A STUDY OF THE STUDENT PERSONNEL SERVICES AT
MICHIGAN COLLEGE OF MINING AND TECHNOLOGY

Thesis for the Degree of Ed. D
MICHIGAN STATE UNIVERSITY
O-RMSBY L. HARRY
l 9 6 0

IIIIIIIIIIIIIIIIIIIIIIIIIIII

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII II III IIIIIIIIIII ‘

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MIG-:IGAN STATE Iwzvmsm ._
‘NSTELCTIOI‘IAL fv'xAlC'fllALS pEI‘QIE‘
CQLLCut OF EILULAIION

A STUDY OF THE STUDED~IT PERSONNEL SERVICES AT
L’IICHIGAN OLLEGE CF Iva-‘13.?" HG AND TECHNOLOGY

BY

Omaby L. Harry

A 31553.; RTATION

Submitted to the School for Admnced Graduate Studies
of Michigan State University in partial
fulfillment of the requirements
for the degree of

DOCTC‘R OF EEUCATIQN

Department of Admini stmtive and Educational Services

1960

Ormoby L. Harry
Candidate for the Degree of

Doctor oi Education

Date of Emiratlon: March 18th, 10:00 A.M. - Education Building

Dissertation: A Study of the Student Personnel Services at L’ichigan
College of Mining and Technology.

Outline of Studies:

Major Area. - Guidance and Counselor Training
Minor Area «- Educational Administration
Cognnte Area - Social Work

Biographical Items:

Birth - August 23. 1918 - Richmondo ln-dinna
Undergraduate studios - Ken-doll College. Evanston, Illinois,
1938-1939
Ohio University. Athens. Ohio,
1939-1942
Graduate Studies - Ohio University. Athens. Ohio,
1946-1947 '

Experience:

Ohio University, Athens, Ohio, 1946-1947, Head Resident,
Men‘ s Dornfitory

University of Omaha, Omaha, Nebraska, 1947-1952.
Associate Dean of Students. Instructor

Michigan State Univereity, East Lansing, 1952-1953,
Graduate Assistant

Michigan College of Lr'iining and Technology, 1953-1959.
Associate Dean of Stodento and Director of Counseling
Services, Assistant Professor.

Shepherd College, Shepherdetown. West Virginia, l959—present.
Dean of Students, Associate Profesoor of Education.

Membership:

American Personnel and Guidance Association. National
Vocational Guidance Association, American College Personnel
Association, Student Personnel Association for Teacher
Education. Student Personnel Administrators of West Virginia,
Phi Kappa Phi.

ii

ACKNOWLEDGMENTS

The writer expresses his sincere appreciation to
Dr. Walter F. Johnson. Jr. . Chain-nan of his committee
for his constant encouragement and sssistnnce during the
course of this study.

An expression of gratitude for criticisms and sug-
gestions is also due the members of the Guidance
Committee, Dr. Clyde M. Campbell, Dr. Raymond N.
Hatch, and Dr. Myrtle R. Rani.

To Dr. Willism W. Parquhar. Dr. Buford Stefflre,
Dr. George M. Pritchard, M r. Douglas A. Stuart, and
Dr. John Robert Van Pelt the writer is indebted for their
cooPe ration in making this study possible.

A special expression of deepest gratitude is due his
wife for her encoursgement, support, and patient under-
standing and to his children for the unknown sacrifices they
unsds in order that this study could be completed.

sow¢¢essss

iii

 

\--.

A STUDY OF THE: STUDEI‘JT 7:" I155 IEfiZL SERVICES AT
MICHIGAN COLLEGE OF LTEI‘JING AND TECE-iNQLOGY

13‘!

Omeby L. Harry

AM AZ? ST RAC '1'

Submitted to the School for Afivanced Cra—clzaate Studies
of Lasagna state University in partial
fulfillment of the requirmeats
for the degree of

DOCTOR QT EDUCATION

Department of Itfifllim strative and Efimcatiorml Se Mean

19$0

 

xii- I 1
/"H ‘ ‘ "7 ” _/-' /
Approved *1.» A L I .5 ;_. ,- L L g 5., arm/‘4' :11. \‘m ..

ABE-T RACT

The Frog-gin

 

The purpou of this .twiy wet. to investigate the .mdent personnel
program at Michigan College of Mining and Technology through an
enmimtion of tha problem. a! ant-419.11“ a. they percaivez'l them, anti
the mean. by which they receive-"i asnambce in resolving them. The
Indy .100 investigatud faculty awtrenan of the him-Ti. of problem. that
muient. face. 3. well a. faculty knowledge of available student perumo

nel .ervice. when student. could be referred.

M ethodalosn

 

The imtrumcnt. .ciminiltored to tha .tuzient .amplo mam-1w
the Mooney Problem Cluck Liat we} a Student Questionnaire. The
inculty perception. of (l) .nflablc .meient mammal servicel. and
(2) problem. of “mien“. were ascertained by their reap-mac. to two
faculty que .tionmirel. In .uigiition thrae .turient permanel consultant.
were taxed to react to tho existing .tumat persannel .crvice. in term.
of .trcngth. and we.kne..e..

The .tttiatical procedure. used for analysing the data coll-acted,
incluc'im'a Chic .quare Manna Test, Spearmm Rank Correlation

Coefficiant. anti Kennn Coefficient of Comorfiance.

F1 ruling. I
'1‘ he principle iinfling. of the .tuuy:

1. Significant differences wens: found between faculty and engineer-
ing .cienca .eniur. of what. .mdent. may obtain help with problem.
of "Finances. Living Conditions, anti; Employment." Similar dif-

ference. were funny; between faculty anti mineral intr'rustrie. .tw‘ent.

in perception. of .ourco. of help with problem. relating to ”Social
“41 Recrutional Activitie... "

Z. Sinai. mole .mzlent. in .11 «mph group. .tudlod .bowed
no .igniflcont diflerence. with reapect to number and type of problem.
underlined .34 tom problem. circled.

3. Married .tudoot. initiated . .tatistically .ignii'icantly grotto.
concor. with problem. routing to "Piano... Living Condition., and
Employment" than dial .inglo .tuzientm

&. Diflcroncoo batman .tufient.‘ perception. of their problem.
and houlty perception. of tbo nucleat.‘ problem. were not .totioticolly
.ignifictnt.

5. Thor. were no diflerenco. botwocn Michigm (3011.3. 01 Mining
lad Tocbnology .tucionto' perception of their problem. from the:
perception. of .mdent. «trolled in non-technical curricul. .t two other
ioltitotion...

TABLE OF CONTENTS

CHAPTER

I THE PROBLENEOOOOOOOOOIOOOIOOOOOOOOOOQOOOOOOO.

Introduction.................................
Statement ofthe Problem.....................
Purpose ofthe Stanly...”....................
Null Hypotheles..n..n.....................
Dafiflition Of Tom.......o...oo..............
Limitation. of Study”........................
Outline 0fthe Study.o....o...o...............

II ASURVEY OF THE UTERATURE......H......N
Studio. Using the Mooney Problem Check List. .
III h‘iETHODOLOGY.0.0.0.0....o...o......o..o..o.o

I. The Sample and Method of Selection. . . . . . . . .
II. The lnetrumont. Used in Obtaining Data for
the Study...”.o.....................o....
Mooney Problem Check List. . . . . . . . . . . 0
Student Que.tionmire....u.u....n...
Faculty Quentionnairel .ooooooooooooooo
The Evaluation Report Form for Student
Personnel Service.................
Ill. The Procedure. for Analyzing the Data. . . . .
Analyst. of the Data Relating to Faculty
and Student Perception of Student
Personnel Service.................
Analyst. of the Data Relating to Student
Perceptions of Their Own Problems.
Analysis of the Date Relating to Per-
caption. of the Rank of Student
Problem. by Faculty..............
Amlyoi. of the Date Relating to Student.
Perception. of Thelr Own Problem.
at Three College. or Universal-en .

vii

Page

1

taunt-www.—

10
10
l3
l3
l6
l7
l8
l9
19

20

23

23

TABLE OF CONTENTS - Continued
CHAPTER Page
IV THE PROGRAM OF THE STUDENT PERSQNNEL

SERVICES AT THE MICHIGAN COLLEGE OF
I'v'iINIP‘IG AND TECFZNOLOGYO I O O I I O O O 3 C O O. O O O O O O O 25

A'j-mi.ai0n.oocecoocooooocoooooooooooc00.000. 25
CollegeAgreement.......................... 27
The Coamaeling Function..................... 27
Health Service Function...................... 29
The Housing Function........................ 30

The Student Activities Function . . . . . . . . . . . . . . . 32
TheFinancialAidFunction.......o........... 34
The Special Service: Functions . .............. 37

V AN ANALYSES OF THE PFRCEPTIONS OF THE
STUDENT PERSONNEL SERVICES HELD EY
ADIwIIh-IISTRATORS. FRESHMEN, SENIGRS AND
FACULTY OF THE COLLEGES AND BY PERSONNEL
CONSULTANTS VIE WING THE PROGRAlx-i. . . . . . . . 44

Introductions...”.........nu...”......... 44
Percept'lons of Personnel Consultants. . . . . . . . . 44
Perceptions of Administrators. .. . .. . . . . . . . . . 46
Perception: of the Freshmen and Seniors and

ofthe Seniors and Faculty.............. 46
Significant Findings......................... 48
Summaryoo...............................o 51

VI ANALYSIS OF THE PROBLEMS OF STUDENTS AS
PERCEIVED BY THEMSELVES, AS PERCEIVE‘D
BY FACULTY, AND AS COMPARED WITH STUDENTS
AT T‘JVO OTHER. INSTITUTIONS OF RIC-HER
LEARNING................................... 52

Difference: in the Number of Problems of

Male Single Students in the Three General

Areas of the College for the Eleven Areas of

the Mooney Problem Check List. . . . . . . . . . . . . 53

Differences in the Number of Problems of '

Male Married Students in the Three General

Areas of the College for the Eleven Areas of

the Mooney Problem Check List. . . . . . . . . . . . . 53

viii

TABLE OF CONTENTS - Continued
CHAPTER I Page

Differences Between the Faculty Perceptions of
the Problem Areas of Students and the Response:
of the Students Ranked Proportionately. . . . . . . . . 5?

Differences Between Students Perceptions of
Problem Area: at Michigan College of Mining

and Technology and Two Other Institutions of

Higher Learning............................. 59

VII SUh‘fhg-ARY AbJD COI‘JCI—JUSIONS. O O I O O O O O O O O O O O O O C O 62

I. sumfi‘ar‘". O C O O I I O I O O O C C 0 . ' O C C O C . O O O O O O C O O C 62
1!. Conclusion”, 0 . I O C O O O C C O C O O O O O O D O I I O 0 O O I I . O 65
Ill. Implications for Further Steely” . . . . . . . . . . . . . 66

BIBLIOGR‘ap—{flIYflIO90.9.0000.00000IOCOOIDIOOOC00.0.0000. 68
APPENDICESOOOOOOOCOOOOCOOOOCOIQOOOOOO...0.0.0.000... 69

Appendix A . Geographic Distribution of All Students

EnrOIIE-daooso...oooseOooosoaoosososss 7O
Appenflix B - Mooney Problem Check List and Manual 71
Appendix C - Student Questionnaire. . . . . . . . . . . . . . . . . 73
Appendix D . Faculty Questionnaires. . . . . . . . . . . . . . . . 75
Appendix E - Evaluation Report Form for Student

. Personnel Services..........'......... 79
Appendix F - Percent of Responses Indicated by
' Students Enrolled in the Three Academic
Areas for Each of the Eleven Areas of
the Mooney Problem Check List. . . . . . . l 10

TABLE

III

IV

VI

VII

VIII

IX

XI

LIST OF TABLES

Enrollment by General Curricula Areas. . . . . . . . . . .

Secondary School Cresllt Required for Admission. . . '

Salary and Job Offers for 1959 Graduates. Michigan
6011889 0‘ IVIIDing 8nd TeiChnOIOEYo s s s o a s s s s o s s s s o 0

Evaluation of Student Personnel Services. . . . . . . . . .

Tabulation of Administrator-8' Perceptions of
Available Student Personnel Services. . . . . . . . . . . . .

Chi-square Values Which Result When Faculty.
Freshmen, and Senior Perception of She-dent
PCrCOnnel serfice. ‘1'. Contraated. s s s s s s s s o s s s s 0

Summary of Median for Each Area of the Mooney
Problem Check List and of Median Test of Signifi—
cance of Differences Between Single Male Freshmen
and Upperclassrnen Enrollecl in Engineering
Sciences, Mineral Industries, and General

selence'OOOOOOOOOCCOOOOOCOOOOOOI00.0.0000....0O

Smmnary of Median for Each Area of the Mooney
Problem Check List and of Median Test of Signifi-
cance of Differences Between Married Male Fresh-
men and Upperciassmen Enrolled in Engineering
Sciences, Mineral Industries, and General

Sciencel..uouuuounun...”...............

Tabulation of Faculty Perceptions of Student
PrOblem Arena..........oo.o..uu.............

A Summary of the Spearman Rank Coefficient of
Correlation Between Groups of Students and

Faculty.OOOCOOODOOOOCOIOCOOIDO0.000.000.0000...

Tabulation of Students Perceptions of Their Prob-
16ml at Three Instimtiona..o....................

Page
12

26

39

45

4'7

49

S4

56

58

59

60

LIST OF FIG 'RES

FIGURE Page
1. Chi'swre Contingency Tablea.................. 21
2. Extension of Median Test Table. . . . . . . . . . . . . . . . . 21

3. Organimtional Chart. Office of Dean of Students. . 43

CILKPTE R I

I. THE PROBLEM

Int rodnction

 

Recent technological and scientific achievemente of the United
States and other countries of the world have focused the nttention of
the layman and the educator toward the scientific and engineering
programs offered in the educational institutions of higher education.
Many end varied suggestion: have deluged the administrator. Some
of the suggestions have acceptable merit. and some of the suggestions
are but the hysterical cries of the frightened.

Long before the first satellite was launched the institutions of
science and engineering were giving careful thought end consideration
to the needs and problems of the individul they were training. The
curricula were being evaluated and revised. The projected enroll-
ments of the future presented cdditionel problems to be considered
in planning the total program. of en institution. Such has been the
situation at Michigan College of h-iining end Technology. Boughton,
Michigan.

in 1855 the State Legislature enacted a law establishing what
was then known as the Michigan h-Sining School. (14:68) The year
1927 marked the beginning of a new era. of progrese when the curricula,
previously restricted to the minerals industries, were enlarged to
include most of the major field: of engineering and science. The
college was then officially designated "The Michigan College of
Mining and Technology. "

There has been steady expansion of both its facilities and its
enrollment. New departments hsve been created to implement the
curricula. Con alderation of service areas to assist in the total
education of the student has sleo hsd the honest concern of the
administration. One of these service areas was formally created in
1954 with the establishment of the Office of the Dean of Students.
Becsnse 01 this! expanding interest in student services, studies of the

needs of its studente ere innpo rtant and timely.

stetement 33 the Problem

 

1. This shady attempts to sssess a smdent personnel program
ss visusllsed by those it serves. The shady is based on the premise
thst it is importsnt {or ell members of the student body. acuity. end
sdministratlon to know. understand. and utilise fully student personnel
services.

1. More specifically. the present student personnel progrun is
investigstsd through on examination of the problems 01 students ss
they perceive them. and the means by which they receive sssistsncs
in resolving than.

3. The investigation includes also. the question of faculty aware-
ness of the kinds of problems that students experience. ss well ss
{sculty knowledge of the svellable cunpos agencies, offices. orgsnl-
sstlons. or persons to whom students could he referred.

4. Finally. on the heels of an intensive enslysis of the nature
of the student problems. in relation to the current student personnel
program at Michigan College of Mining end Technology. modificstions

in the student personnel program sre proposed.

Biro: one 2! t3: Study

"The need of I. more sophisticated and complex adminis-
tration annotating and fimctioning are evident in moot
institution». Such need will be even more preesingly
evident in the immediate future. "

E. G. Williamson (Irv!)

If the genie of en institution are to be met. the institution will
require that all programs be integrated. Thie will mean thet the
etudent personnel program ee well as the other progreme ere to he
undernood by the etudente end the heulty-edmlnietratlon. Coaxplete ,
under-tending will not he poeeihle until e cleer. definitive eeeeription
to mode of the etudent pereonnel eervlcee. Without understanding,
couperefion of ell may be difficult to ehtein.

ltiethehoPethetthle etedywillprovidenmchinlormetion
thet will eeeist in the reetrnctnring e! the etudmt pereonnel progrem
et Michigen College of Mining end Technoloev in order thet it mifit
be more effective in eeeieting lte etudente i=2. .a-‘eeolve their probleme.

3“...“ ijotheeee

l. There ere no eigniflcent difference between the freehmen
end eeniore end the union end faculty in their perceptions of the
eveilehle etudent per-omel eervicee.

2. There ere no eignificent different“ in the number of
prohieme indicated on eech rub-area oi the Mooney Problem Check
Liet by eingle ireehmen or upper-clan mele etudente in Engineering
Sciences. Mineral Indnetriee, and General Science»

3. There ere no eigniflcent differences in the number of prob-
lems indicated on the ooh—area of the Mooney Problem Check Liet by
married freehmen or upperclaeemen male students in Engineering

Sciences, Mineral Industries, and General Sciences.

4. There are no significant differences between students‘
perceptions of their problems and the faculty perceptions of the
students' problems.

5. The ranking of problems by the students enrolled in the
technical curricula at Michigan College of Mining and Technology will
not differ significantly from the rankings of students enrolled in non-
technical curricula at two other institutiona of higher learning

selected {or comparison.

Definition at Terms

The following definitions were provided in order to clarify the
meaning of words and phrases in this study. .

3333.? general academic 15;“. For purposes of this study. the
data have been grouped by three academic divisions: (1) engineering
sciences, (Z) mineral industries, and (3) general sciences. Table 1.
page . Chapter III. presents the specific curricula that make up

 

 

each general area.

Eagpressed problems. Throughout this study the use of the
phrase, expressed problems, shall be interpreted as meaning those
problems indicated by the students to be of concern to them.

Problems. The term problems used in this study refers to
related groups of indicated personal concerns and are classified into

 

eleven separate areas on the Mooney Problem Check gig}. Students
indicate by underlining those problems of concern to them in each o!
the eleven areas. in the tables the reference problems underlined
will be identified as "LEI. "

Problems at lie-:33 Concern. After the participants had under-

 

lined problems of concern. they were asked to circle those items

underlined which were of most concern within each of the eleven areas

on the Moe-ac: Problem Check List. In the tables the reference to

problems of most concern wlll be identified as circled.

Limitations 9! m

l. The study will be limited by factors inherent in the nee of
the questionnaire. These include the difficulties in tnhnleting,
“dating. end in securing the complete cooPerntion of the respondents;
es well es the limitations that result from the bias of the respondents.
their interest in the etady. end the truthfulness of their replies.

2. A further limitation might be indicated by the method used
in the amnple selection. Because it was not feasible nor possible

 

to use e purely random method of selection. it was necessery to
obtain the date (ram students enrolled in classes held from eleven .
e. m. to twelve noon. This hour provided an opportunity {or the meal-
mmn number of students to be selected for the study.

Outline 9! t3}: Study
Chepter One provides a statement of the gun-chum along with en

 

indication of its purpose, definition of terms. and limitations.

Chepter Two presents a review 0! the studies in which the
Meow Problem £31353 1% by Egan utilized.

Chapter Three describes the methodology used in this study.

Chapter Four depicts the existing student personnel services
at the Michigan College of Mining and Technology.

Chapter Five presents an analyses of the perceptions of the
eroded personnel eervices of {1) pereonnel consultants. (Z) adminis-
trators, (3) freshmen, (4) seniors. and (5) faculty.

Chapter Six provides for analyses of the problem: of students
ee: (1) students see them, (2) faculty see them. and (3) es they

compare: with studenta at other institutions of higher lam-rung.
Chapter Seven includes a summary of finzfinga. the conclusions,

and the implications for further study.

CE‘LAFTER H

A 933QVEY 0F TEE LITE’ELKTURB

It is the purpone of this Chapter to present a review of the
literature gel-main to this study.

Studies Using the L-"ocmey Problem Quack List

 

In 1942 Congcion found, in a. study at the University of Colorado,
that college studonta tend to indicate problem; in the following areas:
(1) "Adjustment to College Work" (IX), (2) "Personal-Psychological
Relations" (V),and (3) "Social and Recreational Activities" (111). "The
area. in which the least number of problems were lndicateefl were:
(10) "Home and Family" (VII) and (II) "Moral: and Religion" (VIII).
(5:367-75)

The 1943 study by Mooney, reporting on the administration of
the M54335 to freohmm: girls living in a dormitory, found the rank
order to be u follows]: (I) "Adjustment to College Work" (IX) and
(Z) "Personal-Psychological Relations” (V). (12:84-90)

Two studies using the Check List were made at 111511013 State

 

Normal Univerolty. The first study was made by Houston and Maroon.
The %%was administered to 404 freshmen. 'hdjuatment to
College Work" ranked first. while "lyforalo and Religion" ranked
eleventh. (9:325-8) The success of this faculty-initiated study motl-
vated the second etudy which was made by KEY-leer and Larsen at the

name institution. This time the Check List was administered to

 

apnerclaeemen. (3; 2%6-53) "Social and Recreational Activitiee"

(III) ranked first, with "Personnlopuychological Relations" (V)
second, and “Acijust‘ment to Ceflege "fz’ork” (1‘31) third. At the remote
cm! of the ranking me "Home end Family" (VII) tenth. and "Morale
and Relifion" (VII!) eieventh. The anthem reported that the faculty
members who studied the answers to the questions on the w Lia!
were impreeeed with the objectivity and the clarity that was almost
universally preeent in the etatemente of this group of uppercleumen.
(8: 251)

Several findings of value were reported:

(1) "The widerlin-ed items in general tend to be irritation.
more than major problemc. "

(2) "The circled items. or items at most concern to the
etudent. have proved the more diagnostic of the two,
both in the screening process and as indicating the
areas in which major conflicts lie. " (3:253)

Students at River Falls State Teacher. College. Wisconsin.
(18:404-16) and at the University of Illinois (10:447-8) indicated
"Adjustment to College Work? as the first area of concern.

At Ohio State University a study was made in l948 with a group
of veterans. (7:128) The most frequently indicated problem area- of
this group were: (1) "Finances. Living Conditions, and Employment. "
(Z) "Adjustment to College Work. " and (3) "College Teaching Pro-
ceduree. " This group of veterans indicated their area- of least
concern were: (16)) "Courtship, Sex 3:15. Marriage. "

Singer and Stefflre suggest in their etudy of the 211525 1.3:! that
"a high score on the M 1:12! may accompany other manifestations
o! the presence of problems in adjustment, and that theee adjustment

difficulties may be rnoro basic than the situational aspect of the

Check Liar. would suggest. " (16: 301)

 

In 1955 another study wag made of Home Economics students,
comparing their problems to those of women enrolled in '(l) the arts.
(2) comer-cc. (3) education, (4) jourwillom, (5) liberal arts and
sciences. and (6) physical education. As in most of the other studies.
the results were similnr. "Adjustment to College lifork” was the sroa
of greatest concern. (15:216)

Similar findings were found in tho two studies mado at the
University of Florida in 1955. "Adjustment to College Work" was the
arcs of concern of all freshman included in the sample. (17:128)

(4: 202) _

In 1958 Parrott reported his study of stuclont personnel services
mode st six liberal orts cburcb- related colleges. His findings revoclod
tho need (or bottor communication in thnt s11 students cud faculty wars
not cars of the available student personnel services when help is
nosdod. "Adjustment to College" was the principle problem arcs
indicated. (132190)

The some problem area of "Adjustment to College" was reported
by Cullison in her study of freshmen students enrolled at Shepherd
Collogo. (6:17)

Thoro is o paucity of published literature relating to the problems
faced by students enrolled in an engineering curriculum. Tho librorinn
oi Purdus University was conaultcd concerning the possibility of
studies relating to the characteristics and personality of engineers.
Tbs report received indicated no such studies are on record at tboir
institution.

CHAPTER III

METHODOLOGY

In Chepter One. the problem of thie etudy with indicetione of
ite purpoee. limitetione. end orgenieetion. wee preeented. The
litereture end Itudiee involving the uee of the Mooney Problem (M
_L_i_!_t_ in collegee end univereitiee were reviewed in Chepter Two.

The preeent Chepter ie e diecueeion of the methode end proceduree
which were followed in conducting the etudy. The Chapter ie divided
into the following eectione: l. The Sample and Method of Selection,
ll. The lnetrurnente need in Obteining Date for the Study. end Ill. The
Proceduree for Anelyeing Dete. ‘

l. The Sample and Method of Selection

Michigen College of Mining and Technology. ae e Stete eupported
inetitution, derivee 72. 2% of ite enrollment from etudente whoee homee
ere within the Stete of Michigan. Unlike the other State eupported
inetitutione of Michigan. ite enrollment ie drawn from a wide geo-
grephicnl eree. Of this group. 47% reeide in countiee located in the
Upper Penineule. The remaining 53% of the Michigan etudente come
from homee loceted in countiee in lower Michigan.

The derivetione of the membere of the student body who were
enrolled on October 1, 1958. at Michigan College of Mining end
Technology ie found in Appendix A. There ere twenty-nine etetee end
United Statee poeeeeeione repreeented in the enrollment. In addition.
l9] etudente ere enrolled from foreign countriee. Of thie group of

10

ll

foreign etudente. 133 are from Canada. Thie large Canadian enroll-
ment may be attributed to the cloee proximity of Canada to the
College end to the availability of curricula in the mineral induetriee.

Table l preeente the enrollment by the eighteen curricular
areae. The largeet number of etudente (64 per cent) are enrolled in
the engineering eciencee, which include chemical. civil. electrical.
mechanical. and engineering phyeice. The eecond largeet major
divieion. referred to ae the mineral induetriee. includee metallurgical
engineering, mineral dreeeing. mining engineering. geological .
engineering. and geophyeice. The etudente enrolled in thie area
conetitute l4. 9 per cent of the etudent body. The remaining areae
include “ch pure and applied eciencee ae: chemietry, geology.
mathematice. phyeice. foreetry, medical technology. bueineee edminie-
tration. pre-medical. and pre-dentietry. The inclueion of theee
etudente. along with thoee who have not expreeeed a preference for
any academic program, providee a group comprieing 21. l per cent
of the etudent body. For the purpoeee of thie etudy. the date have been
grouped by theee three academic divieione: (1) engineering eciencee,
(2) mineral induetriee. and (3) general eciencee. I

The Executive Committee of the College, which ie compoeed of
the five chief adminietrative officere and the heade of the eighteen
depertrneate. approved the uee of claeeee meeting at ll o'clock a.m.
on Wedneeday. November 19. 1958. The claeeee echeduled for that
hour were ranked according to cleee eiae and numbered one through
fifty-five. The odd numbered claeeee were then eelected for the
adminietration of the Mooney Problem (2293 1:23 and Student Queetion-
haire. Thie procedure provided for a total eample of 747 etudente.
of which 489, or 65. 5 per cent of the eample papulation, were enrolled

TABLE I

Enrollment by General Curricula Areae - October 1. 1958

Sub- Per- sub
No. Total cent Total

Engineering Sciencee

Chemical 194 7. 5

Civil 439 17. 0

Electrical 446 l7. 3

Engineering Phyeice 56 2. 2

Mechanical 517 20. 0
Sub-Total 1652 64. 0

 

Mineral lnduetriee

Geological Engineering 94 3. 6
Geophyeic e . l9 0. 7
Metallurgical Engineering 155 6. 0
Mineral Dreeeing 36 l . 4
Mining Engineering 80 3. 1

Sub- Total 384 14 . 8

 

General Sciencee

Bueineee Adminietration 149 5. 8
Chemi etry 7 l 2. 8
Foreetry 116 4. 5
Geology 34 l . 3
Mathematice 33 l. 3
Medical Technology 31 l. 2
Phyeice 54 2. l
Pro-Medical and Pre-

Dental 6 0. 3
Unclaeeified 49 l . 9

Sub- Total 543 2 l . 2

 

v

TOTAL 2579 100. 0

 

13

in engineering ecience curricula; 143, or 19.1 per cent of the etudent
body. were enrolled in mineral induetriee curricula; and 115. or 15.4
per cent of the etudent body, were enrolled in the general eciencee
curricula. The inetructore of the claeeee in which the 21322! ELIE and
the Queetionnaire were to be adminietered were provided inetructione
for adminietering the inetrumente. Studente were permitted to uee
additional time if neceeeary: in only a few ieolated inetancee did a
etudent make uee of thie privilege.

II. The lnetrumente Used in Obtaining Data
for the Study

Moons! Problem Check Liet.‘ The Mooney Problem Check Liet
originated in the deeire of Doctor Roee L. Mooney to eyetematiae a

 

group method for discovering the probleme of young peOple. In 1942
the firet publiehed edition appeared. From varioue eourcee the
editore eclected 330 iteme from a maeter liet of over 5, 000. In 1950
the preeent revieion of the M 1:23 wee prepared and publiehed.
The eelection and phraeing of each item ueed were baeed on the
following criteria:

The iteme were to be

1. 1n the language of the etudente;

2. Short enough for rapid reading; '

3. Self- eufficient ae individual phrases;

4. Common enough to be checked frequently in large groupe

of etudente. or eerioue enough to be important in an individual caee;

 

‘A com; of the Mooney Problem Check Liet and the Manual ie
in the Appendix B.

14

5. Graduated in eerioueneee from relatively minor difficultiee
to major concerne;

6. Vague enough in "touchy" epote to enable the student to
check the item and etill feel that he can hide hie epecific probleme
in later conferencee if he chooeee to do eo;

7. Centered within the etudont'e own pereonal orientation rather
than in general eocial orientation. (11:11-12)

In addition. a epontaneoue rather than a deliberate reaction
wae eought. The 1950 College Form ueed wee develOped from a
detailed analyeie of about 1200 college etudente. (11:. 12)

The adminietration of the Problem W 1:35} ie eimple. The
Studente read through the
£332 EL.” and mark in the right column the probleme which are of
concern to them. The etudente then go back through the l_:._i_e_t and

directione needed are on the cover page.

mark in the appropriate left column the problems of most concern.
While the Check Liet doee not label the problems by area,
the eummarieing proceee reeulte in a count of reeponeee made in the

following problem areae:

I.
11.

X1.

Health and Phyeical Deve10pment (HPD)
Financee. Living Conditione. and Employment (FLE)
Social and Recreational Activitiee (SKA)
Social-Paychological Relatione (SPR)
Pereonal-Peychological Relations (PPR)
Courtship, Sex and Marriage (CSM)

Home and Family (HF)

Morale and Religion (MR)

Adjuetment to College Work (ACW)

The Future: Vocational and Educational (FVE)
Curriculum and Teaching Procedure (CT P)

15

The iteme are grouped in eete at live by problem areae. Each
area containe thirty iteme.

The Problem 93.55.! 1:33 in not a teet but ie an inventory. and
thee. doee not meaeure the ec0pe or intensity oi etndent probleme.
The reeponeee of the etudent are limited by hie awareneee oi hie
probleme and hie willingneee to reveal them.

Four aeeumptione that ehould be coneidered in the adminieo
tration of the Problem 935:5 his}. are:

(l) The great majority of etudente will be reeponeive to the
iteme lieted. (1) The etudente will accept the tank with a conetructive
attitude. (3) The etndente will find that the (33555 l_:i_e_t covere reaeon-
ably well the range of pereonal probleme with which they are concerned.
(4) The etudent will coneider that adminietratore and couneelore will
nee the reeulte from the adminietration oi the Ehewck Liet {or practical
purpoeee which will ego-ct the well-being of the student.

The Problem 213335 1:13 ie not a pereonality teat deeigned
to predict definite patterne of behavior. time a validation proceee ie
not poeeible. inasmuch ne the data mnet be coneidered in tonne of
particular peeple in a epeciflc eituation. a eingle, over-all index of
validity of new 1333 would be meaningleee. '

The problems of reliability of the Problem 913335 13:: will not
be the lame ae those of a teat for which ecoree are obtained. The

 

2323} 1:115 wae designed to reflect the probleme which a etudent
eeneee and la willing to express at a particular time.

The 925.55 Jig-t yields a. count {or each pereon for each of the
areae and (or the total liet of items. it is not a ecore. but a count of
the probleme which the etudent has identified ae mattere of concern
to him.

16

The Manual does not include a table oi norms. but euggests
that for ell practical purpooes local norms ere tho most volusble.
(”39) The authors further state: "National norms based on many
communitios could be unoful in telling n given community whether
its own group seems to have more or fewer problems in each of the
Problem M git areos. Such comparisons. however. ere not
nearly so important as the discovery of relotively numerous or few
problems in each oreo in relation to whot the community my be sble
or willing to do about the problems. " (ll: 10)

Student Questiomxaire. One phase of this etudy was to determine
the even-ones: of the student of the studeot personnel services thst
have been provided et the College for obtaining help with his problems.

Porrott (13:43). in n recent study. reported n simple Student
Questionnaire that he developed to obtnin this information. Using the
Manner Problem (331525 1333 as hie guide. he devised n questionnaire
with the following instructions printed:

E’One authority he! divided the problems of students into
,sleven areas listed below. What provisions hove been mode
on this cempuo for you or your fellow students to get help

with probleme in these particular areas? Under esch heodc
ing below. please identify the offices, a encies. meniutions.
23 Eereona, to whom you might go. ” (13:4 3

While the Student Qoeetionnaire has some limitotions, Perrott
found that it did tend to elicit reactions reaulting from whet the
student had observed or experienced. Forrott further found since

 

 

counplete freedom of mower was provided. the Student Questionnaire
tended to overcome the tendency of individuals to give approved
ensure". (13:50)

The evaluation of student peroonnol services through the use
of s questionnaire must consider certain precautions. (1) Have the
questions been designed to obtain reactiono resulting from what the

17

individual has observed or experienced? (2) Has allowance been
made for bias or for a tendency to give approved responses '? The
most significant precaution of all is (3} the observation of the
principles that Opinions are only one source of information, and
data of on objective and verifiable nature muot be gathered independ-
ently to supplement Opinion data whenever the letter are used.
(20:499) It is important to know what someone believes as an attitude,
but it should not be mistaken for fact. For this reason, additional
data of on objective nature was obtained from the administrative
officers on the student personnel services made available at the
College.

in order to determine if the Student Questionnaire would elicit
responses snd reactions as found by Parrott, it was administered
by this investigator to fifty students at Michigan College of Mining
and Technology. Shortly after the beginning of the Fall Term 1958,
the students selected were interviewed and asked to complete the
Student Questionnaire. In each case, the individual indicated the
instrument as being clear in its instruction. The instrument was
sdopted with only s. few minor changes.1

Faculty Questionnaires. A Faculty Questionnaire A’ was con-
structed which conformed to the original Student Questionnaire.
The instructions were changed in order to make it applicable.
in addition s second Faculty Questionnaire B‘ was developed to provide
information on the types of problems students face, as perceived by
members of the faculty ond odministration. This scsle asked

selected members of the faculty to rank the problem cross of the

 

'A cepy of the Student Questionnaire is in Appendix C.
’CoPies of both Faculty Questionnaires are in Appendix D.
‘lbld.

students. The eleven srsss followed the design of the 333133}
Problem M ELEE: The rsnk of (1) indicated the problem area of
most concern to the student. while (ll) represented the problem area
| of lssst concern to the students.

The two Faculty Questionnaires were presented during a
personsl interview with faculty members selected as follow s:

A listing of faculty members was compiled according to neat-ionic

rink. snd such number was tsligned s mmiber. Using a Wish of
rsndom numbers, a 20 per cent sample was selected from each
academic rank; this provided ten instructors, ten assistant professors,
eight sssocists professors, and thirteen professors.

To obtain the administrator-3' perceptions of student pereomol
services, five top sdrninistrative officers were interviewed in a
similar manner. These administrative officers included, President,
Donn of Students, Dean of Faculty, Registrar and Controller.

The Evaluation Rgport Form gr Student Personnel Services.

 

 

Three mlustions of the student personnel services of the College

we re obtained through the use of professionally trained student
personnel workers from three different institutions of higher education.
The Evolution Report Form for Student Personnel Sen-vicess as
developed by Robert B. Karim and C. Gilbert Wrenn (202541) was the
instrument used by the evslustors.

Arbuckls states that "there is no one standard of evaluation for
services, for prop-ems, or for institutions. Any predictions or
recommendations based on the results of an evaluation will be tempered
with the thought thst even the best of methods end techniques of
evolution available to personnel workers are subject to many

limitations. " (2: 20)

 

’A copy of the Evaluation Report Form for Student Personnel
Services is in Appendix E.

19

The biae of the rater of hie own program and the hiae of the
outeide rater ie one limitation. Another ie the inability of the rater
to determine if the eervice rated to doing the job intended. The me re
exietence of a eervice doee not above ite effectiveneee. The Hamm-
Wrenn inetrument attempte to provide eome indication of the
effectiveneee of the eervice in that it providee for the rotor to ehow
the eource of the information need in the evaluation of fourteen etudent

pereonnel eervicee. Thie aide in making the evaluation meaningful.
Ill. The Proceduree for Analysing the Data

Analzeie 9! th__: _D__a__ta Relating to Family 29.6 Student Perception
of Student Pereonnel Servicee. The College catalog. verioue annual
reporte euhmitted to the Preeident by the exieting etudent pereonnel
eervicee. the etudent handbook Eggh 3223' pine other gathered data,
were need to give a clear picture of the eaieting etudent pereonnel
eervicee available at the College. The data collected were cataloged
according to the problem areae obtained in the Problem 9:23 L33}.
in doing thie. certain limitatione were underetood. (l) The printed
catalog and etudent handbook material, the reporte to the Preeident
and other written reporte, may tend to produce a 'Mooeffect" on

 

each eervice preeented. (2) The operation of a etudent pereonnel
eervice ae deecrihed on paper may not conform to the perception of
the eervice by etudente and faculty.

Chi-equare vae the analyeie procedure appropriate for analysing
thie type of data. Becauee of the poeeible email frequency counte in
the contingency table. the Yatee correction factor wae need.

()9: 105406) Thie wee applied hecauee the ueual Chi-equare method
yielde a larger value than might be realietically expected.

20

fitatietical Hypotheeg. The generalized null hypotheeie being
teeted vae ae followe:

Ho: There are no differencee between the obeerved and the
expected frequenciee between the two rowe and the two
columne of the table.

For analyeie, the preparation of theee data into two contingency
tablee ie appropriate. The diagrame of theee contingency tablee are
preeented in Figure l. ' ' ,

The perceptione of student pereonnel eervicee ae indicated by
the freehmen. eeniore. and faculty through their reeponeee on the
appropriate Queetionnaire were divided into two groupe, (1) Yes.
and (Z) No. The reeponeee of "Yea" were thoee which correepond with
the perceptione of the adminietration of the etudent pereonnel eervicee.
The reeponeee of "No" were thoee which do not correepond with the
perceptione of the adminietration of the etudent pereonnel eervicee.
The frequency counte reeulting from thie tabulation we re entered in
the prOper epacee on the contingency tablee.

Since it may be aeeumed that eeniore are more aware of the
availability of etudent pereonnel servicee, their perceptione were
contraeted with thoee of the freehmen. Since faculty awareneee of
etudent pereonnel eervicee wae important, their perepectivee were

contraeted to thoee of eeniore.

 

Analzeie 1f th___e Data Relating to Student Perceptione of Their
Own Probleme. The etudente' reeponeee to the Mooney Problem
Check Liet were divided into three groupe: (1) male etudente enrolled

 

in engineering eciencee curricula, (2) male etudente enrolled in the
mineral induetriee curricula. and (3) male etudente enrolled in the
general eciencee curricula. A further eub-grouping wae obtained

by dividing the etudente enrolled in the three general academic areae

ghi-eguare

FIGU RE 1
Contingency Tables

 

21

 

 

 

 

Fruhm“ Senio"-, .EECB}.¢_¥._......£29391‘! _

f ‘- i ' ' 3 e b 3
YES! 3 YES 3

a 5

s . - a:
No 2 No 3 , i

5 ‘2. s i

 

 

 

FIGURE 2

Exteneion 95 Median Teet Table

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. - a ._ ’i
. A 13

1 § Engineering Sciencee Mineral lnduetriee iG°ncf‘l_§E}°“¢9£_,... 2

S - 5 I ‘, .-... ' ' "I?

Problem ’ Uppe r- Upper— g Mpper- 3

Underlined, Freehrnen Claeamen freehmen Elaeemen .Freehmen Flaeemen :;

, I 4: ,

.. F 5;;

.’ f;

z '“ , .3

.r s _, ,

3 1

...--_ L - . ‘_

“ ' 3 .. .5

‘ #"m ”Lawn-u. #MM " ‘3 Milo—wr\ :

.‘Dgu ,o-M" "TM t. A pm...“ . ,. .

*23 3 E ‘ i 5

29 5 1 i

i 4 “ ‘ I.

so '5 9 _ _...........,

 

 

22

into three eub-groupe: (l) eingle male freehmen, (2) eingle male
upperclaeemen (lephomoree. Juniore, and eeniore). and (3) all
married male etudente. The three groupe with their three eub-groupe
are of enough dietinct eeparateneee to make measurable contraete of
their perceptione of their own probleme poeeible.

Statietical Hypotheeie. The null hypotheeee being teeted are:

1. Ho: There are no eignificant differencee in the number of
probleme indicated on each eub-area of the Mooney Problem
Check List by single freehmen or upperclaee male etudente
in Engineering Sciencee. Mineral lnduetriee, and General
Sciences.

2. Ho: There are no eignificant differencee in the number of
probleme indicated on each eub-area of the Mooney Problem
_C_J______heck Lia____t by married freehmen and upperclaee etudente in
Engineering Sciencee. Mineral lnduetriee, and General
Science..

To determine whether the obeerved eample differencee indicate
differencee among the groupe or whether they are merely chance
variatione. the Exteneion of the Median Teet wae conducted. Figure 2
containe an illuetration of a 6 a Z table.

To apply the Eateneion of the Median Teet, the common median
umber of probleme indicated for all eix groupe wae found. The number
of individuale who fell above and below the common median were caet
into a 6 a 2 table.

To teat the null hypotheeie that k eamplee were derived from
the eame papulatione with reepect to median, the following formula
wae applied:

(0&1 ' E13?
W Eij

 

k
2
8

”H
II
ll M“

ljl

23

Analzeie o_f th___e Data Relating t9 Perceptione of the Rank of

 

Student Probleme y Faculty. The problem areae ae indicated by
etudent reeponeee were ranked one through eleven in deecending
order. In the eame manner, the faculty reeponeee of the etudent
probleme were ranked.

Statietical hypotheeie. The generalised null hypotheeie being
teeted ie:

 

Ho: When ranked one through eleven. there are no differencee
between the etudente' perceptione of their probleme and the
faculty perceptione of the etudente' probleme.

To determine the degree of aeeociation between the two variablee
meaeured and traneformed to ranke. the Spearman Rank Correlation
Coefficient wae applied. Such a meaeure ie particularly appropriate
for a etudy that requiree that both variablee be meaeured for aeeoci-
ation.

To compute r., make a liet of N eubjecte. Next to each eubject' e
entry, the rank ie entered for the X variable and the rank for the Y
variable. The varioue valuee of d; (the differencee between the two
ranke) are determined. Each ch ie equared and then all valuee of d"
are totalled. The formula ie:

N

r.nl-6 23 di'
ill

N'-N

 

Analyeie of the data relating to etudente perceptione of their
own probleme it three collegee or universitiee. From the eeveral

 

etudiee ueing the Mooney Problem Check List it wee poeeible to obtain
a rank order lieting of the problem areae of etudente at their reepective

college or univereity. The rank of (1) indicated the problem area of

24

most concern to a student, while (ll) represented the problem area
of least concern to a student.

Statistical hypothesis. The generalized null hypothesis being
tested is:

Ho: When ranked one through eleven, there are no differences
between the students‘ perceptions of their problems from
selected institutions studied.

To determine the degree of association between the institutions
measured and transformed to ranks. the Kendall Coefficient of
Concordance was applied. Such a measure is particularly appropriate
for a study that requires that more than two variables be measured for
association.

To compute W. find the sum of ranks Rj in each column of a
K a N table. Sum the R3. and divide that sum by N to obtain the mean
value of R1. The R) is expressed as a deviation from the mean value.

The sum of squares of these deviations. s, is found. The formula is:

S

.3...".
121”" m

We

Lfll of significanc . For purposes of this study the . 05 level
of significance was accepted.

This chapter has briefly presented the professional curriculum
of the College. the student sample, the instruments used for collecting
the data. and the statistical procedure for analyzing the data which
was collected.

Having presented the problem. described the methodology for
the study. and having collected and analyzed the data. the next part
of this study will be an examination of its content.

CHAPTER IV

THE PROGRAM OF THE STUDENT PERSONNEL SERVICES AT
THE MICHIGAN COLLEGE OF MINING AND TECHNOLOGY

The evaluation of a student personnel program is quite difficult
since no dependable formulas are readily available. The "Program
and Plans" criterion suggested by Peder, -e_t_ :1. (1:41) has merit and
was the technique used in this study in describing the established
personnel program of the College. Reporting the prevailing program
not only clarifies the function and purpose of each activity and each
staff member. but also acknowledges existing failings in both organi-
sation and operation. The program of the Student Personnel Services
at Michigan College of Mining and Technology is presented according
to the arrangement suggested by Peder, at a}. (6:6).

ADMISSIONS

 

High School Students. To qualify for admission as freshmen.

 

applicants must be graduates of high schools accredited to the College
by a recognised regional accrediting agency. The secondary school
preparation should include a full fourayear curriculum of at least
fifteen units of acceptable entrance credits. Table 11 presents the
certain unit requirements that the applicant must have among the
filteen required.

25

26

 

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333500.“. 70:32

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35.30355” .0333

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not-36¢ .5 3.56; 56.6 339m #3536

nu Ndfl<b

27

COLLEGE ACRE ELMENT

 

The College enbecribee to the egreement made by the Michigen
College Aeeocietion of Ann Arbor in 1946. The egreement etetee:

The College egreee to dieregerd the pattern of eubjecte
pursued in considering for edmieeion the graduatee of
eelected eccrcditeJ high echoole. provided they are recom-
mended by the echool from unong the more able etudente in
the gredueting cleee. Thie egreemmrt doee not imply thet
etudente meet be edmitted to certain college eourcee of
curricule {or which they met give evidence of edeqnete
propention. (3:21)

Tran-fer Studente. Students who have completed eetiefectory
work of one or more terme et enother college my be eccepted ee
treneier studente. Credite for eourcee completed et enother inetitution
my be granted on e provieionel belie provided that (l) the gredee
received in thoee eourcee ere C grede or better. and (Z) compereble

conreee ere included in the curricuie of this college.

THE COUNSELING FUNCTION

Couneeling %. The Counseling Office. e depertment of the
Office of the Dean of Students. wee conceived ee e. eonrce of eid to
etudente in calving their educational. vocational, end social probleme;
ee e ecreening cervice protecting both etudent end college by timely
reierrel of pereonelity dieordere to the proper paychiatric egenciee;
end ee e eource of eeeentiel peychometric information to etudente and
to the verioue depertmente of the College.

During the 1958-59 ecedemic year. over 10, 000 teete were
edrninietered to etudente either during Orientation Week, ct the requeet
0! individual, or to etudente in eix public high cchooie in the common-
ity. A etrong ettempt ie made to use each new student during hie flret

28

term enrollment “end to discuss with him his strengths end hie weak-
nesees es revealed by the guidance examinations. This information
is discussed in order that the individusl may more effectively profit
by his college opportunities. A constant effort is mede to increase
the counseling contacts with those students who may be potential
hilnree. An even more important effort is made to contact individuels
whose ecedemic performance is below the stendard predicted by the
gnidnnce emminntions. Diagnostic enelyois o! the individuals who
hsve toiled out and who have epplied for readmission is accomplished
for the Committee on Scholastic Standards, and on evaluation of the
individuel'e ability chalets the Committee in its decisions u to the
edvisebility of permitting the dismissed student to re-enroli.

A immery of the reunite oi the guidance examinations in forwarded
to the faculty edviser of each letndent. In this my, if is hoped that
the student's ecedemic program may be geared to hie capebilities.

In addition. the Conneeling Office hes provided supervision and the
lecilities for testing students for the Greduete Record Examination,
Selective Service Tests, end Nursing School Examinations. The
Counseling Office else provides its services {or the various community
egencies which include such ectivitiee es the Probete Court, Hanghton
County Social Welfare Departure nt, Michigan Office of Vocetionel
Rehabilitation. end the Civil Service Departments of Wisconsin.
Illinois. end Pennsylvenie. During the pest several years. the st“!
members of the Counseling Office heve provided limited geidence
services to the locei high schools.

A permenent personnel recordf esteblished in 1948 end re-
designed in 1954, is meinteinedlor every etudent who enrolls in the
College. This cumulative record conteins information concerning
test results. personsl dete. and e record of the ectivities in which

29

the student participates during the time he in enrolled at the College.
All pertinent information is maintained in this record which may
aseiet the faculty or proepoctive employers with information on an
individual as he develops outside the classroom.

Testing; Erma. Tests adznimlatcrcd to all new students

include the following:

(1) School and College Ability Test, Form l-A.

(2) Educational Testing Service, Cooperative 31:.in sh Tests,
single booklet edition. Form B. (Higher Level), Reading
Compreheneion. I

(3) Educational Testing Service, Cooperative Intermediate
Algebra, Form Y.

(4) Otis Mental Abilities, Gamma Teet, Form Rm.

(5) New Purdue Placement Test in English, Form E.

(6) Kuder Preference Record, Form CM. '

(7) Algebra Placement Test (M. C. M. 81 T. Edition). _

Additional tests are made available upon requeet of individuals

- end counselors.

HEALTH SERVICE FUNCTION

 

 

College W Service. Full time e.cdonts are entitled to un-
limited con‘eultstion and advice. L-iedical examinations are given by
appointment. Minor treatment. firet aid, and recuperating hospitali-
cation is also available at the Ho" th Center. Six dollars of the
activity fee is set aside for financing this service.

The fStudent Council has made arrangements for students to
enroll voluntarily in a group health plan. This service covers ex-

penses incurred at hospitals for room and for surgery costs.

30

Nuxnbsr of Students Served. During the scndsmic year 1958-59.
tho following number of student: veto treated at the Hoolth Center:

 

Soptemhgg October November December anung

 

329 670 483 328 755
Fchrnng March Agril May June TOTAL
803 479 1372 1047 439 6705

Ehysicsl Earninstion. No student onrolling for tho first time

I is permitted to register until the Registrar has been notified that the
record of summation is on file st the College Health Contcr. Tho
rssults oi tho onminstion sro not considered so criterio for sdrnission
to tho College. but only so on old in tho consideration of tho hcslth of
tho studsnt and in tho trunnsnt of the otndont should such ho nscssssry
by tho Collcgo Hsslth Canter.

 

THE HOUSING mNcglou

Student Housing. The College first entered into the husinoss of
student housing with the construction of Douglass Houghton Hall in
1937. Prior to that time. tho Registrar's Office had msintoined lists
of svnllsbls community housing for stud: onto to use in securing their
own accommodations. Since the construction of the first unit of
Douglsss Houghton Hall. which sccommodntcd 179 men. the College has
continued to expand its housing facilities to the present capacity of
l. 363 single. students and ninety-four student families. Most of this
growth has token plscs within the past two years.

With tho increased enrollments following World War II. the
College found it necessary to screen the community carefully to occurs

housing of! campus for single and married students.

31

As enrollments continued to grow in the early fifties, it become
uppsrent that the College would again be confronted with s shortage
of sdeqnnte housing for single students.

Thus. planning wss begun on the first group of new residence
hulls. with the first unit of Wadsworth Hell being occupied in the Full
of 1955. Mesnwhils, the College took on the responnibility of provid-
ing housing for single women students. and at present operates two
residence hells for women.

While the on-cnmpus housing developments were taking plsco.

e Housing Committee was formed in the summer of 1954. The primsry
sssignment of the new Committee wss that of snxdying the off-campus
housing situation, end of recommending standards of housing facilities
thst should he met by local householders in the interest of health end
ssfety for the student. The Committee was also empowered to co-
ordinsts the hsndling of both on end oii~ campus housing in the sttempt
to csntrnliss the edministrstion of housing for the convenience of both
prospective end current students. ,

With the erection of the Office of the Dean of Students in 1954.
student housing wee estsblished es s function of that office. The
csntrslisstion oi the «rims housing sctivitics enables one office to
provide iniormstion to students concerning residence hells. on-csmpus
spsrtments for msrried students. and 013- campus facilities {or both
single and msrried students.

The men's residence halls are under the leadership of s resident
sdviser who directs s stsfl of student counselors assigned st s rstio
of l to 25/30 residents. Periodically s training program is held for

the counselors.

32‘

THE STUDENT ACTIYIIIES FUNCTIOI:

 

Student Activities. An importsnt phase of college life consists
of development in "human relations. " Learning to live and work with
others, and the development of leadership qualities, are largely the
result of student psrticipetion in s wide variety of student activities.

The student government st the College is carried out through
the Student Organization, to which all students belong. The governing
body of the Student Organinntion is the Student Council, whose voting
members sre elected by classes. The President of the Council is
elected st large and in en ea-ofiicio member of the Council. The Student
Orgsnisstion fee is need to defray, in whole or pert, the expenses of
offlcisl student activities.

The College recognized the value of a well rounded program for
student development. and it encourages students to participate in
student sctivitiee. Stu-lento are cautioned to carefully consider their
choices of sctivities sccording to their special interests.

The following organizations operete with College spprovul:

fraternities. Five fraternities maintain hoeses for their numbers.
Two srs locs; two srs chspters of notionsl social fraternities; sud one

 

is s chapter of s national professional organization. New students may
not pledge themselves for fraternity membership until the third term
of their uttendence st the College. Pledges my not be initiated during
s term in which their pledge begun. No student may he pledged or
initiated whose weighted average is below 2. 0.

Sororities. Two local sororities operate on a. somewhat limited

 

scsle from frsternities. During the spring term, 1959. one group
went inactive when it failed to obtain e. large enough pledge class to

wurrunt continuation.

33

Indapencientu. A poorly organized group of men student!

 

/
functions as an Independent Association. Their purpose and activi-
tie! are so loosely defLwal that it in dilficult for them to maintain
tr‘diflonSO

gonor Societievsf Eight general or éepartmental honor societies

 

play on important part in the recognition and encouragement of
”hour-ship.

S cola). Intorefi Groom. Each dc ree- rantin de rtment

  

encourages its students to take an activa part in its established pro-
folsional societies. Frograu'ni of interest to the professional growth
of its members are the well-defined purpose of these aocietiea.

A wide variety of activities ore offered in groups that on
avocational in purpose. ‘ ~

Religious Organizational. Six denomizmtionai church-offiliated

 

organizations play an important part in student life. Encouragement
of continued- church atten lance {a streasod with 8.11 atudenta. An inter-
donomtnational fellowship group offers additional stimulus toward

tho religiou- utirnulation of the: college eta-3.3m. The sponsorship of
on ma! Religion-im- Ltfe Week is I. group project of all religious
orglniuttonl. .

Community Activitieg. Many atudents take part in the numerous
outdoor activitiel Imilable in the area. Good boating and excellent '
tithing are taunt! within a few miles of the campus. Favorite winter
sport- oro to. “toting, hockey. smwahoetng, tobogannlng, and skiing.
Spring and an we rutionnl octivitiu includc golf, booting. twinning.
find tanninu

M Chang: Events. All cumpus groups participtto in on
“null Winter Col-ohm). which featureo an Ice Revue, a Variety Show,

o Queen Contact. anow sculpture competition, and winter sport: events.

34

Every two years the professional societies and the Student
Council present an Engineering Show, which highlights student
projects one exhibits supplied by inclustrial firms.

Student Publicationg, The Lo”: is the official student newe-

 

pAper of the Student Organisation. It is published once each week

during the academic year. The yearbook The Keweenawan is published

 

snnuelly. Both publications provivie opportunities for students to
obttin caperience in writing and editing.

During the l958¢59 ecudemic year. a Board of Publications
was estsbliehed. Ito first project was the establishment of a sound
financial reporting system. Approval of salaried positions of the
publications staff must be obtained from this Board.

Faculty Adv}. sere. li’ith the exception of the professional
societies. most of the organisations. including the Student Council
sad the Into tit-eternity Association, operate with little or no faculty
sponsorship. Almost weekly the student newspaper cells for closer
communication between sdministretors and students. Advisers would
sid in this cell for communications; however, strong resistance is
met when the suggestion is made that faculty advisers be invited to
meet with the organisations.

 

THE WFINANCIAL AID FUNr C TIES:

Scholarship Loan Fania. Long term loans payable after the

 

student leaves school are available. During the 1958-59 academic
year. $22. 800.00 was loaned to fifty-mine etwients. This is an average
0! $386.44 per stu-iient. An interest rate of five per cent is applied on
these loans when the student leave-s college. On June 30, 1959.

$55, 263. 26 was outstanzling in loans».

35

National Defense Student 14w Under the provision of Public
Law 85-864 entitled National Defense Education Act of 1958. the
College received $25. 665. 00 for loans for worthy students. To tMs
mount the College sdded $2, 853. 00, mining As total ion fund of
$20, 518. 00. The provisions of this losn fund are:

1. Currently enrolled {all time studsms must have snd maintain
s 3. 5 nil-college grsds point svsrsge and msks normsl progress
toward the degree for which they srs working.

2. New students must have rsnked in the upper quarter of their
high school grudusting class.

A maximum of $1, 000. 00 may be borrowed during sny ncndomic
yesr. It must be used for legitimate educational purposes such ss
room. bosrd. tuition, snd books. During the 1958-59 scsdemic year,
forty mam. received loans that totslled $16,125.00. m. a. so '
swap of secs. 1) per student. This team does not draw interest
until one yssr sftsr s student invest college. when s three per cent
site is spplisd. Ten equsl yearly psyments my be used to repsy this
losn.

M 22.5....“ “.43...." Students in need of emergency cssh my
spply for s short tims losn. usually not to exceed $150. 00-, and to be
rspsid in 30 to 90 days. These loans were originally established to
assist veterans in meeting expenses until receipt of their first
government check. However, s student need not be a veteran to obtain
s short term loan. During the 1958-59 academic year $28. 473.00 was
losned to 207 students for sn average o£‘$137. 55. A service charge
of one per cent is made for each loan.

On June 30, 1959, the total smonnt available for college long
sod short term losns was $20, 886. 00.

36

Scholarships 5151 Awards

 

3153 Students. During the 1958-59 academic year, 171 Michigan
High School or Junior College scholarships were awarded. The cash
vslae of these swsrds mounts to $20, 626. 00. One award is made
svsilsbls to each ecc redited high echool and junior college in the
Stste. The recipient is nominated by the high school principal or
junior college dean. In sedition, a. scholarship is available in each
State end United States territory. This award is based upon the
recommendation of the State Superintendent of Public instruction. or
his equinlent. During 1958-59, fifteen State awards were nude with
s tots! cosh value of $2, 028. 00.

Twenty-four echolerships having a total cash value of $3, 244. 00
were made available to entering students from foreign countries.
These scholsrships sre renewable yearly. provided the student's
scsdemlc schievement is utiefectory.

Five freshmen sthletic swords totaling $1, 115. 00 are msde
svsihbls each yesr to entering freshmen sthletes.

Various companies and organizations made available $10. 889. 00
in 1958-59 for scholarship swards to twenty- six outstsnding prospective
students. A competitive scholarship examination was given to assist
in the selection at the individuals. These ewsrds varied in amounts
from $200. 00 to $800. 00 per yesr. Many of theee awards may be
continued from yesr to year if the recipients' sendernic records ere
mintsined st s B sverege or better.

Enrolled Students. Currently enrolled students were considered
{or seventy-eight swsrds mounting in 1958-59 to $34, 488.00. These
swords ere normslly given to the top scholar in the respective class
Ind depertment (or which the curd was establiehed. The donors of

37

these awards include both induetry and interested organisations. In
many cases the donors of the awards provide summer employment
for the recipient.

Campus Employment. The College maintains a student employ-

 

ment service whereby students may secure employment in the com-
munity. In addition. there is opportunity for onncampuc work in the
various College food service departments. and as student janitors.
counselors. and student assistants. Applications for these part-time
jobs are made at the activity concerned. No «to—ordination has been
accomplished to determine the amount of financial assistance any one
person may be receiving through loans, scholarships, and part-time

work.
THE prong. SERVICES nmcnomg

£123 Student Orientation. All new students accepted for ad-
mission for the {all term are expected to be present on campus {or
participation in the Orientation Week activities. Activities of this week
are designed to help the student in his adjustment to the campus and
community and to provide a basis for a satisfactory transition to college
work. Included in the week's activities are entrance examinations.
consultations with departmental advisers and faculty members, con»
{erences covering various phases of academic and extra-class
activities. Student services are described in detail and suggestions
on study techniques are offered during one activity.

The program begins with the President's reception and is con-
cluded with actual class attendance.

m Placement. Placement services are also administered
by the Dean of Students. who is Director of Placement. During 1958-59.

 

 

33

two hundred industrial organisations sent recruiters or recruiting
teams to the College to interview senior students.

As part of the Placement Office, active files are maintained
on both seniors and alumni, many of uhom avail themselves of the
placement service in securing different positions. Sophomores and
juniors are also assioted in finding summer employment in industry.

Following a meeting with seniors in the full term, the Place-
ment Director schedules industrial interviews during the winter term.
Interview schedules are published regularly so that all seniors may
register an appointment with Company representatives of their
choice. Interviews are concluded at the end of winter term and many
seniors use the spring holidays to visit industrial concerns, by
invitation, for further interviews.

The Placement Director works closely with industrial personnel
officers throughout the year. Table III presents a tabulation of the
placement and initial salary for students who received their degrees
in Mo. 1959. These students provided the information on a voluntary
basis as they were interviewed prior to graduation.

Religious Activities. One of the activities of the Orientation
Week program for new students is devoted to the religious life of
the students. A member of the faculty. active in a student religious
organisation. discusoes with the new students the desirability of
continuing their religious experiences at the church of their choice.
An opportunity is then made possible for the student to meet with a
minister. priest. or representative of the J ewieh faith. Here the
student religious organisations have an opportunity to present the pro-
gram uttered by their group. Following this group meeting a church
picnic is held at a state park. The College furnishes the food and pro-

vides the leadership for recreational activities.

 

 

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40

Bell lon‘in- Life Week. The etudent religious organizations

w -—.~ .7—

sponsor each tall I program: that emplsasisee the hmportance of a

 

religious experience. Outstancllng denominational representatives
who have strong student appeal appear on campus for workshops,
seminars, and fireside activities.

Szecial Clinics. One major remedial service is tliat offered
in s non—credit course entitled Development 0! Reading Abilities;
Study skills are included in the presentation of the course. Now-credit
clssses in algebra are offered to those individuals who find they are
having difficulty in ire shznen mathemtics.

flag: The staff personnel who provide assistance and guidance

in the performance of student personnel services include:

2&2: 25 22: 9...»: 9.! mwdem-
Den of Students
(1) Senior Placement
(2) Student Activities
(3) Scholtrshipu, Awards end Leann
(4) Reedmission of Dismissed Students
(5) Discipline
(6) (Io-ordination of Total Program
Assistant Dose of Students
(1) Director of Counseling and Tea-Mg
s. CounselinguPez-sonal. Vocational and Educational
(2) Housing Co~ordimtor
(3) Orientation Week Director
(4) Registration of Social Events
(5) Supervisor of Coed Residence Halls
(6) High School Testing for Six Schools
(7) National Defense Loans

41

Counselors (2)
(l) Cmseling-aPersonal~Vocationnl and Ednationnl
(2) Resident AdvisoruMen’s Residence Halls
(3) 1n- ssrvics tuning of Sixteen to Twenty Student.
Counselors
(4) OIL-campus Housing Inspection ~
(5) Social Programs of Residence Halls
(6) Student Govcrmnent and Juclicisry of
Residence Halls
(7) Stet! Studies
Psychometrist
(1) Administration and Scoring of Tests
(Guidance sod Employment)
(2) Stsfl Studies
Secretaries (4)
Dean of Students am} Placement 2
Counseling 1
Housing ’ ' 1
Student Assistants (l)
(I) National Defence Loans
(2) Clerical Help
% 9.1 Registrar
(1) Admissions
(2) Term Scheduling
(3) Recoras and Reports
9.2.19 (3! Director of Admissions:
(l) Admissions
(2) High School Visitation

42

College Wk Service
Physicians (2)
(1) Maintain Regular Office Hours outing
Scheduled Sessions
(2) Emergency Calls
Registered Nurses (2)
The organisation plan for the office of Dean of Students is
depicted in Figure 3.

Suturing

The existing student personnel areas were presented to
indicnts the sctivity which provided specific services. The duties of
the stsfl members were outlined. The next step in the study is to
Inslyse the perceptions of the faculty and students of the student
personnel services.

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n gut

CHAPTER V

AN ANALYSES OF THE PERCEPTIONS OF THE STUDENT
PERSONNEL SERVICES HELD BY ADMINISTRATORS,
FRESHMEN, SENIORS AND FACULTY OF THE
COLLEGE AND BY PERSONNEL CONSULTANTS
VIE‘a’i-‘ING THE PROGRAM

introductions

 

In this chapter an analysis is presented relating to (l) the views
held by personnel consultants who were asked to react to the strengths
and the weaknesses of the program; (2) the perceptions of the adminis-
trators. (3) of the freshmen and seniors, and (4) of the faculty,
concerning the student personnel services at Michigan College of
Mining and Technology.

Perceptions of Personnel Consultants

Three professionally trained student personnel consultants.
each from a different institution of higher learning evaluated the stu-
dent personnel services of the college. The Kamm-Wrenn Evaluation
Report Form for Student Personnel Services (20:541) was the instrument
used by the consultants. A comparison of their evaluation is reported
in Table IV. The numerical scores reported by the evaluators were
35. 35. and 29. These scores were considerably below the adequacy
score oi 46 as established by Kamm and Wrenn for use with their
scale. It is also noteworthy that the evaluators were in relatively

close agreement in their final numerical scores.

44

45

TABLE IV

EVALUATIC‘N OF STUDENT PERSONNEL SERVICES
MICHIGAN COLLEGE OF MINING AND TECHNOLOGY

Institution Objectives
Admissions
Orientation
counseling

Health

Housing

Food Service
Stucient Activities
instruction
[Fhuundalluds
Placement
Cumulative Record 1
Discipline

Evaluation

L I iR II": :3:

VII.

VIII.

m.

XI.

XII.

XIII.

XIV.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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‘J C‘F Y 271' '

46

The evsluntion by student personnel consultants of the existing
student personnel provides u better perspective of the nsture oi the
program ss it does exist. While those who work within the student
personnel program ere cognizant of its strengths and wesknesses. e
eeli'u-evsluation would certainly reflect s "halo" Opinion based on the
individusls' special interests. In other words each person would went
to believe he is doing sn excellent job in his particulsr responsibility.

Finsncisl sids. instruction, student sctivities, discipline end
evslustion were the sress the consultants have indicstsd needing

inprovement.

Perceptions gt Administrators

 

 

Five top administrators of the college were contacted end ssked
to identify the established student personnel that students could go
for help with their problems. These top edministretors included the
president. dean of students. desn of faculty. registrar, end controller.
The edministrstors were in complete egreement es to the student
personnel services that had been established to meet the problems of
the type included in the eleven sress of the Mooney Problem (.212!
List. Their perceptions of the student personnel services sre
presented in Teble V.

These dots. form the bsses for contrasting the perceptions of
students end faculty. Chepter m, psge 23 reported the ststisticsl

procedure followed.

Eerceptions of 9.3.? Freshmen 2d Seniors 121d 2f the
Seniors s25 Fecultz

 

An snnlysis of data related to the perceptions of students for
each of the three general areas of study and the perception of the

47

TABLE V

TABULATION OF ADMINISTRATORS‘ PERCEPTIONS OF
AVAILABLE STUDENT PERSONNEL SERVICES

 

 

Area Available Student
Personnel Service
1 Heelth end Physical Student Health
' Development Service
11. Fiancee. Living Conditions, Dean 0‘ Stu dents
and Employment
Socitl and Recreational
III. Activities Counseling Office
Social-Psychological , .
IV. Relation. Couneelmg Office
Pereonnl- Plychologicel .
V. Relation. Couneeling Office
Court-hip, Sex, and _
VI. Merriage Couneeling Office
VII. Home; and Family Counseling Office
VIII. Morel. and Religion Church
IX. Adjuetment to College Work   Counseling Office
The Future; Vocetional _
X. and Education“ Counseling Office
Xi. Curriculum end Teaching Counseling Office

Procedure

 

48

leculty for the etudent pereonnel eeryicee et Michigen College of
Mining end Technology in reported. ‘
The null hypotheeie to be teeted wee:

There ere no eigniiicent difie rencee between the freehmen
end eeniore end the eeniore end faculty in their perceptione
oi the eveileble etudent pereonnel eervicee.

The date collected through the edrninietretion of the etudent
end ieculty queetionneiree were the heeie for testing thie hypotheeie.

The acuity perception: were contreeted with the eenior per-
ception. end the ireehmen perceptione were contreeted with thoee of
the union. '

The etetieticel enelyeie eppropriete for thie type of date ie
Chi-equere.

A eutnmery of the reeulting Chi-equere Veluee in reported in ‘
Teble VI.

Significent Findinge
For the etudent eemple enrolled in e progrem of etudy in the

eree of Engineering Sciences:

1. There wee e eignificent difference between the reported
perception oi feculty end eeniore pertaining to available etudent
pereonnel eervicee releted to probleme in the aree oi "Finencee,
Living Conditione. end Employment. "

2. There wee e eignificent difference between the reported
perceptione of ireehmen end e‘eniore pertaining to eveileble etudent
pereonnel eervicee related to probleme in the eree of "Finances,
Living Conditions. end Employment. "

For the etudent eemple enrolled in e program of etudy in the

eree oi Minerel Induetriee:

49

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m-me m.<m w-ee mien mile n-4,».

oucouum ”manage“. eemhmnwmm 3.352 Amamhoefimmm

 

euoaew eaeuenr segue...” n m o mh euomoom e593», hen—week u m .. eh

QMEméPZOU ”mg wHUEmMm JHZZOmamHnw HZNQPHm
ho ZOnHmHUMMnm monzmm DZ< .mepflwwMfih RwHADUCh Zmnmkr 84.0de manual? wHDJ<> Hm<DOmtnEU

F? M1333.

l. There wes e significent difference between the reported
perception of feculty end seniors perteining to eveileble student
personnel services releted to problems in the eree of "Social end
Recreetionel Activities. "

For the student semple enrolled in e program: of study in the
eree of Generel Sciences:

1. There wee e significent difference between the reported
perception of freshmen end seniors pertaining to eveileble student
personnel services releted to problems in the eree of "Sociel end
Recreetionel Activities. "

2. There was e significant difference between the reported
perception of freshmen end seniors pertaining to eveilnble student
personnel services releted to problems in the tune of "Social-
Psychological Reletions. " l

3. There wes e significent difference between the reported
perception. of freshmen end seniors pertaining to eveilable student
personnel services releted to problems in the eree of "Personal-
Psychologicel Relations. "

4. There wee e significent difference between the reported
perception of freshmen end seniors pertaining to eveileble student
personnel services releted to problems in the eree of “Courtship.
Sex. end Merriege. "

5. There was e significant difference between the reported
perception of freshmen end seniors pertaining to eveilabie student
personnel services related to problems in the eree of "Home end
Family. "

6. There wee e significant difference between the reported
perception of freshmen end seniors pertaining to available student
personnel services related to problems in the eree of "Curriculum

end Teaching Procedure. "

51

It is noteworthy that between freshmen and seniors enrolled in
the Genersl Sciences eree significant differences existed in six
problem erees es to the student personnel service to which they can
turn for help. It is possible that students enrolling in this ecedemic
eree needs special ettention during orientation week.

7. No significent Chi-squere differences were found in the other
erees concerning the faculty end senior perception and freshmen tend
seniors concerning eveilsbls student personnel services. This
indiceted thet both students end feculty epperently were severe of the
personnel services eveilsble on the campus.

Summer}

The enelysis of the findings relating to the ewereness offeculty
end students to the eveilehle student personnel services logicelly
leads to the next procedure, end enelysing of the steted student
problems es indicated in the Moonez Problem M List. Chepter VI
wm essums this task.

CE‘IAPT E 3 VI

Al‘IALYSIS OF THE PROBLEMS OF STUBEEZ‘NTS AS PERCEIVBD
BY THEMSELVES, AS PERCEIVED BY FACULTY. AND AS
COMPARED WITH STUDENTS AT TWO OTHER
INSTITUTIONS OF I-{IGHER LEARNING

 

Pregaretion 31 its: ,

The statistical proce-fiuree appropriate for aimlya‘sing the data
presented in this Cl-i-apter are: (l) the Extension of the ix-iedian Test.
(2) Spearmn Rank Correlation Coefficient, and (3) Ken-flail Coefficient
of Concordance. These three procedures were described in Chapter
III. Methodology.

All of the student reaponaen to the Normal! Problem Check Lint

 

administered on November 19. 19:33, at Michigan College of Mining
£1163 Technology were tabulated and the data used to test the null
hypotheses. A presentation of a percentage Burmnary of each area
study is in Appeniiix F.

The ststisticsl tests were employed (1) to test whether signifi-
csnt differences exist in the number of problems indicated on esch
sub-st“ of the check list by male single students sud msls married
students in the three genersl scadcmic cross. (2) to test if signiiicsnt
diflercncss exist between students' perceptions of their problems
snd acuity perceptions of the students' problems, and (3) to test if
significant differences exist between students' perceptions of their
problems st Michigsn College of Mining and Technology end students'
perceptions“ of their problems st two other institutions of higher
learning.

52

53

Differences in the Number of Problems of Male Single Students
in the Three ”General Ar___e_a_e of the Colleaeo for the Eleven Arees
g! the Mooney Problem Ch°.._._5_k List

 

The null hypothesis to test differencee obteined in the frequency
of reeponeee for etudents indicsting problems is:

There ere no eigniflcent differences in the number of problems
indiceted on each sub—eree of the Mooney Problem Check Liet
by mule single freshmen or upperclessmen in the three generel
mdemic Irene.

A summery of the Chi- square values resulting from the exteneion
of the medien teet is presented in Table VII. Also included in this
an. in e summery of the median for each of the eleven sreee.

For ell prscticel purposes the single mele etudents oi the semple
my be considered ee being relatively homogeneous in the number end
type of total problems underlines end totsl problems circled. Only
one significant dieproportlonete grouping of probleme uppeered. In
relation to other groupe. single mole engineering sciences studente
underlined e proportionstely lerger number of problems in the eree
o! "PereonslePsychologieel Relations" while the single mele upper-
elesemasn enrolled in the generel eciencee curricula underlined
proportionetely fewer problems. .

Diflereneee in the Number of Problems of Mele Merried Students

in the Three Genernl Arees oWe3e~ mum W

o__! th:_e Mooney Problem Check List

The null hypothesis to test the differences obtained in the
frequency of reeponeee for students indicet in. probleme is:

There ere no signifieent differences in the number of problems
indicsted on eech sub-ores of the Mooney Problem Check Liet
by msle merried lreelnnen or uppercleeemen in the three
genersl endemic srees.

54

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no. .. . egaoniufi me 354

 

 

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2.6 3; 3.: £6 acreage e2. icon3o> tug one. x
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g M4fl<fl

55

A .ummary oi the Chi- aquere value. resulting from the
exteneion oi the median to» i. presented in Table VIII. Aleo included
in thi. table i. e .ummery oi the median for each of the eleven eree.
of the Mooney Problem 22355 1:12.25

1. In reletion to other group.. married mule general ecience.
.tudent. underlined e proportionately larger number of problem. in
the eree of "Plano... Living Conditions. end Employment, " while
the merried male .tudent. enrolled in engineering ecience. under-
lined proportionately fewer problem..

2. For problem. 0! meet concern (circled) the dieproportion-
.iity rover... with the merried generel ecience. .tudent. .howing
i’ewer problem. in the ere. of "Fiancee. Living Condition. end
Employment, " while the married .tudent. enrolled in engineering
science. indicated nanny probleme.

3. in relation to other group.. married mele .tudent. enrolled
in the generel ecience. curricula underlined e proportiomtely larger
number of problem. in the urea. oi "Adjuetment to College, " while
the merried male etudent enrolled in mineral induurie. indiceted
fewer problem..

4. In relation to other groupe. married mele generel .eience.
.tudent. underlined n preportionetely larger number of problem. in
the tree of "The Future: Vocetionel .nd Educetionul. " while the
merried mule .tudent enrolled in the mineral induetrie. curricul.
indiceted fewer probleme.

Thee. finding. .hould be con.idered with ceution bec.u.e the
expected cell irequencie. ere lee. than ten.

5. There ere no .igniiicent difference. emong the group. mailed.
with reepect to the total problem. underline. for the following eree.
of the Mooney Problem 211335 1:23:

56

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5 Hanan.

 

 

57

(s) Health and Physical Development. I

(b) Social and Recreational Activities, II

(c) Social-Psychological Relations. IV

(d) Personal—Psychological Relations. V

(43) Home and Family, VII

(1') Morals and Religion, VIII

(3) Curriculum snd Teaching Procedure, XI

Differences Between the Faculty Perceptions o__f the Problem
Areas of :8de onto an; tin: gee}: :mees of the Emmi er .ts Ranked
Egomrtionstely

 

 

 

 

 

 

The problem areas of the students were ranked one through
eleven in descending order. The faculty members who participated
in ths study, ranked the problem areas as they perceived them.

A tabulation of faculty perceptions of the problems of students is
presented in Table IX.

To determine the degree of association. the Spesrrnsn Rank
Correlation Coefficient was spplied. This type of messuro is appro-
prists for s study that requires that both variables be measured for
sssocistion.

The generalized null hypothesis tested was;

Ho: When ranked one through eleven, there are no differences
between students' perceptions of their problems and the faculty
perceptions of the students' problems.

The coefficient of correlations found for single students and
hculty. msrriecl stuaients and faculty. sud single students and.
msrried students, are emmsrieed in Table X.

All of the coefficients of correlation are significant and the
null hypothesis can be accepted with considerable assurance.

58

 

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‘ Madam

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Nu Hdm<h

59

TABLE X

A SUMMARY OF THE SPEARMAN RANK COEFFICIENT OF
CORRELATION BETWEEN GROUPS OF STUDENTS AND FACULTY

 

 

 

W ' ~ A r » ‘ ~, , ‘
Group Coefficient of Correlation
Single Student and Faculty r. 8' .78
Married Student and Faculty r. a . 84
Single Student end Married Student t. a .85

Difference. Between Studentg Perceptions! of Problem Areal

at Michigan (allege of Mining 2.35:1 T‘erJ101-z.;§1{'§i-TWO Other
Ynltltqtiona 95 m. her Lenrning

 

 

From the several lmdiee using the Mooney Problem M 1:23;.
it we. pouible to obtain a rank order listing of the problem are”
0! etudente at Illinois State Normal Univerelty. Shepherd College,
and Michigan College of Mining and Technology. A tabulation of
emdente' perception- of their problems is presented in Teble XI.

To determine the degree of association. the Kendall Coefficient
of Concordance: W we. applied. This type of measure is appropriete
for n etudy that considers relationships mong several (more than two)
ranking- of mbjeeta or individuals.

The generalized null hypotheeie tested was:

Ho: When ranked one through eleven. there ere no differences
between the studentn' perception. of their probleml from
Ielected tnltitutione Itudie-d.

The agreement among the students at the three inetitntione in
expreleed by W 3 . 838. In testing the significance of W, x’ Z 25. 14

60

 

 

 

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a n. v aoanonovon 323m ea. 51»: ~
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.30 .432 Eofiofii 33m .3 «one

 

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Hun Sm‘fi

 

61

be: the probability of occurrence under lie: of p. < . 001. It can be
concluded with considerable nunrence. that the agreement among
the rating- oi problems of the etnsdento at three institutions studied
in higher then it would be by chance.

It is noteworthy that the rank order of problem area. for
student,- et Michigan College of Mining Inc! Technology follow. cloeely
the pittern of problem- ctudentl ere concerned with at other insti-
tution. The literature reporting studie- at institutions of higher
hernia“ melting uu of the Mooney Problem 911393 1:15 nlnmu

m

 

“my. report edjuctment to college no the number one concern of the
“den“.

CHAPTER VII

SUMMARY AND CONCLUSIONS
1. SUMMARY

11.1.2 Problem

It was the primary purpose of this study to investigste the
student personnel program at Michigan: College of Mining and Technology
through on enmlnstion o! the problems of students ss they perceived
then. end the means by which they received Assistance in resolving
them. This study slso investigated faculty awareness of the kinds of
problems that students face, ss wellpss tsculty knowledge of svellshle
student personnel services to whom students could be referred.

A review of the literature pertsining to the Mooney Problem
9% list revesled a similarity of conclusions concerning the prob-
lems of students. "Adjustment to College" sppeered es the number one

concern at students on other csmpuses.

Methodolgfl

The straple of the study wss selected from students who were
enrolled in the eleven can. to twelve noon clssses. This hour pro-
video an opportunity to locsts the maximum number of students.
The Mooney Problem £13225 1:33! and s student questionnaire were
schninistered to s11 students. The faculty sample we selected randomly
with s twenty per cent representation from each Academic mk.
In “Mitten. the top live sdministretive officers psrticipsted.

62

63

The student personnel consultants were ssked to react to strengths
end wesknesses of the existing program.

The ststisticsl procedures used for analysing the dsts collected,
include Chi-Sqnsre. Median Test. Spenrrnan Rank Correlstion
Coefficient. end Ksndsll Coefficient of Concordance.

Findings,
The principel findings of the study sre summarised under five
headings.

l. Perceptions of the student personnel services held by
sdministrstors. freshmen. seniors, and faculty of the
college.

1. Significant differences were found between acuity nnd
engineering science seniors perceptions of where students msy obtain
help with problems of "Fineness. Liring Conditions. end Employment. "
Bimilsr differences were found between acuity end minersl industries
students in perceptions of mrces of help with problems relsting to
"Social s.nd Recreations! Activities. "

2. Significant differences were found between engineering
science freshmen end seniors perceptions of where students rnsy
obtain help with problems ot’ "Fineness, Living Conditions and Employ-
ment. "

3. Significant differences were found between general science
ireshmen end seniors perceptions of where students my obtsin help
with problems relating to: (s) "Socisl and Recreational Activities. "

(b) "Socisl-Psychologicsl Relstions, " (c) "Personal-Psychologies!
Relations. " (d) "Courtship. Sex. nnd Marriage, " (e) "Home end
Family, " end (1) "Curriculum and Teaching Procedure. "

64

ll. E'Pilferencea in the number of problems of male single
students in the three general areas of the college for
the eleven areas of the Mooney Problem Check List.

For all practical purposes. the single male star-lent of the sample
may be considered as being relatively homogeneous in the number and
type of total problems underlined and total problems circled. Only one
significant disproportionate grouping of problems appeared. In relation
to other groups, single male engineering science students underlined
s preportionately larger mimbcr of problems in the area of "Personal-
Psychological Relations, " While single male upperclnsemen enrolled
in the general sciences curricula. underline-.21 proportionately fewer
problems.

111. Differences in the number of problems of male married
students in the three general areas of the college for
the eleven areas of the Mooney Problem Check List.

. I. In relation to other groups, married male students enrolled
in the general sciences curricula underlined a proportionately larger
number of problems in the area. of "Finances. Living Conditions, and
Employment. " while the married male students enrolled in engineer-
ing sciences unclerlined proportionately fewer problems.

2. For problems of most concern (circled), the disproportionate-
ly reverses with the married students enrolled in the general sciences
curricula showing fewer problems in the area of "Finances," Living
Conditions, and Employment. " while the married engineering sciences
students indicated many problems.

3. In relation to other groups, married male students enrolled
in the general sciences curricula underlined a preportionately larger
number of problems in the area of "Adjustment to College, " while the

married male mineral industries student inziicated fewer problems.

65

IV. Differences between the {sculty perception of the problem
sress of students use! the responses of students ranked
proportionately.

No differences between students' perceptions of their problems
sad the {sculty perceptions of the students' problems were found when
rsnksd one through eleven in considering frequency of concern.

V. Differences between student perception of problem areas
st Michigsn College of Mining end Technology sud two
other institutions of higher lesrning.

When rsnked one through eleven. there were no diiiersncss
between the students' perceptions of their problems from selected
institutions studied.

11. CONCLUSIONS

The conclusions hosed upon the rssesrch, srs ss (allows:

1. Students sud faculty do not sgrse in their perceptions of the
student personnel service tbst bed been established {or students to
receive help {or problems thst relsts to the sres of "Fineness.

Living Conditions sud Employment. " It is possible. thst the misunder-
standing existed bscsuss smrsl office’s hsndled problems thst tell
within this problem srss. Less confusion would run“ for the student.
ss well ss for the fsculty. it the total finsncisl sid progrsm (including
tart-time employment) would be supervised or coordinated iron: the
office a! the Dssn of Students. An effort wss being msde. during the
period of'tbis study. to piece the responsibility for initisting long-
term losns with the Dean of Students.

2. Within the scsdemic one o! gsnersl sciences. the freshmen
sod seniors were not in sgreement us to the student personnel services

thst were svsilable for sssistsnce in six of the eleven problem srsss.

66

It is possible that the orientation activities may not have been pre-
sented in a way that no meaningful for students in all of the academic
areee. It may be that the seniors were more sophisticated in finding
other sources of help.

3. Married students are more concerned over problems reluc-
ing to "Finances. Living Conditions. and Employment. " While this
might be expected in married students. the location of the college
could well be the influencing factor.

4.. Based on the findings of this study. it can be concluded that
the student personnel staff of this college should be aware that _
”Adjustment to College" is e principle are: of concern to the student.

5. The problems expressed by students enrolled in technicsl
curricule follows closely the problems eztpressed by students enrolled
in non-technical curricula; consequently, the nature of the student
personnel progrem need not very in content end structure from that

found in a more heterogeneous institution.
m. IMPLICATIONS FOR FURTHER 8'5UDY

i. It should be important for the student personnel staff at
Michigen College of Mining and T ochnology to {negli‘i‘t s periodical evalu-
ation of its student personnel services following the pattern reported
in this study.

2. Many times statements have been given concerning the
proposition that engineering students have different problems than
the non- engineering students. The fact that results obtained by check-
ing of problems by students at this institution, primarily an engineering
college, were essentially the same as the results obtained by the
checking of problems by students at other types of institutions.

It in mggeatod tint a replication study be made using institution-
that enroll primarily engineering studentu. This would provide for
s verification or rejection of the findings of this study.

67

4.

5.

10.

ll.

BIBLIOGRAPHY

American Council on Education Studies, "The Administration of
Student Personnel Programs in American Colleges and Universi-
ties. Daniel DeFeder; gt 0;}... Series VII. No. 19. Washington:
1958.

Arbuckle. Dugald S. . Stud ent Personnel Services in Higher
Education, New York: McGrsw-Hill Book Company, 1953.

Bulletin of the Michigan College of Mining and Technology,
Anmgl gnnonncement and General Infomation, College Yesr
(1959-60). l‘uovem‘oer, 1958. Vol... 31, No. 4i. Housman.

Cullison, Vera E. . Problems of "Shepherd College Students, "
unpublished-i Term Paper at University of Colorado, 1958, pp. 18.

 

 

 

Cerr. Jemes Francis, Jr. . "The Problem Areas of 1 Selected
Group of Students at Florida State University. As indicated by
the Mooney Problem Check List. " unpublished Doctor's Disser-
tetion at the University of Florida, 1955. pp. 202. lnformetion
obtained from Dissertation Abstracts, Vol. XV, P. 1524.

Consdon. More A. . "The Perplexities of College Freshmen, "
Educational end Psychological Measurements, ($367.75,
Winter, l943).

Entwistle. Harry Grant, "Problem of Male, l’x’hite Veterans of
River Road Dormitories, G. I. Vlliege, The Ohio State
University, " unpublished Master's Thesis, The Ohio State
University, 1948.

Hibler, Frencis W.. end Arthur Hoff Loreen, "Problems of Upper-
cless Students in s Teachers College. " Journal of Higher Edu-
cstion, (282246-53).

Houston, V. M. , and Stanley 5. Marsolf, "Faulty Use of the
Problem Check List. " Jonrml 9.! Hi her Education, (15:325-8.
June, 1944).

Klohr, Mildred Chaplin, "Personal Problems of College Students. "
Home Economics, (40: 447- 8), October. 1948.

Manual. The lwioonez Problem Check List. New York: The Psycho-
logicelw Corporation, 1950.

 

 

 

68

12.

13.

14.

15.

16.

17.

18.

69

Mooney, Ross L. , "Personal Problems of Freshman Girls:
Reporting a Dormitory Survey by Means e A Check List, "
Journal of Higher Education, (14:84-90, Fall, 1943).

Parrott, Leslie, "A Study of Student Personnel Services in Six
Liberal Arts Church Colleges, " (ampublished Doctor's thesis,.
Michigan State University, 1958}.

 

 

Simpson. Elizabeth Jane, "Distinctive Personal Problems of
Home Economics Students at the University of Illinois, " unpub~
lished Doctor's Dissertation at the University of Illinois. 1955.
pp. 216. (Information obtained from Dissertation Abstracts,
Vol. XVI. p. 28?.)

Singer, Stanley L. and Buford Steiflre. "Concurrent Validity of
the Mooney Problem Check Li st, " Personnel 23d Guidance
Journal. (35:293-301).

Slinger, George Edward, "Fro simian Problems and Academic
Achievement, " unpublished Doctor” s Dissertation at the
University of Florida, 1955. pp. 12.8. (Information obtained
from Dissertation Abstracts, Vol. XV, p. 2474).

 

 

 

Stone, Gordon L. . "Student Problems in s Teacher’s College. "
Journal of Educational Psychology, (39:404-162. November,
T948).

Wrenn, Gilbert C., Student Personnel lifork in College. New York:
The Ronald Press Company.

 

APPENDICES

APPENLEIX A

70

Geographic Distribution of All Stuoents Enrolled. at lilticliigan College
of Mining and Technology as of October l, l958 - Fall Term

 

 

 

 

 

M

County No. County No . County No.
Alc cm 3 Gretiot 16 Mi 3 saukee l
Alger'I' 25 Ivlillsaale 3 Monroe 13
Allegan l 3 Houghton‘l‘ 3 21 M ontcalm 9
Alpena 15 Huron 5 Montmo rency 3
Ant rim 4 Ingham l l Muskegon 48
Arenac 4 lonia 8 N cwaygo ll
Baraga'lI 27 losco 6 Oakland 74
Barry 3 iron* 46 0c eana 5
Bay 18 Isabella Z Ogemaw 3
Bennie 5 Jackson 1 Z Cntonagoni‘ Z l
Berriem 23 Kalamazoo ll 0 sceola 5
Branch 2 Kalkaska 4 Osceola 0
Calhoun 16 Kent 49 Otsego 3
Cass 4 Keweenaw't 9 Ottawa 26
Cha rlevoix 6 Lake 1 Pre sque Isle lO
Cheboygan 5 Lepeer 6 Roscommon Z
Chippewa* 49 Leelanau Z Saginaw 5 i
Clare 6 Lenawee l 9 Sanilac 6
Clinton 4 Livingston 4 Schoolc rafti‘ l 1
Crawford 1 Lame”l 7 Shiawassee 4
Delta! 45 Mackinac ‘9' 9 St. Clair l6
Dickinson'l' 67 Macomb 40 St. Joseph 7
Eaton 6 Mani stee 8 Tuscola lO
Emmet 6 Marquette* l 12 Van Buren l 3
Gene see 39 Mason 9 if: ashtenaw 8
Gladwin 3 iccosta 6 Wayne 220
Gogebicfi 81 M enominee'i- 37 1-‘J‘exior-fl 9
Grand Traverse 8 I" idler-1d Zl TOTAL-i-TICHIGAN 1861
UNIT ED STATES AND POSSE SSIONS

California 3 Maryland 2 Oklahoma 1
Connecticut 9 Mas eachus etts 12 Oregon 1
District of Columbia 3 lviinne sota 59 Pennsylvania l4
Florida 1 -.=iis eourl 2 Rhode Island 1
Georgia 1 Nebraska 2 South Carolina 1
Illinois 68 New Hampshire 3 Texas 1
Indiana ll New Jersey 24 Wisconsin 197
Iowa 2 New York 80 Canal Zone 3
Kansas 2 Ohio 1 4 Hawaii 7

T OTAL 5 27

FOREIGN COUNTRIES TOTAL 191

 

TOTAL ENROLLMENT 2579

 

APPENDIX B

 

 

MOONEY PROBLEM CHECK LIST

1950 Ross L. Moo‘NEY COLLEGE
REVISION Assisted by LEONARD V. GORDON FORM

Bureau of Educational Research

 

 

 

 

 

Ohio State University

Age ................ Date of birth ...................................................................................................... Sex ................

Class in college ............................................................ Marital status ..............................................................
(Freshman. Sophomore. etc.) (Single, married. etc.)

Curriculum in which you are enrolled ...........................................................................................................
(Electrical Engineering. Teacher Education. Liberal Arts. etc.)

Name of the counselor, course or agency
for whom you are marking this check list ...................................................................................................

Your name or other identification,
if desired .........................................................................................................................................................

Date ......................................................

DIRECTIONS

This is not a test. It is a list of troublesome problems which often face students in college—problems
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.

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
circle the numbers in front of the items which are of most concern to you, thus,

“ 34. Sickness in the family:
V

Third Step: After completing the first and second steps, answer the summarizing questions on pages

Sand 6.

Copyright 1950. All rights reserved.

56-1771‘ The Psychological Corporation

tinted in U.S.A. 522 Fifth Avenue, New York, N. Y.

TOTAL. .

71

 

Cir. I Tot.

 

HPD

 

 

 

 

 

SRA

 

 

SPR

 

 

PPR

 

 

CSM

 

 

 

 

 

 

ACW

 

 

 

 

 

 

 

 

 

 

 

I‘II'DI. amp: ncau Inc not uuwny, unu as you come to a pmnlem wmcn troubles you, nnuertme II.

Page 2

 

Feeling tired much of the time
Being underweight
Being overweight

. Not getting enough exercise
. Not getting enough sleep

Too little money for clothes

. Receiving too little help from home

Having less money than my friends
Managing my finances poorly

. Needing a part-time job now

. Not enough time for recreation

. Too little chance to get into sports

. Too little chance to enjoy art or music

. Too little chance to enjoy radio or television
. Too little time to myself

. Being timid or shy

. Being too easily embarrassed

. Being ill at ease with other people
. Having no close friends in college
. Missing someone back home

. Taking things too seriously

. Worrying about unimportant things
. Nervousness

. Getting excited too easily

. Finding it difficult to relax

. Too few dates

. Not meeting anyone I like to date

. No suitable places to go on dates

. Deciding whether to go steady

. Going with someone my family won’t accept

. Being criticized by my parents

. Mother

. Father

. Sickness in the family

. Parents sacrificing too much for me

. Not going to church often enough

. Dissatisfied with church services

. Having beliefs that differ from my church
. Losing my earlier religious faith

. Doubting the value of worship and prayer

. Not knowing how to study effectively

. Easily distracted from my work

. Not planning my work ahead

. Having a poor background for some subjects
. Inadequate high school training

Restless at delay in starting life work
Doubting wisdom of my vocational choice

. Family opposing my choice of vocation
. Purpose in going to college not clear
. Doubting the value of a college degree

. Hard to study in living quarters

. No suitable place to study on campus
. Teachers too hard to understand

. Textbooks too hard to understand

. Difficulty in getting required books

101.
. Enrolled in the wrong curriculum

. Wanting to change to another college

. Wanting part-time experience in my field
. Doubting college prepares me for working

106.
. Dull classes

. Too many poor teachers

. Teachers lacking grasp of subject matter
110.

. Not as strong and healthy as I should be
. Allergies (hay fever, asthma, hives, etc.)
. Occasional pressure and pain in my head

. 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

. 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

. 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
. Father or mother not living

. Feeling I don't really have a home

Gradually losing weight

Moodiness, "having the blues"

Afraid of close contact with the opposite sex

 

-..... . -.--..

. Differing from my family in religious beliefs ]
. Failing to see the relation of religion to life 2 ‘
. 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

Weak in spelling or grammar

. Slow in reading

Unable to enter desired vocation

College too indifferent to student needs

Teachers lacking personality

 

l‘

 

 

TOTAL. . . .

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Page 3 Page
Cir. I Tot.
H
3% igor postuil‘e .- - 166. Frequent sore throat 221. Frequent headaches . 276. Having considerable trouble with my teeth PD
113 T001 ~Chomp L310“ or Sklll trou})1€ 16/. FTrequellFCOlClS 222. hlt‘nstl'll‘dl ()I' 16.111111? -(llS()l‘(lCr.S 277 Trouble \Vltll my hearing I
114' T 0 i I?“ 16'8- 4\05€ or 5111115. trouble . 223. Sometimes feeling faint or dizzy 278. Trouble with my feet l
]1_- ’00 d . . 169. Speech handicap (stuttering. etc.) 224. Trouble \Vllll digestion or elimination 279. Bothered by a physical handicap '
a. Not very attractive plinically 170. Weak eyes 225. Glandular disorders (thyroid. lymph. etc.) 280. Needing medical advice i
FLE
119. Needing money for better health care 171. Working late at night on a job 226. Not getting satisfactory dict 281. Needing a job during vacations
11/. Needing to watch every penny I spend 172. Living in an inconvenient location 227. Tiring of the same meals all the time 282. Working for all my expenses 1
fig Family “Triad about finances 173' Transportation or commuting difficulty 228- TOO little “WHEY iOI‘ I'L‘C‘I‘Piltimi 283. Doing more outside work than is good for me i
19 . D-isliking finanCial dependence on others 174. Lacking privacy in livnig quarters 229, No steady income 284. Getting low wages
~0. FinanCially unable to get married 17D. Havnig no place to entertain friends 230. Unsure of my future financial support 285. Dissatisfied with my present job i
l SRA
l3; AWkWard in meeting people 176. Wanting to learn how to dance 231. Lacking skill in sports and games 286. Too little chance to do what I want to do ‘
193‘ awkward in. making a date ‘ 1:7. Wanting to learn how to entertain 232. Too little chance to enjoy nature 287, Too little social life i
134' 1 0V" In getting acquainted With people 118. Wanting to improve my appearance . 2:33, Too little chance to pursue «.1 hobby 288. Too much social life . ' ‘
135- n too few student actiVities 179. Wanting to improve my manners or etiquette 234. Too little chance to read what 1 like 289. Nothing interesting to do in vacations
‘ ‘ Boring weekends 180. Trouble in keeping a conversation going 235. Wanting more worthwhile discussions with people 290. Wanting very much to trave
SI R
126' Feelings “)0 621511)’ hurt 181. Being too envious or jealous 236. Disliking someone 2.91. Too self-centered
137' Being talked about 182' Being stubborn or obstinate 237. Being disliked by someone 292. Hurting other people’s feelings
L8. Being watched by other people 183. Getting into arguments 238. Feeling that no one understands me 293. Avoiding someone I don’t like
1:29‘ Worrying how 1 impress people 184. Speaking or acting without thinking 23.9. Having no one to tell my troubles to 294. Too easily led by other people
130- Feeling inferior 185. Sometimes acting childish or immature 240. Finding it hard to talk about my troubles 295. Lacking leadership ability
PI R
131. Unhappy too much of the time 186. Losing my temper 241. Afraid of making mistakes 296. Too many personal problems
132. Having memories of an unhappy childhood 187. Being careless 242. Can’t make up my mind about things 297. Too easily moved to tears
133. Daydreaming 188, Being lazy 243. Lacking self-confidence 298, Bothered by bad dreams
184' Forgetting things 189. Tending to exaggerate too much 244. Can’t forget an unpleasant experience 299, Sometimes bothered by thoughts of insanity
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
CSM
136' Being in love 191. Embarrassed by talk about sex 246. Disappointment in a love affair 801. Thinking too much about sex matters
137- Deciding whether I’m in love 192. Disturbed by ideas of sexual acts 247. Girl friend 302. T00 easily aroused sexually
138. Deciding whether to become engaged 193. Needing information about sex matters 248. Boy friend _ 303- HflVing to wait too long to get married
139. Wondering if I really know mv prospective mate 194. Sexual needs unsatisfied 249. Breaking up a love affair 304. Needing advice about marriage
140. Being in love with someone Ilcan’t marrv 195. Wondering how far to go with theiopposite sex 250. \Vondering if I’ll ever get married 305. Wondering if my marriage Will succeed F
’ H
141- Friends not welcomed at home 196. Unable to discuss certain problems at home 251. Not telling parents everything 306. Wanting love and affection
142- Home life unhappy 197. Clash of opinion between me and parents 252. Being treated like a child at home 307. Getting home too seldom
143. Family quarrels 198. Talking back to my parents 253. Being an only child 308. Living at home, or too cluse to home.
144‘ NOt getting along with a member of my family 199. Parents expecting too much of me 254. Parents making too many decisions for me 309. Relatives interfering with family athllI‘S‘
145. Irritated bv habits of a member of my familv I 200. Carrying heavy home responsibilities 255. Wanting more freedom at home 310. Wishing I had a different family background MR
146' Pare - ' ' ' ‘ - 2 . W ntin more chances for reli ious worship 256. Sometimes lying without meaning to 311, Sometimes not being as honest as I should be
147. Missiliisg :htirifdfiloellglngfit’EShiircbcllgeigse life 282 WZntin: to understand more agent the Bible 257. Pretending to be something I’m not 312. Having a troubled or guilty conscience
148. Troubled by lack of religion in others 203. Wanting to feel close to God 258. Having a certain bad habit. 318. Can t forget some mistakes Ive made
149. Affected bv racial 01. religious prejudice 204. Confused in some of my religious beliefs 259. Unable to break a bad habit 314. Giving in to temptations
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
151- N ' - ~ . Not ettin studies done on time 261. Worrying about examinations 316. Not having a well-planned college program
152. Hgirisri)gertlgdnr%i:rrilmi§i}fsid:(iriflersdiltciy 287. Unalgle to ioncentrate well 262. Slow with theories and abstractions 317. Not really interested in books
158. Trouble organizilli term a ers 208. Unable to express myself well in words 263. Weak in logical reasoning 818. Poor memory .
154. Trouble in outlinigg or ndieflaking 209. Vocabulary too limited 264. Not smart enough in scholastic ways 319. Slowi in mathematicsf h 1
i ' ‘ ' ' ~ . ‘ ' ' ‘ ' a vaca mm mm so 00
155. Trouble with oral reports 210. Afraid to speak up in class discusswns 265. Fearing failure in college 20. Nee mg FVE
156- W0 ' - ’ - - , onderin whether further educatiOn iS WOYthWhfle 266. Deciding whether to leave college for a job 321. Afraid of unemployment after graduation
157‘ Neelliifirgnfg lflrirlil zilfejildcfdsstffil 1friitlilifr: 2&2. ‘Nvot knowigng where I belong in the world 267. Doubting I can get a job in my chosen vocation 822. Not knowing how to look for a jo .
158. Not knowing what I re llr w:nt 218. Needing to decide on an occupation 268. Wanting advice on next steps after college 323. Lacking necessary experience for a job
159‘ Trying to combine marfliaye and a career 214. Needing information about occupations 269. Choosing course to take next term 324. Not reaching the goal Ive set for myself
160. CODCerned about militarygservice 215. Needing to know my vocational abilities 270. Choosing best courses to prepare for a job 325. Wanting to quit college CTP
161. Net having a good colle e adviser 216 Classes too large 271. Some courses poorly organized 326. Grades unfair as measures of ability
162. Not getting individual 11:1 from teachers 217. Not enough class discussion 272. Courses too unrelated to each other 327. Unfair tests. ' . .
168. Not enough Changes to tall: to teachers 218. Classes run too much like high school 278. T 00 many rules and regulations 328. Campus activities poorly co-ordinated
164- Teachers lackin int r t 'n students 219. Too much work required in some courses 274. Unable to take courses I want 329. Campus lacking in school spirit . . .
165' Teachers not misfit—3;; if students’ feelings 220. Teachers too theoretical 275. Forced to take courses I don’t like 330. Campus lacking in recreational facditles

 

 

¥

 

Second Step: Look back over the items you have underlined and circle the

numbers in front of the problems which are troubling you most.

 

 

 

 

Third Step: Page: 5 and 6

 

 

Page 5 Pages

Third Step: Answer the following four questions. 3. Whether you have or have not enjoyed filling out the list, do you think it has been worth (icing?
............ Yes. ............No Could you explain your reaction?

QUESTIONS

 

1. Do you feel that the items you have marked on the list give a well—rounded picture of your problems?
............ Yes. ............No If any additional items or explanations are desired, please indicate them here.

2. How would you summarize your chief problems in your own words? Write a brief summary.

4. If the opportunity were offered, would you like to talk over any of these problems with someone on the
college staff? ............ Yes. ............ No. If so, do you know the particular person(s) with whom you would
like to have these talks? ............ Yes. ............ No.

(Questions are continued on next page» )

 

 

 

Manual THE
1950 Revisions M O O N E Y
PROBLEM
CHECK LISTS

FORMS

C—Collego

H—High School

J —Junior High School

ROSS I.. MOONEY
lEONARD V. GORDON

Ohio Stan University

Pabflshod by

THE PSYCHOLOGICAL CORPORATION
304 East 45"» Strut
Now York 17, N. Y.

:d in U.S.A. 50-123M

Tbe Mooney Problem Check Lists

TABLE OF CONTENTS

PAGE
Purposes of the Problem Check Lists .................................... 3
Design of the Problem Check Lists ........................................ 4
Administration of the Problem Check Lists .......................... 5
Counseling with the Problem Check Lists ............................ 5
The Screening Function of the Problem C heck Lists .......... 7
Validity .................................................................................... 7
Reliability ................................................................................ 9
Norms -— Survey Methods —— Research Analysis .................. 9
Development of the Problem C heck Lists .............................. 11
Bibliography ............................................................................ 1 3

This manual is for the three educational forms—
C, H, and J. There is a separate manual for the
Adult form.

PURPOSES OF THE PROBLEM CHECK LISTS‘

Modern educational practice is based on the philosophy
that the school is concerned with the “whole person.”
This idea has led to changes both in the curriculum and
in the varieties of personnel services which a school or
college provides its students. At the center of this em-
phasis on the mental hygiene and pupil personnel points
of view is the idea that to understand students better
the school should employ methods of systematically dis-
covering what problems are bothering them. Knowing
these problems—those of each individual and those char-
acteristic of the group itself—the school can mobilize its
counseling services and adapt its curricular offerings to
meet these needs. The Problem Check Lists can con-
tribute to this process of fact-finding which undergirds
intelligent plans for action.

Mooney’s Problem Check Lists were developed during
the early 1940’s to help students express their personal
problems. The procedure is simple. Students read
through the appropriate Problem Check List—Junior
High School, High School or College form—underline
the problems which are of concern to them, circle the
ones of most concern, and write a summary in their own
words.

There is nothing mysterious about the check-list
method of observing student problems. A competent
counselor can elicit an expression of a counselee’s prob-
lems over a period of interviews. Observant teachers
and principals infer problems from the run-of-the-day
behavior of the student and from his conversations on
ordinary matters. By means of the Problem Check List
both of these slower methods of analyzing the student’s
problems can be accelerated, and previously overlooked
areas needing attention can be brought to light.

The Problem Check List is not a test. It does not
measure the scope or intensity of student problems in
such a way as to yield a test score. There is a temptation
to treat the number of items checked as a score, but such
counts must be regarded only as a “census count” of
each student’s problems—limited by his awareness of his
problems and his willingness to reveal them. The sec-
tions on interpretation and on research methods will
outline the proper uses of these counts.

The usefulness of the Problem Check List approach
lies in its economy for appraising the major concerns of
a group and for bringing into the open the problems of
each student in the group. The reasons for which the

 

‘ Acknowledgment is due Dr. Mary Alice Price, Research
Associate, Bureau of Educational Research, Ohio State Univer-
“it” for extensive work in the preparation of the manuals pub-
lished in 1948, from which. much of the material in the present
manual is taken.

Problem Check List is administered fall into five broad
classes.

I. To facilitate counseling interviews

II.

III.

IV.

1. To prepare students for an interview by giving
them an opportunity to review and summarize their
own problems and to see the full range of personal
matters they might discuss with their counselor or
teachers.

2. To save time for the interviewer by providing him
with a quick review of the variety of problems which
are the expressed concern of the student.

To make group surveys leading to plans for in-
dividualized action

1. To find out what problems young people are con-
cerned with in their personal lives.

2. To help locate students who want and need coun-
seling or other personal help with problems relating
to health, school, home, social relationships, per-
sonality, or other personal problems.

3. To help locate the most prevalent problems ex-
pressed within a student body as a basis for new
developments and revisions in the curricular, extra-
curricular, and guidance programs of a school.

As a basis for homeroom, group guidance and
orientation programs

1. To stimulate each student to quicker recognition
and analysis of his needs.

2. To indicate discussion topics and group activities
which are related to the personal interests and
needs of the students in any given group.

To increase teacher understanding in regular class-
room teaching

1. To suggest approaches by which a teacher can
establish a more personalized relationship with each
of his students.

2. To enable special analysis of students who are
hard to “reach” or understand.

. To conduct research on the problems of youth

1. To show changes and differences in problems in

relation to age, sex, social background, school ability,
interest patterns, and the like.

2. To discover clusters of associated problems.

3. To measure changes brought about by a planned
problem-reduction program.

DESIGN OF THE PROBLEM CHECK LISTS

Each of the three forms in the educational series is
printed on a six-page folder in a way that provides for
ease of marking by the student and ease of summarizing
by the counselor or research analyst. The present format
has proved itself practical with hundreds of thousands
of cases.

When the student is through checking the items, the
summarizing process results in a count of checks made
in the following problem areas.

COLLEGE AND HIGH SCHOOL FORMS2

330 items, 30 in each area

1. Health and Physical Development (HPD)
II. Finances, Living Conditions, and Employment
(F LE)
III. Social and Recreational Activities (SRA)
IV. Social-Psychological Relations (SPR)
V. Personal-Psychological Relations (PPR)
VI. Courtship, Sex, and Marriage (CSM)
VII. Home and Family (HF)
VIII. Morals and Religion (MR)
IX. Adjustment to College (School) Work (ACW)
(ASW)
X. The Future: Vocational and Educational
(EVE)
XI. Curriculum and Teaching Procedure (CTP)

JUNIOR HIGH SCHOOL FORM

210 items, 30 in each area

1. Health and Physical Development (HPD)
II. School (S) .
III. Home and Family (HF)
IV. Money, Work, the Future (MWF )
V. Boy and Girl Relations (BG)
VI. Relations to People in General ( PG)
VII. Self-centered Concerns (SC)

THE 1950 EDITIONS

The 1950 revisions of the three forms have resulted
from a series of studies and analyses made over a decade.
A technical and historical review of the development of
the several editions appears later in this manual.

The earlier editions of each form were printed and
distributed for several years by the Ohio State University
Press. When The Psychological Corporation undertook
the publication, the authors were ready to make changes
in some of the items of the various forms, none of which
alter the character or substance of the forms in any
important way. The present editions, however, are de-

2 The order in which the areas are listed is that used on the
College form. The order difl'ers somewhat on the High School
form, though the areas are the same.

scribed as the “1950 Revisions” to distinguish them from
their immediate predecessors.3

CRITERIA FOR CLASSIFYING ITEMS IN'ro Anus

While developing and selecting items for the variom
editions of the forms, categories for the items were also
developed. The criteria for the classification schemes
were that the categories should:

1. Cover the range of problems collected;

2. Allow for a relatively equal number of problems in
each area;

3. Be few enough in number for convenience in sum-
marization;

4. Be pragmatic in pointing the data as much as pos-
sible in directions which would suggest programs of
action related to the kinds of services which tend to
be available in schools (see sections on interpretation) ;

5. Present a homogeneity of problem content that
would facilitate meaningful interpretation by the
counselor or teacher.

In each of the eleven categories in the current Col-
lege and High School forms and the seven categories in
the Junior High School form, 30 items are listed. After
experimentation on the trial forms, 30 seemed the num-
ber best suited to cover the range of problems in each
area without stretching some areas too far and com-
pressing others too much. Although some items are
apparently related to two or more classifications, each
of these is listed only under the one area to which it
has been found to be most relevant.

3 Users of earlier editions will find no dificulty in changing
to the current forms as far as counseling students Is concerned.
If a school has been keeping a count of checked problems for
local research purposes, the research analyst should observe
that (1) several items have had minor changes in wording,
(2) several items have been replaced, and (3) the order of
some items has been changed.

In undertaking the present revision, the goal was to increase
the utility of the instrument, to increase its reliability, and to
attain a greater homogeneity within areas. This was based on
the analysis of thousands of check lists filled in by young people
in schools in many parts of the country. Published studies are
listed in the Bibliography. Item counts were used to eliminate
those problems which were of little concern to most young
people, unless such items were diagnostic of particularly serious
problems. For the College form, the test-retest method was
used to determine the stability of the items. Items which were
unstable were eliminated. A cluster analysis of the items led to
the reallocation of some items to other areas, resulting in a
greater homogeneity within areas and greater independence
between areas. Finally, new items were obtained and rewarding
was suggested by the write-in statements on the back of the
check lists. New items were obtained for the College form
through the administration of a preliminary edition of the Adult
form (9) to a college population. Items were moved from one
educational form to another when studies of age trends with
respect to particular items recommended such a change. In
summary, the 1950 revisions are the result of extensive research
based on large surveys, coupled with expert judgment and long
experience with these instruments.

ADMINISTRATION OF THE PROBLEM CHECK LISTS

GENERAL

The Problem Check Lists are self-administering. All
the directions needed are on the cover page. College
students sometimes mark the lists outside of class. Junior
high school and high school students usually mark them
during a class period. When the lists are marked in
class, it is convenient to read the directions out loud
while the group listens. After work begins, it is well to
have supervision to protect each student from interfer-
ence by others. In supervising the group, however, the
teacher should take care not to give the impression to
the students that he may be curious about the problems
they are marking. The students are making a personal
report and will do best under conditions in which their
private relationship to the task is carefully respected.

TIME

Experience indicates that about two-thirds of a group
will finish the checking in 35 minutes and practically all
of the group in 50 minutes. Individuals who are much
slower should be given an opportunity to complete the
check list; these persons might be just the ones most
deeply involved in their problems.

ANONYMI’I‘Y

For many survey and research purposes, it may be
desirable to secure responses without requiring the stu-
dent to reveal his identity. Class, age, sex, or other edu—
cational and social variables often are all that are
needed. Where clerks and teachers, in general, are to
count the problems, such anonymity may be greatly
desired and in these instances the students should be so
informed at the time the purpose of the study is
explained to them.

If the student is filling out the Problem Check List
for a particular counselor (dean, teacher, principal, or
other adviser), he will, of course, need to provide his

identity. This causes no difficulty in situations where
rapport is such that the student trusts the promise of
confidential treatment of his problems.

An intermediate situation arises in which the whole
student group is to be studied for survey or research pur-
poses and those persons whose “problem-levels” are high
are to be screened out for prompt counseling. It is sug-
gested that the counseling Office prepare a set of cards
bearing code numbers beginning with, say, 1001. A card
is passed out with each check list. The student writes
his name on the card and his number on the check list.
The students should be told that only the counseling
Office will have access to the code, and that teachers
and clerks who “score” the papers will not know the
identity of any paper.“

COUNTING PROBLEMS

The checked problems are summarized very easily
because of the format of the check lists and the arrange-
ment of items. Open the sheet so the three center pages
are visible. The six blocks of five items each across the
top are the items for the first problem area which is
coded in the box at the right-hand edge of page 4.
Count the circled items and enter the number in the
box. Then count the items which are only underlined,
add this count to the number circled, and enter the
sum in the total box. (In the Junior High School form
items are only underlined.) Do this for each of the
problem areas, i.e., for each set of six blocks of five items
each. Then total the counts for all the areas and record
at the bottom. If desired, these values can be trans-
ferred to the spaces on the front cover.

4 As a matter of fact, it is probably highly desirable to provide
for anonymity, or a semblance of it, wherever possible in group
situations. In a recent study (7) with the Problem Check List,
Fischer indicated that “the use of signatures on personal ques-
tionnaires (particularly in the case of highly personal items or
serious problems)" appears to have “a relative inhibitory effect
on the honesty and frankness of the people responding to them.”
The same results were found by Gordon in an unpublished
study.

COUNSELING WITH THE PROBLEM CHECK LISTS

When using the Problem Check List to understand an
individual case, the aim is to analyze the student’s prob-
lems in relation to his total life situation and to develop
some plan of action, where necessary, for the guidance
of the individual or for the improvement of his situation.
The significance of the items which the student marks
on the check list becomes apparent only when they are
considered in relation to the whole case record of the
student. The process of interpretation is similar to that

required in the use of data from a free interview or free
writing.

At all times the counselor must keep in mind that the
Problem Check List is not a test. It does not yield scores
on traits or permit any direct statements about the
adjustment status of the person who made the responses
(see below). Rather, the Problem Check List is a form
of simple communication between the counselee and
counselor designed to accelerate the process Of under-
standing the student and his real problems.

Ordinarily, the counselor will want to study the coun-
selee’s responses prior to the counseling interview in
which these problems may become the focus of the dis-
cussion. A useful procedure in preparing to interpret
the Problem Check List data in relation to other avail-
able data is as follows.

1. Examine the identifying data on the first page.

2. On the three pages of problems count and record
the number Of items marked in each area and the total
number of marked items.

3. Note the areas having the greater concentration of
problems marked, and those with the lesser.

4. Examine the items marked, one area at a time,
noting in particular the circled items.

5. Read the answers to the summarizing questions to
secure a better understanding of the student’s attitudes
and conception of himself.

6. Examine the relationship between the summarizing
statements and the items marked.

7. Examine any additional data that may be available,
such as age, grade, family background, academic
record, aptitude and achievement test scores, extra-
curricular activities, interests, etc.“

8. Interrelate all this material and set up some hy-
pothesis as to the direction that the counseling situa-
tion may most profitably take. Formulate some
tentative plans for helping the student to meet his
difficulties more adequately.

The use of the Problem Check List does not assume
any single counseling technique. The data from the
check lists are useful in counseling which must be short
and necessarily limited, in counseling which is deeper
and more therapeutic, and in counseling with directive
or nondirective orientation.

The Problem Check List facilitates understanding of
the case by the counselor. Furthermore, the counselor
has, in the problems marked, a “green light” for discus-
sion. He has a reasonable certainty that little resistance
will be encountered in bringing up these problems in the
counseling situation.

For the counselee, the process of “sorting out” his
problems often may be immediately helpful to him in
understanding himself. In fact, in the summarizing
statements many students have Spontaneously attested to
the value of merely filling out the check list. Students
characteristically remark—“Just seeing what my prob-
lems are, on paper, has been a big help,” and “I have
obtained a much better understanding of my problems
through filling out the check list.” Equally often, the
students express relief in realizing how few problems
they really have.

5 A case in point here is to note the nature of the problems
of students who are not in the usual school grade for their age.

When the Problem Check List is used as an aid in
understanding the individual, or as a basis for counsel-
ing, a number of points should be kept in mind.

1. The items marked by the individual should be con-
sidered as symbols of the experiences and situations
which comprise his problem world. The items or prob-
lems checked should not be mistaken for the problem
world itself.

2. 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 because the
orientation of each is in terms of his unique experience.

3. Some problems may be marked with only vague
notions as to their specific meaning in concrete situa-
tions, while others may be marked with very clear
reference to specifics.

4. Problems marked are not of equal significance; one
item may prove to be more indicative of a substantial
blockage in the life of an individual than a dozen
others which he may also have marked.

5. The fact that a student has a problem is not in
itself “bad.” Whether a problem is to be taken as
“bad” or “good” or “neutral” in an individual case
depends on whether it signifies a point in progression
toward growth or signifies a point of imbalance toward
excessive frustration. The same item in one case may
be “bad” and in another case “good.”

6. Students who cannot recognize their problems or
who fear to express them may well be in a worse
situation than those who are free in their recognition
and expression.

7. An outside observer may see that a given problem
exists for a student, though the student himself may
not recognize that such a problem exists for him.

8. Students will check only those problems which they
are willing to acknowledge under the specific circum-
stances in which the Problem Check List is given. If
they are afraid the data will not be treated fairly, if
they become confused by some extraneous circum-
stances at the time of administration, or if they gen-
erally misunderstand what they are to do with the
check list or the purposes for which the data are tO be
used, they will limit their responses.

In the light of such points, it is clearly necessary to
evaluate the problems marked by the individual in terms
of his particular environmental and psychological situa-
tion and in terms of the particular circumstances under
which the Problem Check List was given. Only then can
interpretation result in a realistic appreciation of the in-
dividual’s problem world and, subsequently, in guidance
that is appropriate in concrete situations. Merely count-
ing problems is not enough for these purposes.

THE SCREENING FUNCTION OF THE PROBLEM CHECK LISTS

The number of problems checked is of value when the
Problem Check List is used as a screening device to dis-
cover students for whom personal counseling seems
desirable or necessary. Four cues are available for
selecting students for counseling, depending on the pur-
poses of screening and the training and availability of
counselors. Students may be located by these indications.

1. By their responses to the last question. This ques-
tion asks whether they wish to confer with someone on
the checked problems or any other problems. Students
who say they want to talk to someone about their prob-
lems are logical choices for counseling, since they are
presumably more ready to receive help. If they know
the particular person with whom they wish to talk,
opportunity can be afforded them to see this person.
Otherwise, an assigned counselor can conduct the inter-
views, with the check list at hand as a good starting
point for the consultation.

2. By the number of problems marked on the check
list. Students whose total number of problems is in the
upper 25 per cent Of the local distribution may be likely
candidates for counseling. These students have shown
themselves to be expressive about many problems and
are likely to be appreciative of the opportunity for fur-
ther exploration through conferences. Gordon (9)

found that a direct relationship exists between the num-
ber of problems marked and the desire for counseling;
all of those students in the upper 10 per cent in number
of problems marked desired counseling and the large
majority of those in the upper 25 per cent desired it.

3. -By the number of problems marked in a particular
area. Students who mark unusually large numbers of
problems in any particular area may also be helped by
counseling, especially in situations where there are coun-
selors who are equipped to deal with the specific types
of problems appearing in special areas. For example,
students who lack motivation for academic work because
they do not have a definite vocational goal may be
referred to the vocational counselor for information and
for help in formulating more definite plans.

4. By responses to particular items. Some items are
clear-cut in their implication that aid may be given by
the school or community to any student marking them.
For example, a student who marks “needing to decide
on an occupation” may, on this basis alone, be screened
out for referral to a vocational counselor. Students
marking “poor teeth” may be selected for initial referral
to the school’s dentist. Other items are similarly useful
in selecting particular cases for referral to special serv-
ices which may be available.

VALIDITY

If the Problem Check Lists were personality tests de-
signed tO predict definite patterns of behavior, the process
of validation would be simply that of determining the
extent to which the predicted behavior patterns corre-
sponded with actual behavior as judged by other criteria.
The check lists, however,'are not built as tests. They are
used for a variety of purposes and are so constructed
that the Obtained data must be considered in the light
of many other factors. Several general uses for the
check lists are suggested earlier in this manual, and for
each of these the data must be studied in terms Of par-
ticular people in specific situations. A single over-all
index of the validity of the check lists would be there-
fore quite meaningless.

Experience with the Problem Check Lists enables us,
however, to evaluate certain aspects of their usefulness
in terms Of the assumptions on which they were built
and the ptirposes for which they were intended. When
the check lists were devised, it was assumed that:

1. The great majority of students would be responsive
to the items;

2. They would accept the task with a constructive
attitude;

3. They would find that the check lists covered rea-
sonably well the range of personal problems with
which they were concerned;

4. School administrators, teachers and counselors
would find the results usable;

5. Research workers would find the check lists useful
in various lines of inquiry.

Certain studies concerning these assumptions are
digested below. The annotated bibliography mentions
other relevant studies. Although these studies were all
based on the pre-1950 editions, they apply in general
terms to the current forms.

1. Responsiveness. Students check a wide range of
number of items. For example, among 553 boys and
girls who marked the High School form, the median
number of items checked was 23; the fifth and ninety-
fifth percentile numbers were 3 and 72 problems. Among
1,689 Michigan ninth graders using this same High
School form (15), the mean number of items for the
eleven separate problem areas ranged from 1.5 to 4.0
items. The mean number of items checked on the entire
list was about 25. In the 1950 revisions many of the items

which drew relatively few responses have been rewritten
or replaced.“ The power of an item to elicit responses
will naturally vary somewhat with communities.

2. Constructive attitude. In the pre-1950 editions,
there appeared questions of this kind: “Have you en-
joyed filling out the list?”; “Would you like to have
more chances in school to write out, think about, and
discuss matters of personal concern to you?”; “If you
had the chance, would you like to talk to someone about
some of the problems you have marked on the list ?”

For various groups, usually over 85 per cent of those
responding have said “Yes” to the first question and
over 70 per cent of those responding have said “Yes” to
each of the last two questions? These responses indi-
cate that if the opportunity is given to students to
express their problems and to be helped with them, it
would be constructively appreciated by the great
majority.

The second question invites the student to request
counseling services. It is typical, in the various groups
which have been analyzed, to find an affirmative answer
from about half of the students. This indicates that if
the opportunity were given to the students to express
their problems and to be helped with them, it would be
constructively appreciated by the majority of those who
responded to this question. Those students who say “NO”
to the questions above give such reasons as: “I think
my personal problems should be solved by me”; “I feel
I should discuss these problems at home”; “I would not
like to discuss personal matters except with certain teach-
ers”; “No—not unless there is something done about it.
In my opinion there is nothing but a waste of paper if
you put these things out and do nothing.” These rea-
sons are not so much evidence of reaction against the
check list, per se, as they are evidence that the students
doubt the ability of the school staff to concern itself with
the personal problems of students. This should provide
a healthy caution. Mere use of the check lists is not
enough — both intention and ability of the school stafl to
follow through are essential.‘

3. Coverage of problems. One kind of evidence is in
terms of responses to the first summarizing question of

5 In the Problem Check Lists, the drawing power of the items
is a direct reflection of their personalized nature and the thresh-
old of response set by the instructions. The authors have
found that the responsiveness to items could be increased con-
siderably by making the problems refer to conditions outside
the immediate personal life of the individual. It was felt,
however, that the personalized frame of reference was the
more significant and meaningful in coming to understand the
individual.

7 From 15 to 25 per cent Of most groups overlook answering
the questions at the close of the list. This may be due, in part,
to unwillingness to reply, but is probably due primarily to the
fact that their attention has been centered on the three pages
of items and they have overlooked instructions to proceed to
the back page to answer the questions. In administering the list,
it is therefore wise to call attention to the questions as the last
step in completing the work. -

the pre-1950 editions of the check lists: “Do you feel
that the items you have marked on the list give a well-
rounded picture of your problems?” In an unpublished
study8 of college students, 92 per cent of those who
responded to the question felt that the items they had
marked gave a fairly complete picture of their problems.
This conclusion has been supported by the results of
other studies at the college, high school and junior high
school levels.

Another approach is to ask whether the responses of
selected groups, known by other criteria to have specific
problems, show evidence that their problems are reflected
by the check list data. For example, Stogdill and Den-
ton” compared a remedial study skills class with a
mental hygiene class, each composed of 35 undergrad-
uates matched with respect to age, sex, Ohio State
Psychological Examination percentile rank, veteran
status, college, and class year. Analysis of the data indi-
cated that a significantly greater proportion of the
remedial study group than the mental hygiene group
marked such items as “don’t know how to study effec-
tively,” “fearing failure in college,” “not doing anything
well,” “daydreaming,” “teachers lack interest in stu-
dents,” “needing to know vocational abilities, unable
to concentrate well,” “slow in reading,” and the like.
The mental hygiene class, on the other hand, marked a
significantly greater proportion of such items as, “going
into debt for college,” “feeling inferior,” “confused in
my religious belief,” “parents expecting too much of
me,” “not enough time to myself,” and “wanting COUI'SE)
I am not allowed to take.” The trends shown by this.
study indicate that problems one would expect to be
characteristic of these two volunteer remedial groups are
reflected by the Problem Check List.

” 6‘

Problems can change, even over a few days or weeks.
A worthwhile method of research is to determine the
degree to which the Problem Check List reflects state-
ments of problem changes from one administration to a
later one, the problem changes being determined by an
independent measure. Using this method with college
students, Gordon (8) administered the check list twice
to a group of 70 men and 46 women with a nine-day
interval. After the second administration, the students
were asked to indicate on a special mimeographed form
whether any of their problems had been solved. or
whether new problems had arisen during the previous
nine-day period, and if so, what these problems were.
The check list reflected about 83 per cent of the changes

reported on the mimeographed form.
0

9 By Leonard V. Gordon, Ohio State University.

” An unpublished study by Emily L. Stogdill and Jack 15.
Benton, entitled “Diflerences in Responses of Selected Collect
Groups to Items on the Mooney Problem Check Lists”: Depart-
ment of Psychology, Ohio State University, 1947.

4. Acceptance by educators and counselors. Validity
by popularity is of dubious scientific merit, but it is
sometimes relevant. Without any promotional effort,
over a half million of the various pre-1950 Problem
C heck Lists have been used in a great variety of schools
and colleges throughout the nation. The simple, straight-
forward check-list technique seems to fill a need in the
area of personal evaluation.

5. Usefulness in researches. The Bibliography at the
end of the manual presents brief descriptions of a few of
the numerous theses and studies in which the Problem
Check Lists have been among the principal research
tools used for collecting data of sociological, psycholog-
ical and educational import to school administrators,
student counselors, psychologists, and others.

RELIABILITY

The problems of reliability of an instrument like the
Problem Check List are not quite the same as those of 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. Since the problem world of any individual
is a dynamic interrelation of changing situations and ex-
periences, one would expect the number of items and the
specific items checked to be somewhat different at each
administration of the check list — if the instrument does
what it has been designed to do. The well-known
methods of estimating reliability, such as the test-retest,
split-half and Kuder-Richardson formulas, assume that
scores on the whole test or on the half-tests are mean-
ingful measures which reflect the standing or the com-
petence of the individual in the area measured. It.is
quite clear that a Problem Check List count determined
by the number of checks does not necessarily reflect the
various intensities of the problems marked by the stu-
dent; it is not a score in the usual sense of the term.
Furthermore, it is obvious that two items like “too tall”
and. “too short” (which appear consecutively in the
Health and Physical Development area) cannot reason-
ably be placed into halves for a split-half reliability study.

If the data are to be used to implement understanding
of the individual case, they must be capable of reflecting
changes in the circumstances surrounding the individual
or changes in his feeling toward these circumstances.
Shifts in item responses which reflect these changes
do not invalidate the data, and may well facili-

tate the purpose for which the check list is given.”

If, however, the data are to be used for survey pur-
poses, there must be some assurance that they reflect
concerns of the group which remain reasonably stable
over a period of time. Evidence on this point comes from
two sources. The first is an unpublished study by Gordon
in which the College form of the pre-1950 revision of
the Problem Check List was administered twice to 116
college students. The frequency with which each of the
items was marked on the first administration was corre-
lated with the frequency with which each of the same
items was marked on the second administration. A corre-
lation coefficient of .93 was found.

The second source is a study of four educational
groups in which the Problem Check List was repeated
from one to ten weeks after a first administration. The
rank order of the eleven problem areas, arranged by size
of mean number of problems checked in the area, re-
mained virtually the same from one administration to
the other for each of the groups. The rank order corre-
lation coefficients varied from .90 to .98.

It can therefore be concluded that, while the Problem
Check Lists must be, and are, so designed as to reflect
changing situations and experiences in the individual
case, they nevertheless exhibit sufficient stability to war-
rant general program planning on the basis of survey
results.

10 Frequently, the process of giving expression to problems
results in a different orientation and better organization of
thinking so that the number of problems is reduced on a second
administration of the check list. For example, when a student
uses the check list for the first time he may mark three items:
“poor teeth,” “needing money for better health care,” and
“needing a part-time job now.” On readministration of the
check list he may mark only one problem, “needing a part-time
job now,” because he feels that a part-time job is the solution
to the other two.

NORMS—SURVEY METHODS—RESEARCH ANALYSIS

The Problem Check Lists yield a count for each per-
son for each of the areas, and for the total list of items.
However, it should be remembered that this count is
not a real score; it is not a sum of points on a trait
scale or a total of “maladjusted” choices on some trait
key. It is simply a count of the problems which the
student has identified as matters of concern to him.

The user quite naturally will look for a table of norms

to permit comparison of a student’s number of checks
with a distribution of other students who may be thought
of as a normative group. No such table is presented. It
is believed that for such purposes local norms are the
most valuable. In the earlier manual of the Problem
Check Lists there were percentile tables and tables giv-
ing the means of groups. These were presented only to
illustrate the way in which a school system or research

investigator might organize the data secured from mass
administration of a check list to a population of students.
In this edition of the manual, not even illustrative norms
are presented because not enough is known yet of the
drawing power of some of the new and revised items
to permit an assumption that the older tables are still
applicable.

Counselors should be continuously aware that the im-
portance of the number of checks made by a single
person cannot be known except from the total counsel-
ing situation. A person with many checked problems is
likely to have more real problems for which counseling
might be helpful, although this is not necessarily so.

Similarly the importance of the mean number of
checks made by a group and the frequency distribution
thereof resides, not in the magnitude of these statistics,
but to a considerable extent in the purposes for which
the survey of student problems was instituted. National
norms based on many communities 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, however, are not
nearly as important as the discovery of relatively numer-
ous or few problems in each area in relation to what the
school and community may be able or willing to do
about the problems.

ANALYZING THE CHECKED PROBLEMS FOR A GROUP

Suppose that a school has decided to survey the prob-
lems of its eleventh grade students with the Problem
Check List. The purpose is a very broad and multiple
one; namely, to identify those students most in need of
help and to find the major topics of student concern so
that some intelligent thinking may be devoted to what
the school might do to improve its services. In earlier
editions of the manuals and in various published articles
there are numerous examples of such analyses of the
data collected from members of groups. Space prohibits
their reproduction here. A competent research analyst
should be able to plan work sheets for properly bringing
together in concentrated form the numerous checks made
by individual pupils. Because local clerical and analytical
facilities differ, no very detailed plan is given here. In-
stead a few major suggestions will be made.‘1

The steps outlined below are the clerical-statistical
phases of a rather complete survey. The counselor and
survey administrator will want'to consider the entire
process before deciding which of these steps (or others)
to include. Also, it is assumed that they will want to
decide when it will he most valuable to review the
emerging summary data for possible immediate use. For
example, before turning the lists over to the analysis
clerks, they may wish to go over the questions on the

‘1 If 1,000 or more cases are to be studied and an IBM test
scoring machinc is available, the use of a separate IBM answer
sheet and the graphic itcm counter may prove practicable. The.
publishers will be glad to advise on this subject.

10

back page to discover those students whose responses
indicate the need for immediate counseling. Similarly,
as soon as the distribution of total checks is made (steps
2 and 3 which follow), they may wish to identify those
students in the upper quarter in terms of number of
problems checked in order to assign them to counselors.
If the data are primarily part of a comprehensive sur-
vey, step 7 may well become the first step. If responses
by individual students can be punched into IBM cards,
enriched analyses can be made economically — provided
careful planning is done in advance of punching.

SUGGESTED STEPS

1. For each student the number of items checked in
each problem area and the total for all areas should
be computed and prepared in roster form. These are
the raw data for most of the analyses which follow.

2. From I construct a distribution of the number of
checks for each area and for the total.

3. From 2 compute, for each area and for the total,
the median and quartile points.

4. From 2 compute the mean and such measures of
variability as may be desired for each area and for the
total.

5. All the foregoing should be done separately for
boys and girls since the evidence is that they show
different concentrations of problems. Similarly, since
student problems vary with grade and age, the analy-
ses should be either by age or grade as well.

6. The above analyses can also be made along any
other relevant splits of the population, depending on
the purposes of the research survey. One might want
to separate college preparatory, commercial and gen-
eral course students. One might wish to study the
differences in problems of those who are succeeding
well (e.g., above the class median) and those doing
less well. There are many socio-economic divisions of
the population which may be of local importance.

7. A most laborious but very fruitful type of analysis
involves the tabulation of the frequency with which
each 0/ the items has been checked. Then a summary
is made ranking the items in order of frequency of
mention. Those problems marked by more than 30, 20
or 10 per cent of the students (whatever per cent the
school decides on) may be considered for immediate
solution, or at least evaluation and careful description
in terms of causes and effects.

8. If the school administrator suspects that there are
serious morale differences between schools or sections
of the school system, the Problem Check Lists can pro-
vide objective data both for appraising the over-all
level of problems and for more precise spotting of the

more serious problems, many of which will be directly
related to the morale situation.

Other kinds of statistical analyses will suggest them-
selves to the investigator who has a clearly thought-out
purpose for making a problem survey. It is obvious that
in any survey— not only with the Problem Check Lists
but with achievement tests and any other evaluative
measure—a design for the study is imperative if the
study is to yield significant data with a minimum of ad-
ministrative and clerical cost.

AS A SCREENER

The Problem Check Lists are justified as a screening
procedure even though no formal analytical research is
to be carried out. On the basis of a simple distribution
of the number of checks in an area and for the,total
list, the counseling staff can identify and assign for
counseling those students who seem to have the most
problems. (See page 7.)

AS A CHECK ON THE EFFECTIVENESS OF A PROGRAM

If a school has evidence of a serious concentration of
student concern in a particular area, it may wish to test
the effectiveness of its remedial processes by giving the

Problem Check List before and after the application of
the remedial program.

An ironic fact arises in this connection, however. A
remedial program in some areas of student problems
may result in a more generally “permissive” atmosphere.
On the second marking of the check list the students
may be more emotionally free to express their problems,
with the result that there is an apparent increase in
problems! Even in an anonymous situation, the students
may be inhibited in expressing problems in some or all
areas. The specific corrective measure may actually re-
duce the real problems but the changed atmosphere may
lead to an increase in expressed problems.

This situation is not peculiar to the Problem Check
List but is inherent in any check list, personality inven-
tory or attitude scale. It illustrates forcefully the dangers
in any “nose-counting” type of statistical analysis of data
without a critical understanding of the psycho-social
forces in a situation. For example, School A may have
an average of 24 problems per pupil, School B an aver-
age of 32. It is not certain that School B students actu-
ally have more problems; it is only certain that its stu-
dents checked more problems. Awareness of this qualify-
ing fact should help the school staff avoid jumping too
quickly to conclusions about the conditions in the school.

DEVELOPMENT OF THE PROBLEM CHECK LISTS

The Problem Check Lists originated in the desire of
the senior author to systematize his methods of discover-
ing the problems of young people. In connection with
his work as an administrator and educational and psy-
chological counselor, he felt a need for more efiicient
group methods of identifying problems. The possibilities
of a check list approach in surveys of students in school
and young people in communities were explored.

In 194-1 and 1942 the first published editions of the
three educational forms were ready. Two other forms -—
for “Students in Schools of Nursing” and for “Rural
Youth” —were published in 1945 and 1946.12

'The Bibliography partially reflects the great range of
studies which have involved the Problem Check Lists.
Some of these studies have been aimed at refinement of
the check lists, others report actual surveys. Numerous
other schools and colleges are. known to have used the
appropriate check lists in local studies, but since these
have not been published or are not known to be avail-
able generally, they cannot be listed. Data from several
such surveys have been shared with the author for his
development of the revised forms.

SOURCE OF ITEMS
The items for the pre-1950 editions of the various

1‘2 These forms are available from the Ohio State University
Press.

11

forms were selected and developed from a master list
of over 5,000 items from the following sources.

1. Experiences of the author as counselor and administrator.

2. Analysis of case records and counseling interviews with
school and college students.

3. Review of the literature on student problems.

4. Analysis of paragraphs written by 4,000 high school stu-
dents describing their personal ‘problems.

5. Intensive analyses of expressed problems of 250 students
in grades 7 through 12.

6. Review of 5,000 cards itemizing the “personal-educational”
needs expressed by 950 students in grades 6, 9 and 12.

7. Other miscellaneous sources.

For the 1950 revisions the senior author and his col-
laborators had, in addition, frequency counts of checked
problems from various samplings of grades 5 through
college, write-in statements from completed check lists,
and data on responses to a preliminary edition of the
Adult form.

CRITERIA FOR SELECTION or ITEMS

Selection and phrasing of the particular items used in
the Problem Check Lists were based on the following
criteria. The items were to be:

1. In the language of the students;
2. Short enough for rapid reading;
3. Self-sufficient as individual phrases;

4. Common enough to be checked frequently in large groups
of students, or serious enough to be important in an individual
case;

5. Graduated in seriousness from relatively minor difficulties
to major concerns;

6. Vague enough in “touchy” spots to enable the student
to check the item and still feel that he can hide his specific
problems in later conferences if he chooses to do so;

7. Centered within the student’s own personal orientation
rather than in general social orientation.

An additional aim was to select items which would
secure a naive, rapid “feeling” response from the stu-
dent. Spontaneous rather than deliberate reaction was
sought.

A BRIEF DESCRIPTION OF THE EARLIER FORMS

Using the criteria for the selection Of items noted
above, judges assisted in the selection of items for the
first edition Of the College Form, which contained 370
items. This edition was administered and an analysis
was made Of the results obtained from 200 students Of
a small college, and a second edition Of 320 items was
prepared. This edition was then administered to stu-
dents in remedial study classes and in mental hygiene
courses at Ohio State University and to selected groups
of students in other colleges. On the basis Of an analysis
Of these results, a third edition containing 330 items was
prepared and published in 1941 by the Ohio State Uni-
versity Press.

A similar procedure was used in developing the High
School Form. Three hundred seventy items were tried
out on about 200 students, and on the basis Of the re-
sults the number was reduced to 320 items in a second
edition. This edition was then administered to 110 stu-
dents in a rural school and to 237 students in a city
school. On the basis of these results a third edition of
330 items was prepared and published in 1941 by the
Ohio State University Press.

For the junior High School Form, 225 items were first
tried out on 684 pupils in four junior high schools in a
large Ohio city. Of these students, 337 were girls, and
347 were boys; 302 were in the seventh grade, 203 were
in the eighth grade, and 179 were in the ninth grade.
In addition, a modified form Of 124 items was tried out
with 650 fifth and sixth grade pupils in three school
systems (24).

On the basis Of these studies a third edition of 210 items
was prepared, and after conferences with teachers and
use in a school, more revisions were made so that a
fourth edition was finally printed and published in 1942
by the Ohio State University Press. The use Of the forms
at the fifth and sixth grade levels was practicable in the
sense that the students could read and understand the
items, but their attitude toward their problems was
found tO be so different from that Of junior high school
students that it is generally advisable not tO use the lists
below the seventh grade.

12

STUDIES wmcn GUIDED THE 1950 REVISIONS

College Form. In addition to data from the prelimi-
nary editions, information was available from the fol-
lowing sources.

1. 168 men and 112 women in Ohio State University courses
in 1948, reported in the 1948 manual (34).

2. Entwistle’s study (6) Of veterans in 1948, including 95
married and 100 single men.

3. Mooney’s study (22) of 171 freshman women in 1941.

4. An unpublished study by Bruce Bennett of 300 men in a
hygiene course at Ohio State University in 1950.

5. 97 men and 150 women from Gordon’s research in con-
nection with developing the Adult' Form.

6. A study in 1950 by Ryder of 153 men and 126 women at
Purdue University (27).

7. An unpublished cluster analysis of items by Gordon on
280 college students in 1948.

8. An unpublished item-reliability study by Gordon on 243
college students in 1948.

In all, detailed analyses of responses by about 1,200
college students, mostly freshmen, were considered in the
1950 revisions. The data from the upper grade levels on
the High School Form, particularly age-trend data (16) ,
were also considered relevant to guide the author and
collaborators in revising the items.

High School Form. The 1950 revision Of this form
was based on the original 1941 data and on the follow-
ing studies.

1. The Illinois study of Lovelass (16), including the follow-
ing sample, with items analyzed for sex and grade of the stu-
dents: eighth grade, 6 schools, 393 cases; ninth grade, 9 schools,
1,067 cases; tenth grade, 3 schools, 264 cases; twelfth grade,
57 schools, 6,719 cases. The grand total was 8,443 cases—
4,082 boys and 4,361 girls. The High School Form was used
in the junior high school grades.

2. Cowan's study (5) of Asheville, North Carolina students
included 196 eighth grade, 155 ninth grade, 152 tenth grade,
and 100 eleventh grade pupils in a negro school. Of the 603
cases, 230 were boys and 373 were girls. The High School Form
was used in the junior high school grades.

3. Chun’s study (2) of Honolulu, Hawaii students—1,182
boys and 1,316 girls, a total of 2,498—in the tenth (893),
eleventh (830), and twelfth (775) grades.

4. A Louisiana study by Jameson (14) and Mooney (20)
including 202 boys and 223 girls, a total of 425 cases, in the
eleventh grade in five communities.

5. From the 1948 manual (37) 553 cases representing nine

° rural and small-town communities: 205 were in grade ten, 203

in grade eleven, and 145 in grade twelve; 236 were boys and
317 were girls.

The authors had available to them the frequencies
with which items were checked by these 12,522 stu-
dents (5,932 boys and 6,590 girls) in grades eight
through twelve, in 75 schools.

Junior High School Form. For this form, the original
data from 1942 were supplemented by these studies.

1. The Illinois study noted above.
2. The Cowan study noted above.

3. Young‘s study (30) Of Pittsburgh, Pennsylvania school
children. There were 1,085 cases (546 boysand 539 girls)
from 8 schools in grades seven and eight.

4. An unpublished study by Esther Abrams in Columbus,
Ohio, 1950, involving 622 cases (332 girls and 290 boys) in
grades seven, eight and nine.

5. 191 cases (88 boys and 103 girls) in grades eight and
nine, as reported in the 1948 manual (39).

In all, 3,854 cases in 20 schools contributed data help-
ful in the 1950 revision.

THE QUESTION OF FORMAT

Gordon and Mooney (10) studied the degree tO which
students “discover” the horizontal groupings Of items
in sets Of five, by problem areas. Although the homo-
geneity Of the groups of five was apparent to some

students, relatively few discovered the horizontal group-
ing Of items by area, even though this grouping was
described at the bottom Of page 6 in the pre-1950 edi-
tions. This is an important feature of the Problem Check
Lists since, in instruments where the groupings are Ob-
vious, students and counselors report a tendency for the
individual to skip entire areas that appear inappropri-
ate tO them without bothering to read the items. In such
cases there is also a tendency to avoid marking too many
items in areas that they feel have lower social accept-
ability, such as the sex or personality areas. The format
Of the Problem Check Lists overcomes these difficulties
while presenting groupings of problems which are con-
venient for the counselor and survey analyst.

BIBLIOGRAPHY

1. ARNOLD, D. L., and MOONEY, R. L., A stu-
dents’ problem check list for junior high school.
Educ. Res. Bull., 1943, 12, 42-48.

Describes the development of a preliminary form of the Check

List for use at junior high school level. Results were obtained
on 286 students in Grades 7 to 9 from three junior high schools.

2. CHUN, D. H. A study of the personal problems
Of McKinley High School students in Honolulu,
Hawaii, with implications for curriculum reorganiza-
tion. PhD. dissertation, Ohio State University, 1947.

The Problem Check List used as a basis for curriculum plan-
ning; shows differences for class, sex, “ability,” and ethnic
groups, both for problem areas and for items marked; includes

2,498 cases in Grades 10, 11 and 12 divided among six ethnic
groups.

3. COMBS, A. W. The problems Of high school stu-
dents in a typical American community: A survey
of major problems, trends and sex differences. Mas-
ter’s thesis, Ohio State University, 1941.

Includes findings on 1,565 cases drawn from Grades 9 through
12 in Alliance, Ohio; discusses findings in terms Of the 50 lead-
ing items, the 25 trailing items, trends in the responses Of the

four classes, and sex differences; introduces new categories and
interprets area and item findings in mental hygiene terms.

4. CONGDON, N. A. The perplexities of College fresh-
men. Educ. Psychol. Meas., 1943, 3, 367-375.

Reports on results with 190 freshmen, taking the Check List
before and after a three months’ orientation course; compares
results between the Check List and the Bell Adjustment Inven-
tory; reports on correlations between numbers of problems in
the area of “Adjustment to College Work,” grades and scores
on the American Council Psychological Examination.

5. COWAN, V. D. Identifying pupil needs, concerns
and problems as a basis for curriculum revision in
Stephens-Lee High School, Asheville, North Caro-
lina. Master’s thesis, Ohio State University, 1942.

Approaches the problem Of curriculum revision from a study
of educational principles, sociological conditions in Asheville,
and results on the Problem Check List given to 603 students
in the high school.

13

6. ENTWISTLE, H. G. Problems Of male, white vet-
erans Of River Road Dormitories (G.I. Village).
Master’s thesis, Ohio State University, 1948.

A random sample of white veterans was drawn from a large
population of 975; 100 single and 95 married. It was found
that (1) problems of veterans were not substantially different
from those of college students in general, (2) that married
students tend to have more problems than single men, (3) that

. married students mark more problems related to finances than

the single men whereas the single men mark mOre problems
of an academic nature, and (4) that the problems of this
veteran group tend to fall into areas that are helpful for
classificatory purposes.

7. FISCHER, R. P. Signed versus unsigned personal
questionnaires. ]. appl. Psychol., 1946, 30, 220-225.

A study of the effect of signatures on freedom of response to
personal questionnaires.
8. GORDON, L. V. The reflection Of problem changes
by the Mooney Problem Check List. Educ. Psychol.
Meas., 1949, 9, 749-752.

A study of the validity of the Check List in reflecting problem
changes over a nine-day interval.

 

9. . The problems Of two university
populations. Educ. Res. Bull., 1950, 29, 209-215,
224.

A survey of the problems of university coeds and wives of
student-veterans living at the GI. Village using the preliminary
Adult form of the Problem Check List. A comparison of the
problems of the two groups is made.

10. GORDON, L. V., and MOONEY, R. L. A note on
the organization Of the Problem Check List. Educ.
Res. Bull., 1949, 28, 212-214.

A study showing that relatively few students discover the

organization of items by area in the Check List.

11. HAND, H. C. Principal findings Of the 1947-1948
basic studies of the Illinois secondary school curri-
culum program. Curricular series A, NO. 51; Illinois
Secondary School Curriculum Program Bulletin

NO. 2. Superintendent Of Public Instruction, Spring-
field, Illinois, 1949. Pp. 77.
Reports rank order of problem areas and most frequently

marked items for nearly 7,000 twelfth grade students in an
Illinois survey.

12. HIBLER, F. W., and LARSEN, A. H. Problems
Of upperclass students in a teachers college. ]. appl.
Psychol., 1944, 28, 246-253.

A study of the clinical significance of items marked on the

Check List by 110 juniors and 94 seniors at the Illinois State

Normal University. Underlined problems tend to reflect minor

problems whereas the circled items tend to be diagnostic of

major conflicts. The authors did not find a “typical pattern"
for serious cases of maladjustment.

13. HOUSTON, V. M., and MARZOLF, S. S. Faculty
use Of the Problem Check List. ]. higher Educ.,
1944, 15, 325-328.

Uses made Of Problem Check List results on 404 entering

freshmen by a faculty interested in improving the program of
their college for meeting the problems of students.

14. JAMESON, A. The high school student speaks.
Louisiana Educational Survey, Chap. X, Sec. 6.
Louisiana State University, 1942 (mimeographed).

Part Of the mental hygiene section Of the Louisiana Educational

Survey; reports results by items on 425 eleventh graders in

schools from five selected communities as a sampling of the

state; includes quotations from students; point to implications
for mental hygiene.

15. LEACH, K. Michigan high school testing program
—tests and results. Bulletin NO. 1, 1949, Bureau Of
School Services, University Of Michigan. Pp. 36.

Summary Of data on 3,716 high school students in schools of
various sizes.

16. LOVELASS, H. D. Illinois secondary school cur-
riculum program: A study Of guidance services.
Part II, summary Of the Mooney Problem Check
List. Illinois Secondary School Curriculum Pro-
gram, University Of Illinois, 1949. Pp. 181 + 11.

Item data, by sex and grade, from 57 schools in Illinois.

17. MARSH, C. J.. The worries of the college woman.
]. soc. Psychol., 1942, 15, 335-340.

A study of 370 college women at Stephens College during
1938-1940, using an experimental mimeographed form Of the
Problem Check List. The category Of “personality problems"
received the largest proportion of the checks; “academic prob-
lems” and “social problems,” next.

18. MARZOLF, S. S., and LARSEN, A. H. Statistical
interpretation Of symptoms illustrated with a factor
analysis Of problem check list items. Educ. Psychol.
Meas., 1945, 5, 285-294.

An illustration Of how factor analysis may be used to clarify
the clinical syndromes. Using the 10 items marked most fre-
quently by 205 upper-class college students, two syndromes
appeared which the authors believe are “typical of the usual
college counseling cases."

19. MOONEY, R. L. Surveying high school students’
problems by means Of a Problem Check List. Educ.
Res. Bull., 1942, 21, 57-69.

Survey Of 603 students, illustrating the kind of results obtained
and some Of the uses to which the data can be put in counsel-
mg and curriculum building.

14

20. . Community differences in the
problems Of high school students: A survey of five
communities by means of a Problem Check List
Educ. Psychol. Meas., 1943, 3, 127-142.

Presents results from 425 eleventh grade students in five com-
munities in a southern state showing the differences in the pat-
terns of response among the communities and indicating the
potential usefulness Of the Problem Check List as a means of
studying the effect Of community conditions on the personal
problems of youth. See also Jameson (14).

21.

 

 

. Exploratory research on students’
problems. ]. educ. Res., 1943, 38, 218-224.

Briefly describes the Check List, outlines its major uses, and
lists 14 basic research problems which are opened for investiga-
tion.

22. . Personal problems of freshman
girls. ]. higher Educ., 1943, 14, 84-90.

A survey of 171 freshman girls in dormitories; illustrates kind
of results Obtained; shows implications for the organization of
a personnel program.

23. MOONEY, R. L., and HICKMAN, M. M. War
at our door. Clearing House, 1943, 17, 457-461.

Quotes from the writing of 275 seniors in a large city high
school, who, after filling out the Problem Check List, wrote
about personal problems which had been created by the war.

24. OUTLAND, R. W. Worry—a common problem
of elementary school children. Master’s thesis, Ohio
State University, 1942.

 

Reports an experiment with an adaptation of the Junior High
School Check List for use with Grades 5 and 6; the form con-
tains 124 items, arranged in eight categories; includes area and
item results on 650 students in Grades 5 and 6 from three
communities.

25. PF LIEGER, E. F. Pupil adjustment problems and
a study Of relationships between scores on the Cali-
fornia Test Of Personality and the Mooney Problem
Check List. ]. educ. Res., 1947, 41, 265-278.

This is a study to determine: the relationship between the
number of problems marked on the Check List and the degree
of adjustment indicated by the California Test of Personality;
the relationship between the parts and total of each instrument;
the extent to which these instruments supplement each other
for guidance uses; the areas in which students show need for
counseling; and the areas in which students have relatively
few problems. Fifty boys and 78 girls in grade BA from two
Detroit city schools were used as subjects.

26. PRIEUR, M. A guidance point Of view and its
practical applications. Practical Home Economics.

1944, 22, 328-329. (Abbreviated treatment in Educ.
Res. Bull., 1943, 22, 118-122.)

Follows through case treatment of an individual student, show-
ing initial problems on the Check List and how problems shifted
under the influence Of activities taking place in home economics
classes, extracurricular activities, living arrangements and in-
dividual conferences. Presented as an illustration of a way in
which the total resources Of a school may be used by a teacher
in an educational program related to the problems of individual
students.

27. RYDER, E. R. Mooney Problem Check List results.
For the Committee on Student Guidance and Selec-
tion, Purdue University. Mimeographed report, June
10, 1950.

Uses the College form to survey problems of 279 students in
educational psychology classes at Purdue.

28. SMITH, C. B. A study of pupils dropping out of a
midwestern high school. The School Review, 1944,
52, 151-156. (Digest in The Educational Digest, 9,
18-19.)

Uses the Check List and other data to study the differences
between students dropping out of high school (26 cases) and
those remaining in school (approximately 425 cases).

29. WILLIS, J. E. A survey of the personal adjustment
problems Of one hundred homemaking students and
the contribution Of the school to their solution.
Master’s thesis, the University of Texas, 1945.

An abbreviated check list was prepared, with opportunities pro-
vided the students to show problems of concern to them and
whether they sought help, source in the school from which they
sought help, type and value Of help given, reasons for not
seeking help when help was not sought. The items were taken
from the 89 marked by ten per cent .Or more of students in an
Asheville, North Carolina school, added to by local suggestions,
revised and submitted as a list Of 107 items classified in eleven
areas similar to but not identical with those used on the High
School form. The subjects were 100 girls in homemaking
classes in Huntsville, Texas. It is an exploration in the develop-
ment of an instrument which relates students’ problems to
means within the school for doing something about them.

30. YOUNG, H. A. The personal-social problems of
youth in relation to curriculum planning. PhD. dis-
sertation, University of Pittsburgh, 1945.

A study of the responses of 1,220 seventh and eighth graders

from eight elementary schools picked to represent different

communities in Pittsburgh. The findings are grouped to show
differences according to community, normal age versus over-
age, level of intelligence and ethnic background. Recommenda-
tions are made with relation to procedure in curriculum build-
ing and with relation to the management of schools to take the

problems of youth more effectively into account in the educa-
tional program. '

REFERENCES 'ro VARIOUS FORMS AND EDITIONS OF THE

MOONEY PROBLEM CHECK LIST

Adult Form

31. GORDON, L. V., and MOONEY, R. L. Mooney
Problem Check List, Adult Form, and Manual. New
York: The Psychological Corporation, 1950.

College Form

32. MOONEY, R. L. Problem Check List, College

Form. Columbus: Bureau Of Educational Research,
Ohio State University, 1941. Pp. 6. Out Of print;
see 1950 Revision.

33.

 

. Manual to accompany the Prob-
lem Check List, College Form. Columbus: Bureau
Of Educational Research, Ohio State University,
1942. Pp. 101 + 4 (mimeographed). Out of print.

34. MOONEY, R. L. and PRICE, M. A. Manual to
accompany the Problem Check List, College Form.
Columbus: Bureau Of Educational Research, Ohio

State University, 1948. Pp. 29 + 4. Out of print.

15

High School Form

35. MOONEY, R. L. Problem Check List, High School
Form. Columbus: Bureau Of Educational Research,
Ohio State University, 1941. Pp. 6. Out of print;
see 1950 Revision.

36.

 

. Manual to accompany the Prob-
lem Check List, High School Form. Columbus:
Bureau Of Educational Research, Ohio State Uni-
versity, 1943. Pp. 95 + 6 (mimeographed). Out Of
print.

MOONEY, R. L. and PRICE, M. A. Manual to
accompany the Problem Check List, High School
Form. Columbus: Bureau Of Educational Research,
Ohio State University, 1948. Pp. 23 +4. Out of
print.

37.

Junior High School Form

38. MOONEY, R. L. Problem Check List, Junior High
School Form. Columbus: Bureau Of Educational
Research, Ohio State University, 1942. Pp. 6. Out
Of print; see 1950 Revision.

MOONEY, R. L. and PRICE, M. A. Manual to
accompany the Problem Check List, Junior High
School Form. Coluinbus: Bureau Of Educational
Research, Ohio State University, 1948. Pp. 20 + 4.
Out Of print.

39.

Rural Youth Form

40. BENDER, R. E. Problem Check List, Form for
Rural' Youth. Columbus: Bureau Of Educational
Research, Ohio State University, 1946. Pp. 6.

To be used with rural youth, ages 16 to 30; Opens with about
50 items on sociO-economic status; lists 300 problems, 30 in
each of 10 areas; at the end, space is provided so that the
student has Opportunity for free response, summary and evalua-
tions. Adapted from Problem Check Lists developed by Ross
L. Mooney.

41. PRICE, M. A., BENDER, R. E., and MOONEY,
R. L. Manual to accompany the Problem Check
List, Rural Youth Form. Columbus: Bureau of
Educational Research, Ohio State University, 1948.

Pp. 28+4.

Schools of Nursing Form

42. MORISON, L. J. Problem Check List, Form for
Schools of Nursing. Columbus: Bureau of Educa-
tional Research, Ohio State University, 1945. Pp. 7.

To be used with students in schools Of nursing; contains 364
items, 28 in each of 13 areas. Adapted from Problem Check
Lists developed by Ross L. Mooney.

43. MORISON, L. J., PRICE, M. A., and MOONEY,
R. L. Manual to accompany the Problem Check
List, Form for Schools of Nursing. Columbus: Bu-

reau of Educational Research, Ohio State Univer-
sity, 1948. Pp. 28 + 4.

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PE. DIX C

73
STUDENT QUESTIONNAIRE

AGE DATE OF BIRTH SEX: M F
(circle)

 

CLASS IN COLLEGE: FR SOPH JR SR MARITAL STATUS

 

YOUR NAME

 

MAJOR DEPARTMENT

 

INSTRUCTIONS: One authority has divided the problems of students into eleven areas listed below.
What provisions have been made on this campus for you or your fellow students to get help with prob-
lems in these particular areas? Under each heading below, please Identify the offices, agencies,
o_rganizations, or persons to whom you might 90. (Do not name persons, only their position suc as
President, Academic D-e_an, Instructor, etc.)

1. HEALTH AND PHYSICAL DEVELOPMENT (Not getting enough exercise ....... poor posture
. . . . . . .frequent headaches. . . . . . .and similar problems)

 

 

 

 

II. FINANCES, LIVING CONDITIONS, AND EMPLOYMENT (Needing a part-time 101......”

 

 

 

 

 

 

 

 

going in debt for college expenses ..... . .dissatisfied with my present job. . . . . . .and similar
problems)

111. 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 people ....... being left

out of things. . . . . . . too self-centered ....... and similar problems)

 

 

_2_ 74

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

V. PERSONAL-PSYCHOLOGICAL RELATIONS (Nervousness. ...... too easily discouraged. . . . . . .
lacking self-confidence. . . . . . .and similar problems)

VI . COURTSHIP, SEX, AND MARRIAGE (No suitable placed to go on dates. . . . . . .breaking up a
love affair. ...... needing advice about marriage. . . . . . .and similar problems)

VII. HOME AND FAMILY (Sickness in the family. . .r . . . .parents separated or divorced. . . . . . .wishing
I had a different family background. . . . . . .and similar problems)

VIII I . MORALS AND RELIGION (Losing my earlier religious faith. . . . . . .needing a philosophy of life
. . . . . . .confused on some moral questions. . . . . . .and similar problems)

IX. ADJUSTMENT TO COLLEGE WORK (Not knowing how to study effectively. . . . . . .getting low
grades. . .. . . .fearing failure in college ....... and similar problems)

X. 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 iob. . . . . .
and similar problems)

XI . CURRICULUM. AND TEACHING PROCEDURE (Hard to study in living quarters. . . . . . .college too

indifferent to student needs. . . . .. .not having a good college adviser. . . .. . .and similar problems)

 

 

75

FACULTY QUESTIONNAIRE A

YOUR NAh’iE.................FACULTY RANK..........DEPT......

INST RUCTIONS: One authority has divided the problems of students into
eleven areas. listed below. What provisions have been made on this
csmpus for you to refer students to for help with problems in these
particular areas? Under each heading below, please ltemiae the offices,
agencies. organisations or persons to whom you might go. (Do not name
persons, only their positions; such as. President, Dean of Faculty.
Dean of Students. etc.) ‘

I. HEALTH AND PHYSICAL DEVELOPMENT (Not getting enough
exercise, . . poor posture. . . frequent headaches. . . and similar
problems.)

II. FINANCES, LIVING COP-EDITIONS, Al‘iD Eit-iPLOYlNIENT.
(Needing a part-time job. . . going in debt for college expenses
. . . dissatisfied with my present job. . .and similar problems.)

III. 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 prople. . .being left out of things. . . too self-centered. . .
and similar problems.)

V. PEPfi'ZJNAL-PSYCHOLOGICAL RELATIONS (Nervousness. . .
too easily discouraged. . . lacking seJ-confidence. . . and
similar problems.) '

V1. COURTSl-IIP, SEX AND l.3ARRIAC~E (Mo suitable places to go
on ciates. . . breaking up a. love affair. . . needing advice about
marriage. . .and similar problems. )

VII. ZQME‘. AND FAMILY (Sickness in the family. . .parents
separated. or divorced. . . wishing I had a. different background. . .
and similar problems.)

VIII. MORAL-S AND RELIGION (Losing my earlier religious faith. . .
needing a philosophy of life. . . confused on some moral
questions. . . and similar problems.)

76

FACULTY QUESTIONNAIRE A - Continued

IX. ADJUSTMENT TO COLLEGE WORK (Not knowing how to
study effectively. . . getting low grades. . . fearing failure in
college. . .and similar problems.)

X. 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 having a good college adviser. . .and similar problems.)

77

FACULTY QUESTIONNAIRE B

YOUR NAME FACULTY RANK DEPT.

 

INSTRUCTIONS: One euthority hes divided the problems of students into
eleven erens, listed below. From your experience with students
enrolled st Michignn College of Mining and Technology. will you renk
the problem erees one through eleven, one being the eree of most con-
cern to the student. end eleven being the eree of leest concern to the
.mdente

HEALTH AND PHYSICAL DEVELOPM ENT (1) (Not getting enough

exercise. poor posture. frequent headaches end similar problems.)

FINANCES. LIVING C-SJNDITIONS AND EMPLOYMENT (II)
(Needing e pert-time job, going in debt for college expenses,
dissatisfied with present job end similar problems).

S‘DCIAL AND RECREATIONAL ACTIVITIES (III) (Too little time

to myself, not using my leisure time well, in too few student
activities and similar problems).

SOCLAL- PSYCHOLOGICAL RELATIONS (IV) (Being ill at ease with
other prople, being left out of things. too self-centered end similar
problems).

PERSONAL-PSYCI'IOLOGICAL REMTIQNS (V) (Nervousness. too
easily discouraged, lacking selfocom'idence and similar problems).

COURTsmP, 5.2x. AND MARRIAGE (W) (No suitable place to go
on dates, breaking up It love affair, nestling novice about men-lege
end similar problems).

HOME AND FAMILY (V11) (Sickness in the family. parents

separated or divorced, wishing I had a different family background,
end similar problems).

MORALS. AND RELIGION (VIII) (Losing my earlier religious faith,
nees'iing s. philosophy of life, confused on some moral questions,
end similar problems).

ADJUSTMENT TO COLLEGE 85073.5( (ll) (Not knowing how to study
effectively. getting low grades, fearing failure in college and
similar problems).

78

FACULTY QUESTIONNAIRE B - Continued

THE FUTURE; VOCATIONAL AND EDUCATIONAL (X)
(Restless at delay in starting life work. doubting college prepares

ms for working. choosing best course: to prepare for a job and
aimlltr problems).

CURRICULUM AND TEACl-l :‘IG PROCEDURE (3251) (Hard to otudy
in living quarters, college too indifferent to student need), not
having a good college adviser, and similar problems).

APPENDIX E

79

EVALUATION REPORT FORM FOR STUDENT
PERSONNEL senvxcrs,

- Introduction -

An attempt is made in the present form to secure both s quanti-
tstive and s qualitative report of s student personnel program.

As bases for report, weighted statements of fourteen student
personnel services are presented. Following each of the fourteen
statements sre the following sub-headings:

Part A provides opportunity to indicate the philosophy of the
sdrninistretion with regard to each specific service. This is s quali-
tstive judgment. made after the evaluator has discussed the personnel
service with college administrators and personnel leaders.

Part B lists the specific provisions made in the institution for
the service under consideration. An snalysis of each major personnel
service led to the formation of this list. In its construction, it was
kept in mind. that the primary purpose of stucient personnel services
is to meet student needs. The items in B are not to be checked unless
they sctuslly exi st in the institution being stu-iied.

Pertinent data not elsewhere presented may be recorded under
"Remarks" in Psrts A and B. Statements with regard. to strengths,
weaknesses, or uniqueness of service may be listed. here.

To make this report meaningful, it is essential to consider the
specific sources from whom the data were secured. Part C provides
opportunity to indicste the contributors of information reported in
Parts A and B.

Part D consists of a rating scale. It is designed to provide
indices of the degree to which each of the fourteen student personnel
services is carried out in meeting the neeés of students. Through s
combination of the purely qualitative report in Part A and the quanti-
tative statement of actual provisions in Part B. s check mark is to
be placed st the preper point on the scale in D.

Provision is made in Part E to multiply the given weight of the
service under coneideration (this has been assigned in terms of
"best judgment” as to relative importance of the service) by the

80

by the numerical rating greeted in Part D. The products so derived
for each of the fourteen services are then to be totaled. The result-
ing sum may be regarded as an index of the institution's total

effort with regard to student personnel services. The total score is
to be recorded on Page 3 of this form. The highest possible total
score which an institution may receive is 69 and the total score for
an adequate program is 46.

7.

81

Total ocoro earned
Total score of odequacy 46
Highest pouiblo total score 39

GENE RAL INFORMATION

Nome ofinstitution.........................................
Type of!nutitution..........................................
Location of1notitut10n..........nu.........................
Enrollment (Fallterm)..........................nu...”u.
Name and title of person“) in charge of student personnel

’emce'oooooooooooooooto...0.0000ooo‘oo00000900000000.0000.

In what manner are the various personnel services coordinated?
Number of persons from whom total of information wan secured:
‘. Number Of administratoraz....oun.u...””no.
b. Number 011‘th member.300000000ooooooooooooo

C. N’umbarof Mdent3:oooooooooooooootooooooo-ooooo

 

(Individual Reporting)

 

(Date)

82

STUDENT peasommn SERVE-CE x (WEIGHT :- n

"Interpreting inatitutional objectives and opportunity to prospective
students. their parents, and to workers in eoconiary efiucation”

A. Philosophy of the inetitattion studied, with regard to the above
services:

1. The adminiatration does not consider the service as essential

for student adjustment and dovempment. . . . . . . . . . . . . . . . . . . . .( )
Z. The administration is seemingly unoecided as to the merits

of the service............................................()
3. The admixfistrntion believes in the service wholeoheartedly. . . ( )

B. Provisions for the above service:

1. Informational counseling services are available to prospective

students and their parents.................................()
2. Circulars sncl bulletins sre disseminated to high schools in the

immediate ‘1'93 served...u..noun”....o...............()
3. Field representatives sud visiting teams contact prospective

students....uunounun..............................(l
4. College and high school personnel workers meet periodically

and regularly to consider articulation needs. . . . . . . . . . . -. . . . . .( l
S. College initiates Senior Days, conferences, field days. and

other sctivities on the campus for high school stuzlents. . . . . . . ( )
6. College ascertains who are the good college prospects

(Actually goes out and hunts for high ability students). . . . . . . . ( )
7. College actively encourages good college prospects to con-

tinue their education; (e. g. . tuition exemptions are granted

to worthy students).......................................(l

C. Information secured from:

l. Member ofthe personnel staff.............................(
2. Member ofthe ssiminietrative staff.........................(
3. {ember ofthe faculty....................................(
4. h’iem‘oer ofthe student body...............................(

UV-”

D. Degree to which Student Personnel Service I is carried. out in
meeting the needs of students:

83

 

-l . 0 . +1 . +2 . +3
Need present; Need present; Neecl present; Need present; Need present;
No service Service Some service Service meets Service goes
projected but inade- minimum re- beyond minimmn
quote quirements requirements

Es ‘Neiihttnmefical ratingsesessssssssssssssssssssssssssossssss(’

8:4

STUDEBI‘IT PEER..‘333~INEL 3513\(12 an ( E 1'311T21)
"A runumng am .82"; is in 12:00:39. #1121051 vii}: sacc1111.'3.n.?y alchemis”

A. P13133091»; of the instimfinn 52:53:323-:'.1, with Meg-2121.2 to the above
33171312433

1.11m admin: Mum-.2111 does 2:112 csmsi: 11*:- the 5:11:91" ":28 as 11331211....
for 11211111112; 51’ 1211:11an anj icvr‘rmmmz . . . . . . . . . . . . . . . 2. . . . . .( )
Th... 8.11111 113211121011. auc;-v1n~rty 3115 1.1111217: e121 ;-._'-'::"1' as tr.» the rm. '12s
oft'ha service”..........................................()

3. The 3.: .1311; Eatra PC“?! believe: 1:1 the flex-vice “11.21.31.113; 25.31% . . ( )

Rema rk a:

B. Provisions far 6.1:: 51311021125 mwic-ze
l. The Collega p. 12:11-38 r5. 32.13: ratian, comma-ling, and wasting
facilities for new 1121.: 1:;- 123................................()
Z. (301115315118 emu}: es {21112271 brie 11.25371 8221:2301"
as t?&?£k§"“lp 0000.000...00.00....ooooooooo...ooooooo()
b. teat tea-11133 (may be‘ 1mm B‘Ai"«*~\’1--3 18311.12;
pragr'an'1).......................................()
3. Auma 51:19:12: 01.1.38- 11221113135 knmm date regarding factara
neceawr‘y for succmsa....................................()
4. College 3:11'11123 acupugh 3:31:00}. gradwztt as 1111-3 have a grand
pregnosia of 3221332188.....................................()
5. {Sofie-gs proviahm far aci-vanécesi awn-$111.3 of veteran}. 031 the
basin uf emlua 11m c-f inc-ac rvice ”3.1211113 and expefiences.
(T111: may include testing to detenmne eiusatiamal achieve»
meats.concoct.on...o-o-conoooouoon-oooo-oooooaoocooo.no.()
6. College prové:.’i€:2 for aefl‘vanceil 32:21: W; of all 5213;111:119 on 2.11.13
basis of evalumion of ec‘11aca.&.10nal 51121115232111.313115. . . . . . . . . . . . . . ( )

Ream rks:

C. Infarmation a? “:1 rec‘- fro:

l. lierrlbflr0ft113p?3'33m4§1otatiooooooo...000.000.000.000...t )
Z. Memberafthea...1...1iatrative 5t3££0030t00¢090000.00.00.00 ( ’

3. Men‘aer Of the family..uon..........................o(1

4. hiember Ofthe Ihlil‘ent beg-Yo...oooooooooooooooOoooooooo(,

D. Degree to which Smdent Personnel Service I! is carried out in
meeting the nemlo 01 students:

’1 o 0 o +1 . +2 0 +3

Need present; Need p 3 ant; Need preaenfi; Need preaent; Need present;

No service 8.;rvice pro- Some service Service meets Service gaes
jester-‘1 but inmie» minknmn re- beyond minimum

quate qu! rem ants retpfl. r em em: a

El "Eycightxnlhvnericai ratiglgOOOO0.0.0.0....IOOIOIOOOOOOOOOIO(1

86

STUDENT PERSONNEL SERVICE III (WIZ- GHT == 1)

"Orienting the new student to his college environment"

A. Philosophy of the institution stunted, with regard to tho shove
service;

1.
Z.

3.

The administration does not consider the service as essential
{Or .m’dfint ‘dj‘latment ind devolOptnent. o o o o o o o o a s s o o o o o o o 0‘ )
The administration is seemingly undecided as to the merits

ofths service...........................................()
Tbs Miministration belisves in the service whole-heartaa‘uy. . ( )

Remarks:

B. Provisions for the above services:

1.
Z.

3.

4.
5.
6.
7.
8.

9.
10.

Orientation program is extended throughout the stuvzlsnt' I

first term in residence..................................()
Orientation program is conducted for each group of new

students entering throughout the year. . . . . . . . . . . . . . . . . . . . . ( )
Transfer studenti, as well as freshmen, are served by the
program............................................... ()
Program includes group cont-arenas: with student leaders. . . ( )
Program provides for religious and social activities. . . . . . . ( )
Provision is made to acquaint new students with student
activities on camgms.................................... ()
Selected upper eta-amen are utilized to help new students. . . ( i
A handbook is provided for all new students. . . . . . . . . . . . . . . ( )
Orientation course of some form is offered. . . . . . . . . . . . . . . . ( )
Orientation course reaches freshman and transfer students . ( )

Retna rks:

C. Information secure-«:1 from:

0

hUNn-I

Membcrofthepersonnsl staff...........................()
Memberofthsuaiministrativc staff...”..................()
Memberot'ths£acu1ty..................................()
Memberofthe studentbod.y............................. ()

D. Degree to which Student Personnel Service 111 is carried out in
meeting the needs of standouts:

87

 

- 1 . O . +1 . +2 . +3
Need present; Need present; Need present; Need present; Need present
No service Service Some service Service meets Service goes
projected but imde- minimum re- beyond minimum
quate quirements requirements

E. Weightxnurnerical rating........................~.......()

88

STUDENT PERSOflNEL SERVICE IV (WEIGHT I 3)

"Providing counseling service which, with the aid: of diagnostic
facilities and other referral agencies. assist the student in sriljnsting
to 1nd planning for his educational. vocational. emotional, social and
religious growth. ”

A. Philosoohy of the institution studied, with regard to the above
service:

1. The administration does not consider the service as essential
for sturzent adjustment one development. . . . . . . . . . . . . . . . . . . .(
Z. The administration is seemingly undecided ss to the merits
0£th° servicemen“...no.o........u......uou.......(
3. The sdministration believes in the service whole-heartedly. . (
Remarks:

B. Provisions for the above service:

1. There is s clinical counselor (or counselors) in an all--
campus capacity prepared to do general counseling, such as
the analysis of occupational or educational aims or the re-
lation of emotional problems to social, educational, religious,
financial. and vocational adjustment......................(

7.. In addition to the shove. there are resource people available
for specialised information and help in the following areas. . .(

3. Educational.....-................................(
b. Vocational....n..............................n(
C. Raligiou.sssssesssossssssssssssssssssssossssstss(
as EmOtiOmessssssssssssssssssssssssssssssessssss(
.s SOCMsssssssssessssssssssssssssssssssssssssssss(

3. There is s group of faculty members (not necessarily
trained in counseling) who spend part of their time offering
personalized services such as registration and curriculum
advising. or acting ss general sponsor for a group of
students...”...........................................(

4. Some of the faculty act more fully as conneeiors and are
given some release from teaching load or given extra.
compensation...........................................l

5. An in-service training program is csrrieo on for faculty
sponsors end/or faculty counselors. . . . .. . . .. . . . . . . . . .. ...(

6. Test result interpretation is available to faculty members. . .(

7. Disgnosis one“ remedial attention in the areas of study skills
and speech are available.................................(

wen-owning!

89

8. There is active use of occapational information available
at a central agency....................................()
9. Group testing programl are utilized for counseling
purposea.............................................( )
10. There it a system of articulation between campus
personnel services and faculty counselors. . . . . . . . . . . . . . . ( )
ll. Systematic effort is made to inform ttu-cients and faculty
of counseling services...“............................()
12. Reacamh is carried on to get-ermine the efiectiveneal of
comma-sling procaflrea, rezneiial services, and testing
inotmments..........................................()

Remarks: (Please indicate here the numb-er of clinical counselor.
who span]; one-half or more of their time counseling students.)

C. Information secured from:

. Memberoitheperaonnel Infinu......................()
. Member of the a»..‘.minjetrmive ataffl .. ... . .. . ... .. ... .. ..( )
o Memberofthe f&?1L1tYooooooooooooooooooococoa-cocoa...()
. Menlberofflze aha-Liam:boriy............................f)

tutu.-

D. Degree to which 8:1 dent Personnel Service IV is carried out
in meeting the needs of nucleate:

 

~1 . O . +1 . +2 . +3
Need precent; Need present; Need present; Need present; Nest pro-ant;
No service Senéce Some service Service maeta Service goes
prajected but inalien- xninimmn re- beyond minimum
quate quirementa requirement-

Eo yieightxn‘n'neficai ratingooooooo.oooooooococoaooooooooooo‘)

90

STUDENT PEP SOWITEL SERVICE} V (WEIGHT 3 2)

"Determining the physical and mental health status of the student and
providing appropriate health service. "

A. PhilosOphy of the institution studied, with regard to the above
Definite: I

C.

1.

Z.

The administration does not consider the service as essential
for student adjust-snout 3nd development. c e s e s s s s o s s s s s s s s s s 0‘ ’
The administration is seemingly nn-iecided as to the merits of

the .emceossssosssssssssssssssssssssssssssssssssseesess(’

3. The administration believes in the service whole-hearte<ily. . . ( )
Remarks:
Provisions for the above service:
1. Students, at least on entrance, receive clinical examination
bys staff doctor...“....................................()
2. Systematic attention is given to screening in.;iivi:mals with
regard to emotional factors............................... ( .)
3. Complete records are kept of the findings of the physical and
mental health examinationm...............................()
4. The school provides adequate dispensary service. . . . . . . . . . . .( )
5. Emergency hospital-service is available. . . . . . . . . . . . . . . . . . . .( )
6. The health- service reports physical limitations to the academic
counselor, the athletic department and the vocational
COQHCOIOI'.assesses-oososeossseooassessessesseoooossooone.“)
7. Systematic efforts are made to inform students on both
physical and mental hygiene...............................()
8. Regular inspection is made of the plumbing and sanitation of
college buildings; attention is pain to the health of insti-
tutional employees...-”noun...”noun...”o..........()
Remarks:
Information secured from:
1. Member of the personnel staff.............................()
2. liember Of the atimirdstrative .Msssoscooosooosoosssssssss‘)
3. lvierriber Of the faculty....................”unnuuuni)
4. Member of the student body...............................()

91

D. Degree to which Stuéent Personnel Service V is carrie-l out in
meeting the needs of students:

 

«l . O . +1 . +2 . ‘ +3
Need present; Need present; Need present; Need present; Need present;
No service Service Some service Service meets Service goes
projected but insde- minimum beyond n-linimum
quate requirements requirements

Es vfeightxnumerical ratingssssssssssssssssssssssossssssosssso‘)

92

TUBE-NT PERSOENEL SE RVICE VI (WEIGHT = 1)

"Providing and mpezrfljing an adequate housing; program for students"

A. Philoeophy of the institution eta-"lied, with regard to the above
services:

1.
20

a.

The sdministrstioa fluxes not consider the service as essential
for student mi'ustment and Cleveiopment. . . . . . . . . . . . . . . . . . . .( )
The sdministretion is seemingly undecided an to the me rite
OIthO service....nouo.....o..o.........u...“noun”!)
The administration believes in the service whole-heartedly. .( )

Remarks:

B. Provisions for the above service:

1.
Z.

3.

4.

5.

6.
7.

B.

9.

All students live in college-owned or approve-d residences. . J )
There in regulation and supervision of health and safety
measures in student residences...........................()
A placement service exists to place all students in college-
owned or approval residences according to the nee-d of the
individual studentuwith special regard for hamiicapped
pereons, foreign students, sud students of racial or religious
minority gronp'osteesosossoeoesooooeseeesotooscoses‘sesoo‘)
There is s pereonnel direction and emphasis in the counsel-

ing program in student residences. This may include:

(a) Pereonnel training programs {or resident counselors.

and (b) an educational program for private householders. . . . .( )
A program of social and cultural develoPment exists ss

part of the group life in the student reeidences. . . . . . . . . . . . . (
There is student government within reeidences. . . . ~. . . . . . . . . (
An adequate referral syetem is in operation, relating

special student problems to the appropriate academic or
personnel agency....................................... J)
The college or university has effective administrative
supervision of mnaueiversity-owned residencee-ufraternitiea
sad sorm—ities one private rooming houeea. . . . . . . . . . . . . . . . . ( )
There is systematic evaluation and change in the housing

)
)

progMQsteesssesoeesesosoosooussOOosessssosessssesss ‘)

Rama. rlt II:

93

C. Infarmation secured iram:

.hdemberoftheparsmmei staff..o.-......oo.......u......()
. Member ofthe administrative stadium-nun........... ( )
.Membetofthe{semifinanu.nuuuunnoo...”no.()
.Memberoflhe studentbody....u.“Hun"..uuuuu()

IO-UNH

D. Degree to which Student Personal Service V1 is carried out
in meeting the needs of students:

 

"W“ -1 . G . +1 . +2 . +3

Need present; Need present; Need present; Need present; Need present;

No service Sax-vice Same service Service meets Service goes
projected hm acieqmte minimum beyond minimm'z’:

requirements requirements

Es Weightxnmnerical rating.......unnuoonuuu...oo...()

94

STUDENT PERSONNEL SERVICE VII (WEIGHT = 1)
"Providing and evaluating an adequate food service for students"

A. Philosophy of the inntitution studied, with regard to the above
service;

1. The siministration docs not consider the service. as essential
for student anustL-‘nent and devebpmont. . . . . . . . . . . . . . . . . . . .i )
Z. The sdxninistration is seemingly undecided no to the merits
0‘ me .eMCBOOOIOOOOIOOOOOOOOOO0.0.0.OOIIOOOOOOOOOOOOOQ(,
3. The sdmiMstration believes in the service whoieuhearteafly. .( )
Remarks:

B. Provisions for the above service:

1. (30116233 provides and/or supervises nonwommercial food
.emccsOOIOOOOO-OOOOC0.000000000IOOQOOOOOO0.0.0.0.000000()
Z. The above food service is sdsqnats for all students who
needitossuocsccssslosssosssssssocsosssosossostoosssossss()
3. Member of health staff makes weekly inspection of good
.GMCGoscossosooscsososoooooooo.sossossoosooooossoooooaa‘)
4. Food planning and preparation is supervised by u trained
acacia-1..."...unnunu...”“nun"...uonnu..()
5. M eclical examination is made annually anci after illness of 111
£0031 service einployee'oooosossosooossoossosssooooosossoss()
6. Food services are a'vuila‘oie for stuzieut groups... . u . .. .. .. .( )
7. Some attempt is made to socialite tho meal hours (e. g. .
playingofappropriatemusic).............................()
Remarks:

C. Information secured from:

1. Member ofths personnel staff............................()

2. Memboroftheaiiministrative 5M9..soosssoooossoooooosso()

3. Memberofthe fiC'thosooaoosooosooossoosso-sosooosooooo ()

4. Memborofthsstudentboa-71%.“........................... ( )

D. Degree to which smvient Personnel Sari-ice VII is carried out in
meeting the nee-:21) of the smuents:

95

 

-1 . e . +1 . +2 . +3
Need present; Need prevent; Need pretent; Need present; Need present;
No service Service Some service Service Insets Service goes
projected but inade- miuimum re- beyond minimum
quite qui re'meuts requirements

Es ‘oVEightxntmlf-zriCAI tacit-180ssvssssossssssssssosssssssssossss()

STUDENT PERSiDNNfib SERVICE VIII (VX‘EIGHT a 3)
"Pravidiug, developing and evalmting a program of student activities"

A. Fin-ilomphy of that inatitzxtion amdied, with regard to the above
service:

1. ”I'm: adminiatratigm cioec not. consirler tine service as essential
fan- student alljaatznem and development. . . , , . . _ . . . . . . . . . . . .( )
Z. The: udminictration is seemingly undecided an to the merits
011313 serviee.........o.....n...........uo..nu......()
3. The a-fiafiaiatratian believe. in tha service wholeuheartmuy. .( I
Remarka:

B. Provitionl for the above Caprice:

1. There is a program of student activities which effectively
meets the acacia of students in thc following areas:
a. Student govemxnent..............................(
b. SOCJsfil organizationfl.§.o.................”on...(
Co H1b11cationa....unun...u..............o.uJ
do fi.f'.111t%ti{:‘aOODOIu0.0.0000o-ooooooOOIOOOIOIIOQOOOOO‘
e. h-liusiCOIIOOOiQOOOOO00......I000!OODOOQIOOOOOOOOO‘
f. Drmaticn....u.unu..................uu.uC
. Eekgioas and social services...“................(
11. Departmgintal or special intere Eats. . . . . . . . . . . . . . . . .(
i. Honorariaa..........................u..uuu.(
j. P‘Dlitical orgarflzafiunsoooooooooooooooooooooouooOO‘
2. Students give reasonable support to the Itudent activitiel
pragrmooooonooo00.0.0.0000090009000000000000000000000‘
3. The institution in making a systematic efifart to mmluate 3nd
tn improve its overs-muprogram"........................(
4. An agency systematically coordinates the student activity. . . .(
Remarks:

V’U’VUUVVV

C. Information secured from:

. Mez‘nber Dittlfi persormel ltflifooa.00000000090000.000--o.oa(
. Member Of the administrative stat-£0000...ooaoontatoooooooo(
c Member ofthe facmty.no.o0.00.00.00.00...090.00.090.00 0‘
. ‘Iember ofthe student body............................. .(

thumb-o
”v-”

97

D. Degree to which Stu-dent Personnel Service VIII is curried out in
meeting the nee-til of emienta:

 

‘— - 1 . 0 . + 1 . + z . +3
Need present; Need present; Need. present; Need present; Need present;
No service Service Some service Service meets Service goes
projected? but made“ mnhnmn re- beyond. minimum
quate quit-laments requirements

E. W'eightxnumerical ra‘51333900000-060eerie-Oceano-coon-0000000‘)

98

STUDENT PERSONNEL SERVICE IX (WEIGHT '3 2)

"Assembling and making available infatuation to be nice. in improve-
ment of instruction and in making the curriculum more toga-table to
the needs of individuals. "

A. Phi‘ioeophy of the institution studied, with regard to the above
eervlces:

C.

I.

Z.

The administration does not coneiier the service a. eesential

for student adjustment “d development. 0 e e e e e e e e e e a e v e e e e 0‘ )

The administration in seemingly uni-teamed us to the merit.

ofthe Cemceoe000.00.0-so.o.eooeeecoco-oeoeeooooooeeeeo(’

3. The miminietratiou believes in the service whole-heartedly. .( )

Remarks:

Provisions for the above services;

1. Objectives of the institution are clearly formulated and made
known to the faculty and to the students through lecturel.
Mlle-tine. and other communications“.....................( )

Z. Syllabi giving objectives of the courses are provided for It
least amejority Of the contact”...“noun"...u...”()

3. Student and iormer student population is studied In a basic
(or curricul.r re‘d.1onoeoeeee-eoeeceoeeeoone-000000.000. ( ’

4. Experimental attitudes end procedure! are encouraged ll
thrown by course rev-intone. instructional experimentl and
COMittGB .miiOUoooeeeeleeueoooeoeeoeeeeoe-eeeeoeoeeoo ()

5. Student arid elumnl opinion regarding curriculum end
instruction in systematically collected. . . . . . . . . . . . . . . . . . . . I )

6. Academic program" and class sections are erranged to meet
individual abilities. neat-1e. and interests of amt-ion“. . . . . . . . ( )

7. Instructor. are supplied with test and background data on
ltudent! in their C13..3‘oooeeeeeoooeeeeee000.00.000.09...(,

Remarks:

Information secured from:

1. Martha! O‘thfi pQIIOMGI Itafi............"nun-u...”()

2. Member Of the aifininistrative flifiiiocoeqooreconnect-woo... (,

3. Member ofthe thtYooooeeooooooeooeeeeooeeeeeeoeeeneee‘)

4. Member ofthe student boom...”........................ ()

99

D. Degree to which Student Personnel Service IX is carried out in
meeting the. neods of studenta:

Need present; Neezi preeent; Need present; Need present; Need present;

No eervice Service Some service Service meets Service goes
projected but made- minimum 112- beyond minimal-n
quite quiz-omen“ requirement“

E0 Weightxnumcrical ratingeeeeeooeeooooueooooeneoeeveeeooc00"

100

cc» ‘rr1.'t"a..-"v' "75v.“ (on 2.. m": c r m «HM-r:- x rrinwzr ‘ 1
5.1.1.41. 1139: .t l .-.. .:~...-3« J; 55!... u v.1..- .k t than ’1 1.1. 2.34.; I 3:

"Providing anti. coordinating the financial aid and mrfi-tixme employment
of armlooto, and (torture-filing; the-:- 3tesalz’ior-t wEm r'we to obi-r4511 guest: holly. “

A. Ph‘i‘iooopby of; the institution eta-.liefl, with magma-:3 to tho. aim we
service;

1.

2.

3.

The. a-lnl‘htiat ration {loco not (20:15.11 "L191“ 1115: service as essential

for stemsilent a-ijtmtmont and :«iievoiopmont, . . . . . . . . . . . . . . . . . . . . ( )

Tho aa‘izxfa.i.;.r.iot:&.ttion is: seen-timely magi-:Eoctifioal as to the me wits
GI {:33 aer'Vi32600oeIoooooeeooeoeoeeooeonOoeoeoooooeoeoooeo‘)

The aimiuistration believes in the service v.-holée~hearte<:lly. . .( )

Remarks:

B. Provisions for we above service:

1.
2.
3.

4.

5.
6.
7.
8.
9.
10.

Program of static-2m aid is centralired or coorfiinatod. . . . . . . . . ( )
Loan {unis Ere availabla....un...............nun”...()
Scholarships anti ieflowshipa are: available and their alminis-
tration i5 coordinate-’31....u...n..........................()
Partwtlme employment services are available to those who

need iteoooooooeooooecoooooooo0000000000000.000.00.000...(
Direct aid to provided for the needy student. . . . . . . . . . . . . . . . . (
Careful records of E, 3, end 4 (above) are kept. . . . . . . . . . . . . .(
Aggressive search to mafia for partotime jobs. . . . . . . . . . . . . . .(
Fimnciol counseling is available. . . . . . . . . . . . . . . . .. . . . . . . ...(
Aid program is rolatmfi to the aoaiamic program of students. .(
Aid program is coor-fimtod with the placement program. . . . . . (

wwwwv‘vv

Roma. rko:

C. Information aocurofi from:

1.
Z.
3.
4.

Iviemberoftho oraomzel etafi'.............................()
Member of the a-iiznizrxistrative waif... ....... ........ . .... ..( )
Liomberofthefaculty....................................()
hiemberoftheeta-"13111:b3;.i'y..o............................( )

D. Degree to which smziont Personnel X is carriod out in meeting
the nee-is of etude-4113:;

101

 

O M O O ‘ O ‘ O
- 1 . 3 - . + l w . +2. . *+ 3
Need present; Need present: Need preum; Need present; Nee-:1 pres-cut;
No service Service Some service Service Insets Servircez gates
projected but inn-:fie-o minimum beyond mini-mum
quate requirements requirement

E. Vv'aightxnumerical ra-flngooooooboocooooocoooocooo-oooooooo()

”Assisting the student to find Appropriate employment when he: leave-

102

T’L‘LNI’ FLEX") {3:21. em v1: mm? 1331‘” =3 3)

the fizz-titration and: following up the utudent after he haw left the
ins: itution. "

A. Philosophy of the institution utu«.:£e.:i, with regard to the above
service:

1.
z.

3.

The admimatratism does not consider the service an essential
‘0? student Uijllflhl’lant and development. 0 o o o o o o o o o o o o o o o o o 0‘
The ta‘ministmtion in occmingly unfleciiefi as to the merits

Ofthfi tandem”....n..................................(
The act-“nimstrafion bealieves in 23“ a service it Eowle hwr‘te; ’ly . .(

Roma rka:

B. Provision-n for the above service:

1.
z.

3.
4.

5.

9.

Placement service is available for all students. . . . . . . . . . . . . (
Placement services for diffs rent divisions and cmlege are
COOrCunata‘dooooooooooooooooooootooooooooooooooooooooobaot
Personnel records used in placement are complete and
.WiIaNQOOO‘OOOOOIIOOOO.00...0.......OOOOOOOOOOOOOOOII 0‘
Survey: of employment 0;.» {munities and job solicitation arr
carried Wt mag-Buy.coco...00.0.0.0...coco-00.000000... 9‘
All Itudenta who desire placement sarvices are given
tile-gnaw instruction on a ’icatf. on procedure. . . . . . . . . . . . . . (
All students registercrl for placcsment earvicea ara- inter-
viewed and comaeled as necessary by the 6'3 rector or

(:0er Mt Ht 38313ufl".ooooooooooooooooootoooooooocnoon-coo ‘
Current records are maintained on former Btuaeuta for
continued service to them................................(
There in a wenaorganiseci and confirming pregram of fellow--
up and exmlgation for improvemem sf the: service. . . . . . . . . . .(
The service interpret! to the institution the needs of the
cmployment areas WhiCh it Hannah”...unnuuounn.(

Rama rk a:

C. Infarmattcan securei from:

I.
Z.
3.
4.

Memberof the personnel stgff............................(
Lic‘anfir 0f the ammhfl-SLI'ailve “wifiOOOOOOOIOIIOO0.00000... (
Member ofthe fiC‘fli‘foooocoo-coo.oooooooooooocoooooooooo(
Member ofth-e Mani-item baciyuu..........................(

macaw

103

D. Degree to which Shalom: Perlonnel Servicc XI is carried out in
meeting the needs of students:

 

'— w -1 . 0 v“ . +1 . +2 . ' +3

Need present; Nee-:1 present; Need present; Need preacn‘ Need present;

We service Service Some service Service meets Service goon
projected but inade-

miralmum beyond. minimum

(roam roquirem out 8 requirements

E0 Weightxnumerical litingoooo-cono.00.0000.occoooocoooo-cooo‘)

104

3111912111 1:12.11:- 01:1:1211 .111w1cr. x11 ( "1: 3111' = 2)

"Keeping student personnel records and making them available to
tho proper porno”. "

A. Philomphy of the institution attuned, with regard to the above
oer-does:

l.
2.

3.

The administration doe! not consider the tervico an essential
for ltudent ldjustment and riovolopment. o . . . . a . o . o . . . o . . . o .( )
The taiministration in seemingly undecided an to the merit-
01th. IGMCG.nope-oouooooooooooooo-ooouoooooooooooooooo"

The ndmintstradon believes in the cervice whole-hearted” . .( )

Remrks:

B. Provisions tor the above uervice:

l.
2.
3.

4.
5.
6.
7.
8.

Personnel records are centralized for optimum use. . . . . . . . .( )
Pro-collage (33:6 32" included in 3318 record. a o o o u o o o o o o o o o o ( )
Peruonnol records or. brought up-to-dato It least once per

tflmooooooooooooooooooooonoon...-oooooooooooooooooooooo(
Training to given in the meaning and. an of records. . . . . . . . .(
Student activity participation in part of the record. . . . . . . . . . (
syntematic attempt 1- made to disseminate mfomntion . . . . . (
Record in organized. for convenience. . . . . . . . . . . . . .. .. . . . . . (
Record oystem in flexible and changes are main. . . . . . . . . . . .(

”wart-owe

Remorkt:

C. Information secured from:

1.
Z.
3.
‘I

Membflr01th$ personnel Btafl...u......u....”unnn.‘ ’
’48!!!th oitho atfiinistrative Iwoooooooooooooooooooooooo"
Member Ofthfl faculty-cocoonoo-oooooaooooooooouooootooooo‘,
Member 011313 Student1330-53”.coo-ono...ooooooooooooucoooooo‘ ,

D. Degree to which Student Peroormal Sovvica X13 1- cart-lei out
in meeting the needs of students:

 

-1 . o A . +1 . +2. . +3
Need present; Need pretent; Need preaont; Need precant; Need present;
No urvico Service Some service

Sorvlcc meet: Service goes
projected but imdo- minixnum beyond minimum
quote requirements requirements

E. Weightxnumerical rating-.0000...oooooooooooooooooooooo0000‘)

.....

STUDENT PERSONNEL SERVICE XIII (WEIGHT 8 l)

"Regulating student conduct to the end that the individual will be
strengthened and. the welfare of the group advanced. "

A. Philosophy of the institution studied. with regard to tbs above
service:

1. The administration does not consider the service as essential ‘
{or student 31.33“th 2311': ‘nd development. 0 s s s s s s s s s s s s s s s s s s( )
Z. The adnxintstrstion is seemingly unz-iecio‘ed ss to the me ritl
01th! .amcessssssoosssssssssssssssssssssssssssssssssos‘)
3. The administration believes in the service whole-hesrteflly. .( )
Remarks:

B. Provisions for the above service:

1. The school accepts responsibility for the improvement of

.0613]. ‘fld more]. conduct 0‘11. .tfldeflt'o s s s s s s s s s s s s s s s o s s s( )
2. Disciplinary meamres sre remedial rather then punitive in

nature............................................o.....()
3. The school is sensitive to student opinion in regulations

pertaining to (3011839 community life-ssssssssssssssssssssss(,
4. The institution provides for varying degrees of individual

TCIPORSihfliWsssssssssssssssssssssssssssssssssssssssssss(’
5. Personnel officers contribute to the prelimixmry investi-

gation of cases of discipline..............................lI
6. Subsequent oisciplinary action is an administrative function. .( )
7. Final disciplinary action in serious matters is in the hand

0’. 81'0“? rather than”!indl'vifimlu.....................(l
8. Group welfare is not sacrificed during the treatment of an

indifidMIosssossosssssssassessossssssssssssssssssusossss()

Remarks:
C. Information securecl from:

ls .MemberoftheperflonnelRafi............................()
3. Mml'ber Of the affininistrative Ola-ff.sssssssssssssssssssssss‘ )
30 Liemberofthe{aetfltyunnu...........................()
4s Memberoithe studentbofly.u............................()

107

D. Degrao to which Shaient Personnel Sonics XIII is carried out in
meeting the mastic of student a:

 

. . . . .
.__ -1 . O . +1 . +2 . +3
Need present; Need present; Need premix-at; New prosant; Need present;
No service Service Some service Service ma ets Service goes
projected but inade- minimum beyond mhmnwzn
gusts requirements requirements

E. Weightxmmlerical rating...uuu.uun.o..-..uu.unu()

103

STUDENT PERSONNEL 5:»: moor XIV (WEIGHT . z)

"Carrying on research designed to evaluate and improve personnel
functions and services. "

A. Philosophy of the institution studied, with regard to the above
services:

1. The administration does not consider the service as essential

£02 stuz'ient adjustment and development. s e s s s s s s s s s s s s s s s s s 0‘ ’
Z. The ncmmstration is seemingly undecided as to the merits

ofthe IQMCGssssssssso-osee-essssssssossssssosssssss-ssss‘)
3. The sdzninistration believes in the service wholenhesrtedly. . .( )
Remarks:

B. Provisions for the above service:

1. The objectives of the personnel program are clear to the
cooperating stair! members and are available for evaluation. . .( )
2. Institutional provisions has been magic for periodic evaluation
ofpersonnel services....o.......................o..... os‘)
3. In so far as possible, objective measures are used in evaluat-
ing Perflomel “BMCGSsssssssssssssosssssssssssssssssssso‘,
4. Results of the evaluation are interpreted for those concerned
Withtha prograel’nsssssssssssssssssssssssOssssssssssssssss(,
5. Results of evaluation sre used to improve the ezdsting
Prograrnssssssssssssssssssssses.sssssssssssssssossssssss()
6. Procedures are practical for the particular evaluating staff
WlflCh must tile memOssssssssssssssssssssssssosssssssssss(
7. Objective data are analysed by accepted statistical procedure“
8s The initit‘dflon PaMiCifiefl Iigflilifié‘bm finrilrng. s s s s s s s s s s s s s s (
Remarks:

C. Information securecl from:

ls LiemberOftheperfiflnflfil8113.“..u....o...o.....o......ooo.( ’
Z. Memberofthe miniinietra'tive staff................ouounoo( ’
3s Memberofthefaculty..............................u....()
‘s Memberofthe shiaiierxtbody”.............u.o..........uC)

 

 

 

109

D. Degree to which Stu-dent Personnel Service XIV is carried out
in meeting the nee-is of students:

-1 . 6 . +1 . ' +2 +3

Need present; Need present; Need present; Need present; Need present;

No service Service Servlce meets Service goes
minimum beyamd minimum
requirements requirements

Es W813” xnmnerica-l ratingossssssssssssssssssssssssss.ogssssst,

Some service
projected but inade-

quste

APPENDIX F

110

 

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oTL’IHarry. 1950-
Ed 0.

I
I

‘ OVER NIGHT BOOK

This book must be returned before the
first class on the following school day.

DEMCO NO . 0°.

 

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