HARDEN, Donald Fred, SELECTED AFFECTIVE ISTICS OF STUDENTS AND THE COLLEGE OF STATE UNIVERSITY. 1S34AND COGNITIVE CHARACTER­ IN THE LYMAN BRIGGS COLLEGE NATURAL SCIENCE AT MICHIGAN Michigan State University, Ph.D., lSBS Education, higher U n ive rsity M icrofilm s, A XEROX C o m p an y, A n n A rbor, M ichigan SELECTED AFFECTIVE AND C OGN ITIVE C H A R A C T E R ­ ISTICS OF STUDENTS IN THE L Y M A N BRIGGS COLLEGE AND THE COLLEGE OF NATURAL SCIENCE AT M I C H I G A N STATE UN IVE R S I T Y By Donald Fred H a r d e n A THESIS Submitted to Mi chigan State U n i v e r s i t y in partial fulfillment of the requirements for the degree of DO CTO R OF PHILOSOPHY College of E d u c a t i o n 1969 ABSTRACT SELECTED AFFECT IVE AN D COGNITIVE CH ARA CTE R­ ISTICS OF STUDENTS IN THE L Y M A N BRIGGS COLLEGE AND THE COLLEGE OF NA TUR AL SCIENCE AT M I C H I G A N STATE UNIVERSITY By Do n a l d Fred H ard en The Problem The purpose of this study was to describe the kinds of students w h o el ected to enroll in Lym an Briggs College in comparis on w i t h students wh o entered the College of Natural Science during the fall of 1967 . explorative 1. and descriptive way, More specifically, in an an attempt was made to: De termine in wh at ways Briggs College students, com­ pared by sex are similar and/or dissimilar to other freshmen interested in science or mathematics who elected to enroll in the College of Natural Science wi th regard to selected affective and cognitive characteristics. 2. Determine in what ways Briggs College male students are similar and/or dissimilar to Briggs College fe­ male students w i t h regard to selected affective and cognitive characteristics. Do nal d Fred H ard en Population and Sample The samples for the study were selected from 224 Lyman Briggs College students and 1,189 College of Natural Science students w h o were first term f reshmen in the fall of 1967. for 190 Lyman Briggs students, Data was available cluding 136 m e n and 54 women. in­ For purposes of comparison, a control sample of 190 College of Natural Science freshmen w h i c h also included 136 m e n and 54 w o m e n was randomly selected. Me tho dol ogy The data for this study w as g ath ere d from a va riety of sources. The total score from the College Qualification Test was used to measure students' academic aptitude to do college w o r k and was ob tai ned from the Office of Evalua tio n Services. Informa tio n relevant to the Differential Value I n v e n t o r y , the C lark and Trow t y p o l o g y and selected personal characteristics were derived from the Data Processing Office. Other b a c k g r o u n d characteristics cation, father's occupation, including father's edu­ m other's education, and rank in his high s c h o o l ’s graduating class were ob tai ned from the Registrar's Office. A questionnaire was adm inistered to second year Briggs students during the 1969 Spring Ter m to determine what percentage of those students had changed D o n a l d Fred Ha rde n their occupational plans since the beg inn ing of their fresh­ m an year. The analysis of variance model was used to test for differences in the College Qualif ica tio n Test means. larly, Simi­ the analysis of variance model was used to test for differences in the D i f f ere nti al Value I nve n t o r y means. The 2 chi square (X ) statistic was used to analyze the r ema ining informa tio n gathered from the Mi ch i g a n State U n i v e r s i t y Stu­ dent Inventory as well as the items obtained from the Re gistrar's Office. The .05 level of confidence was chosen as the level at w h i c h differences w ere considered as a re­ sult of factors other than b y chance. Major Findings of the Study Three basic hypotheses were used to analyze the data relating to academic aptitude to do college work, orientation, Clark and Trow typ ol o g y and selected personal characteristics. 1. value Stated in null form these are: Lyman Briggs males do not differ from Natural Science males. 2. Lyman Briggs females do not differ from Natural Sc ie nee female s • 3. Lyman Briggs males do not differ from Lyman Briggs females . Do n a l d Fred H a r d e n The findings of this study were: Differences in academic aptitude to do college w o r k were not present w h e n analyzed according to the study's three b a s i c hypotheses. However, w h e n the two groups of students were compared, w ith out regard to sex differences, L y m a n Briggs students had a sta­ tistica lly significant higher College Q u a l i fi cat ion Test total s c o r e . There were no statistically significant differences be t w e e n the two colleges or b e t w e e n Briggs males and females w h e n the study's hypotheses were investigated in terms of the students value o r i e n t a t i o n as me asu red by the Di ffe ren tia l Value Inventory. The Clark and Tr ow ty pology revealed no statistically significant differences w i t h regard to the students "own" or "desired" personal philosophies of higher education. In other words, student attitudes as d e­ picted b y the Clark and Tr ow "subcultures" little difference b e t w e e n students those revealed in Briggs and in the College of Natural S c i e n c e . No significant differences were found to exist w i t h respect to any of the null hypotheses o n the follow­ ing variables: cation, size of home community, mother's education, graduating class, father's ed u­ size of high school degree of pa rticipation in high D o n a l d Fred H a r d e n school activities, of good grades, rank in high school, and prestige importance factors among students and faculty. Lyman Briggs males differed from College of Natural Science males in terms of religious preference (fewer Catholics, males), more Protestants among Briggs father's o c c u p a t i o n (more professionals, less skilled labor among Briggs male mother's o c c u p a t i o n f a t h e r s ) , and (more Briggs mo thers worked). L y ma n Briggs females di ffe red from College of Natural Science females on the basis o f o r g a n i z a t i o n of academic w o r k pendent work) (Briggs females p ref err ed more and o ccu pat ion al preference inde­ (Briggs females e xpr ess ed less interest in a professi ona l l i f e ). Ly man Briggs males differed from L y m a n Briggs fe­ males w i t h respect to their o w n educational aspir­ ations) , parents' educa tio nal a spirations for their child as pe rceived b y the student al aspirations preference (higher ed uca t i o n ­ for Briggs m a l e s ) , or gan i z a t i o n a l in w h i c h they w i s h to w o r k (more Briggs females p ref erred educational i n s t i t u t i o n s ) , and oc cup ati ona l preference (more Briggs males pr eferred a professional life s t y l e ) . A C K N O W L E D G E NT S Through out the doctora l program., e n c o u rag eme nt and assistance have b e e n pr ovided from m a n y sources. w i s h e s to extend to Dr. W a l t e r F. Johnson, The author the c hai r m a n of his d oc toral committee, gra teful apprecia tio n for his sup­ port and understanding. A further ex p r e s s i o n of gr atitude is e xtended to Dr. Irvin Leh m a n n w h o was par t i c u l a r l y sup­ portive during the p r e p a r a t i o n of this study. Dr. John Fuzak and Dr. W ilb ur Brookover were most helpful througho ut the de­ velopment of this investigation. The author is indebted to Dr. Fre de r i c k B. Dutton, D e a n of Lym an Briggs College for his co ns i d e r a t i o n and encouragement. To the author's family, Phyllis, Eddie and Betsy, w a r m and sincere w o r d of thanks for their patience. unreserved e x p r e s s i o n of gratitude parents for the m a n y w a y s a An is extended to the author's in w h i c h they have b e e n helpful. TABLE OF CONTENTS Chapter I. Page THE P R O B L E M .................................. 1 I n t r od uct ion ................................. Statement of the Problem .............. Hypothe ses .............................. D e f i n i t i o n of Terms ................... Scope and Limitations of the Study .. Overview of the T h e s i s ............ 10 II. R E V I E W OF THE L I T E R A T U R E .................... Variabl es A ffe cti ng the Self-Selection P r o c e s s ............................... Academic Aptitude ..................... So cioeconomic Status ................... Affective Behaviors ................... ................... The Residential College Factors Influencing the Development ............ of Res ide nti al Colleges Rationale for Residential Colleges .. Or ganizational Patterns of Cluster Colleges and R esidential Colleges . M i c h i g a n State Uni ver sit y Residen tia l C o l l e g e s ............................... Lyman Briggs C o l l e g e .................... The Planning of Lyman Briggs College . By err um Committee Guidelines for College I I ........................ Factors Influencing Imp lementation of the G u i d e l i n e s ........................ Concern ing Instructional Methods . . . University Requirements .............. Other Relation shi ps w i t h the U n i v e r s i t y ........................ C u rr ic u l u m Structure and Organiza tio n .. Core C o u r s e s ........................ Fo r e i g n Languages ..................... English Language ....................... 1 6 7 8 9 11 11 13 14 17 21 23 24 26 32 33 34 34 36 36 36 37 37 37 38 38 Page Chapter Educati ona l Policy Committee Re com mendations .......................... Procedural Rec omm e n d a t i o n s ............ Addition al Guidelines for College II . R a t i o n a l e ........................... The F a c u l t y ........................ C u r r i c u l u m ........................... S t u d e n t s ............................. S c h e d u l e ............................. College II Planning Committee ............ C u r r i c u l u m ........................... F a c u l t y ........... Physical Facilities ................... Peer G r o u p Lea rning Project .............. Undergr adu ate Tea ching As sis tan ts . . . . S u m m a r y .................................. III. D E S I G N AND M E T H O D O L O G Y ...................... The Populat ion and S a m p l e ............. I n s t r u m e n t a t i o n ........................ The College Qua l i f i c a t i o n Test . . . . Prince's D i f f e r ent ial Value I n v e n t o r y ........................ Clark and Tro w T y p o l o g y .......... Personal Cha rac ter ist ics .............. Enrollment in L yma n Briggs College . . Career Plans ............................ C o l l e c t i o n of the D a t a ................ .. • Method of A n a l y s i s ...................... S u m m a r y .................................. IV. ANALYSIS OF THE D A T A ......................... Ac ade mic Aptitude .......................... D i f f e ren tia l Value In ven t o r y .............. Clark and Tr ow T y p o l o g y ............... De s i r e d Philosophy o f Higher E d u c a t i o n ........................ Personal C har act eri sti cs ................... F r e q u e n c y D i s t ri but ion s of Comparisons Reaching Statistical Significance . . . Re ligious Preference ................... Father's Occ upa t i o n . . . . Mother's Occ upa tio n . . . . . . . . . Or gan iza tion of Aca dem ic W o r k . . . . Occupational Preference .............. Own Education al Aspirations ......... iv 39 39 40 40 41 41 42 42 42 44 47 49 50 52 53 56 56 57 58 59 60 63 63 64 64 65 69 71 71 74 75 77 79 84 86 86 87 89 90 91 Page Chapter Parents* Educat ion al Aspirations . . . ............ Organizational Preference Occupational Preference .............. Summary of Personal C har acteristics R e ­ lated to Hypotheses IVa, IVb, and IVc . Wh y Students Chose to Enroll in Briggs .. Occupational Plans .......................... V. SUMMARY, CONCLUSIO NS AND IMPLICATIONS FO R FUTURE RE SEA R C H . . . . . 92 93 93 95 98 99 101 The Problem . . . . . . . 101 Population and Sample ................ 104 Me t h o d olo gy .................. 105 Findings and Conclusions ................... 106 Academic Aptitude to do College W o r k . 106 Value O r i e n t a t i o n ................. 107 Trow and Cla rk T y p o l o g y .......... 107 Selected Personal Characte ris tic s .. 107 D i s c u s s i o n ............................... 109 Implications for Future Res ear ch ......... 114 t BI B L I O G R A P H Y ............................................... 117 AP PE N D I X A- B. C. D. E. A C O M P A R I S O N OF L Y M A N BRIGGS M A L E S AND COLLEGE OF NA TURA L SCIENCE MALES, L Y M A N BRIGGS F EMA LES AND COL LEGE OF N ATU RAL SCIENCE FEMALES, AND L Y M A N BRIGGS MALES AND L Y M A N BRIGGS F EMA LES IN TERMS OF THE C L A R K AND T ROW T Y P O L O G Y ..................... 122 T ABL ES OF N O N SIGNIFICANT "PERSONAL C H A R A C ­ TERISTICS" V A R I A B L E S CO MPA RIN G L Y M A N BRIGGS MALES W I T H COLLEGE OF NA TURAL SCIENCE MALES ................................. 125 T ABLES OF NON SIGNIFICANT "PERSONAL C H A R A C ­ TERISTICS" V A R I A B L E S COM PAR ING LY M A N BRIGGS F EMA LES W I T H COLLEGE OF NA TUR AL SCIENCE FE MALES .............................. 133 TABLES OF N O N SIGNIFICANT "PERSONAL CHARAC­ TERISTICS" V A R I A B L E S CO MPA R I N G L Y M A N BRIGGS M ALE S W I T H L Y M A N BRIGGS F E M A L E S . . . 141 A QUESTIONNAIRE TO L Y M A N BRIGGS STUDENTS CONCERNING THEIR V O C A T I O N A L PLANS ........... 148 v LIST OF TA BLES Page Table 1 . 2. 3. 4. 5• 6 • Means and standard deviations for Briggs students and Natural Science students by sex in terms of their academic aptitude to do college w o r k ............................ 72 Analysis of variance for Briggs students and Natural Science students b y sex in terms of their academic aptitude to do college w o r k ................................... 73 Means and standard deviatio ns for Briggs students and Natural Science students b y sex in terms of their value o r i e n t a t i o n . . 74 Analysis of variance for Briggs students and Natural Science students b y sex in terms of their value o r i e n t a t i o n ............ 75 Clark and Trow Student S u b c u l t u r e s : A com ­ pa ris on b e t w e e n Briggs males and Natural Science males b e t w e e n Briggs females and Natural Science females and b e t w e e n Briggs males and Briggs females w i t h respect to their "own" ph ilo s o p h y of higher e d u c a t i o n ...................................... 76 Clark and T row Student S u b c u l t u r e s : A com­ pa rison b e t w e e n Briggs males and Natural Science males, b e t w e e n Briggs females and Natural Science females, and bet w e e n Briggs males and Briggs females w i t h re­ spect to their "desired" p h i l o s o p h y of higher edu cat ion .............................. 78 Personal C h a r a c t e r i s t i c s ; A c omp ari son b e ­ tween Briggs males and Natural Science males o n the basis of selected personal characteristics . . . . . 81 vi Table 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Page Personal C h a r a c t e r i s t i c s : A c omp ari son b e ­ tw een L y m a n Briggs females and Natural Science females o n the basis of selected personal characteristics ..................... 83 Personal C h a r a c t e r i s t i c s ; A c o m p a ris on b e ­ tw een L y m a n Briggs males and L y m a n Briggs females o n the basi s of selected personal c h a r a c t e r i s t i c s .............. 85 Relig iou s P r e f e r e n c e : A comp ar i s o n b e t w e e n Briggs and Natural Science males in terms of their religious preference . . . . . . . 87 F a t h e r ’s O c c u p a t i o n : A comparis on b et w e e n Briggs and Natural Science males in terms of their father's occ upa t i o n ................ 88 Mother's Emplo yme nt S t a t u s : A c omp ari son b e t w e e n Briggs and Natural Scienc^ males in terms of employed mothers . ....... - t ..... 89 O rga niz ati on of Academic W o r k : A compari­ son b e t w e e n Briggs and Natural Science females in terms of their preference re­ ga r d i n g the o r g a n izat ion of their aca­ demic w o r k . . . . . . . . . . .............. 89 Occupational P r e f e r e n c e ; A compari son b e ­ tween Briggs and Natural Science females in terms of their occupational preference . Own Educatio nal A s p i r a t i o n s : A compari son b e t w e e n Briggs males and females in terms of their educational aspirations . . . . . . Parents' E ducational A s p i r a t i o n s : pa ris on b etw e e n Briggs males and in terms of their perceptions of parents' educational, aspirations A com­ females their for them Organizational P r e f e r e n c e ; A co mpa ris on b e t w e e n Lym an Briggs males and females in terms of their o rga nizational preference . Occupational P r e f e r e n c e : A c omp ari son b e ­ t w ee n the Briggs males and females in terms of their occupational preference . . . vii 90 91 . 92 . 94 95 Table 19. 20. Al. A2. A3. A4. A5. A6. Bl• Page (A s umm ary of) reasons g i v e n b y students w h o e nrolled in Briggs College fall term 1967 ............................................. 97 A summary of the o c c u p a tio nal plans of 1968-69 Briggs College sophomores ......... 100 A co mp ar i s o n of L y m a n Briggs College of Natural Science of their "own" p hil os o p h y c ation as mea s u r e d b y the Typology . . . . . . . . . males w i t h males in terms of higher e d u ­ Clark and Trow . .. . . . . . . A c o m p a r i s o n of L y m a n Briggs males w ith College of Natural Science males in terms of their "desired" p h i l o s o p h y of higher e d u c a t i o n as mea s u r e d b y the Clark and Trow T y p o l o g y ......... ....................... 122 122 A co mpa ris on of L y m a n Briggs females fe­ males w i t h College of N atu ral Science fe­ males in terms of their "own" ph i l o s o p h y of higher e d u c a t i o n as me as u r e d b y the Clark and T r o w T y p o l o g y .................... 12 3 A c o m p a r i s o n of L y m a n Briggs females w i t h College of Natural Science females in terms of their "desired" p h i l o s o p h y of higher e d u c a t i o n as m e a s u r e d b y the Clark and Tr ow T y p o l o g y .................... 12 3 A co m p a r i s o n of L y m a n Briggs males w i t h Ly m a n Briggs females in terms of their "own" philos oph y of higher e d u c a t i o n as me asu red b y the Clark and T r o w T ypo l o g y . A c o m p a r i s o n of L y m a n Briggs males wit h L y m a n Briggs females in terms of their "desired" philos oph y of higher edu cat ion as mea sured b y the Cla rk and Trow Ty po l o g y . . . . . . . . . . A com par i s o n of Lyman Briggs males wi th College of Natural Science males in terms of their size of home c omm u n i t y . . . . . . viii . 124 124 125 Page A co m p a r i s o n of Lyman Briggs males wit h College of Natural Science males in terms of the number o f fathers who have at­ tended c o l l e g e .............. . ........... 125 A c o m p a r i s o n of Ly man Briggs males w i t h College o f Natural Science males in terms of the number of mothers w h o have at­ tended college . .......................... 126 A c o m p a r i s o n of L yman Briggs males w i t h College o f Natural Science males in terms of the size of their high school g r a d u ­ ating c l a s s ....................... .. 126 A c o m p a r i s o n of Lym an Briggs males w i t h College of Natural Science males in terms of p a r t i ci pat ion in high school a c t i v i t i e s ..................... .. 127 A c o m p a r i s o n of L y m a n Briggs males w i t h College of Natural Science males in terms of their rank in their high school g r a d u ­ ating c l a s s .............................. 127 A c o m p a r i s o n of Lyman Briggs males wit h College of Natural Science males in terms of their educati ona l aspirations . . . . 128 A c o m p a ris on of Ly man Briggs College of Natural Science of the parents educational for their son as perceived males wi th males in terms aspirations b y their son 128 A c o m p a r i s o n of L y m a n Briggs males w i t h College of Natural Science males in terms of the importance of g o o d grades . . . . 129 A c o m p a r i s o n of Lyman Briggs males wit h College of Natural Science males in terms of their preference for the o r g a n i z a t i o n of academic w o r k . . . . . . .............. 129 A com par i s o n of Lyman Briggs males wit h College of Natural Science males in terms of those factors w h i c h g a i n you prestige wi th students and faculty .............. 130 Table B12. B13. Cl. C2. C3. C4. C5. C6. C7 . Page A c omp ari son of Lyman Briggs males w i t h College of Natural Science males in terms of the type of org ani zat ion al setting in w h i c h they w o u l d prefer to w o r k .............. 131 A c omp ari son of Lyman Briggs m ales w i t h College of Natural Science m ale s in terms of their oc cupational preference ............. 132 A c omp ari son of Lyman Briggs females with College of Natural Science females in terms of the size of their home co mmunity • 133 A c omp ar i s o n of L y m a n Briggs females with College of Natural Science females in terms of religious p r e f e r e n c e ............... 133 A c omp ar i s o n of Lyman Briggs females w i t h College of Natural Science females in terms of fathers o c c u p a t i o n .................. 134 A c omp ari son of Ly man Briggs females with College of Natural Science females in terms of fathers e d u c atio n ........... 134 A c omp ar i s o n of Lym an Briggs females with College of Natural Science females in terms of m others o c c u p a t i o n .................. 135 A co mpa r i s o n of Lyman Briggs females wi th College of Natural Science females in terms of mo thers e d u c a t i o n .................... 135 A c omp ar i s o n of Lyman Briggs females w i t h College of Natural Science females in terms of size of high school gradua tin g c l a s s ..................................... C8. A co mpa r i s o n of Ly man Briggs females wi th College of Natural Science females in terms of degree of p a r t i cip ati on in high school activities . .. C9. A co mpa r i s o n of Lyman Briggs females w i t h College of Natural Science females in terms of rank in high school graduating c l a s s ..................................... x 1 1 Page A c o m p a r i s o n of L yma n Briggs females with College of Natural Science females in terms of their o w n educational a s p i r a t i o n s .............. . .................. 137 A c o m p a r i s o n of L yma n Briggs females w i t h College of Natural Science females in terms of the parents educational aspir­ ations for their daughter as perceived b y the da ughter . . . . . . ................ 138 A c o m p a r i s o n of L y m a n Briggs females w i t h College o f Natural Science females in terms of the importance of good grades . . . 138 A co m p a r i s o n of L y m a n Briggs females wit h College of Na tural Science females in terms of prestige factors among students and faculty ............... .................... 139 A c o m p a r i s o n of Ly m a n Briggs females w ith College of Natural Science females in terms of org aniz ati ona l preference ......... 140 A com par iso n of Lyman Briggs males w ith Lyman Briggs females in terms of the size of their home commu nit y ..................... 141 A co m p a r i s o n of Lyman Briggs males w ith Lyman Briggs females in terms of religious preference .......................... 141 A co m p a r i s o n of L y m a n Briggs males w i t h L y m a n Briggs females in terms of fathers o c c u p a t i o n ..................................... 142 A c o m p a r i s o n of Ly man Briggs males w i t h Ly man Briggs females in terms of fathers education ...................................... 142 A c o m p ar iso n of Lym an Briggs males w i t h Lyman Briggs females in terms of mothers o c c u p a t i o n ..................................... 143 A co m p a r i s o n of Lym an Briggs males wit h Lyman B riggs females in terms of mothers e d uc a t i o n . . . . ............................ 143 xi Table D7. D8. D9. DIO. Dll. D12. Page A c omp ar i s o n of L y m a n Briggs males w i t h L yma n Briggs females in terms of size of high school gr adu ati ng class.. ................ 144 A c omp ari son of L y m a n Briggs males w i t h Ly man Briggs females in terms of degree of par ticipation in high school a c t i v i t i e s ...................................... 144 A co mpa r i s o n of L y m a n Briggs males w i t h L yma n Briggs females in terms of rank in high school graduati ng class . 145 A c omp ar i s o n of L y m a n Briggs males w i t h Ly man Briggs females in terms of the im­ portance of g o o d grades . 145 A co mpa r i s o n of Lyman Briggs males wi th Lyman Briggs females in terms of the o r ga n i z a t i o n of academic w o r k .............. 146 A c o m p a ris on of Lyman Briggs males w ith Ly man Briggs females in terms of prestige factors among students and faculty ......... 147 CH APT ER I THE PRO BLE M In tro duc tio n W i t h i n the past decade, w h i c h man y have called the soaring 6 0 ' s, college and university enrollments have m u s h ­ roomed to numbers almost undreamed of b y even the most knowledgeable co nte mpo rar y educational authorities. other factors, population, a rap idly growing post World War II American coupled w i t h rising parental educational pectations for their children, almost unmanageable proportions. advance, Moreover, "crunch" of in order to and solve the problems of a tec hnologically oriented society, Therefore, ex­ have presented m a n y insti­ tutions of higher learning wi th an enrollment staff, Among a w e l l - e d u c a t e d c iti zenry is required. most educators have gen era lly applauded the g row ­ ing collegiate enrollments. Similarly, they have appreciated the almost universal public confidence and faith placed in ed ucation at all levels. However, the challenge of pro­ viding a quality undergraduate e ducational program has b e e n a nightmarish task, pa rticularly for the large institutions w h i c h have most recently b e e n called mega-multiversities. 1 2 Current trends in higher e d u c a t i o n have also b e e n influenced by factors beyond populati on growth, parental educational aspirations, technology. For example, rising and the growing demands of U nive r s i t y C u r r i c u l u m Committee members w i l l recognize that their role has b e e n made most difficult in light of the "knowledge explosion" sulting c urr icu lum prolife rat ion dilemma- Also, and the re­ an in­ creasing number of today's students q ues t i o n the adequacy and effectiveness o f their educational experiences. seem to be asking, Students if not in some instances demanding, that their collegiate c urr icu lum be relevant to their needs and times— relevant not o n l y in terms of professorial presen­ tations but also, and perhaps more importantly, that the total educational experience be s o c i a l- act ion oriented. Gi ven t h e above conditions, higher e duc a t i o n appear crucial. change and innovation in The Mu scatine Report seems to highlight the sit uation confronting m a n y institutions of higher learning w h e n it states: For in this w o r l d of high-powered t ech nol ogy and of sweeping social and economic forces, the promise of the future is not stasis but accelerated c h a n g e • The universities that survive and prosper w i l l — like all other important institutions— be those w h i c h learn to preserve their integrity and stability wh ile accepting change. ^Education at B e r k e l e y , A Rep ort of the Select Com ­ mittee on Education, Un ive r s i t y of Calif orn ia (Berkeley, California: U niv er s i t y of California Printing Company, 1966) , p. 4 . 3 N e wcomb and Feldman, change in higher education, ment for adequate have commented o n the re qu i r e ­ forms of hor izo nta l organi zat ion s w i t h i n the larger universities. itself, in d isc us s i n g the need for it is their b e l i e f that "size, in of an i n s t i tu tio n devoted to higher e d u c a t i o n matters little pro viding that its internal o r g a n i z a t i o n is appropriate to its size." 2 However, horizontal level absolute they argue that at any given size does ma t t e r and further sug­ gest that g i v e n the c o n d i t i o n of local a uto nom y "new forms of o r g a n i z a t i o n invite, e d ucational innovation." or at least facilitate, significant 3 In recent years, M i c h i g a n State U n i v e r s i t y has ex ­ perimen ted w i t h an ed uca tio nal structure new to its campus, the sem i-autonomous resident ial college. such colleges have b e e n organized. One of these Briggs College w h i c h enr olle d 224 students freshman class in September of 1967. wa s c reated to serve students Thus far, three is L yma n in its first L y m a n Briggs College interested in a liberal s c ie nce-based e d u c a t i o n in the b i o l og ica l and physical sciences and mathematics. F r e s h m e n entering Ly man Briggs during the fall of 1967 were assigned to Holmes Hall, 2 a coe ducational residence Theodore M. Newcomb and K enneth A. Feldman, The Im­ pacts of Colleges U p o n Their S t u d e n t s , a Rep ort to the Carnegie F o u n d a t i o n for the Advancem ent of Te aching (January, 1968), p. 309. 3I b i d ., p. 310. hall o n the M i c h i g a n State campus. Briggs students typic all y roomed w i t h other Briggs students and, living arrangement, in addition to the had the m a j o r i t y of their first year classes and laboratories along w i t h faculty o ffices and the central adm inistrative unit co n v e n i e n t l y located in Holmes Hall. L y m a n Briggs College students were recruited b y a se lf-selection process. Most potential Briggs students first learned about the college purposes and curriculum through br och ure s d ist rib ute d to high schools by the M i c h i g a n State U n i v e r s i t y Ad mis sio ns Office. Orientation, p r o v i s i o n was made representatives Also, during Summer for students to visit wi th from their first and second choice of major. Some students wh o we re either c o m p l e t e l y unaware of the ex­ istence of Briggs College, or who w e r e reserving judgment until they had talked to a representative o f the College, changed their major at this time. was one, then, where than the College The recruitment process students selected the College, rather attempting to r ecruit any particular type of s t u d e n t . Because L y m a n Briggs year of operation, is now only b e g i n n i n g it wo u l d appear to be premature to e v a l u ­ ate its educat ion al effectiveness. ing reasons, ploratory, its third However, for the follow­ it does seem appropriate to undertake an e x ­ d escriptive study o f the kinds of students who 5 elected Briggs rather t h a n the tr adi tio nal path of a m ajo r in the College of Natural Science: 1. Mic h i g a n State U n i v e r s i t y has b e e n a nation all y recognized pioneer in undergraduate education. On Jul y 1, 1944, it establ ish ed the Ba sic College {now the Un ive rsi ty College) w h i c h pr ovided a common educational experience for all s t u d e n t s . 4 Recently, along w i t h other institutions, M i c h i g a n State has made a v e r y real innovation in under­ graduate ed uca tio n w i t h the d e v e l o p m e n t of res i­ dential colleges. However, these colleges may be continued o nly if they prove that undergraduate e d u c a t i o n is enhanced for those students w h o are enrolled in them. Ultimately, comparative studies will be made b e t w e e n Briggs Co llege and the College of Natural Science. The q u e s t i o n must be asked, "What kinds of students change in what kinds of ways following w h a t kinds of ex­ periences me dia ted b y wha t kinds of institutional arrangements?" Comparative studies assume that there are no initial differences b e t w e e n groups so that until we know a. that students, in Ly man Briggs College and the College of Natural Science possess es­ sentially similar selected characte ris tic s or b. possess s i g n i f i c a n t l y dissimilar selected ch ara cteristics any comparative eva lua t i o n of the two colleges will be to some degree meaningless. 2. An understanding of student c har act eri sti cs w o u l d seem essential if we are to provide the best possible educational experience. For example, knowing student characteristics should permit us to a. 4 structure curricular and c o-curricular pro­ grams to be tte r meet the needs of our stu­ dents and Thomas H. H a m i l t o n and Edward B l a c k m a n (ed.), The Basic College of M i c h i g a n State (East Lansing, Michigan: M i c h i g a n State College Press, 1955). 6 b. 3. b ett er provide counsel and advisement, at least in terms of allowing the individual stu­ dent to determine the appropriateness of Lyman Briggs College for him. Dur ing the decade of the 1 9 5 0 ' s M i c h i g a n State U n i ­ versity, like m a n y similar coeducational i nstitu­ tions, en rolled a d i s p r o p o r t i o n a t e l y large number of males. However, the enroll men t differential b e t w e e n m e n and w o m e n in the 1967 freshman class de cre ase d from the earlier 5 5%- 45% split ob served in ea rlier years. Only 51.1% of the freshme n e n ­ rollment in the fall of 1967 were men.^ This sug­ gests that w o m e n should receive equal and separate treatment in the analysis of this study. Moreover, w i t h the apparent insatiability of the manpower needs for our b u r g e o n i n g tec hnol ogi cal ly ori ent ed society, it can reasona bly be expected that w o m e n will p lay an increasingly important role. Conse­ quently, an analysis of the Briggs females' af­ fective and cognitive characteristics is app rop ri­ ate in order to provide a clearer picture o f their e d u c a tio nal needs. Statement of the Problem The purpose of this study is to describe the kinds of students who el ected to enroll in L y m a n Briggs College during the fall of 1967, operation. 1. the first term of the new college's More specifically, Det ermine an aLLempt will be made to: in what ways Ly man Briggs College students are similar and/or dissimilar to other dents interested elected to enroll freshmen stu­ in science and/or mathe mat ics who in the College of Natural Science w i th regard to selected affective and cognitive characteristics. 5 Data Processing Report Showing Students b y Majors (R5301) (Published b y the Registra r's Office, M i c h i g a n State University, Fall Term, 1967) . 7 2. Determine in w hat ways L y m a n Briggs College male students are similar and/or dissimilar to L y m a n Briggs College female students w i t h r egard to se­ lected affective and cognitive characteristics. Hypotheses The following hypotheses are dev elo ped to provide cl arity in determin ing the d i r e c t i o n of this investigation: 1. Lyman Briggs College students can be di ffe r e n t i a t e d from other freshmen students enrolled in the College of Natural Science on the basis of aca demic aptitude to do college work. 2. Ly man Briggs College students can be d i f f e re nti ate d from other freshmen students enrolled in the College of Natural Science on the basis of Prince's D i f f e r ­ ential Value Inventory. 3. Lyman Briggs College students ca n be di ffe r e n t i a t e d from other fre shmen students enrolled in the College of Natural Science o n the basis of the T r o w and Clark subcultures used to determine student "personal p h i l o s o p h i e s ." 4. Lyman Briggs College students c an be d i f f e r e n t i a t e d from other freshmen students enrolled in the College of Natural Science o n the basis of the following characteristics: (a) size of home community; (b) re­ ligious preference; (c) father's occupation; (d) father's education; (e) mother's occupation; (f) mother's education; (g) size of high school g r a d u ­ ating class; (h) degree of par ticipation in high school activities; (i) rank in high school; (j) own educational aspirations; (k) parents' educati ona l aspirations; (1) importance of good grades; (m) o r g a n iza tio n of academic work; (n) prestige factors among students and faculty; (o) organiz ati ona l preference; and (p) occupational preference. Another important part of the study, although not stated in hypothesis form, wi ll be to summarize w h y fre shmen 8 who enrolled in L y m a n Briggs College elected to do so. Finally, a questionnaire submitted to the second year stu­ dents enrolled in L y m a n Briggs College during Spring T e r m of 1969 w ill attempt to measure to what extent, if any, their occupational plans have changed since Fall Ter m of their freshman year. D e f i n i t i o n of Terms Two v ery important terms used in the hypothesis and throughout the study should be defined. L y m a n Briggs College Student - The t erm "Lyman Briggs student," as used in this study, refers to those Mi chi g a n State U n i v e r s i t y students enrolled in Lym an Briggs College Fall Term of 1967. All of these students were as­ signed to Holmes Hall w h i c h also contains the physical fa­ cilities of the College. College of Natural Science Student - The term "Col­ lege of Natural Science s t u d e n t , " for purposes of this vestigation, in­ refers to first ter m students w h o had declared a major w i t h i n the College of Natural Science and w h o were randomly assigned to residence halls throughout the Mi chi gan State U n i v e r s i t y campus. W i t h the ex cep t i o n of first term freshmen w h o lived w i t h relatives, were married, years or older, residence halls. or were 21 all fr esh m e n were living in undergraduate 9 Scope and Limitations of the Study There are cer tai n limitations w h i c h should be identi­ fied in this investigation so that inaccurate ge ner a l i z a t i o n s ma y be avoided in the interpretation of the o utc ome s o f this study. 1. The L yma n Briggs College sample used in this investi­ g a t i o n is the College's first class. Because the College has not had the time to fully dev e l o p and implement its program, the po s s i b i l i t y does exist that the selected affective and cognitive c h a r a c t e r ­ istics analyzed will not be repre sen tat ive of future Briggs' 2. classes. It is a ma tte r of r eco rd that M i c h i g a n State U n i ­ versity' s admission policies have c hanged si g n i f i ­ cantly w i t h i n the past ten years. Similarly, the Un iversity's admission policies m a y change w i t h i n the next ten years in a significant way. ad mis sio n policies undergo revision, vious • Should the there are o b ­ implications concerning the kinds of students wh o w o u l d be enrolling in b o t h L y m a n Briggs College and the College of Natural Science. 3. The findings of this study w o u l d have applica bil ity to L yman Briggs College only and would, have limited, if any, value other residential college therefore, in the inv e s t i g a t i o n of student populations on the Mi chi g a n State campus or in other universities. 10 Overview of the Thesis Chapter II is a review of the literature relevant to this study. Chapter III. IVr The d e s i g n and m e t h o d o l o g y is presented in The researc h findings are reported in Chapter and Chapter V contains the implications of the study. summary, conclusions, and C H A P T E R II R E V I E W OF LITERATURE The purpose o f Chapter Two is threefold. all, First of c ert ain charac ter ist ics of entering U n i v e r s i t y freshmen and their relevance to the d ifferential s ele ction w h i c h oc­ curs b e t w e e n students and institutions of higher learning are discussed. Secondly, the app are ntl y g rowing cluster college and reside nti al college concepts are reviewed; finally, lege and the chronol og ical development of Ly man Briggs C o l ­ is presented. V a ria ble s Affecting the SelfS e lec tio n Process It was suggested in Chapter I that L yma n Briggs College did not make a concerted effort to select a certain kind of student for adm iss ion to its program. Moreover, it w a s emphasi zed that the procedure for adm ission to the C o l ­ lege, after having b e e n accepted b y Mic h i g a n State University, w a s e s s e n t i a l l y one of self-selection. has indicated, However, as Re ism an student s e l f -se lec tio n should not be viewed as involving a t otally rational and fully informed 11 12 co nsi der ati on of w e l l - f o r m u l a t e d altern ati ves .^ less, other; Neverthe­ students and colleges do d iff e r e n t i a l l y select each and as New com b and F e l d m a n have cl early stated, two important aspects of this se l e c t i v i t y are the intellectual 2 ability and socioeconomic b a c k g r o u n d of the student. A third variable w o r t h y of at least equal at ten tio n to that g i v e n academic aptitude and socioeco nom ic factors is the affective b eha v i o r w h i c h a student brings to the U n i ­ versity. A l t h o u g h he ac knowledges that affective behavi ors lack w e l l - e s t a b l i s h e d meanings, ly used terms Dr e s s e l lists five in d efi nin g affective behaviors. are appreciation, attitudes, beliefs, interests, frequent­ These terms and values. 3 Although institutions of higher learning do not typically di ffe r e n t i a l l y select their student b o d y o n the basis of values and attitudes, they can influence the student's de­ ci sio n in d e t e r m i n i n g w h i c h i n s t itu tio n w i l l be most ap­ propriate for him. • Riesman, College Subcultures and College Outcomes in Selection and E d u c ati ona l D i f f e r e n t i a t i o n (Berkeley, California: Fie ld Service Center and Center for the Study of Higher Education, U n i v e r s i t y of California, 1959). 2 T h eod ore M. Newcomb and Kenneth A Feldman, The Im­ pacts of Colleges U p o n Their S t u d e n t s , A Report to the Carnegie F o u n d a t i o n for the Advance men t of Tea c h i n g (January, 1.968), p. 105. 3 Paul L. Dressel, E v a l u a t i o n in Hi gher E duc a t i o n (Boston: H o u g h t o n M i f f l i n Company, 1961), p. 42. 13 Academic Aptitude Ebel defines an aptitude test as "one gi v e n to de­ termine the potential of an individual for d evelopment along a special line or the extent to w h i c h he is likely to profit from ins tru cti on along that line." 4 This d e f i n i t i o n is likely to be acceptable to most m e a s u r e m e n t experts. creasingly, however, In­ this d e f i n iti on seems to be useful only as a current measure men t rather than as a g e n e t i cal ly de­ termined potential. F r e e d m a n states that most psy chologists who are interested in cognitive and intellectual de velopment have regarded mental ability as re lat ive ly fixed b y about age 5 sixteen. However, F r e e d m a n does not support this vie w and, o n the basis of recent research, argues that intellectual ability "cannot be assumed to be fixed by the time of colg lege e n t r a n c e ." Brookover and Go ttlieb acknowledge that tests of intelligence and aptitude have b e e n useful in d ist ing uis hin g b e t w e e n individuals w h o learn ce rta in types of b ehavior at va ryi ng rates. Nevertheless, they seem to support Freedman 's claim that intellectual a bility is not fixed by the time of 4 Robert L. Ebel, Measuring Ed ucational Achievement (Englewood Cliffs, New Jersey: P r e n t i c e - H a l l , Inc., 1965), p. 445. 5 Me r v i n B- Freedman, The College Experience Francisco: Jossey-Bass, Inc., 1967), p. 23. ^ I b i d ., p . 24• (San 14 college entrance w h e n they state, "Scientific evidence does not support a common lay be lie f that e lab orate patterns of behavior are ri gid ly fixed in the organism." 7 Considerable attention has b e e n p rop e r l y devoted to the limitations of standardized tests. Nevertheless, it is quite reasonable to assume that the greater the high school student's abilities and aptitudes the gre ater the probabi lit y is for him to enroll and ultimately graduate versity. Accordingly, it seems quite relevant to this study to investigate the cognitive differences, entering students from a uni­ if any, b e t w e e n in the College of Natural Science and Ly man Briggs College. Socioeconomic Status In addition to academic aptitude, socioeconomic status also contributes to college a spirations and at­ tendance. Newcomb and Feldman, several studies, in reporting the results of reveal "that although intelligence and socio­ economic status are themselves partially correlated, each still makes an independent contribution to college aspira0 tions and behavior." Apparently, the various studies are somewhat inconsistent in identifying w h e t h e r academic 7 Wi l b u r B. Brookover and David Gottlieb, A Sociology of E duc ati on (New York: A m e r i c a n Book Company, 1964), p. 21. 8 Newcomb, ctp. c i t . , p. 106. 15 aptitude or socioeconomic status makes the gr eatest contri­ bu tio n to a student's desire Newcomb and F e l d m a n report for higher education. However, "that the higher the student's economic level as me as u r e d b y father's occupation, cation level of one or b o t h parents, the edu­ and family income, or some c o m b i nat ion of these the greater the lik eli hoo d is that the student wi ll enroll in an i n s t i tut ion of higher learning. There seems to be g eneral agreement that certain other ba c k g r o u n d character ist ics have an impact upon the edu ­ cational experience in some manner. Some of these variables wh ich also relate to college plans include size of hometown, religious preference, class, race, size of high school graduating and size of family. Because one of the purposes of this study is to in­ vestigate sex differences b e t w e e n students College and the College of Natural Science and w i t h i n Briggs College, it should be noted that a larger percentage of males than females in high school anticipate enrollment colleges and universities. ever, in Ly man Briggs A number of studies reveal, in ho w­ that the d iff ere nt ial b e t w e e n m e n and w o m e n planning for college narrows c o n s i dera bly as socioeconomic levels b e ­ come h i g h e r . T h i s suggests that not o n l y can daughters of ^Ibid. ^ ° I b i d ., p - 107• 16 parents in the higher social and e conomic status af for d a higher e d u c a t i o n but that it is e xpe cte d by their parents and friends that they attend college. A d i s c u s s i o n of academic aptitude and s oci oeconomic status and their relevance to the d e c i s i o n to att end a g i v e n institution w o u l d be incomplete w i t h o u t reference to a t h e o ­ retical model designed b y He rri ott to det ermine a g i v e n s t u d e n t ’s level of e d u c a t i o n a s p i r a t i o n . ^ The H erriott model proposes two factors— s elf-assessment and e x p e c t a t i o n — and each influences the level of educat ion al aspirations w i t h i n diverse soc ioeconomic contexts. In the H erriott model se lf -assessment refers to a student's p e r c e p t i o n of his own abilities and aptitudes and how they compare w i t h / other students in relevant reference groups. E x p e c t a t i o n al­ ludes to that behavior w h i c h is ex pe c t e d of the student b y his significant others. Significant others refers to other persons who are in close contact w i t h the student such as parents, friends, counselors, and teachers. Herriot t's model enables observers to e x p l a i n the differential levels of educatio nal aspira tio n in high ability students These in terms of dif fer ent ial self-assessments. self-assessments as intelligence include such relevant characteristics and financial ability. The model also helps ■^Robert E. Herriott, "Some Social D e t e r min ant s of Ed ucational Aspiration," The College Student and His C u l t u r e : A n Analysis (Boston: H o u g h t o n M i f f l i n Company, 1968), pp. 105-120• 17 to exp lai n the perceived differential expecta tio ns from sig­ nificant others such as parents and friends that in t urn af ­ fect a g i v e n student's d e c i s i o n to attend college. words, if parents and friends college, "expect" In other a student to attend this can be an important factor in determining whether or not a student w ill elect to enroll in an insti­ tution of higher education. Affective Behaviors As students differ in terms of their academi c apti­ tudes and socioeconomic background, so do they di ffe r w i t h respect to their attitudes, appreciations, and interests. values, Ce r t a i n p e r s o n ali ty characte ris tic s ap­ parently are associated status and intelligence. in varying degrees w i t h socioeconomic However, caution that it is u nlikely that gence Ne w c o m b and F e l d m a n "differences and socioeconomic b a c k g r o u n d all differences student bodies." beliefs, (or both) in int ell i­ e x p l a i n totally in p e r s o n ali ty ch ara cte ris tic s of en tering 12 Alt ho u g h college and un ive rsi ty ad­ mi ss i o n offices do not measure non-cognitive traits, such individual affective or they can influence the student's d e­ c i sio n to enroll at a p articular instit uti on and his subse­ quent ed ucational experiences. and Bloom, 12 there Newcomb, Ac cording to Stern, Stein, is evidence that different types of colleges . c i t ., p . 118 - 18 and universities appeal to students w i t h particular p erson­ ality characteristics- Using the Activities Index (a measure of personal ity n e e d s ) , they determ ine d that colleges similar in nature (size., or i g i n of support, and type of curriculum) seemed to have students w ith similar profiles. appropriate exist, 13 It seems in this i n v e s tig ati on to me asu re w h a t differences if any, b e t w e e n certain n on-intellectual c h a r a c t e r ­ istics possessed b y Briggs College students and students in the College of Na tural Science w h o e ntered M i c h i g a n State Univers ity in the fall of 1967. In recent years, several researchers have completed useful longitudinal studies w i t h respect to students' ality characteristics. study involving L ehma nn and Dre ssel completed a "the re lat ion shi p b e t w e e n amount of college ed uca tio n and the degree and di rec tio n of change typic beliefs, tation." 14 dogmatism, in stereo­ and tra dit ion al value orien- The research was also directed at determining the d ifferential role of sex in producing changes dents' person­ critical thinking ability, attitudes, in the stu­ and values. Their findings concluded that during the four years of col­ lege, and par ti cul arl y the first two years, "students improved 13 George C. Stern, M. I. Stein, and B. S. Bloom, Methods in Person ali ty Ass ess men t (Glencoe, Illinois: Free Press, 1956). 14 Ir vin J. Leh ma nn and Paul L. Dressel, Changes in Critical Thinkin g Ability, Attitudes, and Values Ass oci ate d w i t h College Attendance (East Lansing, Michigan: Mi chi g a n State university, 1963), p. 39. 19 in critical thinking ability, liefs, possessed fewer stereotypic b e ­ and experie nce d a m ove m e n t away from the traditional value o r i e n t a t i o n toward a more emergen t value orientation." The results of their study were c o n s i de rab ly d iff ere nt from the w i d e l y distri but ed Jacobs Report w h i c h reported that the formal college experience did little to alter or form stu­ dent values Another w e l l - k n o w n longitudinal study is that con17 ducted b y Trent and M e d s k e r . ing data The p r i m a r y me ans of g a t h e r ­ for this investigation, in ad dition to q u e s t i o n ­ naires, was ad ministering various scales of the Omnibus Personality Scale (OPI), a pe rso nal ity inventory, dents w h o had completed high school in 1959. to stu­ The scales were administered to college bou nd youth as wel l as youth who were non-college bound. OPI were administered in 1963. questionnaire Five additional scales of the but r e p e t i t i o n of identical items and pe rso nal ity scales made possible d i ­ rect assessment of op in i o n and attitude changes b e t w e e n 1959 and .1.963. A m ajo r finding of the study w a s that people not in college "young showed little or no person ali ty ^~*Ibid. , p. 1481ft Philip E. Jacob, Changing V alues in College: An Ex plo rat ory Study o n the Impact of College Tea ching (New York: Harper and Brothers, 1957), p. 11. 17 School James W. Trent and Leland L. Medsker, Beyond High (San Francisco; Jossey-Bass, Inc., 1968). 15 20 development as mea sur ed b y the least flexible, viduals were tolerant, instruments used." 18 The and int ellectually disposed indi­ found among high school graduates w h o never at­ tended college followed b y college withdrawals. In 1961 a Student D evelopment Study was Katz and Associates. 19 initiated b y This r ese arc h was similar to the L e h m a n n and Dr essel project in that it involved only e n t e r ­ ing f res hme n students California). (at Stanford and the Uni ver sit y of However, Katz and Associates used similar m e t h o d o l o g y to that employed b y Medsker and Trent in terms of their utilization of selected scales of the Omnibus P ersonality Inventory. In a ddi tio n to selected scales Personality Inventory, from the Omnibus an experimental 54 item Attitudes to Dr in k i n g Scale was administered to freshmen at Stanford and B e r k e l e y in 1961. These scales were r ead ministered e a r l y in 1965 to over half the students who had ta ken the tests as freshmen and were still in school. Also, a 19 page Senior Questionnaire was a dministered to seniors at Berkeley and Stanford early in 1965. The results of the OPI administered to the seniors include "a mov ement toward greater op enm ind edn ess and ^ I b i d ., p . 36 . 1.9 Joseph Katz and Associates, No Time Francisco: Jossey-Bass, Inc., 1968). for Youth (San 21 tolerance w i t h a corresponding rej ect ion of a restricted view of life and hu manization of conscience." However, as Korn emphasizes, the 20 findings of person­ ality scales should be viewed w i t h caution, "while at the same time attempting to interpret and understand our own results." 21 The methodol ogi cal issues involved in accounting for b e h a v i o r change are indeed complex, yet crucial questions need to be answered to have a complete und erstanding of the impact of the collegiate experience upon divergent types of entering students and their development. It w o u l d appear that increasingly colleges versities and uni­ are administering psychological inventories to entering freshmen and repeating the same testing at later points in the students' college careers. And while it seems the importance of studying the interrelationships b e t w e e n personality characteristics and the college experience growing, is considerable concern must be expressed over the methods of study employed by the researchers and the subse­ quent interpretations of the investigations. The Residential College In Chapter I the need for adequate forms of new h ori ­ zontal organizations on large university campuses w as ^ I b i d - , p. 168. ^ I b i d ., p. 184. 22 discussed. Included w i t h i n the new o rga niz ati ona l patterns found o n some campuses today is that of the residential col­ lege. one. However, Rather, the re sidential college concept is not a new it represents a pat tern that was established seven centuries ago in Great Britain. It has b e e n suggested b y Lord R e d c l i f f e - M a u d that the first residential college was located at Un i v e r s i t y College, Oxford in 1249. 22 Lord Maud, w h o is presently serving as the M aster of Un ive r s i t y College at Oxford, reports this oc curred w h e n a g r o u p of En glish scholars w h o m the French king had e xpe l l e d from the Univers ity of Paris took up residence in the Macrna Aula U n i - v e r s i t a t i s , the Great Hall of the University. 23 The close re lat ion shi p w h i c h developed in the academic community b e ­ tween the "dons" w h o taught t en Masters of Arts students exemplified the personal interaction d esired be t w e e n students and teachers in the m edi eva l universities. Shafer and Ferber in their analysis of residential college concepts also al­ lude to the close re lationships w h i c h were 22 found "in the Lord R e d c l i f f e - M a u d , "Oxford and the Collegiate U n i v er sit y Idea," "The Conference o n the Cluster College Concept," Journal of H igh er E d u c a t i o n , Vol. XXX V I I I (October, 1967), p. 377. 23 fourteenth century b e t w e e n student instructional and living experiences." 24 Factors Influencing the D e v e l o p ­ ment of Reside nti al C o l l e g e s W i t h i n this century, cade of the 1960's, and p a r t i cul arl y during the de­ the d evelopment of residential colleges has b e e n influenced b y two related trends. First, a rather remarkable ev olu t i o n regarding the housing of students on university campuses has found dormitories m o v i n g s uccessively to residence halls to living learning centers residential colleges. and now to The housing of students has grown, according to Shaffer and Ferber to "places where living and academic learning ex periences have b e e n s y s t ema tic all y fused by a ppl ica tio n of learning theory, havioral sciences, zation." 25 of re search in the b e ­ and of advances in administrative organi- The economic efficie nci es w h i c h have b e e n intro­ duced have also helped to popularize the devel opm ent of resi­ dence halls as learning centers w h i c h include classrooms, laboratories, and faculty offices. 24 Robert H. Shaffer and Da niel A* Ferber, The Resi­ dential College Concept: Campus Org ani zat ion al Patterns for Quality With Quantity (Bloomington, Indiana: Bul l e t i n of the School of Education, Indiana University), XLIV, No. 3 (May, 1965), p. 5. Authors quote Hastings Rashdall, The U niv ers ity of Europe in the Middle A g e s , 111, pp. 511-529. 25 Paul Woodring, "The Idea of Cluster Colleges," Saturday R e v i e w (January 21, 1967), p. 81. 24 The second trend seems to evolve from the decentrali­ zation o f academic a d m i n i s t r a t i o n w h i c h has oc cu r r e d on large mul ti-purpose campuses. This trend has in part b e e n influenced b y the subcultures w h i c h have b e e n found at large universities. Kafer has reported "that college or academic major and residence halls are two of the p rom inent reference points w i t h i n w h i c h subcultures form on the college campus." 26 The re sidential college located in a g i v e n residence hall emphasiz ing r elated academic maj o r s represents a p att ern of o r g a ni zat ion w h i c h can more fully utilize the influence and potential of the student subculture in p rov iding for a more efficient educa tio nal process. Rationale for Re sid ent ial Colleges The d e c e n t r a l i z a t i o n of academic adm ini s t r a t i o n has also b e e n influenced by the apparent need to offer students a more "personalized" education al e x p e r i e n c e . Ideally, a sense of community b e t w e e n students and faculty w i l l emerge in w h i c h the members can know each other as wh o l e persons. Baker Brownell observes that m embers of such communities will have lives w h i c h "are not fragmented or anonymous." 27 Lowell Gene Kafer, "An Analysis of Selected Ch ara cte r­ istics and E xperiences of F r e s h m a n Students in the M ich i g a n State U n i v e r s i t y J u s t i n Morrill College" (unpublished Ph.D. dissertation, M i c h i g a n State University, 1966), p. 128. 27 Baker Brownell, "Higher E duc a t i o n and the Community: The Ide nti fic ati on of Learning wi th Living," J ournal of Higher E d u c a t i o n , X X X (December, 1959), p. 475. 25 Paul W o o d r i n g also feels re sid ent ial colleges offer the potential for restoring a "sense of community" w i t h i n the institutions of higher learning. Moreover, he contends that m u c h needed status will be returned to those w h o teach undergraduates. Woo dr i n g b e l i e v e s that res ide nti al colleges will: refocus the emphasis on undergraduates and the m e n and w o m e n w ho teach them. At a time w h e n the status symbols of academia are rigged against teaching, it again makes the teaching of undergraduates an honored v o c a t i o n for s c h o l ars .28 A somewhat different, rationale off e r e d leges b ut neverth ele ss interesting, for the d e v e l opm ent of r esi den tia l c o l ­ is that proposed b y the E d u c a t iona l Policies Committee of Mic h i g a n State University. In identifying the rationale for the advent of L y m a n Briggs College, the Educatio nal Policies Committee emphasized the c u r r i c u l u m implications of such a pro gram w h e n it stated: A l t h o u g h the m ajor argument for the fo rma tio n of small colleges w i t h i n a large land grant Un i v e r s i t y is a growing need for social identity among the undergraduate student body, EPC feels that the major ju sti fic ati on for a sci enc e-o rien ted college is need for a particular kind of academic program. Alt ho u g h it is conceivable that exi sti ng depart men ts could provide an equiv ale nt program, the committee feels a new, small, sc ien ce-oriented college cou ld provide an excellent program in m inim al time and more e f ­ ficient ly than through ex isting s t r u c t u r e s . 29 28 29 Woodring, ^ p. c i t ., p. 81. "Some Comments, Gu ide lin es and R e c o m m e n d a t i o n s for the Proposed Science Oriented College I I , " w r i t t e n by the Ed ucational Policies Committee of M i c h i g a n State University, April 21, 1966, p. 4. 26 Althoug h ot her explanations can be found, current literature seems to suggest three pri mar y reasons for the development of r esidential colleges: 1. The o p p o r t u n i t y to provide a more "personalized" e d u c a tio nal experience w h e r e i n students and faculty can together share in the es tab lis hme nt of a climate of learning w h i c h is within, yet extends beyond, the college's classrooms and laboratories. 2. A n o bvious indication that a giv en institution not o n l y values undergraduate e d u c a t i o n but m ore o v e r is w i l l i n g to allocate considerable hum an and physical resources to the undergraduate program. 3. It provides a structure w h i c h is more conducive to academic innovation than might otherwise be found in the traditional departm ent al h eir arc hy w i t h its c o m p a r t m e n t a l i z a t i o n of knowledge and specializations. Organiza tio nal Patterns of Cluster Colleges and R e s i ­ dential Colleges In add iti on to a v a r i e t y of reasons offered establi shm ent of r esidential colleges, of o r g a n i z a t i o n patterns also exists Clearly, for the considerable div ers ity in these small colleges. the literature relevant to this topic suggests that any attempt to o p e r a t i o n a l l y define a residential college wi ll encounter considerable difficulty. This should not be surprising for it has oft en b e e n observed that higher edu ­ cation is an enterprise b l e s s e d and plagued b y problems of definition. One source of c onf u s i o n seems to occur because the term "residential college" is of t e n used interchangeably wi th the term "cluster college." For purposes of this study, 27 the "cluster college" concept wil l refer to those insti­ tutions w h i c h are located w i t h i n close p rox imi ty o f each other and w h i c h share various physical and h u m a n resources for e con omi c and educational purposes. The te rm "residential college" will be used to describe a new collegiate w i t h i n an already existing university. program The p rogram will ty pically be under the d i r e c t i o n of a Dean, enroll a rel a­ tively small number of students con c e r n itself (500-1200), w i t h the liberal arts or related academic majors, be located plex. and w i l l in a g i v e n residence hall or residence hall com­ The faculty w ill typ ically be o n joint appointment from their parent department. Kells and Stewart suggest three organi zat ion al patterns for starting a new college or unit in a cluster. 30 Th ey a r e : 1. One independent college produces a second 2.A univer sit y builds b y collegiate 3. units A university adds units Al though these o rga niz ati ona l patterns are o b v i o u s l y incom­ plete, they do provide a useful reference point for further di scu s s i o n of "cluster colleges" and "residential colleges." The first or gan iza tio nal pa tte rn suggested by Kells and Stewart provides a means of identifying the Claremont Colleges, 30 the A mer i c a n pioneer of the cluster college concept. Herbert R. Kells and Clifford T. Stewart, "A Summary of the Wor k i n g Sessions," "The Conference on the Cluster College Concept," Journal of Higher E d u c a t i o n , XXXVII (October, 1967), p. 359. 28 Although there w a s more tha n one independent college volved, a newly created superstructure came The Claremont g r o u p of colleges were consolidated in­ into existence. in Claremont, California, in 1925 and patterned after the wel l known Oxford Uni ver s i t y group. T h e y o r g a ni zed as "a gro up of independent but cooper ati ng colleges" w h i c h w o u l d "share a library and other central facilities and services." 31 Another example of an independent college b e i n g joined b y a second is illustrated b y the emergence of the "Hamilton Group." York, H a m i l t o n College, located in Clinton, New has b e e n joined b y Kirkland College w h i c h serves as a four year liberal arts college for women. has b e e n initiated, among other reasons, 32 This alliance as a result of eco ­ nomic c ons iderations and to promote edu cat ion al innovation w h i c h could not o the rwise occur if e ach i nstitution were separated geographically. An example of how a university expands by the ad­ di t i o n of collegiate units Plan. is the Rutgers F ede rated Colleges Three m e d i u m - s i z e d colleges en rol lin g approximately 3500 students w i l l ultimately be b uil t adjacent to and in federation with Rutgers College and Douglas College. colleges will be coeduca tio nal and w i l l feature • t • d i s c ip lin ary c u r n c u ln u m s .33 31_,. , Ibid ^ I b i d . , p . 361. ^ ^ I b i d ., p. 362. inter- These 29 Perhaps the most w i d e l y publicized university effort to be structured b y the additi on of collegiate Un i v e r s i t y of Californ ia at Santa Cruz. units is the Included w i t h i n the basic plan at Santa Cruz is a di st r i b u t i o n of fifteen to twenty r esidential colleges located w i t h i n a fifteen minute wa lk i n g circle. The central campus contains a m a i n library, science facilities, and an audio v isu al aids center. Jarrett reports: The Santa Cruz answer is to provide collegiate units in w h i c h e v e r y student is k n o w n to eve ry o ther stu­ dent and to e v e r y member of the faculty . . . the m o n o l i t h is combatted not b y the m u l t i l i t h but by the p r o v i s i o n of qu asi -au ton omo us colleges each w i t h its distinctive architectural and academic s t y l e . 34 Another interesting develo pme nt is the C onnecticut River V a l l e y co-operative project w h i c h has culminated the establishment, of Hampshire College. 35 in This project wou ld seem to fit in either category one or two of the Kells and Stewart model. Members of the Connect icu t River V a l l e y Pro­ ject include Smith College, College, Amherst College, and the U n i v e r s i t y of Massachusetts. college mo vement M t . Holyoke This cluster is m oti v a t e d b y the be l i e f that Hampshire College provides a rich o p p o r t u n i t y for curric ula r inno­ v a t i o n and that smaller units provide bet ter educati ona l ex ­ periences for students. 34 James L. Jarrett, "Santa Cruz After One Year," Saturday Review (January 21, 1967), p. 67. 35 Kells, jap. c i t ., p. 362. 30 The third o r g a n iza tio nal pat t e r n of cluster college development identified b y Kells and Stewart w h e r e i n a uni­ ve rsi ty adds units w i t h i n the exi sti ng structure of its campus seems appropriate for b r o a d l y descri bin g the d e v e l o p ­ ment of residential colleges o n large mul ti- pur pos e versities. However, uni­ the use of the term "cluster colleges" loses much of its significance w h e n describing the d e v e l o p ­ ment of residential colleges o n unive rsi ty campuses. In the types of cluster college develop men t previously d i s c u s s e d it was apparent that one of the most impressive characteristics was the close co o p e r a t i o n b e t w e e n the sponsor ing i nstitution or association of colleges and the newly e sta bli she d program. Although residential colleges located o n the same university campus have m a n y similar concerns, ra rel y do they engage the kinds of cooperative practices found in the H a m i l t o n Group, the Rutgers F ede rat ed Colleges Plan, in or other examples gi v e n as cluster colleges. In addition to the reside nti al colleges at M i c h i g a n State University, other institutions w i t h i n M i c h i g a n e x p e r i ­ menting w i t h one or more re sid ent ial colleges are the Unive rsity of Michigan, W ayne State, 36 and Oakland University. 36 The U n i v e r s i t y of Michigan, The Residen tia l College 1969-70 Official P u b l i c a t i o n , a supplement to the ann oun ce­ ment of the College of Literature, Science, and the Arts, Vol. 70, No. 22 (Sept. 9, 1968); The Charter College of Oak­ land Univers ity (a brochure); and W. Hu gh Stickler (ed.), Experimental Colleges (Tallahassee; F lori da State U n i ­ versity, 1964), pp. 145-156. 31 The U n i v e r s i t y of M ich i g a n op ene d its first r esidential col­ lege in August, 1967, and has plans for e sta bli shi ng several more in the coming years. Wayne State University, the financial assistance of the Fo rd Foundation, M o nte ith College, institution. th rough developed a semi-autonomous unit w i t h i n the urban Oakland U n i v e r s i t y has introduced two res i­ dential programs to its campus, Charter College and New College. Some other institutions w h i c h have e xpe rim ent ed w i t h new forms of horizontal org anizations involving residential colleges Virginia, include Fl orida State University, Un i v e r s i t y of Massachusetts, University. 37 While the Uni ver s i t y of and S out her n Illinois these experimental programs vary in terms of c ur ric ulu m emphasis, they are alike in that each has considerable autonomy in planning and administering the ternal affairs of the college. in­ Other similar cha rac teristics of ea ch program include a r ela tiv ely small number of students compared to the larger university w i t h the residence hall serving as the focal point for blending the curricular p ro­ gr am w i t h co-curricular activities. 37 Stickler, i b i d ., pp. 157-171; V ictor J. D o m l o v , "Exciting E xperiments in Higher E d u c a t i o n , " Phi Delta K a p p a n , Vol. 41 (February, 1960), pp. 221-224; H. Leland Varley, "A Small College Wi t h i n a University: Orchard Hill Residence College," C hri s t i a n S c h o l a r , L (Summer, 1967), p. 102; and Brownell, o p . c i t ., p. 480. 32 M i c h i g a n State Un i v e r s i t y Re s i d e n t i a l Colleges M i c h i g a n State U n i v e r s i t y introduced its first resi­ dential college to its campus in the fall of 1965. The new experim ent al p ro g r a m w as named J u s t i n S. Morrill College honor of the father of the Lan d-G ran t Act. in The purpose of Justin M orr ill was to provide for a liberal e d u c a t i o n in the humanities, social sciences, and the sciences w i t h the inte­ gr a t i n g theme o f I nternational U n d e r s t a n d i n g and Service. The J u s t i n Mo rrill venture led to the e stablishment of two other reside nti al colleges o n the Mic hi g a n State campus. James M a d i s o n and Lym an Briggs each en rolled its first class in September o f 1967. James M a d i s o n provides a four year liberal arts p ro g r a m leading to a Bachelor of Arts degree in the social sciences. L y m a n Briggs College offers a four year program c u l m i nat ing in the Bachelor of Science degree in the sciences and mathematics. The three r esi den tia l colleges enjoy administrative and b u d g e t a r y autonomy. However, be cau se most faculty as­ sociated w i t h the re sid ent ial colleges hold joint appoint­ ments w i t h their parent department, the colleges should be pr operly referred to as se mi- autonomous re lat ion shi p to the larger University. in terms of their 33 Lyman Brigcrs College Lyman Briggs College was approved b y the Bo a r d of Trustees as a n official component of M ich i g a n State u n i ­ v e r s i t y on October 20, Fe b r u a r y 16, 1967, 1966. However, that College II, de sig nat ed by the Provost o n M a y 28, Briggs College. it was not until as it was initially 1965, became L yma n Lym an Briggs w as a di sti ngu ish ed alumnus of M i c h i g a n State U n i v e r s i t y w h o had b e e n a long time Di re c t o r of the National Bureau of Standards and served as the first Chief of the M a n h a t t a n Project. in It seems appropriate this study to in some detail c h r o n o log ica lly d ev e l o p the planning involved in the cre ati on of the College. Attention w i l l be pr ima ril y gi ven to the gu ide lin es and recomm end ati ons pr epa red b y two U n i v e r s i t y committees responsible sisting in the structuring of the College. also be directed to the College physical plant. faculty, for as­ D i s c u s s i o n will curriculum, For mal ized peer group learning, and another aspect of the College, wh ile not a new concept in higher ed u­ ca tio n is also w o r t h y of inclusion in this chapter. The following d i s c u s s i o n has b e e n prepared from several publications w h i c h are available 38 in the College files. 38 "Byerrun Ad Hoc Committee Guidel ine s for College II"; "Some Comments, Guidelines and R eco mme nda tio ns for the Pr o­ posed Science Oriented College I I , " w r i t t e n b y the E duc ati ona l Policies Committee of M ich iga n State University, April 21, 1966; "Proposed C u r r ic ulu m for L y m a n Briggs College," sub­ mi tte d b y L yma n Briggs College Planning Committee to the U n i ­ v e r s i t y C u r r i c u l u m Committee, April 6, 1967; "Lyman Briggs 34 The Planning of Lvman Bricrgs College On M ay 28, 1965, Provost Dr. H o w a r d R. Neville an­ nounced plans for a second small college o n the Mic h i g a n State U nive r s i t y campus. U. Byerrum, In the fall of 1965, Dr. Ri chard D e a n of the College of Natural Science was a p ­ pointed Cha i r m a n of an ad hoc committee w h i c h was responsible for preparing guidelines for the develo pme nt of the small college org anized to serve students interested in science and mathematics. On D ece mbe r 15, the B y e r r u m Committee presented the following gui del ine s to Provost Neville, w h o 1965, in turn d istributed th em t hro ugh out the U n i v e r s i t y for faculty reaction. 39 By errum Committee Guidelin es for College II 1. The basic purpose of College II is to provide a rigorous liberal e d u c a t i o n in the humanities, the social sciences and m a t h e mat ics and the natural sciences, w i t h m a t h e mat ics and the Natural Sciences to be e m p h a s i z e d . 2. Liberal edu ca t i o n should be insured b y requiring the students to undertake studies o r g a n i z e d to lead to some depth of und erstanding of a few significant ideas rather than a superficial acquaintance w i t h many e lem en t a r y concepts. There should be a College Program Planning Handbook," Second Edition, Fall, 1969; and "Lyman Briggs College Annual Report, 1967-68 and 1968-69." 39 V e r b a t i m Report of the 1965 mittee Guidelines for College II." "Byerrum Ad Hoc Com­ 35 systematic pro gram of courses in the humaniti es and social sciences. To the end that it be r ela ted to the scientific cur ric ulu m of the college, this pro­ g r a m should include courses de aling w i t h such matters as the logic and phi los oph y of science, the history of science, and the interactions of science and society. 3. Liberal ed uca t i o n should include a sequence of studies leading in ord e r l y fa shion to de pth of under­ standing of a specific field of concentration. Such sequences can be found in d e p a r tm ent al m a j o r pro­ grams and other programs involving w o r k in several related disciplines. 4. The total p rogram should include pr ovi s i o n for free selection b y the student of a substantial amount of course work, as w e l l as a req uired core cu r r i c u l u m and a "concentration" sequence. 5. An important goal of College II is to facilitate e x­ cellent prepar ati on for ce rt i f i c a t i o n as a secondary school teacher, e spec ial ly of scientific subjects. 6. College II should be housed in a li vin g-l ear nin g unit in close associ ati on w i t h the faculty of the college. It is hoped that this arrangement and a p r ogr am of co- curricular activities (e.g., dramatics, popular lectures, athletics) to be d evised b y the College will foster growth among the students and faculty of a strong sense of community. The number of students enrolled in the College w i l l affect the development of this sense of co mmu nit y and the quali­ ty of the total e ducational e xperience the College provides. For this rea son efforts should be made b y the adm inistration and faculty of College II to de­ termine the o p t i m u m figures for enrollment and to ad­ just the yearly influx of students so that this op ti­ mum is approached. It is suggested that the first few freshmen classes be limited to 250-400 students. In academic ability and in the ratio of m e n to women, the student b o d y of College II should be r e p r e s e n t a ­ tive of the total student pop ula tio n of the U n i ­ versity. To maximize their involvement in the Co l­ lege II community, students should be e nco ur a g e d to live in the College during all four years of their undergraduate studies. C o n s i d e r a t i o n should be g i v e n to providing w i t h i n the college l i v i n g- lea rni ng unit: library facilities, c ertain kinds of couns eli ng 36 services, and some core-course labora tor ies — again w i t h a view to strength eni ng the co mmunity spirit of the students. 7. College II is to innovate and to "learn by doing" in the areas of curriculum, teaching, and administration. 8. The pro gra m of College II is to complement rather t h an duplicate e xisting U n i v e r s i t y programs. 9. This committee suggests that federal agencies, such as the National Science Foundation, and certain private foundations, might be interested in providing funds for College II because of the importance, rele­ vance, and novelty of some of its goals and programs. F a ctors Influencing Imp lem ent ati on of the Gu ide lin es Co nce rni ng Instruct ion al Methods 1. A m a j o r r e s p o n s i b i l i t y of the faculty of College II w i ll be the dev elo pme nt of new ma terials and means for facilit at ing student learning as well as the incorporation in their teaching of the best existing materials a n d means to achieve this goal. 2. The college should emphasize independent study and investi gat ion and the p r e p a r a t i o n o f oral and w r i t t e n reports. 3. A comprehensive and th orough advising system is to be developed. 4. College II should give careful thought to procedures used for ex ami nin g students and evaluating their work • U n ive r s i t y Requir eme nts 5. The m i n i m u m number of credits required for g r a d u ­ ation is to conform w i t h the requirements of the University. 6. The core courses in College II shall give evidence of special c o n c e r n for ge neral and/or liberal 37 education. The college should give careful co nsider­ ation to adopting existing general e duc a t i o n courses. In particular, if the college should decide to omit or m o d i f y some or all of these courses, it should in­ sure that the expressed goals of these courses are realized equally well. Other Relat ion shi ps w i t h the U n i v er sit y 7. The c u r r icu lum is to be dev eloped b y the faculty of College II an d submitted through the usual U n i v e r s i t y channels. This committee recommends that the cu rri cu­ lum reviewing agencies of the U n i v e r s i t y faculty be approached in advance o f the o r g a n i z a t i o n of College II in order to e sta bli sh procedures w h i c h wil l facilitate curricular ex per i m e n t a t i o n b y the college. 8. In general, members of the faculty of College II are to be appointed jointly by the college and b y a de­ partment of the University. The fractions enteri ng into each such appointment are to be approved b y the faculty member in question, the Ch ai r m a n of his D e ­ partment, and the D e a n of College II. C u rri c u l u m Structure and Organiz ati on Core Courses 1. Core courses should comprise a significant portion of the curricul um and should be required of all stu­ dents. Circumstances under w h i c h advanced placement may be arranged should be specified. 2. Independent w o r k of some kind, to be d esc rib ed in a senior essay, should be initiated as early as possi­ ble in the student's undergraduate program. 3. In the senior year, every student should participate in a capstone course or seminar w h i c h w i l l assist him to organize what he has learned and to appreciate how mu ch there is yet to be learned. 38 F o r e i g n Languages 4. This committee s tro ngl y recommends that every College II student be req uir ed to study one m o d e r n for eign language for at least two years at the U n i v e r s i t y level. We believe that acq uiring some degree of m a s t e r y of a foreign language is an important part of liberal e d u c a t i o n and p r e p a r a t i o n for responsible citizenship. M a s t e r y of a language implies the ab ility to read, write, speak, and understand the language, and w e doubt the adv isa bil ity of e m p h a ­ sizing one of these skills at the expense of another. M a s t e r y of one for eig n language is b e t t e r th an super­ ficial acquaintance w i t h two. Students of College II who have studied a f oreign language should be encourag ed to perfect their knowledge of that language, not to undertake a new language to satisfy the College II requirement. In the event that the College II C u r r i c u l u m Planning Committee finds that re quiring two years of a foreign language w o u l d force t h e m to eliminate from the c u r r i c u l u m studies they deem more important, they are not b o u n d b y our recommendation. We believe that r equ iri ng one year of f ore ign language study is b e t t e r t h a n requiring none, and that w h a t e v e r re­ qu irement m a y be established, College II students should be advised to continue their studies of at least one foreign language until they have some d e­ gree of m a s t e r y o f that language. E n gli sh Language 5. T hro ugh out the College II program, speaking and w r i t i n g E ngl i s h w e l l should be emphasized. Insofar as practical, the gra m m a r and style of e v e r y paper w r i t t e n b y a student should be criticized. 6- E v e r y student of College II should be required to demonstrate his competence in w r i t i n g and speaking E n gli sh before he is awarded a degree. After the Provost had received and compiled reactions to this report, they were pre sented along w i t h the College II Gui del ine s propose d b y the By e r r u m Committee to the U n i ­ versity' s E d u c a tio nal Policies Committee in March, 1966. 39 The Provost requested that me mbe rs of the E d u c a t i o n a l Poli­ cies Committee make further suggestions r e g a r d i n g the de ­ ve lopment of College II. On Ap ril 21, 1966, the E duc ati ona l Policies Committee adopted and approved the following r e c o m m e n d a4t. i o n s : 40 • Educatio nal Policy Committee R e c o m m e n d a t i o n s Th e EPC agrees that three ess ent ial steps should be t a k e n before it can make final rec omm e n d a t i o n s about College II. These steps involve at least two important aspects: additional planning and cont rol led e x p e r i m e n t a t i o n to assure quality. We recommend, therefore, that the fo llo win g steps b e c onsidered before a small sc ien ce - o r i e n t e d college is cre­ ated. We recognize also that the r e c o m m end ati ons for College II could serve as a g eneral procedure for further semiautonomous colleges w h i c h may be developed. Procedural Recommen dat ion s Step 1. E PC recommends that the Provost immediat ely appoint a small planning committee for College II. The ch air ­ ma n should report and be responsible to the D e a n of the Col ­ lege of Natural Science during this intermediate planning period. The rem aining committee m em b e r s should be f aculty who w o u l d anticipate teaching in College II. If at all possible, this small g r o u p should be allowed to devote full time to their d eliberations concerning the future ac ademic pr ogram and structure of College II. Step 2. Since College II should possess an e x p e r i ­ me n t a l aspect, the Planning C ommittee should de lin eat e the kinds of experiments that w o u l d be pursued and propose m ethods for their analysis. In short, EPC feels that e x p e r i m e n t a t i o n implies careful control that permits g r o w t h in new w a y s but w i t h a definitive direction. 40 . V e r b a t i m Report of the 1966 E d u c a t ion al Policies Committee of M i c h i g a n State University, "Some Comments, Guidelines and Recomme nda tio ns for the Proposed Science Oriented College II." 40 Step 3. The Planning Committee should determine how College II could provide a science c u r r i cul um whose q ual ity is equivalent to courses cu rren tly offered in the pr ofe s s i o n a l l y - o r i e n t e d science departments. Additional G uid el i n e s for College II The E PC feels that the College II Guidelines are in­ sufficient in ce r t a i n aspects, and a rationale for College II has not b e e n documented. In the following paragraphs we provide wha t appears to be the best rationale for College II and some c onstructive guidelines b ase d upon the total feed­ b a c k to the C o m m i t t e e . Rationale A l th oug h the major argument for the fo rma tio n of small colleges w i t h i n a large land grant university is a growing need for social identity among the undergraduate student body, EPC feels that the m ajo r justi fic ati on for a s c i e n c e - o r i e n t e d college is need for a particular kind of academic program. Al tho ugh it is conceivable that existing d epartments could provide an equivalent program, the com­ mittee feels a new, small, sc ience-oriented college could provide an exc ellent program in min ima l time and more ef­ ficiently t h a n through ex ist ing structures. This college could have a pr eli min ary or prepara tor y pr ogram for students who desire to specialize in areas such as law, business, political science, and provide a terminal p r e p a r a t i o n for scientific occupat ion s at the junior scientist level. In addition, it is suggested that the p r o ­ g r a m c oul d be suitable for the p rep ara tio n of secondary school science teachers. EPC bel iev es that the courses should be pr ese nte d at the same level of excellence as ex­ isting science courses but should have a br oad er and less specialized goal in mind. Those students w h o pla n spe cia l­ ized careers in chemistry, physics, mathematics, biology, etc., should be advised to pursue the particular departmental program available in these a r e a s . College II could provide the faculty w i t h an op por ­ tunity for controlled e x p e r i m e n t a t i o n in the development of sc ien ce-oriented curricula and in the m eth ods of teaching science. 41 Al tho ugh it is not a major rationale, the potential for improved identity of the student is inherent in the structure of College II. The F aculty EPC recommends that the faculty for College II hold joint appointments in the faculties of the e xis t i n g d e p a r t ­ ments. The objective is to insure m a x i m u m c o o r d i n a t i o n and communi cat ion w i t h existing departm ent s and excellence in the College II staff. Better o p p o r t uni tie s for research could be provided b y this a s s o c iat ion and involvement of the departments during the intermediate planning and co uld im­ prove the e xis tin g attitudes towards College II. It is recommended that first appointments be from tenured staff in the departments of the College of Natural Science. Since teacher e d u c a t i o n is to be an important function of College II, the College of Education, and in p a r ­ ticular the Science and Math Teaching Center, should be con­ sulted by the Planning Committee in the de vel opm ent of the College and its programThe Ch ai r m a n of the Planning Co mmittee and an initial faculty should be identified immediately and charged w i t h the r esp ons ibi lit y of deline ati ng the purposes, programs, and curricular o r g a n i z a t i o n of College II and present the results of their del iberations to EPC for a final recommendation. Curricu lum A four-year cur ric u l u m should be dev elo ped and ap­ proved through regular u niversity channels before students are a c c e p t e d . The faculty should be e nco ur a g e d to p l a n and perform controlled experim ent s in the science and scienceeducation parts of the curricula but should use the U n i ­ v e r s i t y College and existing U n i v e r s i t y courses in areas o u t ­ side o f s c i e n c e . Selected scientific areas should be ex plored in suf­ ficient depth to educate the student in the methods of scien­ tific thought, analysis, and investigation. Ex per i m e n t a t i o n should be d ire cte d to war d the curricu­ lum and the methods of teaching but the es tab lis hed rationale and purposes of the College should be maintained. 42 Students Re ali s t i c and rational entrance require men ts b a s e d o n the science cur ric ulu m should be set and students se­ lected o n this basis. Guideli nes for student transfer in and out of College II s hould be det erm i n e d in the initial planning. Schedule In v iew of inherent difficulties in e st a b l i s h i n g a l a bor ato ry p rog ram and to provide time for a w e l l conceived and t hou g h t f u l l y prepared plan, the EPC recommends that College II not be put into op era t i o n before the fall of 1967 . College II Planning Committee In accordance w i t h the first procedural r e c o m m e n ­ d ation made b y the Educational Policies Committee, Provost Neville appointed a small planning committee for College II. Dr. Frederi c B. Dutton, D ire cto r of the Science and M a t h e ­ matics Te ach ing C enter w as appointed the Committee's ch air ­ man- Other me mbers of the committee consisted of senior faculty members and included J ohn E. C ant lon of Botany, James L- Fai rle y of Biochemistry, Science, Emanuel Hackel of Natural Michael H a r r i s o n of Physics, Frederi ck Horne of Chemistry, Ger ald M ass ey of Philosophy, cation, Lee Sh ulm an of E d u ­ W i l l i a m S tel lwa gen of Psychology, of Mathematics. Man y of these and M a r v i n Tomber faculty members had served o n the By er r u m Ad Hoc Committee and had b rought to the Planning 43 Committee a sense of de dic atio n and thought ful nes s w h i c h was of great value in the launching of Briggs C o l l e g e . On Dec emb er 6, 1966, the Planning Committee, whose chief r e s p o n sib ili ty was to de vel op the academic program, held its first meeting. Throughout the next six months Dr. D u t t o n kept the Uni ver s i t y com munity we ll informed regarding the committee's efforts to structure College program. II's academic Formal progress reports wer e g i v e n to and approved by the following Uni ver sit y groups: Ma rch 9, 1967 Educational Policies Committee April 6, Uni ver s i t y C u r r i c u l u m Committee May 24, 1967 1967 U n i v e r s i t y Senate College II officially became L y m a n Briggs College on Fe bruary 16, 1967, and Dr. D u t t o n w as of fic ial ly appointed by the B oar d of Trustees as the College's D e a n effective July 1, 1967 . The Planning Committee under the d i r e c t i o n of Dr. Du tto n had by the middle of the summer in 1967 det erm i n e d the College's objectives and adopted an initial curriculum. cu rri cul um proposal, as indicated earlier, had r eceived ap­ proval from the EPC and U n i v e r s i t y C u r r i c u l u m Committee detail years. The in for the first year and in principle for subsequent D e a n D u t t o n requested that each member o f the Planning Committee remain affiliated w i t h the College as a Lyman Briggs Fellow, this capacity. and each indicated his wil l i n g n e s s to serve Wha tever in success the College m a y have enjoyed 44 during its first two years of op era tio n has been, in part, due to the efforts of the Fellows of Lyman Briggs College whose affilia tio n w i t h the development of the p ro g r a m initial­ ly b e g a n w i t h their appointment to the Bye r r u m Ad Hoc Com ­ mittee . As a result of these faculty members' mi tment to this exp eri men tal program, personal com­ considerable con tin u i t y wa s achieved in the pl anning for and i m p l e m ent ati on of Briggs College Curriculum The Lyman Briggs College Planning Committee, the d i r e c t i o n of D e a n Dutton, under followed the c u r r icu lum r eco m­ mendatio ns of the Educat ion al Policies Committee and the B y e r r u m Committee quite closely. The EPC en cou rag ed Briggs College to de velop a four-year cu rri cul um w h i c h w o u l d be ap­ proved b y the Un ive r s i t y C u r r i c u l u m Committee prior to the enrollme nt o f the College's sequence, first class. Alt hough one major the coordinated p hy s i c s - c h e m i s t r y program, has b e e n added to the College's present c urr icu lum structure, few m o d i f ica tio ns have b e e n made from the initial proposal approved b y the University. The Byerrum Committee suggested that the courses com­ prising the core program (courses t ake n b y all Briggs stu­ dents dependent upon placement e xa m i n a t i o n results and ad­ vanced placement credit) and/or liberal education. give special con cer n for gen era l Accordingly, one of the objectiv es 45 of Briggs is to provide its students w i t h an e d u c a t i o n in the sciences ch ara cte riz ed b y excellence and b a l a n c e d b y the inclusion o f an unusually large segment o f the componen ts of a liberal education. The C oll ege's present core pr ogr am is listed below. Course Area M a t h em ati cs (thru LBC 113) Co mputer Science Chemistry Physics Biology Social Sciences Hu man iti es H i s t o r y of Science, Logic and Phi los oph y of Science T h i r d C ulture R het o r i c Senior Seminar Total Quarter Credits 15 3 8-12 12 10 12 12 12 6 6 96 - 100 M i c h i g a n State U n i v e r s i t y requires that each under­ graduate complete 180 credit hours plus three credit hours of health and physical e d u c a t i o n course work. are enrol led Students w h o in Lyman Briggs College m a y complete an aca­ demic major from any de par tmen t w i t h i n the College of Natural Science w i t h the e x c e p t i o n of Nursing. m a y also graduate However, students from Briggs b y co mpl e t i n g a field of concentr at ion w h i c h differs from a traditi ona l dep art men tal major in that it requires only 32 credit hours. In effect, this expands the number of elective credits available to stu­ dents w h o graduate w i t h a field of concentration. Elective credits may be used to achieve b ala nce b e t w e e n science and 46 non-science coarse w o r k or to provide g rea ter d ept h in one or more science areas. The illust rat ion b e l o w demonstrates the d i s t i n c t i o n b e t w e e n the departm ent al major and the field of concentration. Dept. Major F i e l d of Con ce n t r a t i o n (B.S.) Briggs Core P rogram 96 *Dept. Major 45-60 HPR 3 Elective Credit 39-24 Total 183 (B.S.) Briggs Core Pro gram 96 F i eld of Con ce n t r a t i o n 32 HPR 3 E l ective Credit 52 183 Total *D epartmental major require men ts of B ach elo r of Science degrees t y p i c a l l y range b e t w e e n 45 and 60 hours. Inter­ de par tme nta l majors ear nin g the Bache lor o f Science de ­ gree must complete 70 credit hours. Students earning Bachelor of Arts degrees in the sciences wi ll have fewer credits in their major, ty pic a l l y ranging b e t w e e n 40 and 45 credits. Students gr adu a t i n g from Briggs wil l all ea rn a Ba ch e l o r of Science d e g r e e . The six fields o f conc e n t r a t i o n available in Briggs College, a c c o m p a n i e d b y a b r i e f description, are listed below: 1 . 2. B i o l o g y - Th irt y-t wo credits in b i o l o g i c a l science courses in a d d i t i o n to the core cu rri c u l u m w i t h at least one course from each of the following areas: genetics, d eve lop men tal biology, comparative physi­ ology, and e c o l o g y or p o p u l ati on biology. E a r t h Sciences - M e t e o r o l o g y (IDC 432-433), A s t r o n o m y 217 or 319, Physical G e o l o g y 201, Hi s t o r i ­ cal G e o l o g y 202, and 16 additional credits from 300 and 400 numbered courses in geology, oceanography, and soil s c i e n c e . En vi r o n m e n t a l Sciences - M a t h e m a t i c s through the calculus sequence (LBC 215), a course in probabi lit y and statistics. Biological Science 212, and a m i n i ­ mum of 20 credits in 300 and 400 numbered courses se­ lected b y the student in c o n s u l t a t i o n and w i t h the approval of his advisor from biology, geology, meteorology, or engineering. 47 4. Hi s t o r y and P h i l os oph y o f Science - T hir ty- two credits in the p hil os o p h y and his tor y of science in a d dition to the core program and approved b y the academic advisor. W h e n appropriate, a p o r t i o n or all of the six (6 ) seminar credits m a y be counted. Physics 294 and 395 or c o m p l e t i o n of 10 hours in b i o l o g i c a l science (beyond the core program) are re­ quired. A course in a s t r o n o m y is recommended. 5. M ath ema tic al Sciences - Ma the mat ics t hr o u g h the calculus sequence (LBC 215) and 30 credits from 300 and 400 n umb e r e d c o u r s e s . Some su bstitutions m a y be permitted from philosophy, statistics, and physics courses. 6 . Physical Sciences - Mathem ati cs t hro ugh the calculus sequence (LBC 215) and a m in i m u m of 22 credits at the 300 and 400 level chosen from courses o ffe r e d in the departments of chemistry, methematics, and physics. Students w h o have indicated an interest in co mpl eti ng o n l y a field of c o n c e n t r a t i o n have b e e n p r i m a r i l y interested in professi ona l schools such as law, Also, medicine, and dentistry. other students w h o have opted for just the field of co nce ntr ati on have expressed interest in securing a Master of Business A dmi n i s t r a t i o n degree. in secondary teaching, Those students interested as w e l l as those who are com mit ted to careers as professional scientists, have selected m ajo rs available in the College of Natural Science. Students who have elected majors will, b y virtue of the number of credits required for a major, a uto mat ica lly complete a field of concentration. Faculty D e a n D u t t o n org ani zed his faculty recrui tme nt efforts along the lines suggested b y the By err um Committee and the 48 E duc ati ona l Policies Committee. Therefore, w i t h the ex­ ce pti on of the D e a n and one other administrator, faculty appoint men ts were joint appointments made b y Briggs College and b y a d epa rt m e n t of the University. lege, du ri ng its first year of operation, t w ent y-e igh t different all other Briggs C o l ­ was served b y faculty me mbers of the Un i v e r s i t y in- vo lving slightly over ten full-time equiva len ts of effort. 41 One further o b s e r v a t i o n concerning the appointments of faculty to a science ba sed residential college seems ap­ propriate. Inherent in joint appointments to a r esidential college and a Un i v e r s i t y department is the requirement that faculty must divide their time b e t w e e n at least two g e o ­ gr aph i c a l locations. In the sciences this problem is some­ wh at intensified in that depart men tal research facilities are ty pic all y located adjacent to d epartmental offices. Science faculty w i l l gene rally prefer to spend their out-of- class time on research efforts in a facility w h i c h is removed from the resident ial college site. In effect, this not o n l y removes the faculty member physically from the residential college b ut also psychologically. If the scien ce- ori ent ed residential college achieve o p t i m u m success, is to procedures and policies mus t be de ­ ve lop ed w h i c h w i l l permit individual faculty members to 41 "Lyman Briggs College Annual Report, 1967-68." 49 identify cl osely wit h the College w i t h o u t bec omi ng isolated from their parent departments and disciplines. Physical Facilities Briggs College is housed in Holmes Hall w h i c h was opened in the fall of 1965 and w a s con str uct ed to serve as a living-learning unit. It w a s initially oc cupied b y the Science and Mathematics Teach ing Center and was r eas on a b l y well suited to serve a s c i e n ce- ori ent ed reside nti al college. Some m o d i f i c a t i o n of laboratories has taken place to be tte r serve the introductory courses of fered in b i o l o g y and the co ordinated physics -ch emi str y sequence. The large lecture room w h i c h can accommodate a p p r o x i m a t e l y 150 students has been remodeled. It is now a raised seat lecture w h i c h wil l allow students to see more facility clearly the various experiments conducted b y their instructors. four other classrooms and f aculty offices, In ad di t i o n to three teletype consoles are located in the c o m p u t a t i o n room o n the first floor of Holmes Hall. A college library is located on the gr o u n d floor. The By err um Committee be housed suggested that Briggs College in a living-learning unit in close a ssociation w i th the faculty. Holmes Hall has served this purpose quite well and provides a physical a r r a n ge men t in w h i c h a growing "sense of community" can be realized by students, and ad min ist rat ion alike. faculty, 50 Peer G r o u p Learning Project One o f the most promising d evelopments in Lyman Briggs College has b e e n the inception of a program called the Peer G r o u p Learning P r o j e c t . D e a n Frederi c B. D u t t o n perceived the residential college as an appropriate structure for formalizing the process in w h i c h students help other students w i t h academic problems. This process of students helping other students has b e e n called Peer G r o u p Learning, and most obs ervers believe that bo th the "learner" b ene fit from the "helper" and the interaction. The resid ent ial college provides a desirable frame­ w o r k for peer gro up learning in that students w i t h similar academic interests are housed together. Im plementation of D e a n Dutton's proposal b e g a n w i t h the careful selection of ten Briggs students (6 me n and 4 w o m e n ) . These students were c hos en by the faculty on the ba sis of bo th their aca­ demic expertise and personal characteristics. While it was important that each student had p r o v e n himself ac ademically it was equ a l l y desirable that they possessed the ability to relate w e l l to their peers. The gr oup wa s quite diverse terms of their individual academic competence such disciplines as biology, chemistry, in and covered mathematics, physics, and English composition. Each Peer Gr o u p member w as assigned to one of the ten houses in w h i c h L y m a n Briggs students lived in Holmes Hall- This assignment insured that each Lyman 51 Briggs student had a m ember of the Peer G r o u p Project readily available to him. It should be noted that the Peer G r o u p Project is not to be viewed as simply a tut orial program. While dents can receive help w i t h specific course problems, stu­ the objective of the program has b e e n e xp a nd e d b e yo n d that of duplic a ti n g the tutorial services w h i c h are available el s e­ where o n campus, offices. Rather, notably those ad m inistered b y d e partmental Peer G r o u p members have b e e n helpful in their contacts w i t h students w h o have ge n e r a l academic con­ cerns and problems such as poor study habits and negative attitudes to wa rd their colleg iate experience. G r o u p m em b er s have pr o ve n to be a valuable ferrals. Also, Peer source of r e ­ in a number of instances th e y have b e e n able to identify students who art iculate ac ademic concerns w h i c h are m e r e l y a cam ouflage for o t h e r issues and concerns. the o bs e rv e d underlying concerns Some of include personal problems ard a v a r i e t y of emotional and psych ol o gi c al needs. ly, m a ny students express of "simple" Final­ a p pr e h e n s i o n co n ce r n i n g the asking questions related to subject m atter re cently covered in c l a s s . Peer G r o u p mem bers have helped students w i t h this p roblem b y assisting them in formulating a p propri­ ate qu estions for d i s c u s s i o n w i t h their instructors. outcome of this assistance has b ee n to facilitate student in struction rather than e l i m i na t in g it. The faculty- 52 In ad dition to the p ri m ar y purpose of r e la t in g to students' ge neral academic concerns * Peer G r o u p me m be r s have proven to be quite valuable as consultants to the Co llege's administration. Project members have frequently o f fe r ed valuable advice and counsel conce rning the College's c u r r i c u ­ lum d evelopment as w el l as providing student fee dback r e g a r d ­ ing the overall progress of the Lyman Briggs program. In a dd i ti o n to enhanc i ng the le arning e f f i c i e n c y of the Briggs student body, the Peer G r o u p Project seems to offer a pro­ g ra m w h i c h wi l l increase the among Briggs students, "sense of community" faculty, found and administration. Members of the Peer G r o u p Project are r e im b u r s e d b y the College. However, funds for su pporting this e x p e r i ­ mental venture have b e e n made possible by a grant from the Camille and H e n r y Drey fus Foundation. As s uming the potential uses of peer g r o u p learning are realized as a s u p p l e me n ta r y vehi cle to the formal inst ructional effort, the p r o g r a m w i l l lik ely become an integral part of L y m a n Briggs C o l l e g e . U nd ergraduate T e a c h i n g Assistants An ot her exp erimental p r og r am w h i c h has b e e n intro­ du ced in Briggs College sistant program. ing Briggs serve is the U nd e rg r ad u at e T ea c h i n g As­ It is be l ieved that some of the o u t s t a n d ­ students have the compete nce and e n t h u s i a s m to as U n dergraduate Teaching As sistants and that they can and will provide as good or b e t t e r instruction th an the 53 average Gra duate Te a ch i ng Assistant. The potential for this pr ogram w i l l become clearer as the College implements its four year program. Su mmary The purpose of this stu dy is to d et e rmine the kinds of students w h o were College. Moreover, wh at ways, if any, initially attracted to L y m a n Briggs the study intends to investigate, in students who e nr olled in L y m a n Briggs differed from those w h o selected the College of Natural Science, the tr aditional path for students interested in mathematics and sciences at M i c h i g a n State University. This research is also directed at d e t e r m i ni n g the differential role of sex, if any, b e t w e e n L y m a n Brig gs and the Co llege of Natural Science as we l l as w i t h i n Brig gs College. The procedure for admission to Briggs College after enrolling at M i c h i g a n State U n i v e r s i t y is e s s e n t i a l l y one of self-selection. However, current res earch suggests that student self- se l ec t io n should not be v iewed as a totally rational decision. Nevertheless, students and colleges do differ e nt i al l y select each other and two im portant parts of this selectivity are the intellectual ability and so cio­ economic backg round of the student. A third variable, student's was also shown to be affective characteristics, the relevant to the se l f- s el e ct i on process as w e ll as to his subsequent educational experience. Other va r iables w h i c h 54 have some impact upon college enrollm ent hometown, religious preference, include size of race and size of high school g r a d u a t i n g class. The literature reveals that m a n y institutions of higher e d u c a t i o n are exp erim ent ing with new forms of o r g a n i ­ zational patterns. L y m a n Briggs College the eme rging o r g a n iz ati ona l patterns, autonomous r e s i d en tia l college ing university's collegiate illustrates one of a small, semi- incorporated w i t h i n an e x i s t ­ structure. Another pattern, w i t h varying m odi f i c a t i o n s w h i c h seems to be growing in popu­ larity is that of the cluster college. This concept w as initially adopted by the Claremont Colleges in 1925 from the Ox f o r d and Cambridge instructional and living pattern. Be cause this re sea rch centers upon L y m a n Briggs Col­ lege, a r e l a t i v e l y new venture o n the M i c h i g a n State U n i ­ v e r s i t y campus, a d e s c r i p t i o n of its ch ronological d e v e l o p ­ ment was given. The role of two important U n i v e r s i t y committees w h i c h provided gu ide lin es and recomme nda tio ns the college's d e s i g n and i m p l e ment ati on was discussed. for Other aspects of the College re ferred to in this chapter were the curriculum, faculty, physical facilities and Peer Gr oup Learning Project. L y m a n Briggs e nro l l e d 1967. its first class in the fall of It w o u l d appear to be premature to evaluate the col ­ lege's edu cat ion al operation. significance after o n l y two years of However, an exploratory, descriptive study to 55 determine the ch a ra cteristics of the student b o d y w h i c h se­ lected Briggs does seem appropriate. At t en t i o n m ay now be directed to Chapter III and the d e s i g n of the study. CHAPTER III D E S I G N AND MET H O D O L O G Y This chapter presents the def ini t i o n of the investi­ gation's p o p u l a t i o n and sample, mentation, a d e s c r i p t i o n of the instru­ the method of collecting the data, and a r eview of the procedures used for analyzing the data. The testable hypotheses are also restated in null form. The P opul ati on and Sample The pop ula t i o n selected for this study consisted of students wh o were v e r s i t y in the first term freshmen at M i c h i g a n State U n i ­ fall of 1967 and who had identified either Lyman Briggs College or the College of Natural Science as their major. Of the 6,836 freshmen e nro lli ng in the fall term of 1967, 224 were Lyman Briggs College freshmen and 1,189 were College of Natural Science freshmen. Data was available for 190 L yma n Briggs students cluding 136 m e n and 54 women. in­ For purposes of comparison, a control sample of 190 College of Natural Science freshmen w h i c h also included 136 m e n and 54 w o m e n was randomly se­ lected b y means of student number b y computer ment of Data Processing. 56 in the D e p a r t ­ 57 I n str ume nta tio n The present study wa s designed to compare L y m a n Briggs College freshmen b y sex w i t h the College of Natural Science freshmen w i t h respect to a cademic aptitude to do college work* value orientation, and "personal characteristics." C lar k and T r o w typology, These items were also analyzed in terms of any differences that oc curred b e t w e e n Briggs m e n and Briggs women. The following instruments were selected to measure the variables mentioned: I. Aca demic Aptitude to do College W o r k College Q ual ifi cat ion Test Corporation). II. (The Psychological Value O r i e n t ati on Prince's D i f f e ren tial Value I nve nto ry State U n i v e r s i t y Student Inventory). III. (Michigan Personal Philosophies Cl ark and T r o w Student Subcultures - (Michigan State U n i v e r s i t y Student I n v e n t o r y ) . 2 IV. Personal C har acteristics Selected b iog rap hic and demogr aph ic data - (Michi­ g a n State U n i v e r s i t y Student I n v e n t o r y ) . 3 M i c h i g a n State U n i v e r s i t y Student I n v e n t o r y , Published b y Office o f E v a l u a t i o n Services, M i c h i g a n State University, East Lansing, Michigan. 2 Ibid. 3Ibid. 58 The College Q ual i f i c a t i o n Test This instrument consists of three ability tests w i t h the score of each con tri buti ng to a total score. subscores are available ability, 4 Separate for 75 items w h i c h measure verbal 75 items w h i c h measure general i nfo rma tio n knowledge, and 50 items w h i c h measure numerical ability. total score w a s used in preference to the three However, the subscores. The total score is re ported to have g reater general predictive power tha n the scores of any of the three tests tak en s e p a r a t e l y .^ The test m anual reports split-half reliabi lit ies of .97 for males and .96 for females. L eh m a n n and Dr ess el in a 1963 M i c h i g a n State U n i v e r s i t y study r epo rte d a s p l i t - h a l f 7 re l i a b i l i t y of .93. In another M i c h i g a n State study, Lehmann, Ik enb e r r y and Hartnett report v a l i d i t y c oefficients g ranging from .34 to .6 6 . 4 George Bennett, Marjorie C. Bennett, W i n b u r n L. Wallace, and Ale xan der C. Wesman, College Qu alifications Tests, Manual (New York: The Psychological Corporation, 1957) . ~*:rbi d ., p . so. 6 i b i d . , p. 28. 7Irv in J. L e h m a n n and Paul L. Dressel, Critical Thinking, Attitudes, and Values in Higher E d u c a t i o n , Final Report, Cooperative R e s e a r c h Project No. 1646 (East Lansing, Michigan: M i c h i g a n State University, 1963), p. 30. 8 Irvin J. L e h m a n n and Stanley O. Ikenberry, Critical Thinking, Attitudes, and Values in Higher Education: A Pre­ liminary R eport (East Lansing, Michigan: Office of 59 Prince's D i f f e r ent ial Value Inventory Prince's scale (DVJ) was used to measure freshmen student values at the b e g i n n i n g of the 1967 fall term. The scale was a p or t i o n of the M i c h i g a n State U n i v e r s i t y Student Inventory. The scale consists of 64 pairs of forced choice statements w h i c h places the student's values t r a d i tio nal -em erg ent value continuum. along a The value o r i e n t a t i o n of an individual is determined by his choices from the 64 pairs of statements. L e h m a n n and Hill in a re cen tly conducted study re­ port that al values; others, "a high score indicates a leaning tow ard tr adi t i o n ­ that is, personal respectability, feelings o f guilt, thrift, cording to Le h m a n n and Hill, r espect for 9 and s e l f - d e n i a l •" Ac­ "a low score indicates a lean­ ing toward the emergent end of the value continuum; that is, toward the personal importance of ge tti ng along w i t h others and achieving g r o u p harmony, an acceptance of m o r a l i t y d e ­ termined b y the g rou p rather than b y any other sources, questio nin g of all absolutes, a a w i l l i n g n e s s to allow one's E v a l u a t i o n Services, M i c h i g a n State University, 1959); and R o d n e y T. Hartnett, "An An a l y s i s of F ac tors A s so c i a t e d w i t h Changes in Scholastic Performance Patterns" (unpublished Ph.D. dissertation, M i c h i g a n State University, 1963). 9 Ir vin J. Lehmann and Wa l k e r H. Hill, M i c h i g a n State Un ive rsi ty 1958 and 1967 Freshmen; A Contrast in Profile (East Lansing, Michigan: Office of E v a l u a t i o n Services, Mi ch i g a n State University, 1969), No. 1, p. 1. 60 actions to be g o v e r n e d p r i m a r i l y b y co nsi d e r a t i o n of others, and a sub ord ina tio n of future goals to p resent needs. L e h m a n n and Dre s s e l suggest that "using Riesman's c l a s s ifi cat ion one mi ght call the tr adi tio nal values directed" and the eme rgent values rected. "outer" or "inner "other di­ Scores can range from 0-64 and the scale has a total tr adi tio nal -va lue score of the eight sub-scales. emergent values: orientation, The eight sub-scales sociability, and conformity; Puritan morality, as w e l l as subscores relativism, for each include four present- tim e and four tradit ion al values: future-time orientation, individualism, and w o r k - s u c c e s s ethic. The t est -re tes t r el i a b i l i t y o f the t rad iti ona l value score is .70; the internal c o n s i s t e n c y (K-R21) is .75. 12 Clark and Trow T y p o l o g y Clark and T r o w have d ev e l o p e d four h y p o t h e t i c a l student subcultures. 13 Th ese subc ultures have b e e n c ha r a c t e r ­ ized as "personal philosophies" of higher education. are formed from the c o m b i n a t i o n of two variables: (a) They the 10 ,., „ I b i d ., p . 2 . "^Lehmann and Dressel, 12 13 Le hma nn and Hill, o p . c i t ., p. 29. o p . c i t ., p. 2. . Bu rto n R. C lark and M a r t i n Trow, "The O rg a n i z a t i o n ­ al Context," In T heo d o r e M. N e w c o m b and E ver ett K. Wilson, College Peer Gr o u p s (Chicago: Aldine Publishing Co., 1966), pp. 17-70- 61 degree to w h i c h students are involved w i t h ideas and (b) the extent to w h i c h the y id entify w i t h their college or university. Involved w i t h Ideas Muc h Identify w i t h their college Mu ch Little Little Intellectual Collegiate NonConformist Vocation al The c h a r a ct eri sti cs of each as des cri bed in the M i c h i g a n State U n i v e r s i t y Student I nve n t o r y are: 14 Vocatio nal Culture P H ILO SOP HY A: The p hil oso phy e mph asi zes e d u c a t i o n es­ sentially as p r e p a r a t i o n for an occupati ona l future. Social or purely intellec tua l phases of campus life are relative ly less i m p o r t a n t , although c ert ain ly not ig­ nored. C o n c e r n w i t h e x t r a cu rri cul ar activities and col­ lege traditions is r elat i v e l y small. Persons holding this phi los o p h y are usually quite committed to particular fields o f st udy and are in college p r i m a ril y to obtain training for careers in their chosen f i e l d s . Intellectual Culture PHILOSO PHY B: This philosophy, while it does not ignore career preparation, assigns gre atest importance to scholarly pursuit of knowledge and understanding whereever the pursuit m a y lead. This phi los o p h y entails serious involvement in course w o r k or independent study b eyond the m ini m u m required. Social life and organi zed e x tra cur ric ul ar activities are rel ati vel y unimportant. Thus, w h i l e other aspects of college life are not to be 14 cit. M i ch i g a n State U n i v e r s i t y Student Inventory, op. 62 forsaken, this phi los oph y attaches gre ate st importance to interest in ideas, pursuit of knowledge, and c u l t i ­ v a t i o n of the i n t e l l e c t . C ollegiate Culture P H I L O S O P H Y C: This philosophy holds that be sid es o c c u ­ pational training and/or scholarly en dea v o r an important part of college life exists outside the classroom, laboratory, and library. E x t r a c u r r i c u l a r activities, living- gro up functions, athletics, social life, re w a r d ­ ing friendships, and loyalty to college t r a d i t i o n are important elements in one's college experien ce and necessary to the cu lti vat ion of the w e l l - r o u n d e d person. Thus, wh il e not excluding academic activities, this p h i l o s o p h y emphasizes the importance of the e x t r a ­ curricu lar side of college l i f e . No nconformist Culture P H I L O S O P H Y D: This is a philosophy held b y the student w h o e ither consciou sly rejects c omm onl y held value o r i e n ­ tations in favor of his own, or w h o has not re a l l y de­ cided wha t is to be valued and is in a sense searching for mea n i n g in l i f e . There is o f t e n deep involvement w i t h ideas and art forms bot h in the cl ass roo m and in courses (often hi ghl y original and individualistic) in the w i d e r society. There is little interest in bu si n e s s or professional careers; in fact, there m a y be a definite r e j e c t i o n of this kind of aspiration. M a n y facets of the co lle ge— o r g a n i z e d ex tra cur ric ula r activities, athletics, traditions, the college a dmi ni s t r a t i o n — are ignored or viewed w i t h disdain. In short, this ph ilo s o p h y m a y emphasize individualistic interests and styles, con­ cern for personal i dentity and, often, contempt for m a n y aspects of org anized s o c i e t y . Several studies using the C l a r k - T r o w ty po l o g y have b e e n conducted. However, r e l i a bil ity and v a l i d i t y co­ efficients for the subcultures do not seem to be re adi ly available. Studies by Got tli eb and Hodgkins and H odg kin s do seem to support the val idity o f the subcultures as being use­ ful in understanding the influence of higher e d u c a t i o n on 63 the student. 15 St anding cautions that it is "important to note that the m a j o r i t y o f studies using the Cl ark - T r o w ty pology do not c las s i f y students as interacting members of a g r o u p sharing a similar or ientation." 16 Rather, they are simply typed acc ording to s ele cti on of an adherence to simi­ lar orientations. Personal Ch ara cte ris tic s The M i c h i g a n State U n i v e r s i t y Student I nve n t o r y is an extensive survey of items r ela tin g to students' and de m o g r a p h i c characteristics. biographic Based upon the relevance of particular questions to this r ese arc h e l e v e n items were selected from the v arious Inventory. q u e s t ion nai res com pri sin g the In a d d i t i o n to t hes e items, the M i c h i g a n State U n i v e r s i t y Re gis tra r's Office provided informat ion c onc ern ­ ing father's and mo ther's educations? occupations? father's and mot her's and the student's rank in his high school gr adu ati ng class. Enr o ll m en t in L y m a n Briggs College Includ ed w i t h i n the M i c h i g a n State U n i v e r s i t y Stu­ dent In v en t or y are seven questions w h i c h ask those students 15 George Rob ert Standing, "A T y p o l o gic al App ro a c h to the Study o f Men's R esi den ce Groups" (unpublished Ph.D. Thesis, M i c h i g a n State University, 1968), p. 41. ^^ I b i d ., p. 42. 64 w h o e nrolled in L y m a n Briggs College w h y t h e y e le c t e d to do so. The results of these questions w i l l provide some de­ sc rip tio n of w h y e ntering freshmen students interested in mathema tic s and science selected Briggs as op p o s e d to the more traditional path available th rough the College of Natural Science. Career Plans Du r i n g the 1969 Spring T e r m a questio nna ire wa s d i s ­ tributed to those students wh o had e nro l l e d in Briggs Col­ lege during the naire were fall of 1967. Included w i t h i n this q u e s t i o n ­ items relevant to these students' and to w h a t extent, if any, career plans their plans had changed since their enrollment as ent ering freshmen at M i c h i g a n State University. C o l l e c t i o n of the Data E a ch f reshman entering M i c h i g a n State U n i v e r s i t y in the fall of 1967 w a s required to participate in one of the Summer Or i e n t a t i o n programs held throughout the summer months. The College Qualific ati on Test was administ ere d to each participant w h o attended a Summer O r i e n t a t i o n program. The results of this e x a m i n a t i o n were stored o n I BM cards in the Office of E v a l u a t i o n Services. Du rin g the first w e e k of the 1967 Fall Term, each entering f reshman w a s required to complete the M i c h i g a n 65 State U n i v ers ity Student I n v e n t o r y . Inventory were The results of the stored o n ma gn e t i c tape in the Data Process­ ing Office. For each student, cation, inform ati on about father's ed u­ father's occupation, moth er' s education, and rank in his high school's gr adu ati ng class was ob ta i n e d from the Registrar's Office. All of the above student data, including College Q u a l i f i c a t i o n Test scores and pe rsonal ch ara cte ris tic s rel e­ vant to this study selected from the M i c h i g a n State U n i ­ versity Student Inventory, were placed o n a single I B M card. Each student's I B M card also included his responses to the seven questions dealing w i t h w h y the student el e c t e d to en­ roll in Briggs College. Briggs students' The q u e s t ion nai re dealing w i t h o ccu p a t i o n a l plans wa s dis tri but ed to second year students d uring the 1968 Spring Term. Re spo nse s were received from 111 of the 125 sophomores e nro l l e d in Briggs at that time.* M e t h o d of Analysis For purposes o f statistical analysis, the res earch hypotheses stated in Ch apt er I of this i n v e s t i g a t i o n have b e e n or ganized into null hypotheses as f o l l o w s : *The major analyses re lat ed to hypotheses 1-4 were based o n the responses o f 380 s t u d e n ts- -19 0 from Briggs and 190 from Natural S c i e n c e . 66 I. Ac ade mic Aptitude to do College W o r k Null H ypo the sis l a ; Briggs College males do not di ffe r from Natural Science males o n the b a s i s o f academic aptitude to do college work, as m e a s u r e d b y the College Q u a l i f i c a t i o n T e s t . Null H ypo the sis l b ; Briggs College females do not di ffe r from Natural Science females on the basis of academic aptitude to do college work, as m e a s u r e d b y the College Qual ifi cat ion T e s t . Null Hyp oth esi s l c : Briggs College ma les do not differ from Briggs College females o n the basis of ac ade mic aptitude to do college work, as m e a s u r e d b y the College Q ual ifi cat ion T e s t . II• Value Or ien tat ion Null Hyp oth esi s I l a : Briggs College males do not di ffe r from Natural Science males on the basis of value o r i e n t a t i o n as me as u r e d b y the D i f f e r e n t i a l Value Inventory. Null Hypothesis l i b ; Briggs College females do not differ from Natural Science females o n the basis of value o r i e n t a t i o n as m e a s u r e d b y the D i f f e r e n t i a l Value Inventory. Null Hypoth esi s l i e : Briggs College males do not d i ffe r from Briggs College females o n the basis of value o r i e n t a t i o n as m e a s u r e d b y the D i f f e r e n t i a l Value Inventory. Ill• Clark and Trow Subcultures or Personal Philosophies Null Hypothesis I l i a : Briggs College males do not di ffe r from Natural Science males o n the basis of the T r o w and Cla rk student subcultures or "personal p h i l o s o p h i e s ." Null Hypoth esi s I l l b ; Briggs College females do not differ from Natural Science females on the basis of the T r o w and Clark student subcultures or "personal p h i l o s o p h i e s ." Null Hypothes is I I I c : Briggs College m a l e s do not differ from Briggs College females on the basis of the T r o w and C lar k student subcultures or "personal p h i l o s o p h i e s ." IV• Personal Cha racteristics Null Hypothes is i V a : Briggs College males do not differ from Natural Science males o n the basis of 67 the following "personal characteristics": (A) stu­ dent's ed u c a t i o n a l aspirations; (B) parental e d u ­ cational aspirations; (C) rank in high school gra du­ ating class; (D) father's education; (E) mother's education; (F) father's occupation; (G) m oth er' s o c­ cupation; (H) religious preference; (I) size of home­ town; (J) size of high school g r a d u a t i n g class; (K) p a r t i c i p a t i o n in high school activities; (L) im­ portance of good grades; (M) o r g a n i z a t i o n of academic work; (N) e m p l o y m e n t preference; (O) employment o r g a n i z a t i o n a l preference; and (P) factor giving student m o s t prestige w i t h b o t h faculty and other students. Null Hypoth esi s i V b : Briggs College females do not differ from Natural Science females o n the basis of the following "personal c h a r a c t e r i s t i c s " : (A) stu­ dent' s e d u c a t i o n a l aspiration; (B) par ental e d u ­ cational aspirations; (C) rank in high school g rad u­ ating class; (D) father's education; (E) mother's education; (F) father's occupation; (G) mo the r's o c ­ cupation; (H) religious preference; (I) size of home­ town; (J) size of h i g h school g r a d u a t i n g class; (K) p a r t i c i p a t i o n in high school activities; (L) im­ p o rtance o f good grades; (M) o r g a n i z a t i o n of aca­ d e m i c work; (N) emp loy m e n t preference; (O) emp loy ­ ment o r g a n i z a t i o n a l preference; and (p) factor g i v i n g student most prestige w i t h b o t h faculty and o t her s t u d e n t s . Null Hypothes is I V c : Briggs College males do not d iffer from Briggs College females o n the b asi s of the following "personal c h a r a c t e r i s t i c s " : (A) stu­ dent' s e d u c a t ion al aspiration; (B) parental e d u ­ cational aspirations; (C) rank in high school g r a d u ­ ating class; (D) father's education; (E) mother's education; (F) father's occupation; (G) mother 's o c ­ cupation; (H) religious preference; (I) size of home­ town; (J) size of high school g rad ua t i n g class; (K) p a r t i c i p a t i o n in high school activities; (L) im­ portance of go od grades; (M) o r g a n i z a t i o n of aca­ demic work; (N) em p l o y m e n t preference; (O) e m p l o y ­ ment o r g a n i z a t i o n a l preference; and (P) factor giving student most prestige w i t h b o t h faculty and other students. Ea rlier in this chapter it w a s indicated that two im­ portant topics of this study w o u l d be w h y students w h o el ected to enroll in Briggs did so and w h a t occupat ion al changes have occurred, if any, b e t w e e n the be ginning of the 68 students' year. f res hma n year and c onc lus ion o f their sophomore Neither item is stated in hypothesis form; however, a frequency dis t r i b u t i o n w i l l be presented in Chapter IV for each topic. The analysis of va riance model, and the chi square . 2. . (X ) statistic were used for analyzing the data in this investigation. The analysis of variance model was used to test the hypotheses that there were no differences b e t w e e n L y m a n Briggs males and Natural Science males, Briggs females and Natural Science females, b e t w e e n Lyman and b e t w e e n Lyman Briggs males and L y m a n Briggs females o n the basis of academic aptitude to do college work. Similarly, the analy­ sis of variance model was used to investigate value orien­ tations among the four groups. The chi square 2 (X ) was used to test the null h y­ potheses that there were no differences b et w e e n L y m a n Briggs males and Natural Science males, b et w e e n Lyman Briggs males and Natural Science females, fe­ and b e t w e e n L y m a n Briggs males and L y m a n Briggs females on the basis of the Clark and Trow student was subcultures. Similarly, the chi square 2 (X ) used to test that there w ere no differences b e t w e e n Lyman Briggs males and Natural Science males, Briggs females and Natural Science females, Lyman Briggs males and L y m a n Briggs the 16 "personal characteristics" b e t w e e n Lym an and b e t w e e n females o n the basis of items. The .05 level of 69 confidence was the c r i t e r i o n used for testing the null hy­ pothesis whe re the chi-square statistic w as used. In addition to testing all hypotheses, to all items used in null hypothes is the responses IV, personal charact er­ istics, were reported in frequencies and percentages. significant d ifferences occurred, is shown in Chapter IV. for those the If frequency d i s t r i b u t i o n The o t h e r freq u e n c y d ist rib uti ons items w h i c h did not reveal significant di fferences are repor ted in A ppe ndi x B, C and D. Summary The p o p u l a t i o n of this study c ons isted of 6,836 first-term freshmen wh o en ro l l e d in the fall of 1967. In­ cluded among this g rou p w e r e 224 L y m a n Briggs students and 1,189 College of Natural Science able for 190 L y m a n Briggs women. freshmen. Data was avail­ students including 136 m e n and 54 For purposes of comparison, College of Natural Science a control sample of 190 f resh men w h i c h also included 136 me n and 54 w o m e n was r and o m l y selected. Da ta w e r e collected from e x i s t i n g student records including scores on the Co llege Q u a l i f i c a t i o n Test and the Di ff e r e n t i a l Value I n v e n t o r y as w e l l as results ob tai ned from the Clark and T r o w t y p o l o g y and selected b ack gr o u n d characteristics. A q ues tio nna ire d e s i g n e d to determine the percentage of Briggs second year students w h o had changed their o ccu pat ion al plans since their initial enrollment at 70 M i c h i g a n State u n i v e r s i t y was ad min ist ere d during the 1969 Spring Term. Operational hypotheses were stated re lev ant to this study, and appropriate computer programs were selected for purposes of analyzing the i nvestigation's data. The follow­ ing chapter wil l discuss the analysis and i n t e r p r e t a t i o n of the results o f this study. CHAPTER IV AN ALY SIS OF THE D A T A This chapter reports the an alysis of the data com­ paring, b y sex, L y m a n Briggs and Natural Science students terms of a cademic aptitude, Trow value orientation, Clark and typ olo gy and o the r personal characteristics. dition, in In ad­ it presents a c o m p a r i s o n of Br igg s College m e n and w o m e n o n the above items. lected Briggs College A summary of w h y students is also revealed. Finally, se­ the re­ sults of a questi onn air e g i v e n to L y m a n Briggs students after their sophomore year to det ermine w hat o c c u p ati ona l changes, if any, have b e e n made b y Briggs students b e t w e e n the b e g i n n i n g of their f res h m a n year and c onc lus ion of their sophomore year are presented and discussed. Ac ad e m i c Aptitude Hy p o t h e s i s I is c onc ern ed w i t h differences b e t w e e n Ly man Briggs and Natural Science students by sex w ith re­ spect to their academic aptitude to do college work. test this hypothes is statistically, the following null f o r m s : 71 To it w as converted into 72 Null Hy pot hes is la - Briggs males do not di ffe r from Natural Science males o n the bas is of academic aptitude to do college w o r k as m e a s u r e d b y the College Qu ali fi­ ca tio n T e s t . Null Hypothesis lb - Briggs females do not d iffer from Natural Science females o n the basis of aca demic apt i­ tude to do college w o r k as m e a s u r e d b y the College Qualification T e s t . Null Hypoth esi s lc - Briggs males do not di ffer from Briggs females o n the b asis of academic aptitude to do college w o r k as m e a s u r e d b y the College Q u a l i f i c a t i o n Test. College Q u a l i f i c a t i o n Test means and standard d e v i ­ ations were computed for ea ch college sex group and are pre­ sented in Table 1. The results of the analysis of var iance for these data are shown in Table 2. Table 1. Means and standard deviati ons for Briggs students and Natural Science students b y sex in terms of their academi c aptitude to do college work. LBC Males NS Males LBC Females 54 N 136 136 Mean 158•34 151.19 155 .76 147.33 21.82 25 .07 19 .92 23 .22 S. D. LBC = L yma n Briggs College NS = College of Natural Science 54 NS Fe males 73 Table 2. Analysis of variance for Briggs students and Natural Science students b y sex in terms of their academic aptitude to do college work. Sources of Variation df MS F P Colleges 1 5 388.85 10.16 .0 1 Sex 1 895.54 1.68 NS College X Sex 1 35.38 .07 NS W i t h i n groups 376 5 30.04 The analysis of var iance table reveals that there w as a non -si gnificant F r ati o for b o t h the sex variable College X Sex interaction. interaction effect, potheses (la, lb, Because of the non-si gni fic ant further s tatistical tests on the hy­ and Ic) were not conducted. potheses were thus accepted at the However, Table and The null hy ­ .05 level of confidence. 2 also reveals that st atistical differences were presented b e t w e e n the two colleges. cluded that differ enc es It m a y be con­ in acade mic aptitude to do college w o r k are ap parent o n l y b e t w e e n the two combined college groups. The data do not support the hypothes es that dif fer ­ ences exist b e t w e e n the two colleges by sex or b etw e e n Briggs males and Briggs females. 74 Differen tia l Va lue I nve nto ry Hypothesis II is concerned w i t h differences b e t w e e n Ly man Briggs and Natural Science students b y sex in terms of their value o r i e n t a t i o n as m easured b y the Di ffe ren tia l Value Inventory. To st atistically test the relevant aspects of this hypothesis, it was converted into the following null forms: Null Hypothesis Ila - Briggs males do not differ from Natural Science males o n the basis of value orienta tio n as me asu re d b y the D i f f e ren tia l Value I n v e n t o r y . Null Hypoth esi s lib - Briggs females do not differ from Natural Science females o n the basis of value orienta tio n as me asu r e d b y the D i f f e r ent ial Value I n v e n t o r y . Null Hyp oth esi s lie - Briggs males do not differ from Briggs females o n the basis of value o r i e n t a t i o n as m e a s u r e d b y the Di f f e r e n t i a l Va lue I n v e n t o r y . D i f f e r e n t i a l Value I n v e n t o r y means and standard deviations were computed for each co lle ge- sex g r o u p and are presented in Table ance Table Me an S. D. The results of the analysis of v ari ­ for this data are shown in Table 4. 3. Mea ns and standard deviations for Briggs students and Natural Science students by sex in terms of their value o r i e n t a t i o n LBC Males N 3. 136 32 .38 8.09 NS Males 136 31.87 6 .97 LBC Females NS Females 54 54 31.24 32 .57 7 .42 6 .39 75 Table 4. Analysis of variance for Briggs students and Natural Science students b y sex in terms of their value orientation. Sources of Variation df P MS F .0237 .00 NS Colleges 1 Sex 1 3.54 .06 NS College X Sex 1 65 .48 1.20 NS W i t h i n groups 376 54.51 The analysis of variance table reveals that a non­ significant F ratio existed for the college variable, sex variable, and the College X Sex interaction. differences existed o n the college sex va ri a b l e the absence of any interact ion effect, analyses of hypotheses ila, lib, the Because no as we ll as further statistical and lie was not required. The null hypotheses w e r e thus accepted at the .05 level of confidence. Clark and T r o w T y p o l o g y Hypothesis III is concerned w i t h differen ces b e t w e e n Briggs and Natural Science students by sex in terms of their "own" p hil oso phy of higher e d u c a t i o n as it relates to the four hypothetical subcultures postula ted b y Clark and Trow. To s tatistically test this hypothesis it was con verted into the following null f o r m s . 76 Null Hypothesis Ilia - Briggs males do not differ from Natural Science males o n the basis of their "own" ph ilo s o p h y of higher e d u c a t i o n as it relates to the Cl a r k and Trow student subcultures. Null H ypothesis m b - Briggs females do not differ from Natural Science females o n the basis of their "own" ph ilo sop hy of higher e d u c a t i o n as it relates to the Cl a r k and Trow student subcultures. Null Hypothesis IIIc - Briggs males do not differ from Briggs females o n the bas is of their "own" p h i l o s o p h y o f higher e d u c a t i o n as it relates to the Clark and Trow student subcultures. Each of these hypotheses was analyzed s epa rat ely by the chi square 2 (X ) statistic. The .05 level of confidence was e s t a b l i s h e d a priori- Table 5. Cl ark and Trow Student S u b c u l t u r e s : A c o m p a r i s o n b e t w e e n Briggs males and Na tural Science males, b e t w e e n Briggs females and Natural Science females and b e t w e e n Briggs males and Briggs females w ith respect to their "own" p h i l os oph y of higher education. Hypothesis H Ilia o LBC M NS M H m b o H IIIc o N NS F 52 *NS designates confidence. P 2.470 3 NS* 2 .928 3 NS 1.924 3 NS 136 54 LBC F df 136 LBC F LBC M X2 136 54 not significant at the .05 level of 77 Table 5 reveals that Briggs males di ffe red little from Natural Science males w i t h respect to their philosophy of higher education. Similarly, ence can be obs erved b e t w e e n Briggs Science "own" little d i f f e r ­ females and Natural females or b e t w e e n sexes w i t h i n Briggs College. It appears that students w i t h i n each of their four gr o u p s r e ­ sponded in a similar manner to each of the four subcultures, "vocational," "intellectual," "collegiate," and "non­ conformist." F r e q u e n c y distrib uti ons associated w i t h this variable are found in Ap pend ix A* De sir ed Philosophy of Higher Education Hypothesis III is also concerned w i t h d ifferences b e ­ tween Briggs students and Natural Science students by sex in terms of the Clark and Trow student subculture w h i c h most nearly describes the "desired" kind of personal phi los oph y they w o u l d like to have, if they had a choice. To test this hypothesis st atistically it was converted into the following null f o r m s . Null Hyp oth esi s Illaa - Briggs males do not differ from Natural Science males o n the ba sis o f their "desired" ph ilo sop hy of higher e d u c a t i o n as it relates to the Clark and T r o w student subcultures. Null Hypothesis Illbb - Briggs females do not differ from Natural Science females o n the basis of their "de­ sired" p hil oso phy of higher edu ca t i o n as it relates to the Clark and Trow student subcultures. 78 Null Hypothes is IIIcc - B r i g g s males do not differ from Briggs females o n the basis of their "desired" philosop hy of higher e d u c a t i o n as it relates to the Clark and T r o w student subcultures. Each of these hypotheses was analyzed separ ate ly b y the chi square 2 (X ) statistic. The .05 level of confidence was establi she d a priori. Table 6 . Cla rk and Trow Student S u b c u l t u r e s : A co m p a r i s o n b e t w e e n Briggs males and Natural Science males, b e t w e e n Briggs females and Natural Science females, and b e t w e e n Briggs males and Briggs females w i t h respect to their "desired" philosophy of higher education. Hypothesis H o IIlaa H Illbb o LBC M 135 NS M 136 LBC F NS F H III.CC o N P 4 •596 3 NS* 3.565 3 NS 3.252 3 NS 54 53 LBC M 135 LBC F 54 *NS designates confidence. df X2 not significant at the .05 level of The data as reported indicate that no statistically significant d iff ere nce s exist for the three hypotheses in Table 6 . In reviewing the fre quency di stributions in 79 Appendix A, students w i t h i n each of the four groups varied o n ly slightly in terms of their responses four subcultures, "vocational," and "non-conformist." Moreover, for each of the "intellectual," "collegiate," in re vie win g the frequen cy distrib uti ons only a small number o f students revised their responses o n the philosophy" "desired philosophy" from their "own choice. Personal Characte ris tic s Hy pot hes is IV concerned dif fer enc es in selected "personal characteristics" b e t w e e n Briggs and Natural Science students by sex. sis, To st at i s t i c a l l y test this hy pot he­ the following null hypotheses were structured. Null Hypoth esi s iVa - Briggs males do not differ from Natural Science males o n the basis of the following characteristics: a) size of home community? b) religious preference; c) father's occupation? d) father's edu ­ cation? e) m oth er' s occupation? f) mo th e r ' s education; g) size of high school g r a d u a t i n g class? h) degree of pa rt i c i p a t i o n in high school activities? i) rank in high school; j) o w n e d u c a ti ona l aspirations; k) parents' edu­ cational aspirations; 1 ) importance of goo d grades; m) o r g a n i z a t i o n of academic work? n) prestige factors among students and faculty? o) o rga ni z a t i o n a l preference? p) occupat ion al p r e f e r e n c e . Null Hyp oth esi s IVb - Briggs females do not differ from Natural Science females on the basis of the following personal characteristics: a) size of home community? b) religious preference? c) father's occupation? d) father's education? e) m o t h e r ' s occupation? f) mother's education? g) size of high school g rad ua t i n g class? h) degree of pa rt i c i p a t i o n in high school activities; i) rank in high school? j) ow n e d u c a tio nal aspirations; k) parents' educatio nal aspirations? 1 ) importance of good grades; m) o r g a n i z a t i o n of academic work? n) prestige factors among students and faculty; o) organi­ zational preference; p) o c c u p a tio nal preference. 80 Null Hypoth esi s IVc - Briggs males do not differ from Briggs females o n the basis of the following personal characteristics: a) size o f home community,* b) re­ ligious preference; c) father's occupation; d) father's education; e) m oth er' s occupation; f) m other's education; g) size of high school g r a d u a t i n g class; h) degree of p a r t i c i p a t i o n in high school activities; i) r a n k in high school; j) own educat ion al aspirations; k) parents' e d u ­ cational aspirations; 1 ) importance of g o o d grades; m) o r g a n iz ati on of aca demic work; n) prestige factors among students and faculty; o) o r g a n i zat ion al preference; p) occupational preference. Sixteen items are listed in hypoth esi s IV. the E a c h of "personal characteristics" w i t h i n hypotheses IVa, IVb and 2 IVc was analyzed by the chi square (X ) statistic and ac­ cepted or rejecte d at the .05 level of confidence. The analysis of each specific co m p a r i s o n reaching statistical significance wil l be reported in dividually later chapter. in this F r e q u e n c y d i s t r ib uti ons of non-sign ifi can t ch ara c­ teristics are shown in A p p e n d i x B, C and D. To provide gre ate r c larity in inter pre tin g the re­ sults,, a summary of the analysis of the data for null hy­ potheses IVa, 9- IVbj and IVc are presented in Tables 1, 8 The data in Table 7 indicates and that Ly man Briggs males do not differ signific ant ly from Natural Science males in terms of a) size of home community; mo ther's education; h) d) father's education; g) size of high school graduat ing class; degree of p a r t i c i p a t i o n in high school activities; rank in high school; parents' j) o w n e d u c a ti ona l aspirations; e d u c a t ion al aspirations; grades; m) f) 1 i) k) ) importance of g ood org a n i z a t i o n of academic work; n) prestige factors 81 Table 7. Personal C h a r a c t e r i s t i c s : A c o m p a r i s o n b e t w e e n Briggs males and Natural Science males o n the basis of selected personal characteristics. Variable df P x2 a. Size of home community 4 2.02 3 b. Religious preference 4 1’3 .098 <•025 Father's o c c u p a t i o n 8 17.433 <.05 Father's e duc ati on 1 1.196 n Mother's occ upa t i o n 1 3.844 <•05 M o t h e r ’s ed uca tio n 1 3.128 N.S. Size of high school gra dua t i n g class 4 2 .427 N.S. Degree of particip ati on in high school activities 2 2 .120 N.S. i• Rank in high school 3 6 .689 N.S. j• Own e ducational aspirations 4 5 .202 N.S. Parents' 4 5 .244 N.S. Importance of good grades 1 2 .681 N.S. O r g a n i zat ion of academic w o r k 1 3.801 N.S. Prestige factors among students and faculty 8 3-129 N.S. Organizational preference 8 7 .010 N. S . Occupational preference 7 4-821 N.S. . d. e. f. c g- h• . 1. m. n. k o . P* educational aspirations N.S. designates not s ignificant at the confidence. N.S. ".s . .05 level of 82 among students and faculty? o) organi zat ion al preference; and p) occupat ion al preference. Thus, the null hypothesis that Briggs males do not differ from Natural Science males w i t h regard to these personal characteristics w as accepted. However, significant differences we re found b e t w e e n the Lyman Briggs and Natural Science males preference? pation. c) father's occupation? Therefore, in b) religious and e) mot her 's o c c u ­ the null hypothesis that Briggs males do not differ from Natural Science males in terms of these ch ara cte ris tic s was rejected. The data in Table 8 presents the results hypothesis ivb. Science b) females do not differ from Natural females o n the basis of a) religious preference? education? g) Briggs c) size o f home community? father's occupation? e) mo the r's occupation; t i c i p a t i o n in high school activities? aspirations? 1) aspirations; ence. Thus, father's h) degree of par­ i) rank in high school? k) parents' importance of g ood grades; factors among students and faculty? d) f) m oth e r ' s education? size of high school graduat ing class? j) own edu cat ion al for null o) e ducational n) prestige org anizational p re f e r ­ the null hypothesis that Briggs females do not differ from Natural Science females w i t h respect to these personal characteristics was accepted. Two sta tistically significant differe nce s were found b e t w e e n the females of each college in terms of m) o r g a n i z a t i o n of academic w o r k and p) occupational preference. Therefore, the null 83 Table 8. Personal C h a r a c t e r i s t i c s ; A c o m p a r i s o n b e t w e e n Ly man Briggs females and Natural Science females o n the basis of selected personal characteristics. Variable a . X2 P Size of home com mun ity 4 0.436 N.S . Religious preference 4 4.636 N.S. c . Father's o c c u pa tio n 8 12.102 d . Father's e duc ati on 1 0.141 N.S. e. Mother's o c c u p a t i o n 1 0.683 N.S . f. Mother's e duc ati on 1 0.557 N.S. g- Size of high school graduati ng class 4 1.986 N.S. Degree of p a r t i c i p a t i o n in high school activities 2 1 .302 N.S. i. Ra nk in high school 3 3.468 N.S. j• Own educational aspirations 4 6 Parents' educati ona l aspirations 4 4.887 N.S. Importance of good grades 1 0.96 3 N.S. Or g a n i z a t i o n of academic w o r k 1 4.770 A O in b. df Prestige factors among students and faculty 8 9 .908 N.S. Or gan izational preference 8 5 .045 N.S. Occupational preference 7 17.565 h k 1 . . . m. n o . . P- N.S. designates not significant at the confidence. .593 N.S . N.S . <•025 .05 level of 84 hypothesis that Briggs Science females females do not differ from Natural in terms of these characteristics was rejected. The data in Table 9 reveal that Briggs males and Briggs females did not differ o n a) b) religious preference; education; g) c) size of home community; father's occupation; e) mo the r's occupation; size of high school graduati ng class; importance of good grades; work; n) prestige father's f) m other's education; ti c i p a t i o n in high school activities; 1) d) h) degree of par­ i) rank in high school; m) o r g a n i z a t i o n of academic factors among students and faculty. Thus, the null hypothesis that Briggs males do not differ from Briggs females w i t h regard to these characteristics was ac­ cepted. However, significant differ enc es were found to ex­ ist b e t w e e n these groups in terms of four variables; ed uca tio nal aspirations; k) parents' ations; ence. o) org ani zat ion al preference; Therefore, j) own educat ion al aspir­ p) o ccupational pr efer­ the null hypothesis that Briggs males do not differ from Briggs females o n these c haracteristics was rejected. F r e q u e n c y D i s t r i b u t i o n s of Comparisons R e ac h i n g Statistical Significance E a rl ier it was indicated, that frequency distributions w o u l d be reported in this chapter for those comparisons w i t h ­ in hypotheses iVa, IVb, and IVc w h i c h reached statistical 85 Table 9. Personal C h a r a c t e r i s t i c s : A c omp ari son b e t w e e n Ly m a n Briggs males and L y m a n Briggs females o n the basis of selected p ersonal characteristics. Variable a. df x2 P Size of home community 4 4.622 N.S. b . Re ligious preference 4 7 .057 N.S. c . Father's oc cup ati on 8 7 .220 N.S. Father's e duc ati on 1 2 .300 N.S . Mother's o c c u p a t i o n 1 1.614 N.S. f. Mother's ed uca tio n 1 0.729 N.S. g• Size of high school gr adu a t i n g class 4 0.956 N.S. Degree of p a r t i c ipa tio n in high school activities 2 0.250 N.S. i• R ank in high school 3 3.271 N.S. j• Own educational aspirations 3 29.363 <.001 k• Parents' educational aspirations 4 31. 338 <•001 Importance of good grades 1 1.785 N.S. Or ga n i z a t i o n of academic w o r k 1 1.058 N.S. Prestige factors among students and faculty 8 8 .949 N.S. Organizational preference 8 26.170 <.001 Occupational preference 7 34.101 <.001 d. e h . . 1. m . n. o . P- N.S. designates not signific ant at the confidence. .05 level of 86 significance. The following personal c haracteristics were si gnificantly dif fer ent w i t h i n hypothesis IVa, w h i c h c o n ­ cerned comparis ons b e t w e e n Briggs males and Natural Science males. R e l i gi ous Preference The religious preference b e t w e e n Briggs males and Natural Science males was signific ant ly d iff erent as shown in Table 10. N e a r l y 32 percent of the Natural Science males re ported their religious preference to be Catholicism, w h i l e o n l y 22.8 percent of the Briggs males Catholic. indicated the y were A p p r o x i m a t e l y 10 percent of the Briggs males i ndi ­ cated no preference while less t h a n 1 percent stated they were Jewish. O n the other hand, 15 percent of the Natural Science males re por ted no preference, while 4.4 percent indi­ cated their faith to be Jewish. Pro t e s t a n t i s m was the m ost frequently r eported preference. There were 60 percent of the Briggs males and 52.6 percent of the Natural males Science indicating P r o t est ant ism as their religious preference. Father's Oc c u p a t i o n Table 11 reports a significant d ifference bet w e e n Briggs males and Natural Science males occupation. in terms of father's Nearly 30 percent of Briggs males' involved in professions, Natural Science males' fathers were while less than 2 0 percent o f the fathers were reported to be 87 pr ofe ssi ona lly employed. At the same time, cent of Natural Science males' laborer category, fathers wer e nearly 30 p e r ­ in the skilled while o n l y 16 percent of the Briggs males had fathers who were skilled laborers. However, it should be noted that the percentage differ ent ial narrows w h e n the manual w o r k e r cat ego ry is added to the skilled w orker c l a s s ifi cat ion for each group. Table 10. Rel igious P r e f e r e n c e : A c o m p a r i s o n b etw een Briggs and Natural Science males in terms of their religious preference. LBC Males NS Males (Variable) Re ligious Preference N Catholic 31 2 2 .8 43 31.6 1 0.7 6 4.4 Protestant 81 59.6 62 45 .6 None 13 9.6 20 14.7 Other 10 7.4 4 2.9 Jewish % 2 X = 13.098 (Significant at or be yon d the of confidence, df = 4). N % .05 level Mother's Oc cup a t i o n The number of Briggs mothers wh o w o r k e d wa s signifi­ cantly different from the number of w orking mothers of Natural Science males. Table 12 indicated that o n l y 25 88 percent of the Natural Science m others worked, whe rea s ap­ proximat ely 35 percent of the Briggs mo thers were employed. Table 11. Fat her *s O c c u p a t i o n : A c o m p a r i s o n b e t w e e n Briggs and Natural Science ma le s in terms of their father's o c c u p a t i o n • (Variable) Father's Oc cup a t i o n NS Males LBC Males N N % % Manual Wo rker 11 8.1 9 6 .6 Skilled Labor 22 16.2 37 27 .2 B u sin ess Owner 10 7.4 14 10.3 7 5.1 3 2.2 Executive or Manage ria l 19 14.0 24 17 .6 Office, 18 13.2 9 6 .6 2 1.5 6 4.4 39 28 .7 24 17 .6 4 2.9 2 1.5 F a r m Owner or Operator Clerical or Sales Teacher (Elementary or Secondary) Professional Service 2 X = 17-433 (Significant at or b eyo nd the of confidence, df = 8 ). Hypothesis .05 level IVb, w h i c h involved comparisons b e t w e e n Briggs and N atural Science females, included only two v ari ­ ables which were s i g n i f i c a n t l y different. These were the preferred o r g a n i z a t i o n of acad emi c w o r k and o ccu p a t i o n a l preference. 89 Mo ther's Employment Status : A co m p a r i s o n b e t w e e n Briggs and Natural Science males in terms of employed m o t h e r s . Table 12. NS Males LBC Males (Variable) Mother's Emp loy men t Status N Yes 47 34.6 34 25 .0 No 89 65 .4 101 74.3 N % 2 X = 3.844 (Significant at or be yon d the of confidence, df = 1 ) . % .05 level O r g a n i zat ion of Academic W o r k Table 13 reports that ap proximately three out of every four females in the College of Natural Science pre­ ferred their academic w o r k o rga nized around a pr edominance of class work, However, ence class assignments, 43.6 percent of the Briggs w o m e n re ported a p r e f e r ­ for independent reading, Table 13. and regular examinations. writing, and research. O rga n i z a t i o n of Academic W o r k : A c o m p a r i s o n b e ­ t w een Briggs and Natural Science females in terms of their preference regarding the o r g a n i z a t i o n of their academic work. (Variable) O r g a ni zat ion of Academic W o r k Regular Cl ass wor k and ex aminations Independent reading, w r i t i n g and research LBC Females N % 30 24 NS Females N % 54.5 39 73.6 43.6 14 26.4 2 X = 4.770 (Significant at or be y o n d the of confidence, df = 1 ) . .05 level 90 Oc cupational Preference Si gni fic ant differe nce s also appeared b e t w e e n the two groups w i t h respect to their o c c u p a t i o n a l preference. The greates t difference b e t w e e n the two groups appeared w h e n 30.2 percent of the Natural Science preference Briggs for a profes sio nal life. females professions. females exp re s s e d a Only 3.6 percent of the indicated their desire to serve in one of the A somewhat similar percentage of Briggs (38.2) and Na tural Science w o m e n selected their oc c u p a t i o n a l future to revolve around a home and family. Table 14. O ccu pat ion al Preference: A comparison between Briggs and N atural Science females in terms of their o c c u p at iona l preference. (Variable) Occupational Preference LBC Females N % NS Females N % 21 38 .2 15 28 .3 A bu siness life 0 0.0 0 0.0 A professional life 2 3.6 16 30.2 A life of a trained techni cian or cra ftsman 1 1.8 1 1.9 A life centering upon some aspect of the creative arts 2 3.6 0 0.0 21 38.2 17 32 .1 Other 3 5 .5 1 1.9 I have not given sufficient thought to this mat ter to say 5 9.1 2 3.8 An academic life A life centering upon a home and a family = 17-565 (Significate of confidence, df = 7). at or be y o n d the .05 level 91 There were four personal c haracteristics w i t h i n hy­ pothesis ivc concern ing Briggs males and females w h i c h were significantly different. Included among these w ere ables of the student's e d u c a ti ona l aspirations, educational aspirations, the v a r i ­ parents' o r g a niz ati ona l preference, and oc ­ cupational preference. Own Ed ucational Aspira tio ns Seventy-two p erc ent of the Briggs males expect to en ­ roll in graduate school, w hil e o nly 35 percent o f the Briggs females aspire to graduate school enrollment. However, the data in Table 15 suggests that all the Briggs males and the vast ma jo r i t y of B riggs w o m e n expect to complete their under­ graduate education. Table 15. O wn E d u c a t i o n a l A s p i r a t i o n s ; A c o m p a r i s o n b e ­ tw een Briggs males and females in terms of their ed u c a t i o n a l aspirations. (V ariable) Student's Edu cat ion al As pira tio ns LBC Males N % LBC Females N % A year of college 0 0 0 0 Two years of college 0 0 3 5.6 Three years of college 0 0 2 3.7 Four years of college Degree) (Bachelor's Graduate or pr ofe ssi ona l school 2 38 27 .9 20 55 .6 98 72.1 19 35-2 X = 29.363 (Significant at or b e y o n d the of confidence, df = 3). .05 level 92 Parents' Edu cat ion al Aspirations Over 55 percent of the parents of Briggs males, as s h own in Table 16, expect their sons to attend graduate school. In comparison, it is interesting to note that only 14.8 percent of the parents of Briggs females anticipate that their daughters will enroll in graduate programs. It is apparent that both Briggs males and females aspire to a higher level of educational attainment than w h a t th ey view their parents' Table 16. educational aspirations to be for them. Parents' E ducational A s p i r a t i o n s : A comparison b e t w e e n Briggs males and females in terms of their perceptions of their parents' educational aspirations for them. (Variable) Parent's E duc ati ona l Aspirations LBC ! Males N % A year of college 1 Two years of college 0 Three years of college 0 Four years of college Degree) 0 0 0 i 1.9 0 2 3.7 (Bachelor's Graduate or Professional School 2 .7 LBC Females N % 60 44.1 43 79.6 75 55 .1 8 14.8 X = 31.338 (Significant at or beyond the of confidence, df = 4)• .05 level 93 Organizational Preference The o r g a n iza tion al preference of the two groups of students w as sig nif ica ntl y different. in Table 17, The data, show that 35*2 pe rcent of the Briggs as reported females preferred educati ona l institutions as their preferred o r g a n i ­ zational structure w h e r e a s only 10.3 percent of the Briggs males selected educatio nal org ani zat ion s as their preference. Briggs males and females did achieve their responses w h e n each g r o u p and Briggs (Briggs mal es females 40.7 percent) research o r g a n i z a t i o n as their cent of the Briggs males some si mil ari ty in 33.8 percent selected a public or private first choice. Ne arl y 17 per­ indicated their preference for the professions as opposed to only 5.6 percent o f the women* Only 7.4 percent of the Briggs m a l e s p ref erred the prospect of owning a bus ine ss or farm. Occupational Preference The o ccu pat ion al preference of the two groups' was si gnificantly d iff erent as is indicated b y the data in Table 18. Briggs males greatest preference was for a professional life (33.1 percent) w h i l e 38.9 percent of the Briggs females selected an academic life as their preferred occupation. T hirty seven percent of the Briggs centering deavor. females indicated a life upon home and family for their primary future en­ It should also be noted that 25.7 percent of the 94 Briggs males indicated their o c c u p a tio nal pr efe ren ce for a business life. Table 17. Organiza tio nal P r e f e r e n c e ; A c o m p a r i s o n b e t w e e n Lyman Br iggs males and females in terms of their or g a n i z a t i o n a l p r e f e r e n c e . LBC Males N % (Variable) Or gan iza tio nal Preference Own bus iness (or farm) LBC Females N % 10 7.4 0 0 2 1.5 0 0 M e d i u m to large firm or co r p o r a t i o n 23 16.9 4 7 .4 Own profess ion al office 23 16 .9 3 5 .6 An edu cat ion al in sti tut ion (e.g. high school or college) 14 10.3 19 35 .2 A public or private research organization 46 33 .8 22 40.7 1 0.7 1 1.9 2 1.5 1 1.9 15 11.0 4 7.4 Small b usi n e s s farm A public or private we lfa re agency G o v e rn men t service (other than research, welfare, or military) Other firm, organization, situation 2 . or X = 26.170 (Significant at or beyond of confidence, df = 8 ). the .05 level 95 Table 18. Occupational P r e f e r e n c e ; A co m p a r i s o n b e t w e e n the Briggs males and females in terms o f their oc cup ati ona l preference. LBC Males N % LBC Females N % 35 25 .7 21 5 3.7 0 0 45 33.1 2 3.7 A life o f a trained tec hni c i a n or cra fts man 6 4.4 1 1.9 A life c en te r i n g upon some aspect o f the creative arts 4 2.9 2 3.7 15 11.0 20 37 .0 5 3.7 3 5 .6 21 15 .4 5 9.3 (Variab le) Occupational Preference A n academic life (teaching, research, other scholarly work) A business life A profes sio nal life (doctor, lawyer, engineer, etc.) A life centering upon a home and a family Other I have not g i v e n sufficient thought to this matter to say = 34.101 (Significant at or beyond the of confidence, df = 7). 38 .9 .05 level Su mm a r y of Personal C har ac t e r i s t i c s R e l a t e d to Hypothe ses IVa, I V b , and IVc Compari son s be t w e e n Briggs and Natural Science males revealed signific ant differen ces o n the following items: religious preference, father's o c c u p a t i o n and percentage of m o thers who w ere employed. terms of: The two groups did not differ in size of home community, father's education, 96 mother' s education, size of high school graduati ng class, degree of par ti c i p a t i o n in high school activities, rank in high school, e du­ o w n e d u c a t iona l aspirations, cational aspirations, parents' importance of g o o d grades, zation of academic work, prestige or g a n i ­ factors among students and faculty, o rga n i z a t i o n a l preference, and oc cup ati ona l preference. Significant differences exi ste d b e t w e e n Briggs fe­ males and Natural Science istics: females o n two personal charact er­ the pr efe rre d o r g a n i z a t i o n of academic w o r k and occupat ion al preference. respect to: The two gro ups did not differ w i t h size o f home community, father's occupation, mother's education, religious preference, father's education, mother's occupation, size of high school graduat ing class, degree of par ti c i p a t i o n in high school activities, rank in high school, e duc a t i o n ­ own ed uca tio nal aspirations, al aspirations, parents' importance o f good grades, among students and faculty, prestige factors and o r g a ni zat ion al preference. Co mparisons b e t w e e n Briggs m e n and Briggs w o m e n indi­ cated four personal c har acteristics were statis tic all y different. These were the student's educational aspirations, the parents' educati ona l aspirations for the student as per­ ceived b y the student, o rga ni z a t i o n a l preference and o c c u ­ pational p r e f e r e n c e . basis of: The two groups did not differ o n the size of home community, father's occupation, religious preference, father's education, mother's occupation, 97 mother's education, size of high school g rad uat ing class, degree o f partic ipa tio n in high school activities, high school, demic work, rank in importance o f g o o d grades, o r g a n i z a t i o n of aca­ and prestige factors among students and faculty. W h y Students Chose to Enroll in Briggs Included w i t h i n the M i c h i g a n State U n i v e r s i t y Stu­ dent In ventory were seven questions re lated to w h y a student elected to enroll in a r esidential college. The questions were to be answered b y students selecting a residential col­ lege to determine w h a t kinds of characteristics they felt a residential college should possess. As shown in Table 19 Briggs students responded to those questions in the following manner. Over 90 percent of bo th Briggs males and females agreed that there should be closer contact w i t h faculty and more individual a tte nti on w i t h i n Briggs College than wo uld be found w i t h i n the larger University. A large pr opo r t i o n of Briggs males and females agreed that there should be broader training available w i t h i n Briggs. However, po rti on of Briggs males than females a larger pro­ (54% vs 43%) indicated they had selected Briggs bec ause it w o u l d provide for bo th a more specialized training as well as a broader training. Briggs males and females indicated there should not be less competition, males. this attitude be i n g more prevalent Both groups (but more so, the males) in the fe­ agreed that 98 more personal freedom should be able outside of it. found in Briggs t h a n avail­ Briggs males were eve nly div ide d in terms of w h e t h e r a more tolerant faculty should exist in Briggs th an in the larger University. males did not share this attitude. However, {94% vs 8 8 %) Table 19. fe­ Altho ugh b oth Briggs males and females expected to obt ain more te nti on in Briggs, Briggs in dividualized at­ a larger p r o p o r t i o n of females t han males had this attitude. (A summary of) reasons g i v e n b y students w h o enrolled in Briggs College fall term 1967. Question: I chose to enroll because there should be Closer contact wit h faculty LBC Males N % LBC Females N % Yes No 125 91.9 53 11 8.1 1 98 .1 1.9 Yes No 120 16 8 8 .2 11.8 51 3 94.4 5.6 More specialized training Yes No 74 62 54.4 45 .6 23 31 42 .6 57 .4 Broader training Yes No 105 31 77.2 42 77 .8 2 2 .8 12 2 2 .2 Yes No 16 119 11.8 2 87 .5 52 3.7 96 .3 More personal freedom Yes No 83 52 61.0 38 .2 29 25 53.7 46.3 More tolerant faculty Yes No 67 67 49.3 49.3 19 34 35 .2 63.0 More individual attention Less c o m p e ti tio n 99 Oc cupational Plans Du rin g the 1969 Spring Term, a six item que stion­ naire w as ad ministered to sophomore students who w ere e n rolled in Briggs College. 90 m e n and 35 women. still Included w i t h i n this g r o u p were E i g h t y males and 31 females completed and ret urned their questionnaires. The pr ima ry purpose for ad ministering the questio nnai re was to determine wha t per­ centage of those students w h o were still enrolled in Briggs had changed their o c c u p a tion al plans since they had entered M i c h i g a n State University. It w a s students plans. interesting to note that 56 percent of the indicated they had not changed their oc cupational However, 25 percent of the males said they were e ither uncertain or had no idea of w h a t they w a n t e d to do following graduation. On the other hand, none of the fe­ ma les res ponded in terms of b ein g unclear as to their vo ­ cational. direction. The results of this questionnaire which is located in Ap pendix E follow. 100 Table 20. A summary of the oc cup ati ona l plans of 1968-69 Briggs College sophomores. Question I. II. III. • > H v. VI. I w a n t to prepare for a p r o f e s s i o n or v o c a t i o n 1. Important 2. Not important I w a n t the prestige att ached to a college degree 1- Important 2. Not important W h i c h of the follow ing comes closest to d esc ri b i n g your career plans? I know e xa c t l y wha t I 1 . am going to do 2 . I am p r e t t y sure about w h a t I w i l l do 3 . I am not too c er t a i n as to w hat I w ant to do 4. I have no idea Wh en did you re a l l y decide o n your career choice? 1 . Before high school 2 . D u r i n g high school 3. D u r i n g your first two years of college 4. Have not yet decided LBC Males N % LBC Females N % 75 94 6 29 2 94 6 36 45 56 44 -13 18 45 55 13 16 3 9 40 50 21 68 24 4 29 5 7 23 0 0 3 25 4 31 4 19 13 61 25 28 31 34 8 0 26 8 2 6 15 48 40 Do you think that at some time in the future you wo uld like to join the Peace Corps or Vis ta? 1 . D e f i n i t e l y not 2 . Probably not 3 . Probably yes 4 . D e f i n i t e l y yes 45 25 3 9 56 31 4 Have your occupat ion al plans changed since you came to M S U ? Yes 1. 2 . No 48 33 59 41 12 2 15 16 6 0 6 48 52 CHAPTER V SUMMARY, CON CLU SIO NS AND IMPLICA TIO NS FO R FUTURE R E S E A R C H This chapter contains a summary o f the study, cu s s i o n of the findings, and implications a dis­ a pre s e n t a t i o n of the conclusions, for future research. The Problem The purpose of this study was to describe the kinds of students who elected to enroll in Ly m a n Briggs College in compari son w i t h students who en ter ed the College of Natural Science during the fall of 1967. explorative 1. and de scriptive way, D ete rmi ne More specifically, an attempt w a s made to: in what ways Briggs College pared b y sex are similar in an students, com­ and/or dissimil ar to other fr esh m e n interested in science or m a t h e ma tic s w ho elected to enroll in the College of Natural Science w i t h regard to selected affective and cognitive characteristics. 2. Det erm ine in what ways Briggs College male students are similar and/or dissimil ar to Briggs College 101 102 female students w i t h r ega rd to selected affective and cognitive characteristics. W i t h i n recent years M i c h i g a n State U n i v e r s i t y has b e e n ex per i m e n t i n g w i t h an educat ion al structure new to its campus, the s emi -autonomous resident ial college. three such colleges have b e e n organized. Thus One o f these is Ly man Briggs College w h i c h en ro l l e d its first class fall of 1967 to serve students far, in the interested in ma the mat ics and the sciences. A l t h o u g h the r e s i d ent ial colleges o n the M i c h i g a n State campus va ry from the Ox for d p att ern e s t a b l ish ed seven centuries ago, they have retained the o bje ctive of b r i n g i n g students and faculty together to achieve a "personalized" educational experience. Presumably, can indeed come to know each other students and faculty as complete personalities rather than e ach re mai nin g a rel ati v e l y faceless, anonymous creature throug hou t the student's undergraduate program. "sense of community" A should de vel op w i t h i n each residential college w h i c h w o u l d permit o bser ver s as well as p articipants to identify the co mmunity's h uma n and intellectual values. The r e d u c t i o n of an i nst itu tio n of higher learning into smaller collegiate units than t r a d i tio nal ly found w i t h i n colleges o n large un ive rsi ty campuses is consistent w i t h the thinking of m a n y of today's higher edu ca t i o n writers. These scholars argue that the absolute size of a university is re lat ive ly unimportant if the horizontal patterns w i t h i n the 103 university are appropriate to its size. Moreover, they be­ lieve that new forms of horizontal organizations academic innovation. facilitate The Educati ona l Policies Committee of M i c h i g a n State U n i v e r s i t y subscribes to this argument. The committee offered academic innovation in the sciences as their primary rationale for supporting the develo pme nt of L y m a n Briggs College . A factor w h i c h has also contributed to the b i r t h of today's residential colleges is the emergence of residence halls as learning centers w h i c h include classrooms, l abora­ tories, and offices for faculty and academic administrative staff. Another trend of recent years w h i c h has provided support for re sidential colleges is the d e c e n t r a l i z a t i o n of academic a d m i n ist rat ion o n university campuses. to a number of researchers, According student subcultures can form w i t h i n the reference points of residence halls and related academic majors. M i c h i g a n State University, of residential colleges, in implementing its concept has placed students interested in related academic majors in a giv en residence hall. a residential college o rga niz ed influence Hopefully, in this w a y can utilize the and potential of student relationships and student- faculty relationships to enhance the climate of learning wh i c h exists w i t h i n the College. College, Accordingly, Lyman Briggs e m p h a s izi ng a liberal science based program has 104 b e e n located in Holmes Hall* a c oed ucational residence hall w i t h instructional facilities and faculty office space. The procedure for ad mission to Briggs College* having b e e n accepted b y M i c h i g a n State University* sentially a process of s e l f - s e l e c t i o n . after is e s­ Al th o u g h student se lf- sel ect ion of a g i v e n college or universi ty sh oul d not be viewed as a rational and fully informed decision* and colleges do d i f f e r enti all y select each other. students Current re sea rch suggests that there are a number of va ria ble s as­ sociated w i t h student-college selectivity. the student's intellectual ability* and affective behaviors. Among these are socioe con omi c background, Included w i t h i n the fr equ ent ly used terms to describe affective behaviors are appreciation* tudes, beliefs* interests* was design ed to determine* and values. The present study o n the basis of selected affective and cognitive characteristics* e n rolling in Briggs College, dents atti­ wha t kinds of students were and* if they d iff e r e d from stu­ in the College of Natural Science, in w h a t w a y or ways. Po pul ati on and Sample The samples L y m a n Briggs College for the study were selected from 224 students and 1,189 College of Natural Science students who were first term fr es h m e n in the fall of 1967. for 190 L y m a n Briggs students* D a t a was available cluding 136 me n and 54 women. in­ For purposes of comparison* a 105 control sample of 190 College o f Natural Science freshmen w h i c h also included 136 m e n and 54 w o m e n w as r and o m l y selected. Methodology The data for this study was pri mar ily g a t h e r e d from . ex ist ing records. The total score c a t i o n Test w as used to measure students' to do college w o r k and was o bta ine d ation Services. from the College Qu alifi­ academic aptitude from the Office of E v a l u ­ I n f o rma tio n relevant to the D i f f e re nti al Value I n v e n t o r y , the Clark and Tr ow ty po l o g y and selected personal charact eri sti cs were d eri ved from the Data Process­ ing Office. Other b a c k g r o u n d charact eri sti cs father's education, father's occupation, including m other's education, and rank in his high school's gradua tin g class were ob tained from the Re g i s t r a r ' s Office. A q uestionnaire was administ ere d to second year Briggs students during the 1969 Spring Term to determine w h a t percentage of those students had changed their o c c u p a t i o n a l plans since the b egi n n i n g of their fresh­ m a n year. The analysis of v ariance model was used to test for differences larly, in the College Q u a l i f i c a t i o n Test means. the analysis of var iance model was differences chi square Simi­ used to test for in the D i f f e r e n t i a l Value Inven tor y means. The 2 (X ) statistic w as used to analyze the remaining information g ath e r e d from the M i c h i g a n State U n i v e r s i t y 106 Student I nve nto ry as w ell as the items o b t a i n e d from the Registra r' s Office. The .05 level of confidence wa s ch osen as the level at w h i c h differences were conside red as a re­ sult of factors other t han b y c h a n c e . Fi ndings and Conclusions A c omp ari son of Briggs students w i t h the College of Natural Science students b y sex, Briggs m ale s and females, as w e l l as a co m p a r i s o n of are reported in four parts. are academic aptitude to do college work, Clark and Trow typology, istics. These value orientation, and selected personal c h a r ac ter ­ Three b asi c hypotheses were used to analyze the data relating to these variables. Stated in null form these are: 1. L y m a n Briggs males do not differ from Natural Science males. 2. L y m a n Briggs females do not differ from Natural Science 3. females. Ly m a n Briggs males do not differ from L y m a n Briggs females. Academic Aptitude to do College Wor k The null hypotheses relating to academic aptitude to do college w o r k were accepted at the However, .05 level of confidence. further statistical analysis did reveal that w h e n 107 the two groups of students were compared, w i t h o u t regard to sex differences, L yma n Briggs students had a s tat ist ica lly significant higher College Qua li f i c a t i o n Test total score. Value Orienta tio n The null hypotheses w i t h respect to value o r i e n ­ tation was accepted at the .05 level of confidence. F urther analysis revealed that the four groups m e a n score range on the Di ff e r e n t i a l Value range Invento ry was a v e r y na r r o w o n e . The for the four groups o n the 64 item instrument was 31.24-32.57, a spread of o n l y 1.33 points. Trow and Cla rk T y p o l o g y The null hypotheses w i t h respect to the student's "own" ph i l o s o p h y of higher e d u c a t i o n were accepted at the level of confidence. Similarly, .05 no s tat ist ica lly sig nifi­ cant d ifferences w i t h regard to the s t u d e n t ’s "desired" ph ilo sop hy of higher e d u c a t i o n were obtained. di stributions were, in fact, The frequency quite similar. Selected Personal Characteristics Tests of significance were conducted o n the ing variables: preference; (a) size of home community; (c) father's occupation; (e) mother's occupation; (b) religious (d) father's education; (f) mot her's education; high school graduating class; follow­ (g) size of (h) degree of p a r t i c i p a t i o n in 108 high school activities; educati ona l aspirations; tions; (l) (k) parents' (n) prestige (j) own educat ion al aspira­ importance o f go od grades; academic work; faculty; (i) rank in high school; (m) o r g a n i z a t i o n of factors among students and (o) o r g a n iz ati ona l preference; and (p) occ upational preference. No s ignificant d i f f e re nce s we re found to exist w i t h respect to any of the null hypotheses on the following v a r i ­ ables: size of home community, education, father's education, size of high school gra dua tin g class, p a r t i c i p a t i o n in high school activities, importance of g ood grades, m other's degree of rank in high school, and prestige factors among stu­ dents and faculty. The following s tat ist ica lly significant di fferences we re found: 1. Ly man Briggs males d iff ere d from College o f Natural Science males in terms o f re ligious preference (fewer Catholics, more Protestants among Briggs males), father's o c c u p a t i o n (more professionals, less skilled labor among Briggs male f a t h e r s ) , and mother's occupation 2. L y m a n Br igg s females di ffered from College of Natural Science of aca demic w o r k p e ndent work) (more Briggs mot hers worked). females o n the basis of o r g a n i z a t i o n (Briggs females pr efe rre d more and o c c u p a t i o n a l preference inde­ (Briggs 109 females express ed less interest in a profess ion al life). 3. Lyman Briggs males differed from L y m a n Briggs fe­ males w i t h respect to their o w n e du c a t i o n a l aspir­ ations (Briggs males and higher e d u c a tio nal aspir­ ations) , parents' educatio nal aspirations child as pe rce ive d b y the student for their (higher e d u c a t i o n ­ al aspirations for Briggs m a l e s ) , or gan iza tio nal preference in w h i c h they w i s h to w o r k (more Briggs females preferred e duc ati ona l i n s t i t u t i o n s ) , and o c c u pa tio nal preference (more Briggs males preferred a professional life s t y l e ) . Al tho ugh the differences cant, in item 3 are s t a t i sti cal ly signifi­ any interpr eta tio n must consider the p rac tic al s ignifi­ cance of these differ enc es for they are w hat one might reasona bly expect in today's society. Di s c u s s i o n In general, the data suggests that Briggs College is adhering to the U n i v e r s i t y directive that it not bec ome an Honors College for science and m ath ema tic s students. It is quite true that w h e n the students are gr o u p e d together by college, w ith out regard to sex, Briggs students possess a statistically significant higher total score o n the College Qu alification Test than the student sample Natural Science. However, in the College of the m e a n scores achieved b y each 110 gr oup suggest that both colleges enrolled students who possessed a high academic aptitude over, for college work- More­ it should be noted that the students of the two col­ leges did not v a r y w h e n the data o n rank in their high school g r adu a t i n g class were analyzed separately for the males and females. A factor w h i c h may have contributed to the statisti­ cally significant higher score for Briggs students o n the College Q u a l i f i c a t i o n Test is the exposure that all resi­ dential colleges receive during the Alumni Dis t i n g u i s h e d Scholar shi p program. This competitive event is held each Winter Term o n the M i c h i g a n State campus and consists of high achievement high school students from all over the United States, and indeed the world, w h o engage in keen co mpe tit ion for a v a r i e t y of scholarships. College of N atural Science, units, However, the as well as all other academic also receive considerable vi sib i l i t y throughout the program. The Di f f e r e n t i a l Valu e I n v e n t o r y , b a s e d upon the re­ sults provided b y this instrument, suggests little dif fer ­ ence b e t w e e n the two colleges w i t h regard to student value orientation. Similarly, student attitudes toward higher ed uca tio n as depicted b y the Clark and T row ty pol ogy re­ vealed little differen ce b e t w e e n students those in the College of Natural Science. in Briggs and Ill The socioeconomic b a c k g r o u n d data presents a somewh at mi xed picture w i t h respect to compar iso ns b e t w e e n the two colleges. The data revealed that a total 42.7 percent of the fathers of Briggs males were in either a professional c a te g o r y and/or an executive and m ana ger ial g r o u p as com ­ pared w i t h only 35.2 percent o f the fathers o f male students in Natural Science. the Briggs males' Also, it was shown that 35 percent of mothers are emp loy ed as o p p o s e d to on ly 25 percent of the mothers of Natural Science males. However, there were no st ati sti call y significant di ffe ren ces occur rin g b e t w e e n Briggs males' males in terms of the fathers there were Briggs fathers and fathers o f Na tur al Science attending college. Moreover, no st atistically significant di f f e r e n c e s b e t w e e n females and Natural Science females o n the b a s i s of father's occupation, number of fathers w h o attended college, mother's occupation, and number of mothers w ho attended college. Ly man Briggs females did dif fer from females in the College of Na tural Science in that they pre fer red a larger amount of their undergraduate w o r k to be o r g a n i z e d o n the basis of independent study. The Na tur al Science females favored the more traditional cla sswork and e x a m i n a t i o n for­ mat. It is interesting to note that the two groups also differed w i t h re spect to their pr eferred oc cu p a t i o n a l choice. Over 30 percent of the N atural Science females ex pre sse d their preference for a professional life while on ly 3.6 112 percent o f the Briggs females ex pressed a similar preference. This mi ght be exp lai ned in that Briggs College was described as a liberal science based pr ogram w h i c h m a y not have ap­ pealed to the student w h o desired to bec ome a p rofessional scientist. The educat ion al aspirations of the Briggs males were si gni fic ant ly greater than that of the Briggs females. over, the parents of Briggs males, dent, had g reater ed uca tio nal e xpe cta tio ns More­ as perceived b y the stu­ for him than did the parents of Briggs females. Briggs males were si gni fic ant ly di fferent from Briggs females w i t h respect to their preferred o r g a n i z a t i o n ­ al structure. Also, Briggs males' signifi can tly d iffered occupat ion al preference from that of the Briggs females. It w o u l d appear that o n the basis of the data de­ rived from the various instruments and q ues tio nna ire s e m ­ ployed w i t h i n this study, no marked differences or major discrep anc ies exist b e t w e e n students who entered L yma n Briggs College and the College of Natural Science as first term f reshmen in the fall of 1967. However, this is not to suggest that no differences exist b e t w e e n these two groups of students. It is possible that significant differences might have b e e n ob tai ned w i t h other instruments (for example, the Ve rno n - A l p e r t Li nds ey Study of Values rather than the Di f f e r e n t i a l V alu e I n v e n t o r y ) . More importantly, however, it may be that other variables not included in this study 113 wo u l d show d ifferences b e t w e e n the two groups. ables, for example, might istics of deference, Such v a r i ­ include the pe r s o n a l i t y c h a r a c t e r ­ level of ma tu r i t y and suggestibility. In Chapter I of this study the s ugg est ion was made that comparative studies w o u l d be conduc ted b e t w e e n Briggs College and the College of Natural Science for purposes of evaluating Briggs College's progress and its impact upon students. A lthough M i c h i g a n State U n i v e r s i t y has not yet developed a formal program of e v a l u a t i o n for Briggs College and the other two semi-autonomous r e s i d en tia l colleges, it is quite probable that one w i l l be de vel ope d in the near future. The climate of learning that is created w i t h i n Briggs m a y help to produce a bachelor's degree recipient who varies from his counterpart in Natural Science w i t h respect to a w hole host of affective and cognitive characteristics. Assuming that Briggs College does in fact enroll a r e p r e ­ sentative cross section of M i c h i g a n State U n i v e r s i t y science students, termine the qua l i t y of the four-year experience w i l l d e ­ in part wha tev er d ifferences exist b e t w e e n the g r a d u ­ ates of the two colleges. The kind of s t u d e n t - f a c u i t y c om­ mu nit y w i t h i n Briggs w h i c h gives promise of b e i n g structured under the leaders hip of D e a n Fr ede ric B. D u t t o n suggests that a distinctive "climate of learning" can be created. The three elements o f leadership w i t h i n Holmes Hall, physical facility w h i c h houses Briggs, mi ni s t r a t i o n of the College, the include the ad­ members of residence hall 114 management* and r e p r e s e n t a t i v e s Student Affairs' Hall, Pr esi den t of staff. The a d m i n i s t r a t i v e me mbers from the Vice s tru cture from each one of these he ade d b y D e a n Dutton, i nvo lvi ng the key areas of l e a d e r s h i p in Holmes gives p romise of d e v e l o p i n g in­ to an e d u c a t i o n a l t e a m w h i c h is t h o r o u g h l y aware o f the unique o p p o r t u n i t i e s p r e s e n t e d w i t h i n the c on t e x t of a semiautonomous r e s i d e n t i a l college. The re vis ed a dmi n i s t r a t i v e structure r e l a t i n g to Briggs College, c ou p l e d w i t h the Peer G r o u p L earning Project and the u t i l i z a t i o n of underg rad uat es as t e a c h i n g assistants, c a n c o n t r i b u t e to the e s t a b l i s h m e n t of an o u t s t a n d i n g e d u c a t i o n a l community. m u n i t y can facilita te T h i s type of com­ the g r o w t h of b o t h humane and i nte l­ lectual values. Implications I. In o rde r to b e t t e r de ntial college the students' for Fut ure R e s e a r c h u n d e r s t a n d the upo n its students, impact of the res i­ some as ses s m e n t of e n v i r o n m e n t should be conducted. r e l a t i v e l y new e n v i r o n m e n t a l assessment measure which might be g i v e n to st udents in Briggs C ol l e g e C o llege of Nat u r a l Science for c o m p a r a t i v e is the I n v e n t o r y of College A c t i v i t i e s II. The and the purposes (ICA)• i n t e l lec tua l a c h i e v e m e n t of stu dents C o llege A in Bri ggs and the Col lege of N a t u r a l Science should al­ so be compared. A s s u m i n g that s uch r ese a r c h w o u l d 115 control for the students aptitude to do college work, various comparisons could be made w i t h regard to ov er­ all academic achievement as well as grade point aver­ ages earned in science and non-science coursework. III. The Graduate Re c o r d E x a m ina tio n represents another measure w h i c h may be used for comparative purposes b e t w e e n the two colleges. Again, such an e v a l u a t i o n w o u l d be conducted based upon students b ein g mat che d w i t h respect to their academic aptitude to do college w o r k at the time of their enrollm ent at M i c h i g a n State University. IV. Briggs College represents an excellent o p p o r t u n i t y for researchers to analyze w h y c e r t a i n b egi nni ng stu­ dents do v e r y well academically in their first and second term of their college e xperience but d escend upon "hard times" academically w h i c h may lead to ulti­ mate dismissal from the University. Conversely, re­ searchers m i g h t w i s h to study the b eha vio r o f students who do poor academic w o r k initially but then "catch fire" and become o u t s t a n d i n g students. V. Interest patterns, as mea su r e d b y any one or com bi­ nation of a v a r i e t y of instruments w h i c h are a v a i l ­ able for this purpose, roll in Briggs College represents another area of possible compare investigation. of students w h o elect to e n ­ Investigators may w i s h to interest patterns of students who are 116 successful in their science studies and who r emain in Briggs College as opposed to those who subsequently w i t h d r a w from the C o l l e g e . measure Another comparative utilizing an Interest Inventory m a y be made b e t w e e n students w h o select Briggs and those who elect to enroll VI. in the College o f Natural S c i e n c e . Graduate school plans of graduates should also be studied. me asu re of the from each college In this way, an additional impact of the two colleges upon their students could be measured. VII. It wo uld be o f interest to contact the College's gr adu ate s five years after their g rad ua t i o n to not o n l y determine w h a t and how well they are doing but also to ask them to look back re tro sp e c t i v e l y upon the experiences th ey had as undergraduates. A simi­ lar study could be conducted w i t h regard to those gr adu ate s who have b e e n absent o n l y two to three months. might w e l l provide from the campus for Studies of this nature information w h i c h w oul d have use­ ful implications for the undergraduate program. VIII. This study should be replicated to determine whether chance factors the variables influenced the outcome and to examine in greater depth. BIBLIOGRAPHY BI B L I O G R A P H Y Astin, Alexander. The College Environment. Washington, D .C .: A mer i c a n Council o n Education, 1968. Axelrod, Joseph. "New Patterns of internal Organization," in Em erg ing Patterns in H igher E d u c a t i o n . Log an Wi l s o n ( e d ) . 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College Peer G r o u p s . Chicago: Aldine Publishing Co., 1966, pp. 17-70. Dressel, Paul. College and U n i v e r s i t y C u r r i c u l u m . M c C u t c h a n Publishing Corporation, 1968. Dressel, Paul. E v a l u a t i o n in Higher E d u c a t i o n . Ho u g h t o n M i f f l i n Company, 1961, p- 42. Dennis, Lawrence E. and Kauffman, J oseph W. ( e d s . ) . The College and the S t u d e n t s . Washington, D.C.: Ameri­ ca n C ouncil on Education, 1966. 117 Berkeley: Boston: 118 Ebel, R obert L. Measarincr Educatio nal A c h i e v e m e n t . E n g l e ­ w o o d Cliffs, Ne w Jersey: Prentice-Hall, Inc., 1965, p. 445. Eurich, A l v i n C. (ed.). Press, 1968. Freedman, M e r v i n B. Jossey-Bass, Campus 1 9 8 0 . New York: The College E x p e r i e n c e . Inc., 1967, p. 23. Delacorte San Francisco: Hamilton, Thomas H. and Blackman, E dwa rd ( e d . ) . The Basic College of M i c h i g a n S t a t e . East Lansing, Michigan: M i c h i g a n State College Press, 1955. Hartnett, R o d n e y T. "An Analysis of Factors Associated w i t h Changes in Scholastic Performance Patterns." Un­ published Ph.D. dissertation, M i c h i g a n State U n i ­ versity, 1963. Herriott, Robert E. "Some Social D e t e rmi nan ts of E d u c a t i o n ­ al Aspiration," The College Student and His C u l t u r e : A n A n a l y s i s . Boston: H o u g h t o n M i f f l i n Company, 1968, pp. 105-120. Jacob, Philip E. Changing Values in College: An Exploratory Study o n the Impact of College T e a c h i n g . New Y o r k : Harper and Brothers, 1957, p. 11. Jarrett, James L. "Santa Cruz After One Year," v i e w (January 21, 1967), p. 67. Jencks, Christop her and Riesman, David. The A cademic R e v o ­ lution . New York: D o u b l e d a y Company, 1968. Kafer, Katz, Kells, Saturday R e ­ Lowell Gene. "An An alysis of Selected Cha racteristics and Experiences of F r e s h m e n Students in the M i c h i g a n State U n i v e r s i t y J ust in M orrill College." Un­ published Ph.D. dissertation, M i c h i g a n State U n i ­ versity, 1966. J ose ph and Associates. No Time for Y o u t h . Francisco: Jossey-Bass, Inc., 1968. San Herbert R. and Stewart, C lif f o r d T. ’’A Summary of the W ork ing Sessions," "The Conference o n the Cl uster College Concept," Journal of Higher E d u ­ c a t i o n , XX XVI II (October, 1967), p. 359. Lehmann, Ir vin J. and Dressel, Paul L. Changes in Critical Th inking Ability, Attitudes, and Values Associated w i t h College A t t e n d a n c e . East Lansing, Michigan: M i c h i g a n State University, 1963, p. 39. 119 Lehmann, Irvin J. and Dressel, Paul L. Cr itical T h i n k i n g , At titudes and Values in Higher E d u c a t i o n . Fin al Re ­ port, Cooperative Research Project No. 1646. East Lansing, Michigan: Mic h i g a n State University, 1963, p * 30 • Lehmann, Irvin J. and Hill, Walker H. M i c h i g a n State U n i ­ v e r s i t y 1958 and 1967 Freshmen: A Contrast in Pro­ file . East Lansing, Michigan: Office of E v a l u a t i o n Services, M i c h i g a n State University, 1969, No., p. 1. Lehmann, Irvin J. and Ikenberry, Stanley O. Criti cal T h i n k ­ ing, Att itudes and Val ues in Higher Education: A Preliminary R e p o r t . East Lansing, Michigan: Office of E v a l u a t i o n Services, M i c h i g a n State University, 1959. Martin, W a r r e n B. Al ternatives to I r r e l e v a n c e . Press, 1966. Abingdon Mayhew, Lewis B. (ed.). Higher Edu ca t i o n in the R e v o l u t i o n ­ ary D e c a d e s . Berkeley: M c C u t c h a n Publishing Cor p o r ­ ation, 1967. Newcomb, Theodore M. and Heldman, Kenneth A. The Impacts of Colleges U p o n Their S t u d e n t s . A Re p o r t to the Carnegie Fo u n d a t i o n for the A d v a n ce men t of Teaching. January, 1968, p. 309. Perkins, James A. "Liberal Learning and the Learned C om­ munity," Liberal E d u c a t i o n , Vol. 43, No. 1 (March, 1967). R e d c l i f f e - M a u d , Lord. "Oxford and the Collegi ate U n i v e r s i t y Idea," "The Conference o n the Cluster College Con­ cept," Journal of Higher E d u c a t i o n , Vol. X X X V I I I (October, 1967), p. 377. Riesman, D. College Subcultures and College Outcomes in Se­ lection and E du c a t i o n a l D i f f e r e n t i a t i o n . Berkeley, California: Fi e l d Service Center and Center for the Study of Higher Education, U n i v e r s i t y of California, 1959. Rausenbush, Esther. "Innovation and Edu cat ion al Style," in Improving College T e a c h i n g . C a l v i n Lee ( e d . ) . Washington, D.C.: A m e r i c a n Council on Education, 1967, pp. 197-201. 120 Shaffer, Robert H. and Ferber, D aniel A. The R esidential College Concept; Campus Org anizational Patterns for Quality w i t h Q u a n t i t y . Bloomington, Indiana: B u l l e t i n of the School of Education, Indiana U ni­ versity, XLIV, No. 3 (May, 1965), p. 5. Authors quote H as tin gs Rashdall. The U n i v e r s i t y of Europe in the Middle Ages, 111, pp. 511-529. Standing, George Robert. "A Typologi cal A p p r o a c h to the Study of Mens Residence Groups." U n p u bl ish ed Ph.D. thesis, M i c h i g a n State University, 1968, p. 41. Stern, George C., Stein, M. I. and Bloom, Personality A s s e s s m e n t . Glencoe, Press, 1956. B. S. Methods in Illinois: Free Stickler, W. H u g h (ed.). E xpe r i m e n t a l C o l l e g e . Florida State University, 1964. Trent, Tallahassee: James W. and Medsker, Leland L. Beyond High S c h o o l . San Francisco: Jossey-Bass, Inc., 1968. Woodring, Paul. "The Idea of Cluster Colleges," Re vie w (January 21, 1967), p. 81. Saturday "Byerrum Ad Hoc Com mittee Guidel ine s for College II," Michi­ ga n State University, December, 1965. (Mimeographed.) Data Processing Re por t Showing Students b y M ajors ( R 5 3 0 1 ) . Published b y the R egi str ar' s Office, M i c h i g a n State University, Fall Term, 1967. Ed uca tio n.a t B e r k e l e y . A R eport of the Select Committee o n Education, U n i v e r s i t y of California. Berkeley, California: Un i v e r s i t y of Califor nia Printing Company, 1966, p. 4. "Lyman Briggs College Annual Report, 1967-68." Michigan State University, J uly 1, 1968. (Mimeographed.) "Lyman Briggs College Annual Report, 1968-69." Michigan State University, Ju ly 1, 1969. (Mimeographed.) "Lyman Briggs Program Planning H a n d b o o k , " Second Edition, Fall, 1969. M i c h i g a n State University. ( M i m e o g r a p h e d .) "Michigan State U n i v e r s i t y Student I n v e n t o r y . " Published by Office of E v a l u a t i o n Services, M i c h i g a n State Uni ­ versity, East Lansing, Michigan. 121 "Proposed C u r r i c u l u m for Lym an Briggs College," s ubm itt ed b y Ly m a n Briggs College Planning Co mmittee to the U n i ­ v e r s i t y C u r r i c u l u m Committee, April 6 , 1967. Michi­ ga n State University. (Mimeographed.) "Some Comments, Guidelines and Rec omm e n d a t i o n s for the Pro­ posed Science Oriented College II," w r i t t e n b y the Educati ona l policies Committee o f M i c h i g a n State University, April 21, 1966. (Mimeographed.) The U n i v e r s i t y of Michigan, The R es i d e n t i a l College 1969-70 Official P u b l i c a t i o n , a supplem ent to the a nno u n c e ­ ment of the College of Literature, Science, and the Arts, Vol. 70, No. 22, September 9, 1968. A P PEN DIC ES APPENDIX A C O M P A R I S O N OF NATURAL LYMAN BRIGGS S C I E N C E MALES, COLLEGE OF NATURAL IN TERMS AND COLLEGE LYMAN BRIGGS FEMALES SCIENCE FEMALES, LYMAN BRIGGS MALES FEMALES MALES AND AND LYMAN BRIGGS OF THE TROW TYPOLOGY C LA RK AND OF AND 122 Table Al • A c o m p a r i s o n of Lyman Briggs males w i t h College of Natural Science males in terms of their "own" ph i l o s o p h y of higher e d u c a t i o n as me as u r e d b y the Clark and Tr ow Typology. NS Males LBC Males Variable % N Vocational Intellectual Collegiate Non-conformist 36 51 41 8 26.5 37.5 30.1 5.9 N % 37 41 51 6 27 .4 30 .4 37 .8 4.4 X 2 = 2.470 df = 3 Not statistically significant Table A 2 . A com par iso n of L y m a n Briggs males wi th College of Natural Science males in terms of their "de­ sired" p h i l o s o p h y of higher e d u c a t i o n as measured by the Cla rk and Trow Typology. Variable Vocational Intellectual Collegiate Non-conformist NS Males LBC Males N 23 52 41 13 X 2 = 4.596 df = 3 Not statistically significant % 17.0 38.5 30.4 9.6 N 21 44 55 13 % 15 .4 32.4 40.4 9.6 123 Table A3. A c omp ari son of Lyma n Briggs females w i t h College of Natural Science females in terms of their "own" p h i l o s o p h y of higher e d u c a t i o n as me asu red b y the Clark and T row Typology. Variable Vo cat ion al Intellectual Collegiate Non-con for mis t LBC Females N % NS Females N % 11 20 21 18 16 16 3 20-0 36 .4 38 .2 5.5 2 34.6 30.8 30.8 3.8 X 2 = 2.928 df = 3 Not statistically significant Table A 4 . A co m p a r i s o n of Lyman Briggs females w i t h College of Natural Science females in terms of their "de­ sired" ph i l o s o p h y of higher e d u c ati on as m eas ure d b y the Cla rk and Tro w Typology. Va riable Vocation al Intellectual Collegiate No n-c onformist LBC Females N % NS Females N % 7 23 13 15 19 20 5 X 2 = 3.565 df = 3 Not statistically significant 12 .7 41.8 36 .4 9.1 6 24.5 28 .3 35 .8 11.3 124 Table AS. A com par i s o n of L yma n Briggs males w i t h Ly man Briggs females in terms of their "own" philoso phy of higher e d u c a t i o n as m eas ure d b y the Cl ark and T r o w Typology. V a ria ble LBC Males N Vocational Intellectual Collegiate No n-c onf orm ist % 36 51 41 8 26 .5 37 .5 30 .1 5.9 LBC Females N % 10 20 21 3 18 .5 37 .0 38 .9 5.6 X 2 = 1.924 df = 3 Not statisti cal ly significant Table A 6 • A com par iso n of Lyman Briggs mal es w i t h Lyman Briggs females in terms of their "desired" p h i l os oph y of higher e d u c a t i o n as mea s u r e d b y the C l ark and Tr ow Typology. LBC Males Variable N V ocational Intellectual Collegiate N on- conformist 23 52 41 13 X 2 = 3.252 df = 3 «V Not stati sti cal ly significant % 17 .0 38 .5 30 .4 9.6 LBC Females N % 7 23 19 5 13.0 42 .6 35 .2 9 .3 AP PEN DIX B T A B L E S OF N O N SIGNIFICA NT "PERSONAL CHARACTERISTICS" V A R I A B L E S C OMP ARI NG L Y M A N B RIGGS M ALE S W I T H COLLEGE OF NAT URA L SCIENCE M A L E S 125 Table B l • A c o m p a r i s o n of Ly man Briggs males w i t h College of Natural Science males in terms of their size of home community. NS Males N % LBC Males N % Variable Size of Home C omm unity Farm Village, 250-2,499 po pul ati on Town, 2,500-24,999 p opu lat ion City, 25,000-99,999 populatio n City, over 100,000 p opu lat ion 13.0 13.0 37 .0 38 .0 35 .0 9.6 9.6 27 .2 27 .9 25 .7 7.0 15 .0 39.0 39 .0 36.0 5.1 11.0 28.7 28.7 26 .5 X 2 = 2.02 3 df = 4 Not stitis tic all y significant Table B 2 . A c o m p a r i s o n of L y m a n Briggs males w i t h College of Natural Science males in terms of the number of fathers who have attended college. Variable LBC Males N Attended college Not attended college X 2 = 1.196 df = 1 Not statistically significant 77 59 NS Males % 56 .6 43.4 N 68 68 % 50.0 50.0 126 Table B 3 . A co mpa ris on of Lyman Briggs mal es w i t h College of Natural Science males in terms of the number of mothers who have attended college. NS Males LBC Males Va ri a b l e N At tended college Not attended college % 41.9 58.1 57 79 N % 45 90 33.1 66.2 X 2 = 3.128 df = 1 Not statistically significant Ta ble B 4 . A co m p a r i s o n o f Ly m a n Briggs males w i t h College of Natural Science males in terms of the size of their high school gra dua t i n g class. Variable LBC Males N Under 25 25-99 100-199 200-399 Over 400 3 18 38 36 41 X 2 = 2.427 df — 4 Not statistically significant NS Males % 2.2 13.2 27.9 26 .5 30.1 N % 1.5 2 12 8.8 35 37 50 25 .7 27-2 36 .8 127 Table B 5 • A c o m p a r i s o n of L y m a n Briggs males w i t h College of Natural Science males in terms of partici­ p a t i o n in high school activities. NS Males LBC Males Va riable N % 68.0 39.0 50.0 68 36 .8 50.0 15 .0 11.0 16 11.8 53.0 V e r y active Mo d e r a t e l y active Not active N % 50 X 2 = 2.120 df = 2 Not statis tic all y significant Table B 6 . A c o m p a r i s o n of Ly man Briggs males w i t h College of Natural Science males in terms of their rank in their h i g h school gr adu a t i n g class. Variable LBC Males N First quarter Second quarter Third quarter Fourth quarter NS Males % 118 16 1 0 X 2 = 6.689 df = 3 Not statist ica lly significant N % 86.8 111 11.8 0.7 17 0 P 8 0 81.6 12.5 5.9 0 NS 128 Table B 7 . A c o m p a r i s o n of L y m a n Briggs males w i t h College of Natural Science males in terms of their edu ­ cational aspirations. N A year of college Two years o f college Three years of college Four years of college {Bachelor's Degree) Graduate or pro fessional school NS Males LBC Males Variabl e % 0 0 0 0 0 0 N % 2.0 2.0 1.0 1.5 1.5 0.7 38.0 27 .9 39.0 28 .7 98.0 72 .1 92.0 67 .6 X 2 = 5.202 df - 4 Not s tat ist ica ll y significant Table B 8 . A c o m p a r i s o n of Lyman Briggs males w i t h College of Natural Science males in terms o f the parents educati ona l aspirations for their son as per ­ ceived b y their son. Va riable N A year of college Tw o years of college Three years of college Four years of college (Bachelor's Degree) Graduate or professi ona l school X 2 = 5.244 df = 4 Not s t a t is tic all y significant LBC Males • % 1.0 0 0 0.7 0 0 NS Males N 0 1.0 2.0 % 0 0.7 1.5 60.0 44.1 55.0 40.4 75 .0 55 .1 77 .0 56 .6 129 Table B 9 . A com par iso n of L y m a n Briggs males w i t h College of Natural Science males in terms of the im­ portance of good grades. NS Males LBC Males Variable N V e r y important Not important N % 120 15 88.2 11.0 % 124 91.2 11 8.1 X 2 = 2.681 df = 1 Not st atistically significant Table BIO. A com par iso n of L y m a n Briggs males w i t h College of Natural Science males in terms of their preference for the o r g a n i z a t i o n of academic work. Variable LBC Males N A predominance of class work, class assignments, regular examinations, etc. A predominance of independent reading, writing, and research X 2 = 3.941 df = 4 Not sta tistically significant NS Males % N % 68 50.7 80 58.8 60 44.8 54 39.7 130 Table B l l • A c o m p a r i s o n of Lyman Briggs males w i t h College of Natural Science males in terms of those factors w h i c h g a i n prestige w i t h students and faculty. LBC Males Va ri a b l e N Being original an d creative Having a pleasing person ali ty De mo n s t r a t i n g scholar ly capacit y Being active in campus activities De d i c a t i n g yourself to your studies Not b e i n g too critical Coming from the right social ba ckg rou nd Being active in inter-collegiate athletics Being a member of a fraternity or sorority X 2 = 3.129 df = 8 Not statis tic all y significant NS Males % N % 46 34 33.8 25 .0 37 41 27 .2 30.1 24 17 .6 24 17.6 14 10.3 18 13.2 9 3 6 2 •6 .2 9 3 6 .6 2.2 0 0.0 0 0.0 2 1.5 2 1.5 1 0.7 1 0.7 131 Table B 1 2 . A c o m p ar iso n of Lyman Briggs males w i t h College of Natural Science males in terms of the type of o r gan i z a t i o n a l setting in w h i c h they w o u l d prefer to work. N Ow n bus ine ss (or farm) Small b u s i n e s s firm Me d i u m to large firm or co r p o r a t i o n Ow n p rof ess ion al office (e.g. law office, dental office) A n edu cat ion al institu tio n (e.g. high school, college) A public or private research organization A public or private we lfare agency Go ver nme nt service (other than research, welfare, or military) Other firm, organization, or si tuation X2 = 7.010 df - 8 Not sta tis tic all y significant NS Males LBC Males V a riable % N % 10 2 7.4 1.5 12 0 8.8 0.0 23 16.9 25 18.4 23 16.9 35 25 .7 14 10. 3 14 10.3 46 33.8 38 27 .9 1 0.7 1 0.7 2 1.5 2 1.5 15 11.0 9 6 .6 132 Table B13. A c o m p a r i s o n of L y m a n Briggs males w i t h College of Natural Science males in terms of their occupat ion al preference. Variable N A n academ ic life (teaching, research, other scholarly work A business life A professi ona l life (doctor, lawyer, engineer, etc.) A life of a trained tec hni cia n or cra ft s m a n A life centering upon some aspect o f the creative arts A life centering upon a home and a family Other I have not g i v e n sufficient thought to this m a t t e r to say X 2 = 4.821 df = 7 Not s tatistically significant NS Males LBC Males % N % 35 5 25.7 3.7 37 8 27 .2 5.9 45 33.1 49 36 .0 6 4.4 5 3.7 4 2.9 2 1.5 15 5 11.0 3.7 14 4 10.3 2.9 21 15 .4 15 11.0 APPENDIX C T ABL ES OF N ON SIGNIFI CAN T "PERSONAL CHARACTERISTICS" V A R I A B L E S COM PA R I N G L Y M A N B RIGGS F E M A L E S W I T H CO LLEGE OF N AT U R A L SCIENCE FEM ALE S 133 Table Cl* A c o m p a r i s o n of Lyman Briggs females w i t h College of N atu ral Science females in terms of the size of their home community. LBC F e males % N Variable Farm Village, 250-2,499 pop ula t i o n Town, 2,500-24,999 pop ula t i o n City, 25,000-99,999 pop ula t i o n City, over 100,000 pop ula tio n 4 6 12 24 9 7 .3 10 .9 21.8 43 .6 16 .4 NS Females N % 3 7 12 21 10 5.7 13.2 2 2 .6 39.6 18.9 X 2 = 0.436 df = 4 Not statis tic al ly significant Table C2 . Va ri a b l e Catholic Jewish Protestant None Other A c o m p a r i s o n of Lym an Briggs females w i t h College of Natural Science females in terms of religious preference. LBC Females N % NS Females N % 22 1 40.0 17 1.8 1 26 3 3 47 .3 5.5 5.5- X 2 = 4.636 df = 4 Not statisti cal ly significant 33 0 2 32 .1 1.9 62.3 0 3.8 134 Table C3. A co m p a r i s o n of L y m a n Briggs females w i t h College of Natural Science females in terms of fathers occupation. LBC Females N % Variable Ma nual w orker Skilled labor Business owner F a r m owner or operator Ex ecu tiv e or manageri al Office, clerical or sales Teacher (elementary or secondary) Professional Service (store, clerk, barber) 3 5.5 12 21.8 5 9.1 NS Females N % 2 0 .8 1.8 11 8 6 0 3 18 .2 5.5 7 5 0 0.0 2 15 3 27 .3 5.5 9 13.2 9.4 3.8 17 .0 1.9 1 10 1 15.1 11.3 0.0 X 2 = 12.102 df = 8 Not statisti cal ly significant Table C 4 . A co m p a r i s o n of L y m a n Briggs females w i t h College of Natural Science females in terms of fathers education. Variable At tended college Did not attend college X 2 = 0.141 df = 1 Not statistically significant LBC Females N % NS Females N % 25 30 26 27 45 .5 54.5 49.1 50.9 135 Table C 5 . A c o m p a r i s o n of L y m a n Briggs females w i t h College of Natural Science females in terms of mothers occupation. Va ria ble Em ployed Not employed LBC Females N % NS Females N % 24 31 19 34 43.6 56 .4 35.8 64.2 X 2 = 0.683 df = 1 No t statis tic all y significant Table C 6 . A c o m p a r i s o n of L y m a n Briggs females w i t h College of Natural Science females in terms of mothers education. Va riable At tended college Did not attend college X 2 = 0.557 df = 1 Not statis tic all y significant LBC Females N % 20 35 36 .4 63.6 NS Females N % 23 30 43.4 56 .6 136 Table C7 . A com par i s o n of L y m a n Briggs females w i t h College of Nat ural Science females in terms of size of high school gra dua tin g class. LBC Females N % Variable Under 25 25-99 100-199 200-399 Over 400 1 1.8 5 15 17 17 9.1 27.3 30.9 30.9 NS Females N % 1 6 10 22 14 1.9 11.3 18.9 41.5 26 .4 X 2 = 1.986 df = 4 Not sta tistically significant Table C 8 . A co m p a r i s o n of L y m a n Briggs females w i t h College of Natural Science females in terms of degree of pa rti cip ati on in high school activities. Variable V e r y active Mo der ate ly active Not active X 2 = 1.302 df = 2 Not statistically significant LBC Females N % NS Females N % 19 30 24 24 5 6 34.5 54.5 10.9 45•3 45.3 9.4 137 Table C 9 . A co mpa ris on of Lyman Briggs females w i t h College of Natural Science females in terms of rank in high school g rad ua t i n g class. Va ri a b l e First quarter Second quarter Third quarter Fourth quarter LBC Females N % NS Females N % 49 4 2 0 45 89 .1 7 .3 3.6 8 0 0 0.0 84.9 15 .1 0.0 0.0 X 2 = 3.468 df = 3 Not s ta tistically significant Table CIO. A c omp ari son of L y m a n Briggs females w i t h College of Natural Science females in terms of their o wn ed ucational aspirations. Variable A year of college Two years of college Three years of college Four years of college (Bachelor's Degree) Graduate or professional school X 2 = 6.593 df = 4 Not s tatistically significant LBC Females N % NS Females N % 0 0.0 3 5.5 3-6 1 0 0 54.5 36 .4 35 17 2 30 20 1.9 0.0 o.o •0 32.1 66 138 Table C l l . A c o m p a r i s o n of Ly man Briggs females w i t h College of Natural Science females in terms of the parents education al aspirations for their daughter as percieved b y the daughter. Va riable LBC Females N % A year of college Two years of college Three years of college Pour years of college (Bachelor's Degree) Graduate or pro fessional school 0 1 2 0.0 1.8 43 9 NS Females N % 1.9 3.6 1 0 0 0.0 0.0 78.2 16 .4 39 13 73.6 24.5 X 2 = 4.887 df - 4 Not s ta tistically significant Table C 1 2 . A c omp ar i s o n of Lyman Briggs females w i t h College of Natural Science females in terms of the im­ portance o f go od grades. Va riable V e r y important Not important LBC Females N % NS Females N % 52 3 52 X 2 = 0-963 df - 1 Not statisti cal ly significant 94.5 5.5 1 98 .1 1.9 139 Table C13. A co mpa ris on of Lyman Briggs females w i t h College of Natural Science females in terms of prestige factors among students and faculty. Variable Being ori g i n a l and creative Having a pl easing personality D e m o n str ati ng scholarly capacit y Being active in campus activities De dic a t i n g yourself to your studies Not b e i n g too critical Coming from the right social backgro und Being active in inter-collegiate athletics Being a me m b e r of a fra ter n i t y or sorority X 2 = 9.908 df = 8 Not s tatistically significant LBC Females N % NS F emales N % 37 .7 20 12 2 2 .6 4 40.0 32 .7 14.5 7.3 9 3 17 .0 5.7 1 1 1.8 1.8 8 0 15 .1 1 1.8 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 22 18 8 o.o 140 Table C 1 4 . A comparison, of L y m a n Briggs females w i t h College of Natural Science females in terms of o r g a n i ­ zational preference. Variable Own bus iness (or farm) Small business firm M e d i u m to large firm or co rpo rat ion Own professional office (e.g. law office, dental office) A n educational institution (e.g. high school, college) A public or private research organization A pub lic or private welfare agency Governm ent service (other than research, welfare, or military) Other firm, organization, or si tuation X 2 = 5.045 df = 8 Not sta tis tic all y significant LBC Females N % NS F emales N % 0.0 0.0 0 0 4 7.3 4 7.5 3 5.5 4 7.5 20 36 .4 14 26 .4 22 40.0 17 32 .1 1 1.8 2 3.8 1 1.8 2 3.8 4 7.3 10 18 .9 0 0.0 0 0.0 APPENDIX D TABLES OF N O N SI GNIFICANT "PERSONAL C H A R A C T E R ­ ISTICS" V A R I A B L E S COMPARING L Y M A N BRIGGS M A L E S W I T H L Y M A N BR IGG S FE MAL ES 141 Table D 1 . A compari son of L y m a n Briggs males w i t h Lym an Briggs females in terms of the size of their home community. Variable LBC Males N Farm Village, 250-2,499 p opu lat ion Town, 2,500-24,999 po pu la t i o n City, 25,000-99,999 p opu la t i o n City, over 100,000 po pul a t i o n 13 13 37 38 35 % 9.6 9.6 27 .2 27 .9 25 .7 LBC Females N % 4 7.4 6 12 11.1 2 2 .2 23 9 42.6 16 .7 X 2 = 4.622 df = 4 Not statistically significant Table D 2 . Variable Catholic Jewish Protestant None Other A comparison of L yma n Briggs males w i t h Lyman Briggs females in terms of religious preference. LBC Ma le s N % 31 1 81 13 10 X 2 - 7.057 df = 4 Not statistically significant 22.8 0.7 59.6 9.6 7.4 LBC Females N % 22 1 25 3 3 40.7 1.9 46 .3 5 .6 5 .6 142 Table D3. A co mpa r i s o n of Lyman Briggs males w i t h L yma n Briggs females in terms of fathers occupation. Variabl e LBC Males N Manual w ork er Skilled labor Business owner Fa rm owner o r operator Executive or manageri al Office, clerical or sales Teacher (elementary or secondary) Professional Service (store, clerk, barber) % 11 22 10 7 19 18 8.1 3 5.6 16.2 7.4 5.1 14.0 13.2 12 22.2 5 9.3 1.9 18.5 5 .6 1.5 28.7 2.9 2 39 4 LBC Females N % 1 10 3 0 0.0 14 3 25 .9 5.6 X 2 = 7.220 df = 8 Not statisti cal ly significant Table D 4 . A c o m p a r i s o n of Lym an Briggs ma les w i t h Ly man Briggs females in terms of fathers education. Variable LBC Males N Attended college Did not at ten d college X 2 = 2.300 df = 1 Not statistically significant 77 59 % 56.6 43.4 LBC Females N % 24 30 44.4 55.6 143 Table D 5 . A co mpa r i s o n of Ly man Briggs males w i t h Lyman Briggs females in terms of mot her s occupation. LBC Females N % LBC Males Variable N Employed Not employed % 24 30 34.6 65 .4 47 89 44.4 55 .6 X 2 = 1.614 df = 1 Not statistically significant Table D 6 . A co m p a r i s o n of L y m a n Briggs males w i t h L yman Briggs females in terms of mo thers education. Variable LBC Males N Attended college Did not attend college X 2 = 0.729 df = 1 Not statistically significant 57 79 % 41.9 58.1 LBC Females N % 19 35 35 .2 64.8 144 Table C 7 • A c o m p a r i s o n of Lyman Briggs males w i t h Lyman Briggs females in terms of size of high school graduat ing class. Variabl e LBC Males % N Under 25 25-99 100-199 200-399 Over 400 LBC Females N % 3 18 38 36 41 2.2 1 13.2 27.9 26 .5 30.1 5 14 17 17 1.9 9.3 25 .9 31.5 31-5 X 2 = 0.956 df = 4 Not statistically significant Table D 8 . A co mpa r i s o n of L y m a n Briggs males w i t h Lyman Briggs females in terms of degree of participa tio n in high school activities. LBC Males Variable N V e r y active Mo der ate ly active Not active % 68 39 .0 50.0 15 11.0 53 X 2 = 0.250 df - 2 Not statistically significant LBC Females N % 19 29 35.2 53.7 6 11.1 145 Table D 9 . A co m p a r i s o n of Lyman Briggs mal es w i t h L y m a n Briggs females in terms of rank in high school g r a d u a t i n g class. Variable LBC Males N First quarter Second quarter Third quarter Fo urt h quarter % LBC Females N % 118 16 86.8 11.8 48 4 1 0 0.7 2 0 0 88.9 7.4 3.7 0 X 2 = 3.271 df = 3 Not sta tis tic all y significant Table DIO. A co mpa ris on of L y m a n Briggs males w i t h L y m a n Briggs females in terms of the importance of good grades. Variable LBC Males N V e r y important Not important % 120 15 X 2 = 1.785 df = 1 Not st atistically significant 88.2 11.0 LBC Females % N 51 3 94.4 5 .6 Table Dll. A c omp ar i s o n of L y m a n Briggs males w i t h Lyman Briggs females in terms of the o r g a n i z a t i o n of academic work. Variable LBC Males N A predominance o f class work, class assignments, regular examinations, etc. A predominance of independent reading, writing, and research X 2 = 1.058 df = 1 Not statistically significant % LBC Females N % 68 50.7 29 53.7 60 44.8 24 44.4 147 Table D 1 2 . A c o m p a r i s o n of L y m a n Briggs males w i t h Lyman Briggs females in terms of prestige factors among students and faculty. Va riable LBC Males N Being ori gin al and creative Ha ving a pleasing personal ity D e m o n s t r a t i n g scholarly ca pacity Being active in campus activities D e d i c a t i n g yourself to your studies Not b e i n g too critical Coming from the right social background Being active in inter-collegiate athletics Being a m ember of a f raternity or sorority X 2 = 8.949 df = 8 Not s tat ist ica lly significant % LBC Females N % 46 34 33.8 25 .0 20 12 2 2 .6 24 17 .6 9 17 .0 14 10 .3 3 5.7 9 3 6 .6 2.2 8 0 15 .1 0 0.0 0 0.0 2 1.5 0 0.0 1 0.7 0 0.0 37 .7 0.0 APPENDIX E A QU ESTIONNAIRE TO L Y M A N B R I G G S STUDENTS CONCERNING THE IR V O C A T I O N A L PLANS 148 TO: Briggs College Sophomores fall t e r m 1967) (students w h o entered FROM: D o n Har den SUBJECT: Please complete the b r i e f six item questionnaire o n the remaining part of this page b y circling the most appropriate response. In for mat ion concerning your occupational plans w i l l be helpful in in­ terpreting a res earch effort in w h i c h I am pr esent­ ly involved. I am g r a t e f u l for your co o p e r a t i o n in this matter. T h a n k you. Items 1 and 2 People attend college for a v a r i e t y of reasons. Listed be­ low are some of the reasons students give for attending college. We w o u l d like to know w h y Y O U de c i d e d to get a college education. 1. I wa nt to prepare for a p r o f e s s i o n or voc a t i o n 1. Important 2. Not important 2. I w ant the prestige attached to a college degree 1. Important 2. Not important **** 3. Which of the following comes clo sest to d escribing your career plans? 1 . I know e xa c t l y w h a t I am answer questions qoinq to do. o • I am p rettv sure about 4 and 5 w h a t I wi ll do. 3. I am not too ce rta in as to what I want to d o . skip to q uestion five 4. I have no i d e a . Am If you answered 1 or 2 in the above question, the next question. 4. please answer W h e n did you really decide o n your career choice? 1. Before high school 2. During high school 3. During your first two years of college 149 5. Do y ou think that at some time in the future you w o u l d like to join the Peace Corps or VISTA? 1. D e f i n i t e l y not 2. Probably not 3. Probably yes 4. D e f i n i t e l y yes . Have your oc cup ati ona l plans changed since you came to M.S.U.? 1. Yes 2. No 6 Student Signature