the strongest inservice practices. He felt that the orientation of new faculty members was probably the “West. This college has recently initiated a new practice that has bearing on inservice improvement. Faculty members may have free coffee in the dining hall from 9330 to 10:30: ¥ 128 five days a week. This permits several of them to get to- gether and discuss "affairs." Although the talk is informal, it was felt that a good many academic matters get aired over the coffee. d. Interviews with Faculty Personnel. The interviews with faculty members departed from the usual pattern of separate interviews. Because of scheduling difficulties, on the day the writer visited the campus, it was necessary to interview the three faculty members at one time. Orientation of the faculty. The faculty handbook for this college was finished in the summer of 1955. It is a mimeographed, loose-leaf book to which additions may be made. There are at least 38 different topics treated in the book in its present form. Although a faculty bulletin 18 not a regular feature, it is issued occasionally from the Dean's office. These usually deal with matters of the °°116ge calendar or memoranda on meetings. Understanding theflool anngs purposes. A special arrangement has been made whereby faculty members may have coffee in the mornings, five days a week, from 9:30 to 10:30. This Practice was initiated at college expense to facilitate discussion among faculty members. "Anyone can start the ball rolling, and 'most everything about the school gets discussed." Some efforts have been made for an off-campus workshop for faculty discussion. This has not become a regular and Strong practice . 129 The philosophy of the college has received recent consideration. Two committees worked out statements that were incorporated into a revised statement of the college objectives and philosophy. Each department is asked to state its own objectives in line with the college objectives. A Curriculum Committee on Changes is responsible for seeing that the departmental programs fit into the over-all curriculum of the college. Two brochures are published each year. These help interpret the program.of the college and serve as com- panion-pieces for the catalog. Administration's attitude and responsibility foréim: provemento§_teaching.6 This college has a definite promotion plan printed in the faculty handbook. It sets up four steps of academic rank, giving the academic preparation for each, the professional status as a teacher that must be achieved, and the length of thme in rank before promotion. In the writer's opinion, this promotion plan was the clearest state- ment on promotion policies that he observed among the eight colleges studied. Recently, the University Senate has been "resurrected,“ and it had some discussion on the meanings‘ of "merit" in promotion. The interviewees felt that "merit" as a basis for promotion was usually determined by the Dean, and perhaps a little "favoritism" was evident. They did ex- press satisfaction with the policy that raises are not tied to rank, and that rank is not determined by a pay scale. 130 This college seems to do an adequate job of making information on students available to the faculty. They have a central file system except for current grades. Faculty personnel serve as counselors and test scores are sent to them as soon as tests are scored. Student help is available to faculty members. One department has such demand for secretarial help that it is having a half-time secretary. There are secretarial services provided for the faculty at large. This secretary will write letters, cut stencils, and 'mdmeograph materials. The amount of student help provided for teachers varies with the departments. Student help is on a ”need" basis, and is paid from $.85 to $1.00 per hour. Under this college's tenure plan, a teacher of pro- fessorial, associate, or assistant rank is placed on tenure after the completion of three years of ”satisfactory" teaching. Instructors remain on annual appointment. In general, the tenure program follows the pattern of the A. A. U. P. Al- though nothing is written concerning academic freedom, the interviewees seemed to feel that everyone has a "general understanding” of its meaning for their college. Some things are stated in contractual agreement--e.g., no drinking. Ques- tions about conduct are asked on the employment form. It was the feeling of the interviewees that, in academic areas, they have too much freedom. The administration has shown its willingness to attack problems that affect teaching. “They have always been 131 willing to attack a problem." "The Dean doesn't hesitate to say 'No' when he has to, but he is willing to consider any problem." One interviewee said he had gotten more help for laboratory assistance when he pointed out that his class was too large to operate efficiently with what he had. Involving_the whole faculty. This college has a "Blueprint Committee" of faculty members, trustees, and students to do advance planning. The faculty does have opportunity to share in planning at faculty meetings. The President has an advisory committee, with faculty representation, that meets bi-monthly. Although the interviewees did not mention it, the faculty handbook mentions faculty representation at the trustee meetings. Two faculty members represent the faculty, and, although they are not members of the board, may have the floor for discussion. These two serve as a liaison channel between the administration and faculty. Assisting the faculty in its professional deyglgpment. A sabbatical leave policy of one semester at full pay or one year at half pay is in force. A faculty member who has had four or more years of continuous service and needs the addi- tional study to advance in rank may be granted a leave on the above bases. Request for leave is through the department chairman. If one is granted a leave, one must sign a con- tract to return to the college for at least two years after the leave is completed. An alternate policy is for the in- dividual to ask for leave without financial assistance and be free of any contractual obligations. 132 There is no regular way of reporting educational research. The North Central workshopper usually makes a report to the faculty on his summer studies, and on some occasions the Dean may pass around a report of a study, "but it generally doesn't reach everyone." ‘ Directing or supervisigg instruction. The department head is basically responsible for the instruction in his de- partment. This generally takes the form.of "friendly advice" from time to time. The art department has an unusual practice of operating as a committee. All interviewees expressed the feeling that the faculty has much confidence in the Dean and his ability to provide educational leadership. Problems can be discussed with.him.openly and frankly. Providing centralized services. The librarian is mulling to secure loans from other libraries for faculty or students. There was some dissatifsfaction with the audio- visual services. One of the interviewees was responsible for these services. He reported that he received $200.00 per year for this work. He is handling these services in addition to an overloaded teaching schedule. It is not actually a centralized program, as different departments have their own equipment. The interviewees seemed pleased idth the mimeographing services provided. These mimeograph services are charged to the departmental budget. It was also pointed out that the college will mail faculty's letters at school expense. In terms of supplies, one interviewee said, '1 a... a... ‘. ‘ a . NW. 133 ”We can get what we need for our teaching, but we have to go through regular channels for it." Obtaining evaluatiogsL from otherrg. The faculty hand- book states that each faculty member who teaches one or more courses is expected to use the student evaluation form in each class sometime near the end of the first semester. The results are the teacher's personal property unless he wishes to discuss them with the Dean. The evaluation form now in use was devised by a faculty committee. It is under con- sideration for revision. The interviewees felt that most everyone used it. Encouraging mearch. The leave program of this college has already been explained, and mention has also been made about its attitude toward reducing teaching loads to make it possible for faculty members to work on sponsored research projects. MinLthe flow of information to and __from campng. The information that is provided about students on application and registration forms are kept in a centralized place. Be- cause this college is church-related, there are many oppor- tunities for students to participate in church activities and represent the college. Church conferences are also in- vited to the campus, so an exchange of information is going on frequently. In regard to professional information being brought to campus, the interviewees felt that the new travel budget would stimulate attendance at meetings from which they IIIIIIlI--.—— 131+ could get new ideas. One interviewee felt there was more nwney available for travel to professional meetings than there were people who wanted to go. Working conditiong. There were twelve items on which this faculty said they were "pleased." This made the number on which they were "not pleased" eight. The latter are present salary, opportunity for travel, Opportunities for promotion, Opportunities for research, amount of clerical assistance, sizes of classes, number of class preparations, and provisions for central services.- e. Information from Other Sources. From the college catalog, the writer was able to figure the average years of service of the present faculty. That average is 6.26 years. f. Summary for the College. Although this faculty did not indicate that it was ”doing" as many items as some others, there did seem to be a fine working relationship be- tween the faculty and the administration. The main inservice training seemed to be related to financial ability to pro- vide, whereas some areas that would require administrative leadership to improve teaching seemed lacking. The factor of faculty initiative seemed to be quite evident in this college. The cooperation from administrative officers and faculty interviewees was excellent all the way through this study. 135 In regard to the student questionnaire, mention has been made that a ten percent sampling was not achieved. A ten percent sample of 1008 students would have been approxi- mately 14.00 forms returned. Only 2147 forms or 6.28 percent were returned. This was discussed with the Dean, and he felt that the semester examinations had hindered cooperation from students. He felt that a retake on the students would be less successful and was agreeable that this smaller sample be used . 5. College B. This college rated fourth from the top on question one. The following specific information was gathered. a. Womaire. There were 141 items on the teacher questionnaire on which fifty percent or more of those responding indicated that the college was ”doing" “1° item. There are, according to the Dean, 1+3 full-time faculty members. Since there were fifty forms returned, it appears that some administrative officers or part-time teachers were present at the faculty meeting when the questionnaire "33 administered. These excellent returns were achieved by admihistering the questionnaire at a faculty meeting which tabs Place during the school day. How well 13 the college performing these activities? (1+) .939 Do “1° faculty members consider these activities desirable-2 (1) ~829 136 Percent of faculty members unfamiliar with present practices. (5.5) JAB Reaction of facult members to certain working conditions. (51 .516 Percent of faculty members undecided about working conditions. (3) .127 b. Student Questionnaire. Questionnaires were sent to 160 students. A total possible return would have been 611.0 forms. The actual return was 14.09. The following are the scores derived. The frequency of use of certain teaching methods. (1) 2.53 The frequency of use of certain teaching techniques. (51 1°71 Studfilt reactions to the teaching-learning situations. (3) 3.78 c. Interview with the Administrative Offlger. The ad- ministrative officer interviewed had been a faculty member for seVen years and has been in his present capacity for three ”are. This college has a budget of sh,loo.oo for inservice 1mF’I‘Ovement. Among the items supported from this fund are: faculty workshop, speaker for the faculty workshOp, North Central Association Study on Liberal Arts Education and the sump workshop, summer graduate study bonuses, convention ”9911863, dues, sabbatical leaves, and central services. There are forty-three full-time faculty members and 31" Part-time faculty members. Among these there are four- teen with doctor's degrees (32 percent), twenty-seven with ¥ 137 master's degrees, and six with bachelor's or special degrees. The faculty-student ratio is 1:16. Fifteen to 16 hours are considered a full-time teaching load. The college average is 11;. This college has cooperated with the North Central Association Study on Liberal Arts Education since 19118. It was felt that this participation had been most helpful to the college, particularly to inservice improvement. Specific improvements that seem to have resulted from this cooperative study are: a faculty handbook on responsibilities and proce- dures, a faculty tenure system, and a continuous review of the college's objectives. At the beginning of this disser- tation study, this college was not accredited by the North Central Association, but it was given full accreditation during the year. The administrative officer expressed the feeling that their continuous participation in the North Central studies had been most helpful in giving direction 17° their inservice improvement efforts. He expressed the Win-ion that their desire to achieve accreditation had been their most continuous motivation to upgrade their inservice Pregram. At present, this college has two new inservice ac- tivities underway. A committee is currently studying "methOds of evaluating instruction." Twice each month the faculty meets during the day. At the same time, students are haying an "activity period," e.g., clubs, teams, class 138 meetings. Faculty meetings are devoted to "professional de- veloFluent." Reports from committees like the one studying methods of evaluation are made and general discussions on teaching-learning and administrative procedures are taken “P- It was at such a meeting the teacher questionnaire was Eldmil'iistered. Not many "experts" have been invited to the campus to help with academic matters, but they have been used at the faculty workshop. The North Central coordinator has been 1 a Yearly visitor. In 195Li-55, an accreditation team from 1 the North Central Association made a very thorough check, 1 and the college was put on "suspended judgment” status. Out of this report came a number of helpful suggestions for im- proving the college's program. The college has not provided much assistance to pro- fa“91‘s for research. Efforts have been made to provide facilities for library research projects, and some assistance has been given in chemistry and psychology experiments. Help is given teachers in securing evaluations of their teaching. Th9 Purdue Rating Scale is used. The results are seen by the teachers only, unless the teacher prerers to share them-with the Dean. A copy of the Purdue Rating Scale is included in t1“ relculty handbook so each faculty member will be familiar "1th it. This college allows a teacher $15.00 per year for member“ship in professional societies. Along With this! L 139 axPenses for registration, room, and meals are paid when one attends a professional meeting. A bonus of $20.00 per semester hour is granted for graduate hours earned above the master's degree (exclusive of dissertation hours). A loan of $2,000.00 may be granted to one who is within one year of meeting doc- toral requirements. This loan is repaid as salary advance- ments at the rate of $1400.00 for four years, and the fifth year is cancelled if the teacher continues at the college. Along with these benefits the college now has a published PPOEI‘am of promotions, tenure, and leaves. Retirement is voluntary, with tenure ceasing at age 65. Approximately fifty percent of the teachers have private offices. The other fifty percent are ofi‘iced by two's, but each has a separate desk. The administrative officer felt that their strongest iWervice improvement activity was participation in the North Central workshop each summer. Benefits from this program have already been enumerated. It served the particular advantage of giving continuity to their efforts to improve, involved a number of faculty members, and having a coordinator attend the workshop. The efforts to encourage research were e‘mshfilered the weakest phase of their inservice program, al- th°u8h it was recognized that there are definite limitations t° the research that can be done in a liberal arts college- 114,0 d. interviews with Faculty Personngl. These inter- views were the first the writer held with faculty personnel. Each interviewee was most cooperative and helpful in answering and discussing the questions. Orientation of the faculty. The faculty responses on the questionnaire indicated that a new faculty member has an experienced faculty member appointed to serve as counselor. This is not exactly the practice, although each new faculty member does receive counseling. It is understood that the counseling will come from the Dean and the department head. Evidently the favorable responses of the faculty indicated aPPI'evzziation and satisfaction with the present practice. Each 01' the interviewees felt the faculty handbook had made definite contributions to the college orientation of faculty members. Th9 handbook contains 142 pages with an appendix of forms used in tShe faculty counseling program. It has been revised twice already. It presently provides information on 185 items. During the school year the Dean publishes bulletins on various topics. Some of these relate to students-~eligibility lists, grades, etc.; others are reprints of articles from periodicals, While some are of an institutional nature--relating to visits 01‘ examiners of the North Central Association. The frequency of these bulletins is at the Dean's discretion. The three faculty members interviewed were in agreement that their pre- a“11°01 faculty workshop was the most beneficial inservice f°r or'1enting the faculty. This workshop has been held for lhl four consecutive years. It is a noon-to-noon meeting, Just Previous to registration in the fall. Off-campus locations like Cedar Lake and Turkey Run State Park have been used. Special speakers have been used at the workshops to help attack academic problems. Professor Pothoff, from the University of Illinois, was present one year to discuss "Theories of Learning." On another occasion, the North Central Coordinator spoke on ”Objectives." Church leaders are also Participants at these conferences. Generally the North Central workshopper for the summer is the leader. A program for the bi-weekly faculty meetings is set up in advance to Set continuity from the study the workshopper had done during the Slumner. Among those benefits coming from the faculty "OPKShOp, the following were mentioned: development of a feeling of unity among the faculty members, new faculty mem- bers get an opportunity to meet all the people in a depart- ment in an “informal way before the school year begins, edu- cational discussions get one in the "frame of mind" for Starting back to school, the spiritual and personal fellow- Ship are inspiring and helpful. Undergtanding the schoo;_and itsgurposes. It was the fee ling of the interviewees that the faculty workshop and the bi-weekly faculty meetings had provided the best Oppor’1-71.1nities for discussing the college's philosophy and Qbjecrl‘aives. A study of objectives had been continued over a Period of six or seven years through the North Central 114.2 Association Study on Liberal Arts Education. A committee worked on revisions and brought them to the faculty for dis- cussion, changes, and adoption. It has been an institutional policy that each teacher should file in the Dean's office a syllabus for each course. Some teachers give these to the students at the beginning of each semester. One interviewee felt the faculty had over- rated the college in its efforts to publish information that would help interpret the philosophy and history of the col- 1386- The Commission of Education of the church to which the college belongs has special publications in which the college has an opportunity to interpret its program to its constituency. Admini_stration's attitude and responsibility for 1—m.21‘°"¢nent of teaching. This college has had professional ranks for only seven years. The division heads are required t° haVe doctoral degrees. The most important criterion for Promotion in rank seems to be teaching ability, but there was a feeling that ”teaching ability" is not too clearly defined or measured. The $320.00 per credit hour for summer work earned above the master's degree has stimulated additional study, but the salary schedule, as such, does not offer much induce- ment for professional advancement. This college sends to the f3aculty counselors the results of test scores and summary sheets on the entrance papers of students. Student records are Open to teachers at any time. At each grading period M3 counselors receive notices of the grades of their counselees so they may have conferences with them. One particular ad- vantage to teachers is the central file where information on students is kept. Students are permitted to write off the first year of a foreign language through proficiency examinations. Student help is provided to teachers for record keeping, typing, filing, etc. On the whole, it was considered to be "very good." There la a secretary available for divisional chairmen. The pub- lished tenure program is contained in the faculty handbook. The interviewees felt that, within their power, the adminis- trators made all efforts to attack problems that affect teaching. Encouragement had been given weak teachers to im- prove, and when improvement was not made, they were replaced. Th9 rank system of academic levels and the means of achieving them were stated in the faculty handbook. flying the wholnggcujlgy. It was felt by the in- terviewees that this college has moved far in the direction 0f l”lg—range planning. The efforts to achieve accreditation had necessitated such planning. Along with committees working on instructional problems, there have been committees working on Personnel service areas. It was felt that personnel services we" beginning to stabilize rather satisfactorily. The bi- monthly faculty meetings on professional topics required “Wing on a yearly basis rather than a semester-to-semester ban, 11’ a unified program were to result from the summer work of the workshopper. The faculty has sponsored some Sunday evening discussions on matters related to Christian education. All academic matters that affect the curricular program of the college must be passed by the Educational Policies Committee, but the meetings for the faculty are planned by the Workshop Committee, of which the workshOpper of the past summer is chairman. Assistigg the faculty in its professional development. As mentioned above, a faculty committee has responsibility for planning faculty and professional meeting programs. Leaves of absence may be granted rather freely for one to study on his own expense. The sabbatical leave policy per- mits one a semester's leave at full pay or a full year's leave at half pay. As described previously, $20.00 per semes- ter hour will be granted for summer study beyond the master's degree. This payment is usually made after the work has been completed. Since this college suffered the loss of its library by fire, several years ago, it has not had the oppor- tunity to develop faculty library facilities as it would like. Recently, a new library was dedicated, and it is anticipated that a faculty reading shelf will be initiated. Faculty members are encouraged to attend at least one professional meeting each year. Registration fees, room, and board are paid by the college for one such meeting each Near. Fifteen dollars for membership in societies will be FWJd by the college. Generally, a faculty member pays for ’e‘ . ..1,( . ,c ' '. i'ril u n "-5 mm!» .nv‘ . U :.I ‘l' A..'. . M5 his travel expense unless he is traveling for the college. A check-list of professional meetings attended by the faculty is kept in the Dean's office. Where the college pays the membership fee in a society, the Journal, if it comes with the membership, belongs to the faculty member. Eirecting omervisingfiinstructigg. This faculty, as others in the study, was not being supervised by an ad- ministrative officer. The interviewees did feel that a very friendly feeling on the part of the Dean made it possible for teachers to discuss academic problems with him. Among the cements made were: ”His personality makes it easy for one to talk to him." ”He does not hold information gotten in confidence against a teacher.". “One gets a good hearing on anything.” Sometimes, the Dean may ask teachers in for °°nferences. Although outside examinations are not used in evalu- sting instruction, efforts have been made to compare scores °f different sections of a course. The department of educa- tion and sociology have made concerted efforts in this area. WW. Inter-library loans will be secured by the librarian upon request. Being close to Chicago, there are many possibilities from which loans may be had. Although this faculty rated itself high on 8e“‘11'1g help in selecting its audio-visual materials, the 1mJar-viewees did not feel the services were adequate. They ¥ m6 do not have a person who is well-trained in this field, al- though they do have someone studying in the field. All three interviewees were pleased with the clerical assistance the school provided. Each division and depart- ment has student assistants and proctors. The expenses for such help are included in the departmental budget. This Permits student helpers to be selected by the department or division on a competence basis as well as need. For help with grading English papers a teacher is provided $9h.00 to $98.00 per year. The per-hour pay varies from 15.55 to $.75. They felt the student help was, well distributed. so those of lower rank, who may teach more students, got a fair share of the help. The mimeographing services for tests, teaching out- lines, reading lists, etc., received the highest rating next ‘0 the faculty workshop and the handbook. Money for these a‘~"1"':l.c:es is provided in the department budget. The stencils a” generally cut by secretaries in the department, but in some cases the mimeographing department will cut them. It we. felt that this service of mimeographing materials was appreciated by the whole faculty. In regard to getting supplies, one interviewee said, ”It a1'1 item is really needed, we can usually get it." He felt this represented the feeling of the faculty on requests r” supplies. Requests usually originate in the department, are approved by the departmental and divisional chairmen, the Dean, and the business office manager. Obtaining evaluatioanrom oglgs. As mentioned pre- viously, the Purdue Rating Scale is used for obtaining student evaluations. A teacher who uses the scale interprets the re- sults and does not share them unless he desires. Student evaluations of teaching are not required, but encouraged. At Present, no ratings have been obtained from alumni. A Public Relations Director has been chosen, and he is working on alumni organization with the hepe that such evaluations from alumni will be possible in the near future. Encouraging research. Some efforts have been made to reduce teaching loads when a teacher is engaged in re- sofirth. The sabbatical leave may be used for research if “1° Project is approved. On several occasions, alumni have made contributions for special research projects, relatina t° the school, but these have not been made systematically. Insuring the flow of _i:n£ormation to and from campus. ”malt records are a valuable source of information brought to cam{>113 about students, and this college has a central rug 1”or such records. There has been some follow-up work ““9 On graduates of the ministerial program. The college ”eh“ to keep a posting of where its graduates are serving “wales. Some information on former students is acquired by gl‘Ec’iuates bringing their records up to date for the place- ment, bureau . lh8 A number of conferences are held on campus each year. There is a close working relationship with the denomdnational church sponsoring the college. The college also sponsors con- ferences for the churches. A music education conference was held recently. However, it was felt that little was done by way of campus-conferences for the faculty. The emphasis on attendance at professional meetings seemm to indicate that it is considered an important source from which professional information may be brought to campus. e. Information from.0ther Sourceg, From.the catalog it was ascertained that the present faculty has served an average of 7.9 years. f. §ggg§ry for the College. Although the pre-school faculty workshop was a favorite with the interviewees, as well as the whole faculty, they felt the North Central Associ- ation summer workshop had provided the most continuous en- couragement to inservice improvement. This college has had a workshopper for nine years. The workshOpper carries a problem.to the workshop and reports to the faculty on his study of the problem. The workshopper becomes the leader cfl’the professional meetings for the coming year, so there is good carry-over from the problemp-to his study--to the work on answers. 1&9 6. College F This college ranked third from the top on the score on question one. There were h5 items of the teacher ques- tionnaire which the faculty indicated the college was “doing." The following specific information was obtained. . a. Teacher Questionnaire. This college reported 139 full-time faculty members. The teacher questionnaire was returned by eighty persons (57 percent). The following scores were made on the five areas. How well is the college performing these activities? (3) 1.000 Do the faculty members consider these activities desirable? (2.) .833 Percent of faculty members unfamiliar with present practices. (5.5) .1h7 Reaction of faculty members to certain working conditions. (5 .h90 Percent of faculty members undecided about working conditions. (3) 0080 b. Student Questionnaire. The student questionnaire was sent out to 2h0 students. A total possible return would tmye been 960. The actual return was 535 or .083 of the ex- Pected ten percent. Frequency of use of certain teaching methods. (6) Z-hl F'Paquency of use of certain teaching techniques. (3) 1-82 Student reactions to the teaching-learning situations. (7) 3'58 ..‘ 150 c. Interview with Administrative Officer. The adminis- trative officer interviewed had been with the college for ten years, and has served in his present capacity for six years. This college has an enrollment of loOh, and it is not antici- pating any increase in 1960 because of a ceiling enrollment. There are 139 full-time faculty members and fifteen part-tbme faculty members. Among these, there are forty-seven with doctor's degrees (3h percent), sixty-seven with master's degrees, and fourteen with bachelor's or special degrees (of whom eleven are R. O. T. C. officers). The faculty-student ratio is 1:17. Twelve to fifteen hours are considered full- time teaching. The college average is 13 hours. This college does not have a special category in its tmdget labelled "inservice improvement.” Most of the items that would be cared for in such an account are figured into the department budgets. Special matters, such as the faculty zmtreat, are treated as independent items. The Dean's office does have an account of $80.00 which he may use for dinner nmetings with faculty members. He may see them individually or as a group. He plans luncheon conferences through the Year to get to know new teachers and talk over teaching problems with them” A.fund called ”contingency” is a reserve tbr any special academic projects that may come up during the year. I This college is a member of the North Central Associ- ation Study on Liberal Arts Education. It is currently 151 participating in the study on critical thinking sponsored by the North Central Association. Each year, excepting one emergency, it has sent a workshopper to the North Central Workshop. It was the feeling of the administrative officer that these cooperative studies had been of much benefit to the college. They had served as a challenge to self-study. Outgrowthg from the workshop had led to campus studies. Each workshOpper had expressed personal benefit and challenge to his Professional growth as a result of attending the summer workshop. In some cases the workshopper has been promoted ‘30 acllllinistrative positions after he has served as chairman 0f the Academic Planning Committee. The workshop has served 38 a means of coordinating campus activities. The workshopper continues with the Academic Planning Committee for two years after his workshop experience--the first year as chairman 0f the c<>Illmittee, and the second year as an advisory member, to 31" continuity of leadership. Each year this college entertains the North Central Coordinator, In 1952-53, Dr. Ruth Eckert, from the Univer- sity or Minnesota, was on campus to address the faculty on inatr'uctional problems and to work on coordination of sec- t1°n9d courses. She met with small groups and also With int°r~departmental groups. This college has engaged in a number of studies of its Own. A thorough study was made of curricular offerings r” each major. Duplication in courses has been attacked. 152 The Dean has made several studies on: ratio of rank to stu- dents, ratio of degrees to students. These studies included a comparison of College E with other liberal arts colleges of similar size, financial means, and philosophy to see how this college compared with others. A study of teaching loads by departments, study of income and cost data, study of office space, were among others that have been completed. Research is generally not set up by the college, ex- cept where the ”Alumni Research Fund” has made a study possible. However, a doctoral dissertation study to follow up graduates has been partially supported by the college. Research is done by several professors in the science department on projects supported from grants by private industry. Teacher rating scales are provided through the Dean's office. These are administered on a voluntary basis by the teacher, and the results are his own. An ”Instructor Rating Scale" is also available where one wishes to be rated by his department chairman or a colleague. A systematic Program for rating new instructors is in force. The Dean or department head rates a new instructor on the Instructor Rating Scale at the end of the first, third, and fifth years. These ratings become a part of the teacher's permanent record. This college also has an evaluation calledTSenior Inter- views.” Members of the personnel department hold personal interviews with graduating seniors to get suggestions on the Program. One of the areas dealt with is weak and strong 153 courses. Such information is passed on to departmental chairmen. Each department has a travel budget based on its established experience. How this travel fund is spent is usually decided within the department. This college follows the practice of taking out institutional membership in societies under the name of the individual, but has not generally paid for individual memberships in societies. The tenure program is not tenure in the usual sense. It offers no security or guarantee to the teacher. It states the basis of "no annual appointment after one has been ap- Pointed for five consecutive years,” but to achieve this kind of ”tenure" does not mean one has assurance of employment; it merely means he does not have to be reappointed each year. The college does not have a leave policy, although leaves are given liberally for one to study at his own expense. A leave policy is expected to begin in the near future. The adminis- trative officer said a choice had to be made recently as to further efforts to bring faculty salaries in proper line or 8° into a leave policy. The former was accepted as more “1'8"“. Moves have already been made to set up leaves on 8"ecu-9L1 bases. The Educational Policies Committee has been authorized to grant leaves for six months with full pay 01‘ for one year at half pay. But these are made Qquietly," and on an individual basis. The Dean of the college has been Very Successful in securing outside scholarships for faculty, 151+ receiving two in one year. Recently, the faculty adopted a new retirement program.in the form of invested securities ammunistered by a trustee and faculty committee. The college participates in social security also. In the opinion of the admdnistrator, the North Central Workshop each summer and its carry-over into the school year is the strongest phase of inservice improvement. He listed sabbatical leaves and research as the weakest phases of the program. A project is currently underway to revise the faculty handbook. Revised copies were distributed in the fall of 1956. Application of the studies mentioned above and further study of problems will continue. This year the faculty is studying the question of student mortality. d. Interviewg:with Faculty Personnel. The faculty members were helpful in providing information, although one seemed a bit on the "negativistic" side and did not see eye- to-eye with the other two. Ogigntation of the faculty. Each interviewee felt the faculty handbook was of much value. It was hypothesized that people did not read it all the way through for general information but used it as a reference source when specific situations came up. The handbook was organized in l9h6, revised in 1950, 1953, and 1955. Over lhO items are covered according to the index. This college has two types of faculty bulletins. One bulletin is bi-weekly and serves as an all-school communication .1 155 sheet. The other is a Faculty Bulletin, issued once a quarter. Articles are submitted by the faculty through an editing com- mittee. These articles are usually centered around phases of the college's work, reports from committees, or reports on books that may be of general interest. A pro-school workshop is held each fall just prior to registration. Sixty of the eighty faculty members responding said this was being done well. The interviewees also agreed in this position. Two felt it needed "revitalization” for the best results. The inservice aspect of it seemed to be ”drag- ging," and repetition seemed to be setting in. Its most sig- nificant contributions were listed as giving the faculty spiritual and recreational Opportunities, getting acquainted with new teachers, and a chance to "talk shop" before every- thing gets in such a rush. Registration and records are ex- plained to new teachers. They do not have to face registra- tion ”001d. ” Understandigg the school and its purposes. lege has a faculty meeting each week. The Academic Planning This col- Committee, of whom the summer workshopper is chairman, plans the faculty meetings for the year. They generally follow the lineyof the workshopper's summer study. Recently, a year's study centered around each department studying its aims in relation to the college's aims. Another year was spent in studying conflicting philosophies of education. Although de- partmental meetings have been held to try to relate departmental 156 objectives to college objectives, it was felt that not too much had been accomplished. Each teacher who proposes a new course is asked to state his course objectives and file a cOpy (syllabus) in the Dean's office with his departmental chairman. It was felt that a good job was being done in pro- nmtional literature, but that much needed to be done in helping faculty members publish professional literature. The faculty bulletin might be given wider circulation. Administration's attitude and respongibilityfor imp provement of teachfiigga Each interviewee felt this college lacked an effective way of evaluating "good" teaching. Raises are generally "across the board.” Although a sheet was pub- lished on the bases of achieving rank, two of the three inter- viewees were unfamdliar with it. Testing results are readily available to faculty counselors. Other records are quite spread out in several offices. Clerical assistance is provided on a departmental basis. Each department budget is set up to provide help through graduate assistants and undergraduate help as needed. It was felt that lower rank teachers were not getting a "fair share" or help though carrying heavier student loads. It was believed the administration was willing to attack academic Problems, but had been very negligent in getting rid of several "Weak teachers." 157 involving the whole faculty. Long-range planning on buildings has been done by a Campus Flaming Committee. This committee has planned four completed buildings and have three in the planning stages. Outside of these activities they felt little was being planned, especially of an academic nature. The faculty committee that plans the faculty meetings has already been mentioned. This committee also plans the pre-school workshop, and makes suggestions for the North Central workshOpper's study. Some departments are having luncheon meetings to share teaching methods and materials. These are voluntary, ”bring your own lunch," types of meetings at which no routine business is discussed. Informal groups have formed discussions between various departments, i.e., Bible and science, English and social science in an effort to achieve better inter-departmental understanding. All three interviewees were departmental chairmen, and each believed that new teachers had made significant contributions to their departments, especially when they had just returned from graduate study. Assistigg the faculty in its professional development. It was generally expressed among the interviewees that this was a weak area. They believed the college had done well with what it had, but expressed the feeling that this area must be improved if the quality of the faculty were to be maintained. Leaves of absence were granted to individuals, but generally on one's own support. As mentioned above, a leave policy 158 seems to be forthcoming. Outside experts have been brought to the campus to help with academic problems. Mention has been made of Dr. Eckert's visit. The North Central coordina- tor also makes an annual visit. Various departments sponsor conferences on campus. Some efforts have been made to acquaint the faculty with the criteria of good teaching through demon- strations at faculty meetings. A policy of granting tuition rebates up to five semester hours for work taken in the col- lege or the graduate school. This has made it possible for mmm teachers to take refresher courses, get acquainted with the teaching methods of other teachers, and to keep alive aca- demically though not working toward a degree. A faculty lounge and reading shelf is provided in the library. Host of the items on the shelves are of a pro- fessional nature. Although the general idea is well supported, the librarian said it was not used too much. Through the fhculty bulletin mentioned above, one may have a lhmited dis- tribution on articles he has written. To encourage attendance at professional meetings each department is allowed a. sum, based on previous experience, to attend meetings of learned societies. The Dean's office also keeps a record of the scholastic achievements of faculty members . Directing or supervising instruction. Since each interviewee was a department head, concensus was achieved on the view that the department chairman should bear the 159 responsibility for improvement of instruction in his depart- ment. Each indicated that some efforts were being made in that direction. It was felt that the size of the college had established a bit of ”formality" about talking with the Dean, and that not many teachers would talk about academic problems. They felt the Dean was very approachable and would welcome such talks. Providing centralized services. Inter-library loans are available upon request. The librarian reported that the requests were few. An audio-visual center, manned by a full- time 'expert" and student helpers, is provided. Ordering of films, projection, and counseling services on audio-visual materials are available. Projection is done by student helpers. A central projection room is fully equipped, but many classrooms are also equipped for projection. Teachers have some help through the departmental bud- get for scoring objective tests, but it was felt this was too limited. If this help is not given by a departmental graduate assistant, it may be provided on a per-hour basis from a student of one's choice. A very extensive mimeographing service is provided for teachers. The interviewees agreed that the mimeo- graphing department is one of the best service departments in the college. Each department has budgetary provisions for these services. A ditto machine that may be used by faculty members is available if one does not care or have time to get material mimeographed. It was felt that, within budget, almost 160 any instructional supplies could be gotten. Emergency situ- ations that are not covered by budgeted amounts may be pur- chased from a contingency fund. Encouraging research. A numberof research grants have been received from outside sources, mostly in the field of chemistry. The college does reduce one's teaching load to make research possible. Several studies dealing with the college's welfare have been financed by alumni grants. There seems to be little experimentation going on on academic problems, i.e., methods, grouping, accelerated classes, etc. However, a general psychology course is planned as a pilot study to see if counseling from.the personnel department can best be combined with that subject. Insuring the flow of information to and from campgg. A.Christian Service Council organized work for gospel teams, Sunday School teaching, and other community services related to church work. Over 500 students teach Sunday school each week for Negro children on the south side of Chicago. Last year the Bible and Philosophy Department sponsored a confer- ence on Kierkegaard, during his centennial birthday. The Business Department has a conference for Christian Businessmen, the Sociology Department sponsors a Christian Social Worker's Conference, and the Education Department sponsors three edu- cational conferences each year. Many church groups and civic organizations hold meetings on the campus. 161 e. Information from Other Sources. From the college catalog, it was ascertained that the faculty of this college has served an average of 8.51;. years. f. Summary of the College. This college} shows a good bit of activity, but the interviewees felt that much of it was organizational activity and not too productive. In several areas, such as leaves, faculty planning, and supervision of instruction by department heads, there seem to be good possi- bilities for increased activities. The North Central Associ- ation Studies on Liberal Arts Education, particularly the summer workshop, has played a significant part in the in- service program of this college. 7 . College G. This college ranked second of the eight college on question one. There were 56 items on the teacher question- naire which the responding faculty indicated the college was ”doing.” a. Teacher Questionnaire. This college has a full- time faculty of 67. The actual returns on the faculty ques- tionnaire were thirty-four or 51 percent. How well is the college performing these activities? (2) 1.036 Do the faculty members consider these activities desirable? ()4) .795 162 Percent of facult members unfamiliar with present practices. (1 .077 Reaction of facult members to certain working conditions. (2) .612 Percent of faculty members undecided about working conditions. (1) .OuJi b. Student Questionnaire. Student questionnaires were sent out to 125 students. A total possible return would have been 500 forms. The actual return was 358. A ten percent sample would have been 316. Because of the difficulty under which the college was surveyed the sample was increased to facilitate an adequate return. The frequency of use of certain teaching methods. (6) 2.27 The frequency of use of certain teaching techniques. (6) 1.70 Student reactions to the teaching-learning situations. (1) 3.86 c. Interview with the Administrative Officer. The ad- "11111 strative officer interviewed was more than kind in the amount of time and information he gave to the writer. A1- thm-‘Sh he expressed an aversion to questionnaire studies and had a "gentleman's agreement” with his faculty not to partici- Pat° in them, he was willing to share information freely in a Personal interview. "We are always glad to have people come and see what we are doing.” The college reports an enrollment of 790. In_l960. it is expecting to have 1250--750 men and 500 women. There 163 is a full-time faculty of 67. Seventy percent of these have doctor's degrees. Two peOple in physical education and some IL 0. T. C. instructors (not counted in the 67) have bachelor's cm special degrees. This college was the only one in the study that operates on a quarter system. Twelve quarter hours are considered a full-time teaching load. Approximately $13,000.00 are earmarked for inservice improvement througha grant from the Ford Foundation. The college's own inservice budget is broken up into several types of activities. About $1,300.00 is provided for faculty travel and research. This had been administered by an indi- vidual, but it is now administered by a committee on instruc- tion. If a faculty member is on the official program at a professional meeting, he may receive $10.00 per day, plus travel expenses. The college will pay dues for institutional nmmbership through an individual. It has sponsored a faculty seminar on Religious and Democratic Values in Education. This seminar is supported by college funds and requires transcrip- tion of all sessions and pay for secretaries (about $1,000.00 per year). Consultants have been brought to this seminar at an expense of about $2,500.00. Departmental chairmen have been released from.one-third of their regular teaching load for more effective participation in the study and the intern- ship program. The administrative officer commented that "we are trying to achieve a liberal arts college of academic excellence." 16h fflmy have weeded out of their faculty a number of persons who dhinet make professional and academic progress. They presently smactice hiring only doctorates. At the end of the second year, armw teacher is evaluated to determine whether he stays or rmt. .Apart from the "planned turnover," there has been a high degree of stability. This college has been a continuous participant in the Ikumh.Central Association Studies on Liberal Arts Education. One of its faculty members was a North Central Coordinator until his death several years ago. Hie personal influence on the faculty had led practices to originate in the college then spread to other colleges. At present this college is carrying on a study of ”Where do outstanding students come from?” and doing extensive work in evaluation of general education. In the past it has made significant contributions to the problem of high-school and college articulation studies, having sponsored a campus conference on the subject. Experts aplenty are used. A program.has been worked out whereby retired professors, nationally outstanding men in their fields, have been engaged to serve as "consultants" to various departments. These scholars have offered sugges- tions on curricular problems, course outlines, inter-depart- mental seminars, and given general advice. They are listed in the college catalog as consultants. Although the college does not foster much research, it has encouraged research through its own willingness to be 165 experimental and attack problems. Also, it has provided I. B. M. equipment and set up a faculty advisor for interpre- tation of scores. This college does not have a faculty handbook, as such, but it has a set of "Faculty Regulations.” The adminis- trative officer said the additional data had been developed to complete the handbook in the near future. This college participates in the T. I. A. A. program. Each faculty member has a desk to himself, though some offices are shared. In the opinion of the administrator, there was no particular point or activity that he would call "strongest.” He felt their whole attitude of "continuous self-study" was very positive. "We have tried to develop a dynamic at- titude of self-evaluation." It was obvious to the writer as it was to the administrator that this attitude had led to a lot of "creative work." He felt that the research area was the field in which they had not been able to do much. d. Interviewg_with Facultngersonnel. The professors interviewed shared something of the Dean's attitude toward Questionnaire studies but, like the Dean, were willing to share information in personal interviews. Qgientation of the faggity. ‘Under the present progrmm, each new teacher is assigned to his department chairman for orientation and supervision in his teaching field. There are seminars held once each week at which time the Dean, chairmen 166 cfl'the departments, and internees meet to discuss their pro- gram. Evidently the faculty members responding regard their ”Faculty Regulations" as a handbook, for their response was fhvorable. The Dean did not consider it a handbook. From time to time the Dean publishes information on educational items. These are distributed to the faculty as mimeographed sheets. Summaries and bulletins are published on the research done within the college. When asked why the college did not have a faculty retreat or pro-school workshop, one interviewee said, "we are not a churchprelated college, and our faculty does not have the common religious background which most schools have when they use the workshop." Undegppgnding the school and its purposes. The most characteristic emphasis of this college is its continuous ef- fort through faculty participation to evaluate its program. This gets all the faculty involved in understanding and trying to improve the program. Since the present administration has been in office, there has been a concerted effort to develop a "distinctive liberal arts philosophy." Each interviewee felt he had freedom to discuss, experiment, and explore new ideas. “We aren't settled on anything. Everything is up for Four attractive publications complement each discussion." other and are used to interpret the college to its constituency. Involving the whole faculty. Mention has already been made of the faculty seminars that relate to the internship program. It was felt that some of the best discussions on 167 college problems went on at the coffee tables. An opinion was expressed by one interviewee, We spend an awful lot of time in bull sessions and committee meetings. Lot of it could be handled by the administration. I think one reason why they don't handle it is because there is a definite phil- osophy involved. Our faculty is relatively new and young. Some of the older teachers who were here when the present administration came in were released because they didn't fit into the concept of a growing college. These new folks have needed time to crystal- 1ze their thinking and see how they work as a team. As we get moving in the right direction more decisions may be made by the administration, but right now, it seems important that everyone be in on the planning. We aren't Princeton yet, but we are on our way! Assisting the faculty in its profapsional development. Although the college does not have an official leave program, the administration has been very successful in securing out- side grants. In the last five years, it has secured four Ford fellowships, and two Fulbright scholarships. Administrationlattitude and r'espongibility for im- provement of teaching. Although the interviewees felt the faculty was promoted on a merit basis, they did not know of any definition of merit for promotion purposes. A special PrOSram of ”honors courses" is set up for superior students, and a student is permittedhto write off any course that he can. The attitude of the administration might be summed uP by a Statement from an interviewee. ”Us don't wait for something to go wrong before discussion begins. One can talk “Out any kind of a problem without being on trial with it." This kind of attitude among a faculty may be more valuable than any aPecific activities or devices for inservice improvement. 0‘9 168 Directing or supervising instruction. On one teacher questionnaire, a respondent replied to the item: Having the departmental head responsible for helping his own department, by saying, ”What else is he for, if he doesn't do this?“ Evidently much discussion goes on within departments before changes are made. One interview said: These comittee meetings are a pain and take lots of time. I know my relationships with my students and my teaching suffer as a result of them. I was in a meeting for two hours on Monday, I have another one today, and I'm sure there will be a couple more before the week is over. I think some of these things could be handled by the administra- tion without all this talk. But I do have the satis- faction that when we reach a decision, it will be acted upon. We have seen much change this way. Al- though I have the meetings, I would not feel right if decisions affecting me were made without me. This is the way we do things, so all in all, it seems best. Some of the items marked "doing” in this section were closely associated with the internship program which has al- ready been described. Providing centralized spgzipgg. The librarian in- formed the writer that he did secure inter-library loans for facStilt}; and students. There seemed to be very few requests. This college has an electrical scoring machine for scoring °bJective tests. It also provides mimeographing services “1' teachers. There did not seem to be the ”within budgetary 11311138" feeling that had been expressed by interviewees in Other schools in regard to securing teaching materials. Encouragigg research. As indicated previously, a P°1ioy is followed of reducing teaching loads for teachers 169 helping with research. One practical characteristic of the research done in this college is its close relationship to problems affecting college teaching and administration. There have been several outside agencies that sponsored research in this college. Insuring the flow of information to and from campus. Although this college is not church-related, it has sponsored quite a bit of church-related community activities. On one of the writer's visits to the campus he attended a series of meetings under the direction of Dr. E. Stanley Jones. These meetings were jointly sponsored by the college and the Congre- gational Church in town. Some sociological studies in the community have been conducted by the college inasmuch as the college was interested in buying up a slum section for ex- panding its campus. As mentioned previously, there are a number- of conferences held on the campus. e. Information from Other Sources. From the catalog, 1“ "as ascertained that the present faculty has served an average of 7.9 years. As mentioned above, this college had some "planned turnover" among its faculty with the coming of the Present administration. In generaly, those teachers who were willing to adjust to a new educational philosophy have enjoyed a rather lengthy stay at this college. Just previous t° this study, a professor who had been at the college over 2 5 years passed away. 170 1‘. Summary for the College. This college seems to be carrying out an effective inservice program in an informal way. This program is characterized by aggressive initiative in attacking teaching problems, a willingness to keep all practices under continuous examination, and help from outside sources 0 8. College H This college ranked first among the eight colleges according to the score on question one. a. Teacherfistiomaire. There were 414 items on the questionnaire on which fifty percent or more of those responding indicated that the college was "doing" the item. There were 28 questionnaire forms completed out of a faculty 01' twenty-six full-time teachers and eleven part-time teachers, 01’ 78 percent od the total faculty. How well is the college performing these activites? (1) 1.060 D0 the faculty members consider these activities desirable? (2.5) 091W P°P°6nt of facult members unfamiliar with present Practices. (3{ '11“ Reaction of facultv members to certain working conditions. (1) .637 Percent of faculty members undecided about working Conditions. (2) .080 171 b. Student Questionnaire. Student questionnaires were sent out to 85 students. A total possible return would have been 3140 forms. The actual return was 279. The fol- lowing scaled scores were made. The frequency of use of certain teaching methods. (2) 2.14.3 The frequency of use of certain teaching techniques. (1) 1.96 Student reactions to the teaching-learning situations situations. (6) 3.60 c. Interview with the Administrative Officer. The ad- ministrative officer interviewed has been on his job for three years. This college has an enrollment of 519, but it is ex- Pecting 600 in 1960. At present, there are 26 full-time faculty members and eleven part-time. Among these, there are seven with doctor's degrees (27 percent), twenty-two with master's degrees, and eight with bachelor's or special degrees. The faculty-student ratio is l:21.6. Fifteen semester hours are considered full-time teaching, and the college average is 15. According to the administrative officer interviewed, this college has a budget of $1700.00 for inservice improve- ment activities. Among the items financed from this amount a": a fall faculty fellowship (workshop), faculty professional hour atIndies, travel expenses to professional meetings, instruc- tional aids, and visiting speakers. This college is cooperating in the North Central A"','s‘)“"5-13.1’.ion Study on Critical Thinking. It has also sponsored 172 campus studies. One was sponsored in connection with the English department on “Teaching the Use of the Library." It was hoped that such a study could have continuing aspects. Another study on "Methods of Improving Oral and Written English on Campus” was sponsored by the English department but parti- cipated in by the whole faculty. This college sends a work- shopper to the North Central Association Studies on Liberal Arts Education. The workshopper takes a school problem to the workshop and often the professional hour meetings during the year take their bearing from his studies at the workshop. The administrative officer felt that significant values had resulted from the North Central workshop partici- pation. It had led to a rethinking of college objectives. The college made a study of its alumni to see how well its objectives were being met. Improvements in the general edu- cation program were closely related to the participation in the North Central workshop. Along with its participation in the study on Critical Thinking, this college has two other studies underway: a study of honors courses for superior students, and professional hour meetings designed toward improving instruction. Several outside "experts" have been used in connec- tion with inservice improvement. ‘ Among its guests were Dr. Pothoff, University of Illinois, to help with improvement of testing; Dr. Kipplinger of Drury to help with student- Personnel services; Dr. Hudson, of Goo College, to help with 173 'uw program of honors courses. The North Central coordinator has also been an annual visitor. This college does not provide financial backing for research projects, but it will approve a sabbatical leave for research. One teacher used a leave to write a book. Another nude a trip to England on her leave. The student rating form used by this college is very elaborate, consisting of four pages. It is strongly recomp nmnded, but not required. The results are the teacher's own unless he wishes to share them. For travel to professional meetings, a faculty member is allowed two-thirds of his expenses, up to $25.00. If one is an officer in an organiza- tion or presents a paper on a program, the maximum.is doubled. The faculty handbook of this college is a very thorough and readable book. It deals with 73 different headings. In- cluded in these are policies on promotions, leaves, tenure, and teacher ethics. Each of these is spelled out in clear terms. Although the college has its own retirement program, faculty members participate in social security. All faculty members who teach half-time or more have office facilities. Host of these are single offices. In some cases teachers may share an office but have separate desks. In the Opinion of the administrative officer, the ”fall faculty fellowship" is the strongest part of their inservice program. He felt their weakest part was in helping 17h the new teacher. In order to improve this phase, they are xflanning to assign an experienced teacher to work with each new faculty member . d. Interviews with Faculty Personnel. The faculty hfimrviewees were unusually cooperative in giving information maths questions asked. Orientation of the faculty. This college has had a faculty handbook for ”about” ten years. It was in mimeographed fbrm for several years, but now is an attractive booklet. It deals with at least 73 items. One interviewee said, "In our small school the faculty knows how everything is done, but the handbook is very good for the new teacher." The latest revision (1955) was the work of a faculty committee. From time to time the Dean sends out mimeographed bulletins to the faculty. These may deal with such matters as educational re- search, faculty affairs, or with items of ”general interest." These bulletins are not a "regular" part of inservice improve- ment. Each fall this college has a faculty workshop called the Fall Faculty Fellowship. Each interviewee felt it was their strongest inservice method. They felt it gave them a chance to know each other better, an opportunity to orient the faculty on the Christian purposes of the college, and an opportunity for faculty worship. The bulk of the workshop time is given to academic matters, but recreational and in- formal activities are encouraged. ll-‘ . 175 Understanding thegschool and its purpose . The pre— school workshop was singled out as the place where most work was done on the college's philosophy. There, some problem is brought to the front each year. Also, the faculty profes- sional meetings have been of much value in bringing the faculty together in their thinking. A restatement of objectives came out of these faculty professional meetings. A survey was done among the alumni to evaluate the achievement of previous ob- jectives, and this led to the restatement. The North Central workshopper carries to the workshop a problem suggested by the faculty. After his study is completed, the theme of his study becomes the basis of the year's professional studies by the faculty. The workshopper is, by virtue of his summer's Study, on the professional meetings committee. The faculty handbook states that each teacher should Btate his course objectives clearly to share with the students Along with the handbook an attractive ”1d the administration. Alumni “tudent handbook sets forth traditions and regulations. .bulletins are published monthly to help interpret the program t° the constituency. Administration's attitude and responsibility fog litk‘mment of teachigg. This college has a stated policy This of what it requires to achieve the various ranks. statement 13 part of a published plan for promotions. This publlished plan states the professional, academic, and prac- tical qualities necessary for achieving each rank. This ) 176 definite and concise statement would let one know what the expectations were. A Faculty Status Committee passes on all recommendations for promotions. Faculty members serve as student counselors. Records in the various offices are available to counselors. The Regis- trar's office keeps the faculty informed with lists of honors, probations, and failing students at the end of each grading Period. Students may write off required courses by pro- ficiency examinations, but not many take advantage of this Opportunity. It is done most frequently in the area of foreign languages. Clerical assistance is provided to the faculty by student help. This was not felt to be adequate, but ”most of us get by with it." Secretarial assistance may be secured from the main offices. The tenure program is stated in the faculty handbook. One can achieve tenure after being reemployed for four years. The statement of tenure lists the means for which tenure may b° interrupted and the rights of such persons for hearings. AlthOugh nothing is written to define "academic freedom," personal conferences are held with each new teacher to help him understand the position of the college. The interviewees felt One had much freedom ”within the purposes of the collagen. Th° adlninistrativenfaculty relationship was described as ”in-formal." Each of the interviewees indicated that the college was operated on a democratic basis. It was 8180 felt that one could talk to the Dean about PP°°1°m3 without 0 lubap.t'assment . " ‘ “— _rx. I. Il ‘ ' 3 ‘v Q ‘0 -. ._ . 177 Involvinggtne whole facult . According to the inter- viewees, this college has a sense of "we-ness," i.e., unity and personalness. The workshop, professional meetings, and faculty committees give the faculty much involvement in long- There was a feeling that the administration Each range planning. gave much consideration to plans made by the faculty. interviewee told of an incident in which faculty planning lmd not coincided with Presidential planning. When the faculty recommendation was proposed, the President accepted the faculty ‘mte and expressed his willingness to give it an ”honest try." A faculty committee plans work on instructional prob- lems. This committee is responsible for the programs on pro- fessional growth. The North Central workshopper, along with the Dean and two faculty members, make up this committee. It "38 felt that new teachers could eXpress their views in any pr“fessional meetings and be heard. "Since our school is small, one gets acquainted quickly and feels totally accepted.” Assisting the faculty in its professional develgpment. The c>C>llege makes available one sabbatical leave each year. One may receive full salary for one-half year or half-salary for a Whole year. Provision is made for the sabbatical to be used for'research or travel, if desired. Provisions are 8180 made to compensate teachers for graduate study at the rate of $15.00 per credit hour. Within the college a teacher may get maition rebates for work he takes in the college up to five credit-hours per term. The procedure for paying 178 two-thirds of professional meeting expenses, up to $25.00, has already been mentioned. Directing or sgpervising instruction. The departments the small, but generally the department head assumes responsi- tfllity for directing the teaching-learning in his department. One interviewee said, "There is an open door at the Dean's office. One can discuss problems with him without having his security challenged." Each interviewee felt the Dean was "understanding," and sought to cultivate that type of atmosphere with the faculty. ”He is young, but he has gained a lot of respect because of the progress we have made under him.” Providing centralized services. A new library has been added to the facilities, and the librarian does secure inter-library loans. A director of visual aids will help in the selection of films, but it was felt that the resources were rather limited. Teachers who carry a ”normal" load are expected to do their own paper-grading, but teachers whose classes are large may ask for student assistance in paper- grading. Mimeographing services are available. One can turn in.hds material at the Registrar's office. One unusual feature of this service is that students buy "shits” (small tickets) in the bookstore and pay for their mimeographed materials with the "chits." The length of the mimeographed material.determines the value. Teaching supplies are usually 179 gfimen quickly, but they are ordered through channels. This pmocedure of going through channels is described in the faculty handbook. Obtaininggevaluations from others. Student rating fbrms are used by this faculty. The form.in use was drawn 1m>by a faculty committee. One usually administers the Ibrm to one class. In the faculty handbook is a self-rating scale for teachers, involving areas of personality, spiritual- ity, educational standards, cooperation and loyalty, profes- sional alertness, professional integrity, and being an advisor to students. The handbook also has a concise statement on the ”Teacher's Role in Improving Instruction.” There are eleven suggestions listed under this topic. Encouraging research. As indicated previously, this college will permit a sabbatical for research purposes. One teacher was permitted to go to England on a sabbatical to have library facilities necessary for a study on John Wesley. As noted previously, this college has engaged in several studies that were pertinent to particular problems at the college. Ippuring the flgw of information to and from.oampup. This college has very close ties with its denomdnational church. On one occasion when the writer visited the campus, over 300 ministers were on the campus for a conference. Many students are preparing for the ministry. While in college they serve surrounding churches as pastors, Sunday school 180 teachers, or superintendents. This college maintains a ”speaker's bureau” to provide faculty personnel as speakers for outside groups. A similar service is maintained to make it easier for students to find opportunities of service. e. Information from Other Sources. From the college catalog it was ascertained that the average years of service of this faculty was 10.05 years. f. Summary for the Colglpg; After visiting this college and having the four interviews, the writer had the impression that there was a tremendous faculty loyalty to the college. Faculty members seemed devoted to the college's pro- gram. The interest in inservice improvement and the number of activities underway indicated that good planning has been done. Respect for the Dean was an important factor in the fine esprit de corps. The strong ties with the denominational church have provided a sound financial basis for professional benefits to the faculty. C. Summary of the Chapter This chapter has presented the findings concerning the inservice improvement programs in the eight colleges studied. Each college was reported separately and reported in order from the lowest to thmhighest score on the ques- tion "How well is the college performing these activities?” 181 Information on the variables that will be compared with the score on that question was also reported. Numerical and des- criptive data that would help to better understand the data gained from the surveys was presented. These data are sum- marized and compared in the next chapter. ,... a a s 182 VI. SUMMARY AND CONCLUSIONS A. Introduction This chapter presents a summary of the data gained from the surveys and interviews in the eight liberal arts colleges. The methods used in summarizing the survey instru- ments have already been described in Chapter III; however, that description did not show how the various data would be related. There are thirteen variables on which this study pro- vides information in the eight colleges. The first variable, PP8Viously referred to as question one, "How well is the college performing these activities?" is considered the basic variable. The data will be summarized to show what inservice 1mPl‘Ovement activities are practiced in these colleges, what relationship, if any, the variables will have to each other, and What relationships the areas of the teacher questionnaire "111 have to the variables. The following are the variables and 11116 abbreviations that will be used to refer to the vari- ab1°° in the further discussion: 1- I(Iow)well is the college performing these activities? PA ' ~ 2- Do the faculty members consider these activities desirable? (DA) 3- Percent of the faculty unfamiliar with present practices. (UP) 9. 10. 11m 125 3L3. 183 Reaction of the faculty to certain working conditions. (RWC) Percent of the faculty undecided about working conditions. (UWC) Fre fiency of use of certain teaching methods. (m? ?req&ency of use of certain teaching techniques. TT Student reactions to the teaching-learning situations. (SR) Size of the college (student population). (S) Teacher-pupil ratio. (T/PR) . Teaching load of the faculty. (TL) Percent of faculty having doctor's degrees. (DD) Average years of service of the faculty. (AYS) B. General Summaries and Findingggfrom.the Data The teacher questionnaire and the student question- naire were summarized according to the description given in cMinter III. The teacher questionnaire gave information on val‘18Lbles one through five. The student questionnaire gave infOI'rmation on variables six through eight. Information on variables nine through thirteen was gathered from.interviews with faculty members or administrative officers and from college catalogs . \ define d 1The teaching methods and teaching techniques are on the student questionnaire. 18h After the information on the thirteen variables was gathered, Table I was prepared to show how many colleges were "performing" the various inservice improvement activities mentioned in the teacher questionnaire and to indicate activities on which the faculties desired to make further improvement or initiate. A college was considered to be performing an ac- tivity if fifty percent or more of the faculty members responding checked the "doing well” or "doing but should improve" columns. The ”doing but should improve” column and the "not doing but should" column were used to determine the attitude of the faculties toward improving or initiating activities. If fifty percent or more of those responding checked the ”doing but should improve" or ”not doing but should" columns, this is indicated on Table I by the use of parentheses, ( ). Where an x is enclosed in parentheses, (x), it indicated the faculty was performing the activity, according to their judg- ment, but the emphasis was on the "doing but should improve” column. Where the parentheses appear without the x, ( ), it indicates that fifty percent of those responding checked the "doing but should improve" and the ”not doing but should" columns, but the emphasis was on the "not doing but should" responses. . From Table I, one can also pick out the working con- ditions on which the faculties were "pleased." 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I}! .\ (r A/ 192 It is observable from the data of Table I that a variety of inservice improvement activities are being practiced by the eight colleges. There were l7’activities being practiced by all eight colleges, eighteen activities being practiced by seven colleges, five activities being practiced by six colleges, four activities practiced by five colleges, seven activities being practiced by four colleges, nine activities practiced by three colleges, thirteen activities practiced by two colleges, nine activities practiced by one college, and ten activities not being practiced by any colleges. Although the teacher question- naire left places for respondents to write in activities being Praeticed but not included on the teacher questionnaire, the write-in's were so few that they were discarded. One college, G: Was practicing 73 percent of the questionnaire activities. Only three colleges, A, B, and D, were practicing less than fifty percent of the activities. Of the twenty working conditions, there were nine con- ditions on which all eight faculties were pleased, seven con- diticns on which seven faculties were pleased, one condition on whieh six faculties were pleased, one condition on which four I‘aculties were pleased, and one condition on which two ram‘llties were pleased. Working conditions 6, 10, and 5 (Op- portm'lity for travel, Opportunities for research, and Present SalarY), in that order, were those receiving the least favor- able responses from the faculties. Some general statements can be made as to which ac- tivities seemed to be most useful to the eight colleges in ‘&_‘WJ1\ 193 their inservice improvement and which activities the faculties desired to improve or initiate. If fifty percent or more of those responding marked the ”doing but should improve" or "not doing but should" columns, the writer considered this faculty as being favorable to more emphasis on this activity. In general, it was found that a college faculty rating itself high on variable one (PA) would also rate itself high on variable two (AD). It is probably a moot question as to whether these activities are desirable because they are prac- ticed or practiced because they are desirable. This high re- lationship between variable one (PA) and variable two (AD) is to be expected since the same columns were used in figuring the 8“led scores for these two variables. The essential differ- ence was in the weights assigned to the columns in figuring the scaled scores. There were exceptions to this relationship of colleges r"mm-fig high on variable one (PA) and variable two (AD) as 111118trated in College A. College A ranked lowest on variable one (PA) but outranked colleges B, C, and D on variable two (AD). In the case of College A, the dean teaches part time and is limited in his time for giving leadership to inservice improVement. In the case of College D, there seemed to be a willingness, as expressed by faculty interviews, to participate in 1nservice activities but little administrative leadership w as provided to initiate the activities. 191+ The faculty of College E indicated there were thirty- fbur inservice improvement activities which it was interested in improving or initiating. The faculty of College F was favorably inclined to improving or initiating thirty activities. The.faculties showing the least interest in improving or ini- tiating activities were of College H (fourteen activities) and College A (sixteen activities). Less interest in improving or initiating may have been expected from the faculty of College H since it marked itself as performing more of these inservice activities than other faculties, but College A marked itself 38 Performing fewer of these inservice activities than others. The faculty handbook, faculty bulletins, and pro-school workShop seemed to be the most helpful activities in orienting the faculties. In this area-of the questionnaire, there were twofaculties favorable to more emph3813 on appointing a facultyadvisor to counsel with each new faculty member, one raculty’was favorable to some kind of induction course for new fac‘ultymembers given before school begins, and one faculty wasravorable to giving information through a faculty bulletin. Discussion of the college's philosophy and objectives, using departmental meetings to correlate course objectives with inatitutional objectives, and publishing interpretative materials seemed to be most helpful in understanding the college and its pURWNDBes. Although all eight colleges were discussing the colleges' philosophies and objectives, three faculties indi- cated they were favorable to more emphasis on this activity. 195 Seven of the eight colleges were using departmental meetings in some way to correlate course objectives with institutional objectives, but five faculties indicated a desire for more emphasis on this activity. Three faculties felt that having each teacher state his course objectives in outline or syllabus would help in this regard. All eight colleges seemed to be publishing materials that would help interpret the colleges' Programs to their constituency. From the administrative point of view, promoting the faculty on a merit basis (though this merit basis was not frequently published or known by the faculty), making infome- tion from the personnel, guidance, and registrar's offices aVailable to teachers, providing clerical assistance to teachers 1”UV-"ugh student helpers, mimeographing services, consideration for time spent in extra-class duties, a rank system of academic levels, and a willingness of administrative officers to attack PPOblems that affect teaching seemed to be the most prevalent practices. However, one may notice from Table I that these are areas in which faculties expressed favorable response to more emphasis on these activities. Two faculties desired im- pro"ement (on the promotion by merit basis, and three faculties exm'essed interest in the criteria of merit being published. Four faculties were favorable to formulating a salary POliCY that would encourage good teaching. The activity of providing information through a faculty bulletin was desired by five feeulties. The areas under administrative aspects of inservice 196 nmrovement that were of most concern to faculties were pro- Lding clerical assistance to teachers and giving recognition » time spent in extra-class activities. Although seven culties indicated that their colleges were performing the tivity of providing clerical assistance to teachers, seven the eight faculties indicated that these services should improved. All eight faculties felt improvement should be de in.regard to consideration given to time spent in extra- ass activities. (Also, four of the eight faculties were ncerned that more attention be given to the administration's tacking problems that affect teaching. It is evident that faculties were being involved in afining. This was true of long-range planning on future en- 1LMents, buildings, curricula, and faculty affairs as well hmmediate problems. Although seven faculties indicated 31F colleges were performing these activities, six.indicated 3t they should be improved. Faculty planning was also evi- 1°edin having a faculty committee work on instructional Dblems or plan professional meetings for the faculty. Seven the eight colleges indicated that the use of departmental itings to share teaching methods and techniques should be *POved.or initiated. Cooperative discussions that combined ldenlic and social Opportunities were popular in these col- “38, but four faculties felt these should be improved or Ltiated. Although the activity of having periodic voluntary 3cussions on similar problems were held in five colleges, 197 there were five faculties which felt this activity should be improved or initiated. All eight faculties felt that new teachers could express their views and assume committee responsibilities, but three faculties desired improvement in this activity. There were three methods by which faculties were as- sisted in their professional development. These were: leaves of absence for further study, encouragement to attend profes- sional meetings, and reports on educational research that might affect classroom teaching. The colleges seemed willing to grant leaves of absence without pay, and this type of leave may have influenced the responses indicating that all eight colleges were granting leaves for further study. The “10813 prevalent types of leaves with pay were a six-month's leave with full pay or a year's leave with half pay. Inter- V1°W8 with administrative officers indicated that selected individuals were often helped financially for a leave although a f0If'mal leave policy was not ‘in force. Only one faculty ex- pressed interest in the granting of leaves being improved, but four faculties expressed interest in the financing of summer studies by the colleges. Six of the faculties felt that im- provement should be made in providing outside lecturers or "exPerts." Four faculties felt that improvement should be made in acquainting the faculty with criteria of "good teaching,” and four also expressed the feeling that faculties sheUlld be encouraged to attend professional meetings. The 198 administrative area on which the most general concensus for 1mProvement was expressed was reporting educational research that might affect classroom teaching. Although seven faculties rePorted their colleges were performing this activity, all e1Sht faculties felt this activity should be improved or ini- t1ated. The reports on research that might affect classroom teaching were generally made by bulletins from the dean's Office or at faculty meetings. It was evident that little was being done to supervise cLasasroom instruction through an administrative officer. None Of the colleges reported that this type of activity was being Practiced, and none of the faculties indicated a desire to initiate the activity. One faculty did express a desire to initiate the practice of having a colleague visit one‘s classes to help in supervising instruction. It was observable that the deans of the colleges were playing an important part in the orientation and supervision of teachers. This was generally done through informal meetings where academic prob- lems were discussed. There were two faculties that desired this activity be improved or initiated. The personality and appPOEGhability of the dean were mentioned by faculty inter- viewees as important considerations as to whether faculty members would go to the dean with academic problems. The most prevalent kind of supervision for the classroom teacher was through the department head. It was generally felt that he w as closer to the problems in his department and therefore 199 better able to help the members of his department. All eight colleges were performing this kind of supervision of instruction, but three faculties felt it needed improvement. Six of the colleges had provisions for securing inter- library loans, but none of them indicated that this service should be improved. From the faculty interviewees and li- brarians, the Opinion was generally expressed that this service "853 seldom used. Although all eight colleges provided some he 193 in the selection and use of audio-visual materials, five faculties desired improvement of these services. Other cen- tPalized services that were considered helpful were: provision for clerical assistance to score objective tests, mimeographing tests, teaching outlines, etc., and facilities for giving prompt attention to requests for teaching supplies. Teacher evaluation, on a voluntary basis, by use of student rating scales, was the most prevalent type of evalu— ation. It was interesting that none of the faculties expressed interest in improving this activity. One faculty wanted to initiate the activity of being rated by an administrative Officer. . Little research to improve the teaching-learning situ- ation Was being done in these eight colleges. A few research grants from outside sources had been received, but these were em"apt-liens rather than general practice. Four faculties did feel that improvement should be made or activity initiated to I‘educe one's teaching load while on research. Included in 200 this may have been the desire to have one's teaching load re- duced while serving on committees that are exploratory in nature. Four faculties felt that sabbaticals should be given for research. Two of these desired improvement of this ac- tivity and two others would like this practice initiated. Two fatculties would like to initiate alumni grants for research and five would like to encourage or initiate research grants ff'om outside sources. One of the notable lacks in these eight colleges was re search related to classroom teaching. Although five colleges I‘eported that they were performing this activity, none of these five felt the‘activity should be improved. Information moves to and from these eight campuses rather freely. Student records were considered an important source of information for counselling and were made available to faculty counselors. All eight colleges reported that student records were provided to help teachers understand students, but one faculty felt this activityishould be improved. Two faculties desired to improve their follow-up studies on graduates, and one faculty desired to initiate this activity. Conferences on campus were frequent, being practiced by all eight colleges, and o111y two desired to improve this activity. However, four of the eight colleges that encourage attendance at professional meetings felt this activity should be improved. It was also intere sting that three faculties felt more use should be made of outside technicians. Of the many conferences held on the 201 campuses of these eight colleges, few were of an academic nature related to the improvement of teaching. On the section of the teacher questionnaire dealing With working conditions, there were twenty conditions listed. or the twenty conditions, nine were marked "pleased" by eight faculties. There were seven conditions on which seven facul- ties indicated they were "pleased." Present salary, opportunity for travel, and opportunity for research were the conditions drawing the least amount of favorable responses. Several in- tar‘Viewees indicated to the writer that being "pleased" might not mean the conditions were considered adequate. It may represent the attitude that "the administration is doing the beat it can with what it has.” “From the interviews with administrative officers, it was evident that the North Central Association Studies on Liberal Arts Education and the summer workshop connected with those studies were making significant contributions to the in- service improvement programs of the colleges of this study that were participating in them. The five faculties rating themselves highest in this study were participants in the North C‘mtral studies. The lowest three colleges of this study have partic1pated with colleges within their denominations in Studieg, but none reported any significant benefits as coming from participation in such studies. Also noi'dlcei’fible in the t hree lowest colleges was the lack of use of outside "experts" to help with college problems. 202 The five colleges participating in the North Central Association Studies on Liberal Arts Education and the sumner /' wOrkshop program attributed definite benefits to their parti- ciPation. One dean described it as a "morale builder." The North Central coordinator was well-accepted in these five cOlleges and was considered a valuable source of information and inspiration through his annual visits. The colleges par- i7icipating in the summer workshop had made some provision I“hereby the study of the summer workshopper could be carried OVer into the school year. This was done in some cases by making the workshopper chairman or an advisory member of the committee planning programs for faculty or professional meetings. One dean listed a faculty handbook and restatement of v" objectives and philosophy of the college as specific benefits received from participation in the North Central studies. A dean indicated that participation in the North Central studies had been his college's most continuous inservice effort. Another dean felt their general education program had been strengthened by their participation. From these observations, me may conclude that these five colleges Participating in the N°rth Central Association Studies on Liberal Arts Education were deriving specific benefits from their participation. . There were similarities and differences expressed by the administrative officers interviewed concerning the strengths a nd wealzcnesses of their inservice programs. Differences were 203 also observable in terms of present inservice projects under- way’and plans for future projects. The following will make these evident. Collegng: Strongest: Induction of new teachers. Weakest: Lack of faculty study groups on academic problems. Present projects: None. Plans for future projects: None. College B: Strongest: Faculty meetings at which programs dealing with academic and administrative problems are discussed. Weakest: Orientation of new faculty, especially the beginning teacher. Present projects: None. Plans for future projects: None. College Q; Strongest: Assistance to young instructors to continue graduate study. weakest: Helping new instructors with day-to-day problems. lPresent projects: None. Plans for future projects:'Yes. College D: Ettrongest: Faculty leave and travel for professional meetings. wBakest: Orientation of new faculty members. Present projects: Yes. Plans for future projects: Yes. College E: St5I‘ongest: Participation in the North Central Association on Liberal Arts Education. weakest: Research projects within the college. PM‘esent projects: Yes. Plans for future projects: Yes. zou College F: Strongest: Participation in the North Central Association Studies on Liberal Arts Education. Weakest: Sabbatical leaves and opportunities for research. Present projects: Yes. Plans for future projects: Yes. Collegg G: Strongest: An attitude of continuous self-study. ‘Weakest: Opportunities for research. Present projects: Yes. Plans for future projects: Yes. College H: Strongest: Pre-school faculty workshop. Weakest: Helping new teachers with classroom problems. Present projects: Yes. Plans for future projects: Yes. From these comments by administrative officers on strengths and weaknesses of their inservice programs, present prwsjects underway, and plans for projects in the future, it can be seen that orientation and continuous help for the new teacher is an area needing attention in four colleges. Three colleges felt that research opportunities needed to be Strengthened. From the observations of the writer, the greatest lack (If research seemed to be research within the colleges on the teaching-learning situations. Experiments of this nature Were few. It is observable that the administrative interviewees of the two lowest colleges did not report any projects under- w . ey‘or. planned.for the future. College C's administrative K / J: 205 Officer did report plans for future studies. Beginning with C3011ege D, the administrative officers reported studies under- Way and planned for the future. Interviewees of the seven colleges having faculty handbooks felt the handbooks served a definite purpose and were of special value to the orientation of new faculty mem- bers. An analysis was made of the items contained in the faeulty handbooks of the seven colleges. This analysis showed that many inservice improvement activities were mentioned in the handbooks. Much individuality was expressed by the seven colleges in the contents of their handbooks. Of the 191 items listed in the seven handbooks only four--Absences, Committees, Com- mittee requirements and duties, Grades and grade scaling--were mentioned by all seven handbooks. Five items were mentioned in six handbooks--Attendance in class, Auditing classes, Chart on administrative duties, Church relationships, and Probation (academic). Eight items were mentioned in five handbooks-- Cheating, Church attendance, Counseling, Duplicating materials, Library facilities and uses, Professional improvement, Regis- tration, and supplies (purchases and requisitions). From this Deint the variation is greater. Sixty-two items were mentioned in only one handbook. In a broad theoretical sense all 191 items might be said to have relationship to inservice improvement, especially omen‘liation. Interviewees indicated that faculty handbooks , ,_| .0 206 were not read in a general way for over-all information, but they felt they were read to get specific information when a specific matter is considered. This may account for some faculty members being unfamiliar with present practices in some cases where the practices are stated in the handbook. One administrator, in a college where the faculty handbook was more abbreviated than in others, expressed some doubt about the worthwhileness of expanding their book because so few faculty members read it as it is. C. Etistical Summaries and Findings from the Data Table II was organized to give an over-all picture of the raw scores made by the eight colleges on the thirteen variables. This table shows the basic data from which some general conclusions are drawn. The scores and statistics de- rived from this study have several limitations upon them. The size of the sample is small, but the amount of research in each college necessarily kept the number small. Whatever conclusions one may draw from the data could not be used to describe other colleges of similar size, budget, or orienta- tion. Also, one should remember that data for eight of the thirteen variables was gathered from opinion check lists. Data from interviews served as information on four variables, and this was likely to be highly opinionated. Although in- dividual and group opinion studies have value, the validity 8L11d exactness of such studies may be questioned on certain 207 .eaoom nmds d can» manaaamoe once donovdmnoo on haaooapoaoonp bados oaoom 30H a when: wooed nopoOHenHt mm.ma mm ma .0” Home no.m mn.a mm.m NH. me. as. so. me. < oe.ma me :a .sa amp e~.m am.a Hm.m as. om. ea. mm. as. m um.HH m: :H a.sa mse o~.m me.a am.m as. 0:. ca. em. as. o e~.e an ma .sa mood mm.m sm.a mm.~ NH. mm. as. am. em. o oo.» mm 4H .oH amp m>.m an.” mm.m ma. mm. ma. cm. .30. m sm.m an ma .aa seed mm.m mm.a o:.m mo. es. ma. aw. oo.a a om.ma on ma e.aa cos em.m o~.H am.m so. He. mo. no. :o.a e mo.oa um ma e.am oam oo.m eo.a ms.m we. :0. Ha. so. oo.a m ma ma sad as o m s 0 cm : ram. m a 8G an .3 mm? m mm .8. E. 25 gm B 3 4m nowoaaoo uoHnuan¢> Awnpam mma m0 mmum ZHMBmHmH flue 26 mmwmflfloo EmaHM mma ho mmmoom HH MQQ4 Weandaaegw oonHoo @335; 58mg a 20 magnum—00 Emon an. .mo mmmnmo MS HHH H.349 211 Mine-O; 0--h in the cells in order to get a Chi-square signi- 1fleant at the five percent level. If the pattern were a 3--l; LuJ arrangement, however, one may still feel that this is mmgestive of a direction of relationship even though this gmttern would be significant only at the twenty percent level. This means that in a study where the sample size is eight the Chi-square test is severely limited in its useful- ness for measuring strengths or intensities of relationships. One must decide whether he will accept only those relationships which are demonstrative of significance at the five percent level or whether he will be willing to accept more possibility of errors in relationships and have suggested directions in which relationships may lie. If one accepts the twenty percent level of significance he must reserve caution in interpreting those relationships in— dicated by the test results. Chance relationships would be more likely and explanations for these could at best be only theoretical. However, these Chi-square tests at the twenty percent level of significance do seem to suggest that certain inservice improvement activities and certain variables pattern thenwelves in directions that would be suggestive of relation- ships. The writer felt that these suggested lines and direc- ‘tions of relationships would serve as useful checks on his hypothesized relationships. While he is not satisfied with the probability of error in relationships at this level, he recognizes the limitations imposed by the small sample size :1- 212 and considers it more worthwhile to examine the data for sug- gested lines of relationships at the twenty percent level than ‘uaconfine his discussion to the few relationships significant at the five percent level. The data presented later will in- dicate the value of having these tests as checks on his theorized relationships between inservice improvement activities and specific variables. There were seventeen inservice improvement activities tning performed by all eight colleges. Hypothesized relation- ships between these seventeen activities and specific variables were recorded and the Chi-square test with one degree of free- dom was applied. The reason for choosing the seventeen items being performed by all eight colleges was that an activity being performed by all eight colleges would be more likely to influence a variable than one being performed by fewer colleges. Hypotheses of direct or inverse relationships were hypothesized between the activities and the specific variables. On each of the seventeen inservice improvement activities being practiced by all eight colleges, the colleges were scored and ranked, being divided into categories of four high and four low. In cases where there were ties in rank that would neces- sitate a decision to determine whether a college would be categorized as high or low, the ties were broken by the selec- tion of random.numbers. Two-by-two contingency tables were set up, the con- tingencies being, on the one hand, the inservice improvement 213 activities and, on the other hand, the variables. A Chi-square test with one degree of freedom was applied to each of the tables and, as indicated above, the hypothesis of independence or no relationship was rejected when the Chi-square was found to be as great or greater than 12.20 . The results of these tests are shown in Table IV. The hypothesized relationships cf the writer are shown in the upper left hand corner of the cells, while the results of the Chi- square tests are shown in the lower right-hand corner of the cells. ”I” represents an inverse relationship, while ”D“ representse direct relationship. Although no hypotheses of independence or ”no relationship” were made, this condition is represented by "0" where it was shown by the tests. In predicting relationships, the writer had to impose some value judgments on certain variables. he considered low scores on variables 3, Unfamiliar with present practices (UP); 5, Undecided about working conditions (WC); lO, Teacher-pupil ratio (T/P R); and 11, Teaching load (TL) as being indicative of more desirable conditions. In regard to the sizes of the colleges the writer had hypothesized that the larger colleges would have better opportunities for developing an inservice program than the smaller ones. He reasoned that in the smaller colleges there would be less faculty personnel and these people would become reinvolved in many activities, probably reducing the efficiency of the inservice program. 21h H __m4r_ii. L O L61 H [Fir .hGSpm sou bosomoe mo mo>moa masseuse .m .N «he pcafiaoao>on deceam Imomoam was he headomm on» weapmammd .mzoa> naps» mmoaoxo oa means» ahoaao as maoSomop zen wcaeao .o .mEoHnoam Hmdoapodhpmca no #903 ooppaesoo headed“ a wca>sm .N «hp huddodm mace: 03p wcabaoan .nHoboH odfiooaow mo Eopmhm mass m wna>sm .MH .wnasodop hummus use» mfioanoaa Museum on amonwcaaafis and measonm .NH .maonowop on oanmaam>s mooaumo coapoap usdwoa one .oondoddw .Hongomaea oep.soee compassoaes messes .m “he weanowoa no peoso>oaaSH now huaaanamnoanom one oodpappd m.no«pmapmuefiau< .haopuan one hnaomoaann m.Hoo£om H on» sameness“ mace Has: use» a: mesons“ mandamus“ mesemaaesm .: .Hoosom on» Ho mopapoonno one hhaomOHHSQ on» mdaumdouan .a «he monoahnm use use Hooeom as» weaesspueoeep EF$ mm a Ina m m. mm b as newnsaad> QBOpH mmqmdmmds ems n24 mamaH was 20 2pm manna mmH 33H. we .1 2 r . o n a .mmnauoos Hacoammoh _ a a mi none pm consenoupd wcawsasooem .m o o H n GWt . a unmade op moosoaomzoo wsHpH>GH .: H .o m flo .opo .mp0: Q _ u H M h u a £950» .moapahdSEoo .mofiohdno _ h M _ a _ :4 madamoamoumdaEmo Song hose i r rw w, madnmoaa ooabaom now maaea>oam .m n a 1+ H a +M _ .mpcooSpm osdumaoccs masseuse W _ a m w w name use» meaoooa wcdua>oam .d w _ m w «he adhsao_eoau one w _ M h o» soapmSaomeH no 30am on» mdaASmGH “u flu WAW We a we .moaaaafiw wcasomop you museum l i a .. a a a -2 3 e333: sheets 323 .5 4 _ s o n.il4m. (1+H _ _ .ouo .mpmaa mcaesoa .moefiapdo V b n pl n n 3333 .33» museumsmoofiz .e m j (a o o . oil _ .npmop o>au00wno shoes on H a n n communamna Hmoaaoao weavd>oam .m H. a pi e o _ hi _ Juices: . i a a Hddma>uoacsa no on: one Goa» . _ -ooaou on» as same msaeasosm .m . i «he mooa>aom dosaamApcoo wcababoam x” we 0 H a .uGQEpadaou n a a H :30 was non oapamhoamoa been acoauadaoc be» wca>mm .N M «he m GoapodApmcH madma>Aed5m no weapooaan 2 ma :5 a e m s m E2 on true as E. 25 use .5 mafia Bosswesoov >H an. 216 In the material below, the writer sets forth some of an intuitions and reasons for his hypotheses stated in Table IV. Discussing the_philosgphy and objectigg§_pf the school. . From,the attention given this activity in the review of the literature, the writer attached considerable importance to it. One must admit it is the kind of activity that could have re- lationships to many areas of a college's program. It seemed reasonable to expect the performance of this activity to con- tribute to a reduction of unfamiliarity with present prac- tices, to help the faculty understand and develop definite re- actions to the working conditions, and thereby reducing the undecidedness about working conditions. It also seemed reason- able to expect that the longer the tenure of the faculty the better this activity could be carried out. According to the tests, the expected relationships between this activity and unfamiliarity with present practices, and undecidedness about . working conditions were sustained. Publishing available information that will help inter- pget the_gchool's philosophy_and history. These eight colleges published various types of publicity materials that serve many functions--from.student handbooks to reports in church periodi- cals. The writer felt this activity would show relationships with at least three variables, inverse relationships with un- familiarity with present practices and undecidedness about working conditions, and a direct relationship with reaction to working conditions. The tests upheld the relationships with 217 faculty reactions to working conditions and undecidedness about working conditions. :ggking information from the personnel,,guidanc§, and registration offices available to teachers. The writer felt the practice of this activity might affect the student response variable since the records made available to teachers are often used in personal counseling situations. It was also felt that the need for such a flow of material would increase as the size of the college increased, but it would be less necessary in colleges where the teacher-pupil ratio was small. As indicated in Table IV, none of these relationships was borne out; in fact, this practice has an inverse relationship with the student response variable. Showing it§fi(administration1gl willingnggs to attack problems that affect teaching. The review of literature and interviews with faculty personnel led the writer to believe the administration's efforts to improve teaching were felt and ‘appreciated by the faculty. Such a favorable attitude by the administration, it was felt, would be reflected in positive or “pleased“ faculty reactions to working conditions and per- haps be reflected in the use of a greater variety of teaching methods and techniques, in the teacher-pupil ratio being smaller and in the teaching load of the faculty being smaller. It is interesting that these relationships held up with the faculty reactions to working conditions, teaching techniques, and teaching load. The relationship with working conditions .u | In I V '7 a: . “.‘. I, 2‘ i, ‘ 0“ ~ ~.,‘ l 218 was not surprising to the writer since many working conditions are closely related to the improvement of teaching. Having a wkgysttem of academic levelg. Academic ranks are usually considered to be very important to college teachers. A relationship between a rank system of academic levels and the percentage of doctor's degrees and the average years of service of the faculty would intuitively seem reason- able. Persons with doctor's degrees are likely to be more sensitive to problems of rank, and rank may be a college's means of rewarding the continuing teacher. The Chi-square tests did support the relationship with average years of service. A continuing faculty is an important factor in developing a rank system of academic levels. Having a faculty committee work on ingtructional problems. Inservice improvement is best thought of as some- thing a faculty does for itself rather than what other people cause it to do; therefore, faculty involvement is important. Such involvement could conceivably affect many phases of a college's program. The writer felt it should influence to some degree faculty reactions to working conditions. He also felt that faculty involvement might be better secured in a larger college since the same people would not be reinvolved all the time. It appeared reasonable to assume that persons with doctor‘s degrees and longer years of service could assume leadership roles in this faculty involvement process. Only 219 um relationships with working conditions and the percentage cfi'doctor's degrees were sustained by the tests. Qiying new teachers an opportunity to express their gang, Although this activity is restricted to a small number (fl'teachers, it should help these new teachers develop re- actions to working conditions. The writer felt this activity amuld be less necessary in the small college, but that it vmuld be more necessary if the new teachers were persons Idth doctor's degrees and if the college had hopes of re- tmining its teachers over a long period of time. The relation- ‘flups with reactions to working conditions and the percentage of doctor's degrees were sustained. Granting leaves of abgence for stud . Although all eight colleges granted leaves for study, not all eight colleges granted leaves with pay. In the opinion of the writer, it would seem.logical to expect results of a leave program.to be reflected in the responses to working conditions, and in the use of a variety of teaching methods and techniques. It also seems that such a program.would attract more persons with doctor's degrees and result in their staying with the college longer, since persons accepting leaves with pay often must agree to return to the college for several years. The writer was gratified to find these relationships sustained with re- actions to working conditions, the use of a variety of teaching methods, and the larger percentage of doctor's degrees. v-I 220 However, one must remember that the. observance of general relationships does not imply causality. Having the department head resppppible for his own de- partment. One of the intended purposes stated for this activity is the improvement of classroom instruction. Thus, one would expect to see some relationship to the use of a variety of teaching methods and techniques. The writer also felt it nught be a means of reducing unfamiliarity with present prac- .tices and creating a favorable reaction to working conditions. It seemed that this type of supervision would become more neces- sary as the size of the college increased. The tests showed no relationships of this item.with teaching methods, tech- niques, or size. They did, however, show opposite relationships from those hypothesized by the writer on working conditions and unfamiliarity with present practices. These last two seem. difficult to explain unless one keeps in mind the general negative reactions college teachers have to classroom.supere vision of any kind. Providing help in the selection of audio-visual materials. It was felt that the performance of this activity wouldl affect the way students responded to the questionnaire on the use of a variety of teaching methods and techniques, particularly on the techniques.. It was also felt that the larger colleges would have need to institutionalize their audio-visual program and thereby provide more help for teachers. This latter relationship was not borne out, but it was 221 encouraging to see the one with the use of a variety of teaching techniques upheld. Providing clerical assistance to score objective teppp. The performance of this activity could show a definite rela- tionship with faculty reactions to working conditions. It also might affect the variety of teaching methods and techniques a teacher used if he were spared the test-grading tasks and had more time to put on class activities. The writer was of the opinion that this activity would be performed more in the larger colleges and particularly if the teacher-pupil ratio were larger. Of these hypothesized relationships, the only one borne out was with the teacher-pupil ratio.. Mimeographipg»tests,_teaching outlines, reading lists, etc. Faculty interviewees indicated much appreciation for the .mimeographing services, so the writer felt it might show re- lationship to faculty reactions to working conditions. This relationship was not sustained by the tests; in fact, it was reverse. Perhaps one of the most significant contributions of the mimeographing services to the teacher is the provision of classroom.materials. The hypothesized relationships to the 1186 of a variety of teaching methods and techniques were both :mistained. It also seems reasonable to expect mimeographing serwrices to increase as the teacher-pupil ratio increased, but: this relationship was not substantiated by the tests. Giving prompt attention to requests for teaching supplies. This activity might be expected to show strong 222 relationship to working conditions and, since it involves the request for teaching supplies, to have relationship to teach- ing methods and techniques. It might also have relationship to teacher-pupil ratio since in large classes the acquisition of materials is very important. The relationships with teaching methods and the teacher-pupil ratio were indicated by the tests. Providing records that help teachers underpppng students. The provision of records to help teachers better understand students could conceivably cause a better student reaction to the teaching-learning situations. The need for such records may be more acute in larger schools and particu- larly as the teacher-pupil ratio increases. The tests indi- cated that the student responses were less favorable in the colleges where these records were best provided, and they also indicated that such records are used less when the teacher-pupil ratio is higher and the college is larger. Providing for service programs away from campus-- program§#in churchpg, communities, youth workigetc. Since a number of faculty interviewees had expressed concern over the extra-class responsibilities, the writer was interested to see if this activity had any relationship to working con- ditions. Since these programs away from.oampus are often planned to facilitate co-curricular development of the student, it was hypothesized that their practice might favor- ably influence the student response variable. The teaching 223 lbad of the faculty might determine the extent to which faculty persons could assume responsibility for such pro- grams, and the writer was of the opinion that these programs nught be more prevalent in colleges where the faculty has served longer. None of these relationships stood the tests. It appears from the tests that student reactions to the teaching-learning situations were less favorable in colleges providing these off-campus programs. Also, where the faculty has served longer, there seem to be fewer of these programs. Inviting conferences to campus. It was felt that the number and extent of conferences invited to campus would be directly related to faculty working conditions. One could easily believe that campus conferences could show an effect on the use of teaching methods and techniques in the class- room. It was also felt that larger colleges would more likely have conferences than the smaller ones. The Chi-square tests - showed an inverse relationship between the conferences brought to campus and the faculty reactions to working conditions. It is possible that conferences mean more work, often overwork. The writer was surprised that none of the other three predicted relationships was upheld by the tests. Encouraging attendance at professional meetiggg. It was the opinion of the writer that a college which could en- courage attendance at professional meetings would more likely have favorable working conditions. This was sustained by the tests. It was also encouraging to note that the direct 22h relationship expected between attending professional meetings and using a greater variety of teaching methods was upheld, but one wonders why it was not also upheld with teaching techniques. Table IV and the comments above indicate widespread disagreement between the writer's hypothesized relationships and the results of the tests. The writer hypothesized sixty- six relationships between the activities and the variables. Of those sixty-six hypothesized relationships, only twenty-two (33 percent) were sustained by the tests. Of those sustained by the tests, only two fell in the h--O; O--h pattern and were significant at the five percent level. There were nine instances in which the results of the tests indicated relationships oppo- site from the writer's hypotheses. One must keep in mind that a comparison between one of these inservice activities and a variable of the study is like a David and Goliath situation. The activity, limited in its reaction power, would have to make considerable impact to influence a variable into which a number of factors have combined to form its reaction influence. The fact that many hypothesized relationships were not sustained by the Chi- square tests may indicate that relationships between these two contingencies are not as obvious as they appear on the surface. One must also keep in mind that some which did ap- pear could be due to chance at the twenty percent level of significance. One might argue that a 3--l; l--3 pattern doubled or tripled in sample size would likely give a much ‘u n! n, 225 lugher level of significance, but the reality of the case sug- gests that one should interpret these relationships as sug- gested patterns and not as hard and fast relationships. It seems probable to the writer that even with an increase in sample size the prediction of relationships between inservice activities and variables would be very difficult. The effects that an inservice activity may have on specific variables are not inherent in the activity. They may be related to the various ways in which the variables are practiced in colleges. Some inservice activities are practiced with an immediate benefit in view without too much consideration of--"What effect will this activity have on certain variables?” As one looks back over the practice of an activity he may see how it has affected certain variables and in retrospect he may offer logical reasons as to why these effects were possible. But it is unlikely that he would often undertake the practice of an activity with the purpose of directly influencing a variable. The same amount of time and effort put in directly on the variable would likely bring better returns. The effects that certain inservice improvement ac- tivities have on certain variables are generally subtle and indirect, possibly not planned, and likely to be unpredictable ahead.of time. In order to determine whether larger categories with.more reactions involved would show relationships to the variables, the same type of Chi-square tests were run on con- tingency tables comparing the ten areas (groups of activities) 226 of the teacher questionnaire with the variables. Again, x2 20 was accepted as the level at which suggested relationships would be investigated. In these tests, however, hypothesized relationships were not made inasmuch as the major purpose of these tests was to see what relationships would be demonstrated by the tests at the twenty percent level. The results of these tests are shown in Table V, where relationships are shown again by "D”, gigggt relationship, or "I", inverse relationships. Area one, Orientation of the Faculty, showed relation- ship to eight variables. It was directly related to the per- formance of inservice activities and their desirability. The reduced undecidedness about working conditions is a worthwhile result of orienting the faculty to the college's programs Just how orientation of the faculty can have direct relation- ships with the use of a variety of teaching methods and tech- niques is not clear from this study. One might express the opinion that a proper orientation of a new teacher could en- courage a teacher to use more methods and techniques, especially if the faculty handbook, dean or department head puts emphasis on this during orientation. It was interesting to notice the inverse relationships with the percent of doctor's degrees and the average years of service. If one could establish a relationship between the percentage of doctor's degrees on the faculty and the average years of service,-these inverse relationships would appear to be normal expectations. It seems reasonable that persons with doctor's degrees would be 227 n a o o H a H H o a o o o usesso soeH one o» aOHpeanowcH .Ho 30am 23 $3325 .oa a a o n o H H H n o o o o eossouom seamsssooem .o H H o a o H a n o o o n a muonao_sonH aeoHpssHapm mcHeHapno .m o H o a a H e o a. o n a a nooapuou eouHHsepeoe eoH msaeapoum .a o a a o o o o n o o H o o eOHposnpneH waHngaeasu no manpoeaan .o H H o o o o n o H o o n a paosdoaobon Heaoanuouonm . ups eH HpHeoaa on» wsHpuHuud .m a a o o o a H H H o o o o apHsoam oHos: on» merHoan .: o o o o H o o o n n a o a wsHeoaoH Ho udeae>oaQEH new huHHHannoaeem use oesppr4 n.eoH»au»-HeHse< .m H H o a H o o a o n H n a momentum «pH use Hooeom on» weHeeapueoeep .m H H o o H o a a H o o e n. HaHsoua on» Ho aOHpspeoHno .H «H ~H HH 2 a m H e m a m m H «Ha an Ha mm\y a mm as as one one an n4 «H neon< moanddhd> If “I Hl" It'll 1|” mmqdem<5 mus Q24 mers to attend meetings of i learned societies. 4 coco-co sees-essence eeeeeesseesselesssIIIIIIIII assesseIIIIsIIIes s b 6. Reporting educational research that might affect classroom teaching. . . ’ 53mm hers assessesseeseesssees IssssIIsIIIsIIsseeeIeIeseesseeeIeIIIIIIIIease-IOIIIOIssssseeseessssessesssessseeeeesessiseeeesesesesessssepssessseeseese sesseseeeeseeeeee eeeeeseessesssqseeeseseeesseas ssssssseeessee‘pessIsessslesesssss ease Directing or Supervising Instruction by: 1- Having an administrative office visit classes. "a. On scheduled visits. .. "g.- "gu- unscheduled “at". "Having a colleague visit one's classes. ... ......... .............JL.... Having the departmental head responsible for helping his T 0"“ depiflmn“ -- -- :Discussing academic problems with the Academic Dean. Using outside examinations to check scores made on “teacher-made tests. r; rgrg rgeg Comparing exam "scores,m grades made by sections of the same course. ....... ...................1b 4» one o .e - 7. Having an experienced and a non-experienced teacher ......vorkine 9n. 2 9.0.2532 ......... . ..........J . . ........................ _8...__.Promotiug inter-school visitation by faculty members. W rm * 4 9. Others. l l IIIIIIIIII IIIIII sOIIIIIIIOIIIIOIIIIIIIII IIIIIIIIOIIIIIII OIIIIOIIIIIIIIOIIIIIIIIIIIIIIesIIIIIsIssssseeeseseIIIsIIIIIsI1 IIIIIIII .....1'...’I.O...llIOOOOOPIOO00.0.0.0...“.....ICOQOOIOO. ssIIIIIIIIIsII1essIIIIsIIIIIIIIIIIsses Providing Centralized Services by: l. Securing inter-library loans. _ .. 2. Providing help in the selection and use of audio-visual aids. ...-ea. "ole-eaeeeeseeeeqone....asaeaeeeeeebeseseee q» eeeeeeeeeeeeeeeeeeeeeee 3. Having an experienced teacher help in setting up course ‘ “Mm”- . . ............ 4 ........................ . .............. J ...................... 4. Having an experienced teacher help in setting up testing d.e.'..i..c.e.... ‘ ‘ “ ‘ ‘ ‘ IIIII IIIIOIOIIIIU sees-IIIIOOOII s esssIIIlIOssessesese 5' ”WW"! ‘1‘““1 "‘1"“°°.3°.°°°" ”mu" “8‘" . . . 6. Himsographiug tests, teaching outlines, reading lists, etc. 13mGiving prompt attention to requests for teaching supplies. .............. j :. . 3. Others. ...... .L . . . Obtaining Evaluations from Others by: 1. Using student .rating forms: .............. ‘ ‘ 2;: Being rated by colleagues within a department. .....q-OOOOCOOC .... O 0.0... I... 0. .....‘1000. ...... 0.... I.......I....IJIIOOOOOIIICIC O. ...-0.. I... ......OOIO- 3. Being rated by an administrative officer. . I i C c.3539? 3395‘ 1 / z .1 lufnmat ‘10? ..‘;.-" 51 mai" fair- s. S: ,. Spry-evalua . -1"- - -. -r-‘ 1265- ....I- - ...—".... ELEM Research :1 flag staust: H.:/:13 teaching in; Sat‘batiFfi ~14 alumni-g .:=7t=v%&zias...e.té23 Emitting experim .tzer 'reasonable fie-rs. —v—--.u— -..--.--a In IIIIOO 3.11116 Flow of 'ftwiding records 'étier. 11:. {Ollow-up st ‘Slidi as for serv finches, comu 1i conferenc mag attend 3‘2? "1? iioutside t F {913mb lens. in} “1 corrr .f:§ent salary;-o.o... . .-. ..p g u. 1 . e “N 3.3131101; 1:111 ‘ \ .A. ”HIH‘ElaSq p 31310 H.” .. ‘ 33 My; 1"“"--.f0r U? My Jtficrs‘. -...‘_ p.3--Teacher Questionnaire 26h DOING WELL DOING BUT SHOULD IMPROVE ‘NOT BUT DOING SHOULD NOT DOING NOT DOING AND SHOULD NOT DO UNFAMILIAR WITH PRESENT PRACTICES 4. :51: 6. It: 8. Using information .from senior interViews. Asking alumni for ratings. USing standardized devices, i.e., USing self-evaluation forms. Others. Encouraging Research by: h :rzrév: 3'." A P: Providing statistical services. Reducing teaching load while on. research. .Granting Sabbatical leave to; research. .uunfiuufluuunnnaflflfluhuu.nuuun ”PTOVldlng alumni grants for research. .u.nuuu.nun."nunnnnuunuunnunu". .:Encour aging grants from outside sources. Peruutting experiments with class size, grouping, and- u “nun". other "reasonable deSigns. Others. Insuring the Flow of Information to and from Campus by: h 3- as if Below are listed some factors that affect a teacher’s work. of each item, please indicate your reaction of how these practices affect you. in churches, Providing records that help teacher understand students better. D01ng follow—up Studies .On graduates..nuuuunuunnunuuuuunauuun..nuuna.unnuunuu. Providing for service programs away from campUS--programsnuuu."nu" EICI comnun i t ies, youth work," Inviting conferences to campus. Encouraging attendance at professional meetings. Bringing outside techniCians to campus to help with specific problems. Others. Purdue scale. lees-sseeeeeeose OLI-OOOODIOOOIOOOOIIOIOIIO. In the columns to the right WELL PLEASED PLEASED NOT PLEASED DIS- SATISFIED UNDECIDED 5. "2:“ 10:". 11:" 19:". I§LH.. 151".. léiu 1§1u 121" 1§Lu 191" 39:" 210 Time spent on faculty committees. ResponSibilities of extra administrative duties. Time spent in community services. Present salary. "Opportunity for travel. It“. fit" Opportunities for promoilon.nunnuaunn."nun".uua.uuuununnnu.auu...u.."u.."..u... . .u'nnnnu.nnuuuun.o' Retirement provisions. Time spent work1ng with student activities, u.nuunnnnunu.u..uuuu. . nunu.uuu..uununun.u Sabbatlcal .and .03 h.er. leaves. . I eIIIIIIII-s- IIII IIIOOIIOOICCIOIIDIOOIOIIIIOCIOIClo... Opportunities for. research. Opportunities for conferences with individual students..“unuu.un.nuunnunn..”ut;:::-:ZOuuuuu.uuuunuuuu. Pa"1°i95‘i°° 1“ adm1“15"3“'° de°151°“°' .."unu ..nuuuu”."nununnnununnnuun...n “’3113b111".°f. Office .SPECS'. ” ”unuunuuuunu... ”unmann.unuunuuu. .ununnn.unnn.nuun.n.u.uu.uuu. Amount of clerical assistance. ConBtTUCtive attitude displayed :.b::y.: aMIniStratlve Offlcers. . . nun"... "nun-..."... ......a...no....... .........u.......... Institutional definition of "Academic Freed0m3"_.“nuuu.nu_,u, , Sizes of classes. PfOV1810ns for tenure. Others. Nmmber .of class preparations. Provisions for central serVices. ‘Q"? ....cctional Met klmal Lecture instructor. Liz‘xomal Lectu QEESEIODS, corr Hiscussion: A ffigt‘al indivi “.2913 An inf ts - uttect conve r: .. -f_‘+’€_§‘*§€e b v 1 1:15:41: In: 1:} 3““ g" iP‘éFl‘l‘es‘ 1. ‘Iabcratn'rm investizst‘io n‘H “A n 3... what” C . sighting“. H J ‘ ........ _FJUCC-Dt - AS :31?) 3’ {‘1’ " :r—i: ' ,n C N '4 ‘J' r . .~n w n; I H '-i' ' Id ant. V' , SI 5 - '3 ; flit-'11, 0:0 . ’71:)! HH““‘--. Fradal Mat” . Ibcpbic ”Per :19: lea gitQ . - ._ Inn ... ‘ H '-- O ‘v 0‘ '5‘ a? ‘ St? ‘ A $39113 at“ .. p ""‘-.“ 1" ,:naCI1 u" :E APPENDIX B STUDENT QUESTIONNAIRE Below are listed and defined some methods and teaching devices. and techniques may work better and be used more often in one course than an— other. To the right of each item, please check the frequency of your professors' use of them. Please fill in a form for four of your courses, using a different form for each. This form is for ”unm”mumumumnmnmumnnon the mumumumnmun“mum"mumnmumun"mu" Fr.. Soph., jr. (Course) (Course level: (My major is) (Class: soph. , Jr. 265 Some methods level. .Sn) tn;;:3"..nuunuu . VERY OFTEN OFTEN SOME- TIMES SELDOM NEVER Instructional Methods: 1. 2- 3. Fonnal Lecture: An uninterrupted verbal presentation by an instructor. Informal Lecture A conversational presentation interspersed with questions, comments, and brief discu331on. Discussion: An extended exchange of ideas actively stimulated by several ind1v1duals, followed by group discu351on. 4. 5. 6. 7. 8. a Panel: An informal, though planned conversational presentation by. several 1nd1v1dua1s, followed by group discuSSion. Forum: Formal presentation by several individuals in succe551on, followed .by group discuSSion. Student Reports: A verbal presentation °S§ students .after speC1a1 study of a problem or subJect. Direct conversational Method (Languages) The teaching of a foreign language .by actually using it in a speech- hearing approach.”“ Tutorial. Instruction of an individual student, or students in a. very small group, with special attention to personal interests ”and abllltleS.” (.Do not confuse with "Coaching" as defined below) Laboratory: student application, manipulation, practice, research, investigation, or experimental work in a laboratory, workshop, or other practical situation. lfim 1h Others. Instructional techniques: 1. 2. 3. 4. ..formal or logical presentation of arguments, followed by rebuttal. 5. a" Parable: A short and often imaginative narrative through which a concept is explained .by analogy. Anecdote: A brief narrative of an incident or event of spec1a1 interest, 9f.t?9 personal or biographical. Dramatization: Presentation, by acting, of an event, episode, Situation, or story. Examination. The .9§? of oral, written, or performance tests. I C . I I I I l O I I a I I I o I I I o -__r.....- __.____ __.. I o I O I U I I I O I ' I a c I I 0 O I ' I a a a I n . t -..—... --AL.-.‘_._4L-.— o I o I I I . u I Debate: A discussion or examination of a problem or issue by the Field Trip: A planned visit by a class or committee to a factory, plant, store, farm, school, museum, celebration, folk dance, art exhibit, or museum. Visual Material Models, exhibits, specimens, pictures, or other graphic materials and objects shown to clarify and to intensify ."the learning. i a 9. _“"9E“§Tfi}} grgups who are experiencing difficulty in learning. Auditory Aids: Devices such as recordings, sound films, or radio -”presentations used to clarify and intensify the learner's perception. Demonstrations: The use of objects or materials with verbal explan- _"ations to describe structures or to explain processes of Operations. Coaching: Special a831stance outside the classroom to ind1v1duals I I I —v ---..- 7.4. I I I I a I 0 I 0 I ' I s ‘ I o I . I U ' . I l ' O a r. —_A_—-_., _.._.. -.. _ n I g I a I . I I . I I a I . I I I . I I . g I I I I O o I I I I g a I . I I I o I I . I 0 I I I . U 0 O 0 I I I I O U . .-.—- -.-y—A—-- —'-——v—-———-e——v—"—— . O I 0 I I I 0 0 I I O . . I I . g o C I 0 a I -L ----“_— fl...-.- W.— I . I 0 I I C O I I _. -- I I I a a. a - b-.. . c . v I I I I I I I . I .c...... __.—“g—r- .. . I I I I I a I I g I I I I I I o o o u . I a I I I I I I I I I I I a Iva—-..”- .....-_.. -r—c-ma‘h—F-‘3 . I I I I . O u I I I I I l I I I o I I I I o o I .._-...‘...-‘_,-. - O n I I a I , I I I I 1.1—--- —.-_.-....-m .— 0 o I I a a o . o },g--Student Questf ff,— ______—————-———' 1;» Guest Instruct. instruction th discussions. Use of Local P through lectur Other Intellec of other count instructors or Use of Other 1 minerals, 1101 rd; '3‘; "VF-r ‘i’ :4. Construction: acquire an unc :5 Exhibitions: :5. Concert: A m __ or instrument i’n Eecital: Sam n.,“ to one ind - .- c L iritten Repor- “students afte 13. Ethers. ‘ To the right \ \ ......YEYVIety of ti 2' 'Fhis tutu ......tHFellecma} n.,”FfaF-‘het' and: 1' .036 feels fr -~.,1_9}ervi€‘.“ wt *' 9n the “ooh. it? P.2--Student Questionnaire £26M5 VERY i OFTEN OFTEN i SOME- TIMES SELDOM NEVER 10- lb i2. i3. 14- 1§1u 16- ii: Guest Instructors: The aid of colleagues or visiting persons in instruction through lectures, demonstrations, illustrations, or discuss1ons. Use of Local People The aid of local inhabitants in instruction through lectures, demonstrations, illustrations, or discussions. Other Intellectual Act1v1ties. The classroom use of citizens of other countries (except local inhabitants), such as guest instructors or guest students. Construction: The making of a model or an object by students to acquire an understanding of basic principles or to develop skills. Concert: A musical performance of some length by several voices or instruments, or both. Recital: Same as a concert, except limited to small ensembles, or to one indiv1dual with tor without an accompanisr 18. 19. To the right of each statement below, Written Reports or Term Papers: Written papers prepared 59° S‘“d9“F?.P{E?F.§Pe°131 Study 0‘ a P’Oblem 0’ 3“b195‘° ....u...nnnnu.uuuu.uu. Others. please check your Use of Other Local Resources Collectioas and use of local minerals, flora, fauna, artifacts, or other cultural obJects. reaction: ...(OODOOICIOIIII OOOICIOIOOOOOO O .....IDIQOI II OOOOIOOOIOOOODOOOCOIIOC 0.00.00... Exh1bit1ons. A d1sp1ay of results of student learning act1vit1es. _._ ”nu AGREE STRONGLY AGREE UNDECIDED DISAGREE DISAGREE STRONGLY 1. 2- 3. 4. "I'll. 5. .'in this class. 6. variety of teach1ng methods and devices. This faculty member is encouraged to experiment with a This faculty member has a personal interest in the n~.n.n"““ intellectual develOPment of each student. This class permits much personal contact between teacher and students. One feels free to ask thls teacher. .for.. a personal ."unnnuununu.unnuuunununuuuu."unnnunuu".u. interv1ew when he feels he needs it. On the whole. grading is done fa1r1y and ob;ect1velyunun.nu o." Express .in writing. -any general 18911.ng. .you. have. ....nuuu.unuuuuunununuuu.n..uu.uuu.unuuunuunuuu toward the teaching— learning process in your school that is not expressed in items 1—5. 267 APPENDIX C INTERVIEW SHEET FOR ADMINISTRATIVE OFFICER Name of interviewee Position Rank Years on the job 1. 2. 7. 8. 9. 10. College enrollment (1955-56) Expected in 1960 Number of full-time faculty Part-time faculty Ratio of faculty to students Number of faculty with.Doctor's degrees Master's degrees Bachelor's or Special degrees Teaching fellows What is considered "full-time" in terms of class hours? What is the school average of class hours per faculty? What is your budgetary allotment for providing inservice improvement? List any specific activities financed from.this allotment. a. b. c. d. e. f. g. h. 11. 12. 13. 15. 16. 17. 18. 19. 20. 268 i. J. Any special explanation related to 9, 10. Would you permit me to seek information from the North Central Association on the variables mentioned in the thesis outline? (teacher/student ratio, teacher load, teacher turnover, budgetary limitations, for the period mull-us to 1951L‘5S ) . If no, would you provide them for me through one of the college administrative offices? To what extent has your college cooperated with collegiate organizations in studying problems of Liberal Arts Colleges? What significant contributions have resulted to your college from.such cooperative studies? Is your college presently engaged in any institutional studies designed to improve instruction? What outside resources have been used by the school in the past few years ('few' can be interpreted by inter- viewee to include any events between lth-hS and l95u- 55) to improve instruction? What Opportunities for research are provided by the institution? What assistance is made for teachers to receive evaluation of his teaching from rating devices? What assistance is made for teachers to participate in professional organizations? Does your college have a published faculty handbook? Secure one if possible. 21. 22. 23. 2h. 25. 26. 21. 22. 23. 2’4. 25. 26. 269 Does your college have a published policy on promotions, tenure, and leaves? What provisions are made for retirement? Does each faculty member have an office with a desk to himmelf? What, in your opinion, is your strongest inservice improvement activity? What, in your opinion, is your weakest inservice improvement activity? What plans, if any, are being considered for accelerating or improving inservice improvement activities?