A STUDY OF STUDENT PERSONNEL SERVICES IN SIX LIBERAL ARTS CHURCH COLLEGES By Leslie Parrott A DISSERTATION 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 PHILOSOPHY Department of Administrative and Educational Services 1958 Leslie Parrott Candidate for the degree of Doctor of PhilosOphy Date of Examination: February 28, 1958 Dissertation: A Study of Student Personnel Services In Six Liberal Arts Church Colleges Outline of Studies: Major area - Administration Minor area - Guidance and Counselor Training Cognate - Sociology and Anthropology Biographical Items: Birthdate -April 2, 1922 - Clarksville, TEnnessee Undergraduate studies - Olivet Nazarene College, Kankakee, Illinois 1940—1944 Graduate studies - Willamette University, Salem, Oregon 1948-1950 Experience: Northwest Nazarene College, Nampa, Idaho, 1950-1951 Dean of Students Church of the Nazarene, Kelso, Washington, 1951-1953 Pastor Church of the Nazarene, Flint, Michigan, l953-present Pastor Membership: American Personnel and Guidance Association ACKNOWLEDGEMENTS The author wishes to express his sincere appreciation to the guidance committee, under whose SUpervision this study was made. Members of the guidance committee were Dr. Fred Vescolani, Chairman, Dr. Walter F. Johnson, Dr. James Tintera, Dr. Duane Gibson, and Dr. John Useem. Also, a particular debt is owed to Dr. Walter F. Johnson and Dr. William Farquhar for their Specific gui- dance in this research project. Grateful acknowledgement is given to the administra- tors in the six colleges where this study was conducted. TABLE OF CONTENTS CHAPTER PAGE I. THE pROBLEMoeooeooee oooooooo eeeeeeeeeoeeoeeeo Statement of the Problem..................... Justification for this Study................. Hypotheses................................... Assumptions.................................. Limitations and Sc0pe........................ Further Outline of this Study................ \0 \lO‘Lfi-b-bw l-J LII. CRITICAL REVIEW OF SELECTED LITERATURE....... Studies Using the Mooney Problem Check List.. 9 Dissertations Using the Mooney Problem Check List...................................... 16 Related Studies Which Are Significant........ 20 Summary...................................... 24 III. erET}{ODOLOGYOOOOO0.0.0.0...0.00.00.00.000.0... 27 A Description of Each College................ 27 A Description of Students in the Sample...... 35 Method of Choosing Sample.................... 44V' Description of Check List and Questionnaire.. 45 A Description of the Original Questionnaire.. 49 Procedure for Analyzing Data................. 51 Summary...................................... 57 IV. THE ADMINISTRATOR'S PERCEPTIONS OF STUDENT pERSOPJIJEL SERVICECOOOOOOOOOO0.0.0.000...0.... 58 Northwest Nazarene College................... 58 Olivet Nazarene College...................... 78 Bethany Nazarene College..................... 97 Pasadena Nazarene College.................... 113 Trevecca Nazarene College.................... 130 Eastern Nazarene College..................... 142 Summary...................................... 158 V. AN ANALYSIS OF THE DIFFERENCES IN FACULTY, SENIOR, AND FRESHMEN PERCEPTIONS OF STUDENT ERSONNEL SERVICES FOR ALL SIX COLLEGES...... 161 IntI‘OdUC-tionOOOOOCOOOOO O. .0 OOOOOOOOOOOOO .0. I. 16]- Significant FindingSOOOOOOOO0.0.00.0... O O. 0.. 162 Summary. 0 O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O 165 TABLE OF CONTENTS (CONTINUED) CHAPTER PAGE VI. AN ANALYSIS OF DIFFERENCES BETWEEN STUDENT'S OWN PERCEPTIONS OF THEIR PROBLEMS IN THE SIX COLLEGESCOOO0.0.0.0000...0...... ..... 00.0.0. 167 Preparation of the Data........... ....... ... 167 Significant Findings..... ................ ... 167 Concluding Statement........................ 176 VII . SUNHVI‘ARY AND COPJCLUSIONS O I O O O O O O O O ..... O O O O O O 177 BIBLIOGRAPHYOOOOOOCO......OOOOOOOOOOOO...0....0.... 188 APPENDIXCOO.0.0.0000...0.0.0.0..........OOOOOOOO... lg]- TAJBLEE IIIL.1 III.2 III.3 III.4 III.5 111.6 111.7 III.8 III.9 IV.1 V.l LIST OF TABLES PAGE Northwest Nazarene College: Chapel Enrollment and Attendance on Day the Mooney Problem Check List and the Original Questionnaire Were Ad- ministered................................... 36 Olivet Nazarene College: Chapel Enrollment and Attendance on Day the Mooney Problem Check List and the Original Questionnaire Were Ad- ministered................................... 38 Pasadena Nazarene College: Chapel Enrollment and Attandance on Day the Mooney Problem Check List and the Original Questionnaire Were Ad— ministered................................... 39 Bethany Nazarene College: Chapel Enrollment and Attendance on Day the Mooney Problem Check List and the Original Questionnaire Were Ad- ministered................................... 41 Eastern Nazarene College: Chapel Enrollment and Attendance on Day the Mooney Problem Check List and the Original Questionnaire Were Ad- minj-Stered...OOOOOOOOOOOCOOOOOOOOOO00.......0 42 Trevecca Nazarene College: Chapel Enrollment and Attendance on Day the Mooney Problem Check List and the Original Questionnaire Were Ad- ministered................................... 43 All Six Liberal Arts Colleges: Chapel Enroll- ment and Attendance on Day the Mooney Problem Check List and the Original Questionnaire Were Administered............................ 44 Chi-square Contingency Tables........ ..... ... 55 K Independent Sample Tables.................. 55 Administrator's Perceptions of Student Per- sonnel Services (An indication of primary em- phasj-S)OOCCCOOOO......OOOOOOOOOOOOIOOOOO0.... 159 Chi-squares Which Result When Faculty, Fresh- men, and Senior Perceptions of Student Per- sonnel Services are Contrasted............... 166 TABLE V1.1 V1.2 V1.3 Graph I. Graph 11, Graph 111. Graph V, Graph VI. Graph VII. Graph VIII. Graph 1X. LIST OF TABLES (CONTINUE ) PAGE Summary of Chi—square test of Differ- ences of PrOportions of Students 1n- dicating Problems In All Six Colleges.. 169 Summary of Chi-square Test of Differ- ences of PrOportions of Total Prob- lems Among Students in Six Colleges Indicated on the Mooney Problem Check List.................................. 171 Summary of Chi-square Test of Differ- ences of Proportions of Circled Prob- lems Among Students in Six Colleges Indicated on the Mooney Problem Check List............................ 174 Health and Physical DevelOpment: Stu- dent Responses to the Mooney Problem Cheek ListOOOOOOOOOOOOOOO00.0.0.0... 195 Finances, Living Conditions and Em- ployment: Student Responses to The Mooney Problem Check List............. 196 Social Recreational Activities: Stu- dent Responses to the Mooney Problem Cheek LiStOOOOOOOOOOOOOOO..OOOOOOOOOOO 1'97 Personal Psychological Relations: Stu- dent Responses to the Mooney Problem Cheek LiStOOOOOOOOO0.00.0000.......... 198 Courtship, Sex, and Marriage: Student Responses to the Mooney Problem Check LiStOOOOOO.00.000.00.00......000...... 199 Home and Family: Student Responses to the Mooney Problem Check List............. 200 Morals and Religion: Student Responses to the Mooney Problem Check List...... 201 Adjustment to College Work: Student Re- Sponses to the Mooney Problem Check LiStOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO 202 TABLE Graph .X. Graph X1. Graph X11. LIST OF TABLES (coNTIN ED) PAGE Future: Vocational and Educational: Student Responses to the Mooney Problem Check List...................... 203 Curriculum and Teaching Procedures: Stu- dent Responses to the Mooney Problem CheCk LiStOOOOOOOOOOO....OOOOOOOOOOOO... 204 Total Married Male and Female Combined: Student Responses to the Mooney Problem Cheek LiStOOOOOOO......OOOOOOOOOOOOOO... 205 TABLE Graph .X. Graph X1. Graph XII, LIST or TABLES (CONTINUED) PAGE Future: Vocational and Educational: Student Responses to the Mooney PrOblem Cheek LiStQOOOOOOOOOOOOOOOOOOOOO 203 Curriculum and Teaching Procedures: Stu- dent Responses to the Mooney Problem CheCk LiStOOOOOOO......OOOOOOOOOOOOOO... 204 Total Married Male and Female Combined: Student Responses to the Mooney Problem CheCk LiStOOOOOOO......OOOOOOOOOOOOOOOOO 205 CHAPTER I THE PROBLEM Six liberal arts colleges are owned and Operated, through separate quasi-corporations, by the Church of the Nazarene.1 These quasi-corporations owe their existence to the Quadrennial General Assembly of the church which enacts certain regulatory legislation, enunciates broad policy which serves as a general frame of reference for the separate boards of trustees and administrations, and sets boundaries for the several educational zones. Each college ideally serves its zone by preparing the young peOple from the churches for ministerial and lay service which they (ideally) reflect back to the lo- cal churches. In turn the college in each zone anticipates and receives a significant percentage of its operating and expansion funds from the local church budgets and appeals to individual laymen. Although students cross boundaries nwith impunity, no crossing of educational zone boundaries for fund raising is tolerated. 1The Church of the Nazarene with its International Headquarters in Kansas City, Mo. is in its fiftieth year of existence; there are approximately 300,000 members on its roles in the United States with a residue of communi- cants in thirty foreign countries. 2 From small academies and Bible training schools, these institutions have evolved into accredited liberal arts colleges, with most of them recently enjoying accredita- tion by the highest regulatory agency in their reSpective geographic areas. The colleges of the Church of the Nazarene have ob- tained some degree of respectable academic stature through a process of conscious and unconscious evolution which has continuously Upgraded their erudite effectiveness. The curriculum has been expanded from a Bible centered train- ing program to a general liberal arts curriculum including teacher education and pre-professional training for busi- ness and the professions. 0n the staffs there has been a continuous shifting from strong emphasis on dedicated good men regardless of training, to dedicated good men academically well trained. Old inadequate facilities in many instances have been replaced with new buildings and equipment evidencing a greater concern for libraries and laboratories. Current budget planning has moved from former tendencies of momentary expediency to present sounderrlong-range fiscal policies. To the absorbing concern for the subjective aSpects of religion has been added a premeditated persistent concern for the intellect. Currently, there is emerging an intensive interest in student personnel services. Demonstration of this fact is found in the simultaneous clamor for student union buildings, the hiring of deans of students, and the 3 projection of totally planned student personnel services including counseling centers or offices. Because student services are being developed and ex- panded in the colleges of the Church of the Nazarene, studies of the needs of the student bodies become vital. 1. STATELENT OF THE PROBLEM This will be a study of the student personnel serv- ices in the six liberal arts colleges of the Church of the Nazarene, from three aSpects: (l) The perceptions of the administrations concerning the student personnel services now functioning in the six colleges. (2) The awareness of faculty and students concerning the student personnel services which the administrators perceive to be function- ing in each of the six colleges. (3) And the student's own perceptions of their problems in the six colleges. General trends will be sought by an overview of the student personnel services of the combined six colleges, including: (1) The administrations perceptions of student personnel services in the six colleges will be summarized. (2) Contrasts will be tested between the faculty, fresh- men, and senior awareness concerning the available stu- dent personnel services in the six colleges. (3) Con- trasts will be tested between student groups within the combined student bodies of the six colleges. II. JUSTIFICATION FOR THIS STUDY The total investment for this study may be justi- fied on several counts: (1) No study on the problems of students and related student personnel services has ever been done on the colleges of the Church of the Naza- rene as a unit. There seems to be an appreciation for such a study by student personnel service oriented peo- ple on the several campuses as well as some official church administrators. (2) The results of this study may help in initiating or adapting the student personnel services to meet the problems of students more extensively in each of the colleges involved. (3) The implications of this study could affect the (a) curriculum, (b) administrative organization and policy, and (c) general policy outlook, in any or all of the col- leges involved. III. HYPOTHESES Hypothesis Concerning the Administration's Perceptions 9: Student Personnel Services In the Six Colleges. 1. The administrations will perceive both a formal and informal program for meeting student problems. Hypotheses Concerning Faculty and Student Awareness Lg Student Personnel Services i3 the Six Colleges. 1. There will be no differences in the awareness of freshmen and seniors to available student personnel services. 2. There will be no differences in the awareness of faculty and seniors to available student personnel serv- ices. Hypotheses Concerning Student's Perceptions 9: Their Own Problems la the Six Colleges. 1. There will be no difference in the proportion of problems indicated by the students on all eleven areas of the Mooney Problem Check List for each of the six colleges. 2. There will be no difference in the prOportions of problems indicated for each specific area of the Mooney Problem Check List for each of the six colleges. IV. ASSUMPTIONS l. A college exists for the purpose of meeting and resolving student problems whatever they may be. 2. A college is successful to the extent that its 6 services relate positively to the problems of its students. 3. The problems of the students are met by the col- lege in organized and unorganized channels, advertently and inadvertently, formally and informally. 4. A body of students will communicate their problems sufficiently for understanding needs that are/are not being met. V. LIMITATIONS AND SCOPE Limitations Any study of a student's own report of their problems is subject to several criticisms: (l) The student only reports on the problems uppermost in his mind at the mo- ment. Adjustment is dynamic and continuous; therefore, the perception of problems may change rapidly. (2) This method (a student's own report) is subject to inaccuracies due to a student's faulty analyzation of his difficulties or failure to report them truthfully. (3) A check list may serve to bring to mind certain problems which are momentarily forgotten, but it is some- times limited by giving undue emphasis to trivial and scarcely existent problems. (4) The questionnaire is always subject to criticism even when it has incorporated the principles of construc- tion which yield accurate and significant information. Under the worst conditions it can yield no information or even misinformation. (5) Problems do not occur singly but in clusters. Fer instance, an emotional problem of some intensity will not be self-contained but may make itself felt in the areas of "social recreational activity" and/or "adjust- ment to college work" as well. Further, the college catalogues, other printed mater- ials, and interviews with the administration result in a picture of student personnel services which may distort what actually is. The study will be limited to those faculty and stu- dents who attend a regularly scheduled chapel service (at- tendance compulsory for staff and students) on a given day with the researcher's attendance and intentions not previously announced. Further, the study will be limited (1) to a descrip- tion of existing administrative perceptions of student personnel services, (2) to finding differences within the colleges in perceptions of sources of help for Specific types of problems, and (3) to finding differences in the prOportions of problems between the six colleges and the pr0portions of problems in specific areas by certain stu- dent groups between the six colleges. VI. FURTHER OUTLINE OF THE STUDY Chapter Two will consist of a critical review of related selected studies. Chapter Three will be given to a description of the methodology involved in this study. Chapters Four, Five, and Six will be used to respec- tively analyze the data concerning (1) the administration's view of the available student personnel services, (2) the awareness of the faculty and students to the available student personnel services, and (3) the student's per- ceptions of their own problems. Chapter Seven will consist of implications and con- clusions. Further orientation to this study may result by turn- ing to a critical review of selected, related literature. CHAPTER II CRITICAL REVIEW OF SELECTED LITERATURE In the last fifteen years,1 the “Mooney Problem Check List” has been used in numerous studies of student prob- lems. Studies and doctoral dissertations have incorpor- ated Mooney in an increasing composite of objective evi- dence on student's perceptions of their own problems. Several of these studies, carried out on varied student populations and for mixed purposes, will aid orientation to the study at hand. I. STUDIES USING THE MOONEY PROBLEM CHECK LIST In 1942, Mooney himself, made a study of eleventh graders in five Louisiana communities.2 The study is re- ferred to because of findings in the area of ”morals and religion" in one community. He says, "The items in the area of Morals and Religion suggest a community which stresses a fundamen- talist religion with its emphasis upon moral sin, God as the Avenger, and the reality of 1Mooney's "Problem Check Lists” were developed during the early 1940's. Ross L. Mooney, ”Community Differences in the Prob- lems of High School Students: A Survey of Five Communities by Means of a Problem Check List ' Educational and Psycho- logig§l_Measurement, (3:127-43, Summer , 4 . 10 heaven and hell. Four items contribute par- ticularly to this picture, - ”yielding to temptations,“ 'bothered by ideas of heaven and hell," “having a guilty conscience,” and ”Afraid God is going to punish me." Such an atmOSphere in the community would support the element of moral discipline which seems to pervade the school. Some of the youth, however, are either reached by more modern- istic trends or are influenced by minority sects, since the items "confused in my re- ligious beliefs," and “confused on some moral quesSions” are also marked as leading items....” Mooney's last conclusion does not allow for the intellectual problems inherent in the Spiritual matura- tion process. Further, he is not either aware of or ig- nores the fact that many fundamentalists apparently live with no fear 'God is going to punish me,” and without be- ing bothered 'by ideas of heaven and hell," however, he does highlight a fact which relates to this study; where sensitivities to Spiritual matters have been develOped in a student population, certain evidences may be antici- pated on the Mooney Problem Check List returns. Also in 1942, at the University of Colorado, Congdon used the Mooney Problem Check List in a study of freshmen in orientation classes.4 As could be expected amid the stresses and strains of the first quarter in college, ”Ad- justment to College Work” in a rank order was their first 33151., p. 138. 4Nora A. Congdon, ”The Perplexities of Colle e Fresh- men,” Educational and Psychological Measurement, 3:367-75, Winter, 1943 . ll concern, while "Curriculum and Teaching Procedures" ranked last. One interesting result of this study was reported as follows: “In October the freshmen women checked, on the average, 20.8 problems each and in December 15.8 problems each, a decrease of 5.0 problems. The correspondigg figures for the men are 15.4, 11.6, and 3.8. On the basis of these results, Congdon makes the du- bious suggestion that “it might be wise to have a differ- entiated orientation course for men and women....” Might it not be better to generalize warily that perceptions of problems by students seem to increase or decrease in num- ber as a result of extinuating circumstances. If the same population was administered the ”Mooney Problem Check List” the second time, a ”fatigue” factor might be involved. Further it is the quality not quantity of problems which is most significant. In another study by Mooney in 1943,6 he seems to have been carried away with early enthusiasm for his new instrument. After a November administration of the check list, he assigned rank order to the problem areas with ”Adjustment to College Work,“ and ”Personal-Psychological 5m” p. 370. 6Ross L. Mooney, ”Personal Problems of Freshmen Girls: Reporting a Dormitory Survey by Means of A Check List,” Journal 2; Higher Edugation, (14:84-90, Fall, 1943). 12 Relations," coming out first and second reSpectively. He then proceeded to outline a very concrete dormitory pro- gram to resolve these problems. He could do this in confidence because he reasoned hastily, "One does not have to wonder whether or not the proposed activities will 'take.‘ The students, in marking their problems, have shown their recognized and active concerns."7 It might have proved embarrassing if elaborate plans had been made and carried out, only to learn that the stu- dents who perceived the problems in the first place did not perceive the new program as meeting those problems. After suggesting a dormitory library "on emotional deve- lopment and make-up” he makes a less devastating but equally hasty generalization; 'Most freshmen have probably not read anything in this field than that provided by the 'lovelorn' columns in the newspapers."8 Also in 1942, the faculty at Illinois State Normal University put the Mooney Problem Check List to practical use.9 Administering it to 404 incoming freshmen they found the usual results. In rank order of concern "Adjustment to College Work" ranked first with "Morals and Religion” 7191a,, p. 87. 3m” p. as. 9V. M. Houston, and Stanley S. Marzolf, ”Faculty Use of the Problem Check List,‘ gurnal g; Higher Education, (15:325-8, June, 1944.) l3 relatively remote. These findings or perhaps more accur- ately, the total project including initial concern, in- cubation, planning, administration, tabulation, analyza- tion, review and evaluation of the results seemed to have made an impact on the total university. Perhaps this re- sulted in part because the study was faculty initiated. The report says, I'The presentation of the findings before the faculty resulted in many profitable generalizations and suggestions concerning teaching procedures, pre-col- lege guidance, extra-curricular life, and other personnel procedures which should be improved or adopted on the campus.'10 In their enthusiasm they projected a similar study, for the second semester, on the problems of upper- classmen. Perhaps the most significant contribution of this former study was the concluding emphasis on “consid- erations in regard to the interpretation of these...data obtained by the use of the instrument....' "In the first place, the items represent symptoms which the student may recognize or admit as apply- ing to him. The symptoms may result from obscure etiological factors unrecognized or not admitted by the student. ”Second, frequency of eXpressed concern and of ex- pressed serious concern is not a valid index of genuine seriousness of the problem; it may repre- sent common rationalizations, superstitions, and misinformation. k lolhid., p. 326. 14 “Third, an item does not mean the same for all who are concerned about it. |'Fourth, students and counselors must remember that there is a difference between intelligent concern and worry. “Finally, the fact that the instrument is called a problem check list, may induce some students to designate items just because they are willing to c00perate and have problems because they feel they are expected to." Later in the same academic year, February 1943, the Illinois State Normal grOUp administered the Mooney Prob- lem Check List to their upperclassmen.12 They found the problem emphasis among upperclassmen shifting from "Ad- justment to College Work” to "problems in human relation- ships, particularly those of personal status in their college environment.'13 In a follow-up at the university clinic the following interesting results were reported. "...It is our opinion that the underlined and circled items are quite different in their significance in the clinical picture. "The underlined items in general tend to be irritations more than major problems. In fact, the study of these items has not been particularly helpful to the mental health service even as a screening technique.... lllhid-. p. 328. 12Francis W. Hibler and Arthur Hoff Larsen, "Problems of Upperclass Students in A Teachers College," Journal 2; Applied Psychology, 28:246-53, June, 1944. 13Ibid., p. 250. 15 "The circled items, or those of most concern to the student, have proved the more diagnos- tic of the two, both in the screening process IIICI: iggiSizing the areas in which major con- In 1947, two studies were made using the Mooney Prob- lem Check List; one at River Falls State Teachers College,15 River Falls, Wisconsin, the other at the University of Illinois,16 Urbana, Illinois. In both instances the main purpose was to make faculty and college personnel in gen- eral more effective in dealing with students. In both colleges, "Adjustment to College Work" was found to be of most concern. The University of Illinois students in an introductory home economics class underlined an average of 22.2 problems while the River Falls freshmen underlined 28.2 problems. If we might assume that the home economics students were all, or nearly all, females the comparison of the two schools changes color. For at River Falls, the study revealed I'twice as many" problems underlined by women as by men. Only in ”Finances, Living Conditions, and Employment" did men underline more problems than women. Females were particularly concerned in categories of 'Morals 14mg”, p. 253. 15L. Gordon Stone, 'Student Problems In A Teacher's College,I Journal 21 Egucationgl Psychology, 39:404-16, November, 1948. 16Mildred Chapin Klohr, "Personal Problems of College Students,“ Home Economics, 40:447-8, October, 1948. l6 and Religion," and "Courtship, Sex, and Marriage." How- ever, the many unnamed variables make a comparison of the ‘two pepulations of little meaning. II. DISSERTATIONS USING THE MOONEY PROBLEM CHECK LIST The first studies with the Mooney Problem Check List seemed to reflect either an early enthusiasm or an early cautiousness which was almost a skepticism. Sometimes the studies reflected ambivalence. These early studies also reflected a rather hopeful graSping on the part of faculties for quick painless insights into student prob- 1ems. The rather persistent if not monotonous report of "Adjustment to College Work” as the primary problem of freshmen (whether in the dormitory, a home economics class, or an October, November, or February orientation series) should have resulted in some attempts at resolv- ing these perennial conflicts. In 1948 the Mooney Problem Check List Manual was first published and in 1950 the instrument underwent strenuous revision and the possible commercial advantage‘ of a shift to an established New York Publisher. Con- cerning the improved instrument, Mr.Mooney says, ”...the 1950 revisions are the result of extensive research based on large surveys, coupled with expert judgment and long experience with these instruments."17 Whether it was the ljflggggl: Mooney Probl m C L"' , New York: The Psychological Corporation, 1950, p. 4. 17 'eXpert judgment" that went into the revised instrument or its greater availability, several doctoral dissertations began to appear with the Mooney Problem Check List as the chief instrument for the study of college student problems. Three of these theses came out in 1955. Simpson, at the University of Illinois made a study of Home Economics students, comparing their problems to those of women students in (1) the arts, (2) commerce, (3) education, (4) journalism, (5) liberal arts and sciences, and (6) physical education.18 The data was analyzed by a statistical design. The chi-square technique was used to test for differences among the groups. An analysis of variance was employed to determine whether there were sig- nificant differences among eleven problem areas listed by Mooney. Where significant F's were found, the t test was used to discover where the differences were located. Al- though the study was more SOphisticated than the 1947 Klohr investigation,19 the results were similar. ”Students in home economics expressed greater concern in the area of' 'Adjustment to College Work' than did students in at least 18Elizabeth Jane Simpson, ”Distinctive Personal Prob- lems of Home Economics Students at the University of Illi- nois," "Unpublished doctor's dissertation at the University of Illinois, 1955,” pp. 216. Information taken from Dis- WW Vol. XVI. p. 287. 19Klohr, op. citsp. 447-8. 18 two other areas. Freshmen expressed more concern than did seniors, except in the area of 'Adjustment to College.”20 A major criticism of Simpson's work is that the analysis of variance is an inapprOpriate use of student's model. (Scheffe's technique is adequate for Simpson's model). Also in 1955, two doctoral theses using the Mooney Problem Check List were accepted at the University of Florida. Slinger purposed "...to attempt to ascertain the problems of Freshmen...and to determine the relation- ship, if any, between these problems and the academic ac- hievement of freshmen."21 In September of 1954 Slinger administered The Mooney Problem Check List to 251 fresh- men, 183 males and 68 females. The random sampling tech- nique was used. Without the use of an exact statistical model Slinger found an ”...inverse relationship between problems of 'Adjustment to College Work' identified by students and their grade point averages. Female students, in general, identified more problems than male students according to their reSpective proportional representation in the study."22 All freshmen were most concerned about 20Simpson, loc. cit. 21George Edward Slinger, ”Freshmen Problems and Aca- demic Achievement,“ (Unpublished doctor's dissertation at the University of Florida, 1955), pp. 128. Reported in Dissertation Abstracts, Vol. XV, p. 2474. 22Slinger, loc. cit. l9 ”Adjustment to College Work.” In the same university, Carr endeavored "...to ascer- tain the problems of a selected groUp of superior and in- ferior college students in each of the eleven areas of the Mooney Problem Check List and the relationship between these groUps.“23 Carr found that superior students as a grOUp expressed fewer problems than inferior students. Superior students tended to be more concerned with prob- lems relating to long-range goals and objectives and less concerned by problems relating to immediate geals. Both superior and inferior students were inclined to identify more problems in areas relating to personal and social adjustment than in areas relating to religion, philosophy and heterosexual relationships.24 Jones used the Mooney Problem Check List with two other instruments25 in ”...a study of the ability of mar- ried and unmarried, undergraduate, college students to deal with affective tensions or emotional excitements and 23James Francis Carr, Jr. ”The Problem Areas of a Selected Group of Students at Florida State University, as indicated by The Mooney Problem Check List,” (Unpub- lished Doctor's Dissertation at the University of Florida, 1955), pp. 202. Reported in Dissertation Abstracts, Vol. XV, p. 1524. 24Carr, loc cit. 25'Inventory of Affective Tolerance,” and "Personal Audit." 20 to make a comparison on the types of problems indicated by these students. An attempt was made to isolate typi- cal problems of students in relation to the degree of affective tolerance indicated."26 Little difference was found in the affective tolerance between male and female students. Married male students seemed to have greater capacity for dealing with emotional problems than unmar- ried males. The survey showed that unmarried students have considerable more problems than married students. In this study, the chief problem of both married and sin- gle students was finances. III. RELATED STUDIES WHICH ARE PARTICULARLY SIGNIFICANT Among the studies of student problems, not using the Mooney Problem Check List, but eSpecially relevant to this particular study is a dissertation by Curry, comparing the personal adjustment problems of Brethren young people to those of other church young peOple.27 'An attempt was 26Worth Roosevelt Jones, 'A Study of the Affective Tolerance and the Typical Problems of Married and Unmarried Undergraduate College Students," (Unpublished Doctor's Dissertation at the University of Indiana, 1955), pp. 143. Reported in Dissertation Abstracts, Vol. XV, p. 2325. 27Abram Stauffer Curry, A Comparative Study of Per- sonal Adjustment Problems of Brethren Young Peeple in Sum- mer Camps and Certain Non-Brethren Young PeOple, (Unpub- lished doctor's dissertation at New York University, 1948,) pp. 445. Reported in Dissertatigg Abstracts, Vol. IX, No. , p. 53. 21 made to discover the nature and intensity of the problems of adjustment of young peOple to twenty-four years of age who have been brought up under the traditional teach- ings of certain protestant groups...against 1 card playing 2 dancing 3 attending movies 4 participating in the armed forces of the nation 5 smoking I 6 drinking 7 "going with" a Catholic 8 petting 9 marrying a divorcee (10 and discriminating against negroes."28 Differences were measured through results obtained by the 'Bell Inventory." Five hundred-sixty-five Brethren young people in their own denominational camps were com- pared to three hundred and eighty-eight youths of differ- ent denominations attending camps Sponsored by the Inter- national Council of Religious Education. No significant differences were found between Brethren and Inter-church youths on home, health, and emotional adjustment. 'But a significant differences was found in social adjustment with Brethren youths doing less well. Brethren youths experienced more adjustment problems re- lated to teachings against card playing, dancing, attending movies, and serving in the armed forces. There was little 28Curry, loc. cit. 22 difference in the two groups in relation to teaching on smoking, drinking, going with a Catholic, marrying a di- vorcee, and associating with negroes. 0n petting, the inter-church group had more problems of adjustment. Because most of these same taboos29 hold for young people attending the six colleges of the Church of the Nazarene, this study is eSpecially interesting and perti- nent. Shannon compared the problems of students in church related colleges to those of students at the University of Oklahoma.30 He sought answers to three questions: 1. ”In what areas are the problems of students in church-related colleges most frequent and most serious? 2. ”Is there an appreciable difference in the problems of students in church-related colleges and those of students in a public institution? 3. ”Are the personnel services offered to students in church-related colleges adequate to assist them in regihing satisfactory solutions to their problems.” Shannon's dissertation was predicated on a 1950 study 29With the definite exception of number four. 30Ernest Boyd Shannon,'Personnel Services Extended to Students of Selected, Church-Related Colleges in $01- ving Their Problems;‘(Unpublished doctor's dissertation at the University of Oklahoma, 1955,) pp. 251. 31Shannon, gp, git,, p. 6. 23 by Hall.32 This raises a rather serious problem since Shannon accepts a priori the conclusions of Hall. Fur- ther he seems to make no serious effort to emulate Hall's methodology. Shannon says, "This is not a statistical study.... No attempt has been made to determine the limits of error of the data. It is rather a study of every problem revealed to all service agencies of the col- leges included in the study during the school year 1952- 53.'33 Concerning Hall he says, 'In his study Hall in- terviewed house counselors, university clinicians, and Veteran's Administration counselors, concerning the prob- lems of students of the University of Oklahoma."34 Shan- non's study would have had added strength and credibility if his procedure could have correlated precisely with Hall's. Nonetheless, Shannon arrived at some interesting conclusions by comparing his results with Hall's.35 (1) Academic problems were of greatest concern to both student populations. (2) Students in church-related colleges had more fi- nancial worries than the public University students. (3) Both studies found 'personal adjustment” problems 32Ernest C. Hall, "Personnel Services Extended Students of the University of Oklahoma " (Unpublished doctor's theSIS, University of Ok ahoma, 1950.) 33Shannon, op. cit,, p. 9. 342211.. p. 46. _ 35m” p. 202. 24 of equal concern to both student populations. (4) ”It was noted that problems of a religious nature were rated by personnel workers in these colleges as no more frequent or serious than those confronting students in a state university.” (5) However, students at the state university seemed more concerned over vocational problems than did students at a church related college. (6) University students had more home and family prob- lems than church—related college students. (7) Shannon's final conclusion was, 'An adequate eval- uation of the personnel services offered to the students of the church-related colleges included in this study is impossible because of the lack of records maintained by the administrators, counselors and faculty members.” Shannon's work is commendable and all the more impor- tant because it is an addition to the all—too-small body of literature on the personnel services and student prob- lems in the small church-related college. SUMMARY ' Five other dissertations relate to the study at hand but contribute no new relevant procedures or results.36 36Mary Carter Champion, Needs of Oregon State College Freshmen Women, (Unpublished doctor's thesis, Oregon State College, 1955). 25 For each of the studies reviewed in this chapter, (the last five included), there seems to be a minimum of intrinsic value. They are mostly esoteric in character. They are not pure research. Possibly, the researchers were not interested in knowledge for its own sake. These studies have value only when the results are applied in the specific situation at the Specific time when the stud- ies were made. With the exception of Curry and Shannon, few generalizations could be transferred to the type stu- dent papulations in the study at hand. This study on the student's perception of their prob- lems and the related student personnel services in six liberal arts colleges of the Church of the Nazarene Should add something to the very small amount of evidence con- cerning similar populations. Like other studies reviewed (footnote continued) 36Zelpha Mae Bates, A Study of the Needs of Freshmen Home Economics Students and Student Personnel Services in The School of Education of New York University (Unpublished doctor's thesis, New York Univer- sity, 1946). Leland Thorpe Rodgers, Characteristics of Junior College Women Having Personal Problems Hindering Adjust- ment, (Unpublished doctor's thesis, University of Missouri, Donald D. Marsh, Personal Problems of Students in A Large Graduate School: Implications for Student Personnel Procedures, (A report of a type B project, Teachers Col- lege, Columbia University, 1952.) Ralph William Wright, A Study of the Felt Needs of Freshmen College Students, (Un ublished doctor's thesis, Northwestern University, 1953. 26 this investigation will stand on its own; meaning it will find value only in relation to the purposes for which it was intended. Not by going deeper through more profound techniques, nor by going higher through building directly on previous studies, does this dissertation hope to con- tribute to the existing literature. Rather, another di- mension may be added to the existing studies as the stu- dent problems and related student personal services in a unique milieu will be enunciated. CHAPTER III METHODOLOGY 1. A DESCRIPTION OF EACH COLLEGE Northwest Ngggrene College is located in the southern part of Nampa, a pleasant little agricultural-industrial city of approximately 18,000 peOple, in southern Idaho, 20 miles west of Boise, the capital city. The objective of the college as listed in its catalog and in the constitution and by-laws is that Northwest Nazarene College is ”a liberal arts college whose purpose shall be to provide its students with an acquaintance with the major fields of knowledge, an affective foundation in and working grasp of one field, a balanced development of their own powers, and an encouragement to Christian com- mitment." The catalog further states, "While Northwest Nazarene College is a denominational college with a ma- jority of its students Nazarenes, it is not narrowly sec- tarian. Usually students from about 30 different denomi- nations find a welcome on the campus. Usually about 30 states, Alaska, Hawaii, and several foreign countries are represented in the student body." Northwest Nazarene College began in 1913 with the organization of an elementary school devoted to Christian training for the children of the local Church of the 28 Nazarene. In 1915 a plot of sagebrush land, on the out- skirts of Nampa was purchased and the first frame build- ings were erected. The curriculum was then expanded to include high school and college work. In 1928 the first class was graduated from the state accredited normal de- partment. In 1931 the College of Liberal Arts was ac- credited as a junior college and as such was accepted as a member of the Northwest Association of Secondary and Higher Schools. In the spring of 1937 the college.re- ceived accreditation as a four-year college by the North- west Association. Further recognition came in 1938 when the college was elected to membership in the Association of American Colleges. In 1950 the college became a mem- ber of the National Commission on Accrediting and in 1956 a member of the American Association of Colleges for Tea- cher Education. Since its foundation the college has been administered by seven presidents.1 Olivet Nazarene College is located on a 92 acre cam- pus in the village of Bourbonnais, a suburb of Kankakee, Illinois, 60 miles south of Chicago. The catalog states "while Olivet Nazarene College is an institution of the Church of the Nazarene, it is 1The source for this description of Northwest Nazarene College was from their 1957-58 catalog. 29 not strictly sectarian. Members of different churches enroll each year and enjoy all the privileges and Oppor- tunities offered. The spiritual life of the student body is a vital interest to the college. Therefore, all possi- ble Opportunities are given for Spiritual deve10pment." Olivet Nazarene College is accredited by North Cen- tral Association of Colleges and Secondary Schools, the University of Illinois as a class "A" college and the Illinois State Department of Education as a teacher train- ing college. The college is also a member of the Associa— tion for Higher Education of National Education Associa- tion, and the Illinois Federation of Colleges. What is now Olivet Nazarene College had its earliest beginning as an elementary school at Georgetown, Illinois, in 1907. The project was supported by a group of devout people who desired a distinctly Christian atmosphere for the education of their children. In 1908 the school was moved to a point three miles south (now Olivet, Illinois), where several acres of land were purchased. In 1909 the school became a college of liberal arts, and as a result of local efforts the school constantly expanded. In 1912 the Church of the Nazarene received the college as a gift from the local trustees, and the building program was con- tinued. In 1921 the name was changed to Olivet College. In November, 1939, the administration building that housed the classrooms, library, laboratories, offices, and chapel, was destroyed by fire. After considering the possibilities 30 of building, together with the expansion program necessary to the future development of the rapidly growing college, the trustees purchased the present campus at Kankakee, Illinois, which was formerly the home of St. Viator Col- lege. In 1940 the school was moved to the new campus and the name was changed to Olivet Nazarene College.2 Pasadena Nggarene Collggg campus includes approximately 15 acres located in a residential area in Northeast Pasa- dena, California. Pasadena College is accredited by the Western College Association, and the Northwest Association of Secondary and Higher Schools. The college is a member of the Asso- ciation of American Colleges. Pasadena College is also accredited by the California State Board of Education to train candidates for the general elementary credentials for public school teaching in the state. "The fundamental purpose of Pasadena College is to provide sound education in the liberal arts from the Christian point of view.... The distinctive feature of the college is the emphasis laid upon the development of symmetrical Christian character in connection with the educational objectives outlined...." 2The source for this description of Olivet Nazarene College was their 1957-58 catalog. 31 Pasadena College is the outgrowth of educational work begun in Los Angeles in 1902 by Dr. Phineas F. Bresee, founder of the Church of the Nazarene. Initially, in- struction was offered in Bible, the methods of Christian work, and such general areas as English and History. With a move to the Pasadena campus in 1910, the scope of the curriculum was enlarged to include most of the recognized liberal arts areas, and the degree of bachelor of arts was offered at the completion of a four-year course of study. The first degree was granted in 1912. Pasadena College is supported and controlled by the Church of the Nazarene through a board of trustees elected from the seven districts of the church comprising the Southwest Educational Zone. While true to the doctrinal position and emphases of the Church of the Nazarene, the college has never been narrowly sectarian and has always maintained the policy of admitting qualified young peOple of good character without restrictions as to creed or race.3 Bethany Nazarene College is located at Bethany, Okla- homa, a city of 10,000 people, adjoining Oklahoma City. While Bethany Nazarene College is an institution of 3The source for this description of Pasadena College was their 1957-58 catalog. 32 of the Church of the Nazarene, it is not sectarian to the exclusion of young people from other denominations. All earnest and sincere young peOple are welcomed who desire a thorough education in an atmosphere that is Spiritual and Christian. The institutional objectives grow out of a phIIOSOphy of education that has its roots in 8 Chris- tian philosophy of life. Bethany Nazarene College is accredited as a four-year college by the North Central Association of Colleges and Secondary Schools. The college is approved by the State Department of Education of Oklahoma for the preparation of elementary and secondary teachers. The college is also a member of the Association of American Colleges. Bethany Nazarene College, as it is known at the pres- ent time, developed through the merging of several small educational institutions with the college located at Bethany. These mergers took place over a ten year period beginning in 1920. From 1920 to 1955 the college was known as Bethany-Peniel College. In 1955 the board of trustees changed the name of the institution to Bethany Nazarene College. The college has been administered through its history by Six presidents.4 4The source for this description of Bethany Nazarene College was their 1957-58 catalog. 33 Eastern Nazarene College is located in Wollaston Park, a residential section of the city of Quincy, an industrial suburb of 84,000 pOpulation, and only seven miles from the heart of Boston, Massachusetts. Eastern Nazarene College is concerned primarily with the awakening and fostering of the kind of personal charac- ter and social relations in which "the true, the beautiful, the morally good and the holy are dominant." The college recognizes material values, but maintains that these Should be considered a means and not the ultimate aim of life. This objective is pursued through a liberal arts program with a Christian perSpective and is implemented by organ- ized religious activities in the college and in the college church. It strives to combine current educational prac- tices with a commitment to, and a cultivation of, the Christian way of life. Eastern Nazarene College was founded at Saratoga Springs, New York in 1900. The institute was moved to North Scituate, Rhode Island. In 1918 the school was ac- cepted as a reSponsibility of the Eastern Educational Zone of the Church of the Nazarene. The name was changed to Eastern Nazarene College. In the same year, the college was authorized by the state of Rhode Island to grant the A.B. degree. In 1919 the college made its final move to Quincy, Massachusetts, taking over the campus, buildings, and equipment of the Quincy Mansion School for Girls. 34 Eastern Nazarene College is a member institution of the New England Association of Colleges and Secondary Schools, the Association of American Colleges, and is registered by the State Education Department of the State of New York.5 Trevecca Nggarene College is located on a 50 acre campus at the southeast edge of the city of Nashville, Tennessee. Trevecca Nazarene College is a Christian college of liberal arts and an official institution of the Church of the Nazarene which purposes to serve society and the denomination by supplying an effective leadership loyal to the ideals of the church and the country. The Wesleyan doctrine of entire sanctification is emphasized. The college has no aim to combat other denominations nor does it exclude young people of any church affiliation who desire to enroll and to adjust to the moral standards and ideals of the college. Trevecca Nazarene College is the outgrowth of a dis- tinctive Bible School established by the Rev. J. A. McClurkan in the year 1901. Its origins grew out of a desire of the founder to provide an educational institution where 5The source for this description of Eastern Nazarene College was their 1957-58 catalog. 35 young men and women of evangelical leanings might prepare for Christian service. ‘By the year 1910 the founder had concluded that academic instruction on the high school and college levels should be added to the offerings of the Bible Training School. As a result, in that year the institution was reorganized and its facilities were ex- panded. In 1915 plans were completed for the college to become officially affiliated with the Church of the Naza- rene. Since 1901 the affairs of the college have been administered by five presidents.6 II. A DESCRIPTION OF STUDENTS IN THE SAMPLE Northwest Nazarene College. The Northwest Educational Zone serves as the main resource for the student body of Northwest Nazarene College. This zone includes the follow- ing states: Washington, Oregon, Idaho, Montana, Wyoming, North Dakota, South Dakota, Minnesota, Utah, and Nevada. Table III. 1 contains a detailed description of the chapel enrollment and attendance on the day the Mooney Problem Check List and the Uriginal Questionnaire were administered. The chapel enrollment includes 466 Single male and 6The source for this information of Trevecca Nazarene College was the 1956-57 catalog. TABLE 111.1 NORTHWEST NAZARENE COLLEGE CHAPEL ENROLLMENT AND ATTENDANCE ON DAY THE MOONEY PROBLEM CHECK LIST AND THE ORIGINAL QUESTIONNAIRE WERE ADMINISTERED Enrollment Attendance Percentage Single . -Freshmen 189 150 79.h% Single Sophomores 129 112 86.8% Single Juniors 97 78 80.h% Single Seniors 51 Lb 86.3% Single Males 221 18h 83.3% Single Females 2h5 200 81.6% Total Married Males & Females b3 3h 79.1% Total Single Males & Females N66 38h 82.h% Total Males & Females 509 h18 82.1% Married &.Single TABLE 111.1 NORTHWEST NAZARENE COLLEGE CHAPEL ENROLLMENT AND ATTENDANCE ON DAY THE MOONEY PROMLEM CHECK LIST AND THE ORIGINAL QUESTIONNAIRE WERE ADMINISTERED Enrollment Attendance Percentage Single ’ —Freshmen 189 150 79.h% Single Sophomores 129 112 86.8% Single Juniors 9? 78 80.h% Single Seniors 51 LL 86.3% Single Males 221 18h 83.3% Single Females‘ 2h5 200 81.6% Total Married Males & Females L3 3h 79.1% Total Single Males & Females h66 38h 82.h% Total Males & Females 509 L18 82.1% Married & Single . I‘ I _.1.: 3 ' ' r 3 KTLJN 1~ -<1 z: »2' .-I V 2 .J 1 1;: "A LIA T‘ifile ‘3 asaano c :zt' -a“. 1' . ' .'" g. .1 u ; 1 L :Q'J AZUHD 9:33n9319fi enrnnsciA eIgnIZ VJ.QT CEI E31 nemdee13 signia £5.58 SEC 931 251cmodq08 eignja EJ.“3 3? Y0 BTCInUb 8131138 $5.5“ JJ [3‘ e1oln98 eignla £2.63 531 £83 esIsH el:n18 1‘.13 OFS EL? eelsmsi £91115! IeJoT §£.CT d5 £4 eslsnei A 8915M elsnia IsJoT SJ.§J QWE B‘d selsnei A aeIsM Enid“ I: SOT T _ ‘ D _ t‘EIumq £ ‘1-=3 «id ‘33 9: are a b91115] 37 female students of which 384 (82.4%) were present. Also, the chapel enrollment includes 43 married students of which 34 (79.1%) were present. The total chapel enroll- ment is 509 of which 418 (82.1%) were present. Olivet Nazarene College. The student body of Olivet Nazarene College is derived principally from the Central Educational Zone of the Church of the Nazarene which in- cludes all or parts of the following states: Michigan, Ohio, Indiana, Illinois, Iowa, Missouri, and Wisconsin. Table III.2 contains a detailed description of the chapel enrollment and attendance on the day the Mooney Problem Check List and the Original Questionnaire were administered. The chapel enrollment includes 474 single male and female students of which 376 (79.3%) were present. Also, 118 married students are enrolled in chapel. Of these 96 (81.4%) were present. Total chapel enrollment is 592 of which 472 (79.7%) were present. Pasadena Nazarene College. Pasadena Nazarene College derives its student body principally from the Southwestern Educational Zone of the Church of the Nazarene which in- cludes the following states: California, Arizona, New Mexico, and Colorado. Table III.3 contains a detailed description of the chapel enrollment and attendance on the day the Mooney Problem Check List and the Original Questionnaire were administered. TABLE 111.2 OLIVET NAZARENE COLLEGE CHAPEL ENROLLMENT AND ATTENDANCE ON DAY THE MOONEY PROBLEM CHECK LIST AND THE ORIGINAL QUESTIONNAIRE WERE ADMINISTERED Enrollment Attendance Percentage Single Freshmen 209 172 82.3% Single Sephomores lh3 11h 79.7% Single Juniors 69 52 75.h% Single . Seniors 53 38 71.7% Single Males 193 158 81.9% Single Females 281 218 77.6% Total Married Hales 5. Females 118 96 81.h% Total Single ‘Hales & Females b7b 376 79.3% Total Males & Females 592 L72 79.7% Married 8. Single .l‘vt .-.6Ir.4| jll’lllllailvt -..l . . _ n a . . _ _ L . v . t h _ I l n . l . . A . . rL . _ A , , v v _ a u. _ r. A . .. . . o u I x I . w _ . .. ._ v _ ( c _ . . l. . 3...: ..- J--ilvl.lll . xiiillrojfl- 1 .fi _i-.._...e‘.~- -. :1‘1ll 1’IAIIII J ...*-._..- I. .. .. or V r . . v. C . l .; .l; .0. o . PD 1.. - . p. o. _ J i ... L III-I’lnlol. -..-..4 -... .--—.—- --- -! .... .y .1. . .I . _ F D. F] c o. . .\ 1 (CL . lkc I I1 _ .. wu! .f . . _ ‘1 .J at» a ... y. .... .— ‘.n_-———‘...___a—. ...—....— 40 The chapel enrollment at Bethany Nazarene College includes 619 single male and female students of which 442 (71.4%) were present. Also enrolled in chapel are 99 married students of which 76 (76.7%) were present. Total chapel enrollment includes 718 students of which 518 (72.1%) were present. See Table 111.4. Eastern Nazarene College. The Eastern Educational Zone of the Church of the Nazarene serves as the principal source for the student body of Eastern Nazarene College. This zone includes all or parts of the following states: Ohio, Pennsylvania, Delaware, Maryland, New Jersey, New York, Connecticut, Massachusetts, Maine, New Hampshire, and Vermont. Also included is the District of Columbia and the Eastern Provinces of Canada. Table 111.5 contains a detailed description of the chapel enrollment and attendance on the day the Mooney Problem Check List and the Original Questionnaire were administered. The chapel enrollment includes 482 single male and female students of which 385 (74.3%) were present. Also, the chapel enrollment includes 56 married students of which 44 (78.6%) were present. The total chapel enroll- ment is 538 of which 402 (74.7%) were present. Trevecca Nazarene College, The student body of Trevecca Nazarene College is drawn principally from the Southeastern Educational Zone of the Church of the Nazarene which includes the following states: Alabama, Tennessee, -__.. -....i .l' l l .. Q c L . v .. 7 y _ .. . . X . . I I t . r n 0| , -..—...... 8.81.... -.d ._-_<- ...-c. ,.-_—.. II. r. s ., x. I. .L s. . ) . E -..-II a 7 c . .L ..e t: 1. fi 4 . e _ 7 In"! I13] '9 1. 1 - . r- - . N . r.— .C I a “5. . 0.. m ..«L V A .. I u . 1., . 7 1 I I IIIJIIJI'IIIIII — ‘ ~ ”1 . m. . u _ 7. rue . O . I u lob ... a .,... fl - a ._ J... _ .no I. ‘ cl .5 . .. .....l _ ... . I r . - r A _. Jr‘ ..J. .. l 94. ..C , w w u . ‘ . u u . I _ . . c 7 ¢ -—.—- --—‘— 40 The chapel enrollment at Bethany Nazarene College includes 619 single male and female students of which 442 (71.4%) were present. Also enrolled in chapel are 99 married students of which 76 (76.7%) were present. Total chapel enrollment includes 718 students of which 518 (72.1%) were present. See Table 111.4. Eastern Nazarene College. The Eastern Educational Zone of the Church of the Nazarene serves as the principal source for the student body of Eastern Nazarene College. This zone includes all or parts of the following states: Ohio, Pennsylvania, Delaware, Maryland, New Jersey, New York, Connecticut, Massachusetts, Maine, New Hampshire, and Vermont. Also included is the District of Columbia and the Eastern Provinces of Canada. Table 111.5 contains a detailed description of the chapel enrollment and attendance on the day the Mooney Problem Check List and the Original Questionnaire were administered. The chapel enrollment includes 482 single male and female students of which 385 (74.3%) were present. Also, the chapel enrollment includes 56 married students of which 44 (78.6%) were present. The total chapel enroll- ment is 538 of which 402 (74.7%) were present. Trevecca Nazarene College, The student body of Trevecca Nazarene College is drawn principally from the Southeastern Educational Zone of the Church of the Nazarene which includes the following states: Alabama, Tennessee, TABLE Ill.h BETHANY NAZARENE COLLEGE CHAPEL ENROLIMENT AND ATTENDANCE ON DAY THE MOONEY PROBLEM CHECK LIST AND THE ORIGINAL QUESTIONNAIRE WERE ADMINISTERED Enrollment Attendance Percentage Single Freshmen 269 206 76.6% Single Sephomores 151 116 76.8% Single Juniors 137 90 65.7% Single Seniors 62 30 h8.h% Single Males 269 17h 6h.7% Single Females 350 268 76.6% Total Married Males & Females 99 76 76.7% Total Single Males & Females 619 LNZ 7l.b% Total Males a Females 718 518 72.1% Married & Singlq TABLE 111.5 EASTERN NAZARENE COLLEGE CHAPEL ENROIJJVENT AND ATT- JDATICE ON DAY THE MOONEY PROBLB'I CHECK LIST AND THE ORIGINAL QUESTIONNAIRE WERE ADKINISTERED Enrollment Attendance Percentage Single Freshmen 251 176 70.1% Single Sophomores 129 102 79.1% Single Juniors 62 50 80.6% Single Seniors Lo 30 75 .09: Single Males 218 168 77.1% Single Females 26h 190 72.0% Tota1.Married Males &.Females 56 Lb 78.6% Total Single Males &.Females h82 358 7b.3% Total Males & Females 538 1.02 711.7% Married & Single (a!!! dull. I‘ll _— “*C TABLE III .6 TREVECCA NAZARENE COLLEGE CHAPEL ENROLLMENT AND ATTENDANCE ON DAY THE MOONEY PROdLEM CHECK LIST AND THE ORIGINAL QUESTIONNAIRE WERE ADMINISTERED Enrollment Attendance Percentage Single Freshmen 155 130 83.9% Single Sophomores 63 b6 73.0% Single Juniors 1.2 38 90.5% Single Seniors 27 18 66.7% Single Hales 110 86 78.2% Single Females 177 lh6 82.5% Tota1,Married Hales & Females 72 60 83.3% Total Single _ Males & Females 287 232 80.8% Total Males & Females 359 292 81.3% Married & Single -_L.— -.- lll|113lu1ul. . . . v a . . _ « rr 5 a O . f. l A p 4 _ e _ ... ,__‘_.__..4 TABLE 111.? . ALL SIX LIBERAL ARTS COLLEGES CHAPEL ENROLLMENT AND ATTENDANCE ON DAY THE MODNEY PROBLEM CHECK LIST AND THE ORIGINAL QUESTIONNAIRE WERE AD'IINISTERED Enrollment Attendance Percentage Single Freshmen r 1272 10114 79.7% Single ' . ) Sophomores 7L9 610 81.h% Single Juniors - ._ 527 P 1:02 p 76.3% Single Seniors 311 232 7h.6% Single V . ,. Males ‘ ‘ 1251. 978 78.0% Single Females 1 1605 1280 79.8% Totel ‘Married Males &.Females A 501 1408 81.14% " ' i ' f F‘. Total Single . ,. Hales & Females, ‘ 2859 2258 79.0% " 'm‘l‘es “L & Femles vii" ‘ T‘HaeredZoE .A 13.. 73360 2666 79.3% nnnnn Au :1 A f"; r.: A. 7 """r" 1' l~.. :. I U -_._. ___, , 7._ fl“_-—. ‘— _ . _ -.. 5- -, I ~ ‘ J -4 . . -..- _ .J r V , , A \_ - \ .§‘ .1 g . , 1 | | ..- _ ...—_ *. ....___. - — w . s ‘ I ', ..4 11‘ 1.1 _,,. --.. I _,__,_,_, -- _ . a 1.. 1' " w ., .I- _. . u l ‘.' ‘I - - ,- __1-__,.-.___-*. _ l ! I kn I . .‘ e. o ‘ Y v a, I I ‘ \P . I - .* m:..—___-_ . . .-- . '1, . U" f ‘.. l e 4 ‘ ,‘ .-....L-_L~-- __. ..-—w -1... .. I . . I I' ' ... ‘ ' 8 , . I r. _ . \ ...—-__...__ ..ll; ..-- _- ...—.--- , O D l '. s ‘ . ‘V‘ , e I I"‘: . ! ,‘. -..-“ -._.- —_.._._._..-._~._ _.1 I I f ' - .-rv0( ' . 0 L' . l . A.“ L I - ' r 1' , .. ), 12.. . I -_..__...J I ‘ . ‘ . _. I . - - —‘ 8 8 . . r i _ I t l , I p l . A - ’ 1 s -- - _ _ ___..e “—1—. I . ._. .—- .- A , |O , . r - ’ I‘4 I... t h .v ‘ ' .. ' . J ’3‘: I a... c. ._ l~ 9 . . ‘ - . 7 .. - 1 (1- . _ . . 43¢» Kentucky, Florida, Georgia, Mississippi, North Carolina, South Carolina, Virginia, and West Virginia. Table 111.6 contains a detailed description of the chapel enrollment and attendance on the day the Mooney Problem Check List and the Original Questionnaire were administered. The chapel enrollment includes 287 single male and female students of which 232 (80.8%) were present. Also, the chapel enrollment includes 72 married students of which 60 (83.3%) were present. The total chapel enroll- ment at Trevecca Nazarene College is 359 of which 292 (81.3%) were present. Igggl §amole. Table 111.7 contains a detailed des- cription of the chapel enrollment and attendance on the day the Mooney Problem Check List and the Original Ques- tionnaire were administered in each and all of the six liberal arts colleges of the Church of the Nazarene. The total chapel enrollment of the six colleges in- cludes 2859 single male and female students of which 2258 (79.0%) were present on the day the inventory was taken. Also, the chapel enrollment in the six colleges contains 501 married students of which 408 (81.4%) were present. The total chapel enrollment in the six colleges is 3360 of which 266 (79.3%) were present.7 7The chapel enrollment figures do not include special students, graduate students, academy students, or any other groups outside the freshmen, sophomore, junior, senior classes of the liberal arts colleges. 444; III. METHOD OF CHOOSING SAMPLE During the first two weeks of November in 1957 each of the six liberal arts colleges of the Church of the Nazarene was visited. In each college daily chapel per- iods are held, attendance compulsory for faculty and stu- dent body. At each of these colleges a chapel period was made available for the administration of the Mooney Prob- lem Check List and the Original Questionnaire. Students are seated by class and assigned individ- ual Spaces. To obtain a fifty per cent sample, all stu- dents seated on the left hand side of the auditorium in the seats precisely nearest the wall were asked to stand._ Once these persons were on their feet, every-other person in each row across the entire auditorium was asked to stand also. While they continued standing a Mooney Prob- lem Check List, college form, was distributed to each per- son. The instructions were read and an opportunity was given for questions concerning procedure. No questions were verbalized. The students were seated and proceeded to the task at hand. While the students were working on the Mooney Prob- lem Check List and the questionnaire, a copy of the Orig- inal Questionnaire was distributed to the faculty, who in each case was seated on the platform. ASministrative permission was granted for students 45 to continue working on the check list or the questionnaire past the regular chapel expiration period. In only a few isolated instances did individuals avail themselves of this privilege. To make the process more meaningful the students were assured that at the administrator's request, the results of the study would be tabulated and forwarded to the school as a basis for improving the local student personnel services. At least a full day was spent on each campus visit- ing the various personnel agencies, and administrative personnel. In all instances abundant printed or mimeo- graphed materials were made available describing the stu- dent personnel services offered by the college. In four instances, the administration had only recently completed a comprehensive report to the accrediting agency of the area. These reports which contain a division on student personnel services were also made available. In each college every courtesy and c00peration was extended. In several instances administrators wrote out detailed re- ports which brought to date the printed information con- cerning student personnel services. IV. A DESCRIPTION OF THE CHECK LIST AND QUESTIONNAIRE The Mooney Problem Check List was first made ready for publication in 1942. Having selected 330 items out of an original master list of 5,000, the editors felt 46 that the check list was "produced and developed to help students express their personaloproblems."8 The proced— ure was simple. Students read through the appropriate check list and underlined the problems which were of concern to them. Then the student went back through the list circling the problems of most concern. Although the check list does not label the problems by area, they are divided into eleven areas as listed below: 1. Health and Physical Development (HPD) II. finances, Living Conditions, and Employment FLE 111. Social and Recreational Activities (SRA) IV. Social-Psychological Relations (SPR) V. Personal-Psychological Relations (PPR) VI. Courtship, Sex, and Marriage (CSM) V11. Home and Family (HF) V111. Morals and Religion (MR) 1X. Adjustment to College (School) Work (ACW) ASW X. The Future: Vocational and Educational (FVE) X1. Curriculum and Teaching Procedure (CTP) The items are grOUped horizontally in sets of five, by problem areas. Each area contains thirty items. The problem check list is an inventory. It does not measure the scope or intensity of student problems. A student‘s reSponses are limited by his awareness of his problems and his willingness to reveal them. "The items marked by the individual should be considered as symbols of the experiences and situations which comprise his 8Manual. The Mooney Problem Check List, New York: The Psychological Corporation, 1950. 47 problem world. The items or problems checked should not be mistaken for the problem world itself. Two students may mark the same problem or an identical pattern of problems and yet the problem world of the two would not be identical...."9 "...Self-reported foci of difficulty ...may be distorted and incomplete."10 However, the limitations of the check list do not discredit its value, but only indicate certain guideposts which must be used in interpreting the results. The check list is administered under certain assump- tions: (1) The great majority of students will be reSpon- f‘ sive to the items listed. (2) The students will accept the task with a constructive attitude. (3) The students will find that the check list covers reasonably well the range of personnel problems with which they are concerned. (4) The student will consider that administrators and investigators will use the results from the administra- tion of the check list for practical purposes which will affect the well-being of the students themselves. The Mooney Problem Check List is not a personality test which purports to predict a definite pattern of 91bid., p. 6. 10Oscar K. Euros, The Fourth Mental Measurements Year- book, Highland Park, New Jersey: The Gryphon Press, 1953, p. 73. 48 of behavior, therefore, the process of validation produces an empasse. Likewise, reliability of an instrument like the check list is not the same as a test for which scores are obtained. The check list is designed to reflect the problems which a student senses and is willing to express at a given time. The extinuating circumstances, the stu- dent's personal perceptions, and his willingness to express his perceptions - are all uncontrolled variables. Also, national norms do not exist. The check list yields ac- counts for each person for each of the areas, and for the total list of items. It is simply an account of the problems which the students have identified as matters of concern to him. lTherefore, "...local norms are the most valuable."11 National norms based on many communi- ties could be useful in telling a given community whether its own grOUp seems to have more or fewer problems in each of the problem check list areas. Such comparisons, how- ever, are not nearly as important as the discovery of the relatively numerous or few problems in each area in re- lation to what the school and community may be able and willing to do about the problem.12 llManual, op. cit., p. 9. 12A c0py of the Mooney Problem Check List and the Manual is in the appendix. 48 of behavior, therefore, the process of validation produces an empasse. Likewise, reliability of an instrument like the check list is not the same as a test for which scores are obtained. The check list is designed to reflect the problems which a student senses and is willing to express at a given time. The extinuating circumstances, the stu- dent's personal perceptions, and his willingness to express his perceptions - are all uncontrolled variables. Also, national norms do not exist. The check list yields ac- counts for each person for each of the areas, and for the total list of items. It is simply an account of the problems which the students have identified as matters of concern to him. ”Therefore, "...local norms are the most valuable."11 National norms based on many communi- ties could be useful in telling a given community whether its own group seems to have more or fewer problems in each of the problem check list areas. Such comparisons, how- ever, are not nearly as important as the discovery of the relatively numerous or few problems in each area in re- 1ation to what the school and community may be able and willing to do about the problem.12 llManual, op. cit., p. 9. 12A copy of the Mooney Problem Check List and the Manual is in the appendix. II 49 v. A DESCRIPTION OF THE ORIGINAL QUESTIONNAIRE One aSpect of this study is to determine the student's own awareness of the student personnel services which the colleges have made available for the resolutions of stu- dent problems. Using the Mooney Problem Check List as a guide, a simple questionnaire was devised with these in- structions printed just beneath the caption: "One authority has divided the problems of stu- dents into eleven areas listed below. What provisions have been made on this campus for you or your fellow students to get help with problems in these particular areas? Under each heading below, please identify the of- fices, agencies, organizations, or persons to whom you might-9W Under the instructions, each of the eleven areas on the Mooney Problem Check List were enumerated. Since the technical terminology used by Mooney in some areas might not have been meaningful to some students, three problem phrases which the student probably found to be familiar and meaningful were placed in parentheses. This method seemed to correlate most clearly with the Mooney Problem Check List itself. This questionnaire had some obvious limitations. (1) The technical language which Mooney used in designat— ing the problem areas may not have been completely overcome l3A cepy of the original questionnaire is included in the appendix. 50 in the use of problem phrases drawn from the check list itself and/or familiar to students. (2) A student who does not grasp the total picture and purpose for the questionnaire, may reSpond only to the problem phrases listed. (3) In a small college one person may fill sev- eral important jobs which relate to student personnel services. In responding to the questionnaire this may have been confusing to some students. (4) Students in these colleges may have tended to find one confidant among the faculty to whom they have gone initially with most problems. They may have gone to certain offices because of the person involved rather than the position which the person held. However, this questionnaire did tend to elicit re- actions resulting from what the subject had observed or experienced. Present feelings and eXperiences of the students tend to be reflected in his responses. Since complete freedom of answer was provided, this question- naire may have tended to overcome the further tendency of students to give approved answers. In evaluating the results from this questionnaire, “perhaps the most signi- ficant precaution of all is the observation of the prin- ciple that opinions are only one source of information and data of an objective and verifiable nature must be independently gathered so to supplement Opinion data 51 whenever the latter are used."14 What someone thought, (as is reflected in the responses to this questionnaire) is important as an attitude, but it cannot be mistaken for fact. For this reason, further data of an objective and verifiable nature was gathered from the administra- tion on the student personnel services made available in each college. V1. PROCEDURE FOR ANALYZING DATA Analysis gf Data Relating 3g Faculty and Student Perceptions 2: Student Personnel Services. From college catalogs, reports to accrediting asso- ciations, faculty, student handbooks, and other printed and mimeographed materials, data was gathered to give a clear picture of the available student personnel services in each college. These data were cataloged according to the student personnel services as described in the mater- ials. In so doing, at least two limitations are under- stood: (l) The printed materials in the catalog, the re- ports to the accrediting associations, and other such pub- lic materials may tend to create a "halo-effect" on the 14C. Gilbert Wrenn, Student Personnel Work In College, New York: The Ronald Press Co., p. 499. 52 services in question. (2) Student personnel services des- cribed on paper may not be those which the students and faculty experience. However, with this data as a basis for comparisons, the faculty and student perceptions of student personnel services will be placed in contrast. The analysis procedure apprOpriate to this type data is the Chi-square. Because of possible small frequency counts in the contingency table a correction factor will be used. The usual Chi-square method yields a larger value than is realistically expected. Therefore, the Yates correction factor will be applied.15 For those cells which contain less than one, no Chi-square will be calculated. Statistical hypothesis. The generalized null hypo- thesis being tested is as follows: 15Helen M. Walker,and Joseph Lev. Statistical Infer- ence (New York, Henry Holt & Company, 1953), p. 105-106. 2 In small samples the usual computation of x gives too large a value, leading to rejection of the hypothesis more often than would the direct computation of probability by factorials. This error can be offset by a procedure 2, 3, 13. commonly known as Yates' correction The proced- ure is to change the frequency in each cell by .5, keeping the marginal totals unchanged, and reducing the size of 2 x2. Thus observed frequencies 5 10 with x = 4.4 would 2 53 Ho: There is no difference between the observed and the eXpected frequencies, between the two rows and the two col- umns of the table. Two contingency tables are apprOpriate for the preparation of this data for analyzation. Diagrams of these contingency tables are contained in Table III.8,PR 55. The freshmen, senior, and faculty perception of student personnel services as indicated by their res- ponses on the Original Questionnaire will be divided into two grOUpS, (1) yes, and (2) no. The ”yes" reSpon- ses are those which correspond to the administration's perceptions of student personnel services. The 'no" reSponses are those which do not correspond to the ad- ministration's perceptions of student personnel services. The frequency counts resulting from this categorization will be entered in the apprOpriate spaces on the contingency 15(footnote continued) be changed to 5.5 9.5 with 6.5 2.5 x2 = 2.8. The same effect can be produced more easily without rewriting the frequencies by subtracting %N from the absolute value of ad - bc. Thus in the illustration N = 24 and ad - bc = 10 - 70 = -60, and /ad - bc/ -%N = 60 - 12 = 48. The vertical bars around a number indicates its numerical value without regard to sign. If xy2 represents a value of x2 adjusted by Yates' correction, then (4.10) xy2 = (/ad - bc/ - N/2)2 N (a * ENa * C)(b * d)(c +) 54 tables. Since it may be assumed that seniors are experienced in their relationships to student personnel services, their perceptions will be contrasted to those of the freshmen. Since faculty understanding of student personnel services is important, their perceptions will also be contrasted to those of the seniors. > nalysis gf Bat; Relating 32 Student Perceptions 9: Their Q_fl Problems The students reSponces to the Mooney Problem Check List will be divided into five groups: (1) male freshmen, (2) male upperclassmen, (50phomores, juniors, and seniors), (3) female freshmen, (4) female upperclassmen (sophomores, juniors, and seniors) and (5) all married students. These a priori grOUps are those often identified on the campus and of enough distinct separateness to make measurable contrasts of their perceptions of their own problems prac- tical. Statistical hypothesis. The generalized null hypo- thesis being testéd is as follows: Ho: There is no difference between the observed and the eXpected frequencies across all columns and rows on the table. To determine whether the observed sample differences signify differences among the groUps or whether they are merely chance variations, the Chi-square test for K inde- pendent samples will be conducted. Table III.9 contains Table III.8 Chi-square Contingency Tables Freshmen Seniors Faculty Seniors a b YES YES c d NO ”0 Table III.9 K Igdependent Sample Table All Six Colleges I , , R1 II E? III R3 Iv R), v RS VI R5 VII R7 VIII B8 II R9 x 310 XI Rn K K K Grand 1 2 Kb K5 6 Total Roman numerals I-XI stand for the eleven areas of the Mooney Problem Check List. _.—_- I}- Iill y III(‘11 I fi_- ._ I -... L'-._—— 56 an illustration of a 5x11 K independent table. To find the expected frequency for each cell, the two marginal totals will be multiplied and then divided by the grand total. The logic for determining the expectancy for each cell is based on partitioning total N prOportionate to the corresponding marginal summations. Thus for each cell the expectancy is calculated by: __fi3_ X _NE_ X N = Fe (Frequency expected) By cancelling N, the formula may be simplified to: R X K = Fe (Frequency expected) N The Chi-square of K sample table is obtained as fol- lows: The Chi-square is the sum of the difference between the frequency observed (F0) and the frequency expected (Fe) squared and divided by the frequency eXpected (Fe). The formula is: Chi-square = (Fol - Fe1)2 + (F02 - Fe2)2 ... Fel _ Fez (Fon - Fen)2 Fen For testing a one way sample the procedure is iden- tical except the Chi-square is calculated only on rows. The expected frequency calculated for each cell in Table 111.9 is used in the one sample Chi-square also. The Chi-square is calculated for each cell identical to the 5x11 table (Table 111.9) but added across the row only. Statistical hypothesis. The generalized null 57 hypothesis being tested is as follows: Ho: There is no difference between the observed and expected frequen- cies across the table. Level 2f Significance, Because only major trends are sought in this experi- mental design, errors of the type I - the unjust rejection of a hypothesis is more acceptable than errors of the type II - the failure to reject the hypothesis when in fact it is incorrect. For purposes of the study the .05 level of significance is acceptable. VII. SUMMARY The purpose of this study is to identify the student's own perception of their problems, and the related student personnel services available for the resolution of these problems. This chapter has endeavored briefly to describe each of the institutions involved, the student populations, the tools for securing the data, and the procedure for ~ analyzing the data which is collected. Having spelled out the problem, described the metho- dology for the study, and having collected and analyzed the data, an examination of its content is the next step in this study. CHAPTER IV THE ADMINISTRATORS PERCEPTIONS OF STUDENT PERSONNEL SERVICES A: NORTHWEST NAZARENE COLLEGE 1. HEALTH AND PHYSICAL DEVELOPMENTl Physical examinations. Each applicant for admission to Northwest Nazarene College is sent a blank to be filled out by his family doctor. This calls for a statement of fitness for college work, a declaration of any physical disabilities, and recommendations by the physician con- cerning physical education activities and size of study load.2 Each year the mobile chest x-ray unit of the State Tuberculosis Association visits the campus and "all stu- dents are urged" to avail themselves of this free service. Curriculum. Some attention to hygiene is given in physical education courses. The curriculum also includes Personal and Community Hygiene, offered for credit in bio- logical science or health education. In 1956-57 this 1This heading compares to problem area I in the Mooney Problem Check List. 2Self-evalugtion:_1;eport, (Prepared for the Higher Commission of the Northwest Association of Secondary and Higher Schools, 1957), p. 212. 59 course was elected by fifty-five students.3 Medical care and hospitalization. Through the col- lege physician, the college nurse, and Samaritan Hospital (adjoining the campus), the student health services pro- vide for a physical examination at entrance, and the treat- ment and care of emergencies, acute illnesses, and acci- dents that occur during the school year. Students are not covered when employed "by others than the college." Hos- pitalization for a maximum of fifteen days in any one semester or twenty days in any one school year is included in the health service. Laboratory charges up to a maxi- mum of $5.00, the normal charge for anaesthostic a normal charge for Operating room and one major Operation are in- cluded. X-ray charges up to a maximum of $10.00 per sem- ester are included. Students must pay for all medicines used. To avail themselves of these privileges, students must use the college physician and hoSpital, and must pay the annual medical fee.4 II. FINANCES, LIVING CONDITIONS, AND EMPLOYMENT5 Finances 31bid., p. 213. 4Ngrthwest Nazarene College Catalog, (Nampa, Idaho, 1957-58). P. 29. 5This heading corresponds to problem area 11 in the Mooney Problem Check List. 60 Monthly payment plans. "Since some parents and stu- dents prefer to pay tuition, fees, room, board, etc. in monthly installments, we can offer this convenience under the Tuition Plan, Incorporated. The service charge is four per cent of the amount financed thrOUgh the New York Company which provides the service. Those who do not wish to pay cash in full may use this method by paying a mini- mum of one-third of the total semester charges at time of registration. The balance is paid in equal monthly installments.'6 Student loan funds. The balance in the student loan fund as of June 30, 1956, was $21,661.89. A four per cent service charge is made and the loans are all short-term loans, usually for a period of less than one year. One hundred students received loans during the 1956-57 school year. The average was approximately $200.00 per student.7 Most of the loans were made at the beginning of the second semester "to help worthy students" to complete the academic year. The business manager, the associate business manager, and the president makes decisions on individual loans.8 Schglarships and grants-in-aid. Honor scholarships, activity scholarships, class scholarships, and foreign 6Ibid., p. 23. 7Self-evaluation report, Op cit., p. 219. 81bid., p. 219. 61 scholarships are made available to qualifying students by the administration. Six more scholarship funds bear- ing the names of persons or organizations offer from one hundred to four hundred dollars per student per academic year. In the 1956-57 school year, ”Ninety students re- ceived approximately $9,650 in scholarships."9 I The college has no system of grants-in-aid as such. Much of the student employment on campus is considered as grants-in-aid. Living Conditions Student housing. The dean of student is in charge of the over-all SUpervision of the living units. Each residence has a dormitory council and president elected by the students. This group works closely with the head resident in matters of program planning and discipline. "Some of the facilities are below standard."10 Maintenance of the dormitory is chiefly the reSponsi- bility of the associate business manager. "The student janitor service has not been fully satisfactory, but the limited employment opportunities of the city seem to call for its continuance."ll Supplemental adult housekeepers 91big., p. 222. lolbig., p. 216. lllbid., p. 216. 62 have provided some improvement. Further, none of the dor- mitories are highly fire resistant, but periodic checks with the inspector of the local fire department are made in the interests of fire prevention. "An area known as Vetville provides some thirty apart- ments for married couples, and an area for trailers."12 The selection and SUpervision of off-campus housing has not been a major problem since all students who are not living at home or with relatives must live in the dor- mitories. For exceptions to this rule, the student resi- dence must be approved by the college president and the dean of students. The regulatory aspects of the student's life is of great concern in these decisions. Eggg facilities. All dormitory students, both men and women, meet together in a central dining hall. "As- pects of courtesy, manners, good taste in dress, conver- sation, and sociability are encouraged in the dining hall."13 Each week a student host and hostess are chosen. They are in charge of the details of announcements, introduction of guests, “saying of grace" and arranging for dinner music. "The business manager and his wife check the menus periodically and occasionally key members of the adminis- tration arrange, without notice, to have dinner in the 12Ib1d., p. 215. 13Ibid., p. 218. 63 dining room."14 Adjoining, but separate from the dining room, and with its own outside entrance is a student coffee shop serving meals, snacks, and refreshments. Student employment. Considerable effort is made in assisting students at Northwest Nazarene College in se- curing part-time employment on-campus and off-campus. Students seeking campus employment fill out a work appli- cation blank, which is used in grading and selecting per- sons. Those seeking secretarial work are given compet- ency tests by the department of business. The business office, in consultation with the person or department re- quiring student help, selects students for campus employ- ment. The associate business manager, with the cooperation of the local state employment office, the chamber of com- merce, and local businesses, gives some guidance in help- ing students find off-campus employment. "Probably sixty- five to seventy per cent of the students work part-time."15 III. SOCIAL AND RECREATIONAL ACTIVITIES16 141bid., p. 217. 151bid., p. 230. 16This heading correSponds to problem area 111 in the Mooney Problem Check List. 64 Student Body Organization The student council which meets three Wednesday even- ings each month consists of the elected student president plus a representative from each college class. This coun- cil serves as the executive group of the Associated Stu- dent Body and directs or c00perates in all the extra-cur- ricular activities of the campus. Among its activities are the following: (1) The semester budget, (2) the an- nual student-faculty reception, (3) the annual student officer's retreat, (4) Monday and Wednesday convocations, (5) social activities each Friday and/or Saturday nights, (6) the annual Thanksgiving banquet, (7) and Campus Day. The Dean of Students and the Director of Intra-Mural Ac- tivities are the faculty Sponsors for the Student Council."17 groanized Social Grougs. Twenty-six student groups are officially sponsored by Northwest Nazarene College. There are no local nor national fraternities or sororities on the campus. All the men students are included in the Associated Men's Students whose activities are "chiefly social (such as the stag party)" but may also include "constructive work projects." All of the women students are included in the Asso- ciated Women's Students," an organization of social value for all of the co-eds.“ Each new woman student is given 17Ibid., p. 223. 65 a Big Sister to help her in becoming acquainted with other students and the activities of the college. Some of the annual events sponsored by the women students are the Big-Little Sister Tea, the Pajama Party, Twirp Week, the Thanksgiving Banquet, Heart Sister Week, and the Senior Tea. Special Cultural gr Social Activities. Intellectual, social, musical, and other cultural activities are Spon- sored by and for the students. These include the community concert series, several student and faculty recitals, the Philharmonic Choral Society's presentation of Handel's "Messiah,“ and a number of lectures. Besides this, the. Student Council maintains responsibility in c00peration with the dean of students for a regular weekend activity program on the campus. Athletic Program. Every regular student is assigned to one of six societies. These societies present literary programs and encourage and manage the varied intra-mural athletic activities. "The interest and rivalry aroused by the society interests serve to build campus morale and to maintain school spirit."18 Intercollegiate activities. "Although intra-mural participation is our primary emphasis in athletics, laflggihwest Nazarene College Catalog, op cit., p. 32. .—. .C . . ... 5" ’§ 66 varsity teams engage in competition in basketball, base- ball, tennis, and track."19 IV-VII. PROBLEMS OF A PERSONAL AND PSYCHOLOGICAL NATURE2O Counseling Services "Personal and social counseling is a function of the Dean of Students and Head Residents of the living units."21 ”There are several levels of assistance given to aid unadjusted students."22 If the difficulty manifests it- .self in the living unit, the dormitory head resident talks with the student in an effort to help him or her work through their problem. If the problem seems to be acute in the classroom, the professor spends time helping the student outside of class. If the problems seem to con- tinue, the student is referred to the dean of students.23 The administration said, "All behavior has a cause and the approach of the 191bid., p. 32. 20This heading corresponds to problem areas 1V-V11 in the Mooney Problem Check List: IV Social-Psychological Relations, V Personal Psychological Relations, V1 Court- ship, Sex, and Marriage, V11 Home and Family. 21.221221121223122 1322921. op cit., p. 205. 22191g., p. 211. 23Ibid., p. 212. I old 67 dean in his counseling is to try to find the cau- sitive factors and work from there. The counsel- ing used is more of the non-directive approach with the belief that within each individual is the ability to improve if prOper insight is gained. Of course, direct counseling is used at times, depending upon the individgal and the circum-‘ stances being considered." 4 Curriculum. The administration suggests that cer- tain catalog courses including introduction to psychology, applied psychology, educational psychology, educational and vocational guidance, and mental hygiene, afford pro- visions for instructions in mental hygiene. V111. MORALS AND RELIGION25 Northwest Nazarene College sees itself with "a spec- ific mission to fulfill."26 The warp and woof of the stu- dent personnel services is an organized effort "to develOp the spiritual life" of the student and to "build Chris- tian character." This thread of religious emphasis runs from the formally stated institutional objectives, to the class sessions which open with prayer, to the organized and unorganized student prayer meetings - leaving no in- dividual, organization, or aspects of the college untouched. 24Ibid., p. 212. 25This heading corresponds to problem area V111 in the Mooney Problem Check List. 26Northwest Nazarene College Catalog, 0p cit., p. 30. 68 In a section of the catalog under the heading "Re- ligious Life" the following activities and organizations for Christian service are listed as vital agencies of the college or of College Church:" (1) Required courses in religion. All full-time students are required to take eight credits of Biblical Literature or theology. (2) Students are required to attend chapel services (major emphasis religious) five times weekly. (3) On Sunday students are expected to attend Sunday Bible School and the morning and evening church services. "...Regular church attendance is required of all students." (4) "The college has had its own mid-week service so long that it has become a tradition." Attendance is re- quired of resident students. (5) The Nazarene Young Peeple's Society of College Church "offers a challenge to college young people for Christian training." (6) The Miller lectures on "practical aide and ad- vice to young people going out to special Christian serv- ice," and the Mangum lectures "perpetuating the missionary ideal and interest on the campus of Northwest Nazarene College" are yearly events. (7) ~The Foreign Missions Band "composed of those who have reSponded to a definite call to foreign mission- ary work” and the Christian Worker's Band, an "Organiza- tion of Students interested in Home Mission activity" fur- nishes an outlet for zealous students. 69 (8) The Shepherdess Club "composed of the wives of ministerial students" meets monthly. This group is spon- sored by the wife of the college president.27 All administration and faculty are available for religious counseling. 1x. ADJUSTMENT T0 COLLEGE WORK28 Admission Requirements Applicants who express a "willingness to abide by the standards of conduct set forth in the Campus Code," who have a certification of health signed by a physician, and who possess a "transcript of high school records in- dicating graduation from an accredited senior high school or a transcript indicating completion of satisfactory work beyond high school graduation in an accredited col- lege" are generally admitted to Northwest Nazarene College student body. Qgientation Program Pre-registration orientation. Upon approval for admission, the applicant is notified by letter. Subse- quent correSpondence with the student gives suggestions 271bid., p. 31-32. 28This title correSponds to problem area IX in the Mooney Problem Check List. 70 about equipment needed for dormitory rooms, dates of availability of rooms, first meals served, and the orient- ation convocation. The associated student body office sends a letter of greeting, enclosing the student's hand- book, "Keys To The Kampus." A letter is also sent to the parents of the applicant with data concerning costs and financing of college expenses. "Often additional pre-enrollment orientation takes place in correspondence with the various offices of the college and through con- tacts with official college representatives and alumni.29 Students are met at the train and bus stations by representatives of the Associated Students. Each fresh- man is given a "dog tag," a cardboard tag with his name typed on it. This is worn for the first three days after arrival. At each regular activity the student attends his tag is punched. For three days the new student is subjected to an intensified program which alternates apprOpriately from social activity, to intensified testing, to subtle pro- pagandizing.30 An integral part of the orientation program is the daily chapel period.31 29Self—evaluation Report, op cit., p. 200. 301bid., p. 201. 3lIbid., p. 202. 71 The orientation program is continued through a first semester Introduction to Psychology course, not compulsory but, on the authority of the administration, "taken by most students." Educational Guidance Program Guidance during registration. Approximately fifteen teachers are chosen to act as official advisors for lower division students. This group meets with the chairman of the lower division before each registration to review pro- cedures and policies and to consider the schedule of courses for that semester. Instructors in every curricu- lum offered are used on this panel, but each is eXpected to give Special attention to guiding the students in gen- eral education. Each freshman and sophomore must Obtain the approval of one of these advisors for his schedule."32 Special advisors are appointed to approve the sched- ules of juniors or seniors in Religion. Juniors in other fields confer with any one of three faculty members ap- pointed for that purpose. Seniors confer with the aca- demic dean or with a special senior advisor appointed by the dean. “These schedule advisors are aided by reports of test results and extensive check sheets, prepared by the regis- trar's office, to show the progress of the student toward 32Ibid., p. 203. 72 meeting each of the requirements for graduation."33 Guidance 1133; registration. General educational guidance is conducted by the dean of the college and the chairman of the lower division. "In general this consists of conferences concerning changes in schedule or withdrawal from courses."34 Northwest Nazarene College has a Special program for students having academic difficulty during the semester. Every four or five weeks each instructor reports those students whose progress is unsatisfactory. A list is compiled of all students reported as failing or incomplete in any course or at a "D" level in two courses. This list, known traditionally as the Bench List, serves both as a roster of those ineligible for participation in in- tra-mural or varsity competition and as a warning list. As a student improves his grades, his name is removed in weekly revisions of the list. The Academic Dean requests each junior and senior on the list to come to the office for a conference. The Lower Division Office sends to each freshman and sophomore on the list, a form to be signed by each instructor who has reported work to be unsatisfactory. The purpose of this form is to insure a conference between 33Ibid., p. 203. 34lbid., p. 204. 73 students and instructor. Each student who has several deficiencies or who does not soon remedy his difficulties is asked to have a conference with the chairman of the lower division. Elagnostic and Remedial Services "Freshmen who make low scores on the English test must enroll for remedial work in English. They are placed in the regular sections of Freshmen Composition which meets three hours per week, but must attend two additional per- iods per week without credit."38 There is no similar program in remedial reading "for lack of a qualified instructor who could be spared from other assignments for this duty.“ Testing Program All incoming freshmen are given an English Test and the Psychological Examination. These two tests along with the Bell Adjustment Inventory and their reSpective results go to the files of the Dean of Students. "These data are used in most of the counseling interviews."39 SUpplementary freshmen tests include tests in general achievement, Bible knowledge, and musical aptitude. 1n the Introduction to Psychology course which serves as an aid to freshman orientation, an educational aptitude 381bid., p. 207. 391bid., p. 211. Inc ’0 A (F. or 10‘ .u. a. .u. A..\ 74 test is given. In the SOphomore program, a COOperative English and reading test, cooperative general culture test, and co- Operative contemporary affairs test are included. x. THE FUTURE: VOCATIONAL AND EDUCATIONAL40 Curriculum In the Introduction to Psychology course which "is elected by a majority of the students, often in the fresh- man year," a planning paper in which the student elects an OCCUpation is considered a major project. "He analy- zes the requirements of the OCCUpation as to aptitudes, personality qualifications, and educational preparation. He then attempts a self-analysis using the results of his entrance tests, a test of mental abilities, and an inventory of occupational interests. He endeavors to arrive at a frank appraisal of his probabilities of suc- cess and a plan of future training necessary."41 Vocational and Educational Counseling "The members of the teaching staff act as counselors concerning OCCUpations related to their teaching fields." 4OThis.heading corresponds with problem area X in the Moody Problem Check List. 41Ibid., p. 205. 75 They endeavor to bring occupational information to the attention of students through class lectures, departmen- tal club meetings, and occasionally through chapel programs. Vocational counseling often occurs in interviews with the dean or chairman of lower division concerning educational matters or with the Dean of Students concerning personal or social problems."42 "Religious counseling most often involves the pastor of the College Church or the president of the college, but students often confer with their teachers concerning Spiritual matters." Placement Services "Present placement services at Northwest Nazarene College seem to be adequately provided."43 The teacher placement bureau serves as a clearing house between pros- pective teachers and employers. Numerous government agen- cies, civil, and military, and some businesses have repre- sentatives who visit the campus regularly. The Dean of Students usually assists in arranging interviews. Further placement announcements are posted on departmental bulle- tin boards, and given emphasis by direct contacts between faculty and students. Graduates who anticipate continued formal education 421bid., p. 206. 43 Ibid., p. 231. .1 76 are apprised of fellowships and scholarships through the help of their major advisors.44 XI. CURRICULUM AND TEACHING PROCEDURES Students at Northwest Nazarene College are given Op- portunity to express reactions and initiate moves affec- ting curricular modifications. Teacher-student rating forms help instructors ascer- tain reactions to their courses. "It is assumed that in- structors modify course content and instructional tech- niques in the light of the student reactions as they deem wise."46 Prior to registration at mid-year and again before the close of the academic year in June, students are asked to examine the program of studies to be offered in the following semester and ascertain the extent to which the program meets their needs. Students are invited to make suggestions for the revision and modification of the pro- gram of Studies. "The program of studies is revised in 44Ibid., p. 231,232. 45This heading corrSSpondS to problem area X1 in the Mooney Problem Check List. 461bid., p. 86. 77 in the light of this experience as deemed wise."47 The Senior Seminar which includes an evaluation of total instruction and curriculum is used to locate areas for investigation and study. This seminar is taught by the president. Annually, the administrative offices of the college and student leaders plan a two-day retreat "in order to ascertain the student reaction in the total program of the college and in order to develOp a COOperative, demo- cratic climate."48 47Ibid., p. 86. 481bid., p. 86. 78 B: OLIVET NAZARENE COLLEGE I. HEALTH AND PHYSICAL DEVELOPMENT49 Physical examinations. Each applicant for admission to Olivet Nazarene College is sent a blank to be filled out by his family physician. This calls for a statement of fitness for college work, a declaration of any physical disabilities, and recommendations by the physician concern- ing physical education activities and Size of study load.50 Curriculum. Although no mention of attention to hy- giene is made in literature of the student personnel serv- ices at Olivet Nazarene College the course descriptions in the catalog would suggest that this is included in the compulsory physical education courses. Medical care and hospitalization. The college provides a health service including a clinic and diSpensary. The college physician and full-time registered nurse maintain regular office hours on the campus. The medical fee of $4.00 entitles the student to these services including ordinary medicines. The fee does not cover the cost of x-rays, Special medicines, or hospitalization. 49This heading corresponds to problem area I in the Mooney Problem Check List. 50This information taken from mimeographed material made available to the prOSpective student and his physician. 79 GrOUp accident and health insurance is available to all students for a fee of $7.00 per semester. All stu- dents participating in intra-mural activities are required to carry this protection. All others are charged a fee unless a waiver declining this protection is signed. Benefits under this plan are paid in addition to any bene- fits a student is entitled to under any other personal policy or membership in any other hOSpital association.51 A little booklet "A Doctor's Advice," by the campus physician, is distributed to all students. In the Opening paragraphs, the doctor says, "For several years I've listened to, observed, treated, and advised scores of students and have found too many who have fouled up their schooling because they've tried to do too much, too long, with too little strength, in too little time, with too little means..... May I offer some counsel pertinent to the physical, intellectual, and Spiritual well-being Of ONC students? If intelligently regarded it may spare you some life-long regrets and aid you in making the most of these valuable years, your college years." . With this introduction the doctor proceeds to discuss matters under the general headings of (1) time and energy, (2) weekend activities, (3) eating, (4) recreation, (5) Spiritual activity. (6) and money. He concludes "finally keep your conscience void of offense toward God and man. 51Olivet Nazarene College Catalog, (Kankakee, 111., 1956-58). p. 25-26. ..n. O. I. Au, 0.. Ah 0- fly a c. I 11 4. ‘1 I. I ... 80 It is necessary for good health."52 11. FINANCES, LIVING CONDITIONS, AND EMPLOYMENT53 ’Finances Methods 9: payment. "Any financial arrangements en- tered into between the college and its students will be binding on the college only if such an agreement is in printed or written form."54 Olivet Nazarene College does not use the services of any outside firm in financing college accounts. All bills are due within ten days af- ter the registration dates. However, for those unable to pay cash, a deferred payment plan is available to cover a portion of the enrollment charges. One-fourth of the total college bill is required to be paid down at the time of registration. The balance may be paid in equal weekly, semi-monthly, or monthly installments with the final payments falling due ninety days from the date of registration. "Any student whose account has become de- linquent is barred from class attendance until cleared 52Laurein I. Seaman, Md., A Doctor's Advice, 8 mimeo- graphed bulletin distributed to all students, pp. 8. 53This heading correSponds to problem area 11 in the Mooney Problem Check List. 54QllX££ Egggggflg lelege Catalog, Op cit., p. 20. 81 by the Business Office." A 6% per annum interest charge is made against any unpaid portion of a student account at the end of the semester. "No degree will be conferred or credit transferred until all accounts and notes are paid in full."55 Student lpgp funds, There are five loan funds available to students for aid in meeting financial needs. These funds total $17,400. Loans from these funds are SUpervised and authorized by the Faculty Loan Fund Com- mittee. Scholarship and grants-in-aid. "A number of scholar- ships have been made available for the aid of students who qualify for them."56 The college catalog lists twenty scholarships and opportUnities for grants-in-aid, which vary from $25.00 to $500.00 per semester or year. Living Conditions Student housingg The housing service is under the supervision of a faculty-created committee including elected faculty representatives and student representa- tives from the Women's Residence Association, the Men's Dormitory Association, and other college housing areas. The direct supervision of the housing of students on the 55Ib1d., p. 20-21 56§2l£z§2££§1 (A report to the North Central Associa- tion of Colleges and Secondar Schools py Olivet Nazarene College, Kankakee, 111., 1954;, p. 57. 82 campus and the approval of all accommodations Off the campus rests with the Dean of Students, Assistant Dean of Students, and the respective residence counselors. The Business Manager SUperviseS the housing facilities for married students in college-owned units. Food facilitiesl All dormitory students, both men and women, meet together in a central dining hall, Food services are handled by a professional catering service which Specializes in college food facilities. Student employment. The college sees its own em- ployment service as a direct financial aid to worthy students.57 A study made at the end of the first semes- ter, 1953-54, revealed that 176 students were employed part-time on Olivet campus and 349 were employed outside the college community. Employment counseling "utilizing cumulative records kept in the Placement Office," is avail- able to assist students in obtaining satisfactory employ- ment aid. III. SOCIAL AND RECREATIONAL ACTIVITIES58 Student Body Organization 57Ibid., p. 58. 58This heading corresponds to problem area 111 in the Mooney Problem Check List. I V f. ..n» 69‘ b6. .9- .5 e_. E.- \. 'Q 83 The student council which is the governing unit of the Associated Students of Olivet Nazarene College, is a ”laision organization between the students and the ad- ministration." All matters of interest to the student body which it desires to have presented to the adminis- tration or to the faculty are presented through the coun- cil. It is the function of the council to interest itself in all activities of the student body. The purpose of the student body organization is clearly defined in the Amended Constitution of the Associated Students of Olivet Nazarene College," ”We, the students of Olivet Nazarene College, in order to secure a closer relationship be- tween the students and the administration, to provide for the regulation and coordination of student activities, and to foster and per- petuate desirable practices and traditions among the students of the college, do ordain and establish this constitution....." 9 The first "Annual Student-Administrative WorkshOp" was held September 2 and 3, 1957 for the purpose of closer coordination between the administration and the student body organization. Organlzed Social Groups. The physical accommodations for social activities of an informal nature are the dor- mitory parlors, the student lounge, and the Wagon Wheel (recreational center housed in the gymnasium). The latter 59Campus Cues, Student Handbook, (Olivet Nazarene College, 1957-58), p. 33. 84 two are supervised and operated by the student council. There is a definite feeling of need for additional fa- cilities. The Alumni and the Student Council groups are considering plans for the launching of a program in the interests of a student union building."60 Through the student-faculty lyceum committee which is a sub-committee of the Calendar and Activities Commi- ttee, a series of programs is provided each year. The active scholastic clubs and organizations such as the Future Teachers of America, the Gale Organ Guild, Natural Science Club, Commerce Club, English Guild, Pla- toniam, PhilOSOphical Society, the International Clubs, Home Economics Club, and Linguistic Society” contribute much to the social life Of the campus as well as to the educational develOpment in these areas."61 Special Cultural p; Social Actlyities. The music and Speech departments make available a variety of cul- tural programs. The "Messiah” is given annually to over- flow audiences. The Olivet Symphony gives two annual con- certs. The lyceum series is cultural in nature. To re- late the college more effectively to the community, sev- eral of these programs are presented at a downtown audi- torium. 611bid., p. 57. p 0‘5. .1. ‘Aup Ivoi o "A '1‘. O‘- {T’ t). 1'- 85 Athletic Program. "The physical facilities available for student activities and athletics such as the gymnasium swimming pool, and athletic fields are quite adequate."62 Through the intra-mural program Opportunity has been pro- vided for students to participate in baseball, softball, touch football, tennis, croquet, horsehoes, basketball, volleyball, table tennis, swimming, indoor track, and track and field events. The Athletic Committee is com- posed of both faculty members and students and is the group which deals directly with athletic policy and prob- lems. Olivet Nazarene College has no inter-collegiate athletic program. The competitive athletic program at Olivet Nazarene College is organized on an intra-mural basis with three societies participating, the Indians, the Spartans, and the Trojans. Soon after arriving on the campus, each stu- dent becomes a member of one of these societies either by invitation, choice, or placement. It is the feeling of the college community that the most fun can be obtained through an active participation in the athletic program. An annual trOphy is awarded the winning society. IV-VII. PROBLEMS OF A PERSONAL AND PSYCHOLOGICAL NATURE63 621p;d., p. 56. 63This heading correSponds to problem areas IV-VII in the Mooney Problem Check List: IV Social-Psychological Relations, V Personal Psychological Relations, VI Courtship, Sex, and Marriage, VII Home and Family. 86 Counseling Services "Recognizing that the student may have a wide variety of problems, Olivet seeks to serve its students through the counseling and the guidance program by making capable and mature counselors available to each student."64 Each entering student is assigned to a selected faculty member who serves as his counselor until he has chosen his major and then assigned a major advisor. Besides his assigned or chosen counselor, the student is encouraged to take advantage of all Special counseling personnel such as the Counselor-at-large, the Head Resi- dent Counselor for Women, the Head Resident Counselor for Men, the College Physician or Nurse, the College Pastor, the Dean of Students, Registrar, Business Manager, the Dean of the College, and the President Of the College.65 The counselor-at-large has no official administrative responsibility, devoting full-time to counseling. Ap- proximately thirty per cent of the student body seek his counsel in an academic year.66 Besides the academic counselors and the counselor-at-large, the student hand- book refers students to any member of the administration or faculty whom you think could be of assistance in the 64Qlivet Nazapene College Catalog, Op cit., p. 24. 65Tbid., p. 24. 66§21f-survey, 0p cit., p. 54, Pic (No (I y. 87 solution of your problems.67 The Faculty Handbook states the objectives of coun- seling at Olivet Nazarene College: "1. To orient the freshman and transfer students and aid in their personal adjustment to college life. 2. To discover the student's interests, abilities and needs; to help him outline a school program that will make maximum use of these interests and abilities and insofar as possible, meet his needs. 3. To bring the student to face his problems and possibilities; to put him in a position to discover, for himself, a solution for his problems and makeplans for future development and life. 4. To help the student to become increasingly self— directive gpd to develop a willingness to assume reSpon- sibility." The Faculty Counseling Program is organized, first, ”with a view to a maximum amount of student-faculty rap- port, commensurate with economy of staffing. By all par- ticipating the load is not too heavy on any one person. Secondly, it is based on the principal that each faculty member at Olivet Nazarene College has a vital personal interest in the students, which in turn is the foundation for good counseling.69 VIII. MORALS AND RELIGION7O 67922222 922;. 0p cit., p. 22. 68The Faculty Manual (Olivet Nazarene College, revised. (Kankakee, Illinois, 1954). p. 35. 691bid., p. 36 70This heading corresponds to problem area VIII in the Mooney Problem Check List. 88 Six of the seven paragraphs in the "Olivet Nazarene College Student Pledge, ”required of all," relate to con- duct of a moral nature. The one paragraph in the pledge which excepts this emphasis is concerned with the use of automobiles.71 The chapel service at Olivet is considered a vital part of the program of the college. It is one activity in which the entire college personnel faculty members and students participate; it is held four times a week. At- tendance is compulsory. In a follow-up study of seniors graduating in 1949, 1950, and 1951, it was indicated by the returns that "96 per cent of Olivet graduates attend Sunday morning wor- ship services regularly, and that 65 per cent of them at- tend mid-week church services regularly."72 In keeping with the religious character of the col- lege, all teachers Open classes with prayer. "This is 71Portions of the student pledge are as follows: (1) The complete abstinence from the use of tobacco in any form, and alcoholic liquors. (2) Students shall refrain from using profane language and taking the name of God in vain. (3) Students will refrain from entertainment not to the glory of God, including attendance at the theater, the ballroom, and like places. (4) (Concerning the use Of automobiles.) (5) Regular attendance at the Sunday and week day services of your church. (6) The tak- ing of required courses in Biblical Literature and Christian Doctrine, these requirements are not waived on the basis of church affiliation. (7) Regular attendance at daily chapel services. 72Self-survey, Op cit., p. 89. 89 not to be thought of as a devotional period but rather a sincere invocation."73 1X. ADJUSTMENT T0 COLLEGE W0RK74 Admissions Reguiremenpp Students are admitted to Olivet Nazarene College Upon presentation of satisfactory testimonials of charac- ter and scholarship, in three ways: (a) Admission by certificate. Candidates for admission to freshman stand- ing may present a certificate of graduation from an ac- credited four-year high school or academy showing the studies perused, the time devoted to each subject and the credits received. "The students Shall present a high school grade average of C or above, or rank in the upper three-fourths Of his graduating class." The recommenda- tion of the principal for the admission of the candidate to the college is desirable. (b) Admission by examination. Mature persons above high school age (21 or over) who have not completed high school, but who have had other Oppor- tunities to develOp educationally, may be cleared for entrance in Olivet NaZarene College by Special examina- tion designed for that purpose. (c) Admission to advanced 73Teacher's Handbook, Op cit., p. 24. 74Thisflheading correSponds with problem area IX in the Mooney Problem Check List. .nv '5- PO A, A" . I ‘. do as“; Ian. 4 9 -. a“. .. 'O E: “5. 4, 90 standing. Students from other accredited colleges with standards equivalent "to our own seeking admission to advanced standing in the college must present evidence of honorable dismissal from the institution last attended and a certificate indicating the previous standing and work accomplished.75 Students from other institutions given advanced standing in this college must Show a grade average of C or above. The writers of the self-survey make this observation concerning the student body of Olivet Nazarene College: "Members of the Church of the Nazarene, for the most part, are in what would be considered the lower middle and lower strata socially, cultur- ally, and financially. In order to serve the church adequately, the college admits students to the upper-three-fourths of their high school classes in scholarship. While the college feels an obligation to the young people of the church, that obligation extends only to the point of giving them Opportunity to do college work. This does not suggest that we are obligated to guaran- tee their success. "Of the 224 beginning freshmen enrolled in Sept- ember Of 1953, twenty-four were in the upper ten per cent of their high school class, 130 in the Upper fifty per cent, 60 in the third quartile, and 30 in the lowest 25 per cent, were cleared for admission by passing the "General Educational DevelOpment Tests." Qgientation Program Pre-registration orientation. Upon approval for admission, the applicant is notified by letter. Sub- sequent correSpondence with the student gives suggestions 7501ivet Nazarene Cpllege Catalog, op cit., p. 30. \_ 91 about equipment needed for dormitory rooms, dates of availability of rooms, first meals served, and the orien- tation convocation. The first three and one-half days of the school year are given to the orientation of freshmen. This program is made Up of a variety of activities, religious, educa- tional, social, and recreational, designed to help the beginning student to make the transition successfully from high school to college. Diagnostic tests and inven- tories Of interests and abilities are administered.76 Educationgl Guidance Program Guidance during registration. During the first day of freshmen orientation week, each freshman and new stu- dent is assigned to his or her counselor by the dean of students and his assistants. This is done after a con- ference with each student in which his interests, needs and apparent abilities are explored. These counselors are a selected group of faculty members assigned to this task by the dean of the college. Each counselor (advisor) meets with students during the orientation program and helps with registration. This requires a thorough knowledge on the part of the teacher of the institutional objectives and the catalog 76§g£plly Handbook, op cit., p. 36. ‘3 '1 an 5 92 requirements."77 In any serious disciplinary action, the student's counselor is invited to sit with the committee in charge. Permission to withdraw or to change a course requires the signature of this counselor. Guidance afte; gegistgation. AS soon as the student chooses his subject major, he is assigned to his major professor for future counseling. A cumulative record is kept for each student and is available to all faculty members. Results in the orien- tation tests, in deciles based on Olivet Nazarene College norms, are included in the records as well as the names of courses taken and the grades reported. Each faculty member prepares an end-of—the month re- port on SUperior and inferior students. Also each coun- selor prepares a report on his counselee at the mid-semes- ter point, at the mid-year, and the end of the year. Diagnostic gpg Remedial Services "One of the moSt common problems hampering progress of good and poor students alike is the inability to read well."78 It is planned that the remedial reading clinic will be Opened soon, “to attack this problem on an in- dividual basis." A remedial English course is required 771big., op cit., p. 36. 7BSglf-survey, Op cit., p. 44. ‘Io A.V ! ~h . V 93 of all students who rank low on the Sophomore English test. Testing Program Tests used in the freshman and SOphomore program in- clude the following: "(1) American Council on Education COOperative Gen- eral Achievement Tests, revised series, Test One, A Test of General Proficiency in the Field of Social Studies, form X. "(2) Cooperative Tests, COOperative General Culture Tests, form XX. "(3) Educational Testing Service, Cooperative Eng- lish Tests, Single booklet edition, form Y, reading com- prehensive. "(4) The 1947 edition American Council on Education, Psychological Examination for College Freshmen. '(5) Thurston's Temperament Schedule. "(6) Kuder Preference Record, form bb. "(7) Cooperative Contemporary Affairs Test for-College Students, form 1957. ”(8) Educational Testing Service, COOperative English Tests, Single booklet edition, form RX, reading compre- hensive. Tests one through six constitute the battery of fresh- men tests given. They are given during the period of fresh- men orientation prior to the first semester registration. The SOphomore testing program consists of test one, two, seven, and eight. These tests are given in April of the (‘9' v-H' ..-. If: (t ) 3* (n 94 SOphomore year. x. THE FUTURE: VOCATIONAL AND EDUCATIONAL79 In 1954 a student.questionnaire revealed that 55 per cent of the upper division students planned to do graduate work. Uf lower division students, 77 per cent planned to complete their work at Olivet College, "thus indicating a reasonable degree of satisfaction on the part of the students."80 Reasons for not planning to complete col- lege included financial, low scholarship, and marriage. A student survey reported by the faculty, suggests that "well over one-half of the graduates chose the vocation they are now pursuing before entering Olivet."81 The SGlf- survey explains this in two ways "The religious orientation of the students and the demands of our culture eXplain the strong enrollment for those degrees in courses which will prepare them for vocations involving serv- ice. The curriculum has been designed to give professional training for the Christian ministry, elementary and secondary education, church and school music, social Service, and lay religious leadership. Many of these students come from lower income grOUps and are necessarily very . 79This heading corresponds to problem area X in the Mooney Problem Check List. 80Self-§urvey, Op cit., p. 35. 811bid., p. 36. A‘U 0.. n‘. 95 conscious of the needs of vocational confidence."82 Elggement Services The placement of all graduates, including teacher placement, and all student employment has been under the SUperviSion of the Director of Placement. Complete records are kept on all students and graduates seeking the assistance of the placement service. Since 1954 Olivet's Placement Service has COOperated at Lake Forest College with several other colleges in a Senior Contact Day. It is the plan Of the placement Office to continue this program. Special attention is given to teacher placements. The placement office endeavors to keep in contact with the needs and requirements of the schools of the state and surrounding area and with the qualifications of its candidates who are trained for this service. The place- ment office attempts to serve both the schools and the candidates by selecting carefully those who are recommen- ded to satisfy the requirements of the schools to which they may go. The work of the student in both his profes- sional and academic courses is organized and kept on file. The record sheets are made up with the COOperation of the faculty members who know the work of the students. Con- fidential information organized in an approved form is .II v- Ar. F u .r. 14d .4! nu :- ‘v- 96 available for the convenience of school officials. This includes personal information, college hours of prepara- tion, academic records, extra-curricular activities, personal evaluation by instructors, and records in stu- dent teaching. The work of placement is at the service of all graduates. x1. CURRICULUM AND TEACHING PR0CEDURES83 The Purdue Rating Scale of instruction was adopted in 1951 and is furnished to teachers who wish to use this system. "The results are the property of the teacher and he is not obligated to divulge them to anyone.”84 These devices are thought apprOpriate "to keep the faculty alert to the best methods and to their own weaknesses." Although there is evidence that the administration and faculty have keen interests in continued adjustment and improvement of the curriculum,85 there is no evidence that students have a voice in the adjustment and formula- tion of curriculum programs. 83This heading corresponds to problem area X1 in the Mooney Problem Check List. 84Self-survey, Op cit., p. 43. 85Ibid., p. 87. 97 c: BETHANY NAZARENE COLLEGE 1. HEALTH AND PHYSICAL DEVELOPMENT86 Physical examinations. A student entering Bethany Nazarene College for the first time is required to under- go a physical examination by the college physician includ- ing a chest x-ray. A medical appointment is made for each student. Those who fail to keep these appointments are required to pay for an examination. Qppgicplum. Physical Education, Hygiene and Sanita- tion, and First Aid courses are used particularly to help encourage and instruct students in matters of physiCal health. Medical gggg gpg hOSpitalization. The college main- tains a health center on the campus. This consists of a reception room, a treatment room, a sick-bed infirmary, and nurses' quarters. It is arranged so that a two-bed- room can be used as an isolation ward. Provisions are also made for surgical cases in the hOSpitalS of Oklahoma City. NO medical and hospitalization insurance program is provided. II. FINANCES, LIVING CONDITIONS, AND EMPLOYMENTB7 86This heading correSponds to problem area I in the Mooney Problem Check List. 87This heading corresponds to problem area 11 in the Mooney Problem Check List. Pu.— 1‘ 9&1 ill f‘ in no; i - IQIIQ A, «VJ .n; h u, 98 Finances Methods p: Payment. Students who enter Bethany Nazarene College are eXpected to make satisfactory finan- cial arrangements upon registration. However, if a stu- dent cannot pay all charges in advance, he may arrange as follows: (1) At least one-third of all expense is required in cash at the time of registering. (2) Notes must be signed for the balance of charges to be paid in full by mid-semester. (3) Students who do not pay their notes on schedule or make satisfactory arrangements with the business of- fice are not allowed to continue in school after such notes fall due. (4) Transcripts are not released, and no student al- lowed to graduate until all accounts are "cared for" at the business office. The college does not use the services of an outside firm for financing student accounts. Student lggp funds. The college has a limited amount of funds available for loans to students to cover actual school charges. All loans are covered by notes drawn in legal form and executed in the business office of the college. "Usually" these notes are secured by a co-signer. The note bears interest at the rate of 6% per annum be- ginning at the date the payor leaves school. Loans are made from three separate funds. In the past three years a! 1.1 I " ("la (1" I‘D l'l QA' 3.. '9, . If “ ‘l I!" 99 one hundred eighty-Six loans totally $34,688.49 were made to students. The average amount loaned per student was $186.50 while the largest Single amount was $646.20. Scholarships and grants-in-aid. Scholarships at Bethany Nazarene College are granted primarily on the basis of excellency in scholastic achievement. Awards are made by the scholarship committee; the president is chairman. "Approximately seventy-five scholarships are granted each year, with thirty-five to forty of these going to freshmen." The maximum amount of scholarships granted has been $221.00, and the average amount of scholarships granted is approximately $75.00. Certain local churches assume the responsibility for assisting students with their expenses, but Since these funds are administered locally by Specific congregations, they cannot be included in the college catalog. An exam- ple of this type of assistance is the St. Petersburg, Texas Church of the Nazarene which devotes 5% of its total income to assisting students at Bethany Nazarene College. leing Conditions Student hou§ing, The college Operates two dormitor- iesfor women which house a total of 267 students. Uther dormitories accommodate 276 men. Off-campus housing for single students is "also under the supervision of the college." Single students are allowed to live in approved houses only. Approval is given after inspection by repre- V sentatives of the Department of Personnel Services. Housing ti £A_‘ ‘: - ‘H .niwu 5.1 A: 1 It 100 for Single students is handled in the office of the dean of students. Housing for married students is provided in college- owned and leased apartments and in dwellings, apartments, and duplexes in the community. Housing for married stu- dents is under the direction of the business office. Food facilities, The dining hall is under the direc- tion of a dietitian who plans menus, has the general over- sight of food preparation, has charge of purchasing and administers personnel policy. Both men and women board in the dining hall in the new Memorial Student Union Building. Student employment. Part-time employment is availa- ble to students in the college, and surrounding area. Every effort is made to aid students in obtaining this employment. While the general SUpervision of this stu— dent employment placement is under the Dean of Students, primary responsibility is given to the General Office Manager. "There is close COOperation between the office of the dean of students and the business manager of the college."88 In a recent year 417 students, or approxi- mately 50% of the student body were involved in part-time employment. Sixty-four students did housework, fifty-Six 88§gl£z§2£1§x £22223, (to the Commissions on Colleges and Universities of the North Central Association of Col- leges and Secondary Schools, July 1, 1955), p. 119. IS. “,1 '- h 100 for single students is handled in the office of the dean of students. Housing for married students is provided in college- owned and leased apartments and in dwellings, apartments, and duplexes in the community. Housing for married stu- dents is under the direction of the business office. Epgg facilities, The dining hall is under the direc- tion of a dietitian who plans menus, has the general over- sight of food preparation, has charge of purchasing and administers personnel policy. Both men and women board in the dining hall in the new Memorial Student Union Building. Student employment. Part-time employment is availa- ble to students in the college, and surrounding area. Every effort is made to aid students in obtaining this employment. While the general supervision of this stu— dent employment placement is under the Dean of Students, primary reSponsibility is given to the General Office Manager. "There is close COOperation between the office of the dean of students and the business manager of the college."88 In a recent year 417 students, or approxi- mately 50% of the student body were involved in part-time employment. Sixty-four students did housework, fifty-six 88§gliz§2£xgx zgpggt, (to the Commissions on Colleges and Universities of the North Central Association of Col- leges and Secondary Schools, July 1, 1955), p. 119. $.- 5.. 101 did yard work and landscaping, while the next most pOpular part-time employment was sales work done by forty-one stu- dents. Office work, cafeterias, and child care were also popular as student work. All students employed by the college are expected to do their work "faithfully and consistently; failure to do so causes one to forfeit his Opportunity to continue such employment." Weekly reports are made to the business office covering the amount of work done by each student. "In order to be eligible for employment by the college, a student must maintain a grade point average which is now lower than the minimum standards of scholarship listed in this catalog."89 III. SOCIAL AND RECREATIONAL ACTIVITIES90 Student Body Organization "The student council is the executive committee of the student body."91 The council has ”general charge of student activities and promotes COOperation and good will on the college campus." The student government is aggglpgpy Nazarene College Bulletiny Bethany Oklahoma, (1958), p. 31. 90This heading corresponds to problem area 111 in the Mooney Problem Check List. 91Bethany Nazarene College bulletin, Op cit., p. 24. i It. 102 representative. Organized Social GrOUps. "Bethany Nazarene College offers organizations that will help you develop socially, scholastically, and spiritually."92 Twenty-six different student organizations are listed in the student handbook. The college catalog organizes these student groups under four headings: (l) The Student Council, (2) Religious Organizations, (3) Departmental Organizations, (4) Honor Society. Special cultural g; social activities. A series of concerts are given each year by the various college musi- cal organizations and by members of the faculty in the music department. The music department also maintains the college band, the oratorio chorus, the male choir, the trebel choir, men's quartets, women's trio, and the A Cappella choir. These different groups give concerts each year. A major oratorio is presented each semester by the combined musical grOUps of the college. Two lec- ture series are presented each year. One series is on "Christian Service" the other on "Evangelism." Athletic Program. Health, physical efficiency, and recreational activities, therefore, are regarded as major objectives of the college program. To attain these ob- jectives an extensive program of intra-mural rather than 92;Qid., p. 29. o if": .... C. Q: ~. — .. .-. . . ..n ‘ pl. a-M. an. . AJ ‘0 ..Fe 4 .9 a Ii — I \d‘ c» u . .5. PM , , K . . . H. E ...I. r. .1- .. .. . C .t E ... all +. 1:. 103 "93 This pro- inter-collegiate activities is carried on. gram is directed by regular members of the faculty.94 The intra-mural athletic program consists of touch football, basketball, softball, volleyball, track, archery, and tennis. A competitive program in these Sports is car- ried on by the organized leagues within the college. A system of awards for those excelling in the leading sports has been adopted. Nominations are made by students from members of the competing teams. Elections are confirmed and certified by the Athletic Committee. In a recent year 232 students or 27% of the student body took part in this program. IV.VII. PROBLEMS OF A PERS NAL AND PSYCHOLOGICAL NATURE95 93College catalog, op cit., p. 24. 94To insure the effectiveness of the athletic program, the following objectives have been formulated: (1) To make the prOgram of intra-mural athletics an integral part of the educational program. (2) To Provide an Opportunity for all students to participate in a variety of physical education activities. (3) To afford Opportunities for education of both participants and Spectators, to insure a satisfactory emotional acceptance of physical education. (4) To provide direction of the program by regular members of the faculty with a background of professional education in help and physical education. 95This heading correSpondS to problem areas IV-VII in the Mooney Problem Check List: IV Social-Psychological Re- lations, V Personal Psychological Relations, VI Courtship, Sex, and Marriage, VII Home and Family. FNv AB! RH. , CHI 104 Counselipg Services "All the members of the faculty devote some time to student counseling."96 The following administrative of- fices are listed in the catalog as being "especially pre- pared for counSeling services:' (1) President of the col- lege: "The student will find the president ready to dis- cuss any Spiritual, educational, physical, Or economic matters in which he feels the need of guidance."97 (2) Dean of Students: ”The Dean of Students devotes a major portion of his time to student counseling. He is in a position to assist the student in making adequate personal . adjustment to college life."98 (3) Dean of the college: "The Dean of the College is eSpecially qualified to coun- sel with the students concerning educational problems, and problems of personal scholastic achievement. He will gladly discuss such matters as Vocational selection, preparation for professional or graduate study, selection of majors or minors, study difficulties, programs of study, or choice of curriculum.“99 (4) Registrar: "All problems concerning grades, credits, classifications, or transcripts 96l§l§., p. 36. 97;p1g., p. 36. 98l2i1., p. 36. 99l§i§., p. 36. 0-00 I... . I n I I) 3! C' ‘H' - vll': 104 Counseligg Services "All the members of the faculty devote some time to student counseling."96 The following administrative Of- fices are listed in the catalog as being "especially pre- pared for counSeling Services:" (1) President of the col- lege: "The student will find the president ready to dis- cuss any spiritual, educational, physical, or economic matters in which he feels the need of guidance."97 (2) Dean of Students: "The Dean of Students devotes a major portion of his time to student counseling. He is in a position to assist the student in making adequate personal . adjustment to college life."98 (3) Dean of the college: "The Dean of the College is eSpecially qualified to coun- sel with the students concerning educational problems, and problems of personal scholastic achievement. He will gladly discuss such matters as Vocational selection, preparation for professional or graduate study, selection of majors or minors, study difficulties, programs of study, or choice of curriculum."99 (4) Registrar: "All problems concerning grades, credits, classifications, or transcripts 96l§l§., p. 36. 97l§id., p. 36. 98;Qid., p. 36. 99;§i§., p. 36. ‘ 105 may be discussed freely with the registrar.100 (5) Busi- ness Manager: "The Business Manager is always willing to assist the student in problems involving finance, housing, or employment."101 (6) Men's and Women's Counselors: "Each dormitory on the campus is under the supervision of a resident counselor who may be consulted at any time."102 The chairman of the Department of Psychology "is prepared to administer and interpret the standard batter- ies of intelligence, personality, vocational interests, and aptitude tests." Students may avail themselves of this testing service and secure guidance in vocational, educational, or personality adjustment. VIII. MORALS AND RELIGION103 Bethany Nazarene College seems possessed of a clear concept of its mission: ”The college has been founded for the Specific purpose of fostering spiritual life and develop- ing Christian character. While there are no conditions as to religious SXperience for ad- mission, students are expected to observe the lOOIbid., p. 36. 1011218.. p. 36. 1021911.. p. 36. 103This heading correSponds to problem area VIII in the Mooney Problem Check List. 106 Spirit of the institution and COOperate with the administration toward this end."1 4 Chapel services are held four days weekly, with at- tendance compulsory. "Necessary absences from chapel for any causes as illness or death in the family may be ex- cused...."105 Also, ”regular church attendance at the Sunday services is required of all."106 IX. ADJUSTMENT TO COLLEGE WORK107 égmissions Reguirements Admission to Bethany Nazarene College is granted to high school graduates of both sexes who are of good moral character, and who present certificates showing the sat- isfactory completion of fifteen units of work from a fully accredited high school.108 Although a definite pattern of high school subjects is not required for admission, the entering freshman is expected to demonstrate adequate aptitude and background for college work. Students who lack proficiency in the 104Ibid., p. 23. 105Ibid., p. 24. 106Ibig., p. 24. 107This heading corresponds to problem area IX in the Mooney Problem Check List. loslhiéo. Po 39- .nv —,L tflv '1 g v1 ... a l- u.. ... a: .hu 107 basic English and mathematics Skills are required to in- clude basic Skills courses in their freshman programs. High school graduates with a grade average below C may be admitted to conditional freshmen standing. A stu- dent thus admitted may be advanced to regular standing only after he has demonstrated his ability to do satis- factory college work. An applicant who has not finished high school but is over 21 years of age may be considered for admission to conditional standing by examination. Responsibility for the admissions procedures is shared by the Dean of Students and the Registrar. Application is filed with the Dean of Students for initial process- ing. The Registrar then passes on academic qualifications, checking the transcripts for classification, and advanced standing. The formal notice of admission is sent from the registrar's office. "Bethany Nazarene College recog- nizes its obligation to the church and attempts to plan educational eXperiences which will be beneficial to all of the young people of the church who are graduated from high school.'109 Q;ientation,£rog;gm Pre-registration orientation. The prospective stu- dent receives personal letters from the Dean of Students, logSglf-guxvey, Op cit., p. 112. 108 the faculty counselor, the President of the Student Coun- sel, the Dean of the College, and a formal admissions letter from the registrar. In many instances the students have personal contacts with the field representative, stu- dent representative, former students and alumni, and col- lege personnel, through district motorcades and other visits to the campus. Each prospective student also re- ceives a COpy of the campus booklet, "Life at B.N.C." To assist the new student in adjusting to campus life, group conferences are held with various administra- tive officials of the college and campus leaders, such as the President of the College, Dean of the College, Dean of Students, President of the Student Council, represen- tatives of the division of philOSOphy and religion, and Pastor of the college church. TO help the student with his personal problems, individual conferences are held with counselors. Reports of individual conferences are filed as "blue slip reports" which are placed in the stu- dent's folder. Educatiopgl Guidance Program Guidance gpring registration. Each student is as— signed to a faculty member before school begins in the fall. Even before the student arrives he receives a - personal letter from his counselor. Each counselor has from ten to twelve students assigned on the basis Of stu- dent academic interests. Among freshmen there is no dif- ference between academic and personal counselors. I\\ \. ... 109 The student's advisor (or counselor) has all the records, including placement test results, available in a personnel folder at the time of registration. Each Stu- dent is given individual attention concerning the selec- tion of courses. Senior students are used to assist freshmen with registration mechanics. Guidance after registration. The freshman advisor continues to serve until the student declares a major. At that time the head of the major department designates a professor within the department to become advisor. PeriOdic conferences with the Dean of Students and the faculty advisor are a part of the student's post-registra- tion guidance. GrOUp conferences are held by faculty counselors in residence halls. Changes in registration are made with the approval of the advisor and the Dean Of the College. When a student's work falls below accepta- ble standards he is placed on academic probation. A stu- dent who has been placed on scholastic probation continues his work under the direct supervision of the Dean of the College. Every effort is made to help the student bring back his work to standard. During the period of his pro- bation the student is not permitted to carry more than fifteen hours of course work per semester and is not granted excused absences for off-campus activities. Nor- mally, the student is not permitted to continue in school as a probation student for more than two successive se- mesters. arfl . .2 .,—u (l.- .1: ~, it are uh- ... Ari a». An. EVA 54“ "T'x rm ‘4‘ ’a m, 110 Eligibility for participation in intra-mural sports, and other co-curricular activities is controlled through the "bench" system. At the time of each nine-weeks grade report the Dean of the College issues the "bench list," identifying all students whose grade-point average was less than .75 for the grade period. Students on "the bench" are "ineligible" throughout the succeeding nine-weeks. Diagnostlg and Remedial Services Students who make low Scores on the English and math- ematics tests include the basic skills courses in English and mathematics in their freshmen Schedules. The results of all the tests are made available to the student's coun- selor, and are used for purposes of educational and vo- cational guidance. Testing Program Bethany Nazarene College began a freshman testing program in 1943. The battery of tests now used in this program is as follows: (1) American Psychological Examination. (2) Minnesota Personality Scale. (3) Purdue English Placement Test. (4) U.S.A.F.I., General Educational Development Test in Mathematics. The testing program in general education requires the student to show evidence of achievement in each of the five general areas of the curriculum as a requirement for graduation. The test in a given area is normally .(M p ‘VJva QR . ~" “v1, ‘ 1’ 9 0y U' a 2‘ .. " A4. 0 PM“ u I‘. 111 taken when the student has completed the general education course requirement in that area. Most of the tests are taken at the close of the sophomore or during the junior year. Since nationally standardized tests have not been available for this purpose, the faculty has constructed its own examination. Local norms have been developed for all tests. During the SOphomore year the college level, General Educational Development Tests, is given to all students. x. THE FUTURE: VOCATIONAL AND EDUCATIONAL110 In the college catalog two introductory paragraphs summarize the student personnel services at Bethany Naza- rene College. Having listed the Services this sentence follows: "All of these services are available to any stu- dent to aid him in the solution of any problem whether it be personal, religious, educational, or social."111 NO mention is made Of vocational guidance. In the Spring of 1952 a faculty study of Vocational Guidance was done at Bethany Nazarene College. However, to date vocational guidance seems to be effected on informal basis, by 110This heading corresponds with problem area X in the Mooney Problem Check List. 111Bethany Nazarene College Bullgtin, Op Cit.» Po 35- \ fle’ ‘ u .... \L) (." HFN Nod «I- n.- are U‘J ’3‘, (I. (“y 'I‘.) _. (II I UJ 112 departments. Of the 891 graduates of the college between 1940 and 1954, a total of 315 "are known" to have attended gradu- ate or professional schools. This would indicate that ap- proximately 35% of Bethany Nazarene College graduates go on for advanced study in professional or graduate schools. The graduates of the college have been enrolled in Six professional schools. This educational guidance is ef- fected on an informal basis. Elgcement Services The Placement Bureau keeps on record a file of the scholarship, experience, and personal qualifications of all graduates. Copies of these credentials are available to prOSpective employers on their request. The Placement Bureau in cooperation with the head Of the Department of Education makes every possible effort to secure teaching positions for those graduating in edu- cation. The placement services Of the college are also avail- able to all students and alumni. XI. CURRICULUM AND TEACHING pROCEDURESll2 There is no evidence in the materials available that 112This heading corresponds to problem area X1 in the Mooney Problem Check List. CV eliv .HV P‘ *v .... -o 113 students haVe been involved in any evaluation and study of curriculum and teaching procedures. D: PASADENA NAZARENE COLLEGE 1. HEALTH AND PHYSICAL DEVELOPME T113 Physical examinationsy Each applicant for admission to Pasadena Nazarene College is sent a blank to be filled out by his family doctor. This calls for a statement of fitness for college work, a declaration of any physical disabilities, and recommendations by the physician con- cerning physical education activities and size of student load. Further, a health examination for all freshmen or transfer students supplementary to the health certificate required for admission is given upon arrival. The pur- pese of the health services is defined as follows at Pasadena College; "Since good health is a prerequisite to efficiency in School work, care is taken to protect the health of the students and to give adequate attention to those who become ill."114 Curriculum. A perusal of the course offerings in the 113This heading corresponds to problem area I in the Mooney Problem Check List. 114Pasadena College Bulletin, Volume XLIV, No. 1, (Pasadena, California, 1957-58), p. 37. 113 students haVe been involved in any evaluation and study of curriculum and teaching procedures. D: PASADENA NAZARENE COLLEGE 1. HEALTH AND PHYSICAL DEVELOPME T113 Physical examinations; Each applicant for admission to Pasadena Nazarene College is sent a blank to be filled out by his family doctor. This calls for a statement of fitness for college work, a declaration of any physical disabilities, and recommendations by the physician con- cerning physical education activities and size of student load. Further, a health examination for all freshmen or transfer students supplementary to the health certificate required for admission is given upon arrival. The pur- pose of the health services is defined as follows at Pasadena College; "Since good health is a prerequisite to efficiency in School work, care is taken to protect the health of the students and to give adequate attention to those who become ill."114 Curriculum. A perusal of the course Offerings in the 113This heading corresponds to problem area I in the Mooney Problem Check List. 114Pasadena College Bulletin, Volume XLIV, No. 1, (Pasadena, California, 1957-58), p. 37. ’(3 0—9. (h (n 0' r“. 114 catalog indicate that certain courses in psychology, phy- sical education, home economics, and other miscellaneous offerings may tend to help students with problems in physical and mental health. Medical £333 and hospitalizgtiony Each full-time student at Pasadena Nazarene College is charged a health fee of $2.00 and an accident insurance fee of $2.00 per semester. 'Both the health and accident services are avail- able to part-time students on an Optional basis. A full-time registered nurse is employed by the college and maintains regular hours in the infirmary. The college physician also has regular hours at the infirma- ry and sees those students referred for special care by the nurse. Health services available to the students include: (1) Out-patient infirmary care. (2) In-patient infirmary care; which includes five days for on-campus students. An additional charge of $1.00 per day is made for longer confinement. (3) Health examinations. The health fee does not include major or minor surgery, prescriptions, diathermy, massage, or dental care. Students who engage in athletics do SO voluntarily and assume the risks in- volved.115 115This heading corresponds to problem area 11 in te Mooney Problem Check List. 115 II. FINANCES, LIVING CONDITIONS, AND ENFLOVNENT116 Finances Monthly payment plan. All charges for a semester are due at the beginning of the semester. There is no cash discount. Responsible students may arrange for in- stallment payments. In this case a carrying charge Of $1.00 is added to the student's account for each $50.00 or major fraction thereof remaining unpaid at registra- tion. On the installment plan, one-third Of the total SXpense may be apid at registration, and the balance met in three monthly payments beginning thirty days after registration. Student lgan funds. Two small loan funds are avail- able for use by "deserving students" at Pasadena Nazarene College. These are short term loans given most often to junior and senior students." Scholarships and grants-in-aid. A growing number of scholarships are available to Pasadena College students. Any scholarship granted in part payment of tuition is dependent on the payment in full of the balance of the student's account as it becomes due. No student may par- ticipate in more than one scholarship at a given time, except those who are entitled to the President's ll6l§i§., p. 37. 0-4 I ..an 9-.» are IL.) 115 11. FINANCES, LIVING CONDITIONS, AND EMPLOYMENT116 Finances Monthly payment plan. All charges for a semester are due at the beginning of the semester. There is no cash discount. ReSponSible students may arrange for in- stallment payments. In this case a carrying charge of $1.00 is added to the student's account for each $50.00 or major fraction thereof remaining unpaid at registra- tion. On the installment plan, one-third of the total eXpense may be apid at registration, and the balance met in three monthly payments beginning thirty days after registration. Student lpan funds. Two small loan funds are avail- able for use by ”deserving students" at Pasadena Nazarene College. These are short term loans given most often to junior and senior students." Scholarshipp and grants-in-aid. A growing number of scholarships are available to Pasadena College students. Any scholarship granted in part payment of tuition is dependent on the payment in full of the balance of the student's account as it becomes due. No student may par- ticipate in more than one scholarship at a given time, except those who are entitled to the President's llélblg., p. 37. 116 Scholarship. This scholarship is extended to each enter- ing student from the Southwest Educational Zone who grad- uates from high school in the Upper ten per cent of his class. At $50.00 per semester these scholarships are renewed each term until the total of $400 has been awar- ded. The student must continue to maintain a grade point average of B. Five other scholarship funds are made available to students who qualify. These range from $100 to $300 per year. Living Conditions Student housing. There are five residence halls on the campus of Pasadena College, two for women, and three for men. Each residence is administered by 8 Supervisor and a Student Administrative Council. "It is the purpose of the college to provide comfortable and healthful ac- commodations in a home-like atmosphere at reasonable costs."117 All students not living in their own homes, or work- ing for expenses in homes under the supervision of the college are expected to room on campus. Exceptions to this rule are made by the Counselor of Men or the Coun- selor of Women, and are not made for lower division stu- dents. "Women's students are not permitted to room in homes where there is not an open parlor or living room 117Ibid., p. 38. 117 for the reception of guests. The residence of every stu- dent is carefully checked, and any change must be reported and approved."118 No provision is made by the college for apartments for married students. Food facilities. All dormitory students, both men and women, eat together in a central dining hall. Because of the large percentage of commuting students, dining hall facilities are curtailed on weekends. Student employment. The employment Office under the general supervision of the Dean of Students provides a coordinating service between prospective employers and students who wish to find work. The office maintains a working file of student's needs and skills, and assists the student in contacting possible employers. Through a directory maintained by the Director of Employment, a student in need of work is provided with ample informa- tion concerning opportunities. ReSponSibility for making Specific arrangements with employers rests with the stu- dent. III. SOCIAL AND RECREATIONAL ACTIVITIEsll9 Student Bodngrganization llBIbid., p. 38. 119This heading correSponds to problem area 111 in the Mooney Problem Check List. 118 The Associated Students is an organization of the entire student body for the purpose of carrying on the various student activities. The affairs of the associa- tion are managed by a Student Council chosen by the stu- dents. The Dean Of Students serves as faculty advisor to the Student Council. Athletic and social activities are under the direction of this group. "It is the aim of the administrative officers of the college to encour- age principles of self-government, and impress students with the conviction that the rules and restrictions are not only essential to the life of the institution, but indispensable to their own welfare."120 Organized social gropps. Students are urged to join one or more of the organizations that provide direction for extra-curricular activities on the campus of Pasadena College. All women of the college are included in the membership of the Associated Women's Students, and all men are members of the Associated Men's Students. Those who have Special interests in Christian work find oppor- tunity to serve in the Christian Worker's Band, the Mis- sionary Society, or the Ministerial Fellowship. Twenty- four student organizations are Sponsored officially through the college. Most of these are departmental Special in- terests grOUps. Exceptions include the Christian Worker's 120Ibid., p. 39. 119 Band, the International Students, the Northern California Pal Club, and the Young Republican's Club. Special cultural p; social activities. Pasadena College enjoys exceptional advantages from the proximity of many "world-renown cultural institutions." Students have access to the large holdings of the Pasadena and Los Angeles Public Libraries. In nearby San Marino the Henry E. Huntington Library and Art Gallery with 300,000 volumes of original source material and priceless art selections is visited regularly by groups on field trips from the college. Field trips are also made to the Mount Wilson Obser- ‘vatory, Griffith Park Planatarium, The Southwest Museum, The Los Angeles County Museum, Forest Lawn Park, with its renown collection of marble statuary, and other places of similar interest. Beisdes the offerings of the area, the college main- tains a cultural program of its own including musical recitals, lectures, and dramatic performances. Athletic Program, One of the most important activi- ties on the Pasadena College Campus is intra-mural athle- tics. This program gives every student an Opportunity ”to help their class win the intra-mural trOphy that stands in the trophy room." Intra-mural activities include soc- cer, football, basketball, baseball, and track. Included also in the intra-mural program is an inner-class speech contest and participation in the student body election. 1’. ,U :4; I?!» f” A .6 +- «do n I. .11. Pub \ \s. .h~ “\V 120 At the end of the year a trOphy is presented to the boy and girl selected as the most valuable intra-mural athletes. lplgpggllegiate Activities, Major attention is given at Pasadena College to inter-collegiate competition in basketball, cross-country, baseball, track, and tennis. The college is particularly proud of its basketball team which has won 237 games out of 332 starts since 1945. IV-VII. FROBLEI'S OF A PERSONAL AND PSYCHOLOGICAL NATURE121 Counseling services Six members of the faculty devote a part of their time to counseling. At least one counselor is on duty throughout the day in the counseling office. A cumulative record is kept for each student. In this file are the scores of entrance tests, notations made by counselors and any special information that may aid the counselor in giving the student more adequate guidance. "Students are invited and urged to take advantage of the assistance this service provides."122 Each entering student is given a basic battery of 121This heading correSpondS to problem areas IV-VII in the Mooney Problem Check List: IX Social-Psychological Relations, V Personal Psychological Relations, VI Courtship, Sex, and Marriage, VII Home and Family. 122Ibid., p. 35. 121 standardized tests in order to give his academic advisor and the counselors an indication of his aptitudes, achieve- ment in high school, proficiency in English, personal ad- justment, and vocational interests. Five hours of counseling load takes the place of three hours on the teaching load. Referrals are made by the academic staff, the Dean of Students, or the Dean of the College. However, a student may feel free to go to any one of the counselors at any time. Counselors are selected on the basis of personal qualities, academic preparation, and experience in the area of personal coun- seling. Cur;iculum.,|The administration suggests that certain catalog courses particularly in psychology afford pro- visions for instructions in physical and mental health. VIII. MORALS AND RELIGION123 Pasadena College sees itself with a Specific mission in the field of education and expects "all patrons to recognize the Spirit and purpose of the institution and cooperate in promoting its religious welfare." "The same careful attention is given to the cultivation of the Spiritual life of students 123This heading correSponds to problem area VIII in the Mooney Problem Check List. 122 and is given to their physical and intellec- tual develOpment. The leadership of the col- lege aims through positive teaching and spiri- tual oversight to preserve the vitality of personal religious experience in its students and fosters such enthusiasm and devotion as shall lead tg dedicated and aggressive Chris- tian lives.” 24 Daily attendance at chapel service is required of all students. Necessary absences from chapel for such cause as illness or death in the family may be excused. Regular attendance at the church of the student's choice is also required. Students are advised not to transfer their membership from their home churches but to avail themselves of the provisions for associate membership in one of the local churches during the time they are in attendance at college. The churches of the Pasadena area furnish Opportuni- ties for training in Christian service. Pastors "Help students with their personal problems" and give them the Opportunity to develOp talents Of leadership, teaching, and preaching. Three special series Of lectures are held in the college chapel each year dealing with "subjects cof general interest," "some phase of Christian holiness," and "various aSpects of pastoral, personal, and public evangelism.” h 1241211.. p. 36. d . r—O- PJ. 123 IX. ADJUSTEENT TO COLLEGE WORK125 Admissions Reguirements "A Committee on Admissions at Pasadena College exa- mines all applications for admission."126 Importance is given to evidence of moral character and personality develOpment, as well as to academic achievements. Evi- dences of serious purpose and a willingness to conform to the Christian ideals of the college are also thought- fully weighed. A formal application for admission in- cludes two letters of recommendation, a health certificate, including a blood test, and a transcript or records from high schools or colleges previously attended. "Graduates of accredited high schools, who have at least sixty recommended semester units....may be admitted as regular students. Graduates of accredited high schools who have less than Sixty recommended semester units may be admitted on a provisional basis, pending the demonstra- tion of their ability to do acceptable college work."127 Students who are not graduates of accredited high schools, and who have deficiencies or who have less than 125This heading corresponds to problem area IX in the Mooney Problem Check List. l261big., p. 41. 127(A recommended semester unit is a unit in which the student received an A or B grade.) 124 eighty recommended semester units, may be admitted on’a provisional basis. All deficiencies and entrance require- ments must be removed during the first year of residence. Persons of mature age who are not candidates for graduation may be admitted as Special students in any course for which they have sufficient preparation. Graduates of approved junior colleges, who have not fully met the lower division requirements of Pasadena College, may be allowed to satisfy these deficiencies in Specific requirements by the substitutions of other re- levant subjects on approval of the Curriculum and Scholar- ship Committee. legntation Program Egg-registpation orientation. Prior to the registra- tion each future student receives a letter of acceptance from the Director of Admissions, a letter of welcome from the Dean of Students, a letter of welcome from the Presi- dent of the Associated Students, a letter from the Presi- dent of the Associated Men or Associated Women Students, a copy of the Student Handbook, and an announcement of the orientation program. When the student arrives at the college, he is given a housing assignment, permit to register, and COpy of the orientation program. On Saturday preceding registration, student leaders and some of the administration, along with faculty Spon- sors meet in a workshop. Here consideration is given to 125 key problems that have to do with better student govern- ment and student morale. This is under the direction of the student council. During this weekend a welcoming committee meets incoming students at depots, guides par- ents and students to assigned housing, and gives helpful information as needed. The orientation period actually begins with a brief convocation at 9 a.m. on Monday of registration week. The president of the college is in charge. Throughout Monday, Tuesday, and Wednesday the incoming students are subjected to a series of test periods, orientation sessions, and social events. Though the formal orientation concludes with the end of registration, study problems are considered in the course in General Psychology. Many of the chapel and as- sembly programs have orientation value. The weekly pub- lication of the Mascot Junior (an announcement and infor- mation bulletin from the office of the Dean of Students) also has some orientation value. Educational Guidance Program Guidance during registration, When a student makes application and is admitted to Pasadena College he is as- signed by the Dean of the College to an academic advisor for registration. This assignment is made on the basis of the student's past record and his current interests and intentions. Through the lower division semesters the student continues to plan his program with the academic 126 advisor to whom he was assigned at entrance. During the upper division years the student arranges his program un- der his major departmental advisor. Testing Program On Monday and Tuesday of registration week all in- coming freshmen are given the following series of tests: (1) American Council on Education, English Tests, form 2. The results of this test are used for placement in remed- ial work in English, and high and medium sessions in Eng- lish Composition. (2) California, (short-form) Test of Mental Maturity. The results of this test are available to the academic advisors during the registration period. This test is placed in the personnel file. (3) Johnson Temperament Analysis. This test is placed in the personnel file and used in personal counseling. (4) Kuder Vocational Interest Inventory. The results of this test are placed in the personnel file and used for personal counseling. (5) Seashore Test of Musical Talent. This test is administered for the music department and the results are placed in the personnel file. x. THE FUTURE: VOCATIONAL AND EDUCATIONAL128 128This heading correSponds to problem area X in the Mooney Problem Check List. In 127 Curriculum Only general attention is given to the vocational problems of students in the regular curriculum of the college. Vocational and Educational Counseling Pasadena College recognizes that "a majority of stu- dents" are thinking in terms of a college education that has OCCUpational value after graduation. For this reason attention is given to vocational guidance which will lead the student to choose a vocation related to his interest and aptitude; that will have meaning and significance in his community; and that will be rewarding both in terms of income and fullness of life. The Annual Alumni Week in chapel is vocational in its emphasis. Various occupa- tions and professions are discussed each year. The repre- sentative authorities gives vocational information, in- cluding requirements and Opportunities for employment in their fields of Specialization. In the college catalog129 considerable Space is given to “pre-professional curricular and vocational suggestions." These areas include (1) pastoral ministry, missionary serv— ice» and religious education, (2) public school teaching, (3) pre-engineering program, (4) pre-medical record, (5) pure-dental study, (6) program for students of nursing, ‘ 1 29mg. 9 p. 50-52. ‘f’. C). ‘(3 (D (D In arm I 128 (7) university graduate study, (8) pertaining to business, (9) social welfare work, (10) pre-legal curriculum, (11) preparation for homemaking, (12) medical technician. Placement Services Placement is done by departments at Pasadena College. "Those departments whose graduates are eligible for em- ployment on graduation do their own placement."130 Five departments including education, sociology, physics and chemistry, religion, and home economics are listed as taking part in an organized placement program. No records are kept and no charge is made in four of these depart- ments. However, in the department of education follow-up work is done, and correSpondence relative to the on-the- job program is filed. Students are charged $3.00 for this service. Last year all sixty-five applicants for elemen- tary school placement received jobs through this service. XI. CURRICULUM AND TEACHING FROCEDURE3131 Although there is considerable evidence that the staff and administration have procedures through which 130Report to the Western College Association and the leifplnia State Board of Education, (Pasadena College, December 1, 19567: p. 54. 131This heading correSponds to problem area X1 in the Mooney Problem Check List. me (‘10 I .111. C3. 129 new courses may be added or old ones revised, there is no evidence that students have Opportunity to make an impact on the curriculum and teaching procedures of the college. C3, ‘ E IE SE 11' AIM .FJ 130 E: TREVECCA NAZARENE COLLEGE 1. HEALTH AND PHYSICAL DEVELOPMENT132 Physical examinations. Each applicant for admission to Trevecca Nazarene College must present a doctor's cer- tificate of complete physiCal examination. Arrangements may be made to have the examination conducted by the college physician after arrival. Curricplum. Several courses in physical education, home economics and psychology are used particularly to help guide students in matters Of physical and mental health. Medical care and hospltalization. The college main- tains a nurse who cares for residents who are ill. This service is included in the general fee. Facilities are not adequate to care for serious or lengthy illnesses. The college furnishes general remedies, but special medi- cines must be purchased by the students. There is no stu- dent hospitalization insurance program. 11. FINANCES, LIVING CONDITIONS, AND EMPLOYMENT133 132This heading correSponds to problem area I in the Mooney Problem Check List. 133This heading corresponds to problem area 11 in the Mooney Problem Check List. I*v1 F (4» a.) (j 6).. (‘D U, 131 Finances Methods pf pgyment. "All eXpenses at Trevecca Naza- rene College are kept at a minimum and present charges are considerably lower than those of most other colleges. It is therefore evident that the college cannot be conducted except on a cash basis."134 Tuition, fees, and room rent for each quarter are due and payable in advance. A stu- dent who wishes to work for part of a quarter's expenses must accumulate credit in the business office in advance of that quarter. Expenses for board are arranged for by the student according to his own convenience since the college cafeteria honors official meal tickets of small as well as larger denominations. No diploma, certificate, or degree is awarded and no transcript of credits trans- ferred until all financial Obligations to the college are discharged. Student lppp funds. Ten loan funds are listed in the college catalog. These are all small Short term loans. The president and the business manager have jurisdiction over the administration of these funds. Scholarships and grants-in-aids. "To encourage out- standing scholastic achievement among the students," Trev- ecca Nazarene College offers several one-year scholarships 134Trevecca Nazarene College Bulletin, 1956-57, Nash— ville, Tenn., p. 28. 132 and assistanceships. The total amount of a given scholar- ship is distributed equally to the student's account among the three quarters. No student may hold more than one scholarship at a time. All awards are made by the Faculty Administrative Committee in conjunction with the Business Manager of the college. These scholarships are for $100 each. Student employment. Part-time employment is avail- able to students at the college and in various industries and business establishments in Nashville. Some assistance is rendered by the Business Manager and "especially by the Dean of Students" to those who request help in secur- ing work. The Business Manager's office serves as a clear- ing house for requests from employers and students desir- ing service. According to the Business Manager "most of our students are employed part-time, and our employment service is one of the busiest places on this campus." Living Conditions ' Student housing. Two residence halls for women and one for men are available on the campus. These are fire resistant buildings, heated electrically. An apartment house for married students is located within easy walking distance of the administration build- ing. Trailor facilities for married students are avail- able. All students who do not live in their own homes, or work for board and room in approved homes, live in the 133 dormitories. Eggg facilities. A new cafeteria building provides food services for both men and women on a cash basis. This is a non-profit Operation. Adjoining the cafeteria is a student lunch room where refreshments, late breakfasts and light lunches may be obtained. III. SOCIAL AND RECREATIONAL ACTIVITIES135 Student Body Organization The Student Council is composed of the elected re- presentatives of the Associated Students of Trevecca Nazarene College. In addition to the president and sec- retary, there are representatives of the four college classes. "The student council functions in a number of ways." It serves as a liasion grOUp between the faculty and ad- ministration and the student body. It SUperviseS student activities including elections and class events. In co- Operation with the faculty organizations committee the council plans Friday night programs. It publicizes the various honors and awards and assists in selecting the persons or organizations to be recognized. Each year 135This heading correSponds to problem area 111 in the Mooney Problem Check List. 134 the council Sponsors a series of lectures featuring "eminent laymen in oUr church." Much of the work of the student council is carried on "behind the scenes, but it is recognized that a smoothly Operating schedule of ac- tivities is possible because of the work of these students leaders." The student council of Trevecca Nazarene College is a member of the Tennessee Association of Student Govern- ment and representatives participate in its meetings.136 Qgganized social grOUps. "Besides training the stu- dents for their life's work, Trevecca Nazarene College provides a well-rounded extra-curricular program."137 Twenty-two clubs and societies are officially Sponsored by the college. Special cultural g; social activities. Each Friday evening there are literary programs, educational, inspir- ing, conducive to the building of Christian character."138 Programs are given by the faculty, students, and by out- standing visiting Speakers and musicians. All social events are cleared by the Student Council and the Dean of Student's office before being placed on the official school calendar. 136The Christian Cgllegiate, Student Handbooky (Trevecca Nazarene College, Nashville, Tenn. 1956-57I. P. 40. 137Ibid., p. 41. 1381211.. p. 24. 135 The parks of the Nashville area "Offer excellent recreational facilities." "Trevecca's tradition is that outings and picnics are such that prayer is in order at any time."139 No lyceum series are Sponsored by the college but cultural activities are available in the Nashville area. IV-VII. PROBLEMS OF A PERSONAL AND PSYCHOLOGICAL NATURE140 Counseling Services An organized counseling service is under the direction of the Dean of Students at Trevecca Nazarene College. Ex- cerpts from a brochure describing these services are as follows: "One of the great advantages of attending a Christian college such as Trevecca, compared with large secular colleges and universities, is the opportunity for individual counseling... Trevecca's counseling program stands as a sym- bol of the fact that Trevecca's leadership is interested in its student body, not merely as a mass, but as individuals of infinite worth, Faculty counselors stand ready as Christian friends to help young peOple, not only in the solution Of Special problems, but also to assist them in growing into mature, well- integrated personalities..... Our counsel- ing program is more than a system, it is a love that is born of a soul."14 139Ibid., p. 25. . 140This heading correSponds to problem areas IV-VII 1n the Mooney Problem Check List: IV Social-Psychological Relations, V Personal Psychological Relations, VI Courtship, ‘Sex, and Marriage, VII Home and Family. . 141Taken from a brochure, Christian Guidance for Chris- Elguljgnfllb (Trevecca Nazarene College, Nashville, Tenn.) 136 Counseling services listed by the Dean of Students include, (1) the freshman counseling program. This is primarily an attempt at group guidance although each pro- fessor "is also personal counselor for each student in his group." Each counselor meets with his group one hour per week. (2) Dormitory head residents, and student coun- selors within the dormitory are given in-service training ‘and made available for counseling in the dorm. (3) One professor specializes in vocational guidance, administer- ing an inventory to students who come to him on a volun- tary basis. (4) Employment guidance is given through the office of the Business Manager. (5) "Social poise and etiquette problems" are handled by the wife of the president. (6) Marriage counseling is done by the Dean of Students and his wife. (7) Another professor spec- ializes in military and recreational guidance. (8) The school nurse is made "available for health counseling." Regular hours are kept and students notified of the service. VIII. MORALS AND RELIGION142 Trevecca Nazarene College lays special emphasis on the develOpment of the religious life. Every class is Opened with prayer. Each student is expected to attend . 142This heading corresponds with problem area VIII 1n the Mooney Problem Check List. 137 the daily chapel service. "Chapel speakers include the most outstanding preachers of our day."143 Revival serv- ices are held intermittently throughout the year. "Daily prayer meetings are well attended." The Christian Worker's Association, composed of Trevecca Nazarene College Stu- dents, Sponsors services in various churches and city missions, as well as hospitals, and prisons. "More than 1,500 people found salvation through their efforts in a recent year."144 - Every student is impressed daily with the fact that the need of a personal religion is the need Of the world."l45 IX. ADJUSTMENT T0 COLLEGE WORK146 Admissiong Requirements Students are admitted upon presentation of satisfac- tory testimonials of character and scholarship in the fol- lowing ways: (1) Admission by certificate. The candidate for admission to freshman standing may present a certificate Of graduation from an accredited high school or academy 143Taken from the brochure, Training Volunteers fol World Service for Christ, (Trevecca NazarenetCollege, Nashville, Tenn.) l44Ibid., l451mg. 146This heading corresponds with problem area IX in the Mooney Problem Check List. 138 showing the studies pursued, the time devoted to each subject, and the credits received. A recommendation of the principal of the former high school is desirable. (2) Admission by examination. Examinations for stu- dents presenting themselves without certificate of grad- uation are held at the Opening of the fall quarter and should be arranged for at least a week in advance. (3) Admission to advanced standing. Students from other institutions seeking admission to advanced standing in the college must present evidence "of honorable dis- missal" from the institution last attended and a certifi- cate indicating the previous standing and work accomplished. Such transferred work must average a grade of C to be acceptable. (4) Admission of adults and veterans of military service. Veterans are admitted to the college by regular high school certificate. Those who left high school before graduating are admitted on the basis of the USAFI Tests of General Educational Development, given under the aus- pices of the Veteran's Testing Service. A certificate of acceptance is mailed to each qualify- ing applicant. A student not approved is notified by letter. "The certificate of acceptance must be presented at registration time."l47 h 147Trevecca Nazarene College Bulletin, op cit., p. 37. r.~ f“ 139 Orientation Program Pre-registration orientation. Each student and prOSpective student is eXpected to submit to the regis- trar, at least three weeks before each registration day, a trial schedule Of courses for which he expects to en- roll. This schedule is checked by the Registrar, the divisional chairman, and to the Dean and approved with the necessary modifications. It is then used as a reg- istration card on registration day. A fine of $1.00 is charged to the student for late submission of the trial schedule. Educational Guidance Program Guidance during registration. The trial schedule system seems to be the only guidance given students dur- ing the registration period. Guidance pllg; registration. An elaborate system of group guidance and personal counseling is organized and operated for all freshmen. Counselors are chosen from among the faculty by the Dean of Students. Each counselor has approximately ten students. This grOUp meets each week during the first quarter to discuss sys- tematically organized tOpics. Resource persons are used for many of these discussions. The program also includes social activities for the grOUp under the direction of the counselor. Personal and educational counseling is also done by this faculty member for his Specific group. Diagnostlp and Remedial Services 140 Reading improvement classes and Speech improvement service is available to students on a volunteer basis. These services are under the direction of the Departments of English and Speech reSpectively. One hour of credit is given for the reading improve- ment course. This course begins two weeks after the quarter Opens and continues for six weeks. It meets two days per week for one and a half hours. One hour is spent in the class and one half hour on a SRA Reading Accelera- ,tor plus one extra hour on the student's own time. The course is now limited to ten people in each of two classes. It may be repeated once for credit. Testing Program The freshmen testing program at Trevecca includes the following tests: 1. The American Council on Education, Psychological Examination for College Freshmen. 2. Iowa Silent Reading Tests Other tests given on a voluntary basis include: . Health Practice Inventory Study Habits Inventory The College Inventory of Academic Adjustment Sex Knowledge Inventory 0" b (A) M H o . Kuder Preference Record-Vocational. x. THE FUTURE: VOCATIONAL AND EDUCATIONAL148 L42 148This heading corresponds with problem area X in the Mooney Problem Check List. 141 According to a conversation with the Vocational Coun- selor at Trevecca Nazarene College, a "library of materials“ is made available to all students. Notices are sent to all freshmen urging them to take the "Kuder Preference Record-Vocational" and "most take it on this voluntary basis." All students who take the Kuder Test are "brought back to discuss the profile, but no further contact is made unless the student wishes to follow Up." There is no course designed to give specific help in vocational choice. And, no vocational aptitude tests are made avail- able. "Requirements for graduation from Trevecca Nazarene College with the Bachelor of Arts degree normally includes those requirements for admission to graduate standing in the various universities.'l49 However, students eXpect- ing to pursue advance studies are urged to acquaint them- selves with the exact admissions policies and standards of the universities which they anticipate entering. Fac- ulty help is given informally in this regard. Placement Services No placement services are made available at Trevecca Nazarene College. E l491bid., p. 47. 142 x1. CURRICULUM AND TEACHING PROCEDURESl50 There is no evidence that any opportunities are made available for students to share in the formulation and revision of college curriculum and teaching procedures. F: EASTERN NAZARENE COLLEGE 1. HEALTH AND PHYSICAL DEVELOPMENT151 Physical examination. Every applicant for admission to Eastern Nazarene College receives "a personal data blank and a health record to be filled out by the stu- dent.“l52 The physical examination is given by the col- lege doctor upon arrival for registration. Curriculum, Several courses in physical education, home economics, and psychology are used particularly to help guide students in matters of physical and mental health. Medical pglg and hospitglization. The college re- tains the Services of two local physicians and two 150This heading corresponds with problem area X1 in tune Mooney Problem Check List. 151This heading correSponds with problem area I in the Mooney Problem Check List. 152Easterh Nazarene College Bplletin, (Wollaston Park Quincy, Massachusetts, 1957-58). p. 24. 143 resident nurses who hold regular dispensary office hours and are "accessible at any time." The yearly health fee, included in the student's fee, covers not only the sched- uled attention of the medical staff, but also group acci- dent and sickness insurance up to the amount of $350. If a student calls the "school physician or any doctor on your own, you assume responsibility for his fee yourself."153 Students are expected to pay for all medications "including bandages, medicines given by the_ nurse and special prescriptions." A hospital room is provided for emergencies and severe illnesses. EXpenses for extensive care, operations, or any off-campus hos- pitalizations, ‘cannot be borne by the college." 11. FINANCES, LIVING CONDITIONS, AND EMPLOYMENT154 Finances Methods pl payment. "Since some parents and students prefer to pay tuition, fees, room, board, etc. in monthly installments, we can offer this convenience under the tui- tion plan, incorporated. The service charge is 4% of the amount financed through the New York Company which provides 153Red find White, Student Handbook, (Eastern Nazarene COllege, Wollaston, Mass. 1958), p. 9. 154This heading corresponds with problem area 11 in ‘the Mooney Problem Check List. 144 the service. Those who do not wish to pay cash in full may use this method by paying a minimum of one-third of the total semester charges at time Of registration. The balance is paid in equal monthly installments."155 Studen:_loan lpnds, Administration of several loan funds are available to students through the Director of Student Aid. Besides the five loan funds listed in the catalog, “the attention of students residing in Massa- chusetts is called to the new Higher Educational Loan Plan which is now available to students in at least their SOphomore year."156 Scholarships and grants-in-aid. The college catalog lists nineteen general scholarship funds which range in cash value to students from fifty to two hundred dollars per year. There is also one grant-in-aid fund which "makes available a limited number of grants-in-aid to ministerial students pursuing the degree of Bachelor of Theology."157 Student employment. The college maintains an Employ- ment Bureau which makes a systematic attempt to aid stu- dents and employers. The Business Manager reports that more than seventy-five per cent of the students work 155Information available through the office of the business manager, Eastern Nazarene College, Wollaston, Mass. 156§g§tern Nazarene College Bulletin. Op Cit.» P- 32- 157Ibid., p. 32. 145 part-time. The Director of the Employment Bureau is a full-time position. "Arrangements for any off—campus work should be approved by this bureau so that the students and the college may be kept free Of criticism."158 All students are urged to fill out "an application for employ- ment even before you arrive on the campus." Through the business office there are some jobs avail- able On campus each year. These include janitor and re- pair work, kitchen and dining hall help, secretarial work and laboratory assistance. Living Conditions Student housing. Eastern Nazarene College provides "attractive, quiet, living accommodations at reasonable expense for men and women students."159 There are no fraternities or sororities on campus and all students are housed in campus dormitories. Men are housed in three dormitories. The larger of these is a three-story brick structure housing 105 men, and includes living quarters and office for the Dean of Men. In the basement are lo- cated a student lunch room, a large recreational area, the college book store, and a prayer room. The smaller dormitory, of frame construction, accommodates a total of eighty additional men. 158Student Handbook, op cit., Po 19- 159Eastern Nazarene College Bulletinl Op cit., Po 18- 146 Two dormitories provide housing for women. The lar— ger is a fourt-story brick structure with accommodations for 170 women. It also houses the office of the Dean of Women, and affords a social center for the campus with its reception lobby and parlors. In the basement are a modern kitchen and dining room. A "beautiful prayer room" is located on the tOp floor. The smaller dwelling, of frame construction, houses twelve women. Eggg facilities, All students are required to board in the college dining hall except those who work for their board off-campus or who live in their own homes in the community. "NO exception can be made to this rule except by Special permission from the administration."160 Only under unusual circumstances does the administra- tion grant permission for students to live Off-campus. In cases where such permission is given, "the college re- serves the right to designate the place of residence." "The college dining hall provides wholesome meals prepared from first-quality food at minimum cost to the student."161 Unless meal tickets are used, all meals are on a cash basis. No meals are served during the Christ- mas recess. An additional charge is made for meals served during the Spring vacation. "The college also reserves léoIbid., p. 28. lPlIbid., o. 28. 147 the right to revise the meal rate "in case of unusual changes in cost affecting board." 111. SOCIAL AND RECREATIONAL ACTIVITIES162 Student Body Orggnization Student life and activity at Eastern Nazarene College "is entrusted to a large degree to the students themselves."163 The General Council Of the Student Body Organization (Stu- dent Council) is a representative grOUp of seventeen stu- dents and one faculty member who discuss campus problems and ideas suggested by the student body and serve as the instrument for the solution of these problems. The mem- bership of the Student Council is composed of the president and the vice-president who are elected at the annual Spring meeting of the student body. Other members are elected in the fall. All students are enrolled in one of the four Chapters of the Sigma-Delta. This is a "non-secret organization" representing the ideals of the college and around which centers a large share of campus activity. 'Its Greek letters stand for wisdom and righteousness."164 Extra l62This heading correSponds to problem area 111 in the Mooney Problem Check List. 163lbid., p. 22. 164Ibid., p. 22. 148 curricular life on the campus is organized through these chapters. In the last chapel service Of each year, the winning chapter is awarded a loving cup. Organized social gppgps. The student handbook lists fourteen or more organized groups officially Sponsored by the college. These range in interest from the "honor society" to the "rover crew" which is an organization for boys interested in making frequent overnight visits to its camp in the Blue Hills. Specigl cultural g; social activities. An organized systematic attempt is made by a special committee of fac- ulty and students, SUpervised by the president, to make the most of “Friday nights when it's time to say goodby to the books and to say hello to the nicest person at school." "Although culture and refinement are stressed as important builders of our social lives, there are many times when everyone puts study aside for a good laugh at the fall party or some quick action at a basketball game. Although the dormitory usually closes at 10:30, it re- rnains Open on this Special night in the week until 11 p.m."165 A variety of programs Sponsored by various campus groups, professional musicians, and lyceum Speakers OCCUpy the first part of the evening. Basketball games are scheduled during the winter from 9 to 11 p.m. "During your stay at ‘ 165Student Handbook, Op cit., p. 17. 149 college and long after you have graduated, you will remem- ber Friday nights at B.N.C."166 The student handbook suggests "a peaceful stroll on a lovely New England Sabbath afternoon in the Spring or. fall." Thursday night's "supper" is a time of special social activity. However, "the climax of all dates is the monthly permission to stay out until twelve midnight."167 On these evenings the students are urged to take advantage of concerts by the Boston Symphony, and like cultural activities which abound in the area. Athletic Program. The athletic program at Eastern Nazarene College is integrated closely with the activities of Sigma-Delta. Both young men and women have ample 0p- portunity to participate and to "develop physically in this enthusiastic and vital part" of the college's co- curricular program. The most pOpular Sports are basket- ball, baseball, touch football, ping-pong, volleyball, and tennis. These activities are SOpervised by the Di- rector of Physical Education, assisted by student repre- sentatives. There is no inter-collegiate program. ¥ 1661bid., p. 23. 167Ibl‘g., p. 17. 150 IV-VII. PROBLEMS OF A PERSONAL AND PSYCHOLOGICAL NATUR8168 Counseling Services "The counseling program at Eastern Nazarene Col- lege reflects the genuine concern and friendly relations which exist between the undergraduate and the members of the faculty. Under the gen- eral direction of the Dean of the College, nearly all of the members of the facult serve as mem- bers of the counseling staff."16 Implicit in this catalog statement is the fact that the counseling program at Eastern Nazarene College is carried out on a strictly informal basis. Little dif- ferentiation is made between academic advising and per- sonal counseling. A statement in the student handbook further clarifies this point. "Fortunately, you need have no anxiety about being alone for you will find that a faculty member has been assigned to you as a counselor. Although all members of the faculty are inter- ested in your success, your counselor is es- pecially concerned with helping you register for all required courses as well as other courses in which you may have a Special in- terest." "Your counselor's interest does not end with registration for he is most vitally concerned that you do your very best with every oppor- tunity. He is ready to help you not only in matters of school work, but in other problems you may have such as finding adequate time . 168This heading correSponds to problem areas IV—VII 1n the Mooney Problem Check List: IV Social-Psychological Relations, V Personal Psychological Relations, VI Court- Shlp, Sex, and Marriage, VII Home and Family. 169Eastern Nazarene College Bulletin, op cit., p. 18. 151 for study, social problems, fipgncial prob- lems, and Spiritual problems." 0 VIII. MORALS AND RELIGION171 The religious life of students is "deepened and broadened" in a number of ways. Chapel services are held three times weekly. TOpics of educational and re- ligious value are presented by faculty members, visit- ing ministers, and leaders in various fields. The serv- ices are “occasionally conducted by student groups." At- tendance is compulsory except on Friday which is "devoted to united prayer by faculty and students." Students are expected to attend all regular serv- ices and Special services as announced at the college church. The Evangelistic Association affords students an opportunity to do active Christian service in Boston missions, community homes and hospitals, and in nearby churches. The college church "emphasizes the program of Christian missions." Student prayer meetings are held at 6:45 p.m. daily with the exception of'Wednesday and Friday evenings. 170Sludent Handbook, Op cit., p. 13-14. 171This heading corresponds to problem area VIII in the Rooney Problem Check List. 152 The Student Foreign Missionary Fellowship meets weekly and conducts an annual workShOp emphasizing foreign mis- sions. Its purpose is the dissemination of knowledge of missionary needs and missionary endeavor, and the enlist- ment of consecrated lives to Spread the gospel in mis- sionary service. Two series of lectures are held each year. These deal with "themes calculated to increase in the minds of candidates to the Christian ministry an understanding of and devotion to perfect love as enunciated by Rev. John Wesley and his followers." The second series emphasizes the "general theme of personal evangelism." IX. ADJUSTMENT TO COLLEGE WORK172 Admissions Regpirements Admission to Eastern Nazarene College is based upon (1) record in high school, (2) recommendations secured from the applicant's high school principal, his pastor, and from character references given by the applicant; and (3) scores on a test of scholastic aptitude. "No one of these items will be decisive."173 172This heading correSponds to problem area IX in the Mooney Problem Check List. 173Eastern Nggarene College Bulletin, op cit., p. 24. 153 Candidates are directed to make application by mail to the College Entrance Examination's Board, Post Office Box 592, Princeton, New Jersey. The candidates then must choose a place and date of examination. Upon receipt of an application blank from the stu- dent, the college applies tO the student's high school f“ for a transcript of his scholastic record, the results of 5 1 intelligence tests taken in high school, and a recommend- I ation for admission to the college. The college also furnishes the student with a personal data blank and a J health record. When all of the above-mentioned data, and the results of the Scholastic Aptitude Tests of the college board have been considered by the Committee on Admissions, the student is notified of the program to which he may be admitted. Oglentation Program Pre-registration orientation. Contacts with the new student are made in a formal fashion through the admissions procedure, or in an informal unsystematized way. Educational §glgance Program Guidance during registration, All freshmen are re- quired to attend special sessions prior to registration. Each freshman is assigned at the time of his matricula- tion to a member of the faculty who serves as "an inter- eSted and friendly counselor during the perplexing period Of transition from school to college." This counselor 154 may continue with the student in the capacity Of his major professor. Guidance after registration. All counselors assist the students in preparation of their academic program including the ”organization of their interests, curricular and extra-curricular, so as to make the best use of their .r_., educational Opportunities. Regular conferences are held ; I at registration time and at the time of mid-term grading. Special conferences are held at the desire of "student 5 or counselor." 1__J An academic disciplinary procedure known as the "dean's list" is implemented through the faculty counselor-student relationship. Under this system, the college periodically examines the records of all students in the light of what may reasonably be expected of them "in view of their pre- vious school record, their scores on psychological tests, and all other factors bearing Upon their situations." If improvement is needed, investigations are made to determine and eliminate the causes.174 Curriculum. Two classes are listed in the department of education under the Division of Orientation and Phy- sical Education." The first of these deals with "methods of study, library facilities and regulations, personality adjustments, school standards and regulations, problems l74Ihid., p. 19. 155 of vocational choice, values, religious faith, and the objectives of Eastern Nazarene College....."l'75 This course is required of all entering freshmen. The second course is "designed to acquaint students with the fundamentals, activities and techniques," of seasonal field sports, games of low organization and in- p25 struction, and participation in a series of conditioning , l, exercises. This course is required of all lower-division students. nggnostic and Remedial Services |.j Eastern Nazarene College Offers two non-credit courses in its remedial program. Students who do not attain sat- iSfactory standing in the entrance examinations in English are required to take "English fundamentals" which is an intensive study and drill in functional grammar and sen- tence structure, spelling, and punctuation. On a voluntary basis students may apply for remedial work in reading. This course emphasizes "drill in rapid and intensive reading, vocabulary drill, and practice in the intelligent interpretation of the printed page.176 'Testing Program Theatesting program at Eastern Nazarene College is primarily academic in nature. The Kuder and SRA tests L 175Ib. 1., p. 58. l761bid., p. 61. 156 are given in general psychology for vocational guidance. Strong's vocational inventory is given on an individual voluntary basis. Freshmen who are "borderline cases on admission to college" are given The School and College Ability Test. All freshmen are given the English Test, C 2. All sophomores are given The General Culture Test and The COOperative English Test. Seniors are administrated the Graduate Record Exami- nations. The Minnesota Multiphasic Test is given on an in- dividual basis "to determine needs for Special help." x. THE FUTURE: VOCATIONAL AND EDUCATIONAL177 Qurriculum In the general psychology course, "taken by most freshmen," considerable time is given to vocational problems. Certain tests are administered to help students understand their own interests and aptitudes. An empha- sis is given to vocational guidance through the develop- mental paper written by each student. In this paper the student examines himself in relation to possible vocational Opportunities. N 177This heading corresponds to problem area X in the m0Oney Problem Check List. 157 Vocational and Educational Counseling Emphasis on vocational and educational counseling is highlighted in the catalog which makes suggestions on pro-professional programs including teaching, business, government, engineering, nursing, pre-medicine, medical technology, pre-seminary, and social service. The college prides itself in the number of students who enter the graduate schools of the Boston area. Placement ”The careful and intelligent planning of a useful career is a vital part of the program for students at Eastern Nazarene College."178 Entering students are re- quired to take "a psychological examination and placement tests in several academic fields." The Guidance and Placement Bureau supervises the administration of these tests as well as the achievement tests which are given to all SOphomoreS toward the end of the SOphomore year. Other tests involving personality, interests, and aptitudes are administered by the bureau for students, prOSpective students, and alumni who wish to take them. Students who are uncertain about educational or vocational plans, or who wish to find "the field of endeavor for which they are best fitted,“ are encouraged to make use of these facilities. These services are offered free of charge. ¥ l781bid., p. 19. 158 Through the bureau the attention Of students is called to employment Opportunities. (Recommendations are on file and confidential information is furnished to pros- pective employers. Seniors desiring placement services may enroll with the bureau by the end of the first semes- ter or early in their last semester. Alumni may enroll ; . F77] or re-enroll for such services at any time. x1. CURRICULUM AND TEACHING FROCEDURE8179 F'_' J (. us... .. There is no evidence that students at Eastern Naza- rene College have opportunity to be involved in the eval- uation or adjustments of the curriculum and teaching pro- cedures. Summary Although the administrators suggest several availa- ble student personnel services to meet problems in some areas indicated by the ”Mooney Problem Check List," there is one I"first choice" or "point of emphasis" among avail- able services in each problem area. For instance, at Eastern Nazarene College registration procedures help meet problems related to "Adjustment to College Work," but the main service to meet this problem is the "Faculty Advisor 179This heading correSponds to problem area X1 in the Mooney Problem Check List. Table V.l Degrees of Freedom = l. I ‘ Chi—squares Which Result When Faculty, Freshmen, and Senior Perceptions Of Student Personnel SerVices Are Contrasted FA-S = Faculty vs. Seniors FRTS = Freshmen vs. Seniors ‘ T Olivet Eastern Northwest Pasadena Trevecca Bethany Piggiim FA-S l FR-S FA—S FR-S FA—S FR—S : FA-S FR-S FA-S FR-S FA-S FR-S I I HealthAPhysical 015 .032 .373 3.718 .082 3.16 .213 .080 .911, .112 .002 2.60 Development II *- a— -e: Finances, Living ‘ ’ Conditions ,pmployment 3.911 2.68 — - .loo 1.33 .305 1.71. - .038 1.21 .231: III 5’”? 3S . :4.“ Social & Recreational , , Activities 8.89 10.61, .079 1.092 .005 .OZO 11.1.8 11.30 .0116 2.88 1‘8 51:7 IV it 7&7: Social-PS cl 1 ' l 4 Relztggngglca 1.30 .113 21.15 .075 .903 9.111 3.02 .053 .0L6 1.79 2.52 1.91. V Personal—Psychological 1,08 2.8L .001 .007 .037 .330 2.L5 .829 .03h .757 .919 ..31 Relations WV VI 5: he Courtship, Sex, .189 6.11 .061 .166 ,goh 7.25 2.33 597 1.25 .731 .067 .006 & Marriage VII %% Home & Family .023 9.05 .060 .Ohh .273 .682 .792 .002 .580 .001 .271 .931 VIII TH: ERR see: Morals & Religion .639 6.68 2.h9 .020 .1h7 .063 .908 .519 - - .529 1.13 IX {If (.3? Adjustment to College Q a, 6 . .qqé .2 .6 .87 (School) Work ‘267 :30] $99 .029 6.110 2. 68 .25 1213 -3 314 A? 3 X « eat me: «:88:- The Future: Vocational , L _ _ .2 . & Educational 2‘76 6'L5 0019 .010 2.51 9-81 3.25 .5u6 3 5 008 XI * NM Curriculum&Teaching .531 .088 .1169 .021 .0111 1.27 11.118 .001 .580 18.51 .227 .001 Procedure * Significant at .05 level %* Significant at .01 level **a These cells did not approximate Chi-square model Conc Soci Soci Per: Cc i ._ _ . . . i 2 m _T . o c ._.~ ‘ o o o . c o o . 1 .~ . . .. ii i- . \ .. é a --.]!liua wiainiifi +7 .Tnlli:s 1,17 1» .III .M O . _ _ h .H I! . . l o. c . o . . _. i i m . _ . _ . i __ . _m i i i m _ _ _ .II. .I - -.Illllll. .. .l'luil . .. . _ ... . i. will 41 __ .- _ . __ u w .. . l. . . “ . m . _ m . b . ~ _ i i _ l . . ll- TllfllllllliiI11i143IilI-0, . M i i R a m . l . _H . w i w _ J. : . _ _ . m . u . ‘ . ‘ ... _7 m i w .1 . _ ii williii--.:.. ..t:.l4. .11. w;. .Ilr l M . _ __ . o _ . o H o ... .... . ‘ 0 — _ . . ' a ‘ . . i _ _ . w . .l . . ._ _ i m l . ... . __ ~ .. 0 . w . : I , 7 --I!...!f:..,- . i I How M01 AdJI ,___‘ The |———— Cur: TABLE IV. 1 SLEMARY: ADMINISTRATOR'S PERCEPTIONS OF STUDENT PERSONNEL "SERVICES (An Indication of primary emphasis) j .. Areas Northwest Olivet Bethany Pasadena Trevecca Eastern I health Health Health Health Health Health “PD Services Services Services Services Services Services II a Business Business Business Business Business Business FLE Office Office Office Office Office Office III Student Student Student Student Student Student SRA Activity Activity Activity Activity Activity Activity IV Dean of Dean of Dean of Dean of Faculty SPR Students Students Students Students Faculty Advisers V Dean of Dean of Dean of Dean of PPR Students Students Faculty Students Students Faculty VI Dean of Dean of Dean of CSM Faculty Students Faculty Students Students Faculty VII Dean of Dean of Dean of Dean of Dean of HF Students Students Students Students Students Faculty VIII Dean of MR Pastor Pastor Pastor Pastor Religion Pastor IX Academic Faculty Faculty Faculty Faculty Faculty ACW Dean Advisers Advisers Advisers Advisers Advisers X Placement Placement FVE Faculty Bureau Faculty Faculty Faculty Bureau XI Student Academic Academic Academic Academic Academic CIP Activity Dean Dean Dean Dean Dean :lJ-hJi n (I. (.o '1. A nrv TA .a .; a ....) . l: . Illit. «I i ..l, v . a v . _ f4 . . . i _ .. _ .. 2 fr- _ . ‘ r1... 1w J4 — ... _ . ,. . - ,H. .. v A . . h i - I i 7 _ A. l V A [ti u \A -J Vi 1 I .v: . -a oil. 9‘ 1 . r. v 7 1 r ,l . 1 I . cl. \ .. . L . y r r. 4.. .. 7| I i .\ ~ . .. f .. . c . i l .5 .. run ‘— x :H . _ w _ _ .1. 4 VI. 15 or. 0.0 . v. v a _. .... v» ‘ v. . t . c o a .. . r n . ..J .. .. . 7-. _ . . _ . 1.. .. 1 pl _ A _ . .Il I» J... H . . .\I. .1 _ . H n ., .i . . , I. _ m. i. _ . . .-. . .. . re ,A . .. .!- _ # a . _ . a J. ..1 . x. 4: l _ I . x- a... .. N; i .... ‘41 -.y. .1.ll 4.! itl...r11l.-I&1|!ul . J . .J 1 .. . i i . ._ J .. W. .. o . .,, .. a. _ ... . h . .— ..v. .A A \ ”I. . .. ... i. . * 14,. . I ,. . l r. q ....o . u y .I ..I. I. . ' u . _ ...... .. l I- 11.05.... ..llllllIP'iD!il'.|'llll' | i .h. I? . . l .... r ._ .1. ,w.. . A ’ . A ... L. \ .."\ . i w..._.. v r I C. .. . ..J 1.. ‘. . _ , _ ... ..‘u':4|0" 4. i _ ._ .1 .. . . . ._ _ i .. . 7 . .. . . .. z. 1 l . a a ... l A _ — I . fi .. .-I. _ _ . ¢ _ . r ... l . . t < ._ . i _ 7 ; . .. _ _ I. - . _ a y. . i A I i. .. .t . . ...] _ _ 7v. f. ... _ . . in. . . _ .w; . r .J (J 4 - I o\. _ L r .. . . . ... i . _ . . _. i .. _ x. f a . . .J _ , l , ‘ . .I . v1 . h p. I ,. a . .. _ 4O I .‘A an 160 Program.” On page 159 is a summary of these services for each college. Having completed the analysis of the data with this description of the administrator's perceptions of student personnel services at each of the six liberal arts col- leges of the Church of the Nazarene, the next step in this study is to analyze the faculty and student perceptions of the student personnel services. I. ‘0 5’1 2. A—u. Q n .4 Ac, 0'. I. .1. ‘ ,|¢ll‘l II b) ... any .s I lo I 1.. I/ I 515 I . 1L1 'k r H . ( .c . f1. . , . z . lal 1‘ illinill _ A _ . .J . . v: .... V- {a o v k n v. v . ... _ v u . - A . v. v ..A , . i m. _ .J I; _ l _ . A a _ _ 11. _ ‘ {-.. . . _ .... .. . l . . . x 9.... . _ s! l .. .. _ . A _ \ . . .. i i Z I. _ .. .b. . . . rue rt , . ...I. . 1 . ... l _ 1 I . . .. v L I | .\. a; v . Ni _ T. . . .l.l . .8 III OII‘ITrIII. Ill _ a l ... z . _ v \ a .w .... . . . w“. . . .. ., , ...: I. .\ A ‘ II ... . . h . m ..I. t. . . A .. . _ . . _ O W . 1 . _ . .47.“ . I huh. .... .... . ..-. .. . . ilfi‘ uEILi IIiGiIIQI'n-II'OI \ .... n. I la \. a v V. .\ I. 1 . r . _ K :1. , .1. .c i V. .s I. 7 - i I M VJ .../L _ 4 . I i r, . MI I“ - .. -w - .4» _——A. -, . —- _.-.—..—-. -~.--— _ _ . _ .r. .m. .( ... f. _“-m~..L_ .....- -. - ......__ .__._.-._.. | 3 . . ' l _ . . . i . . m . _ a W 1...... _ . a r. .u . . h s; Io. . (I I.Jl.l. . a F I. _ . _ . . _ L i. . . . .4 ~ . n . _ ,... _ f _ _ _ i . a . i a. 1 _ - . J u _ ,. . ‘1 (IA . 4 r . I .l ...s “u r -s . . . I \ . l i . . .. e ‘ . _ _ . . A 4 .\J. . , : ... . . w. i r. ..- A - -_ _ ... r. l . urlu . J _ ..- M I. _ v .v _ V . _ .e _ \An 5 u. . . _ .I -. i .. .. _ u . . _ O a . ~ .. r. m C . L a . 7“ l . . . _ » _. .. 1.. :3 s . -. .-. _ I y‘. _ .. \ .34. . .. ... . .1. .r . ,. _. 160 Program." On page 159 is a summary of these services for each college. Having completed the analysis of the data with this description of the administrator's perceptions of student personnel services at each of the six liberal arts col- leges of the Church of the Nazarene, the next step in this study is to analyze the faculty and student perceptions of the student personnel services. CHAPTER V AN ANALYSIS OF THE DIFFERENCES IN FACULTY, SENIOR, A13 FRESHMEK PERCEPTICNS OF STUDENT PERSONNEL SERVICES FUR ALL SIX COLLEGES Introduction In this chapter the analysis of data related to faculty and student perceptions of student personnel serv- ices in each of the six liberal arts colleges of the Church of the Nazarene, is reported. The following null hypothesis is based on the as- sumption that freshmen, seniors, and faculty might vary in their perceptions of student personnel services: There are no differences between the faculty, freshmen, and senior perceptions of student personnel services in the six colleges. The basis for testing this hypothesis is the data collected by the administration of the original question- naire develOped from the Mooney Problem Check List prob- lem areas.1 The perceptions of the faculty are contrasted with the perceptions of seniors, and the perceptions of the freshmen are contrasted with those of seniors. As reported in Chapter 111,2 Chi-square is the ap- prOpriate statistic for this analysis. . 1This original questionnaire is described in detail In Chapter III and reproduced in full in the appendix. 2P. 52. 162 In Table V-l the Chi-squares are summarized. The rationale for categorizing the formal and infer- mal student personnel services as perceived by faculty, freshmen, and seniors, is based on the data reported in Chapter IV,3 i.e., the administrator's perceptions of student personnel services. "Significant findings" are based on contrasts between faculty and seniors, and freshmen and seniors according to the eleven areas indicated by the Mooney Problem Check List. Significant Findings At Olivet Nazarene College: (1) There is a significant difference between the reported perceptions of faculty and seniors concerning available student personnel services related to problems in the area of "Finances, Living Conditions, and Employ- ment." (2) There is a significant difference between the reported awareness of faculty and seniors concerning the various student personnel services related to preblems in the area of "Social Recreational Activities." (3) There is a significant difference between the reported knowledge of freshmen and seniors concerning available student personnel services related to problems ‘ '3Refer to Table IV-l, p. 159. 163 in the area of "Social Recreational Activities." (4) There is a significant difference between the re- ported perceptions of freshmen and seniors concerning stu- dent personnel services which relate te problems in the area of ‘Courtship, Sex, and Marriage." (5) There is a significant difference between the awareness reported by freshmen and seniors concerning the student personnel services related to problems in the area of "Home and Family." (6) There is a significant difference between the knowledge reported by freshmen and seniors concerning student personnel services related to problems in the area of "Morals and Religion." (7) There is a significant difference between the understanding of freshmen and seniors concerning student personnel services related to problems in the area of "Future: Vocational and Education." At Pasadena College: (1) There is a significant difference between the perceptions of faculty and seniors concerning student personnel services related to problems in the area of "Social Recreational Activities." (2) There is a significant difference between the awareness of freshmen and seniors concerning available student personnel services related to problems in the area of "Social Recreational Activities." (3) There is a significant difference between the 164 perceptions of faculty and seniors on the student per- sonnel services related to problems in the area of "Cur- riculum and Teaching Procedures." At Eastern Nazarene College: (1) There is a significant difference between the awareness of faculty and seniors concerning student per- sonnel services related to problems in the area of "Social Psychological Relations." At Northwest Nazarene College: (1) There is a significant difference between the perceptions of freshmen and seniors concerning student personnel services related to problems in the area of “Social Psychological Relations.‘. (2) There is a significant difference between the perceptions of the faculty and seniors on the student personnel services which relate to the problems in the area of “Adjustment to College dork." (3) There is a significant difference between the awareness of freshmen and seniors on student personnel services related to problems in the area of "Adjustment To College Work." (4) There is a significant difference between the perceptions of freshmen and seniors on the student per- sonnel services related to problems in the area of "Fu- ture: Vocational and Educational." At Trevecca Nazarene College: (1) There is a significant difference between the 165 (1) There is a significant difference between the perceptions of freshmen and seniors on student personnel services relating to problems in the area of "Curriculum and Teaching Procedures." In all other areas, there were reported no significant Chi-square differences between the perceptions of faculty and seniors, and/or freshmen and seniors concerning stu- dent persennel services. Summary To summarize the findings concerning the awareness of faculty and students to the available students person- nel services in each college leads to the next logical step, that of analyzing the specific student problems to which these services are related. This task is as- sumed in the next chapter. CHAPTER VI ANALYSIS OF DIFFERENCES BETWEEN THE STUDENTS OWN PERCEPTIONS OF THEIR PROBLEMS IN THE SIX COLLEGES Preparation 9: Data The apprOpriate statistical techniques for analyzing the data considered in this chapter are: (l) the Chi-square test for K independent samples and (2) Chi-square one sam- ple test. These techniques are fully eXplained in Chapter III on Methodology. The basic data used to test the null hypothesis in this section were all student responses to the Mooney Problem Check List administered in each of the six colleges. In appendix B a percentage summary of each area of the Mooney Problem Check List for each of the six colleges is graphically presented. No attempt is made to analyze the percentages because of the limits involved in making a probability statement from such data. In this chapter the statistical tests are (1) applied to the data to test differences in the responses of stu- dents in the six colleges for all areas of the Mooney Problem Check List simultaneously, and (2) to test differ- ences in responses for each specific area of the Mooney Problem Check List in all six colleges. leg; 2: Differences in the Beeponses 9f Students la the Six Colleges for All Areas 9f the Mooney Problem Check List Dene Simultaneously. 168 The following null hypothesis is framed to test dif- ferences that occur in student reSponses to the Mooney froblem Check List for all eleven areas on the check list and six student populations, simultaneously. There are no differences between the reSponses of students on the eleven areas of the Mooney Problem Check List and the six student pepu- lations as contrasted simultaneously. In Table V1.1 a summary of the Chi-square test of differences of proportions of students indicating prob- lems is presented. All Chi-squares are significant and the null hypothe- sis is rejected and the alternative hypothesis is accepted, that there are significant differences between the six colleges in the proportions of students indicating specific problems. Test 9: Differences Between All Six Colleges 95 Responses thSpecific Areas 2: the Mooney Problem Check List. The following null hypothesis tests the differences between responses on each of the specific areas of the Mooney Problem Check List for the six colleges. There are no differences between the pepu- lations in student reSponses from the six colleges to specific areas of the Mooney Problem Check List. Because a one sample test was calculated on these data, a decision had to be made about the appropriate expected frequency for each cell. In order to maintain consistency with the K sample test, the expected Table V1.1 Degrees of Freedom e 50 Summery of Chi-square test of Differences of PrOportions of Students Indicating Profilems In All Six Colleges Sex: Class: Proolems: Groups kale or Female Freshmen or Circled Chi-square 5,J, and S. 1 Male Freshmen Total 93.13 *** 2 Male SJS Total 176.36 *** 3 Female Freshmen Total 116.88 %%* h Female SJS Total 178.21 *%* 7 Male & Freshmen T '1 1 2 q 5 Female & SJS Otd 5 “’3 x** 6 Male Freshmen Circled 90.05 *%* 7 Male SJS Circled 101.70 %** 8 Female Freshmen Circled 101.85 *** 9 Female SJS Circled 133.71 ** Freshmen . 10 Male & & 5J5 Cerled 85.5 Female * ’ .05, 67.h SJS = Sophmores Juniors & Seniors. ** - .01, 76.0 Circled = Prowlers of most concern. *** ' .001, 86.6 Total = Total number of problems indicated. . . . o l . . I I _ J o“ I“ _ p . 1. , y) . .I _ . o o n . . . . Ix . . r . cl, x n\._ g , L .N W A..~ v . _ L l l _ . . I . . . r... u .. . . . . _ . ~ _ i } ... x‘. I .....-f‘l. .A.L .1 c \ I . v I 1 ’- lv 11].! ' l”._, l . —-._. __ I .. 170 frequencies calculated from the margins of the six by eleven (six colleges for eleven areas of Mooney) matrix were used. Thus it was possible to ascertain which areas of the Mooney Problem Check List contributed the major Chi-square differences on the total six by eleven test. 12111 Problems. Table VI.2 summarizes the Chi—square differences between certain student groups in the six col- leges who indicated their total number of problems by the Mooney Problem Check List. The findings in relation to total number of problems checked for each area of the Mooney Problem Check List are as follows: (1) Health and Physical DevelOpment - I. There are no significant differences for any of the groupings studied. (2) Finances, Living Conditions, and Employment - II. The female Upperclassmen and the married students of all classes indicate a diSproportionate distribution of problems while all male freshmen and Upperclassmen and all female freshmen tend to distribute proportionate to the expected frequencies for their respective cells. (3) Social, Recreational Activities - III. The female freshmen and upperclassmen indicate a significantly greater concern in this area than do male students (freshmen and upperclassmen) and married students. (4) Social-Psychological Relations - IV. Male upperclassmen and female freshmen indicate a disprOportionate concern in this area while male freshmen, Degrees of Freedom - 5 Table V1.2 Summary of Chi—square Test of Differences of Proportions of Total Proolems Among Students in Six Colleges Indicated on the Mooney Problem Check List 4‘; Problem Male Male Female Female harried Areas Freshmen SJS Freshmen SJS Freshmen & SJS I Health & Physical Development 7.63 6.03 5.32 5.88 5.09 II %* * Finances, Living 1,73 7.67 6.70 15.15 13.98 Conditions & Employment III * * Social & Recreational q q I 6. Activities 3.9L 9.10 l,.,h 12.76 17 IV ee+ ** Social-Psychological b.25 l9.h8 17.99 9.50 9.88 Relations V ** ** Personal-Psychological 11.35 léoéh 10.36 8,21 17,50 Relations 1 \II “:3?“ * Courtship, Sex, 1 & marriage B'lh v0°37 h.ll 12.h7 6.39 VII '91-)? W1- HOWE & Family 9068 7072 13.20 (4.12 21.16 VIII ** * Morals & Religion 2.83 18.75 2.38 15.02 1.72 . IX a ass *** Adjustment to College 13.58 11.21 7.95 23.37 21.33 (School) Work X as ** ** The Future: Vocational .. & Educational 13.08 18.LL 17.99 17.28 7.11 x1 ** «as ** **a %** Curriculum & Teaching 16,92 27.95 17.3u Sh.h5 39.2 Procedure * ' .05, 11.07 *9 - .01, 15.09 *** -.001, 20.52 SJS - Sophmores, Seniors. Total = Total of indicated. Juniors, & all proolems - :‘x. \.-I - «saw "u fit Ill 11 l-..___‘___-,-_- _ ..-...A . U 0, . J... ‘ __..-.__._. - l‘llulnll 5.1.10 I) ~ .‘ . z. ..4. . a, — - . _ .1 .d _ ...... . ..J 1 I. 0. . r. - V. _ u. L . n}. 0 a _ no... .2 .5 I. _ Ya _I 'l\, I I; . L 1|) y L . ... I: . I a \I. I v s . u .3. o . 4 . . 1. — . '0 1' Ail lull Illillll-lwiu I 01‘! A I _: SC"! mo $-. 2‘ ‘1 ‘.l 7 or I _ fl. .1 ., _ 9 - _ . . 1 i «I. . 1.. ill D I v (I. . I. ..I . . r1 .1 ¢. ‘ — I Vv ‘ .-lt. r r a"! va r _ . r . . c . ... ~ ,. . c. r 4. L l I I 1 (I 1 . .. . . .I y, . 7 l A. _ 5» .r. v. . o A TIA o ‘ c « . .. r '1 . 0":- TQI. 3. .5 ~. a l,‘ 9 Vi.“ TI. vi.— . A . or A l . V, ‘0 o 1 .1117! |.[. . _ . FIIL. _ C _ «It . Psi». . \ 4 _ c 1' 44 . a a... .... O x \ (N . _ . »I\ p . . . ‘ 1-.....— . I . '4' 9'"? o ‘J , 1.] i E! _. -.- V V .: o'l .... .1 FL. - V“. P1 . .1 r1 (1)1' J -A. J. ..- I. A. x O r). r“ O O \x — . r . _- «....-.— a~j .i .i'flci'fl- 8'. ’» 172 female Upperclassmen, and married students tend to be distributed pr0portionate to expectency for their respec- tive cells. (5) Personal-Psychological Relations - V. Male freshmen and upperclassmen, and all married students indicate a diSproportionate distribution of prob- lems in this area, while female freshmen and upperclassmen tend to approximate their expected frequencies. (6) Courtship, Sex, and Marriage - VI. Male, female upperclassmen indicate a signifi- cantly great concern over problems in this area while lower classmen and married students are proportionally represented. (7) Home and Family - VII. Female freshmen and married students indicate significantly greater discrepancy over problems relating to home and family than do all male students and female Upperclassmen. (8) Morals and Religion - VIII. Both male and female upperclassmen indicate a significantly greater dispr0portionate representation over problems of morals and religion than do lowerclassmen and married students. (9) Adjustment to College Work - IX. Male freshmen and upperclassmen, female Upper- classmen and all married students indicate a dispr0por- tionate concern over problems which relate to adjustment _l73 to college work. Only the female freshmen tend to approxi- mate their expected frequency. (10) The Future: Vocational and Educational - X. All students, except those who are married, indicate diSproportionate concern over the problems related to their vocational and educational future. (11) Curriculum and Teaching Procedure - XI. All students indicate a dispr0portionate concern over the problems of this area. Circled problems. Table V1.3 summarizes the Chi-square difference between the student groups from the six colleges indicating their problems of most concern. The findings in relation to the circled problems (problems of most con- cern) checked for each area of the Mooney Problem Check List are as follows: (1) Health and Physical DevelOpment - 1. There are no significant differences between the prOportionate indications of problems in this area by the groups studied. (2) Finances, Living Conditions and Employment - 11. Only the female upperclassmen indicate any dis- pr0portionate concern over problems in this area while all the other groups tend to approximate their expected fre- quencies. (3) Social Recreational Activities - III. The female upperclassmen have a significantly great proportion of concern over problems related to social Table V1.3 A Summary of Chi-square Test of Differences ‘ of Proportions of Circled Problems Among Students in six colleges Indicated on the Mooney Problem Check List. Y Problem Male Male Female Female Married Areas Freshmen SJS Freshmen SJS Freshmen < & SJS I , Health & Physical 1.72 7.39 5.88 7.6 5.28 Development ' j II ‘ ' ** Finances, Living _ . Conditions & Employmentl h'53 B'lh 3'30 22°? 5'88 III » 1 * m 3 Social & Recreational 6.h8 7,35 b.92 15,0 2.2 V Activities . IV ** So i 1- r ‘ c a Riggggggggmal 3.03 16.21 7.70 1.69 3.72 C'.. 2. v V - I ,. Personal-Psychological 3 Relations b.59 2.16 3.89 3.88 8.h2 - VI * A Courtship Sex . . . o 6, 2 .0 a.m.-aim. : . 777 7115:1313 3 3 5 VII . . «*4 Home & Fanily . 80313 3073 100,47 90133 20985 VIII ’ ' ' ' Morals & Religion“' b.29 5.27 2.57 6.27 b.83 IX §** ** *** * Adjustment to Cfillege 29.30 9.36 16.33 21.56 13.81 .....ifichgcll_!9r X a yr ** * The Future: Vocational 16.21 1 . o 12. 10.2 .88 & Educational . 3 3 75 5 XI M MI» W «I81» Curriculun:& Teaching 3.79 21.33 19.8h 26.51 16.58 Procedure ; AP- .05, 11.07 SJS - Sophmores, Juniors, & ** - .01 15.09 Seniors. *** - .001, 20.52 Circled . Problems of most concern 0 I. [1.0 ‘14—..- ‘0114 . $3 a. (\‘1 .0 ..‘I .Ol. I. . 1.- II. . .4. . ..l _ . _ .1. w .. b ..v . i .L .I _ .1 J . .- 4. _ r.. I. .17! - ~ _ in 1 _ . _ , a v . -.. . u a.» . . _ fl . - n . I . _ I . I s : ncloll l --. . - O . O u 1 . u . .1. ._ , \ 1 - .... _._1. o r. . .n\ 7 i3. .1 h. (I _ . $l\ a... _ 2. I 1!: v: ‘. I ..s. . . .. t . I .7 .. r L 4 , . _ x. _ { - v i _ | [V .1 . a . q . . O s r. I I .o . O .o .... r1. . O x _b , v .\ . n... .-.. ...; C- . r1 .,. i _ H .1 * C a ‘ -L _ p . _ . - O'\ «:10 . .. . 1 i . . I _ n i ..\\I i r\ . 1, 0. int ‘IIIIII u); _ \1\. o . o 1 _ .. P. c .. a. : II.‘ 1 . ll H r. . . ...1 1.9. a. . 0Q a. s . .. ..I . I . v -1 r .w r . n9 ( or [flu . f . .... ‘1 1 cl4 7; .. ,. ... _ l I rL 47 . r! . . L. I. . ,.... ... .... v ‘ l.\ V a \J — ... [A v ... . . l A 175 recreational activities while other students approximate expected frequency. (4) Social-Psychological Relations - IV. In this area, only the male upperclassmen show any significant dispr0portionate concern as contrasted to other students. (5) Personal—Psychological Relations - V. In this area there are no significant diSpropor- tionate representation indicated by the groups studied. (6) Courtship, Sex and Marriage - V1. Female freshmen indicate a significant diSpro- portionate concern over problems of courtship, sex, and marriage while the other groups tend to approximate their expected frequency counts. (7) Home and Family - VII. Only the married students indicate concern over problems of home and family dispr0portionate to the ex- pected frequencies. All other Chi-squares fell below .05 level of_significance. (8) Morals and Religion - V111. None of the groups indicate any Special dis- pr0portionate concern over problems of morals and religion. (9) Adjustment to College Work - 1X. All students in the six colleges, except male upperclassmen, indicate a disproportionate concern over problems in this area. (10) The Future: Vocational and Educational - X. 176 ’Male students both freshmen and Upperclassmen indicate disproportionate concern over their vocational and educational future while female students and married students are not significantly deviate from expectancy. (ll) Curriculum and Teaching Procedure - X1. All students, except freshmen males, are sig- nificantly dispr0portionately concerned over problems relating to curriculum and teaching procedures. Concluding statement. This concludes the three analysis chapters. Having described the results of these analyses, one last step remains in this study, that of stating the final conclu- sions, implications, and suggestions for further research. This is the purpose in the next chapter. CHAPTiR VII SUMMARY AND CONCLUSIONS The Problem The Specific purpose of this research was to study the student personnel services in the six liberal arts colleges of the Church of the Nazarene. This was done from three aspects: (1) The perceptions of the six administra- tions concerning the available student personnel services on the six campuses were described and summarized. (2) The perceptions of the freshmen, seniors, and faculty concerning available student personnel services were as- certained and contrasted between the six colleges. (3) The student's own perceptions of their problems were as- certained and contrasted between the six colleges. Con- trasts of student perceptions of their problems were made for (a) male freshmen, (b) female freshmen, (c) male Upperclassmen (SOphomores, juniors, and seniors), (d) female Upperclassmen (SOphomores, juniors, and seniors), and (e) all married students including males, females, freshmen, and upperclassmen. The administration's perceptions of student personnel services were determined by printed and mimeographed ma- terials and by interviews. These perceptions were sum- rnarized after involking value judgments concerning the service of perceived primary importance relating to each 178 of the eleven Specific problem areas corresponding to those in the Mooney Problem Check List. The freshmen, senior, and faculty perceptions of these available student personnel services were determined by the administration of an Original Questionnaire based directly on the eleven areas of the Mooney Problem Check List. In short, the questionnaire asked the students and faculty to state where they would go to for help or where they would send a person for help who had certain kinds of problems. The student's perceptions of their own problems were ascertained by their responses to the Rooney Problem Check List. To obtain this data, each of the six colleges was visited during one, two-weeks period in November of 1957. At least one day was spent on each campus. The Mooney Problem Check List and the Original Questionnaire were administered during a regularly scheduled chapel period to a 50% sample of students present. The Original Cues- tionnaire was administered to all faculty present. The responses to the Mooney Problem Check List were analyzed by the Chi-square statistic. Using the Chi- square test of differences, (1) the freshmen, senior, and faculty perceptions of student personnel services were contrasted between the six colleges, (2) and the male freshmen, female freshmen, male Upperclassmen, and female Upperclassmen, and married student perceptions of their 179 of their own problems were contrasted between the six colleges. One basic hypothesis was tested concerning the ad- ministration's perceptions of student personnel services in the six colleges: The administrations will perceive both a formal and an informal pro- gram for meeting student problems. Two basic null hypotheses were tested concerning faculty and student awareness to student personnel serv- ices in the six colleges: 1. There will be no differences in the awareness of freshmen and sen- iors to available student personnel services. 2. There will be no differences in the awareness of faculty and sen- iors to available student personnel services. Two basic null hypotheses were tested concerning student's perceptions of their own problems in the six colleges: 1. There will be no differences in the pr0portion of problems indicated by the students on all eleven areas of the Mooney Problem Check List for the six colleges. 2. There will be no differences in the proportions of problems indicated for each specific area of the Mooney Problem Check List for each of the six colleges. T e Findings Administrator's perceptions pi student personnel services 13 the six collegesp The printed materials and 180 conversations revealed that administrators in each col- lege perceived a program in force which was designed more or less effectively to meet the problems perceived by students. Both the quality and quantity of the programs/ demonstrated differences from college to college. Reported perceptions pf student personnel services py faculty and students 13 the six colleges. The Chi- square test of differences between perceptions of student personnel services resulted in the summary of several sig- nificant differences at the .05 level: (1) At Olivet Nazarene College there were signifi- cant differences between the reported perceptions of sen- iors and faculty concerning student personnel services which related to the following areas: (a) Finances, Living Conditions and Employment, and (b) Social Recreational Activities. (2) In the same college (Olivet) significant differ- ences in the reported perceptions of seniors and freshmen, concerning student personnel services, were as follows: (a) Social Recreational Activities, (b) Courtship, Sex, and Marriage, (c) Home and Family, (d) Morals and Religion, and (e) Future: Vocational and Educational. (3) In Pasadena College the faculty were significantly different from the seniors in two areas of their reported perceptions of student personnel services: (a) Social Recreational Activities, (b) Curriculum and Teaching Pro- cedures. 181 (4) The freshmen and seniors at Pasadena College only once reported perceptions of student personnel serv- ices that were significantly different: (a) Social Recrea- tional Activities. (5) At Eastern Nazarene College, the only significant difference between the reported perceptions of student personnel services was by the faculty and seniors concern- ing, (a) Social Psychological Relations. (6) At Northwest Nazarene College the faculty and seniors reported a significant difference in their percep- tions of student personnel services only once: (a) Adjust- ment to College Work. (7) However, the freshmen and seniors reported sig- nificant differences in their perceptions of student per- sonnel services in three areas: (a) Social Psychological Relations, (b) Adjustment to College Work, and (0) Future: Vocational and Educational. (8) At Trevecca Nazarene College, there was one area in the reported perceptions of student personnel services which was significantly different between freshmen and seniors: (a) Curriculum and Teaching Procedures. (9) At Bethany Nazarene College, there were no sig- nificant differences between the reported perceptions of student personnel services by freshmen, seniors and faculty. Findings related 39 student's perceptions pf thgig .an problems 13 the six colleges. Proportions of students indicating problems in all six colleges, according to the 182 Chi-square test, were significantly different. For all areas of the Mooney Problem Check List there were Signi- ficant differences in the proportions of students indi- cating Specific problems between the six colleges. A summary of the Chi-square test of differences between the Six colleges for certain student grOUpS, who by the Mooney Problem Check List indicated their total number of problems and their circled problems (problems of most con- cern), is as follows: (1) Male freshmen: A diSproportionate total number of problems was indicated in the areas of (a) Personal-Psychological Re- lations, (b) Adjustment to College Work, (c) The Future: Vocational and Educational, and (d) Curriculum and Teach- ing Procedures. A dispr0portionate distribution of circled problems was indicated in the areas of (a) Adjustment to College Work, (b) and The Future: Vocational and Educational. (2) Male upperclassmen: A disproportionate distribution of total number of problems was indicated by male upperclassmen in the areas of (a) Social-Psychological Relations, (b) Personal— Psychological Relations, (c) Courtship, Sex, and Marriage, (d) Morals and Religion, (e) Adjustment to College Work, (f) The Future: Vocational and Educational, and (g) Cur- riculum and Teaching Procedures. These same male upperclassmen indicated a dispr0portionate 183 distribution of reSponses of circled problems in the areas of (a) Social-Psychological Relations, (b) The Future: Vocational and Educational, and (0) Curriculum and Teach- ing Procedures. (3) Female freshmen: A summary of Chi-square test of differences of proportions of total problems among students in the six colleges indicated a disproportionate distribution of total problems among freshmen females in the areas of (a) Social and Recreational Activities, (b) Social-Psycholo- gical Relations, (c) Home and Family, (d) The Future: Vocational and Educational, and (e) Curriculum and Teach- ing Procedures. Female freshmen indicated a disproportionate distri- bution of responses concerning circled problems in the areas of (a) Courtship, Sex and Marriage, (b) Adjustment to College Work, and (0) Curriculum and Teaching Procedures. (4) Female upperclassmen: Concerning total problems indicated, female up— perclassmen Showed a disproportion distribution of problems in the areas of (a) Finances, Living Conditions and Emplnv_ ment, (b) Social Recreational Activities, (c) Courtship, Sex, and Marriage, (d) Morals and Religion, (e) Adjust- ment to College dork, (f) The Future: Vocational and Edu- cational, and (9) Curriculum and Teaching Procedures. Female upperclassmen indicated a dispr0portionate distribution of circled problems in the areas of (a) 184 Finances, Living Conditions, and Employment, (b) Social Recreational Activities, (c) Adjustment to College Work and (d) Curriculum and Teaching Procedures. (5) Married students: Concerning total number of problems checked, married students showed a dispr0portionate distribution of problems in the areas of (a) Finances, Living Conditions and Employment, (b) Personal-Psychological Relations, (c) Home and Family, (d) Adjustment to College Work, and (e) Curriculum and Teaching Procedures. Concerning circled problems, married students showed a dispr0portionate distribution of problems in the areas of (a) Home and Family, (b) Adjustment to College work, and (c) Curriculum and Teaching Procedures. Qpnclusions and Implications. Although it is more apparent in some colleges than others, Table V.l indicates the need for clarification “_of communications concerning student personnel services. Some colleges Show many discrepancies between the percep- tions of freshmen, seniors and faculty concerning avail- able student personnel services while other colleges have few discrepancies and one college has none. Further attention is indicated for the need of better communications by the fact that not all students and faculty are aware of what services to use when help is yneeded. Also, services other than those specifically planned by the administrations for meeting student problems 185 are being used. The printed materials and conversations with adminis- trators revealed their pride in the informal and friendly atmosphere which makes it easy for any student to go to anyone with any problem. This is both a strength and weakness. Closer attention may need to be given to plan- ning and effecting Services Specifically to meet problems of a definite nature. Also in areas of disagreement colleges should do a thorough overview of student personnel services. Differ- ences in the perceptions of faculty and students concern- ing student personnel services may mean that besides the problems in communications, there may be serious problems in the coverage and organization of the student personnel services as well as general or Sporadic ineffectiveness. No attempt has been made to isolate Specific differ- ences internal to colleges in relation to student's per- ceptions of their own problems because of need for en- deavor of this type to be instigated and executed by per- sonnel on the Specific campuses. Although no value judgments have been made concern- ing the student's indications of their own problems it is evident from Tables V1.2 and V1.3, and graphs I-XII in the appendix that students in certain colleges have more problems in some areas than in others, and are more concerned about problems in some areas than in others. These indications suggest the need for a more penetrating 186 analysis of the student personnel services which relate to some areas. This may be done on the separate campuses through student personnel studies which involve students, faculty, and administration and which use such tools as rating scales, questionnaires, planned discussion sessions, and the help of a qualified consultant. EQEQQmendatiogg There is no single generalization to be drawn on the basis of this study. Health services formally perceived by administrators as functioning to meet needs in the area of ”Health and Physical DevelOpment,” are agreed upon by faculty and students alike as being available to meet those needs. And students Show preportionate distribu- tions of problems in this area. This might appear to mean that a formalized service of which students are aware meets the problems in that specific area. However, the same administrators perceive with equal clarity the formal services instituted to meet problems in the area of ”Adjustment to College Work.” And except at Northwest Nazarene College, faculty and students alike seem to be well aware of these services. Yet, with the exception of female freshmen, all students male and female, freshmen and upperclassmen, married and single report a dispr0portionate total number of problems and total num- ber of serious problems in this area. The next logical step in this study would be to 187 evaluate the student personnel services both formal and informal which are now perceived to be related to the stu- dent problems identified. From this might develop a posi- tive inservice training program designed to upgrade the services and to deepen and broaden the student personnel point of view on each campus. Further, an investigation of the student personnel services relating to specific areas of student problems as identified by the Mooney Problem Check List should be given Special attention by the six college administrations. Included are the Specific areas of ”Social Recreational Activities," “Social Psychological Relations,” and 'Ad- justment to College Work." A better orientation of faculty and students plus improved communications concerning existing student per- sonnel services are needed. Because of the acute differences between colleges both in student personnel services and the identification of student problems, these recommendations need to be carried out on each campus independently. 10. 11. 188 BIBLIOGRAPHY Bates, Zelpha Mae. "A Study of the Needs of Freshmen Home Economics Students and Student Personnel Serv- ices in The School of Education of New York Univer- sity," Unpublished doctor's thesis, New York Univer- sity, 1946. Bethany Nazarene College Bulletiny Bethany, Oklahoma, (19587. Buros, Oscar K. The Fourth Mental Measurements Yea;- book, Highland Park, New Jersey: The Gryphon Press, 1953. Campus Cues, Student Handbook, Olivet Nazarene College, 1957-580 Carr, James Francis Jr. "The Problem Areas of a Se- lected GrOUp of Students at Florida State University, as indicated by The Mooney Problem Check List," Un- published Doctor's Dissertation at the University of Florida, 1955, Dissertation Abstracts, Vol. XV, p. 1524. Champion, Mary Carter, "Needs of Oregon State College Freshmen Women," Unpublished doctor's thesis, Oregon State College, 1955. Congdon, Nora A. "The Perplexities of College Fresh- men,” Educational and Psychological Measurement, (3:367-75, Winter, 19437. Curry, Abram Stauffer. "A Comparative Study of Per- sonal Adjustment Problems of Brethren Young PeOple in Summer Camps and Certain Non-Brethren Young Peeple," Unpublished doctor's dissertation at New York Univ- ersity, 1948, Dissertation Abstracts, Vol. IX, No. l, p. 53. Eastern Nazarene Colleqe Bulletin. Wollaston Park, QEificy,TMassachusetts, 1957-58. Hibler, Francis W. and Larsen, Arthur Hoff. “Problems of Upperclass Students in A Teachers Cpllege," Jour- nal gi Applied Psychology, 28:246-53, June, 1944). Houston, V. M. and Marzolf, Stanley S. "Faculty Use of the Problem Check List," Journal 9: Higher Educa- tion, 15:325-8, (June, 1944). 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 189 Jones, Worth Roosevelt. "A Study of the Affective Tolerance and the Typical Problems of married and Unmarried Undergraduate College Students," Unpub- lished Doctor's Dissertation at the University of Indiana, 1955, Dissertation Abstractsy Vol. XV, p. 2325. Klohr, Mildred Chapin. "Personal Problems of College Students," Home Economics, 40:447-8, (October, 1948). Manual: Mooney Problem Check Lists, New York: The Psychological Corporation, 1950. iarsh, Donald D. I'Personal Problems of Students in A Large Graduate School: implications for Student Personnel Procedures," (A report of a type B project, Teachers College, Columbia University, 1952.) Mooney, Ross L. "Community Differences in the Prob- 1ems of High School Students: A Survey of Five Com- munities by Means of a Problem Check List,’I Educa- tional and Psychological Measurement, 3:127-43, (Summer, 19437. Mooney, Ross L. "Personal Problems of Freshmen Girls: Reporting a Dormitory Survey by Means of A Check List5“ Journal of Higher Education, 14:84-90, (Fall, 1943 . Northwest Nazarene College Catalog, Nampa, Idaho, 1957-58. glivet Nazarene College Catalog, Kankakee, Illinois, 1956-58. Pasadena College Bulletin, Pasadena, California, 1957-58. Red and White, Student Handbook, Eastern Nazarene College, Wollaston, Mass. 1958. Rodgers, Leland Thorpe. "Characteristics of Junior College Women Having Personal Problems Hindering Ad- justment," Unpublished doctor's thesis, University of Missouri, 1954. Seaman, Laurein I. Md., A Doctor's Advice, (mimeographed). Self-exaluation re ort, (Prepared Northwest Nazarene College for the igher Commission of the Northwest Association of Secondary and Higher Schools, 1957). 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 189 Jones, Worth Roosevelt. "A Study of the Affective Tolerance and the Typical Problems of Married and Unmarried Undergraduate College Students," Unpub- lished Doctor's Dissertation at the University of Indiana, 1955, Dissertation Abstractsy Vol. XV, p. 2325. Klohr, Mildred Chapin. "Personal Problems of College Students," Home Economics, 40:447-8, (October, 1948). Manual: Mooney Problem Check Lists, New York: The Psychological Corporation, 1950. Marsh, Donald D. "Personal Problems of Students in A Large Graduate School: Implications for Student Personnel Procedures," (A report of a type B project, Teachers College, Columbia University, 1952.) Mooney, Ross L. "Community Differences in the Prob- lems of High School Students: A Survey of Five Com- munities by Means of a Problem Check List," Educa- tional and Psychological Measurement, 3:127-43, (Summer, 19437. Mooney, Ross L. "Personal Problems of Freshmen Girls: Reporting a Dormitory Survey by Means of A Check List3“ Journal of Higher Education, 14:84-90, (Fall, 1943 . Northwest Nazarene College Catalog, Nampa, Idaho, 1957-58. glivet Nazarene College Catalog, Kankakee, Illinois, 1956-580 Pasadena College Bulletin, Pasadena, California, 1957-58. Red and White, Student Handbook, Eastern Nazarene College, Wollaston, Mass. 1958. Rodgers, Leland Thorpe. "Characteristics of Junior College Women Having Personal Problems Hindering Ad- justment," Unpublished doctor's thesis, University of Missouri, 1954. Seaman, Laurein I. Md., A Doctor's Advice, (mimeographed). Self-gyaluation re ort, (Prepared Northwest Nazarene College for the igher Commission of the Northwest Association of Secondary and Higher Schools, 1957). 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 190 Self-Survenyeport, (Prepared by Bethany Nazarene College for the Commission on Colleges and Univer- sities of the North Central Association of Colleges and Secondary Schools, July 1, 1955). Self-Survey, (A report to the North Central Associa- tion of Colleges and Secondary Schools by Olivet Nazarene College, Kankakee, 111., 1954). Shannon, Ernest Boyd. "Personnel Services Extended to Students of Selected, Church-Related Colleges in Solving Their Problems," Unpublished doctor's disser- tation at the University of Oklahoma, 1955, pp. 251. Simpson, Elizabeth Jane. "Distinctive Personal Prob- lems of Home Economics Students at the University of Illinois," Unpublished doctor's dissertation at the University of Illinois, 1955," pp. 216, Disser- tation Abstracts, Vol. XVI, p. 287. Slinger, George Edward, "Freshmen Problems and Aca- demic Achievement," Unpublished doctor's dissertation at the University of Florida, 1955, pp. 128. Disser- tation Abstracts, Vol. XV, p. 2474. Stone, L. Gordon. "Student Problems In A Teacher's College," Journal of Educationgl Psychology. 39: 404-16, (November, 1948). The Christian Collegiate, Student Handbook, Trevecca Nazarene College, Nashville, Tenn. 1956-57. The Faculty Manual, Olivet Nazarene College, Kanka- kee, Illinois, 1954. Walker, Helen M.Pand Lev. Joseph. Statistical Infer- ence, New York, nenry Holt & Company, 1953. Wrenn, C. Gilbert. Student Personnel Work In College, New York: The Ronald Press Company. Wright, Ralph William,"A Study of the Felt Needs of Freshmen College Students," Unpublished doctor's thesis, Northwestern University, 1953. APPENDIX MOONEY PROBLEM CHECK LIST 1950 Ross L. MOONEY COLLEGE REVISION Assisted by LEONARD V. GORDON FORM Bureau of Educational Research Ohio State University , SRA Age ................ Date of birth Sex Class in (“"ng Marital status (Freshman, Sophomore. etc.) (Single, married. etc.) SPR Curriculum in which you are enrolled I (Electrical Engineering. Teacher Education, Liberal Arts. etc.) Name of the counselor, course or agency for whom you are marking this check list ‘ PPR Your name or other identification, if desired Date CSM DIRECTIONS This is not a test. It is a list of troublesome problems which often face students in college~problems HF of health, money, social life, relations with people, religion, studying, selecting courses, and the like. You are to go through the list, pick out the particular problems which are of concern to you, indi- cate those which are of most concern, and make a summary interpretation in your own words. More specifically, you are to take these three steps. MR First Step: Read the list slowly, pause at each item, and if it suggests something which is trou— bling you, underline it, thus “34. Sickness in the family.” Go through the whole list, underlining the items which suggest troubles (difficulties, worries) of concern to you. Second Step: After completing the first step, look back over the items you have underlined and W circle the numbers in front of the items which are of most concern to you, thus, a “ @ Sickness in the famil . Third Step: After completing the first and second steps, answer the summarizing questions on pages 5 and 6. FVE CTP Copyright 1950. All rights reserved. The Psychological Corporation 56-177T Printed in U.S.A. 522 Fifth Avenue, New York, N. Y. I '3', TOTAL. . . . d the list slowly, and as you come to a problem which troubles you, underline it. Page 2 ch of the time ht t gh exercise gh sleep for clothes '16 help from home 3y than my friends ances poorly me job now for recreation to get into sports to enjoy art or music . to enjoy radio or television , myself '3’ embarrassed with other people friends in college back home ) seriously inimportant things )0 easily It to relax me I like to date :5 to go on dates r to go steady me my family won’t accept >y my parents mily ; too much for me rch often enough church services at differ from my church 7 religious faith ue of worship and prayer v to study effectively from my work work ahead ckground for some subjects school training in starting life work I of my vocational choice my choice of vocation to college not clear no of a college degree living quarters v to study on campus I to understand rd to understand ng required books 86. 87. 88. . Father or mother not living 90. 91. . Failing to see the relation of religion to life 93. 94. 95. 96. 97. 98. . Weak in spelling or grammar 100. 101. 102. 103. 104. 105. 106. 107. 108. ' 109. 1 10. . Not as strong and healthy as I should be . Allergies (hay fever, asthma, hives, etc.) . Occasional pressure and pain in my head . Gradually losing weight . Not getting enough outdoor air and sunshine . Going in debt for college expenses . Going through school on too little money . Graduation threatened by lack of funds . Needing money for graduate training . Too many financial problems . Not living a well-rounded life . Not using my leisure time well . Wanting to improve myself culturally . Wanting to improve my mind . Wanting more chance for self-expression . Wanting a more pleasing personality . Losing friends . Wanting to be more popular . Being left out of things . Having feelings of extreme loneliness . Moodiness, “having the blues” . Failing in so many things I try to do . Too easily discouraged . Having bad luck . Sometimes wishing I’d never been born . Afraid of losing the one I love . Loving someone who doesn’t love me . Too inhibited in sex matters . Afraid of close contact with the opposite sex . Wondering if I’ll ever find a suitable mate Parents separated or divorced Parents having a hard time of it Worried about a member of my family Feeling I don’t really have a home Differing from my family in religious beliefs Don’t know what to believe about God Science conflicting with my religion Needing a philOSOphy of life Forgetting things I’ve learned in school Getting low grades Weak in writing Slow in reading Unable to enter desired vocation Enrolled in the wrong curriculum Wanting to change to another college Wanting part-time experience in my field Doubting college prepares me for working College too indifferent to student needs Dull classes Too many poor teachers Teachers lacking grasp of subject matter Teachers lacking personality First Step: Read the list slowly, and as you come ‘—~ to a problem which troubles you, underline it. Page 2 Page 3 Page 4 Cir. | Tot. 1. Feeling tired much of the time ‘ . HPD 2. Being underweight C5):- iltlit as strpiig apd healthy as I should be 1 1 1, Poor posture 166. Frequent sore throat 221. Frequent headaches 276. Having considerable trouble with my teeth 3. Being overweight 58. OCZgiISIS]. l ay ‘evler,’ asthma, hives, etc.) 112. Poor complexion or skin trouble 167. Frequent colds 222. Menstrual or female disorders 277. Trouble with my hearing 4. Not getting enough exercise 59' Cradisialla lpressuie lmhd pain In my head [13. Too short 168. Nose or sinus trouble 223. Sometimes feeling faint or dizzy 278. Trouble with my feet 5. Not getting enough sleep 60. Not tt'y osmg mag t ’ . I 14. Too tall 169. Speech handicap (stuttering. etc.) 224. Trouble with digestion or elimination 279. Bothered by a physical handicap . . ge ing enoug outdoor air and sunshine 1 15. N01 very attractive physicalh 170. Weak eyes 225. Glandular disorders (thyroid, lymph, etc.) 280. Needing medical advice 6. Too little money for clothes 61 ' ' FLE 7' Beceivin too little hel from h ~ . Going in debt for college expenses 1 16. Needing money for better health care 171. Working late at night on a job 226. Not getting satisfactory diet 281. Needin a 'ob durin vacations g P ome 62. Comg through school on too 1 ttl ~ - - ~ > - - ‘ ' g l g 8. Having less money than my friends 63 Graduation th " t d b 1‘ k e money 1 17. Needing to watch every penny I spend 142. Livnig in an Inconvenient location 227. Tiring of the same meals all the time 282. Working for all my expenses 9. Mana in m finances oorl ' . rea ene y ac of funds 118. Family worried about finances 173. Transportation or commuting difficulty 228. Too little money for recreation 283. Doin more outside work than is 00d fer me g g Y P y 64. Needing money for r'iduat t ' ~ ‘ - ~ g g 10. Needin a art—time ‘ob now . g ‘ e raining l 19. Dislikin Y financial dc )cndcnce on others 114. Lacking privacy in liv1ng quarters 229. No steady income 284. Cettin low wa es g p 1 65. Too many financril roblem‘ 3’ I ~ . g g L p 5 120. Financially unable to get inarriet 175. Having no place to entertain friends 230. Unsure of my future financial support 285. Dissatisfied with my present job 11. Not enough time for recreation 66 N - - SRA . . t 1 e — ‘ .. . . . . 12. Too little chance to get into sports 67. Ngt SLIEgéwlegil‘rountded life” 121. Awkward in meeting people 1 16. Wanting to learn how to dance 231. Lacking skill in sports and games 286. Too little chance to do what I want to do ' 13. Too little chance to enjoy art or music ~ 68. Wantinggto fin rsiure lm‘e1zve 1 122. Awkward in making a date 177. Wanting to learn how to entertain 232. Too little chance to enjoy nature 287. Too little social life 14. Too little chance to enjoy radio or television 69. Wanting to imprgve myse . cu turally 123. Slow in getting acquainted with people 178. \Vanting to improve my appearance 233. Too little chance to pursue a hobby 288. Too much social life 15- T00 little time to myself 70 Wantin moreIcl ve my min” , 124. In too few student activities 179. Wanting to improve my manners or etiquette 234. Too little chance to read What I like 289. Nothing interesting to do in vacations - g iance or so -expreSSion 125, Boring weekends 180. Trouble in keeping a conversation going 235. \Vanting more worthwhile discussions with people 290. Wanting very much to travel 16. Being timid or shy 7 - 51 R . 1. Wa t . . ‘ . . ' . . . . 17- Being tOO easily embarrassed 72“ Logginlgniiqefizre pleasing personality 126. Feelings too easily hurt 181. Being too envious or jealous 2:36. Disliking someone 291. Too self—centered 18. Being ill at ease with other people 73. Wanting to be more p0 ul'ir 127' Being, talked about 182. Being stubborn or obstinate 237. Being disliked by someone 292. Hurting other people’s feelings 19. Having no Close friends in college 74_ Being left out of thingsp ‘ 128. Being watched by other people 183. Getting into arguments 2:38. Feeling that no one understands me 293. Av01ding someone I dont like 20' Missmg someone back home 75_ Having feelings of extrem 1 l' 129. \Vorrying how 1 impress people 184. Speaking or acting without thinking 239. Having no one to tell my troubles to 294. Too easily led by other people 6 one mess 130. Feeling inferior 185. Sometimes acting childish or immature 240. Finding it hard to talk about my troubles 295. Lacking leadership ability 21' Taking things t00 seriously 76. Moodiness, “having the blues” ‘ ' ‘ ' PPR 22. Worrying about unimportant things 77. Failing in so many things I try to do 131. Unhappy too much of the time 186. Losing my temper 241. Afraid of making mistakes . 296. Too many personal problems 23. Nervousness 78. Too easily discouraged 132. Having memories of an unhappy childhood 187. Being careless 242. Cant make up my mind abOUt things 297- T00 ea51ly moved to tears 24. Getting excited too easily 79. Having bad luck 133. Davdreaming 188. Being lazy 243. Lacking self—confidence 298. Bothered by bad dreams 25' Finding it difficuk to relax 80, Sometimes wishing I’d never been bor 134. Forgetting things 189. Tending to exaggerate too much 244. Can’t forget an unpleasant experience” 299. Sometimes bothered by thoughts of insanity n 135. Having a certain nervous habit 190. Not taking things seriously enough 245. Feeling life has given me a raw deal 300. Thoughts of suICide S 26. Too few dates 8 . . C M , 1. Afraid of 10 th . . . . . . 27. Not meeting anyone I like to date 82. Loving somzldhge wigdeodsfigtvl 136. Being in love 191_ Embarrassed by talk about sex 246. Disappomtment in a love affair 301. Thinking too much about sex matters 28. N0 suitable places to go on dates 83, T00 inhibited in sex matters Ove me 137. Deciding whether I’m in love 192. Disturbed by ideas of sexual acts 247. Girl friend 302. Too 'easily aroused sexually . :3. geciding whether to go steady 84_ Afraid of close contact with the opposite sex 138. Deciding whether to become engaged 193. Needing information about sex matters 248. Boy friend ' E303 Haylng to W?“ too long to get married ' 0mg Wlth someone my family won’t accept 85. Wondering if 1’11 ever find a suitable n t 139. Wondering if I really know my prospective mate 194. Sexual needs unsatisfied 249. Breaking up a love affair ‘ 304. Needing advice about marriage 1 a e 140. Being in love with someone I can't marrv 195. Wondering how far to go with the'opposite sex 250. Wondering if 111 ever get married 305. Wondering if my marriage Will succeed \« 31. Being criticized by m ' HF Y Parents 86. Parents separated or divorced - - - ~ 3% F 0th er 87. Parents having a hard time of it 141. Friends not welcomed at home 196. Unable to discuss certain problems at home 251. Not telling Pilmms everything 306. Wanting love and aflfgction 84. at er . 88. Worried about a member of my famil 142' Home me unhappy 197, Clash of Opinion between me and parents 252. Being treated like a child at home 307. Getting home too se om 35. gickness in the family 89. Father or mother not living y 143_ Family quarrels 198. Talking back to my parents 253. Being an only child . . . 308. Livmg at home, or too 'Clliole to1 horfpe . arents sacrificmg too much for me 90. Feeling I don’t reall have a ho 144. Not getting along with a member of my family 199. Parents expecting too much of me 254. Parents mtlkll‘lg‘tOO many dec1s10ns for me .309. Relatives interfering Wit ami y 21 ans 36 y me 145 Irritated by habits of a member of my family 200. Carrying heavy home responsibilities 255. Wanting more freedom at home 310- WIShmg I had a different family background MR . N t ‘ _ . - , . 37 Di)s goirég to (Ehm‘dI often enough 91. Differing from my family in religious beliefs . . . . , . . . . . I h 1 d b ' satis ed Wlth Church SerVices - - . . . . . . . . . - ' 1 .' ' 1 .. - 201. Wanting more chances for religious worship 256. Sometimes lying Without meaning to 311. Sometimes not being as honest as s on e 38 H . . . 92. Failing to see the relation of religion to 1 fe 146. Parents old—fashioned in t an it (as _ . . , . . . - aymg beliefs that differ from my church 93 Don’t know what t b 1' b l 147 Missin I s )iritu-il elements in college life 202. Wanting to understand more about the Bible 257. Pretending to be something 1m nOt 312. Havmg a troubled or guilty consolence 39' Losmg my earlier religious faith 94' Science conflictin :Vitileve a l-O‘it COd 148. Troublidllw l'ibk of religion in others 203. Wanting to feel close to God 258. Having a certain bad habit 313. Can’t forget some mistakes I’ve made 40' DOUbtmg the value 0f Worship and prayer 95_ Needing a philosgphy ofniiyfere igion 149: Affected by; racial or religious prejudice 204. Confused in some of my religious beliefs 259. Unable to break a bad habit 314. Giving in to temptations 41 N k , 150. In love with someone of a different race or religion 205. Confused on some moral questions 260. Getting into serious trouble 315. Lacking self-control ACW 42. EOt'l Ewing how to study effectively 96- Forgetting things I’ve learned in school . . - ' ' ' ‘ ' ll 1 d H ‘ - 351 Y 51130th from my work 97 Getting low rade 151 Not 5 ending enough time in studv 206. Not getting studies done on time 261. Worrying about examinations 316. Not havmg a we —p anne co ege program 43- NOt planning my work ahead 98' Weak in writfn s 159' H'lVlIl) g too mmv outside interests 207. Unable to concentrate well 262. Slow with theories and abstractions 317. Not really interested in books 44. Havmg a poor background for some subjects 99. Weak in spellingg or ram 153. Tfouble organizing term papers 208. Unable to express myself well in words 263. Weak in logical reasoning . 318. Poor memory . 45. Inadequate high school training 100 Slow in readin g mar 154. Trouble in outlining or note-taking 209. Vocabulary too limite 264. Net smart enough in scholastic. ways 319. Slow in mathematics - g 155: Trouble with oral reports 210. Afraid to speak up in class discussions 265. Fearing failure in college 320. Needing a vacation from school FVE 46. Restless at delay in starting life work 101' Unable to enter des' d _ . . . , 47. Doubting Wisdom of my vocational choice 102 Enrolled in th ire vocation 156 Wondering if I’ll be successful in life 211- Wondering Whether further education is worthwhile 266. Deciding whether to leave college for a job . . 321. Afraid of unemployment after graduation 48. Family opposing my choice of vocation 103' Wa t' t he wrong curriculum 157‘ N d‘n to I'm ahead for the future 212. Not knowing where I belong in the world 267. Doubting I can get a 1013 in my chosen vocation 322. Not knowmg how to look for a 10 . 49- Purpose in gOing to college not clear I n ing 0 c ange to another college i I ee 1 g - p ‘ . 213 Needin to decide on an occupation 268. Wanting advice on next steps after college 323. Lacking necessary experience for a job 5 . 104. Wanting part-time ex eri - fi 158. Not knowmg what I really want - g _ . 1 , . , 1f 0. Doubting the value of a college degree 105 Doubtin 1] p ence In my 81d 159 Tr in to combine marriage and a career 214. Needing information about occupations 269. Choosmg course to take next term 324. Not reaching the goal I ve set for myse 5 . g C0 ege prepares me for working 160: Colncegrned about military service 215. Needing to know my vocational abilities 270. Choosing best courses to prepare for a job 325. Wanting to quit college CTP 55‘ 38rd to StUdy 1n liv1ng quarters 106. College too indifferent to student ne d . 6 C d f . f b‘l't ' 0 snitable place to StUdY on campus 107 Dull classes e s 161 Not havin a ood college adviser 216. Classes too large 271. Some courses poorly organized 32 . ra es un air as measures 0 a 1 1 y 53. Teachers too hard to understand 108. Too ma 162. N t tt' g ' {(51 'dual 1161) from teachers 217. Not enough class discussion ‘ 272. Courses too unrelated to each other 327. Unfair tests. . . 54. Textbooks too hard to understand ' my poor teachers ' 0 ge mg m N] I ‘ 218 C1 r n too much like high school 273 Too many rules and regulations 328. Campus activities poorly co-ordinated 55 . . _ , 109. Teachers lacking gras of sub' t 163. Not enough chances to talk to teachers - 35595 U ' . - 1 k' _ h 1 . , - DlfliCUItY In getting requned books 110 Tea h 1 k‘ p - jec matter 164 T h 1 k" ‘ t e t in students 219. Too much work required in some courses 274. Unable to take courses I want 329- Campus ac mg m 50 00 Splrlt ' C ers ac ing personality 165. Teachers act ing 1:16:21: of students’ feelings 220 Teachers too theoretical 275. Forced to take courses I don’t like 330. Campus lacking in recreational facilities ‘ . eac ers no COnSI e e . TOTAL. . . . l x Third Step: Page: 5 and 6 Second Step: Look back over the items you have underlined and circle the numbers in front of the problems which are troubling you most. arm.» nunm77 minimal N) or: N) Inna“; ION) COCO C1148 ”ml-{UH N) CD CD 55H71 E7'IIEI1EI Adi-{Hm 03 O on hit-1222 O—IZZ‘ HEM-1517 on N) on Page 4 . Having considerable trouble with my teeth . Trouble with my hearing . Trouble with my feet . Bothered by a physical handicap . Needing medical advice . Needing a job during vacations . Working for all my expenses . Doing more outside work than is good for me . Getting low wages 285. 286. 287. 288. 289. people 290. 291. . Hurting other people's feelings . Avoiding someone I don’t like . Too easily led by other people . Lacking leadership ability . Too many personal problems . Too easily moved to tears . Bothered by bad dreams . Sometimes bothered by thoughts of insanity . Thoughts of suicide . Thinking too much about sex matters . Too easily aroused sexually . Having to wait too long to get married . Needing advice about marriage . Wondering if my marriage will succeed . Wanting love and affection . Getting home too seldom . Living at home, or too close to home . Relatives interfering with family affairs . Wishing I had a different family background . Sometimes not being as honest as I should be . Having a troubled or guilty conscience . Can't forget some mistakes I’ve made . Giving in to temptations . Lacking self-control . Not having a well-planned college program . Not really interested in ks . Poor memory . Slow in mathematics . Needing a vacation from school - . Afraid of unemployment after graduation ation 322. . Lacking necessary experience for a job . Not reaching the goal I’ve set for myself . Wanting to quit college 326. 327. 328. 329. 330. yot YCS. .— - Dissatisfied with my present job Too little chance to do what I want to do Too little social life Too much social life Nothing interesting to do in vacations Wanting very much to travel Too self-centered the oppor' 0 0 llege staff E‘s e to have 1e ar Not knowing how to look for a jo Grades unfair as measures of ability Unfair tests Campus activities poorly co-ordinated Campus lacking in school spirit Campus lacking in recreational facilities TOTAL. . . . Llave underlined and circle the TM"! 5‘4” P03“ 5 and 5 Page 6 i have or have not enjoyed filling out the list, do you think it has been worth doing? ........... No. Could you explain your reaction? tunity were offered, would you like to talk over any of these problems with someone on the ............ Yes. .............No If so, do you know the particular person(s) with whom you would these talks? ............ Yes. ............ No. ooooo \ Ac STUDENT QUESTIONNAIRE me DATE or BIRIH__ sex CIASS IN COLLEGE MARITAL STATUS reshmaanSophomore, etc.) YOIB NAME mflRUCTIONS: One authority has divided the roblems of students into damn areas listed below. What provisions ave been made on this cam-; wafer you or your fellow students to get help with problems in these mrficular areas? Under each heading below, please identif the offices ammies, organizations, or persons to whom you might go. lDo not name pusons, pnly their position such as president, Academic Dean, instruc-i tor, etc . I. PEALTH AND PHYSICAL DEVELOPMENT (Not getting enough exercis_e.....poor rmsture.....frequent headaches.....and similar problems) IL FINANCES, LIVING CONDITIONS, AND EMPLOYMENT (Needing a part- -time job .....going in debt for college expenses.....dissatisfied with my ~ preoent job.....and similar problems M ILL SOCIAL AND RECREATIONAL ACTIVITIES (Too little time to myself..... not using my leisure time well.....in too few student activities .....and similar problems) IV. SOCIAL-PSYCHOLOGICAL RELATIONS (Being ill at ease with other peo le .....being left out of things.....too self-centered.....and simi ar problems) V ..4u -A— K..u ”—.' -2- \hFERSONAL-PSYCHOLOGICAL RELATIONS (Nervousness.....too easily discourz aged.....lacking self-confidence.....and similar problems) ' _L v1. COURTSHIP, sex, AND MARRIAGE (No suitable places to go on datesuu, breaking up a love affair.....needing advice about marriage.....and’ similar problems) M HL HOME AND FAMILY (Sickness in the familys....parents separated or divorced.....wishing I had a different family background.....and similar problems) ...—g WLL MORALS AND RELIGION (Losing my earlier religious faith.....needing a philosophy of life.....confused on some moral questions.....and, similar problems) __. 1X.ADJUSTMENT TO COLLEGE WORK (Not knowing how to study effectively .....getting low grades.....fearing failure in college.....and sim- ilar problems) _— L NHEFUTURE:_VOCATIONAL AND EDUCATIONAL (Restless at delay in starting life work.....doubting college prepares me for working.....choosing tmst courses to prepare for a job.....and similar problems) ¥ g _—_ “4(KRRICULUM'AND TEACHING PROCEDURE (Hard to study in living quarters .....college too indifferent to student needs.....not hav1ng a good college adviser.....and similar problems) k ‘— I a . , v , u o 0 I ...- .. ..-... v . o -2- V. PERSONAL-PSYCHOLOGICAL RELATIONS (Nervousness.....too easily discourr aged.....lacking self-confidence.....and similar problems) _ _a v1. COURTSHIP, sex, AND MARRIAGE (No suitable places to go on dates.i..; breaking up a love affair.....needing advice about marriage.....andr similar problems) VII. HOME AND FAMILY (Sickness in the familyi....parents separated or divorced.....wishing I had a different family background.....and similar problems) VIII. MORALS AND RELIGION (Losing my earlier religious faith.....needing a philosophy of life.....confused on some moral questions.....andg similar problems) IX, ADJUSTMENT TO COLLEGE WORK (Not knowing how to study effectively .....getting low grades.....fearing failure in college.....and sim- ilar problems) IX. THE FUTURE: VOCATIONAL AND EDUCATIONAL (Restless at delay in starting life work.....doubting college prepares me for working.....choosing best courses to prepare for a job.....and similar problems _— XI. CURRICULUM AND TEACHING PROCEDURE (Hard to study in living quarters .....college too indifferent to student needs.....not haying a good college adviser.....and similar problems) .moncomnou oHonmoa _w whom“ ovaoauna 3.393 H38. .. .89 23:8 .. fl 2352 “Sea .3. .. x 553.3 e338 .. fie 9.35;. .. a. confined .. mm mm ..s ....I m mama ma mod .......I.. .89 H Hum H MEEA Hmflfla nun; nuum flu. mflla Hun; nHum 5o a. ..Zafls Be Be anus. EU on MS Mia .89 am film as me a x a z a x a x a x a : duodenum nopfiao hednaom aaoasauoz enoanum coooboua .33 €26 5395 9:82.. 23 3 sausages usage. amaze floats 8.: mg .H fies esmxmopmommwzm 03> mapbmm AH anmqo sumhu mooao aohqoqm Aoaoozs on“ on momaonmoa unoccqm pawommmw qoqwho Ahmaqom unotnuaox nqoummm uoooeoqe A z A z A z A 3 A z A x mm PM“. W nnlvdn. W nIlII..lu N hIniu N DIIIJU m flinfim a I J m «MHIIIUH Fl. n. m «IIIuIL m "I... h N AIIIU m mHU _l A: 4.8 a--.” AA. ...: .ln AA. .0 _- “AA. .0 A “AA _lnAA. ...mA .0 8a om Flint... N ..HHIK W nIIIIU W AJHIIU w ”I. II.. N flip.” ...IIIIIU H _I IJ W ”Hid m nIIIHIL p.— lIlL m — IIIIJ r— WHO m I w wh . I-“ Oh .I- I a IIIII m m---w mh menmwoh III.WHA ...mIOA . I:h 0A 1 -.HMH ..- A mh u I” m ace s .H fill... m "I. In. m in JD H HHLIU N AI.” .um 7| HID—.— ...IILm .IIIIU m .I 4.10 H A lu L .I. I . m TIHU _ .- a . 6A H- -. wA IIJ 2 Al; «A m ...I.._..I..A H I. .AA ...-UGA ”.-.-” 0A.. II.» .--!“ AA q: IA fie mm a. L h I I >._ w— .I III. N Hutu-d W n- IIIIIMW VII-UN . I III L A IILN nIIIIIIL L n.I.lu W n. Nu m m.IIIiH Hk mHU m. ..HmA .I we .I IAAI “a MIJAA ..inILAA ..AA 2.1.; A: Ind/I .. I_mA . _mm a3 mum;a:s "woos one: I z maoHoOAc vohqzwu I Mao mqe etc I hr noauumaw I mu we w oumohonw ohmzwm I & maohccag Arece I are maed:sw I an mweoaagom I on .mmwncnwoq mAcwmmog .momcoamou manammoq mo & oawowvg 328m I L 32303 Hence I 98. whowcom I mm monoéaom I om 982.52 «302 can: I S mamaooa @3950 I mHo 93.33. I E. coEnmoAm I mm SW3 “w lA m3 M2. floa.lA mA Min? la lum fluum an E0 mfluaflflmnunm Em Em mm. m a m j m 3 W3 fl m2 m D m w m A: m A ISA E. MSMD Wmaflo A2 nun m E; S m RN 0 50 on We Ms W a Wm M a m a E E m z .m z m x m 2 m x .m . x . 30633 33.30 , 55233 933...qu 83mg 3039A.“ .393 xoozo 330.com A3002: «.3 on mundane.” possum azafiaqmfi 8: 2035200 0255 .305qu ”HH sumac HuhLAcp_sx rs: rwnfimAnnp 1a\‘1 o r.. IQ Ammusrqu AHA annum :mnwp AUGLL aoAcca¢ «o:cc;= can no mensocnwa uneveem maecmmrw A.» uoaao acmnpom amornnuoz quopmmm dooo>ona =pmaq x0020 acaooum 56:00:: esp op mwmcomnmu pmuvspm mzoflfiam 44803983 .288 «3 £96 t i». 1.. .mmmcoammp manwmmoa mmuoenqom I om mo R mpmowvcw mamsmm I m mecagopa Hmpoe I Hoe mpOHCmm I mm mumnssz "mpoz wamw I z mEmeonQ Umaopwo I mHo mpowcsw I ma amenmmpm I mm --II J I WWII... 0H HHH OH IHH H Hui m HIM MH HIHm HH HH m H m H W 4H mH w 2m 8H. mm m HIM NH m N. nIIIMIIII m H [H m IIIIm mH ...HH m SH. ma VI --.mNH m w WHHMMHH ntlllHHlIIHw mm WOH m NH TIIII NH HOB BM “EN EN ._ Em Hm HE: HM NNNHJ E; WMNHHEJ mHO om H NH 1.1.. I. . OH IHHIHIHIII“ ..H NIH - V... NH NH 2 MIWHH oH fIIIL ..N H IIHIH. 4H SH. Hm nflfllN fl”... !0 BNm nHHNJ HHNN: EH “NH”: Hm HNNNNQ _HHNUm mHo mm m z m x m x h dawtmnwmz h po>waoz h hcmnuom : Hmmszpuoz chopmwm mooo>uha :amuq momzo EQHDOAA mucous: one on noncoauon acousum mzoflam HHoHoSomommm 38E a 53.5 [V3 . . .. . .H 4 I "«,.‘ .QI. Ia aV . fl. . . . H . . o .. r O LxI . WHIL. ..L. . krr; P, ../>: ”(I '\’L N. LNVHI(\.I..\:I1W 0‘ “5,.TsHFI 2mm; 195:5 um..f:...I1 HI wan cg mwfi.:.._...a.m4 36.05“,“ ll. |.I||Ill H :.H I .4. .III)‘. .. . .... . ..I..II1I!l I] I!!! Iaao m hdwnpom pmoznguoz cmoguan dooo>oua :pufig xomno_BoH00hm honour: asp o» noncomnou uaouzvm mmfimmé 8:. Jam .mEmIHEoo n; .396 .. .—.- ||HJ|II III Hill. .I I‘lIl‘.| a.» . III. II-HIII 0:1 II I . . -.. , L H. I. ‘1‘ . 1|. 4 s I J. In \. [l.|lll IIIII HIIIJIIIIEIIiII HIIIIII! II I- . .... xx... 3 L 4 _: < ..IFJCJHHDIQ 73?... n :u. I... _ T (H . H I I! OIII . I I III HHH I H W n I I..._ . . I u I _ ..p _ J ._ _ 4 _ m 1 . \I _ V . . m l n H III 1 .J . I M _ n H .I . . . u . o . Ll . H I .N 1‘ U) A 4..., -—_——-~_ _. .mmucommmn manammom mo m 3835 £88m .. m 98395 H309 .. “.2. 9838 n ma 33.-flow - om £352 ”30: o1: u : 3398a «38.6 .. So 8832. u E. 358$ - E “nmw Ioln '2 lm lzllw lSlo “Sum 98 BB: DEN finnflfla HHS in llamas“ go HRH ”Hume nuflH m8 mm Mus 'm “3'0 I» I; H» II... Ioallm lm mm 89 EN Ila flflmlla annum .IJ IIHIIH Hm Ila Baum flflm Ho E. Eh I» “hmp “3 Elm flplm mm mm meal-N 98 8 ll.» Ilm mm mm” Mm “a ab lum mm m5 mm Inc 98 E .... N h .P . _N‘ m H a H ‘ uaovanmm aopaao hcmnaom anoahvudl uncanma mooosbha .3.an .325 30.32% has? on». on nagh.‘§3m SHE.“ 9: flex 5» £925 II 44 ... . . .. ~ . 414* I a _ r. .2 . . . O . . I~4( .,p.. .I... r r .I .. ., ob. .I: I ..u... ..IIIWC “3:0, 4...; an}. xwacogz ... S a; ...,wJJQmmJ unrinru. ‘II. 1.. .I . xi. + a . 1 . I P . ~ I. I. 3a.. . 1);! I. ‘44 .fi 5:3..- co; C I, 5. n... u»......i;4, : m 2.3;“ m P swim.” _I d . a J. a..‘7 I.‘. .‘JIIOII. .Ip.v ill!!! — ' II’IIII. . — _I. ml .3: _ m 1' 4-‘0" ' _qy. I ‘3 , ) I—‘I a I ‘ . Iii m _ * r ~I I K . I IL v PI I .H7 a _ F . III“ I a II II If I I IIL _ IIII IR . t I I I. III . I W . . _ . . I 1 I II D. .- 1t \4 . 1: , ,. _ I. : L - A L I I . . . . I _.,i_I_I :‘Qi Qfl_I . I I _ I I. It I- . I . . --II III A I; I l I ) fi I .I _. . _I I, I i . I I \m _ II F. «I I . OH! , Ir . I NI a I I II“ kt .I a . . ; - I I a ‘ a .. n . . - w ..I . _- _ - I _ J T a II _ _ 1, C _. 1.4.9 # . ,I I I . I II I I I .. I. IIIIII II I III.I II I III _ _ I, I fl ._ .., I _ I. It .. L . I» IIIII . I I I I II I L _ _ _ I I I I. . L m ... II w a 1 I ~I I . . ~ . r . v _ .. , I. I .. I . u «I . ;. I. ._ i I. I _ . _ q. II 4 ‘ r. . 7 L , K . . II I . . . I I I II I I I . I . . I. I I. I o II x .4 y c: 4 v _I 4 ' I v IJI .- ‘I I ‘. II; I}; a . In . - v I. I . I. I bk. I I I I I r . u r. I. 4‘ v v p u ‘ a ,I d 0: Q. I I ! . s a II 0 ' n r. l“ q l . - - AI I H v' _' A ' r N. I\ F I. I «D I I I IIIIII’IIIII I‘lllliv: .‘IIIII .I.IP“[II!,4I IIIIIIIII III-III- llIlll.‘ _. —.‘__J i XII A IIIIIIII.IIKJ.IIIIII .uoacoaooh cananoon no u oumowvcw «H110: I m unwanoum dupes I 909 muoacom I mm moposnaom I om mumossz ”ago: new: I x usoanoua cwaonao I mHo whoacdw I ma :asnmmpm I mm MS Mfi Ibo no. mm -.....II. a a m MN :I Emma I; m 92. mm mo." Mm“ Mm Mm mm Wm m a ma m oaMm Mm flm 909 Ma Ma “F we mm. m: mm M m mm m a mud MS a; 98 HEN “HUN «Hum E..— flm ”MUM Hm EN Ezgm Em HHNUN mHo om Np Mn m: mm: “o man me we m w ms mfi ma 92. Hflfluum Em E: 30 "Hum NNNNJ Em EH E m “HUM NNNN: nHHNum mHO mm m x m z. m x. m x“ m x m x uncuouam po>aao qunpom pumssouoz savanna aooobohh :puaq xoono amanopm moaoozs 0:» 0p ammcoaoou savanna 2083mm 9,: 358: “HE .395 ..Iu .... ...... . Ir. .. .. II, _I.v.vH 1...! . ... .... «.4.» \a} . . h. u. n.... .. U..d..:¢U..hI..-N 939:4:3; .11 ,IS Id L: ’3 'r-fl “I l 'i I“) p" P3 0 .1 2. ..orII q 4 1.1 . . .P I I I .u’ I.) g N l . “Inch... ..I H a I}: 3;. f... I...” fl unzyiua... 3.3.5..” III . ...oL.<.,..aH _ . _ H A m -‘WhA- --- ~ . H _ I l . I _ .1 . 1 I _ I A.- . I t I - . . . .. . _ . - -. . - I. I . I . ... ..-.I--I . . l J . . .I.. __ 4. «I . H . _. I- .u 7. ‘.u._w-t. . I I I'IIII I II I Ilwluf l I IV} ‘ I . .III ‘0'). II I I III! III I I gI o I 'I I It I . I I I. II I III IQIIII‘I III" I I 411' III...l.|!I 'IIIII Iiifl! . H I . v w , w a . _ u u I _ ... _ I. _. k a a _ .3 . _I. .I I o I .. I .r...- III I .II . _rI. n ”I . m r I II: _ I a I -. _ . I . Ir. . I I Um I. n III. l .. ... L I III. . . _ ‘ fl _ I _ . g . . .... I . n. . J. I. . 1 L. I 3 . .... " ,Iq , / I I, . . . .. . m _ I A . ~ ,. _ _. . I fl _ m I . -. - I I .* I .U- -.--I} I- I! - kI - "I; .-I III. II - \ I I ‘1 ‘0 , w'J ,_ . 7.. ,-_ _. E‘- H I' 'A I b——- u a , . I _ I . . . . I, “I. I I II! t r) I . l ~ _. r a _ :fi \, I _ . . _ q . _ _ .. I - . * v . _ J C . ...Ir I- I I I III ...; | k I- I II . I. «I; I. I \ ‘ ‘ u ‘ <. I ‘tl I ‘l. \v 15v A . . n . ah. I I H Y“ . _ .. III . "I. I“ I. l . . .. P . ..n u I k ”I. . :. . .I I I II ._ I I . . I I I _ -- . I. I . . .... . I .I .. I . I VA .IC» ...-I I 1. . n u . I ... -....._.-—. _—_..__. IzI I~3l .momcoammp mapammoa mo & opmowvcw mamsmm I m aeoanoum dance I 909 whoacom I mm mopoanaom I om mumossz «mpoz cams I_x namanoum umaouao I mHo whowcsw I ma unannoum I mm m: Mfi go we. mama flmmp MSWNH ll; Ila 92. nual.H nNHHHJ nNHu m nuuu.m NNNH m NNNN_mm nnnn H” nnnu m nun”. m annum: nHHH.H annum: mHo mm mm IIIIIhHm m a. % m m 3mm Mm Inn 89 annum HEN Inna ll ..... a Hum fluum Bqnflum Eonnum Bum Inna Eu E. mfllmm M» Ma Ma m: IMm IIIfl m m m m m m3 Wm." IIIII: 909 on “5 m: .89 HEN Bum «8 mm m x .m x h x m x m x m x acouunum po>aao mnmnaom naosnpuoz showman wooopoua zpnaq aoono.amanopm mascot: can on umncoanon acovnpm .885"? a: 3&0: "HHS €95 1-12 .I L1. ~.r' .... ... 4 . . .. 1 5. ...1 g C ‘— . «U “1" u. ..4 4 A... . £3... 2..... , .H 4.....5 -...-i Illllllo I! III... In... _ :9. .2?wa .1 in m t p . . 7 _ 7a - ...: _. ..m L ‘ a . L 2 .. .J ‘ v z — — HG _ .3 p _ _ .4 (W. ,. H , , ... _ ..l . . .. r. , .. . 2 . m; # . _ ‘ 2 ,- ,I _ ‘ .. .H .1...,. 1. Mp4” . .... u.fl..a .. .... f . 2. ..A C ... .....t.:__ .41.: _ C. u a...:.,...... ... ....H 9..-.».;..Cc. 1:312-2...I-,.i-.- -21. fell- - v -I..- I . . _ r ..., , . . a u. b...)...a‘qlzz. ._ 3J9.“ ua 1» ~ ~ ... «r. i M. . L. .fl If ..m. _. ‘vtl‘I'qiltle'l‘ I 1" a I. . Irril.'l.lllllyllllr l .1. [IL yl « . . am 9 .. _ . _ . . ‘ . v - . y .. I K w: . O/n I‘fl .— --‘m- In I") .— ‘_. I". ‘, ."4 movawcfiw.“ 1..le IIVIII-Ial 'Illll'l’l I .lllnf’l 3: _ .r (Lb. _ . ‘ L . .nmncoanon 0333a no a 0933.: 3.20m ... m EDGE H.309 I you. 93.33 ... mm nauofinmom n om 23:52 .302 Emmi .. z 9:30.93 vmaoho .. ED 98.33.. u E. non—swank I mm W8 mm mm MS. MS MS .mmfl MS MS WE MS MS .89 NE RN; 332‘. mNHQ E: so fine mum §§ Bu; a; as I. A m: Mi. MS- 3 WW mama“ W SW8 mum . .8 W: 8 98 EN 5 lo gm ..NNNO SCH go NNN5 goafim Em SN 50 lo mm: W 8 mom m 2 .a ma on mam mam use Em nNNum E; Nun“... go ENE. Em gm Em gm g3 so m8 mam 35% S R. m 8 ma W mm MS NH“; god NH“ gfi Em ‘Fvfidfl HEN; NU; _ x u x m £033; a m 858 m ... bagfim : a 32.582 x m ...ESBm 335E spawn xoono Boanoum honour? .03» on cannon»: gcouzum a5: deoo 2.. Hangman: a ific [gilt Iql‘ - ("'3 L". _..—_—- . «no. ‘- W... —. 44v! .rlyfl , U ,. _ a 0.. _.v . I .1f’nllilll‘ 14!! .. pmwmuum 1.1. -tb _r 1 £223 L. < I _I .L rd .1 a J . ,. . _ . A; . .. I «Hi . u I. . . _.-_ .. 2, . . l. .. 1 . » — — (I .G D} ... _ 1H. . . ( ...-— . .~ 0 . , * . . w . , . . . , . a I. - .. v, - J ... .. - J ..P n b .20 « ... 5| . . a j . . , 2 . 93:”... . , n J. 2 - I 1 4 """1 $4 aziocuw .33. ”2.... 7.69330 n! a m 3 g 3 .l... III-|.IIIIJ.- Ill: H...~o w -u m .-. .-.. .w a,» an BTUM arc . .. -. .. . . I .. .. .. .... fig _ -... .9 yam} 4.- II . ...: Iv. - - 2| - rl .. ‘ i -... -.. _ . \J u m (Al I Q n ... 2 .12. a) 1%. W . JV I . ..., f . n . .... 2.-... t" V MLrV . ., . . i ‘ __ . - fl . ... ... A. u .I m m _ .0. m ...aIIISw ..k I y p ii . .:.- 2!: -5321--. I52 J 20L m “.... fi . , a R J a Na) .I- 2 ... u a u . . .. .I y . ..d 7 ;-.D I _ _ . I ... J. .. _ .w.v U _.\~ “ . U . M V I 1H .-- 3 - 1L2-.. - l1]. .---.lIP.Tl.u|1I. . _ in M ‘0‘ ‘ m. .. _ 1 ._ v...) . .i ,7 ._ e. v 4 . .r h 7” .... I... . 4 , _ . _- .. w .2 H ~ ._ H ...s- ..J L. .....13 v “ .z... I . . . . . llrfillcllllvlp l I!!! lL,|¢lP|lllll|clL. n| A . ._ | v: . o u .u . 5‘ 1 K \ O J . .. I ..y fl - ,L W: .72.... 7. Cr. . mundane caning no m 3885 32mm ... m gnoa Asa. c .89 23:8 .. mm ugosfiom . 0m 2352 ”302 mamz .. x 8.0303 voaoho .. 50 98.32. I E. augmmhm .. mm mm Wm M? mma [Hula Wma Wad ME ME MD MS .89 H m NH m E 3 NH 5 NH. 2 NM: ENS Bo B m Sm NH : nus; m8 mm M S Ma m 3 Elam m fl WAN W ma mmm m”... 8 Wow M S 8 a? annum Hump 1.10 go .NmNc S2 Be So QB NNum .NNNm $.45. m8 E. '0 W2 m 8 cm _ . a. :N W .3 on mm 3 .89 an nNHm EN 0 $3. NH. m Fifm Bo Eva “MN: go 50 cm ma on S _ an 8 ..N W mm MS _ .8 ma W3 Maw .89 Ba WEJJQH Es g5 Ho Flawed g u flu: En So Em Bm fie .A ‘ mm .... «smegma : a 838 x .— €58 : u 32.532 x a E33: ~ 88.25: .3de xoono aoanohm hence? on» on 328%?" 333w 58: deS 8 Ragga a €26 N .,._ (...1. wnuhuou 0m. $33.96,; CD :gmmu newno aohcoa& &¢3003= can on new ogqu annum uamvCQw .535er I u5 K I, _I ~. ..— $44 . \il» .... I.... ....x ‘y K . l. .I .01 I( I «I, I It _ .va .. a . I, _ h I a. ‘_ II _ . _ _ k . v . . _. . , # m n . . ' v- ... _ .1 .1 K . ("1 \..J.‘. [an ....I .qI om] I..|'..I (.u In. ”F H ,2. I I - I... I. I.I ”.... CL DH. ..Jn. .. .. .W.\ HA {5 .. 4!. fiflw‘ x . A I .; .24 >7 m.J .r.».( \x I. ..) —a I“ l ’3 f I. I h 6, u¢oue =amw4 xomso Swanonm hucooz: on» og noncommwh unavapm mmmpnwoomm oszo_ H H .. I I . I - IH H . . I. H ,, I. ._ ~ I. . . . n I _ . H u I. IL . I. _ I III H H h H , p . . _ H . _ _ . 5 . H ... ,5 H «I .I I _ I. 1 I a) II v .) .. _. I H 4 . v . . .r .A. m l. . A. H .. s _ I . H H a I . u H \I H # a * - n w fl “ I I.... .I A I. . H H H I _ . s H I I I H . . . H. . H H H. . . H .. H H I. 5 Y H + H u H H H _. ,. H H . I _ . H H H . m .. . . A . H .- H H . I... _I . -. I, H . H . _ _ H I H ...! . I. _ I. . U . L . I? . l I .P I . H H . H _ . . _ n u H H . H _ , H _. H H ... .. I H H . I . H ..H . H _ H ._ . .. _ 1 . . . H I. I. _ .H. H . H . .1 H ... _ ., ._ . , ., . _ . _ I H H H . ‘ n I I . I I I II I I . v I . H H . H H I . . . I I H H . H , H H . H . .... .I _ -_ .. ... H _. . I H I ._ .I _ I. H II H ... . . .. I- H H r. .. I H I. . . I . _ . _ . . _ _ . . . . . H H H H n . . I . _ H . . . . . H . 4.. . z \I — I | . II ..4 H . I H H I .. II . r. . H U ..I.. C ”I . I“ an .. H . . . I H . . . . _ . .-H _ . _ H 1 H H 1‘ I I o l 4 O c I ’g: ‘ u I Q. g p 4 u .5 . . _ _. . I I. 1:... h 13... I. I .T. I «I. I I. . .... ..I. I. P .. N . 4 H. «I flI I I f -H III; m w,H. -H: H..J.~ I ... .n: I “H ..a . H.. I I . H. .. .. I. ‘1 . I»- A I u TOTAL MARRIED MALE AND FEMALE COMBINED Student responses to the "Mooney Problem Check List" Trevecca‘ 1'vet Eastern Bethan Northwest Pasadena CIR TOT 01% 1 TOT CIR TOT CIR y TOT CIR TOT CIR TOT I HPD hmIOE Sum-10E 315.39g Bulimia 1.5.2.85: Bumméga II FLE , III MSRA EMME 5.222% 312m16i hmlO- 2 had—hung IV SPR 3m6_11 8% ZHHH9- 2m6 In...” El ZHHHSIEI V PPR 2 6% 1.121210% 3:22.11: 35.... EH 1.11.19 a 2.2.1-65: VI CSM 0 l l l O l l l O l l 1 7__. VII HF 3m6g 21:22:35 lambE lmh_1m5— Imam VIII MR IX ACN _—-_.. E 1 . 8222216; 8-20—- 2 18 71:319E—“j X .HHH_ _Hi FVE 3 ==== 5 egg; 3 2:3: 6 2523 2 32:: 9 E225 2 uzz= h £222; 1-=:== 8 E;T7 2 fizzy 5 14:3 XI CTP h 2212 10 EEEE h zzna 10 5323 0 _u. h 5222 2 unzm 5 52:2 2:222: 6 52:3 2 a.HH 7 5::3 HPD - Health and Physical Development CIR - Circled Problems FLE - Finances, Living Conditions and Employment TOT ' Total PrOblemS 'SRA - Social Recreational Activities Note: Numbers indicate % of SPR - Social Psychological Relations p0 0551019 responses. PPR - Personal Psgchological Relations CSM - Courtship, x and Marriage HF - Home and Family MR .- Morals and Religion ACW ~ Adjustment to College werk FVE - Future: Vocational and Educational CTP - Curriculum and Teaching Procedures ( L . . a . A x w . . . ~ h ‘0 ._ o. .3 . u . V . p . ‘1 . < - x .. . ( I , . . 4 - . 4 .314. . .32 ,¢.1 1. .p 4, u u A I..'Ir lillll’ Itl .Liu‘iu m "T“ V7 1 I ,1“ m p» 7 _‘r II A» A, . IL. I I n w ‘ U m _ ¢ . . _ 7 I V ._r a , h 4. w '.-\ €‘Aflf?$fi£ rfiéfig- 9'? ’4 r " I 9 ’1’; "’- {I ' "' a.m.”; 9.9.9... [may “OH"? M‘fjh? nv’if: {MN 391950 a; "”ng W. , 4E9]: ##9‘3” W4 9” m6 9 0996?] ‘O'ET'TWfiéa ‘99 » \ "Isa—.... '4” A «mu-- - -- - 5 .9 b 9“». ‘I'h . “w ‘. .- -~—- -— —— WM .d,‘ . HICH GQN 5 9999995 L B ARIES H 1199999999 053 9683 3129 IES 7991111179179 9’; mun/7111399 3129 105379683 Ill/Ill!!!