71-31,314
STEVENS, Gl e n n R i c h a r d , 1937J U S T I N M O R R I L L COLLEGE: AN ASSESSMENT OF
A N E X P E R I M E N T A L VE N T U R E IN LIBERAL EDUCATION
A T M I C H I G A N STATE UNIVERSITY.
M i c h i g a n State U niversity, Ph.D., 1971
Edu c a t i o n , higher

University Microfilms, A XEROX Company , Ann Arbor, Michigan

JUSTIN

MORRILL

EXPERIMENTAL
AT

COLLEGE:
VENTURE

MICHIGAN

AN
IN

STATE

ASSESSMENT

LIBERAL

OF

AN

EDUCATION

UNIVERSITY

By
Glenn

Richard

A

in

Stevens

THESIS

S u b m i t t e d to
M i c h i g a n S tate U n i v e r s i t y
p a r t i a l f u l f i l l m e n t of t h e r e q u i r e m e n t s
for t he d e g r e e of

DOCTOR

Department

of

OF

PHILOSOPHY

Administration
1971

and

Higher

Education

JUSTIN

MORRILL

COLLEGE:

EXPERIMENTAL VENTURE
AT

MICHIGAN

AN
IN

STATE

ASSESSMENT

LIBERAL

OF

AN

EDUCATION

UNIVERSITY

By
Glenn

Richard

A

in

Stevens

THESIS

S u b m i t ted to
Michigan State University
partial
f u l f i l l m e n t of t h e r e q u i r e m e n t s
f o r the d e g r e e of

DOCTOR

Department

OF

PHILOSOPHY

of A d m i n i s t r a t i o n
1971

and

Higher

Education

ABSTRACT
JUSTIN MORRILL COLLEGE:
E X P E R I M E N T A L V E N T U R E IN
AT MICHIGAN STATE

A N A S S E S S M E N T OF A N
LIBERAL EDUCATION
UNIVERSITY

By
Glenn

The

Stevens

Problem
One

has
of

Richard

form

attracted
creating

existing

of

experimentation

considerable

smaller

which

enrolled

i ts

first

of

three

semi-autonomous

Michigan

State

University.

The

purpose

assessment

of

the

istics

of

was

summarize

to

the

of

first

toward

program

and,

hypotheses
efforts.
lated,
were

and

their

could

following

from

derived:

and

these

a

was

to

Fall

of

class.

An

respective

a

and

was

broad

character­

this

faculty

purpose
kind

in

to

identify

questions

and

be

examined

in

future

research

objectives

of

the

number

of

specific

of

views

experiences

study

the

at

additional
of

idea

College,

colleges

potential
and

the

1965,

undertake

which

the

Morrill

curriculum

student

is

within

residential

and

collating

further,

which
The

by

problems

the

education

recent

Justin

in

Morrill

graduating

the

model

college,

study

Justin

curriculum
the

class

this

of

subdivisions

structure.

first

higher

attention

academic

institutional

in

the

develop

were

research

formu­
questions

Glenn

Richard

Stevens

1.

To a n al yz e sele ct ed c o g n i t i v e and affective
c h a r a c t e r i s t i c s of J u s t i n M o r r i l l C o l l e g e s e n i o r s
obta in ed from s t an da rdi ze d test data and other
measures.

2.

To o b t a i n , by m e a n s of a r a t i n g t e c h n i q u e , a s t u ­
d e n t a n d f a c u l t y e v a l u a t i o n of s e l e c t e d e l e m e n t s
of the c u r r i c u l u m p r e s s w i t h i n
the c o l l e g e .

3.

To assess
and goals

the
had

e x t e n t to w h i c h
been achieved.

college

objectives

Methodology
The

student

seniors.
of

interest,

actual
30

Since

least

a

final

the

Scores

previous

study.

Area

on

who

culum

Questionnaire

which

contained

rate

and

the

12

in

had

used

the

Senior

Inventory

data

Morrill

was

of

from

statements

a

to

the

college.

statements

and

also

to

of

the

consisted

having

Seminar
from

had

of

at

G r a d u a te

grades,

were

made

student

E,

were

to

Subjects
to

in

and

A

a

C u r r i-

faculty

curriculum
were

by

interview

used.

seniors

and

available

instruments

structured

respond

and

official

S c a l e , Form

pertaining

in

size

T e s t , the

these

seniors

distributed

the

variable

college.

obtained

each

each

of

Qualification

were

graduating

population

criterion

with

Values

Justin

objectives

these

faculty

131
for

R o k e a c h ’s D o g m a t i s m

Selected

involving

available

Tests,

average

study

ses

met

of

variability

The

College

Differential

researcher

not

affiliation

grade-point

Prince's
the

who

Examination

records.

consisted

some

samples.

two-year
on

were

was

members

Scores
Record

data

there

working

faculty

population

asked

several

empha­
to

Glenn
open-ended
program
"t

and

test

Scale

questions

were

and

in

the

and

number

the

of

Test

high

on

the

who

were

lower

on

State

this

less

authoritarian,

tive

to

in

their

exposure

to

Differential

the

value

college

students.

on

the

Means
which

that,

Justin

than

The

Dogmatism

and

standard

seniors

as

and

Morrill

An
of

freshmen,

program

tended

did

Con­

Justin

of

students
have

At

an

recep­

four

scores

who

the

seniors

and

Morrill

sig­

of

Morrill

nearly

analysis

males

scored

females.

had

sig­

enrolled

Morrill

adaptive,

had

to

who

a

samples

Justin

flexible,

life.

that

freshmen

and

on

program.

Justin

than

males

who

found

the

entering

Inventory

entering

in

Scale,

students

- Based

students

experience,

more

college
Values

as

was

level

senior

college

ideas,

it

instrument

University

were

revealed

the

statements.

persisted

tested

of

the

ratings

scores,

Dogmatism

beginning

new

data

Characteristics

ability

scores

nificantly

Morrill

Inven t o r y .
the

Affective

freshmen

females

years

analyze

curriculum

as

Michigan

to

for

college

cerning
and

to

Qualification

nificant

Justin

of

Stevens

Conclusions

Cognitive
College

used

computed

assigned

Findings

was

aspects

of

D i f f e r e n t i a 1 V alues

deviations
faculty

selected

characteristics

statistic

and

about

Richard

on

seniors

persisted

emergent

orientation.
The

ratings

Curriculum
assigned

to

Dress
the

- Because

various

of

the

statements

generally
by

seniors

high
and

Glenn
faculty,

it

congruence
what

on

was

existed

actually

The

Achievement

Graduate

evidence

of

school

had

same

higher

of

Record

When
an

interval

averages

in

the
to

score

the

nearly

that

Kappa.

By

experience
to

the

to

a

and

seniors

were

college,

amount

Finally,

shaping

the

their

of

of

for
some

on

the

personal
of

degree

kind

seniors

"fields

of

50

they

a

had

Phi

their

importance
to

in

with

percent

what

their

students.

study
of

deal

become

concentration."

they

In

was

the

seniors

professional

great
to

Beta

learning.

freedom

or

and

about

and

graduate

graduate

expressed

of

of

to

Tests

graduating

particular

interaction

approximately

had

of

positive

approach

in

College,

experience

encouraging

opportunities
own

that

other

Test

the

m e m b ers

attached

one

originally

of

Honors

very

the

Science

not

percent

become

personalized

objective

in

and

aspects

commented

only

Science

was

University

large,

realized,

about

the

25

to

very

Social

Morrill

inv ited

the

continued

cation.
tion

be

original

clearly
have

in

faculty

teaching
The

and

norms,

of

Natural

were

"community"

sensed
turn,

many

of

areas

and

program,

members

major

- Scores

provided

Humanities

"honors"

were

Tests

institutions

intended

and

Goals

six

Justin

seniors

and

and

Although

an

Area

national

five

of

objectives

Objectives

the

degree

Stevens

program.

three

on

high

program

the

respectively.
as

fairly

Examination

range;

on

in

College

compared

average

a

stated

emphasized

achievement

curriculum.

that

between

was

the

the

concluded

Richard

of

edu­

satisfac­

involved

in

ACKNOWLEDGMENTS

For

his

doctoral
offered

program,
to

Dr.

Committee.
Heenan,

continuous

E.

the

committee,

and

personal
the

passage
for

learn

from

and

other

former

of

own

our

sons,

love
and

and
done

is

Carl

of

of

extended

F.

throughout

appreciation

Chairman

important

Dean

had

Gordon

Glenn

To

and
is

the

the

Frost

the

to

who,

professional

and

writer

the
is

Guidance

Drs.
as

David

IC.

members

of

assistance

of

Justin

students

achievement

my

parents,

Christopher,

offered

for

years.

ii

senses

opportunity

Rohman

analysis,

efforts.

the

time,

colleagues

gratitude
over

of

having

final

o n e ’s

and

Johnson,

and

provided

counsel

expression

recognition

Jordan,

and

the

F.

and

encouragement.

appreciation

In

sincere

Walter

Similar

John

With

a

support

all

is

my
a

in

to

greater

work

Morrill
the

seldom

special
they

with
College,

college.

beloved

that

a

the

result

wife,

Betty,

expression
have

meant

of

TABLE

OF

CONTENTS

Chap ter
I.

Page
P r o b l e m ...................................................

1

I n t r o d u c t i o n ...................................................

1

Statement

5

The

of

S t u d y .................

6

Objectives

of

the

Definition

of

T e r m s .......................................

7

S t u d y ..........................................

7

Scope

of

the

Limitations

of

Organization

II.

P u r p o s e .......................................

Review

of

Issues

and

of

the

S t u d y ..................................

the

Study

Problems

in

Patterns

The

Selection

College

Morrill

Previous

...............................

9

L i t e r a t u r e ........................................... 11

Alternative

Justin

8

Undergraduate

of

Education.

.

O r g a n i z a t i o n .....................19

Process

.........................

25

C o l l e g e ........................................ 33

Research

on

Justin

Morrill

Seniors

. . .

39

S u m m a r y .................................

III.

Design

and

Selection

12

40

M e t h o d o l o g y ........................................ 4 4
of

Populations

Instrumentation
The

College

The

Graduate

and

S a m p l e s .................... 4 4

.............................................

Qualification
Record

45

T e s t ......................... 4 o

Examination

Area

Tests.

.

.

.

47

R o k e a c h 's D o g m a t i a m

S c a l e ............................... 4 8

D i. 1:i:e r e n t i a J V a I u e a

I n v e n t o r y ............................. 50
i i.i

Table

of

Contents

(continued)

Chapter
III.

Page

Design

and

Senior

Seminar

Other

Methodology

Sources

P e r f o r m a n c e ..................... 51

Grade
of

D a t a ................................... 5 4

Collection

of

Discussion

Concerning

Part

I

Part

II

Part

-

D a t a ......................................... 5 4

-

III

Response

Rate

...........

57

T h e C u r r i c u l u m P r e s s in J u s t i n
M o r r i l l C o l l e g e ...............................
-

The
and

Educational
Curriculum

and

College Environment:
of S e n i o r s a nd F a c u l t y

Occupational

.

.

63

A s p i r a t i o n s .......... 63

F l e x i b i l i t y ................................... 64

of

Part

Cognitive
of J u s t i n

-

60

A c h i e v e m e n t of C o l l e g e O b j e c t i v e s
G o a I s ...................................... 61

Analysis
I

Low

C h a r a c t e r i s t i c s of J u s t i n M o r r i l l
S e n i o r s ............................................ 58

C h a r a c t e r i s t i c s of the
A t t i t u d e s and Opinions

IV.

(continued)

the

D a t a ...................................... 65
and A f f e c t i v e Charac te ris ti cs
Morrill College Seniors.
.. .

65

C o l l e g e Q u a l i f i c a t i o n Test and Final G r a d e - P o i n t
Average.
. ... .................................................65
Scores

on

Rokeach's

Scores

on

Prince's

Dogmatism

Scale

Differential

(D-Scale)

Values

.

.

inventory.

68
70

J u s t i n Morrill. S t u d e n t s as V i e w e d by S e n i o r s
a n d F a c u l t y ..................................................71
C o g n i t i v e a n d A f f e c t i v e C h a r a c t e r i s t i c s of J u s t i n
Morrill Seniors:
A Summary
............................

iv

80

C h a p ter
IV.

Page

Analysis
Part

Part

II

-

III

Student
Area

of

the

Data

(continued)

T h e C u r r i c u l u m P r e s s in J u s t i n
M o r r i l l C o l l e g e ...............................
- The
and

A c h i e v e m e n t of C o l l e g e O b j e c t i v e s
G o a I s .........................

Achievement

Tests

of

82

the

and

College

Graduate

Objectives.

Record

94

. . .

Examination

.

94
.

94

Senior

Seminar

P e r f o r m a n c e .................................. 97

Honors

College

Membership

Phi

Beta

...............................

99

K a p p a ................................................. 1 0 0

C h a r a c t e r i s t i c s of t h e
Attitudes and Opinions

College Environment:
of S e n i o r s a n d F a c u l t y

.

.

101

S e n i o r S a t i s f a c t i o n w i t h the J u s t i n M o r r i l l
E x p e r i e n c e ........................................................ 1 0 1
S e l e c t e d S e n i o r V i e w s R e g a r d i n g S t r e n g t h s of the
Justin Morrill Experience
...............................

102

S e l e c t e d S e n i o r V i e w s R e g a r d i n g D e f i c i e n c i e s of
t h e J u s t i n M o r r i l l E x p e r i e n c e .........................

103

Creating
The

a

College

Teaching-Learning

Educational
Curriculum

V.

Small

and

C o m m u n i t y ...................... 1 0 5

Style

Occupational

............................

109

A s p i r a t i o n s ..............1 1 3

F l e x i b i l i t y ....................................... 1 1 4

S u m m a r y , C o n c l u s i o n s , D i s c u s s i o n of R e s u l t s , a n d
R e c o m m e n d a t i o n s f o r F u t u r e R e s e a r c h ................... 1 1 7
The

P r o b l e m ..................................................... 1 1 7

Populations

and

Samples

..................................

122

M e t h o d o l o g y ..................................................... 122
v

Table

of

Contents

(continued)

C h a p ter
V.

Page

S u m m a r y , C o n c l u s i o n s , D i s c u s s i o n of
R e c o m m e n d a t i o n s for F u t u r e R e s e a r c h

C o n c l u s i o n s .................................... 1 2 3

Findings

and

Part

Cognitive
of J u s t i n

I

-

College

Results, and
(continued)

and A f f e c t i v e C h a ra ct e r i s t ic s
MorrillCollege Seniors
.
. .

Qualification

124

T e s t ..................................1 2 4

Affective
Dogmatism
Inventory

Characteristics:
S c o r e s on R o k e a c h ' s
Scale and Prince's D i f f e r e n t i a l Values
.

Part

II

T h e C u r r i c u l u m P r e s s in J u s t i n M o r r i l l
C o l l e g e ............................................. 1 2 7

Part

III

Area

Tests

-

-

The
and
of

125

A c h i e v e m e n t of C o l l e g e O b j e c t i v e s
G o a l s .......................................... 1 3 1
the

Graduate

RecordExamination

.

.

131

Senior

Seminar

P e r f o r m a n c e ..................................1 3 2

Honors

College

and

Phi

Beta

KappaMembership.

.

.

132

S e n i o r S a t i s f a c t i o n w i t h the J u s t i n M o r r i l l
E x p e r i e n c e ........................................................ 1 3 3
The

Teaching-Learning

Educational

and

Style

Occupational

............................

135

A s p i r a t i o n s ..............1 3 b

D i s c u s s i o n . ..................................................... 1 3 9
Recommendations

for

Future Research

..................

B i b l i o g r a p h y .........................................................^

143

~

A p p e n d i c e s .............................................................. I b d

Appendix A :

The J u s t i n M o r r i l l

Appendix

The Curriculum Q u e s t i onnaire with
Plotted Means and F o r m Letters Used
in T h i s S t u d y

B:

vi

College

Curriculum

LIST

OF

TABLES

Table
2.1

Page
A S u m m a r y of C h a r a c t e r i s t i c F e a t u r e s of N e w
Undergraduate Curriculum Models
.......................

42

3.1

A S u m m a r y of I n s t r u m e n t s U s e d in the S t u d y and
the N u m b e r of S u b j e c t s
for W h o m D a t a W e r e
A v a i l a b l e ......................................................... 5 5

3.2

A S u m m a r y of the P e r c e n t a g e of S e n i o r s a n d
F a c u l t y W h o R e t u r n e d the C u r r i c u l u m
Q u e s t i o n n a i r e ................................................

57

4.1

Means and
S t a n d a r d D e v i a t i o n s on the C o l l e g e
Qualification Test
for J u s t i n M o r r i l l F r e s h m e n
a n d S e n i o r s .......................................................6 6

4.2

Means and
S t a n d a r d D e v i a t i o n s for M a l e and
F e m a l e J u s t i n M o r r i l l S e n i o r s on the C o l l e g e
Q u a l i f i c a t i o n T e s t .............................................. 6 7

4.3

M e a n s and S t a n d a r d D e v i a t i o n s for J u s t i n M o r r i l l
S e ni o r M a l e s and F e m a l es B a s e d on F i na l GradeP o i n t A v e r a g e .................................................... 6 8

4.4

M e a n s , S t a n d a r d D e v i a t i o n s , a n d " t" T e s t V a l u e s
for J u s t i n M o r r i l l S e n i o r s and M i c h i g a n S t a t e
....................
U n i v e r s i t y S e n i o r s on the D - S c a l e

70

4.5

M e a n s , S t a n d a r d D e v i a t i o n s , a n d " t" T e s t V a l u e s
for J u s t i n M o r r i l l S e n i o r s and M i c h i g a n S t a t e
U n i v e r s i t y F r e s h m e n on the D i f f e r e n t i a l V a l u e s
I n v e n t o r y ......................................................... 7 1

4.6

Means and
S t a n d a r d D e v i a t i o n s for S t u d e n t and
F a c u l t y R e s p o n s e s to S e l e c t e d S t a t e m e n t s
R e g a r d i n g J u s t i n M o r r i l l C o l l e g e .......................... 8 4

4.7

M e a n s a n d S t a n d a r d D e v i a t i o n s on the A r e a T e s t s
of the G r a d u a t e R e c o r d E x a m i n a t i o n for J u s t i n
M o r r i l l S e n i or s and the N a t i o n a l S e n io r Samp l e .

4.8

.

96

M e a n s and S t a n d a r d D e v i a t i o n s on the A r e a T e s t s
of the G r a d u a t e R e c o r d E x a m i n a t i o n for J u s t i n
M o r r i l l S e n i o r M a l e s a n d F e m a l e s .......................... 9 7

v ii

List

of

Tables

(continued)
Page

Table
4.9

Means
Point

and S t a n d a r d D e v i a t i o n s on F i n a l GradeA v e r a g e a n d G r a d e s in S e n i o r S e m i n a r .
. . .

5.1

A Summary
M a j o r for

5.2

A S u m m a r y of O c c u p a t i o n a l S t a t u s by F i e l d of
W o r k f o r J u s t i n M o r r i l l S e n i o r s ...................

5.3

A Taxonomy
of T y p e of

98

of G r a d u a t e S c h o o l E n r o l l m e n t by
J u s t i n M o r r i l l S e n i o r s ......................... 1 3 7

o f S t u d e n t O u t p u t M e a s u r e s in T e r m s
O u t c o m e a n d T y p e o f D a t a ................... 1 5 1

v iii

138

Chapter
THE

I

PROBLEM

Introduc tion
Since
and

issues

common

the

related

theme

Although

publication

in

the

the

virtues

to

be

extolled,

in

undergraduate

increasing
graduate
for

major

fragmentation

"a

intellectual
marked
sense

literature
of

for

that
of

kind

deprives

identity

as

often

within

regarding

not

some

student

to

its

place

critics,

of

opportunities

under­

exploration.
in

what

course

and

Romaine

has

difficult

collegiate

continue

an

smorgasbord

it

a

to

resulting

indigestion."^

find

the

to

evidenced

educational
if

education

personal

contributes

confusion,
students

the

been

education.

commitment

and

knowledge,

of

higher

persist

early

problems

education'have

According

intellectual
of

of

R e p o r t ,^

liberal-general

curricula.

often

Jacob

undergraduate

proliferation,

labelled

the

controversies

pressures

meaningful

program

to

of

Kerr
to

The

in

has

re­

establish

a

environment.

^ P h i l i p E. J a c o b , G ha n g i n g V a l u e s i n C o l l e g e :
A n
p l o r a t o r y S t u d y on the I m p a c t o f C o l l e g e T e a c h i n g ( N e w
H a rp e r and B r o t h e r s , Inc., 1957).

Ex­
York:

^Stephen Romaine, "Some Difficult Decisions
in H i g h e r
E d u c a t i o n , " T h e N o r t h C e n t r a l A s s o c i a t i o n Q u a r t e r l y , V o l . 44,
N o . 3 (W i n t e r 1 9 7 0) , “ p. 2 79 .
C l a r k K e r r , T h e Us es o f t h e U n i v e r s i t y
H a r v a r d U n i v e r s i t y P r e s s , 19 6 3), p. 42.

1

(Cambridge:

These

and

related

interactive

problems

effects

more,

tend

to

be

accentuated

severe

in

larger,

more

and

their

complex

in-

s titutions.
As

a

directed
more

consequence,
toward

ties

of

for

pendent

study,

through

there

a t t e m p tv?.®

to

has

often

used

to

and

setting

study,

also

been

of

facilities.
describe

include

experiences

been

some

the

increased

the

implemen­

such

experience.

of

opportuni­

programs,

widespread

academic

greater

Examples

honors

study

and

On

as

inde­

community

residential

interest

in

climates

by

The

" 1 iving-1earning"

term

arrangements

co-curricular

and

have

courses,

learning

field

improve

instructional

curricular
cal

foreign

energies

developments

individualised

campuses,

is

recent

reform.

interdisciplinary

involvement

and

curriculum

significant

tation

considerable

which

experiences

opportunities

integrating

in

for

provide
the

same

living

both
physi­

faculty-student

interaction.
Although
and

their

effects

traditional
tinues
is

these

ways

developments

generally
of

increase.

But,

little

agreement

among

tent,

the

best

undergraduate

positive,

organizing

to

as

have

been

well-received

general

undergraduate

discontent
education

Martin

has

pointed

educators

"on

the

form,

or

the

likely

course

of

s t u d y . H e

of

con­

there

essential

consequences
further

out,

with

in­

the

suggests

that

^ W a r r e n B r y a n M a r t i n , " T h e C a s e for C u r r i c u l u m O p t i o n s , "
E d u c a t i o n a l R e c o r d , V o l . 5 1 , N o . 1 ( W i n t e r 1 9 7 0 ) , p. 14.

3

there

is

a

need

curriculum

in

patterns
emerged

which

is

that

and

An

within

example
In

arts

cultural
from

according

the

in

form
or

the

few
need

to

in­

which

has

of

autonomy

framework.

residential
date,

studies
for

an

experimental

degrees

the

established

on

Kells

notes

these

pro­

continuous

evalua-

data.
this

trend

September,

college

is

1965,

colleges

after

College

continued

One

of

shown

organizational

institutional

variants

stresses

of

new

varying

relatively

Named

a

having
larger

have

residential

been

of

of

education.

been

studies.

to

potential

hundred

residential

Morrill

liberal

possibilities

institutions

have

sharing

freshmen.

Justin

sult

one

have

University.

396

units

further

autonomous

the

of

semi-autonomous

concept

and

number

is,

over

there

grams
tion

the

exist

college

alternative

undergraduate

that

Although

a

exploring
for

college,

examine

design.

Recently,
terest

to

was

the

designed

the

Provost

at

in

Michigan

first
opened

author

Anticipating

former

the
was

emphasizing

growth,

seen

of

as

a

of

three

with

the

the

class

of
Act

residential,

pressures

Ju3tin

a

semi-

Land-Grant

international
the

State

Morrill

and

cross-

likely

to

re­

experiment,

University,

was

one

5 I b i d . , p . 15.
^ H e r b e r t R. K e l l s , " A S i g n i f i c a n t P r o b l e m D e s e r v i n g
Study:
The Cluster College," I ns ti tu ti ona l R e s e a rc h and
A c a d e m i c O u t c o m e s , p r o c e e d i n g s of the A s s o c i a t i o n for I n s t i
t u t i o n a l R e s e a r c h , 1 9 6 8 , p. 97.

4

expression
large

of

an

attempt

enrollments

tralization,
As

of

through

its

originally

objectives:

to

the

humanities,

the

gression
college
dence
to

to
to

hall

stress

for

the

1

ternational
The
not,

social
a

fashion

of

and

to

probability,

Perhaps

the

most

College

and

had

the

and

College
in

encourage

learning
the

academic

small
resi­

opportunities

programs.

and

theme

was

^ H o w a r d R. N e v i l l e , " H o w to L i v e w i t h
K a p p a n , V o l . 4 7 , No. 8 ( A p r i l 1 9 6 6 ) ,

the

of

service.

individually

significant

innovation

a

pro­

facilities;

integrating

taken

in

natural

co-educationa1

maximize

the

follow­

education

establish

a

decen­

the

seek

to

of

p r o g r a m s .^

liberal

understanding

result

important

graduate

but

own

have

effects

degree,

living

the

all

the

within

cross-cultural

objectives

and

rigorous

to

their

was

of

sciences,

study

in

Delta

a

atmosphere

College
or

controlled

terminal

integrating

to

process

school;

independent

students

Finally,

provide

graduate

by

the

undergraduate

provide

community

a

ameliorate

established,

ing

sciences;

to

in-

8

would

innovation.
decision

Bigness,"
p. 4 3 0 .

to

Phi

O
T h e s t a t e m e n t s c o n c e r n i n g the o b j e c t i v e s of the
c o l l e g e w e r e d e r i v e d f r o m the f o l l o w i n g d o c u m e n t s :
"The
J u s t i n M o r r i l l C u r r i c u l u m ," a m i m e o g r a p h e d r e p o r t p r e p a r e d
by the P l a n n i n g C o m m i t t e e for the J u s t i n M o r r i l l c u r r i c u l u m ;
" S m a l l n e s s W i t h i n B i g n e s s a t M . S . U . , " D. G o r d o n K o h m a n ,
m i m e o g r a p h e d paper, 1966; " J u s t i n M o r r i l l C o l l e g e C u r r i c u ­
l u m , " a s t a t e m e n t o f t h e c o l l e g e c u r r i c u l u m a p p r o v e d by
the M i c h i g a n S t a t e U n i v e r s i t y C u r r i c u l u m C o m m i t t e e , J u n e ,
1966. (See A p p e n d i x A.)

5

depart
at

from

the

Michigan

Dean
the

of

usual

State

Justin

structure

University.

Morrill

residential

style

a

new

tively

kind

organize

Statement
In

of

college

explore
the

June,

program

and

study.

A

kinds
How
what
the
of

of

do

rationale

U;

is

has

experience
the

an
of

i ts

Gordon

liberal

in

community

assented

of

to

the

might

Rohman,

creating
of
possibility

more

effec­

purposes

for

the

in

to

an

order

continued

Michigan

State

to

be

their

insights

for

-

of

in

Deeper

Morrill

the

What

College?

experience?
in

it?

On

kind
an

To

fulfilling
the

emerged

establish

University,

in

descriptive

this

of

class

considered.

have

existence

. Gordon Rohman, "Some
19 6 8 ( m i m e o g r a p h ) .

model.

Justin

successful

potential

to

the

to

formulated

what

and

been

commitment

full

persisted

evaluate

State

first

exploratory
need

Michigan

curriculum

assess

example,

were

In

institutional

College's

College

date,

problems

for

the

seniors

which

College,

alternative

questions

the

to

Morrill

important

structure?

at

Justin

experience

objectives

colleges

of

students,

zational

te

it

graduating

cerning

for

of

University

institution

significant

value

number

extent

Fall,

a

graduation

1969,

"The

view

education

Purpose

made

the

the

colleges

education

undergraduate

within

collegiate

establishing

University

With

of

In

College,

departmenta1ly-organized
that

of

basis

con­

of

organi­

adequate

residential

these

Bond,"

and

in

related

Ideas

at

JMC ,

6

questions
pected

must

that

the

contribution

Objectives
The
are

be

results

to

of

systematically

the

the

of

this

evaluative

evaluated.

It

investigation

is

may

ex­
be

a

process.

Study

following

broadly

stated

objectives

of

the

study

identified:
1.

To

analyze

selected

characteristics
tained

from

of

cognitive
Justin

standardized

and

affective

Morrill
test

seniors

data

and

ob­

other

mea s ur e s .
2.

To

obtain,

student

by

and

elements

of

means

of

faculty
the

a

rating

evaluation

curriculum

technique,
of

press

a

selected
within

the

college.^
3.

To

assess

and
A
the

goals

number

of

objectives

have

outlined

the

tive,

additional

identify

extent
been

specific

Although
an

the

questions

appear

is,

may

college

objectives

achieved.

above

objective
which

which

research

investigation

questions

to

for
is

be

to

in

the

derived

Chapter
most

develop

examined

in

from

III.

part,

descrip­

hypotheses

and

subsequent

s tud ies .

^ A
r a t i n g i n s t r u m e n t w a s c o n s t r u c t e d to a s s e s s
s tu de nt and faculty opinions c o n c e r n i n g e mphases w i t h i n
the c o l l e g e c u r r i c u l u m .
T h i s i n s t r u m e n t is d e s c r i b e d in
f u r t h e r d e t a i l in C h a p t e r I I I .

7

Definition

used

of

Terms

The

following

for

the

Justin

purposes

Morrill
at

the

end

dates

degrees

Faculty:

of

College

was

had

more

part

in

than
the

term,

the

then,

Since

they

are

students

who

a

or

were

developmental

essential,

having

College

were

only

with

full

and

who

College

took

part-time

in

meeting

perspective

faculty

the

included

faculty

candi­

1969.

affiliation

to

way

to

1969,

Term

Faculty

refers

the

refers

Term

Spring

two-year

in

term

as

in

study.

Winter

viewed

study.

appointments
This

a

this

during

Morrill

defined

This

of

Justin
the

are

of

Senior:

graduated
for

terms

the

the

study.

above

cri­

teria.
Curriculum:
all

This

aspects

compasses
through

of

the

the

the

Scope

of

sign
mat

of

the

Justin

Morrill

program.

pattern
and

related

stated

number

tliis

is

of

experiences

not

delimited

experiences,

of

objectives

questions

investigation,

suggested

environment

interpreted

and

to

include

That

is,

provided
to

the

course

it
in

en­
and

offer­

like.

Study

the

evaluation

broadly

College,

classroom

unlimited

is

total

ings,

Given

term

by

Dressel.

should
within

focus
which

of

could

the
be

however,
According

on
a

three

study,

examined.

follows
to

almost
The

closely

D r e s s el,

distinctive

curriculum

an

a

for­

curriculum

areas:

operates,

de­

the

the
quality

8

and

organization

vided,

and

progress

and

vironment
faculty,
tion
are

of

the

the

what

of

The

learning

are

outcomes
is

dents

faculty

merely

Limitations

does
did

larly
year

of

of

the

not

provide
remain

(1965-66)

who

were

enrolled

the

beginning

of

son

cited

the

for

Paul
(Berkeley:
17 8 - 1 9 1 .

of

kinds

focus,

of

attempts

and

the

compilation

en­

and

the

organiza­
which

the

organi­

to

How,

actual
assess

for

Finally,
the

impressions
and,

exactly

example,

assessing

curriculum

the

facilities

objectives?

attitudes

pro­

the

in

students

namely

In

by

Factors

objectives,

program?

limitations
data

Justin
since

was

11

are

as

achievement

of

the

what

latter,
of

stu­

such,

of

are

is

not

data.

Study

any

distressing

the

which

evidenced

environment.

on

major

in

program

and

the

the

the

One

not

of

toward

to

students.

institutional

focused

as

characteristics

the

of

attention

of

experiences,

to

experiences

programs

second

within

related

limited

the

curriculum,

courses

and

of

statements

happens

the

learning

achievement

include

the

the

results

available.

zation

of

the

the

Fall

College.

attrition

high:
of

1966-67

high

characteristics

Morrill

fairly
in

on

study

only

1965

drop-out

of

and/or

year.

to

is

the

transfer

it
who

particu­
the

396

the
The

that

students

during

returned

academic

of

This

rate
235

is

first
students

college
major

rate

at

rea­

was

L. D r e s s e l , C o l l e g e a n d U n i v e r s i t y C u r r i c u l u m
McCutchan Publishing Corporation,
1 9 6 8 ) , pp.

9

student
in

a

of

the

dislike

required

Term

in

1969,

Fall

a

mailed

this

dent’s

of

frame

of

the

which
the

A
tives

of

the

the

II,

for

objectives

sample
lecting

the
have

review

selection,
and

had

affected

iy

use

by

about

of

relation

the

of
and

respon­
uniform

respondents.

enrolled

during

the

obtained

the

have

faculty,
occurred

Therefore,
to

the

the

the

experiences

first

four

years

Study

of

Chapter
the

faculty

data

were

of

established.
in

as

Spring

reliability

composition

first

during

data

The

questions

students

College

operation.

study
a

of

was

and

statement
of

and

interpreted

College's

Organization

the

assun.. t'ions

items

the

College.

reference

and

examination

specific

limitation

recognized.

curriculum,

be

students

the

of

any

is

College

must

the

An

enrolled

questionnaire

of

in

not

portion

satisfactorily

entered

reveal

leaving

be

characteristics

results

of

for

to

perform

program.

who

were

failed

must

any

Changes

since

but

questionnaire,

interpretation

and

students

1965,

to

language

significant

procedure

validity

inability

all

reasons

Since
a

of

however,

indicating

in

or

intensive

records

freshmen

of

of

of

purpose
been
the

the

and

discussed
literature

study

is

instrumentation,

analyzing

data

major

are

in

research
this

which

and

chapter.

has

presented.

in

In

relevance

Methods

procedures

discussed

objec­

for

Chapter

of
col­

III.

10

The

analysis

mary,

of

discussion

recommendations
Chapter

V.

data
and
for

is

presented

in

interpretation
further

research

Chapter
of

the

are

IV.

The

results,

contained

sum­

and
in

C h a p ter
REVIEW

The
topical
As

purpose
areas

indicated

ments

have

a

sented.

to

have

significance

Chapter
an

I,

effect

on

experience.
several

second
of

the

area

a

the
In

experimentation

section

is

followed

the

college

selection

in

certain

student

personality

different

methods

of

with

instruction.

of

a

of

develop­
of

the

the

review,

is

with

for

pre­

spe­

this

par-

education.

studies

the

study.

developmental

concept,

higher

and

and

concerns

rationale

and

present

quality

part

and

review

process

the

and

deals

the

several

forces

college

of

a

for

first

focus

toward

by

review

of

issues

residential

directed

to

nature

the

major
of

is

number

form

tween
and

which

attention

ticular
This

chapter

of

The

perspective
cific

this

had

discussion

LITERATURE

of

in

undergraduate

OF

II

pertaining

relationship

intellectual
Finally,

a

be­

factors
discussion

A l t h o u g h s o m e t i m e s used i n t e r c h a n g a b 1y , a d i s t i n c t i o n
s h o u l d be m a d e b e t w e e n c l u s t e r c o l l e g e s and r e s i d e n t i a l
colleges.
T h e t e r m " c l u s t e r c o l l e g e " is g e n e r a l l y u s e d in
r e f e r e n c e to a c o n f i g u r a t i o n o f s m a l l , i n d e p e n d e n t i n s t i t u ­
tions w h i c h s h a r e b o t h f a c u l t y and f a c i l i t i e s .
The o r g a n i ­
z a t i o n a l p a t t e r n k n o w n as the " r e s i d e n t i a l c o l l e g e "
is
t y p i c a l l y o n e w h i c h is e s t a b l i s h e d w i t h i n t h e f r a m e w o r k of
a l a r g e r p a r e n t i n s t i t u t i o n a n d is b a s e d i n a r e s i d e n c e
hall.
In the r e c e n t l i t e r a t u r e ,
the t erm " c l u s t e r c o l l e g e "
h a s e m e r g e d as a g e n e r i c l a b e l u n d e r w h i c h s e v e r a l f o r m s o f
ex pe ri me nta ti on are grouped.
F o r f u r t h e r d e t a i l s on v a r i a ­
t i o n s of c l u s t e r a n d r e s i d e n t i a l c o l l e g e s , s e e a r t i c l e s r e ­
l a t e d to " T h e C o n f e r e n c e o n t h e C l u s t e r C o l l e g e C o n c e p t , "
in T h e J o u r n a l o f H i g h e r E d u c a t i o n , V o l . 37, No. 7 ( O c t o b e r
19 6 7 T 7

11

12

of

Justin

tives,

Morrill

and

College,

its

previous

research

Problems

in

original

on

Justin

and

emergent

Morrill

objec­

seniors

is

presented.

Issues

and

In
edge

recent

and

training

graduate

level

development
effect
tutions
such

years,

on

had

liberal

cipitated

and
by

a

demand

o

He

a

"profound,
and

believes
further

following

more

and
the

it

this

on

a

balance,

established

higher

that

many

education

of

harmful

[ u n d e r g r a d u a tell

has

knowl­

expansion

to M c G r a t h ,

suggested

in

specialized

pronounced

According

inadequacies

the

Education

for

stimulated

education

society

education."

weaknesses

the

education.

has

which

has

Undergraduate

to

insti­
provide

current

were

pre­

changes:

. . . U n d e r t h e s p r e a d i n g i n f l u e n c e of g r a d u a t e
education,
the l i b e r a l arts c o l l e g e s s h i f t e d
t h e i r e m p h a s i s f r o m t e a c h i n g to r e s e a r c h ;
from
i n s t r u c t i o n c o n c e r n e d w i t h the k e y ideas of
W e s t e r n c u l t u r e to i n s t r u c t i o n c o m p o s e d o f t h e
l a t e s t f i n d i n g s in e v e r n a r r o w e r a r e a s of
scholarly investigation;
from a concern with
the c o m p l e t e d e v e l o p m e n t of m i n d and c h a r a c t e r
...to the c u l t i v a t i o n of the p r o f e s s i o n a l s ki l l s
an d the r e s t r i c t e d s u b j e c t m a t t e r of the v a r i o u s
f i e l d s o f i n t e l l e c t u a l e n d e a v o r -- i n b r i e f ,
^
f r o m t h e d i s s e m i n a t i o n to t h e c r e a t i o n o f k n o w l e d g e .
Jencks
are

the

most

and

Riesman

important

have

stated

shapers

of

that

graduate

undergraduate

schools

education,

E a r l J. M c G r a t h , T h e G r a d u a t e S c h o o 1 a n d t h e D e c 1 i n e
o f L ib e r a 1 E d u c a t i o n ( N e w Y o r k :
B u r e a u of P u b l i c a t i o n s ,
T e a c h e r s C o l l e g e , C o l u m b i a U n i v e r s i t y , 1 9 5 9 ) , p. 14.
^ I b i d .,

pp.

14-15.

13

and,
up

because

their

ties
of

and

soriate

the

have

ago,
of

simply

a

departments

education

cut-rate,

in

most

to

give

universi­

mass-produced

version

education.^
shifting

number

concerned

mood

graduate

is

of

taken

have

with
Kerr

many

of

changes
place.

revolution,"

faculty

years

of

colleges

"academic
that

refusal

undergraduate

With
a

the

control,

graduate

tion,

of

in
In

Jencks

become

their

priorities

more

clients,

commented

as

the

toward

graduate

orientation

their
and

analysis

Riesman

educa­

of

the

profes­

of

the

so-called

have

suggested

colleague-oriented

and

namely

Several

follows

students."*
regarding

the

less

restless

undergraduates:

R e c e n t c h a n g e s in t h e A m e r i c a n u n i v e r s i t y h a v e
d o n e t h e m l i t t l e g o o d - - l o w e r t e a c h i n g loads for
the f a c u l t y , l a r g e r c l a s s e s ,
the u s e of s u b s t i t u t e
t e a c h e r s for the r e g u l a r f a c u l t y , the c h o i c e of
f a c u l t y m e m b e r s b a s e d on r e s e a r c h a c c o m p l i s h m e n t s
rather than instructional capacity,
the f r a g m e n t a ­
t i o n of k n o w l e d g e i n t o e n d l e s s s u b d i v i s i o n s .
T h e r e is a n i n c i p i e n t r e v o l t o f u n d e r g r a d u a t e
s t u d e n t s a g a i n s t the faculty;
the r e v o l t that
u s e d to b e a g a i n s t t h e f a c u l t y in l o c o p a r e n t i s
is n o w a g a i n s t t h e f a c u l t y i n a b s e n t i a .°
Increasing
and

to

effect

pressures

produce
of

what

for
is

faculty

to

academically

systematically

excluding

relate

to

each

marketable
students

have

from

^ C h r i s t o p h e r C„ J e n c k s a n d D a v i d R i e s m a n ,
R e v o l u t i o n (New York:
Doubleday, Inc., 1968),

other
had

meaningful

The
pp.

Academic
247-248.

^ Ib id .
^ C l a r k K e r r , T h e U s es o f t h e U n i v e r s i t y
H a r v a r d U n i v e r s i t y P r e s s , 1 9 6 4 ) , p. 1 0 3 .

the

(Cambridge:

14

participation

in

the

affairs

is

not

surprising,

as

Schwab

do

not

have

to

the

faculty,

access

students

are

of

the

academic

concluded,

intellectual

often

forced

to

community.

that

because

community
create

of

their

It

they
the

own

. .
7
communities.
It
and

is

generally

emotional

years.

A

changes

recent

severely

the

socio-emotional

experiences

critical

a
was

take

report

was

Furthermore,

agreed

of

by

that
place
the

the

for

during

Hazen

of

the

intellectual
undergraduate

Foundation,

apparent

dimensions

rationale

significant

the

increased

lack

of

student

however,

concern

about

experience.

attention

to

these

suggested:

. . . t h e c o l l e g e m u s t r e c o g n i z e t h a t e v e n its
instructional goals cannot be effective
a c h i e v e d u n l e s s it a s s u m e s s o m e r e s p o n s i b i l i t y
for f a c i l i t a t i n g the d e v e l o p m e n t of the total
human personality.
A s t u d e n t is n o t a p a s s i v e
d i g e s t e r of k n o w l e d g e e l e g a n t l y a r r a n g e d for
h i m by s u p e r i o r a r t i s t s of c u r r i c u l u m d e s i g n .
He listens, reads, thinks, studies, and writes
at the same time that he feels, w o r r i e s, hopes,
loves, and hates.
H e e n g a g e s in a l l t h e s e
a c t i v i t i e s n o t as a n i s o l a t e d i n d i v i d u a l b u t
as a m e m b e r of o v e r l a p p i n g c o m m u n i t i e s w h i c h
g r e a t l y i n f l u e n c e h i s r e a c t i o n s to t h e c l a s s ­
room experience.
To teach the s u b je ct m a t t e r
a n d i g n o r e the r e a l i t i e s of the s t u d e n t ' s l i f e
a n d t h e s o c i a l s y s t e m s o f t h e c o l l e g e is h o p e ­
lessly naive.®

^ J o s e p h J. S c h w a b , C o l l e g e C u r r i c u l u m a n d S t u d e n t
Protest (Chicago:
U n i v e r s i t y of C h i c a g o P r e s s ,
1969),
p. 19.

g
T h e S t u d e n t in H i g h e r E d u c a t i o n , R e p o r t of t h e C o m ­
m i t t e e o n t h e S t u d e n t in H i g h e r E d u c a t i o n ( N e w H a v e n :
The
H a z e n F o u n d a t i o n , 1 9 6 8 ) , p. 6.

15

Commenting
tion,

Sanford

opment,

that

on

has
is,

the

inadequacies

argued

for

of

undergraduate

education

experiences

which

for

educa­

individual

maximize

the

devel­

development

Q
of

students

as

persons.

cation,

according

develop

an

identity

openness

to

the

for

need

sented

a

to

primary

Sanford,

is

to

characterized

experience,
an

A

and

of

an

of

help

student

by

the

style

of

emergent

higher

flexibility,

responsibility.

educational

description

function

this

In

edu­

to

creativity,

justifying

type,

Sanford

occupational

pre­

world:

...As o c c u p a t i o n a l r o l e s s h i f t or l a p s e a l t o ­
gether, and others a pp e a r , col le g e s are no longer
a b l e to t r a i n a s t u d e n t f o r h i s w h o l e c a r e e r , b u t
o n l y for its i n i t i a l p h a s e .
We can provide
a d a p t a b l e i n t e l l e c t u a l t o o l s , t e a c h w a y s of
a p p r o a c h i n g p r o b l e m s t h a t a r e s o g e n e r a l a n d so
f u n d a m e n t a l t h a t t h e y w i l l s e r v e in a g r e a t d i v e r ­
s i t y of s i t u a t i o n s , a n d d e v e l o p in s t u d e n t s th e
f l e x i b i l i t y w h i c h w i l l e n a b l e t h e m to g o o n
l e a r n i n g a n d to m a i n t a i n a s t a b l e s e n s e o f t h e m ­
s e l v e s t h r o u g h a s u c c e s s i o n of c h a n g i n g r o l e s .^
Responsibility
is

seldom

a

shared

sity

community.

Katz

when

he

without

tions?"

He

not

to

be

issue
"How

turning

suggested

found

in

student

concern

The

asked,

sonality

for

emotional

across
was

are

we

creating

the

sectors

appropriately
to

colleges

that

all

growth,

have
into

answer

a

of

however,
the

described

regard

for

therapeutic
to

therapeutic

univer­

this

by

per­

institu­

problem

institutions,

is
but

Q
Nevitt
Jossey-Bass,
lOlbid.,

Sanford, Where Colleges
I n c . , 1 9 6 7 ) , p. 9.

p.

4.

Fail

(San

Francisco:

16

in

attempting

periences

which

Within
range

of

or

few

of

fication

woefully

to

attempt
Some

and

is

rigidity,

limited."
"fit"

research

problem.
Berkeley,

examination

for

of

tions

to

the

study

centered

dents

in

the

Korn,

is

to

12

The

Student

in

on

same
work

"the

as

pp.

78-T9~

same
have

its

and

tendency,

stated
that,

be­

been

major

of

way.

The

goal

toward

the

development

then,

their

assumption

attempting

to

research,
of

(San

Learning
V o l . 50,

a

on

Stanford

objective
in

is

mold.

focused

at

differ

inutility

diversi­

curriculum

Study

underlying

l 2 H o w a r d R. B o w e n , " L i b e r a l
University," Educational Record,

and

such

temperaments

the

of

structur­

talents

1 1 J o s e p h K a t z , N_o T i m e f o r Y o u t h
Jossey-Bass, Inc.,
1 9 6 8 ) , p. 4 2 3 .

19 6 9 ) ,

contention,

Yet,

for

students

The

wide

possibility

however,

had

ex­

types.

toward

standardized,"

into

which

curriculum.

this

a

accommodate

Development

example,

ways

to

prevailing

students

course,

directed

differing

efforts,

The

of

of

and

development.^

personality

curriculum

unduly

of

is,

and

been

support

conditions

psychological

there

have

the

students

to

to

abilities

in

curricular
for

body

attempts

curriculum

is

this

student

Bowen,

environmental

conducive

restructuring

"the

cause

are

any

diversity.
that

provide

intellectual

relatively
ing

to

teach

the
reac­

of
all

the
stu­

according
meaningful

Francisco:

in th e C o m p l e x
No. 1 ( W i n t e r ,

to

17

classification

of

In

Development

the

Student

students
grades,
the
on

were
the

identified

value

intellectual
the

Omnibus

siderable

of

of

of

Personality

data

to

a

groups

toward

Further,
as

were

the

the

using

between

section

relationship

variables

to

getting
and
scores

criterion,

found

learning

13

of

preparation,

subsequent

regarding

curriculum.

major

career

courses.

In

the

attitudes

Inventory

personality

to

three

on

differences

s t u d e n t s .^

and

Study,

based

interest

additional

intellectual

orientation

coursework

personality

categories
review,

student

con­

these

of

this

between
are

discussed.
Concern

about

of

undergraduate

to

undertake

which
the

has

critical
the

comprehensive
a

C o m m i t tee

stance

following

quality,

education

received

Select

the

with

has

organization,
stimulated

self-studies.

wide-spread
on

Educat ion

respect

objectives

were

to

many
One

reading

and

is

institutions
such

the

a t B erkeley.

many

of

outlined

its
in

own

the

outcomes

study

Report

of

Taking

a

practices,

report:

. . . W e d o n o t h a v e to l i m i t o u r s e l v e s to o n e k i n d
of e d u c a t i o n .
W e h a v e t h e m e a n s to g e n e r a t e a
r i c h p l u r a 1 i s m . . .a w h o l e s p e c t r u m o f k i n d s o f
e d u c a t i o n , b e t t e r s u i t e d to t h e v a r i e t y o f o u r
s t u d e n t s t h a n o u r c u r r i c u l u m is n o w .
Our ideal
is f o r t h e s t u d e n t to b e p r o v i d e d w i t h r i c h
o p p o . r t u n i t i e s , g e n e r o u s g u i d a n c e , a n d p l e n t y of

^ H a r o l d A . K o r n , " D i f f e r e n c e s in S t u d e n t R e s p o n s e
the C u r r i c u l u m , "
in J o s e p h K a t z , No T i m e fo r Y o u t h ( S a n
Francisco:
Jossey-Bass, Inc.,
1 9 6 8 ) , p. 1 8 8 .
Ib i d . , p p.

1 8 9 - 2 06.

to

18

r o o m f o r e x p e r i m e n t , a n d t h a t h e b e e n a b l e d to
m a k e f o r h i m s e l f as m a n y o f t h e i m p o r t a n t d e c i ­
s i o n s a b o u t h i s o w n e d u c a t i o n as p o s s i b l e . ^
The

curriculum

markably

resistant

analysis

of

1957-67
the

to

most

exception

Dressel

of

changed

not

the

"significant

the

total

undergraduate

its

unity

and

of

area

tional
been

have

in

been

of

DeLisle

They

program

of

that,

curriculum

lies

an

the
with

individualized

further

in

re­

comprehensive

concluded

innovation

recent

in

of
an

years

exploring

degrees

and

requirements

suggested
in

that

rethinking

attempt

of

environment

several

to

restore

colleges

organizational

have

the

exploring

smallness,

new

colleges

Although

varying

objective

advantages

during

availability

for

experimental

learning

trends

education

framework.

given

common
and

or

curriculum

is

relevance."^

undergraduate

dential

a

appreciably.

Nonetheless,
versities

making

undergraduate

had

however,

After

and

greater

experiences,

institutions,

change.

undergraduate

period,

learning

in

created

within

the

larger

new

they

strategies

which

share

combines

accessibility

to

resi­
institu­

programs

for

the

the

uni­

patterns

smaller

experimental

autonomy,

and

have

the

teaching
potential

resources

of

1c
E d u c a t i o n a t B e r k e 1 ey :
A R e p o r t jd f t h e S e l e c t C o m mi t tee on E d u c a tion
M u s ca tine R e po r t
(Berkeley:
Univer­
s i t y of C a l i f o r n i a Press,
1 9 6 6 ) , p. 5.
^ P a u l L. D r e s s e l a n d F r a n c e s H.
C u r r i c u l u m Trends ( Washington, D.C.:
Education,
1 9 6 9 y , p . 7 6.

DeLisle,
American

U n d e r g r a d u a te
C o u n c i l on

19

a

parent

riculum

institution,

and

development.

A

considerable

discussion

the

residential

college

Alternative
Perspective

P a t t e r n s of O r g a n i z a t i o n :
of the R e s i d e n t i a l C o l l e g e

A
an

major

analysis

the

of

"climate

vironmental
tutions
the
on

focus

of

of

elusive

kinds

them.

Data

students,

obtained

consistently
outside

the

activities,

seem

have

attitudes

centered
an

have
for

taken

many

example,

years

ago

to

is

a

Rice

of

the

but

the

also

these

than

not

same

in

short,

formalized

"climate
quality

area,
of

en­

insti­

only

attract

kind

of

impact

show

faculty-student

significant
do

on

that

investigations
and

been

results

noted

which

of

all

extraclass

impact

on

stu­

classroom

learning"

and

then,

effectiveness

is

of

program.

improve

institutional

forms.

The

still

because

the

has

has

important

climates

more

of

years

nonetheless

classroom,

The

determinant

institutional
Efforts

17

recent

peer-group

values

activities.

important

any

to

and

from

that

evolution

cur­

A Developmental
Concept

Summarizing

distinctive
of

in

studies,

interaction

dent

yet

learning."

develop

in

follows.

research

assessment

same

rather

an

concept

of

flexibility

of

a

"House

viable

general

learning

Plan"

model.

of

environments

Harvard

Instituted

dis3atisfactioni

with

College,

over

forty

the

^ J a m e s G. R i c e , " T h e C a m p u s C l i m a t e :
A Reminder,"
in
S a m u e l B a s k i n ( e d .) , H i g h e r E d u c a t i o n :
S ome N ewer D e v e l o p ­
ments (New York:
McGraw-Hill Book Company,
1 9 6 5 ) , p. 3 0 7 .

20

intellectual
prove

it

by

students
hall,
with
of

was

same

the

facilities

to

in

"inconveniences

however,
can
to

and
as

have
should

living

obliged

for
as

University,

the

faculty

such

A

residence

upon

of

classrooms,

centers

been

have

in

neces­

students'
the
idea

institutions,

Commonly

buildings

At

as

of

hall

however,

residence

functions.

and

colleges

comprehensive

that

facilities.

study
house

observed,

number

fact

the

many

control

a

of

18

components
upon

centers,

accommodate

that

looked

im­

living

"intellectual

Wilson

parietal

the

thorough

construct

been

group

members

to

centered

multiple

the

a

to

residence

enrollments,

education."^

dining

nine

same

made

made

small

of

essential

acknowledged

was

community.

As

generally

community

which
and

academic

students.

not

have

had

preserving

expansion

" 1 iving-1earning"

constructed
and

in
the

have

undergraduate

and

the

concluded

sary

of

in

Harvard,

house

a

together

at

facilities

of

relatively

who

were

and

attempt

Riesman,

such

lives

a

an

and

rapid

universities

building

together

i ns t r u m e n t a 1

With

campus,

courses,

system

qualities"

social

the

lived

Jencks

house

humane

and

then

the

them.

plan

of

bringing

who

took

the

tone

have

built

referred

been

faculty

Michigan

halls

offices,

State
since

1961.

18

C h r i s t o p h e r S. J e n c k s a n d D a v i d R i e s m a n , " P a t t e r n s o f
Residential Education:
A C a s e S t u d y of H a r v a r d , "
in N e v i t t
S a n f o r d (ed.), The A m e r i c a n C o l l e g e (New York:
John Wiley
a n d S o n s , 1 9 6 2 ) , pp. 7 3 1 - 7 6 2 .
^ J o h n D.
v a t i o n s in t h e
(East Lansing:

W i l s o n , " T h e I dea of L i v i n g - L e a r n i n g :
Inno­
A c a d e m i c Use of R e s i d e n t i a l F a c i l i t i e s "
Michigan State University, 1968)(mimeographed).

21

John

A.

marized

Hannah,
the

former

rationale

president
for

these

of

the

University,

facilities

as

sum­

follows:

. . . I t is to b r i n g s t u d e n t s t o g e t h e r i n t h e
s m a l l e s t groups that are e c o n o m i c a l l y feasible,
e l i m i n a t e the a r t i f i c i a l i t y of the s i n g l e - s e x
society, provide convenient opportunities
to
m eet and talk w i t h their teachers, e s t a b l i s h a
l e a r n i n g e n v i r o n m e n t in th e s t u d e n t ' s h o m e l i f e ,
a n d so r e l a t e the l e a r n i n g e x p e r i e n c e a n d the
living e x p e r i e n c e that they will r e i n f o r c e each
o ther . 20
"House

plan"

or

"living-learning"

are

illustrations

of

various

the

student's

mosphere

and

faculty.

place
point

Here

on

a

twenty
single

of

to

thirty
it

experience

what

Newcomb

that

loss

of

is,

regularly

a

interact

intellectual

of

and

a

are

occurs

is

not

has

both

with

interests.

when
whom

students

some

of

at­
and

the

multiversities.

are

concentrated

that

"academic

identity

within

intellectual

large

surprising

approaches

create

reduce

students

termed

others

academic

to

for

within

thousand

personal
with

made

to

viable

identification

which

campus,

strategies

residence

attempts

depersonalization
Where

of

center

many

anonymity,"

they
they

students

do

not

share

common

21

2 0 J o h n A . H a n n a h , " T h e U n i v e r s i t y as a M a t r i x , " J o u r n a 1
H i g h e r E d u c a t i o n , V o l . 3 8 , N o . 7 ( O c t o b e r 1 9 6 7 ) , p. 3 8 2 .

^ T h e o d o r e M. N e w c o m b , " R e s e a r c h o n S t u d e n t C h a r a c ­
teristics:
Current Approaches,"
i n L a w r e n c e E. D e n n i s a n d
J o s e p h F. K a u f m a n ( e d s ,) , T h e C o l l e g e a n d t h e S t u d e n t
( Washington, D.C.:
A m e r i c a n C o u n c i l on E d u c a t i o n ,
1966),
pp.

113-115.

22

Thus,
can

be

have

it

is

reduced

greater

hypothesized

by

creating

Axelrod

"primary

groups'1 wh ic h

develop
people

close
and

inherent

was

Michigan.

In

and

for

of

come

care

education

the

purpose

1965

volunteer

a

significant

suggested

to

some

of

were

students

each

tempered.
by

the

initiated

in

to

what

enroll

in

courses

reserved

for

members

of

and

faculty

teaching

the

courses

were

Resident

schedule

Fellows

living

counselor-tutors.
according
stresses
values
A

to

the

further

rationale

for

The

Brown,

inherent

and

class

in

meetings

in

the

the

to

extension

seek

of
a

of

establishing

life
this

a

of

large

independent

is

(July

Brown, "Student Stress
J o u r n a l of S o c i a l I s s u e s ,

1 9 6 7 ) , p . 101.

pilot

encouraged
halls.

as

program,
the

intellectual

campus."

23

evidenced

in

the

organizational

^ J o s e p h Axelrod, "An Experimental College
E d u c a t i o n a l R e c o r d , V o l . 48, No. 4 ( F a l l 1 9 7 0 ) ,
23oonald
Environment,"

known

permitted

reducing

between

notion

six

residence

pilot

"means

of

the

of

were

were

functioned

the

divorcement

residential

the

houses

objective

was

houses

in

forces

which

to

and

these

as

University

Houses."

eat

other

who

22

"Pilot

to

inter­

depersonalizing

assigned

in

which

personal

as

program,

Students

anonymity

units

and

about

be

was

of

establishing

faculty

intended

freshmen

that

the

could

program

problem

functional

consist

learners,

mass

Such

hundred

ties

as

in

likewise

the

smaller

opportunities

action.

that

Model,"
p p. 3 2 9 - 3 3 0 .

a n d the I n s t i t u t i o n a l
V o l . 23, No. 3

23

structures
and

within

the

larger

university.

According

to

Trow

Clark,
. . . T h e e f fec tiy e s i z e of a n i n s t i t u t i o n c a n be
reduced,
e v e n w i t h o u t a r e d u c t i o n of its a b s o ­
l u t e e n r o l l m e n t , b y c r e a t i n g w h a t a r e in e f f e c t
d i s t i n c t i v e s m a l l e r c o m m u n i t i e s w i t h i n the l a r g e r
organization, communities which include both
st udents and faculty w h ic h have a sense of i d e n ­
tity, and a bo v e all w h o s e m e m be rs s h a r e inter e s t s
and commitments whi ch can be supported and
furthered, rather than diluted and discouraged,
t h r o u g h the o r d i n a r y o n - g o i n g r e l a t i o n s of the
m e m b e r s of the c o m m u n i t y .
Such communities can­
not be called into being by proclamation.
They
h a v e to h a v e s t r u c t u r a l d e f i n i t i o n a n d s u p p o r t ,
f o r m a l m e m b e r s , p h y s i c a l p l a c e for m e e t i n g and
working, and insulation against d i st ra c t i n g and
co mp et i t i v e interests and appeals.
In short,
t h e s e h a v e to b e g e n u i n e i n t e l l e c t u a l c o m m u n i ­
t i e s , r o o t e d in r e s i d e n c e h a l l s a n d g r o u p s of
d e p a r t m e n t s , o r in s o m e o t h e r c o m b i n a t i o n o f
structured interactions and shared interests
The

often

i m p o r t a n c e -of

cited

colleges.
on

campus

the

most

four-year
have
and

a

as

a

major

reason

After

reviewing

a

impact,

Newcomb

and

pronounced

impact

colleges.

These

relatively

students,

between

establishing

and

members

of

high
place
the

24

for

sense

Feldman

occurs

in

colleges

high

of

of

developing

considerable

degree
a

a

c o m m u n i t y . ^5

on

generally
of

personal

Thus,

research
that

residential,

homogeneity

value

of

concluded

small,

is

residential

body

have

are

community

it

is

private,

both

faculty

interaction
reasoned,

B u r t o n C l a r k a n d M a r t i n T r o w , " T h e C a m p u s V i e w e d as a
C u l t u r e , " i n H a l l T. S p r a g u e ( e d . ) , R e s ea r c h o n C o l l e g e S t u ­
dents (Boulder, Colorado:
W e s t e r n I n s t i t u t e C o m m i s s i o n for
High er Education, and Berkeley, California:
T h e C e n t e r for
t h e S t u d y o f H i g h e r E d u c a t i o n ) , p. 1 2 2 .
25
K e n n e t h A. F e l d m a n a n d T h e o d o r e M. N e w c o m b , T h e
I m p a c t of C ol lege on S t u d e n t s (San F r a n c i s c o :
Jossey-Bass,
Inc . ,

19~69) , p.

3 3T7

24

similar

communities

tutions

through

Other

of

observed

riculum

be

process

factors

development
has

a

can

and

established
of

that

reform

the

have

colleges.

inability

within

for

By

creating

the

late

to

established

entirely

1950's

e x p er i m e n t a 1 c o l l e g e s
central
ture

objective

some

of

the

while

preserving

close

proximity

tution.

He

reflected

Hatch,

induce

variant

of

After

tive

early

1960's,

appeared.

is

new

programs

advantages

obvious

the

resources

noted

the

that

to

the

counter

of

a

undue

undergraduate

the

trend

decentralization
higher

programs

is

a

education.

insti­

new

colleges
and

through

some

27

of

residential-

the

curricular

radical

the

experience

throughout

toward

with

parent

of

cap­

college

specialization

investigation

college

to

small

associated

larger

a

comprehensive

tha t a

desire

the

curricula

and

extension

Further,

he

country,

Koonce

administra­

of

the

cited

pluralism

the

^ W i n s l o w R. H a t c h , " T h e E x p e r i m e n t a l C o l l e g e , " N e w
D i m e n s ions in H i g h e r E d u c a t i o n ( W a s h i n g t o n , D . C . :
U. S.
G o v e r n m e n t P r i n t i n g O f f i c e , 1 9 6 0 ) , pp. 1-2.
27
Baskin

L e w i s B. M a y h e w ,
( e d . ) , op. c i t . ,

a

residential-

noted

a

of

cur­

frequently

several

was

the

example,

/i

Ma yhew

education.

that

of A m e r i c a n

colleges.

1ibera 1-genera 1

experimental
suggested

of

the

new

potential

attempt

fragmentation

had

for

the

significant

programs

educational

to

also

an

of

and

insti­

influenced

0

reason

large

decentralization.

developments

residential

within

"The New Colleges,"
pp. 1 9 - 2 1 .

in

Samuel

25

following
a

desire

student
terns

as
to

major
create

reasons
better

interaction,

for

emphasis

general
on

a

for

establishing

circumstances

desire

education,

student-centered

to

create

and

a

such

for

faculty-

more

movement

programs:

coherent
toward

experiential

patterns

an

summary

pat­

greater
of

education.
Paul
need

for

cept

when

Woodring
and
he

the

presented

potential

of

excellent

the

residential

of

the

college

con­

stated:

...the plan
residential colleges
does offer
a w a y of r e s t o r i n g a s e n s e of c o m m u n i t y w i t h i n
the i n s t i t u t i o n s of h i g h e r l e a r n i n g .
A t a time
w h e n l i b e r a l e d u c a t i o n is g r a v e l y t h r e a t e n e d b y
the e m p h a s i s on r e s e a r c h , s p e c i a l i z a t i o n , v o c a ­
t i o n a l t r a i n i n g , it r e f o c u s e s t h e e m p h a s i s on
u n d e r g r a d u a t e s and on the m e n a n d w o m e n w h o t e a c h
t h e m a n d w a n t to t e a c h t h e m .
A t a t i m e w h e n the
s t a t u s s y m b o l s of a c a d e m i a a r e r i g g e d a g a i n s t
t e a c h i n g , it a g a i n m a k e s t h e t e a c h i n g o f u n d e r ­
g r a d u a t e s a n h o n o r e d v o c a t i o n for s c h o l a r s .^

The

College
Various

choose

to

provided
exists

Selection
studies

attend

and

have

certain

considerable

among

P rocess
analyzed

institutions.

data

within

reasons

on

the

college

These

degree

student

why

of

students
studies

diversity

populations.

have
which
While

OO
Howard Koonce, "Collegiate Federalism:
The New
W a v e , " P a p e r p r e s e n t e d at a c o n f e r e n c e on r e s i d e n t i a l experimental colleges, Michigan State University, November,
1969.
99

Paul Woodring, The Higher Learning
R e a s s e s s m e n t (New York:
McGraw-Hill Book
"pp. 2 1 3 - 2 1 4 7

in A m e r i c a :
A
Company,
1968),

26

it

is

important

likewise
mix

is

note

essential

not

follows
put

to

note

accidentally

is

centered

factors,"

teristics

to

that

that

which

on

are

that

the

review

student

of

influential

The
what

and

do

nature

determined.
a

is,

differences

exist,
of

a

discussion
may

be

the

which

termed

college

is

student-

institutional

in

it

"in­

charac­

selection

p r o c es s .
Based

on

the

analyses

of

that,

general,

1)

in

apply

to

results

academic

and

be

rather

than

scholarly

and

environment
aesthetic
In
of

over

factors
to

teacher

produce

a

and

study

they

important

tation,

by

high

which

Intellectual

students

which

a

school

After

and

3)

enter

attain

concerns.
and

factor

high

Newcomb,

4)

likely

rather

arts

of

choose

a

on

college

intellectual,

30

were

a

national

asked

to

sample

rate

analyzing

responses,

college

op.

than

which

when

and

to

colleges

levels

placed

the

choice

encompassed

standards,

are

observed

consideration

of

which

Newcomb

universities

Richards,

students
into

is

with

schools

liberal

value

determinants

scholastic

private
in

and

students

achievement,

Holland

Emphasis,

Feldman

who

high

took

level

by

colleges,

concerned

Feldman

enroll

humanistic

college(s).

mos t

2)

scientific

in

8000

aptitude,

accepted

institutions,

to

studies

high-ability

public

tend

of

quality

c i t . , p.

the
of

116.

applying

were:
school's
the

the

the
1)
repu­

faculty;

27
2)

Practicality,

factors;

3)

parents,

and

Advice

stitution
will

has
has

apply

is

for

image

based

that

liberal

this
or

on

disposition,
ties

were

4)

Social

activities

an

and

factor

and

found

32

on

is

Trent,

variables

less

that

of

that

and

Emphasis,

the

variable

students

seek

examining

authoritarian

and

cost

scope

the

students.

image

of

which

determining

this

notion

31

an

in­

who

somewhat,

institutional
social

ideology,

determining
admission.

entering
generally

and

between

intellectual

private
had

whether

33

differences

authoritarianism
students

and

the

that

in

home

counselors,

in

prevailing

influential

in

to

public

asserted

the

from

school

Expanding

Heist

largely

distance

available

important

conservative

Medsker
students

teachers

admission.

Freedman

and

by

suggested

Webster,
is

particular

alumni;

extra-curricular
Clark

in

universi­

higher

^ J a m e s M. R i c h a r d s , J r . , a n d J o h n L. H o l l a n d , "A
F a c t o r A n a l y s i s of S t u d e n t ' E x p l a n a t i o n s '
of T h e i r C h o i c e
of a C o l l e g e , ' 1 A C T R e s e a r c h R e p o r t s , No. 8 ( I o w a C i t y ,
Iowa;
A m e r i c a n C o l l e g e T e s t i n g P r o g r am , 1965).
^ B u r t o n R. C l a r k , " C o l l e g e I m a g e a n d S t u d e n t S e l e c ­
t i o n , " i n T. R. M c C o n n e l l ( e d . ) , S e l e c t i o n a n d E d u c a t i o n a l
Differ entia tion (Berkeley:
Field Service Center and Center
"for t h e S t u d y o f H i g h e r E d u c a t i o n , U n i v e r s i t y o f
California,
1959).
^ H a r o l d W e b s t e r , M e r v i n B. F r e e d m a n , a n d P a u l H e i s t ,
" P e r s o n a l i t y C h a n g e s in C o l l e g e S t u d e n t s , " in N e v i t t
S a n f o r d ( e d . ) . T h e A m e r i c a n Colieg_e ( N e w Y o r k :
John Wiley
a n d S o n s , I n c . , 1 9 6 2 ) , p. 8 3 8 .

28

intellectual

dispositions

than

students

entering

all

other

Q/
types

of

colleges.

Heist

summarized

ability

students

attract

highly

as

authoritarian,
and

If
choice
dent

of

which

analyzing
sented
are

of

has

nature
the

Likely

of

be

This

are

receptive

high

more
to

colleges
inner-

learning,

orientation,

there

in

non­

unconven-

subcultures
are

the

or

have

influence

differences
One

four

goes
a

within
area

attention

subcultures.

which

probes

which

selection.

student

typology
and

factors

considerable

commitment

bound

on

productive

who

their

college

typology

the

are

gained

however,

various
to

too

classifying

useful

level,

so

studies

35

after

identified.

tive
the

a

or

in

differential

school,

populations

research

students

theoretical

are

of

highly

independent,

creative.

there

results

follows:

motivated

direc t e d , socially

tional,

the

student

beyond

crucial

a

stu­

of

is

that

Trow

pre­

subcultures

purely

question,

descrip­
namely

attachment

which

toward

institution.

following

the

of

members

subcultures:

^ L t l a n d L. M e d s k e r a n d J a m e s W. T r e n t , " T h e I n f l u e n c e
of D i f f e r e n t T y p e s of P u b l i c H i g h e r I n s t i t u t i o n s on C o l l e g e
At t e n d a n c e from V a ry in g So c i o e c on om i c and A b i l i t y Levels,"
c i t e d i n F e l d m a n a n d N e w c o m b , o p . c i t . , p. 1 1 7 .
3 5 P a u l H e i s t , " D i v e r s i t y in S t u d e n t C h a r a c t e r i s t i c s , "
J o u r n a l of E d u c a t i o n a l S o c i o l o g y , Vol.
33, No, 6 ( F e b r u a r y
1 9 6 0 ) , p-p7 2 7 9 - 2 9 1 .

29

1)

The

Collegiate

social

Subculture

life,

greek

participation
high

priority.

while
the

they

The

identify

intense

with

faculty,

cation,
tution.

The

in

college

The

the

in

in

goals.

become

making

in
to

this

these

their

students

studies,

influence

from

of

identifi­

attachments

to

the

generally

have

that

-

of

For

such

This

insti­

high

the

subculture

attain

most

involvement

of

as

to

vocational

a

are

who

part,

are

-

may

en­

these
only

to

contribute

goals.

Though

descriptive
involved

is

specific

intellectually

Subculture

outdated

subculture

students

order

involved

Non-conformist

this

to

kind

they

composed

realization

somewhat

open

Subculture

rolled

to

attachments

avoid

interest

strong

be

extent

of

subculture,

Generally

through

to

the

4)

and

likely

students

are

aspirations.

Vocational

vocational

this

strong

-

are

Moreover,

educational
3)

and

develop

in

and

commitments.

Subculture

an

students,

involvement,

generally

academic

exhibit

the

develop

these

activities

Students

may

Academic

society

college

institution,

serious
2)

in

- For

perhaps

term,

with

students

ideas,

tend

30

to

be

identity

seeking,

and

detach

themselves

O f.
from
In

one

the

manner

likely

to

Mayhew

observes,

tive

be

more

Several
structure
example,

on

or

found

character.

culture

campus

another,

within

"a
.

consistent

all

that

tend
with

to

be

that

student

performance.

and

relationship
variation

department

exercised

found

authoritarian
courses

analyzed

over

in

the

in

the

subcultures
However,

developed

a

supportive

character."
the

Bendig
between
the

tend

and

of
to

structure

as

distinc­

of

the

of

personality

of

control

prefer

for

and

courses.

is

sub-

Hountrof,

anxiety

amount

are

37

effects

structure

students

which

these

body.

has

have

the

of

student

studies

authoritarianism

structured

a

college

. will

examined

that

environment.

a

They

well-

imposed

on

the

student.^
Stern
formed

and

better

Cope
and

found

showed

that
a

authoritarian

greater

students

liberalization

of

per­
belief

M a r t i n A. T r o w , " S t u d e n t C u l t u r e s a n d A d m i n i s t r a t i v e
A c t i o n , " in R. L. S u t h e r l a n d et a l . , P e r s o n a 1 i ty F a c t o r s o n
the C o l l e g e C a m p u s
(Austin, Texas:
The Hoag Foundation,

37

L e w i s B. M a y h e w , C o l l e g e s T o d a y a n d Toitiorrow
Francisco:
J o s s e y - B a s s , I n c . , 1 9 6 9 ) , p. 1 3 4 .

(San

OQ
A . iJ . B e n d i g a n d P e t e r T. H o u n t r o f , " A n x i e t y ,
A u t h or it a r i a ni sm , and Student At ti tu d e s
toward Depart me nt al
C o n t r o l of C o l l e g e I n s t r u c t i o n , " J o u r n a l o f E d u c a t i o n a l
P s y c h o lo gjy , V o l . 5 0 , N o .
1 ( F e b r u a r y 1 9 5 9 ) , pp. 1 - 8 .

31

when

grouped

were

mixed

together

in

with

Summarizing
dent

student

is

the

Jacob

which

reached

course

a

content

more

a

content

method

sibility

for

Several
siderable
students
of
ent

value

Jacob,

of

in

in

he

of

judgments
have

and

differences

science

found

curricula

G e o r g e G. S t e r n
Changing Values

Inc . , l T 5 T ) T T p

but

to

personality

fields

were

of

in

for

In

a

less

and A l f r e d
in C o l l e g e

among

his
and

course

flexible

that
words,

respects
which

individual

in
respon-

41

that

there

are

differences

students

students

and

self-direction.^®

specialization.

that

stu­

classroom

suggested

conduct."

different

Lehmann

well

demonstrated

and

with

independent,

stresses

and

they

39

direction

respond

if

responsibility,

variable.

need

than

dealing

opportunities

instruction

value

the

conclusion,

will

studies

curricula,

39

less

studies

achieves

important
is

students.

that

and

him

intellectual

attitude

social

an

of

of

noted

with

student
the

types

separately

independence,

similar

authority,
or

of

give

is

taught

results

McKeachie

happiest

situations

"The

other

characteristics

flexibility,

and

in

among

In

a

study

in

differ­

humanities

authoritarian

C o p e , cited
(New York:

con­

and

and

in P h i l i p
Harper Brothers,

2."87

^ ^ W i l b e r t J. M c K e a c h i e , " S i g n i f i c a n t S t u d e n t a n d F a c u l t y
C h a r a c t e r i s t i c s R e l e v a n t to P e r s o n a l i z i n g H i g h e r E d u c a t i o n , "
i n W. J o h n M i n t e r , T h e I n d i v i d u a l a nd t h e S y s t e m ( B o u l d e r :
W e s t e r n I n t e r s t a t e Co m m i s s i o n on H i g h e r E d u c a t i o n ,
1967),
p . 25 .
^ J a c o b , op.

c i t , , p.

129.

32

dogmatic

than

ricula.

These

ability

those

level

findings
were

the

study,

Lehmann

and

change

of

and

value

and

the

demands

Experimental

cipation
have
the

ability

to

even

after

hypothesized

that

may

be

the

due
a

to

studies

the

a

which

with

shown

that

apply

concepts

vocational

differences
basis

of

and

his

in

results

of

of

attitude

instructors

/0

student-centered

encouraged

student

instructor-centered

s tudent-centered
and

cur­

difficulty

dissonance

contrasting

(those

or

academic

student

curriculum.

discussion)

generally

technical

On

approaches
and

held

between

of

in

controlled.

major

patterns

classroom

enrolled

is

more

parti­

methods

teaching
effective

enhances
in

pro-

/Q
ducing
results

non-cognitive
from

McKeachie

several

contended

easily

controlled

Anxious

students

informal,

in
are

change.
studies
that

However,
dealing

grade

courses
troubled

discussion-oriented

with

oriented

which
by

are

the

on

basis

student

anxiety
highly

lack

classes.

the

of:

of

anxiety,

can

be

more

structured.
structure

in

44

^ 2 I r v i n J. L e h m a n n , " C u r r i c u l a r D i f f e r e n c e s
in
Selected Cogn iti ve and A f f e c t i v e C h a r a c t e r i s t i c s , " J o u r n a 1
o f E d u c a t i o n a l M e a s u r e m e n t , V o l . 2, N o .
1 (June 1965),
pp. 1 0 3 - 1 1 6 .
43

W i l b e r t J. M c K e a c h i e , " P r o c e d u r e s a n d T e c h n i q u e s o f
Teaching:
A S u r v e y of E x p e r i m e n t a l S t u d i e s , "
in N e v i t t
S an f or d (ed.), The A m e r i c a n C o l l e g e (New York:
John Wiley
a n d S o n s , I n c . , 19 6 2 ) , pp. 3 1 2 - 3 6 4.
^McKeachie,
" A n x i e t y in the C o l l e g e
J o u r n a l of E d u c a t i o n a l R e s e a r c h , Vol. 45,
19 5 1 ) , p p T

151-160';

Classroom,"
No. 2 ( O c t o b e r

33

The
review
to

important

of

students'

instruction

because

of

respond

better

their

own

is

their

factors

as

follows:

that

"no

given

liberalization
of

the

for

was

it

student's

mary,

the

studies

their

relationship

can

by
for

lines

were

objectives

45

when

the

affec­

he

stated

aim

of

character­
In

sum­

that

need

is,

for

and

providing

opportunities
differences

which

but

well.

College

residential

academic

Board

of

the

the

op.

initial
in

cit.,

p.

formal

was

Trustees.

they

Morrill

205.

approval

granted

by

Guidelines

committee

curriculum.

scope,

Justin

year,

college

administrative

broad

Korn,

as

new

of

Korn

effect

intellectual

1964-65

planning

by

of

a

the

and

importance

suggest

differences

University's

faculty

determining

learning

only

State

help

make-up,

characteristics

not

a

The

students,

student

account

establish

personality
for

the

with

take

During

of

make-up."^

learning,

Morrill

kinds

of

relationship

psychological

for

Justin

their

fundamental

agendas

psychological

section

some

different
into

and

stressed

engages

dealing
to

this

responsibility

situation

unless

and

learning.

learning

learning

from

certain

intellectual

when

in

derived

characteristics

conditions

tive

istics

point

served

Although

reflected

as
the

several

experiment.

to

Michigan
formulated
a

basis
guide­

of

Several

the

34

statements
fied

in

in

the

original

guidelines

document

are

identi­

detail:

1.

T h e b a s i c p u r p o s e o f t h e n e w c o l l e g e is to p r o ­
v i d e a r i g o r o u s l i b e r a l e d u c a t i o n d e s i g n e d to
give s t u de nt s an u n d e r s t a n d i n g and a p p r e c i a t i o n
o f t h e c o m p l e x w o r l d in w h i c h t h e y l i v e b y e x ­
p o s i n g t h e m to t h e t h r e e m a j o r a r e a s o f k n o w l e d g e
and experience:
the h u m a n i t i e s ,
the s o c i a l
sciences and
the s c i e n c e s .

2.

T h e t h e m e of
the n e w c o l l e g e s h a l l e m p h a s i z e
an
international dimension.
"International"
is to
b e d e f i n e d in a b r o a d l i b e r a l c o n t e x t r a t h e r
t h a n in a v o c a t i o n a l or p r o f e s s i o n a l m a n n e r .
The
c u r r i c u l u m s h a l l e m p h a s i z e the l i b e r a l e d u c a t i o n
of its s t u d e n t s .

3.

The b r e a d t h c o m p o n e n t of l i b e r a l e d u c a t i o n s h o u l d
be s u p p l i e d by a
l a r g e b l o c k of r e q u i r e d c o u r s e s
so o r g a n i z e d
as to p r o v i d e a d e g r e e o f d e p t h
in
the u n d e r s t a n d i n g of s i g n i f i c a n t ideas r a t h e r
t h a n a s u p e r f i c i a l v i e w of e l e m e n t a r y c o n c e p t s
in a n u m b e r of a p p a r e n t l y d i s t i n c t d i s c i p l i n e s .

4.

L i b e r a l e d u c a t i o n s h o u l d b e d e f i n e d to i n c l u d e
a d e v e l o p m e n t a l s e q u e n t i a l s t u d y in d e p t h in a
specific
f ield of c o n c e n t r a t i o n .
D e p t h ne e d not
be e q u a t e d w i t h the u s u a l d e p a r t m e n t a l m a j o r r e ­
quirements.
T h e f i e l d of c o n c e n t r a t i o n s h o u l d
be d e f i n e d for a n d w i t h the s t u d e n t by his n e w
c o l l e g e a d v i s o r w o r k i n g in c o o p e r a t i o n w i t h a n y
d e p a r t m e n t or d e p a r t m e n t s i n v o l v e d .

5.

T h e c o m b i n a t i o n of a r e q u i r e d c o r e c u r r i c u l u m
a n d the f i e l d of c o n c e n t r a t i o n s h o u l d n o t
p r e c l u d e a n o p p o r t u n i t y to t a k e f r e e e l e c t i v e s .
E l e c t i v e s s h o u l d b e d e f i n e d as c o u r s e s c l e a r l y
o u t s i d e the f ield of c o n c e n t r a t i o n .

6.

A n i n t e n s i v e f o r e i g n l a n g u a g e p r o g r a m s h o u l d be
d e v e l o p e d d e s i g n e d to p r o v i d e s u f f i c i e n t c o m p e
t e n c y in o n e or two l a n g u a g e s
to e n a b l e t h e
s t u d e n t to s t u d y i n t e r n a t i o n a l a f f a i r s a n d to
communica t e .

7.

Experimentation

in curricular,

administrative matters
p o s e o f t h e c o l l e g e is

teaching and

is d e s i r a b l e .
One
flexibility;
its

pur­

35

o r g a n i z a t i o n s h o u l d f o s t e r this p u r p o s e .
The
coll eg e should co mplement rather than dupli ca te
existing programs.
8.

T h e c o l l e g e s h o u l d d e v e l o p an u n d e r s t a n d i n g of
t h e n a t u r e o f k n o w l e d g e to t h e e n d t h a t
graduates are intellect ua ll y critical and
u n u s u a l l y i n s i g h t f u l w i t h r e s p e c t to t h e j u s t i ­
f i c a t i o n s for t h e i r b e l i e f s a n d r e s e r v a t i o n s .

9.

T h e c u r r i c u l u m of the c o l l e g e s h o u l d e n c o u r a g e
p r o g r e s s i o n to g r a d u a t e s c h o o l a s w e l l a s p r o v i d e
a terminal d e g r e e . ^

No

special

college;

thus,

eligible

to

the

student

end

of

to

a

have

at

of

classes
A

least
in

in

order

admitted

to

Justin
was

that

the

enough

year

was

of
to

the
the

to

be

no

University

was

The

maximum

of

the

designed

than

college

could

June

L966.

obliged

to

full

Finally,
and

the
was

population

study

during

University
Although
operate

guidelines,

curriculum,

at

of

in

advan­
a

high

keeping

discussion.

by

the

1,200

take

arrangement.

facilitate

size

requirement

student

independent

college

the

additional

approved

were

the

An

developed

in

for

more

proposal

Committee

curriculum

to

Morrill.

to

living-learning

small

priorities

were

two-thirds

assigned

cons t ra ints

policies

period.

was

Curriculum
the

student

population

curriculum

academic

of

enroll

the

priority

any

four-year

residence
tage

admissions

several

19 6 5 - 6 6

Undergraduate
the

within

they
of

the

planners
the

assigned

which

certain

were

^'Guidelines
t o r J us t i.n M o r r i 11 C o l l e g e a p p r ov ed b y
t h e b o a r d o f T r u s t e e s , M i.c h i g a n S t a t e U n i v e r s i t y , A p r i l 2 2 ,
19 6 5 ..

36

reflected

in

the

following

statement:

W e h a v e s e i z e d u p o n s e v e r a l g oals for e x t e n s i v e
a t t e n t i o n a m o n g t h e m the id e a l s of i n d e p e n d e n t
s t u d y i n v o l v i n g s t u d e n t s in t h e e d u c a t i v e p o t e n ­
t i a l s of r e a l c h o i c e , a g r e a t d e a l of f l e x i b i l i t y
to f i t t h e n e e d s o f b o t h s t u d e n t s a n d f a c u l t y ,
a n d v a r i o u s a p p r o a c h e s to i n t e r - c u 1 1 u r a 1 u n d e r s tanding.^ 7
In

order

interested
courses
dition
that

was

the

to

attract

faculty

around

an

topics

attached

to

instructor

organized
were

to

expressed

by

Gordon

college

to

of

interest.

personal

this

The

integrated

the

opportunity

offer,

emphasize

knowledge.

be

faculty,

the

manner

with

Rohman,

design

namely
way

in

of

their

own

One

basic

the

his

teaching

objectives

the

con­

requirement

which

which

curriculum
Dean

in

offered

discipline
practices

was

best

College:

O u r a p p r o a c h to g e n e r a l e d u c a t i o n w a s n o t b y
p r e s e n t i n g a c o m m o n c o r e of s u b j e c t m a t t e r ,
b u t r a t h e r by p r e s e n t i n g a c o m m o n i n t e r e s t in
a l l o u r d i f f e r e n t c o u r s e s for the g e n e r a l i z e d
i m p l i c a t i o n s o f d i s c i p l i n e s as m e a n s o f k n o w i n g .
W h a t w e s a c r i f i c e d in c o m m o n s u b j e c t m a t t e r , w e
h o p e d to r e c o u p i n c o m m o n p r i n c i p l e , a n d , in t h e
p r o c e s s , w e h o p e d to a d d a n u n u s u a l a m o u n t o f
i n t e r e s t a n d i n v o l v e m e n t in l o w e r d i v i s i o n
courses. °
A
sion

significant

to

dents

allow

this

/

feature

students

meant

that

of

the

curriculum

considerable
they

were

was

the

flexibility.

permitted

to

meet

For

provi­
stu­

the

”7

A

copy

in A p p e n d i x
48

of

the

original

curriculum

statement

appears

A .

D. G o r d o n R o h m a n , " J u s t i n M o r r i l l C o l l e g e o f M i c h i g a n
S t a t e U n iv e rs i t y - - o f T h i s T i m e , of T h i s P l a c e , " p a p e r p r e ­
s e n t e d to G r o u p 2 4 o n E x p e r i m e n t a l C o l l e g e s , a t t h e a n n u a l
m e e t i n g of T h e A m e r i c a n A s s o c i a t i o n for H i g h e r E d u c a t i o n ,
C h i c a g o , M a r c h 7, 19 6 7.

37

college's
Science,
a

wide

liberal

Humanities,

range

of

assistance

from

own

majors

or

the

latter,

which
were

free
in

their

students

to

for

the

end

of

goals

of

statements
gent

not
in

manner,

objectives

Statement

of

of

year

the

by

able

to

In

meet

in

Social

selecting

students,

university

from

with

create

their

accomplishing
the

requirements

departments,

offerings.

but

Students

interdisciplinary

or

concentration.

some

minor
the

developed

then,

may

changes,

first

(1967-68),

was

follow,

to

develop

of

objectives

which

have

throughout

third

were

departmental

fields

exception

the

and

did

majors

intact

Science

concentration.

same

the

remained

advisors,
of

requirements

Furthermore,

from

multi-disciplinary

lum

Natural

choose

the

With

and

education

courses.

fields

obtained

could,

general

be

a

four

more
by

the

the

curricu­

years.

precise

At
listing

faculty.

interpreted

as

The
emer­

college.

of A c a d e m i c

Goals

and

O b j e c t i v e s - - J un e , 19b8

1.

Communication:
The student should command an e x ­
p a n d e d r e p e r t o i r e of c o m m u n i c a t i o n s k i l l s i n c l u d i n g
writing, speaking,
1 is t u n i n g , r e a d i n g , a n d s e e i n g .
T h e s e s h o u l d e n a b l e h i m to e x p r e s s h i m s e l f to
h i m s e l f a n d to o t h e r s a u t h e n t i c a l l y a n d i n t e l l i ­
gently, formally and informally.
They should also
e n a b l e h i m to u n d e r s t a n d t h e c o m m u n i c a t i o n o f
o t h e r s w h e t h e r w tit. t e n , s p o k e n o r n o n v e r b a l .

2 .

A c q u i r i n g I n fo r m a t i o n :
T h e s tu den t s h o u 1d k now
h o w to a c q u i r e i n f o r m a t i o n .
"Acquiring"
is r e ­
l a t e d g e n e r a 1 ly to t h e s k i l l s l i s t e n i n g a n d

reading,

but he re

a b i l i t y to a p p l y
ligent awareness

involves

also

the desire

and

t h e a p p r o p r i a t e m o d e s o f i u t e 1t h a t in u n i v e r s i t i e s a r e k n o w n

38
as d i s c i p l i n e s .
A l t h o u g h no s t u d e nt can hope
to m a s t e r m a n y o f t h e s e , w e e x p e c t h i m to b e
familiar with several, while having competence
in o n e or t w o .
E v a l u a t i n g In f o r m a tion:
The student should know
h o w to e v a l u a t e i n f o r m a t i o n c r i t i c a l l y .
This
m e a n s p a r t l y t h a t h e w i l l k n o w h o w a n d w h e n to
t e s t for its a u t h e n t i c i t y w i t h l o g i c a l , s y s t e m i c
or a e s t h e t i c m o d e s of j u d g m e n t s .
He w i l l be
less n a i v e , m o r e c r i t i c a l of a p p e a r a n c e s , z e a l o u s
to w e i g h e v i d e n c e o n t h e a p p r o p r i a t e s c a l e s o f
critical intelligence.
Using Knowledge:
T h e s t u d e n t s h o u l d k n o w h o w to
synth esi ze and apply theories and concepts from
many disciplines
to e v e n t s a n d p r o b l e m s .
He
s h o u l d b e a b l e to f o c u s r e l e v a n t m o d e s o f i n t e l ­
l i g e n c e fro m the u n i v e r s i t y w o r l d of d i s c r e e t
d i s c i p l i n e s o n to t h e p r o b l e m c e n t e r e d w o r l d o f
events.
A b i l i t y to W o r k i n G r o u p s :
The student should
h a v e d e v e l o p e d a r a n g e o f s k i l l s to p e r m i t h i m to
w o r k w i t h s a t i s f a c t i o n a n d e f f e c t i v e n e s s in
groups,
to f o r m u l a t e a n d a n a l y z e p r o b l e m s a n d
take a c t i o n on them.
He should u n d e r s t a n d s o m e ­
t h i n g of the d y n a m i c s of b o t h l a r g e a nd s m a l l
groups .
Social Consciousness:
The s t u d e n t s h o u l d have an
i n t e l l i g e n t c o n c e r n for c o n t e m p o r a r y e v e n t s ,
issues and problems.
H e s h o u l d b e p r e p a r e d to
w o r k t o w a r d the e l i m i n a t i o n of war, p o v e r t y and
s o c i a l i n j u s t i c e at h o m e and abr o ad .
C u m u la ti v e and C o n t i n u i n g Education:
The student
s h o u l d c o m e to s e e h i s t o t a l c o l l e g e e x p e r i e n c e ,
n o t o n l y as c o h e r e n t , c u m u l a t i v e a n d u n i f i e d in
i t s e l f , b u t r e l e v a n t to h i s s o c i e t y a n d t h e w o r l d .
H e s h o u l d u n d e r s t a n d " s t u d e n t " to m e a n a n a t t i t u d e
of i n q u i r y t h a t e x t e n d s b e y o n d c o l l e g e i n t o the
full r a n g e of his a d u l t life.
Intercultural Awareness:
The student should
d e v e l o p his own v a l u e s by s t u d y i n g his own and
other cultures.
He s h o u l d d e v e l o p g r e a t e r
t o l e r a n c e , s e n s i t i v i t y a n d u n d e r s t a n d i n g of h i m ­
s e l f a n d of o t h e r s .

39

9.

Living with Change:
The student should be r e c e p ­
t i v e o f c h a n g e w h e n it h o l d s p r o m i s e o f p e r s o n a l
and social improvement.

10.

Creativity:
T h e s t u d e n t s h o u l d d e v e l o p the
c r e a t i v e a b i l i t y to r e f o r m u l a t e a n d r e c o m b i n e h i s
k n o w l e d g e o f h i m s e l f a n d t h e x^orld.
He should
h a v e s u f f i c i e n t u n d e r s t a n d i n g a n d m a s t e r y of
divergent and convergent thinking.
He s h o u l d be
s k i l l e d in s e v e r a l v a r i e t i e s o f e x p e r i m e n t a l
thinking and problem solving.

Previous

Research

Toward
Kafer

the

end

conducted

demographic

on

a

with

Michigan

State

a

sample

cantly

than

higher

higher
desire

baccalaureate

the

some

degree.

educational

non-Justin

Morrill

Kafer

also

examined

Justin

Morrill

firs t . y e a r

reasons

for

indica ted

that

Justin

scores

freshmen

State

of

sample

Justin

on

64

College

measured
had

sig­

percent

beyond

Morrill

socio-economic

at

signifi­

also

education

in

the

were

freshmen

Morrill

students
on

aspirations:

form

ex­

the
came

backgrounds

students.

reasons

why

as

as

selected

the

college.

experiences

choice,

of

(1965-66),

selected

Morrill

on

Morrill

and

year

compared

sample

Morrill

Freshmen

than

their

a

Based

educational
for

he

first

non-Justin

Justin

higher

in

of

Michigan

from

enroll

which

Justin

aptitude.

a

in

of

Seniors

college's

University.
Test,

nificantly

the

study

Qualification

pressed

of

characteristics

freshmen

academic

J u s t i n M orrill

w e 11
in

approximately

they chose

34

students

percent

J usti n M o r r i l l

elected

to

features

of

Concerning
of

because

the

sample

of its

40

liberal

arts

residential
emphasis;
foreign

them

in

both

in

also

best

more

and

importance

outside

indicated
in

and

were

percent

very

positive

felt

faculty

that

when

the

the

by

same

compared

and

it

personal

was

that

residence

its

about

hall

reasons.
the

to

the

interested

with

Finally

80

sense

during

contact

over

small

intensive

non-Justin

aspect

desirable

a

international

other

were

classroom.

fact

was

college

to

residential

the

of

for

the

it
its

because

in

that

the

8

of

developed

of

to

because

because

percent

frequent

attached

housed

10

and,

illustrated

freshmen
dents

They

had

percent

percent

college

which

had

24

program;

individuals

freshmen,

was

the

year.
as

22

approximately

community

first

ty

college;

language

Freshmen
of

curriculum;

of

percent

complex.

Morrill
facul­

the
the

have

in

all

college
of

the

stu-

49

S u m m a ry
In

the

preceding

issues

and

higher

education

criticism
theme,

and

namely,

graduate

49

problems

concern

programs

of

confronting

were

that

review

the

identified.
seemingly

because

are

literature,

of

organized

and

number

undergraduate
The

various

converge
the

a

ways

sector

tangents

around
in

of

a

of
of

central

which

most

under­

implemented,

much

of

the

L o w e l l G. K a f e r , " A n A n a l y s i s o f S e l e c t e d C h a r a c t e r i s ­
t i c s a n d E x p e r i e n c e s of F r e s h m e n S t u d e n t s in t h e M i c h i g a n
State University Justin Morrill College," unpublished doc­
toral dissertation, M i c h i g a n State University,
1966.

41

effort

is

counterproductive.

disaffection
have
of

been

new

with

the

directed

Stimulated,

status

toward

organizational

quo,

then,

considera'le

exploring

the

configurations

by

growing

energies

educational

for

potential

undergraduate

educa­

tion.
Axelrod,
summary

of

graduate

as

the

shown

years.

He

notes,

attempt

to

address

serves

The

to

made

a

order
and

tional

explore
of

colleges

With

State

the

to

to

the

an

in

under­
recent

how

these

the

inadequacies

various

not

content

excellent

new

emerged

programs
of

standard

all-inclusive,

of

program

and

study.

The

a

assessment

purpose

new

designs

characteristics

of

establishing

of
of

a

continuing

of

value

its

different

in

of

full

selected

experience
this
the

an

of

it.
the

in

to

these
educa­

demonstrated.
is

entirely

Justin

exploratory-descriptive

investigation

who

If

their

class,

has

approach

course,be

aspects

in

Justin

students

support,

resi­

resources

education.

must, of

first

three

framework,

institutional

undergraduate

and

of

in

organizational

potential

evaluate

Morrill

broad

its

receive

graduation

appropriate

and

investment

effectiveness

the

scope

of

certainly

University,

organizing

are

have

to

while

within

substantial

way

which

themselves

the

presented

features

particular,

summary,

colleges

to

2.1,

curricula.

Michigan
dential

models

in

identify

undergraduate

Table

characteristic

curriculum

practice.

in

Morrill
persisted

was

to

undertake

curriculum
in

the

and

program.

42

Table
A

2.1

S U M M A R Y OF C H A R A C T E R I S T I C F E A T U R E S OF
N E W U N D E R G R A D U A T E C U R R I C U L U M M O D E L S 50

W e a k n e s s e s of
Undergraduate

Standard
Programs

Solutions Proposed
the N e w M o d e l s

by

D e p e r s o n a l i z a t i o n in r e l a t i o n s
be tw ee n faculty m e mb er and
student, and between student
and student.

C r e a t i o n of r e l a t i v e l y s m a l l
"primary groups" consisting
of f a c u l t y a n d s t u d e n t s who,
b y p a r t i c i p a t i n g t o g e t h e r in
the l e a r n i n g p r o c e s s , c o m e
to k n o w , c a r e a b o u t , a n d d e ­
v e l o p a s e n s e of r e s p o n s i ­
b i l i t y for o n e a n o t h e r .

A p r o g r a m of f r a g m en t e d and
departmentalized courses
w h i c h o f t e n r e l a t e to o t h e r
c o u r s e s w i t h i n the s a m e d e ­
p a r t m e n t b u t n o t to e a c h
other.

A prog ra m of courses
o r g a n i z e d in s u c h a w a y that
their materials
flow into
one a n o t h e r .

A c u r r i c u l u m t h a t is i s o l a t e d
f r o m the c o m m u n i t y a n d the
world, with "credit"-yieIding
experiences revolving mainly
around books, lectures, writ­
ten papers, and a r t i f i c i a l
laboratory exercises.

Classroom,
library, l a b o r a ­
tory wor k bl e nd ed together
w i t h d i r e c t e x p e r i e n c e in the
c o m m u n i t y a n d t h e w o r l d as
p a r t a n d p a r c e l of t h e c u r ­
ricular structure.

O ut dat ed and inaccurate
notion about how human beings
"learn":
t e a c h i n g is m a i n l y
telling;
l e a r n i n g is m a i n l y
receiving;
t h e s t u d e n t is
ma in l y an inf ormation-skilIs
s t o r a g e and r etr ie va l unit.

Te a c h in g and learning seen
as a p r o c e s s of c o o p e r a t i v e
i n q u i r y ; a " d i a l e c t i c " as
o p p o s e d to a " d i d a c t i c "
a pproa c h .

P r e v a l a n c e of n o t i o n s o f
academic "success" which
g i v e the h i g h e s t gr a d e s
to
the b e s t g a m e s m e n ;
emphasis
o n f a c u l t y m e m b e r as
" j u d g e " at the e x p e n s e of
h i s f u n c t i o n as t e a c h e r
and critic.

L i b e r a t i o n from the v a l u e
s y s t e m w h i c h c r e a t e s the
" grades game" b e t w ee n stu d en t
and faculty;
e m p h a s i s on
f a c u l t y m e m b e r as t e a c h e r a n d
c r i t i c , w i t h r o l e of " j u d g e "
r e l e g a t e d to s o m e o t h e r p e r s o n
or a g e n c y .

43

Table

W e a k n e s s e s of
Undergraduate

2.1

(continued)

Standard
Programs

Solutions Proposed
t h e N e w M o d e l s _____

A p a t t e r n of s t u d e n t f r e e ­
doms and c o n t r o 1s - -a u th or it y
and sta tu s- -t h a t works
a g a i n s t g r o w t h in s t u d e n t s
t o w a r d i n d e p e n d e n c e of m i n d ,
creativity, and responsibility.

The

need

and

it

of

was

some

first

for

expected

value

four

continuous

in

years

that

A p a t t e r n of s t u d e n t f r e e ­
doms and c o n t r o 1s - -a u t h o r i t y
and status--that reinforces
the v a l u e s p r o f e s s e d by
American colleges.

evaluation
the

of

results

the
of

understanding

what

of

Morrill

the

Justin

by

has

program

this

is

study

happened

obvious,

would

during

be
the

venture.

Joseph Axelrod,
et a 1. , S e a r c h f o r R e l e v a n e e ( S a n
Francisco:
J o s s e y - B a s s , I n c . , 1 9 6 9 ) , pp. 8 7 - 8 8 .
Additional
and detailed information regarding recently established p ro ­
g r a m s c a n be f o u n d in the f o l l o w i n g r e f e r e n c e s :
H u g h W.
Stickler (ed.) , Experimenta1 Colleges
(Tallahassee:
Florida
State University,
1 9 6 4 ) ; D i m e n s i o n s o f C ha n g e i n H i g h e r E d u cation, C o n f er en c e One and New Designs
for L i b e r a l A r t s
C ol l e g es , C o n f e r e n c e Two (Yellow Spr i ng s, Ohio:
U n i o n for
R e s e a r c h aTid E x p e r i m e n t a t i o n in H i g h e r E d u c a t i o n , A n t i o c h
College,
1 9 6 6 ) ; F r a n k l i n P a t t e r s o n a n d C h a r l e s R. L o n g w o r t h ,
T h e M a k i n g of a C o l l e g e :
H a m p s h ire C o l l e g e W o r k i n g P a p e r
N umb " e r OTTe ( C a m b r i d g e :
M.I.T. Press,
1 9 6 6 ) ; W a r r e n B.
M a r t i"n , C o n f o r m i ty ( S a n F r a n c i s c o :
J o s s e y - B a s s , Inc., 1969);
a n d J e r r"y_"G-i G a f f a n d A s s o c i a t e s , T h e C l u s t e r C o l l e g e
(San
Francisco:
Jossey-Bass, Inc.,
1969).

Chapter
DESIGN

The

populations

cedures

used

in

chapter.

this

Selection

of

Justin
in

this

Populations
Morrill

college

end

of

Winter
for

degrees

twenty-eight
the

college

ferred
class

to
of

Term

since

Justin
1969

and

of
the

of

Spring

Morrill

members

had

pro­

described

Term

The

the

c o l l e g e ’s

first

was

selected

of

the

candi­

hundred

enrolled

year;

1966-67.

at

were

One

been

academic

consisted

112

1969.

had

participated

graduated

remaining

students

in

are

population

whom

the

1965-66

comprised

faculty

student

and

the

data

and

Samples

nineteen

during

instrumentation,

analyzing

and

The

1969,

(128)

and

seniors

seniors,

METHODOLOGY

samples,

collecting

investigation.

131

dates

in

and

AND

III

three

Spring

in

trans­

Term

full

graduating

class.
The
ner.

faculty

After

reviewing

college

during

faculty

listing

them

had

only

Originally,
faculty,

sample

Spring

had

the

that

for
a

a

Term

of

faculty

1969

1965-66,

it

short-term

college

is,

list

who

the

teaching

comparing

was

apparent

affiliation

had

44

following

and

expected

faculty

in

to
a

use

it
that

with

man­

in

the

to

a

many

the

of

college.

jointly-appointed

certain

portion

of

45

their

appointment

mainder
years,

in

Justin

however,

appointments
formal

link

1968-69
taught
three
to

obtain

in

the

the

with

a

a

were

it

those

faculty

no

during
longer

who

yet

at

for

had
at

members

a

the

one

or

the

same

limit

more

full

or

two

this

Also,

of

staff.

have

who

the

on

A

four

a

a
the

had

first
in

order

experience

large

faculty

part-time

years.

of

by

Thus,

based

the

re­

maintained

members

time

the

full-time

longer

faculty

and

period

department.

on

to

least

met

no

a

to

perspective

necessary

had

Over

moved

and

several

longitudinal

was

college

faculty

university

year

department

College.

college

college

college,

sample,
to

the

years,

university

Morrill

in

the

a

several

academic
in

in

enough

population

appointment

total

of

in

thirty

criterion.

Ins t r u m e n t a t i o n
A

number

seniors
sults

during

of

regard

of

to

factors.

these

standardized

the

course

measures

academic
Included

1.

College

2.

Graduate
Social

of

a

the

Science,

useful

administered

to

period.

re­

following
Test

The

descriptive

achiev emen t and

Qualification
Record

were

four-year

provided

aptitude,
were

tests

personality

instruments:
(C Q T )

Examination
Humanities,

Area
and

Tests

in

Natural

Science

(GRE)
3.

Rokeach's

4.

Prince's

Dogma tism

Scale

Differential

data

(D-Scale , Form

Value

Inventory

E)

(DVI)

in

46

The

College
This

level

instrument

work

and

ministered
Since

Qualification

to

Justin

Michigan
entire

freshmen

State
(N

=

tests,

which

is

a

test

which

is

an

information

sciences

and

potentially
composite
more

useful

test

the

test

of

is

on

in
all

of

up

has

academic

to
for

the

three

score:

a

verbal

ability;

a

numerical

of

specific

three

ad­

University.

admitted

Although
a

college

battery

State

quantitative

made

do

available

a

linguistic

measure

based

first
were

to

test

Michigan

yields

sciences.

predictor

Reliability
in

of

the

instrument

which

which

in

were

This

of

ability

scores

assessment

test

score,

individual

seniors

measure

social

powerful

entering

131).

each

the

included

University,

test

an

measures

been

Morrill

group

separate

has

Test

aptitude;

and

questions

from

each

yields

test

ability

tests,

is

success

the

area,

the

reportedly

than

any

a

of

a
the

s c o r e s .^
coefficients

manual;

Lehmann

in

and

excess
Dressel

of

.90

have

are

reported

reported

a

n

split-half
validity

of

reliability
the

coefficient

of

.9 3 .

Col l e g e Qu al i fication

Test

The
is

predictive

indicated

by

^ G e o r g e 0. B e n n e t t , e t a 1. , C o l l e g e Q u a 1 i f i c a t i o n T e s t s
M a n u a l (New York:
The Psychological Corporation,
1957),
p . 50 .
2

I r v i n J. L e h m a n n a n d P a u l L. D r e s s e l , C r i t i c a l
T h i n k i n g , A t t i t u d e s , a n d V a 1ues in H i g h e r E d u c a t i o n , F i n a 1
R e p o r t , C o o p e r a t i v e R e s e a r c h P r o j ec t N o . 1 6 4 6 ( E a s t L a n s i n g ,
Michigan:
Michigan State University,
1 9 6 3 ) , p. 30.

47

correlations

between

Lehmann

and

ranging

between

the

of

test

Ikenberry,
.34

to

results

and

for

example,

.66

between

grade-point-averages.

reported
CQT

correlations

scores

and

grades

at

3
end

the

instrument,
reasonably

The

of

then,
good

Graduate
The

sciences,

of

academic

of

knowledge

the

to

recall

test
and

of

Examination Area

Record
in

basic

100

questions

and

the

75

assessment

of

items
Tests,

the

The

concepts
to

The

reliable

Area

Tests

sciences,
tests

do

to

a

are

measures

natural

according
measure

broad

and

not

the

are,

these

interpret

tests

and

success.

designed
in

The

areas

apply

stress

them

the

to

an
of
to

a

ability

material.

The

Humanities

social

Service,

ability

materials.
factual

the

courses.

Tests

Examina tion

humanities.

Testing

understanding

variety

highly

predictor

the

and

required

be

knowledge

Educational

in

to

Record

and

year

appears

Graduate

general

the

freshman

which
which

comprise

social

up

the

Natural

respectively,

are

directed

outcomes

make

the

of

general

or

liberal

science
Science
toward

an

education.

I r v i n J. L e h m a n n a n d S t a n l e y 0. I k e n b e r r y , C r i t i c a l
T h i n k i n g , A t t i t u d e s , a n d V a l u e s in H i g h e r E d u c a t i o n :
A
P r e liminary Report (East Lansing, Michigan:
O f f i c e of
Ev a l u a tion S e r vi ce s , M i c h i g a n S t a t e U n i v e r s i t y , 1959).

48

Reliability

coefficients

follows:

Social

have been

reported

S c i e n c e .88; H u m a n i t i e s

for

.84;

Form

FGR

as

Natural

4
S c i enc e

.89 .

After
Tests

as

reviewing

well

concluded

as

Accordingly,
the

assessing

the

three

the

data

dents
in

the

with

areas

other

a

available

the

Area
Dressel

instruments

o u t c o m e s . "■*

particularly

appropriate

of

Justin

the

college

basis

for

comparing

institutions

which

Morrill

have

used

for

graduates

curriculum.
Justin

for

in

Moreover,

Morrill
the

area

stu­
tests

achievement.

Scale,

Form

purports

system

F-scale,^

general

of

characteristics,

of

student

belief

California

were

content

education

achievement

instrument

person's

measures

of

Dogmatism

This

statistical
were"the best

tests

provide

evaluating

the

they

structural

1 ib e r a 1 - g e n e r a 1

major

Rokeach's

a

their

that

measuringbroad

the

is
the

E

to

open

( D - S c a le)
measure
or

closed.

D-Scale,

authoritarianism

the

and

extent
In

according

to

which

contrast
to

intolerance

to

Rokeach,
rather

^ I n t e r p r e t i n g G R E S c o r e s - D a t a f o r R e f e r e n c e Groujps
(Princeton:
E d u c a t i o n a l T e s t i n g S e r v i c e , 19 6 D - 6 9 ) , p . 3 .
P a u l L . D r e s s e l in D s c u r
Measurement Yearbook (Highland

K . B u r o s ( ed . ) , S ixt:h M e n t a l
Park, N.Y.:
The Gryphon

Press, 1965), p . 32.
(New

^ T . V/. A d o r n o , et a l . , T h e A u t h o r i t a r i a n
York:
Harper Brothers,
1950).

Personality

49

than
or

right-wing

political
Form

are

asked

disagree
jects
and

E

linked

with

ethnic,

racial

c r i t e r i a .^
of

to

the

D-Scale

indicate

with

who

authoritarianism

each

score

generally

the

has

extent

statement

high

on

forty

the

unreceptive

on

which

they

6

point

continuum.

a

new

Subjects

to

scale

to

statements.

are

agree

considered

ideas;

low

or
Sub­

dogmatic

scorers

are

8
considered

receptive

Reliability

to

new

coefficients

ideas,

reported

adaptive
for

Form

and
E

flexible.

of

the

scale

Q
range

ship

from

. 71

to

.93.

Another

factor

between

cognitive

gence

tests,

tions

close

Council

on

nation. ^

and
to

which

has

Test

the

and

and

Lehmann

scores

and

the

CQT

between

D-Scale

and

found

D-Scale

freshman

has

Ohio

year

a

and
grade

is

the

measured

D-Scale

the

Dressel

between

as

Rokeach

between

Education

examined

functioning,

dogmatism.

zero

been

by

reported
and

the

relation­
intelli­
correla­

American

Psychological
correlation
a

.15

of

Exami­
.17

correlation

point

a v e r a g e s .^

7
Milton
Books,

Basic

Rokeach, The
Inc., I960),

8 I b i d . , pp.

Opened and
pp. 1 3 - f 8,

Closed
71-72.

Mind

(New

York:

39 1 - 4 0 1 .

9
I b i d . , p.

90,

^ 8 R (ik e a e h , op.
^Lehmann

and

and
cit.,

Lehmann

and

Dressel,

p . 407.

Dressel,

op.

cit.,

p.

28.

op.

c i t . , p.

2 8.

50
Dogmatism,

as

appreciably
academic

measured

by

Values

Prince's
designed

to

scale

made

which,
along
by

when
a

factor

the
of

D-Scale,

is

intelligence

not
or

influenced
general

aptitude.

Differential

is

the

by

Inventory

Differential

measure
up

of

scored,

a

Values

subject's

64

pairs

place

the

traditional-emergent

Lehmann

and

- DVI

of

Inventory

value

is

instrument

orientation.

foreed-choice

expressed
value

an

value

continuum.

The

statements
preferences
As

interpreted

Dressel,

a high score indicates a leaning toward
t r a d i t i o n a l v a l u e s -- t h a t i s, p e r s o n a l
r e s p e c t a b i l i t y , r e s p e c t for o t h e r s ,
f e e l i n g s of g u i l t , s e l f - d e n i a l a n d thrift.
A h i g h s c o r e r a l s o v a l u e s h a r d w o r k as
g o o d in i t s e l f a n d n e c e s s a r y f o r s u c c e s s ,
pla c e s his p e r s o n a l and i n d i v i d u a l d e s i r e s
e q u a l to o r a b o v e t h e d e s i r e s o f t h e g r o u p
( in its e x t r e m e f o r m t h i s v a l u e s a n c t i o n s
egocentricity, expediency, and disregard
f or o t h e r p e o p l e ' s r i g h t s b u t in its
healthier form sanctions independence and
o r i g i n a l i t y ) , a n d is o r i e n t e d t o w a r d s t h e
f u t u r e to t h e e x t e n t t h a t p r e s e n t n e e d s
a r e s a c r i f i c e d or s h o u l d be s a c r i f i e d for
future reward and satisfaction.
A low
s c o r e i n d i c a t e s a l e a n i n g t o w a r d the
e m e r g e n t e n d o f t h e v a l u e c o n t i n u u m -t h a t is, t o w a r d s t h e p e r s o n a l i m p o r t a n c e
of g e t t i n g a l o n g w i t h o t h e r s a n d a c h i e v i n g
g r o u p h a r m o n y , an a c c e p t a n c e of m o r a l i t y
d e t e r m i n e d by the g r o u p r a t h e r than by a ny
p a r t i c u l a r s o u r c e , a q u e s t i o n i n g of all
absolutes, a willingness
to a l l o w o n e ' s
actions
to b e g o v e r n e d p r i m a r i l y b y t h e
c o n s i d e r a t i o n of o t h e r s , a n d a s a c r i f i c e
19
of f u t u r e g o a l s for p r e s e n t n e e d s .

1 2 I b i d . , p.

29.

51

Senior

S e m i nar

Justin
credit

Grade

Morrill

seminar

jective

of

seniors

during

the

opportunity

Performance

their

seminar

to

was

integrate

undergraduate

experience

Of

interest

the

particular
criteria

formance
the

in

used
the

seminar

to

by

to

to

the

required

senior

and

in

seminar
other

were

year.

provide
apply

to

the

take

The

each

a

general

student

substance

of

central

theme

the

present

investigation

and

the

measures

to

evaluate

relationship

of

academic

in

the

course.
were
per­

grades

aptitude

an

his

student
of

ob­

with

a

faculty

five-

in

and

per formanc e .
Although
lum
of

the

requirements,
the

extent

achieved.
following

The

to

seminar
it

may

which

was
be

viewed

several

evaluative

only

one
as

of
an

curriculum

criteria

are

several
internal

curricu­
measure

objectives

identified

in

were
the

statement:
N o s i n g l e b a s i s f o r e v a l u a t i o n is a t t e m p t e d
in the S e n i o r S e m i n a r .
The c en tral focus
is to c o n f r o n t t h e s t u d e n t w i t h a s e r i e s of
i s s u e s , r e l a t e d to a t h e m e , w h e r e i n h e m u s t
d e m o n s t r a t e h i s c a p a c i t y to a n a l y z e , r e l a t e
and project.
In a s p e c i a l s e n s e the e x ­
p e r i e n c e c o r r e 1 a t:e s p o s i t i v e l y w i t h t h e
g e n e r a l o b j e c t i v e s o f h i s f o u r y e a r s of
1 ib e r a 3. e d u c a t i o n a n d o f f e r s i t s e l f a s a
b r i d g e b e t w e e n th e s e o b j e c f i v e s a n d h i s e o n t i n u e d l e a r n i n g as a p o s t g r a d u a t e .
The
o r a l e x a m i n a t i o n is d e s i g n e d to m e a s u r e
t h e s p e c i f i c c a p a c i t;y o f t h e s t u d e n t t o
a p p r o a c h a n o p e n i s s u e r a L i o n a 11 y , c I e a r 1 y ,
and flexibly.
H e is e x p e c t e d to b e a b l e
to o r g a n i z e s u p p o r t t o r h i s a r g u m e n t s ,
w h i l e a t t h e s a m e I:i m e r e c o g n i z i n g its
l i m i t a t i o n s a n d b e i n g a w ar e of the s u p p o r t
fo r o 1 11e r p o s i t i o u s .
A l t h o u g h the

52

e v a l u a t i o n o f t h e s t u d e n t is c o n f i n e d to
t h e f r a m e w o r k o f t h e s e m i n a r , it is e x ­
pected that w h e n a stu de nt applies himself,
his l e v e l of a c h i e v e m e n t c a n p a r a l l e l tha t
w h i c h has b e e n a n t i c i p a t e d for h i m in the
r e m a i n d e r of h i s c o l l e g e p r o g r a m .
Evalua­
t i o n is a c o n t i n u o u s p r o c e s s , b a s e d o n t h e
e x p e r i e n c e of s e v e r a l s t a f f m e m b e r s w i t h
each s eminar se ction and d u ri ng a final
o r a l e x a m i n a t i o n a t t e n d e d by a m a j o r i t y of
the s t a f f . ^

C u r r ic u l u m
The
tain
of

a

purpose

student

the

endorsed

by

by

were

Dressel;

concerns
can,

of

and

curriculum

previously

tives

Q u e s t i o n n a ire

of

a

list
the

G u r r ic u 1u m

faculty
press
of

of

college.

goals

June,

1968.

and

of

the

remaining

ones

presumably

the

faculty

of

Dressel,

desired

that
be

time.

of

of

as

ob­

elements

indicated

the

was
objec­

suggested

represented

These

the

to

objectives

"competencies"

interpreted

outcomes

As

Seven

list

at

was

selected

a

to

from

the

college
in

Quest ionnaire

assessment

within

ten

faculty

derived

according

definitions

the

the

competencies
operational

undergraduate

ex-

p e n e n c e . 14
The

investigator

pertaining
to

original

to
or

Justin

reviewed
Morrill

emergent

all

available

College

college

in

which

objectives

documents
references

were

made.

13

The inv estigator wishes
to t h a n k D r . H a r o l d J o h n s o n ,
A s s o c i a t e P r o f e s s o r , J u s t i n M o r r i l l C o l l e g e , for p r e p a r i n g
t h i s s t a t e m e n t a n d m a k i n g it a v a i l a b l e f o r u s e i n t h i s s t u d y .

(San

^ P a u l L. D r e s s e l , C o l l e g e a nd U n i v e r s i ty C u r r i c u l u m
Francisco:
M c C u t c h a n P r e s s ) , pp. 2 0 9 - 2 1 2 .

53

This

list

was

developed,
important

each

decide

views

of

the
a

rating

crimination

fixed

in

number

to

Justin

to

eight
and

he

or

to

three

instructions

by

these

preliminary

instrument.
"ideas"
in

the

and

this

as

dis­

make

that

he

is

not

rating

fine

a

limited

of

the

or

procedures,

to

16

curriculum
faculty,

seniors

at

rating

the

Morrill

incorporated

in

decision
terms
for

were

State

College.

to

check

the

was

instrument

scales

Michigan

Several

instructions

to

Guilford,

Justin

the

made

faculty

to

word-meaning.

than

and

was

According

the

a

step

adaptation

was

Finally,

be

an

administration

were

rather
the

in

to

on

other

Morrill

was

to

and

next

student

rater

in

most

based

seemed

the

decision

positions.

juniors

students

A

were

15

assessing

Scale.

seniors

non-Justin

of

tencies"

word

Morrill

this

word

for

chooses

what

statements,

distributing

of

the

the

to

college.

items.

to

statements

pertained
the

allows

contrast

Prior

sity

as

twelve

instrument

Rating

technique

forced,

of

method

various

Behavior

rating

a

and

which

delineating
upon

construct
Fels

of

objectives

After
to

analyzed,

final
to

"objectives"
to

intent

clarity

suggestions

made

responding

Univer­

The

for

given

made

version
use
or

the

of

the

"compe­
first

^ D r , D a v i d 1C. H e e n a n , a m e m b e r o f t h e i n v e s t i g a t o r ' s
advisory committee, provided many helpful suggestions during
the d e v e l o p m e n t of the s t a t e m e n t s .
!6lC. P. G u i l f o r d , P s y c h o m e t r i c M e t h o d s
(New
M c G r a w - H i l l B o o k C o . , I n c . , 19 5 4 ) , pp~^ 2 6 6 - 2 68.

York:

54

eight

statements.

neutral

Other

S o u rc es

react

to.

is

to

found

be
also

Morrill

A

more
in

extracted

seniors
the

Assistant

in

Justin

The

Seminar

of

Grade,

of

of

more

study

was

were

in

questions

which

Data

Justin

referred

Shaw,

the

asked

chapter.

individually,

College,

several

these

this

Walter

the

were

tests
a
to

obtained

College

final

from

Morrill

to

Research

interviewer.

of

the

report
the

in

were

available

of

in

the

an

Graduate

which

Inventory

instruments

official

Qualification

college

seniors

made

from

and

the

Prince's

earlier

Dr.

Testing

testing
Scores

D i f f e rential

Eric

study.^

questionnaire

the

1.969.

appears

Kafka
In

in

scorer,

E x a m i n a t i on

Educational

February,

by

Scaled

Record

following

college

T e s t , Senior

grade-point-average.

Scale

copy

faculty

Study."

Dogmatism

A

and

sections

Rokeach's

17

a

contained

discussion

interviewed

data

and

submitted

Justin

also

concurrent

Morrill

on

area

obtained

Service

these

was

the Data

scores

three

a

"Interview

following

records:

97

"ideas"

students

detailed

from

were

as

Collec tion

which

subsequent

hereafter

were

that

Ques tionnaire

questions

to

the

felt

o f D a ta

Curriculum

open-ended

on

was

term.^

The

were

It

who

Table

of

on
Values
had

3.1,

Appendix

used
a

B.

^ E r i c P. K a f k a , " T h e E f f e c t s o f O v e r s e a s S t u d y o n W o r l d m i n d n e s s and Other S e l e c t e d V a ri a b l e s
in L i b e r a l A r t s S t u ­
d e n t s , " u n p u b l i s h e d t h e s i s , M i c h i g a n S t a t e U n i v e r s i t y , 1968.

55

summary

of

variables

the
were

number

of

subjects

available

is

Qualification

Grade-point
Record

Seminar

Dogmatism

During

not

two

be

given

m a il

in

Values

ninth

the

explaining

Spring

distributed
were

to

four.

students

course,

purpose

and

the

campus
and

or

131

66

65

131

40

32

72

66

65

131

47

55

102

47

55

102

1969,

at

foreign

the

study

seniors.
time,
require­

addresses

the

instruments

in

sections

remaining

procedures

Curricu­

valid

of

local

the

graduating

enrolled

and

enrolled

65

102

their

Thirty-two

66

Term

to

actually

fulfilling

students'
the

of

student-teaching,

for

Seminar

week

was

Europe

directly

to

Tests

Inventory

seniors

were

found

Senior

Area

Grade

the

112

were

ment,

Average

Examination

Questionnaire

Although

Test

Scale

Differential

four

these

N um b e r of S u b j e c t s
Male
Female
Total

Graduate

lum

on

S U M M A R Y OF I N S T R U M E N T S U S E D IN T H E S T U D Y A N D T H E
N U M B E R OF S U B J E C T S F O R W H O M D A T A W E R E A V A I L A B L E

College

Senior

data

3.1

Variable

Final

whom

presented.

Table
A

for

ones

were

address.
of

the

of

A

study

could
were

the
sent
letter
was

by

56

enclosed

with

tionnaire

was

identifying
envelopes
naires.

usable

of
a

by

for

a

of

period

phone

instrument
were

and
was

sent

a

to

a

were

Justin

of

was

to

questionnaire
instrument.
pleted
of

and

questionnaire

week,

a

total

of

faculty
is

Each

ques­

purpose

completed

question­

non-respondents

who

to

could

not

students.

each

the

total

identification
in

were

request
faculty

In

Table

to

data

to

the

copy

the

of

the

mail-

a
the

the

returned
on

were

purpose

After

complete

members

3.2

respondents

a

55

numbers

member.
sent

of

college

explaining

faculty

19

the

the

be

returned

by

were

complete

A

brief

of

self-addressed

questionnaire.

coded

second

19
7

the

request

Those

non-respondents

questionnaires.

student

faculty

sent

with
A

one

note

A

lapse,

returning

faculty

center.

study

for

Morrill

distribution

week

number

personal

second

with

instrument.

Stamped,

made.

questionnaires

distributed

one

code

provided

Questionnaires

the

the

non-respondents.

After

reached

copy

assigned

were

contacted
survey

each

com­

percentage

curriculum

rating

presented.

C o p i e s of l e t t e r s w h i c h w e r e
a r e i n c l u d e d i n A p p e n d i x B.

sent

to

students

and

57

Table
A

3.2

S U M M A R Y OF T H E P E R C E N T A G E OF S E N I O R S A N D F A C U L T Y
WHO RETURNED THE CU RR I C U L UM Q U E S T I O N N A I R E

N u m b er

Popula tion

P e r c e n t of
Total

Respondents

Seniors

102

55

54%

Faculty

30

19

63%

Concerning

Discussion
The
veys

in

investigator
which

Justin

being

conducted

study

were

ceiving
undue

at

being

another

near

process

of

simply

the

in-depth

opinion

of

sampling

Methods

of

on

the

were

as

major

same

their
end

of

a

for

high

time

the

the

many

investigator
opinion

least
were
data

for

was

some

especially

from

For

college

responding

the

that

a

other

subjects
the

sur­

were

present

students,

re­

viewed

an

since

many
life
the

Nevertheless,

of

was

to

two

for

probably

term.

priority.
of

at

students

time,

them

Rate

that

Thus,

disengagement

student

Data

Morrill

the

content

the

of

The
I

not

learned

gathered.

we 11- a d v a n c e d , and
was

Response

questionnaire

i m p os i t i o n

requested
the

Low

responses,
reasonably

as
it

wa s

seniors,
was

probably

questionnaire
judging
it

was

from
the

comprehensive

obtained.

Analysis
objectives

follows:

of

the

study

as

stated

in

Chapter

58

1.

To

analyze

selected

characteristics
tained

from

of

cognitive
Justin

standardized

and

affective

Morrill
test

seniors

data

and

ob­

other

meas u r e s .
2.

To

obtain,

student

by

and

elements

means

of

faculty

of

the

a

rating

assessment

curriculum

technique,
of

press

a

selected
within

the

college.
3.

To

assess

and
For

which

Part

-

The
terize
more

the

one

objective

graduating

data

to

and

1.

The
On

of

this

to

College

basis

retain

three

parts,

Morrill

of

Justin

in

the

Justin

selected
Morrill

specific

in

each

of

Seniors

study

kind

used

objectives.

Morrill

what

the

Justin

of

goals

procedures

standardized

following

the

phase

responses,
of

in

Justin

determine

from

the

aforementioned

in

persisted

college

achieved.

the

seniors

characteristics

analyzed.

which

described
of

of

obtained

questionnaire

to

presentation,
are

specifically,

Using

tive

to

were

Characteristics

attracted

and

of

data

pertains

I

extent

objectives

clarity

analyzing

the

of

was

College,
student

Morrill

tests,

charac­
and,
was

program.

interviews,

cognitive
seniors

questions

to

and
were

were

CQT

scores,

did

high

ability

students?

affec­

Justin

examined:
Morrill

59

2.

Did

the

college

from

other

with

respect

attract

Michigan
to

students

State

measures

who

differed

University

students

of

dogmatism

and

value

orientation?
3.

In

the

what

view

kind

of

of

graduating

student

is

seniors

and

attracted

faculty,

to

Justin

M o r r i 11?
4.

How

do

seniors

student
In
the

examining

mean

score

fication
then

Test

was
to

Morrill

and

standard

data

for

academic
on

the

seniors.
from

a

between

other

the

kind

of

producing?

deviation

made

in

describe

regarding

obtained

were

students

is

1

computed

comparisons

faculty

college

question

and

compared

which

the

and

aptitude,

College

These

data

previous

CQT

at

were

study

scores

colleges

Quali­

of

m

Justin

Michigan

State

Univers i t y .
In

o -der

to

explore

with

measures

of

dogmatism

sons

were

seniors
Values

on

Rokeach's

data

and

as

the

question,

value
made

and

The

" t"

by

Justin

Prince's
on

the

oj>.

c i t .,

compari­

Morrill

was

Michigan
used

. 05

level

pp.

27,

criterion.

Dressel,

dealt

Differencial

other

statistic

with

which

orientation,

collected

differences,

established

20Lehmann

and

D-Scale

and

second

scores

s t u d e n t s . 20

significant

cance

between

Inventory

University
for

made

the

52

of

to

State
test

signifi­

60

An
to

two

analysis

of

open-ended

Questionnaire
seniors.

What

2.

type

II

Briefly

describe
Morrill

evaluate

twelve

emergent

objectives

indicate

what

students

and

what

college
vertical
the

faculty
1.

rating

samples
What

in
are

How

in

do

How

do

press

were
order

to

Morrill

Justin

you

a

for

to

were

feel

give

emphasized

range

analyze

the

perceptions

to

in

of

student

following
of

be,

opinions

Means

both

the

the

.5

on

the

press

of

and
and
questions

curriculum

the

program?
student

compare

perceptions
with

those

of

of

the

the

curriculum

faculty?

a

for

college?
perceive

or

simply

responses

highest.
for

to

original

than

their

numerical
the

to

their

College

asked

objectives

or

computed
to

Morrill

Rather

indicated

had

student
the

faculty

Curriculum

student

Justin

college

asked

10.5

faculty

college
3.

to

and

Justin

pertained

stressed

which

deviations

press
2.

were

of

college.

Subjects

continuum

on

faculty

which

the

actually

program.

lowest

standard

was

the

attracted

in

and

believed

faculty

in

data

type

Press

statements

they

seniors

producing.

seniors

of

is

the

is

Curriculum

Morrill

included

student

College?

- The

by

were:

Morrill

Justin

about

of

made

descriptive

questions

Justin

Part

questions

provided

These

1.

responses

61

The

twelve

listed

statements

and

the

appropriate

directions

are

below:

In y o u r
e a c h of

v i e w , h o w m u c h a c t u a l e m p h a s i s is p l a c e d o n
t h e f o l l o w i n g i d e a s in J u s t i n M o r r i l l C o l l e g e ?

Education should
arts tradition.

be

broad-based

in

the

liberal

S t u d e n t s s h o u l d b e c o m e i n c r e a s i n g l y a w a r e of
their own v a l u e s and v a l u e c o m m it m e n ts , and
should recognize and understand value differences
among other individuals and cultures.
S o c i a l c o n s c i o u s n e s s is v i t a l .
The student should
c u l t i v a t e an a w a r e n e s s , c o n c e r n , a n d s e n s e of
r e s p o n s i b i l i t y for c o n t e m p o r a r y events, probl e ms ,
and i s s u e s .
T h e s t u d e n t s h o u l d k n o w h o w to a c q u i r e i n f o r m a ­
t i o n a n d k n o w l e d g e a n d to e v a l u a t e it c r i t i c a l l y
by t e s t i n g its a u t h e n t i c i t y w i t h l o g i c a l ,
s y s t e m a t i c , or a e s t h e t i c m o d e s of j u d g m e n t .
T h e s t u d e n t s h o u l d d e v e l o p a r a n g e of s k i l l s to
p e r m i t h i m to w o r k w i t h s a t i s f a c t i o n a n d e f f e c ­
t i v e n e s s in g r o u p s in t h e a n a l y s i s a n d f o r m u l a ­
t i o n of s o l u t i o n s to p r o b l e m s .
T h e i m p r o v e m e n t o f c o m m u n i c a t i o n s k i l l s is
essential.
T h e s t u d e n t s h o u l d be a b l e to e x p r e s s
his thoughts and ideas effect iv el y verbally and
in w r i t i n g , a n d s h o u l d b e c o m e a m o r e d i s c r i m i n a ­
ting listener.
T h e s t u d e n t s h o u l d k n o w h o w to s y n t h e s i z e a n d
apply know le dg e (facts, concepts, theories)
f r o m t h e v a r i o u s d i s c i p l i n e s to th e s o l u t i o n
of p r o b l e m s , the e x p l a n a t i o n of e v e n t s , a n d
the a n a l y s i s of p o s s i b l e c o u r s e s of a c t i o n .
The c o l l e g e s h o u ld p r o v i d e an e d u c a t i o n
is p e r s o n a l l y e n r i c h i n g a n d r e l e v a n t to
n e e d s of s o c i e t y .
Indicate your judgment
following statements.

regarding

each

of

which
the

the

J u s t i n M o r r i l l s t u d e n t s a r e e n c o u r a g e d to
d evelo p gen eral c o m p e t e n c i e s rather than
specific vocational skills.

62
T h e J u s t i n M o r r i l l c u r r i c u l u m is m o r e
t h e o r e t i c a l t h a n p r a c t i c a l ; t h a t i s , it
s t r e s s e s the u n d e r s t a n d i n g of t h e o r i e s ,
ideas, and a b s t r a c t i o n s r a t h e r tha n the
p r a c t i c a l a p p l i c a t i o n of k n o w l e d g e .
The college ef fe ctively prepares
to c o p e w i t h s o c i e t a l i s s u e s a n d

students
problems.

T h e d e v e l o p m e n t of m e a n i n g f u l p e r s o n a l
relationships,
i n v o l v e m e n t in e x t r a ­
c u r r i c u l a r a c t i v i t i e s , a n d the c u l t i v a t i o n
of one's a e s t h e t i c s e n s i t i v i t i e s are c o n ­
s i d e r e d as i m p o r t a n t as i n t e l l e c t u a l g r o w t h .

Part

some

III

-

The

objective

Achievement

preliminary

outcomes
of

The

of

evidence

certain
lated

the

of

Justin

were

the

and

college

and

Stu d ent

Achievement

of

Social

provided

tests
Student
a

in

in

had

three
the

was

the

on

the

Humanities,

performance

with
in

achievement
there

of

the

be

the

Justin

Senior

index,

of

types

to

which

formu­
con­

in

Justin
and

Morrill
other

Seminar

close

the

evidence

especially
a

selected

areas

Sciences,

seniors

the

would

Tests

objective

of

make

following:

segments

performance

Major

Area

provided

extent

Goals

to

originally

achieved.
the

was

Several

the

were

included

and

regarding

experiment.

which

major

study

analyses

been

compared

that

of

Objectives

assessing

- Scores

The

useful

anticipated

and

Examination

Sciences.

these

phase

goals

analyzed

curriculum,

tions.

was

Record

achievement

Morrill

on

data

College

Morrill

examined

sidered

Graduate

this

judgments

objectives

for

of

the

seniors

institu­
also

since

it

relationship

63

between

the

overall

college

tion

grade

tion

of

for

the

of

expressed

Honors

faculty
naire

of

questions
their

college

of

w e re

had

could

be

these

questions

Educational

and

the

program

college

an

ficant

First,

a

to

views

was

made

to
or

graduation.

to
the

of

describe

For

the

and

significant
Three

extent

purpose

as

Question­

students

sense

and

seniors

responses

were

a

affiliation.

Curriculum

what

recogni­

Attitudes

of

teaching-learning

treated

beyond

educational

following

of

Kappa

areas
satisfied

was

the

community?
style

of

ernerged

analysis,

individually.

Occupational Aspirations

education

at temp t was

to

of

the

considered,

environment.

Second,

described?
were

the

establishing

features

also

Beta

correla­

examine

evidence

was

The

attempt

examined.

in

in

college

experience?

which

vanced

an

to

Environment:
-

and

Accordingly,

questionnaire

questions
in

Seminar

order

Phi

Faculty
and

the

successful

Finally,

and

College

and

analyzed

characteristics

with

the

to

in

achievement

interview

reaction

were

Senior

Finally,

College

Seniors

in

the

computed

academic

Characteristics
Opinions

were

relationship.

high

specifically

in

grade-point-average.

coefficients

degree

or

received

encourage

students

baccalaureate

determine

if

occupational

- Another

there
trends

to

goal

seek

of

ad­

degree.

Thus,

w e re

signi-

for

any
the

seniors

64
Curriculum

F l e x i b i l i ty

as

the

well

as

importance

of

o r i g inal
p r o v i din g

bility

in

seemed

important

about

the

- Th e

meeting

curr iculum
the

c u r r ic u lum
to

" J u s t in M o r r i l l

wh ich

stressed

s t u d e n t wi t h m a x i m u m
r e q u i reme n t s .

asse s s h ow

f l e x i b i l i ty

s ta t e m e n t

Guidelines"

s tu d e n t s a n d

ex i s te d.

the

flexi-

Therefore,
faculty

it

felt

Chapter
ANALYSIS

In
study

this

is

chapter,

reported

cognitive

and

in

seniors

are

faculty

ratings

of

are

analyses
and

Part

I

-

are

Average
freshmen

-

In

cited

in

Justin

Morrill

students

specific

the

achievement

college

order

to

tions

were

of

I,

in

Justin

Morrill

student

the

curriculum

some

the

selected

II,

III

and

preliminary

college

objectives

Characteristics

previously,

study

Qua 1ification

a

Part

a

College

level

of

Test

academic

input

in

Part
of

Part

Qualification

enrolled

at

In

collected

presented.

1965-66

programs

data

features

Finally,
the

In

Cogni ti ve and A f f e c t i v e
Morrill College Seniors

College

of

characteristics

selected

concerning

DATA

sections.

described.

analyzed.

goals

THE

analysis

three

affective

College

press

an

OF

IV

year

who

were

Michigan
of

academic

question
was

examine

of

able
this

calculated

than

a

interest
retain

question,
on

the

*7as

College

in

was
was

high

65

during

of

to

made

that

the
high,

whether

students.

standard
by

the

academic

determine

and

the

non-Justin

Given

ability

that

on

exceptionally

means

scores

found

higher

other

University.

aptitude

to

it

sample

Justin

G r a d e - Point

significantly

enrolled

State

Final

Morrill

scored
Test

and

of

131

In

devia­

Justin

66

Morrill
data,

seniors

as

presented

academic
that

aptitude

which

expected,
scores

on

was

in
of

College
Table

the

obtained

however,

was

the

Qualification

4.1,

seniors
in

the

somewhat

was

Kafer

less

that

The

measured

remarkably

similar

study.

As

might

of

senior

variability

to

be

noted.

Table
MEANS

revealed

Test.

4.1

A N D S T A N D A R D D E V I A T I O N S ON THE COLLEGE Q U A L I F I C A T I O N
TEST FOR JUSTIN MORRILL FRESHMEN AND SENIORS

JMC
N

Freshmen

JMC

177

Seniors*
131

Mean

149.29

150.13

S .D.

23.40

21.71

* 1 2 8 of the s e n i o r g r o u p w e r e e n r o l l e d in the c o l l e g e
in S p r i n g T e r m 1 9 6 6 .
T h e s a m p l e o f 1 7 7 s t u d e n t s in
the f r e s h m e n g r o u p w a s d r a w n f r o m a p o p u l a t i o n of 270
s t u d e n t s w h o w e r e e n r o l l e d in the c o l l e g e a n d l i v i n g
in S n y d e r - P h i l 1 ips R e s i d e n c e H a l l d u r i n g S p r i n g T e r m
1966.

On
a

the

basis

significant

rolled
As

will

the

the

be

college

achieved

the

data,

number

discussed

college
In

Test

in

of

course
a

of

this
of

information,

the

as

freshmen

later,
very

capable

the

well

analyzing

significant

it

students

persisted

students
in

was

the

difference

in

were

the

that
en­

program.

remained

other

College
was

who

who

several

evident

in

respects.

Qualification

noted

between

senior

67

male

and

scored

female

test

substantially

scores.
higher

As
on

the

Table
MEANS AND STANDARD
MORRILL SENIORS

females.

DEVIATIONS FOR
ON THE COLLEGE

MALE AND FEMALE JUSTIN
QUALIFICATION TEST

F etna 1 es

66

T o ta 1

65

131
150.13

S .D.

19.97

18.82

21.71

this

rather

large

worthwhile

to

difference

try

to

find

in

performance

between

final

grade-point

average.

presented

higher

was

males

140.21

ences

more

than

4.2,

159.89

seemed

are

CQT

Table

Mean

Given

in

in

4.2

M a 1 es
N

shown

on

the

in

Table

CQT

academically
nearly

as

high

than

as

The

the

that

and

and

males.

level,

it

there

were

differ­

females

as

evidenced

results

average
of

ability
it

Although

females,

able,

out

males

4.3.

of

males

of

this

scored

presumably
grade-point

were
of

analysis
much
much
females

68

Table

4.3

MEANS AND STANDARD DEVIATIONS FOR JUSTIN MORRILL SENIOR
MALES AND FEMALES BASED ON FI NAL G R A D E - P O I N T A VER AG E

F e m a 1 es

M a 1 es

66

65

3 . 09

2.97

3. 03

.43

.37

.41

N
Mean

GPA

S .D .

When
first

using

capable

as

commensurate

Scores

on

conducted

reflected

of

these

seniors.

Of

whether

the

college

differed

by

each

tude

of

of

from
to

who

Spring
were

enrolled

other
the

between

and

academic

averages

and

Michigan

personality
An

Justin

to

Term

was

-

a

a

a

was

State

study

Differ-

sample

1966.

of

Scores

for

102

of

consideration

remained

in

indication
and

of

the
of

the

University

variables

Morrill

In

Prince's

available

interest

instruments.

difference

very

that

(D-Scale)

administered

during

particular

respect
these

were

measurements

students

the

level.

D-Scale

freshmen

of

grade-point

Rokeach's

Inventory

criterion,

appears

by

Kafka,

131

comprised

it

final

the

Scale

Morrill

with

clearly

in

ability

as

D ogmatism

Justin

dents

was

CQT

Rolceach's

Values

131

the

Furthermore,

with

ential

both

on

class

students.

performance

of

scores

graduating

Total

stu­

measured
the

magni­

Michigan

69
State
of

students-at-large

the

groups

In

the

earlier,

dents

were

was

and

more
liefs
with
first

open

and

and
the

most

and

pronounced
of

or

results

of

Morrill

freshmen

presented.

were

than

similar

comparisons

These

and

scores

Dressel
State

DVI

and

during

seniors.

less

they

In

as

investigations

Michigan

comparisons

2

D-Scale
State

In

University

revealed

it

their

be­

freshmen,
during

the

been
which

Table

scores

freshman

dogmatic,

in

has

stu­

study

less

place

finding

instruments.

between

the

college

taking

This

other

each

Lehmann

their

stereotypic

were

changes

for

University

significantly

college.'*'
in

by

and

when

compared.

Michigan

were

flexible,

corroborated
same

of

D-Scale

seniors

years

were

study

they

attitudes

two

the

the

when

that

generally
used

given

revealed

D-Scale

samples

again

found

the

longitudinal

cited

year

on

was

of

have

4.4,

the

Justin

seniors

are

statistically

I r v i n J. L e h m a n n a n d P a u l L. D r e s s e l , C r i t i c a 1
T h i n k i n g , A t t i t u d e s , a n d V a l u e s in H i g h e r E d u c a t i o n , F i n a 1
R e p o r t , C o o p e r a t i v e R e s e a r c h P r o j e c t No. 1 6 4 6 ( E a s t
Lans i n g :
Michigan State University,
1963).
^See Haro ld Webster, M e r v i n Fre edman, and Paul Heist,
" P e r s o n a l i t y C h a n g e s in C o l l e g e S t u d e n t s , " in N e v i t t
S a n f o r d (ed.), The A m e r i c a n C o l l e g e (New York:
John Wiley
a n d S o n s , I n c . , 19 6 2 ) ; J\ F o s t e r ejt a J K , " T h e I m p a c t o f a
V a l u e - O r i e n t e d U n i v e r s i t y on S t u d e n t A t t i t u d e s a n d T h i n k i n g , "
U . S. D e p a r t m e n t o f H e a l t h , E d u c a t i o n a n d W e l f a r e , C o o p e r a ­
tive R e s e a r c h P r o j e c t No. 729, S a n t a C l a r a , C a l i f o r n i a ,
U n i v e r s i t y o f S a n t a C l a r a ; J a m e s W . T r e n t a n d L e l a n d L.
M e d s k e r , B e y o n d H i g h S c h ooJL ( B e r k e l e y , C a l i f o r n i a :
Center
for R e s e a r c h a n d D e v e l o p m e n t in H i g h e r E d u c a t i o n , U n i v e r s i t y
of C a l i f o r n i a ,
1967).

70

significant
Morrill

freshman

sample.

As

seniors

who

and

the

college

had

had

nearly

data

State

University
freshman

Justin

are

scores

for

Michigan

less

four

not

years

the

State

of

senior
Morrill

and

State

than

college

here,

D-Scale

Michigan

Justin

authoritarian

students

on

the

Justin

presented

Morrill

students

between

freshmen,

average,

Although

the

.05)

the

between

as

(p

on

ences

when

sample

entering

were,

students
ence.

differences

the

other
was

experi­
differ­

Michigan

even

students

greater
were

used

criterion.

Table
MEANS, STANDARD
JUSTIN MORRILL
UNIVERSITY

4.4

D E V I A T I O N S A N D " t" T E S T V A L U E S F O R
SENIORS
(JMC)* AND M I C HIG AN STATE
SENIORS
(MSU) ON THE D - S C A L E

JMC S en iors
S .D .
Mean

MS U

t

N

Ma 1e

47

137.72

16.21

590

153.98

22 . 9 4

635

-6.6

. 05

F e m a 1e

55

140.04

20.73

461

1 4 6 . 69

2 4 . 16

514

-2.9

. 05

102

138.97

18 . 73

1051

150.33

23.55

1151

-5.6

. 05

Total

*The

Justin

Morrill

N

Seniors
S .D .
Mean

S ex

seniors

were

df

tested

during

P

their

freshman year.

Scores

on

finding

of

Prince's
the

Differential

Dressel-Lehmann

State

University

value

orientation

students
toward

moved
an

Values
study
away

Inventory

was
from

"emergent"

that
the

value

- Another

Michigan
"traditional"
orientation

71
during

the

Justin

Morrill

freshmen
Values
sity

undergraduate
seniors

scored

who

than

who

a

were

As

were

significantly

Inventory

students

years.

also

examined

lower

sample

shown

of

as

Table

4.5,

they

were

when

the

Michigan

tested

Table

on

in

Differential
State

Univer­

freshmen.

4.5

M E A N S , S T A N D A R D D E V I A T I O N S A N D "t" T E S T V A L U E S F O R
JUSTIN M O R R I L L SENIORS (JMC)* AND M I C H I G A N STATE
U N I V E R S I T Y F R E S H M E N (MSU) ON THE
DIFFERENTIAL VALUES INVENTORY

JMC Seniors
S .D.
Mean

MSU
N

Freshmen
Me an
S .D.

Sex

N

M a le

47

3 3 . 85

7.69

1436

3 4 . 67

6 .93

1481

. 71

NS**

F e m a le

55

29.11

7.63

1310

3 3 .5 9

6 . 99

1363

-4.26

.05

102

31.29

7.98

2746

3 4 . 15

6 . 98

2846

-3 . 5 7

. 05

Tota 1

df

t

P

* te s te d a s
freshmen
* * N S = N o t Si g n i f i c a n t

These
t e n d ed

to

ente red
low

a

t ion

to

With

th i s

gen erally

goals

high
of

on

refere nee

more

the

to

that

future.

less
is,

low

Als o

of

M o r r ill

ch a r a c t e r i s t i c s
be

recalle d

S C O re r w o u l d ,

on

sen iors

they

when

the

e d u ca t i o n
i n te r e s t

in

and

th a n

contra s t

u t i l i ta r i a n
wou 1d

of

that

n eeds

ab ou t pr e s e n t

v a lu e
what

th e

w i 11

c once rne d
a

J u s t in

o r i e n ta t i o n

i n v e n t o r y , it

sc o r e r , p l a c e

in

th e

tha t

va lue

Pre s u m a b l y ,

educ a t i o n ,
do

indicate

emergent

an

coll ege .

are

f u tu r e

one

have

scorers

they

to

finding s

func-

prepare

si g n i f i c a n e e ,

72

low

scorers

which

are

meaning,

perhaps,

one's

Justin
The

more

statements

graduating

as

as

the

students

it

most,

was

render

such

statements
descriptive
attempt

and
if

felt

that

which

follow

value.
was

of

made

particular

source,

or

organization;

likely

by

to

be

Seniors

to

Morrill

had

they

influenced

selected

should

be

to

present

views

College.

Inasmuch
with

excellent
to

each

because

balanced

the

undergraduate

apparent,

a

and

attracted

an

-

open-ended

were

four

in

Faculty

opinions

who

responses

It

and

identified

the

were

The
were

been

of

two

elicit

students

all,

opinions.

standards

contained

Justin

not

group

Viewed

faculty

a

absolute

groups.

designed

from

by

rather,

reference

were

and

an

are,

Questionnaire

to

question

organized

characteristics

for

to

dictated

Students

which

regarding

to

any

immediate

Curriculum

years,

or

standards

Morrill

college

prone

prescribed

behavioral
by

are

position

of

of

these

their

however,
range

that

of

responses.

Statement:

W h a t type of student
Morrill College?

Responses
areas,

namely,

Morrill
what

may

general,

to
the

students,
be

this

intellectual
their

roughly

faculty

question

and

is

centered

their

seniors

were

toward
"social
in

to

around

orientation

attitudes

termed

attracted

of

Justin

three
Justin

education,
ethic."

essential

major

and

In

agreement

73
that,
had

although

enrolled

seemed
The

to

Views

college

in

a

fairly
the

possess
of

college,

several

Seniors

seniors

wide

had

- As
the

range

of

Justin

common

Morrill

types

students

attributes.

expressed

following

personality

to

in

their

say

comments,

about

their

peers:

I b e l i e v e there are three basic
types.
T h e r e is t h e
l a n g u a g e m a j o r w h o p l a n s to t e a c h or
be an i n t e r p r e t e r ;
t h e r e is a l s o t h e c o u n t e r d e p e n d e n t , a n t i - r a t i o n a l w h o w a n t s
most
j u s t to " d o h i s o w n t h i n g " ; a n d
finally,
there are
some
"intellectuals" who appreciate a general, relevant,
integrated liberal education.
With some reservation about
t h e f i r s t t y p e , J M C s t u d e n t s a r e , in t h e m a i n ,
intelligent,
d i s s a t i s f i e d w i t h c o n t e m p o r a r y s o c i e t y , w i l l i n g to c h a l l e n g e
or be c h a l l e n g e d , a s t e p a b o v e the a v e r a g e , a n d d i v e r s e .
J M C a t t r a c t s s t u d e n t s i n t e r e s t e d in a p r o g r e s s i v e ,
flexible,
l i b e r a l a r t s e d u c a t i o n w h e r e e m p h a s i s is p l a c e d
on p r a c t i c a l a p p l i c a t i o n of o n e ’s e d u c a t i o n r a t h e r t h a n
f o r mally studying theories and facts for four years.
The
J M C s t u d e n t t e n d s to f o l l o w l e s s c o n v e n t i o n a l p a t t e r n s
s u c h as k n o w i n g w h a t o n e w a n t s to b e w h e n h e e n t e r s c o l l e g e .
T h e J M C s t u d e n t s e n t e r c o l l e g e o p e n to g r o w t h a n d c h a n g e
a n d a w i l l i n g n e s s to r i d e w i t h it.

than

fer

Students who want education
vocational training.
Students who
to k e e p t h e i r

to

be

an

experience

are undecided v o c a t ionally and
h o r i z o n s b r o a d e r (and poss i b l y

rather

thus p r e ­
vaguer).

C o n f u s e d , s e n s i t i v e , i n s e c u r e p e o p l e s e e m to b e d r a w n
to J u s t i n M o r r i l l .
J M C s t u d e n t s , I t h i n k , t e n d to b e m o r e
e x c i t e d by idea s tha n the a v e r a g e s t u d e n t , a n d m o r e i n c l i n e d
to t h i n k p h i l o s o p h i c a l l y .
A liberal person-in a very general sense-who enjoys
e x p l o r a t i o n w i t h i n an u n b o u n d e d scope of learning.
In my
i n t e r a c t i o n s w i t h J M C s t u d e n t s , I f o u n d c u r i o s i t y to b e a
p r o m i n e n t c h a r a c t e r i s t i c - e s p e c i a l l y in c o m p a r i s o n to
other University students.
S t u d e n t s xi?ho a r e i n t h e u p p e r q u a r t e r o f t h e i r c l a s s ,
it s e e m s .
Generally,
it s e e m s t o a t t r a c t t h o s e w h o a r e
l o o k i n g for a d i f f e r e n t k i n d of e x p e r i e n c e , b o t h i n t e l l e c ­
tually and socially.
A f t e r w a t c h i n g the last 3 f r e s h m e n

74

c l a s s e s c o m e in, X s t i l l t h i n k J M C is g e t t i n g a g o o d
c r o s s - s e c t i o n of students.
Some conservatives, some
liberals, some intellectuals, soma "go-getters," and
some "socialites."
I t h i n k s t u d e n t s a t t r a c t e d to J M C a r e m o r e a c c e p t i n g
of o t h e r ideas, i.e., idea s o t h e r t h a n t h e i r o w n a n d
ideas that are u n c o n v e n t i o n a l .
The students are liberal
in o u t l o o k .
T h e y d e s i r e i n v o l v e m e n t in a f f a i r s t ha t
a f f e c t them, s u c h as c u r r i c u l u m .
I t ' s h a r d to m a k e s w e e p i n g g e n e r a l i z a t i o n s , b u t m o s t
f e m a l e s t u d e n t s t e n d to b e i n t e r e s t e d in t h e l a n g u a g e p r o ­
g r a m a n d in a t e a c h i n g c e r t i f i c a t e .
M a l e students are
g e n e r a l l y w i t h o u t any really definite plans for either
t h e i r e d u c a t i o n or c a r e e r .
T h e m a l e s t u d e n t s t e n d to be
a b l e to w i t h s t a n d a g r e a t d e a l o f a m b i g u i t y a b o u t t h e i r
goals.
A s t u d e n t w h o is i n t e r e s t e d i n b r o a d e n i n g h i s a r e a s
of k n o w l e d g e , b o t h t h r o u g h the c o u r s e s h e t a k e s a n d the
p e o ple he meets.
I n g e n e r a l , h e is a s t u d e n t w h o c o n ­
s i d e r s l e a r n i n g to b e a n i n t e g r a l p a r t of h i s e v e r y d a y l i f e
and not something that begins and ends with each class
period.
I t h i n k c u r i o s i t y is a m a j o r t r a i t o f t h o s e w h o 1v e
c o m e h e r e - C u r i o s i t y a b o u t a v a r i e t y of s u b j e c t a r e a s
a c a d e m i c a l l y a n d c u r i o s i t y a b o u t s o c i e t y a n d t h e w o r l d in
general.
It s e e m s th is w o u l d a c c o u n t for m o s t of the p e r ­
h a p s c l i c h e g e n e r a l c h a r a c t e r i s t i c s of our " t y p e " w i l l i n g n e s s to e x p e r i m e n t a n d o p e n - m i n d e d n e s s w h e n n e c e s ­
s a r y f o r c o m i n g to t h e f i r s t y e a r o f a n e w s c h o o l ; a s o r t
o f f e e l i n g o f c o m m i t m e n t , a s f i r s t to o u r s e l v e s a n d o u r
g e n e r a l e d u c a t i o n i n a s p e c i a l i z e d a g e , a n d g r a d u a l l y to
the id ea of f i n d i n g the m o s t c r e a t i v e or u s e f u l p l a c e
p o s s i b l e f o r us in s o c i e t y .
It s e e m s w e t e n d to b e a g r o u p o f p e o p l e w i t h s o m e ­
t h i n g t o s a y , r a n g i n g f r o m t h o s e w h o l i k e t o t a l k to t h o s e
who are saying something.
After four years I am still
t r y i n g to t e l l t h e d i f f e r e n c e b e t w e e n t h e t w o , b e i n g m o r e
of a l i s t e n e r m y s e l f .
A d v e r t i s e d as a n " e x p e r i m e n t , " as a n " i n n o v a t i v e
a p p r o a c h , " as a " s m a l l ,
r e s i d e n t i a l c o l l e g e " w i t h the
b r o a d r a n g e of o p p o r t u n i t i e s a n d a d v a n t a g e s of a l a r g e
u n i v e r s i t y , J M C is b o u n d to a t t r a c t a s p e c i a l t y p e o f
student.
F i r s t t h e c o n c e p t is a n i n t e l l e c t u a l o n e a n d w i l l
t e n d to a t t r a c t t h e i n t e 1 l e c t u a 1.
I t is a l s o a n u n u s u a l
one, thus a t t r a c t i n g ,
in s o m e c a s e s , m i s f i t s f r o m o t h e r

75

social milieux.
I t is a l s o a r a t h e r m y s t e r i o u s c o n c e p t
w i t h its e m p h a s i s o n c o m m u n i t y , f e l l o w s h i p , e s p r i t de
c o r p s , e t c . , a n d it t h u s a t t r a c t s b o t h j o i n e r s a n d m y s t i c
types.
But I think, b a s i c a l l y these types all e x h i b i t a
c e r t a i n s o p h i s t i c a t i o n l a c k i n g in the r u n - o f - t h e - m i l l
b l i n d da t e c r o w d ( t h o u g h we h a v e our s h a r e of those, too).
The

Views

lowing
the

to

of
say

Faculty

-

regarding

Justin
the

Morrill

type

of

faculty

student

had

the

attracted

fol­
to

college:

T h i s is d i f f i c u l t to t e l l s i n c e i t is o f t e n u n c e r t a i n
w h e t h e r s t u d e n t s k n o w e n o u g h a b o u t t h e c o l l e g e to e v a l u a t e
their own motives.
O f t e n i t is t h e s m a l l c l a s s e s w h i c h
a t t r a c t them, or the l a n g u a g e p r o g r a m .
In o t h e r r e s p e c t s
i t w o u l d s e e m to b e t h e n o n p r e f .
There are also those who
w a n t a s m a l l l i b e r a l a r t s p r o g r a m x^ith t h e a d v a n t a g e s o f
the s t a t e t u i t i o n a n d the U n i v e r s i t y f a c i l i t i e s .
I don't
b e l i e v e t h e r e is a n y s p e c i a l t y p e .
T h o s e w h o a r e i n t e r e s t e d in a b r o a d
m i s g u i d e d "intellectuals," and those who
get away wit h very little.

experience, some
think they can

The confused,
the d i s s a t i s f i e d
v a l u e s of today, the q u e s t i o n i n g .

the

than

with

ethical

E x p e r i e n c e - o r i e n t e d , i d e n t i t y -s e e k i n g , romantic
classic, bright, e x p e r i menting, open.

rather

Intelligent, articulate, socially concerned, highly
motivated generalists
( i n o p p o s i t i o n to s p e c i f i c c a r e e r
orientations).
I t h i n k that we h a v e so far a v o i d e d a t t r a c t i n g a
m o n o l i t h i c student body.
Students with clear professional
c h o i c e s o f a t e c h n i c a l s o r t t e n d n o t to c o m e .
Few students
w i t h c o n s e r v a t i v e e t h i c a l a n d p o l i t i c a l c o n v i c t i o n s come.
T h o se who come seem h e a l t h i l y diverse, ranging from center
to l e f t p o l i t i c a l l y , w i t h s t r o n g s o c i a l v a l u e s , a n d o p e n
to v o c a t i o n a l o p t i o n s as t h e y a r i s e .
Basically, I think our entering students represent a
fairly wid e range.
E x c e p t e d wo u l d be students with certain
special career interests.
S e l e c t i o n s p r o c e s s e s w i t h i n the
c o l l e g e st a r t soon, h o w e v e r .

76
They
facts.

seem

interested

in

self-expression

far

more

than

Bright, introspective,
socially concerned, often
s k i l l - o r i e n t e d in f o r e i g n l a n g u a g e ( s e l d o m v o c a t i o n a l l y
driven otherwise).
W e get a few a t t r a c t e d by the " l i b e r a l
a r t s " t a g w h o a r e t r y i n g to f i n d t h e m s e l v e s , a n d r e a l l y
h a v e n o t i m e o r p s y c h i c e n e r g y to s p a r e f o r w h a t w e
usually call "education."

Statement:

B r i e f l y d e s c r i b e the type of
J u s t i n M o r r i l l is p r o d u c i n g .

student

This

statement

was

phrased

in

a

hopefully

stimulate

respondents

to

project

about

student

the

college.
provide
the

some

college

their
The

The

product

responses
insight

by

into

environment

who

x^as

emerging

seniors
the

had

and

nature

upon

manner

the

which
their
from

faculty

of

the

you

would
feelings

the
which

impact

students

feel

as

follow

which

well

as

characteristics.

Views

of

Seniors

types

of

comments

their

classmates:

-

which

The

following

graduating

are

examples

seniors

made

of

the

about

I t h i n k J M C is p r o d u c i n g a s t u d e n t w i t h a w e 1 1 - r o u n d e d
e d u c a t i o n in the true s e n s e of the word.
The l i b e r a l arts
b a c k g r o u n d he receives prepares h i m for p r a c t i c a l l y any
f i e l d he c h o o s e s by g i v i n g h i m an a c q u a i n t a n c e w i t h s e v e r a l
s u b j e c t s , in th i s w a y p e r h a p s s o m e of h i s p r e j u d i c e s w i l l
be b r o k e n d o w n b e f o r e it's too late.
T h e l a r g e n u m b e r of
s e n i o r s g o i n g o n to g r a d u a t e s c h o o l s h o w s t h a t o u r d e s i r e
for k n o w l e d g e has not b e e n s t i f l e d by m u n d a n e , s e n s e l e s s
classes.
S t u d e n t s w h o a r e m o r e a p t to q u e s t i o n t h a n t o b l i n d l y
a c c ept (authority, knowledge, etc.); who are more
i n d i v i d u a l i s t i c - l e s s a f r a i d to be t h e m s e l v e s a n d do w h a t
t h e y w a n t to d o ; t h e y m a y b e l e s s s u r e o f w h a t t h e y b e l i e v e
- b u t t h e y a r e p r o b a b l y m o r e s u r e of t h e m s e l v e s ( l e s s d o g ­
matic and more s elf-esteem and confidence); students who

77
m a y h a v e m o r e d i f f i c u l t y a d j u s t i n g to t h e " r e a l " w o r l d
w h e n they g r a d u a t e - b e c ause they are idealistic,
they
h a v e l i v e d a s h e l t e r e d e x i s t e n c e w i t h p e o p l e w h o a r e so
m u c h like t h e m s e l v e s (who share c o m m o n e x p e r i e n c e s , val u e s ,
and ideas),
t h e y a r e a p t to h a v e a d i f f i c u l t t i m e r e l a t i n g
to t h e p e o p l e t h e y w i l l h a v e to a s s o c i a t e w i t h l a t e r on;
a n d s t u d e n t s w h o w o u l d l i k e to r u s h o u t a n d c h a n g e t h e
w h o l e e d u c a t i o n s y s t e m in the U .S . - c a u s e t h e y h a v e s e e n
a g l i m p s e o f w h a t it c a n a n d s h o u l d be.
T h e o u t p u t o f J M C is a s v a r i e d a s i t s i n p u t , b u t
t h e r e a r e s o m e t e n d e n c i e s w h i c h s e e m to r e s u l t f r o m the
"JMC ex p e r i e n c e "
1) J M C s t u d e n t s a r e m o r e r e f l e c t i v e ,
tolerant and
r e l a t i v i s t i c tha n they are d o g m a t i c ( t h o u g h the c o l l e g e
contains many dogmatists).
J M C c o u r s e s t e n d to e m p h a s i z e
k n o w l e d g e as c o m p l e x r a t h e r t h a n s i m p l i s t i c , a n d p r e l i m i ­
nary rather than final.
W e t e n d to l e a v e r o o m f o r s p e c u l a ­
tion.
2) J M C s t u d e n t s t e n d t o h a v e a m o r e d e v e l o p e d l i f e
p h i l o s o p h y , or at least a m o r e i n t r o s p e c t i v e one, than
s t u d e n t s in the o t h e r n o n - r e s i d e n t ar m s of M SU .
3) J M C s t u d e n t s h a v e a p e n c h a n t f o r i n d i v i d u a l f r e e d o m
and idiosyncrasies.
They accept idiosyncratic behavior
more than others.
4) J M C s t u d e n t s ' g o a l s a r e l e s s c o n c r e t e ( v o c a t i o n a l ,
big brick ranchhouse, etc.) and more ethereal.
They are
d e f i n e d in m o r e g e n e r a l t e r m s of a p h i l o s o p h i c n a t u r e .
5) J M C s t u d e n t s a r e m o r e i n d e p e n d e n t - - 1 i k e l y t o s l a p
c o n v e n t i o n in t h e f a c e a n d go t h e i r o w n w a y .
It i s n ' t y e t .
I f J M C is p r o d u c i n g
its ow n y a r d s t i c k .

T h e c l a s s o f 1 9 6 9 is t o o
a " t y p e " a t a l l , t h e n it

v a r i e d to type.
is f a i l u r e b y

People who ha v e d e v e l o p e d a s e n s i t i v e a w a r e n e s s and
concern about contemporary problems,
issues, and for other
p e o p l e in g e n e r a l .
T h e d i s t i n c t i o n is t h a t w e m o r e r e a d i l y
e x p r e s s t h e s e c o n c e r n s - - v e r b a l l y a n d in p r a c t i c e .
Two groups:
T h o s e w h o k n o w w h a t t h e y w a n t to d o a r e
b e t t e r p r e p a r e d b e c a u s e J M C f o r c e s t h e m to k e e p t h e i r v o c a ­
tional t r a i n i n g w i t h i n a w i d e p e r s p e c t i v e of d i s c i p l i n e s .
T h o s e w h o r e m a i n u n d e c i d e d can f l o u n d e r - but at least it's
their own decision.
Exactly
caring.

the

point

-

no

types,

freer,

less

prejudiced,

78

A l t h o u g h I have d e f i n i t e l y b e n e f i t e d a great deal from
J M C , I f e e l i t is p r o d u c i n g a g r e a t n u m b e r o f s o m e w h a t
irrational students.
I a g r e e that s t u d e n t s should be able
to d e c i d e t h e i r o w n v a l u e s , a t t i t u d e s a n d b e l i e f s , a n d
question society.
B u t it o f t e n s e e m s t h a t J M C s t u d e n t s do
n o t a l l o w t h e " o t h e r s i d e " to p r e s e n t its v i e w .
JMC s t u ­
d e n t s m a y g e t t o o c a u g h t u p i n w h a t t h e y f e e l is r i g h t .
For once,
t h r o u g h J u s t i n M o r r i l l , I b e l i e v e , M S U is
f i n a l l y p r o d u c i n g s t u d e n t s w h o a r e c o n c e r n e d a n d a w a r e of
the p e o p l e that m a k e up our s o c i e t y an d not just " s o c i e t y "
itself.
I t h i n k the s t u d e n t s g r a d u a t i n g this y e a r are all
st i l l l o o k i n g for s o m e t h i n g b e y o n d w h a t they r e c e i v e d here.
J M C is p r o d u c i n g , I t h i n k , s t u d e n t s t h a t a r e a w a r e
of m a n y d i f f e r e n t t hi n g s , b o t h a c a d e m i c a l l y an d nonacademically.
T h e y are s t u d e n t s that wi l l find life m o r e
s t i m u l a t i n g , a n d t h e y w i l l b e a b l e to b e c o m e e x c i t e d a b o u t
m o r e i n t e l l e c t u a l things.
T h e i r t h i n k i n g is m o r e a e s t h e t i c
a n d t he y a r e m u c h m o r e a w a r e of t h e m s e l v e s .
I think they
h a v e e n j o y e d c o l l e g e m o r e , p a r t l y b e c a u s e of the b r o a d
J M C c u r r i c u l u m a n d p a r t l y b e c a u s e of t h e i r own i n v o l v e m e n t
in all J M C a f f a i r s .
M a n y , h o w e v e r , a r e too i d e a l i s t i c .
T h e y h a v e i d e a s t h a t s e e m to l a c k a n e l e m e n t of p r a c ­
ticality.
I n g e n e r a l , J M C is p r o d u c i n g t h e t y p e o f s t u d e n t w h o
is a w a r e o f t h e s o c i a l a n d p o l i t i c a l p r o b l e m s o f t h e n a t i o n
a n d the w o r l d .
H e is, g e n e r a l l y ,
the type of p e r s o n w h o
w i l l do h i s p a r t , in w h a t e v e r p r o f e s s i o n h e c h o o s e s ,
to tr y
to s o l v e t h e s e p r o b l e m s .
H o p e f u l l y , I t h i n k t he " t y p e " of s t u d e n t w h o l e a v e s
is a r e i n f o r c e d
v e r s i o n of the
c u r i o u s " t y p e " w h o c o m e in.
Somehow I can't
picture a JMC graduate who isn't
curious
o r c o n c e r n e d a b o u t th e w o r l d o r t h e p e o p l e in h i s s o c i e t y .
A t l e a s t , I d o n ' t l i k e to t h i n k t h e r e a r e m a n y w h o w i l l
s i m p l y t u n e o u t the c o m p l i c a t i o n s a n d d i f f i c u l t i e s of p a r ­
t i c i p a t i n g in s o c i e t y .
I t ' s n o t t h a t w e ' r e a g r o u p of
h a r d - e y e d r a d i c a l s or s o c i a l d o - g o o d e r s , but p e r h a p s that
we can a p p r e c i a t e a n d e n j o y the v a r i e t y , for lack of a
b e t t e r w o r d , of
our own lives,
a n d c o n t r i b u t e to
the f u l n e s s
of the l i v e s of
others.
The

Views

of

Faculty:

W h a t we produce, our output,
is a s t u d e n t v o c a t i o n a l l y
c o n c e r n e d to s e r v e a n d m o d i f y s o c i e t y .
H e is a p t to b e
p r e t t y m u c h of a g e n e r a l i s t a n d I e x p e c t h i m / h e r to m o v e
t h r o u g h s e v e r a l k i n d s of w o r k b e f o r e f i n d i n g h i s pl a c e .

79

The m o s t l a n g u a g e - o r i e n t e d fit this l e a s t a n d w ill, p e r ­
h a p s , b e m o r e t r a d i t i o n a l in l i f e, t e a c h i n g , or w o r k i n g
with language somewhere.
Interested, aware,
i n - d e p t h u n i t s of s t u d y
m a th o r l o g i c .

p o s s i b l y v u l n e r a b l e to l a c k of
i n t r a n s f e r r a b l e s k i l l s s u c h as

F a i r l y l i b e r a l l y e d u c a t e d , a r t i c u l a t e , xjrite
mildly activist, socially concerned, high opinion
selves,
t h i n k less c r i t i c a l l y th a n I w o u l d like.

well,
of t h e m ­

I don't think we p r o duce types.
Our graduates will
p r o b a b l y go into a c a d e m i c a n d s e r v i c e p r o f e s s i o n s , h o l d
d e e p c o m m i t m e n t s to h u m a n v a l u e s , s o c i a l s e r v i c e a n d r e ­
f o r m , a n d h a v e b e t t e r s k i l l t h a n m o s t in l i v i n g t o g e t h e r
with others.
I t r u s t that s o m e of this has b e e n " p r o ­
d u c e d " or at l e a s t e n h a n c e d her e.
I ' m n o t s ur e we ar e " p r o d u c i n g " an y k i n d of s t u d e n t .
R a t h e r , at b e s t w e h e l p t h e m d e v e l o p m o r e f u l l y the v a l u e s
a n d b e h a v i o r a l n o r m s they b r i n g w i t h them; at w o r s t we
d o n ' t g e t in the w a y of t h e i r d e v e l o p m e n t .
A n t i - a u t h o r i t a r i a n , open
socially aware.

to

newness

and

change,

I think, and
h o p e , t h a t J M C is p r o d u c i n g s o m e t h i n g
more than a
"type."
As a m a t t e r of fact I b e l i e v e ther e
are, gen e r a l l y speaking,
two type s:
b o t h s e e m to be
b r ight and articulate.
One type fits m o r e the c o n c e p t i o n
of t h e b r i g h t s t u d e n t w h o p l a n s to do g r a d u a t e w o r k ,
the
o t h e r t y p e is t h e " i d e a l i s t i c " s t u d e n t f u l l o f " i d e a l i s t i c "
c o n c e p t i o n s an d c l i c h e s and, f r a n k l y , v e r y l i t t l e of s o l i d
education.
T h e u p p e r h a l f w o u l d s e e m to b e v e r y m a t u r e in t h a t
t h e y h a v e h a d o p p o r t u n i t i e s to b e t h e m s e l v e s a n d to d e v e l o p
accordingly.
I am n o t c e r t a i n w h a t the c o l l e g e has don e
for m a n y of
t h e s e o t h e r t h a n to s t r e n g t h e n
the a s s e t s they
already may
have.
T h e y a r e a b l e to r e l a t e
to o n e a n o t h e r
well.
They have had experience with responsibility.
I be­
lieve that they have d e v e l o p e d more even temperaments.
To a large e xtent " i d e a l i s t s " and individuals se e k i n g
a s h o r t - c u t r o u t e to t h e s o l u t i o n o f p e r s o n a l a n d s o c i a l
problems.
Of c o u r s e , s om e of J M C ' s p r o d u c t s are v e r y
creative and concerned, wholesome young people.

80

H e is p r o b a b l y c e r e b r a l
i n a p p r o a c h to p r o b l e m s ; n o t
asp r a g m a t i c as h i s
p e e r s in
the U n i v e r s i t y ; w e l l - e d u c a t e d
a n d n o t a t a l l s u r e w h e r e h e - or a n y of us - a r e g o i n g .
H i s p o t e n t i a l - s o c i o l o g i c a l l y a n d i n d i v i d u a l l y - is, I
think, great.

Cognitive

and

Seniors:

A

seniors

on

that

the

were

of

of

Summary
the

students

who

graduates,

respect

to

ability

level

of

students

who

were

Michigan

State

of

persisted

the

females

closely

University

the

during

end

the

years

was

it

was

college

the

high

140.21).

this

in

slightly

than

that
that

the
of

the
at

time-span;

respect.

measured
of

that

programs

1965-1969
in

scale

With

appears

grade-point

only

mean

higher

academic

evident

program

The

approximated

differences

average

Test,

it

other

atypically

substantial

four

then,

Morrill

graduating

markedly
=

Justin
by

aptitude.

was

in

of

made

the

females

enrolled

however,

in

academic

= 159.89,

were

scores

Qua],if i c a t i o n

however,

level,
of

on

academic aptitude,

graduates

spite

Characteristics

Based

high

females (males

male

-

College

generally

male

of

Affective

ability

females

lower

In

than

at

the

the

m a 1e s .
For
seniors

the
made

paralleled
data,

inferred

about

the

namely,

capable

most

the

their

that

the

had

from

graduating

students

closely

standardized

attracted

frequently

Morrill

which

colleagues

derived

college

Seniors

Justin

comments

student

conclusions

students.
that

part,

academically

mentioned
were,

test

in

or
comparison

81
to

other

students

at

academically

inclined

remarks

by

of

the

made

students'

variable

Values

views

of

Justin

some

Morrill

University
Even

and

experimental

to

the

the

view,
of

a

the

dents
values

in

deal

were

were

analysis
group,
the

College

was,

scores

on

Dogma t ism

of

supportive

course,

the

Scale

were

samples

of

only

Pi ffe ren t i a 1
as

criterion

noted

betx^een

Michigan

the

was

done

did

data

lend

strong

students
and

Seniors

social
of

which

who

who

chose

State

remained

tolerant
and

faculty

indicated

concerned

Approximately
interviewed

in

in

and

and
of

desirous

college
In

a

Morrill

existing

social

and

percent

themselves

as

or

points-of-

experience.

social

were

students

Justin

about

in

open

that

seventy-one

described

support

college

outlook,
aspects

employ

enroll

described

different

all

"academic"

questioned

very

of

political

involvement
their

generally

not

to

n o n - a u t h o r i t a r i a n , flexible,

being

persistently

problems.
who

as

manner,

and

and

that

particularly

similar

Using

Rokeach's

control

change.

college
liberal

life,

capacity

other

Morrill

to

great

academic

largely

The

themselves.

seniors

characteristically

in

toward

more

curious.

were

differences

conclusion

receptive

respondents

significant

though

Justin

University,

students.

an

the

or

State

intellectually

interest.

Inventory

measures,

and

faculty

Intellectual
one

Michigan

ethical

issues
of

stu­

the

and
seniors

"liberals."

82
When

asked

quently

to

define

mentioned

Summarizing
the

the

to

rather

well-educated

general

individuality.

to

be

involved

change,
said,

and

views
of

seemed

on

in

of

seniors

agreement

of

and

the

that

generalists

they

action

fre­

who

in

placed

a

could

order

about

faculty

tended

the

toward
there

to

be

high

be

to

optimistic,

idealistic,

most

college,

they

graduates

were

the

"change-oriented."

graduates

social

too

"liberal,”

was

Further,

indeed

perhaps

term

response

characteristics
be

the

value

expected

effect

though

social

as

prospects

some
of

being

change-agents.

Part

II

-

The

Curriculum

Recalling
culum

is

broadly

provided

in

phase

the

of

that,

and

defined
through

procedure,

of

college

graduating
to

original

other

four

specific
In
for

each

sons,

to
the

selected

program.

seniors
or
were

order

and

of
to

college,
is

to

this

all
the

elements
of

of

the

were

elicit

study,

intent
by

the

of

the

curri­

this

means

of

curriculum

statements

asked
of

College

experiences

examine,

objectives
to

of

Morrill

to

press

which

judge

pertained

college;

opinions

a

the

regarding

emphasis.
determine

statement
and

Justin

encompass

faculty

designed

in

purpose

Eight

emergent

areas

means

the

investigation

rating
the

for

Press

as

well

standard

the
as

perceived
permit

deviations

degree

of

cross-sample
were

emphasis
compari­

calculated

based

83

on

the

responses

in

the

evaluation

analysis
made

to

in

Table

each

sample.

noted,

both

seniors

detailed

the

shown

for

to

the

where

various

analysis

responses

each

instrument.

B

ratings
a

on

Appendix

plotted
were

are

made

made

of
by

of

the

The

4.6.

the

and

each

means

may

are

differences

by

this

also

be

graphically
of

opinion

assigned

quite

similar

Following

Table

4.6

statement
sample.

continuums

yielded

Reference

faculty

statements.
each

data

tabled

Although

vertical

and

a

discussion

is
of

84

Table
MEANS
TO

4.6

AND STANDARD DEVIATIONS FOR STUDENT AND FACULTY RESPONSES
SELECTED STATEMENTS REGARDING JUSTIN MORRILL COLLEGE

JMC
Mean

S ta t e m e n t
Broad-based
e duca tion

liberal

Seniors
S .D .

JMC Faculty
Mean
S .D .

arts
8.9

1.4

7.7

2.5

8.3

2.6

7.7

1.7

8.3

1.8

8.7

1.7

Acquisition and critical
e v a l u a t i o n of i n f o r m a t i o n
and knowledge

7.6

1.8

5.2

2.4

S k i l l s to
in g r o u p s

6.3

1.8

6.3

2.1

8.2

2.0

8.0

1.8

7.3

2.5

5.8

2.5

7.6

2.0

7.7

1.9

D e v e l o p m e n t of g e n e r a l c o m ­
p e t e n c i e s a s o p p o s e d to
vocational skills

9.2

1.6

9.0

1.7

Curriculum which
t h e o retical than

is m o r e
practical

6.9

2.2

6.9

2.3

E f f e c t i v e p r e p a r a t i o n for
dealing with social issues
and problems

6.6

2.4

6.9

1.9

P e r s o n a l d e v e l o p m e n t as
i m p o r t a n t as i n t e l l e c t u a l
growth

7.7

2.4

8.7

1.9

Awareness
values
Social

of

own

and

others

consciousness

work

Improvement

in

effectively

communication

skills
Synthesis and
of k no w l e d g e

application

Personally enriching
relevant education

and

85

S ta t e m e n t

I

-

E d u c a t i o n should be b r o a d - b a s e d
liberal arts tradition.

Although
dients
that

of

the

there

to

"liberal

is,

character.
tent

educators

larly

the

broad

in

statement

the

notion
scope,

vironment

arts

ideals
that

some
was

of

which

on

the

relatively

statement,

it

was

evident

placed
was

(mean
on

the

7.7)

this

felt

idea.

difference
in

the

case

faculty

it

was

2.5.

variance
a

of

reflection

college,
liberal

at

which

least

II

his

-

assumed

its

essential

assess

the

and

particu­

should

program

and

ex­

be

the

en­

means

a

obtained
(mean

significant

for

8.9)

and

emphasis

finding,

the

standard

deviations

fact

it

was

that

the

1.4,

there

faculty

concerning

as

it

relates

a

was

however,

whereas

was

for

to

sizable
may

direction
its

each

for

respondents
the

the

of

be
the

purported

objectives.

S t u d e n t s s h o u l d b e c o m e i n c r e a s i n g l y a w a r e of
their own values and value co m m i t m e n t s and
should recognize and understand value d i f f e r ­
ences among other individuals and cultures.

review

emerged

be

striking

amongst

insofar

on

ingre­

most

uncertainty

education

Statement
~

In

of

may

education

seniors

seniors

The

opinion

high

that

The

of

to

exact

education,

college

that

between

group:

it

the

operated.

Based

faculty

the

designed

liberal

the

it

on

consensus

undergraduate

permeated

within

agree

tradition,"

nonetheless,

This

which

seldom

in

in

of

the

the
late

new,

experimental-type

1950's

and

early

colleges

1960's,

Mayhew

86

noted

that

many

of

them

emphasized

internationalism

in

O

some
for

way.
its

Justin

Morrill

guidelines

service

and

tegrating

very

theme.

The

an

In

numerous

addition,

were

as

well

made

other

related

means

of

as

outlined

8.3

and

that

portant

element

apparent

though
be

a

tance

the

good

viewed
the

above

the

and

college

way

that

students

deviation

2.6,

and

average

rating

the

fact

1.7

was

deal

of

questioning

attached

to

this

idea

in

means

much

to

rather

the

a

and

was

variance

the

the

obtained

an

Somewhat

high,

and

faculty

the

faculty).

regarding

as

achieve

With
and

evaluated
for

in­

study

requirements

seniors

so

an

experiences

understanding

that

be

foreign

experience.

the

to

requirement.

statement.

respectively,

awareness

of

the

international

contained,

field

these

as

was

in

(standard

7.7

value

however,

in

for

exception,

was

language

off-campus

Presumably

an

that

curriculum

opportunities

were

not

stated

foreign

domestic

ones

dicated

zling,

intensive

was

understanding

original

available.

objectives

clearly

cross-cultural

consequence,

travel

College

there

in­
im­

puz­

was

statement
Thus,

even

seemed

relative

to

impor­

curriculum.

^ L e w i s B. M a y h e w , " T h e N e w C o l l e g e s , "
Higher Education:
Some N e w e r D e v e l o p m ents
McGraw-Hill Book Company,
1 9 6 5 ^ , p. 21.

in S a m u e l B a s k i n ,
(New York:

87

Statement

The
to

III

and

S o c i a l c o n s c i o u s n e s s is v i t a l .
The student
s h o u l d c u l t i v a t e an a w a r e n e s s , c o n c e r n , a n d
s e n s e of r e s p o n s i b i l i t y f o r c o n t e m p o r a r y
events, problems, and issues.

shifting

domestic

hardly

-

of

concerns

requires

profound

impact

action

was

ties.

In

case

the

faculty

evidently

ment

promote

of

social

cern,

IV

than

deviation
than
the

the

mean

perceive

felt

that

that

change

within

Morrill's
there

develop

during

education,

nourished

of

extent

was

within

(senior

this
to

were

mean

international
the

had
for

a

mid-1960's
an

obvious

the

impetus

academic

program,

the

very

8.3,

communi­

seniors

strong

student

of

5.2

senior
the

then,
very

which

and
for

this

may

of

sample

(standard

much

the

a

and

commit­

high

faculty

be

In

statement
7.6.
of

level

mean

primary

8.7).

2.4

was

1.8).

con­

techniques
to

quite
was

of

preceding

similarly,

substantially

Moreover,

concluded
was

of

contrast

rated

deviation

emphasis

was

various

seniors

average

faculty

it

statement

stressed.

faculty

students

faculty,

This

higher

Justin

part

which

for

place

from

T h e s t u d e n t s h o u l d k n o w hoxv to a c q u i r e i n f o r ­
m a t i o n a n d k n o w l e d g e a n d h o w to e v a l u a t e it
c r i t i c a l l y b y t e s t i n g i t s a u t h e n t i c i ty w i t h
l o g i c a l , s y s t e m a t i c , or a e s t h e t i c m o d e s of
inquiry.

the

the

took

of

assessment

faculty

lower

often

and

latter

statements
the

-

namely

critical

upon

consciousness

Statement

The

which

priorities

documentation.

toward

to

national

the

notably
In

the

standard
larger
view

that

they

did

placed

upon

this

of

not
idea.

88

The

quantitative

comments

which

graduates,

data

several

that

is,

have

been

a

namely

high

as

they

have

been

placed

on

Statement

The

could

that

-

standard

were

which

quite

interviewed,

that

they

when

rarely

to

to

seniors

fraternities,

low

identity-seeking,
interest

rating

sentiment

been.

Morrill

may

in
also

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were

Finally,

insufficient

aca­

not
it

as
may

emphasis

was

inquiry.

seniors

the

this

or

work

other
were

(both

more

nearly

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a

were

6.3,

slightly

modest
In

fact,

percent

worked

in

groups

60

p e r c e n t of

rather

than

likely

in
to

honoraries,

with

any
but

than

seniors

indicated
Justin

said

that

others.

was

the

was

when

the

University,

have

this

higher

in

them

with

study

the

to

emphasis

74

interview

or

assigned

than

students

sororities

means
only

only

never

less

faculty

objective.

alone

of

and

faculty

slightly

finding

compared

Morrill

of

Furthermore,

interesting

of

were

performance

that

similar

upon

were

theyp r e f e r r e d

of
have

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placed

had

felt

modes

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written

Justin

marginal

common

should

about

the

The student s hould d e v e l o p a range of skills
to p e r m i t h i m to w o r k w i t h s a t i s f a c t i o n
and
e f f e c t i v e n e s s in g r o u p s in t h e a n a l y s i s
and
f o r m u l a t i o n of s o l u t i o n s
to p r o b l e m s .

students).

Morrill.

or

deviation

seemingly

a

with

them

had

standards

different

V

of

who

of

faculty

ratings

statement

the

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made

pursuits.

reflection

demics,

some

types

intellectual

consistent

faculty

that

experience-oriented
serious

were

link

Another

fact

that

Justin
to

social

participated

more

89

frequently
findings
tended

and

to

students

at

of

-

being

in

emphasis

courses.

a

be

essay-type

S ta t e m e n t

The

in

key

to

pected

to

knowing"

-

the

These
college

than

other

University.

8.2

and

respectively.

8.0

section
on

of

this

and

did

statement
As

chapter,

discussion

students

than

this

in
a

a

Justin

will

were

be

great

re­

deal

Morrill

considerable

examinations

rather

most

amount
likely

to

multiple-choice.

T h e s t u d e n t s h o u l d k n o w h o w to s y n t h e s i z e
and apply knowledge (facts, concepts,
theories)
f r o m the v a r i o u s d i s c i p l i n e s
to
t he s o l u t i o n of p r o b l e m s ,
the e x p l a n a t i o n
of e v e n t s , a n d the a n a l y s i s of p o s s i b l e
c o u r s e s of a c t i o n .
in

this

intent

which

of

emphasis

learning.

present
or

in

individualistic

rated

placed

word

to

and

students

faculty

rather

the

approaches

that

organizations.

and

courses,

VII

Basically,
extent

State

Furthermore,

writing

suggest

independent

later

was

of

professional

T h e i m p r o v e m e n t o f c o m m u n i c a t i o n s k i l l s is
essential.
T h e s t u d e n t s h o u l d b e a b l e to
e x p r e s s his t h o u g h t s e f f e c t i v e l y v e r b a l l y
a n d in w r i t i n g , a n d s h o u l d b e c o m e a m o r e
discriminating listener.

seniors

to

or

data

Michigan

means

ferred

more

VI

Both

academic
other

be

S ta t e m e n t

high,

in

means

interrelatedness

their
of
of

statement
this
was
By

statement
placed

design,

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organizing
knowledge

was

on

"synthesize."
was

assess

the

interdisciplinary

instructors
disciplines

were

ex­

as

"means

If

in

fact,

communicated

or

made

knowledge.

was

to

of
the

90

evident

in

statement
the

the
would

faculty

that

a

this

idea,

fairly

were

both
of

whether

interrelated,
gested

at

this

curriculum

S ta t e m e n t

Two
hand,
toward
of

-

factors

having

that

directed
faculty

a

mean

Statement

IX

2.5).

Morrill

percent
is

7.3)

answered

were

the

fairly

of

social

these

this

this
students

appeared
"no."

to

What

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is

elements

sug
of

and

relevancy?
amount

objectives

education
and rele v a n t

statement.

structured

students,

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meeting

substan­

when

important

in

experiences

of

5.8).

a

to

on

lacking.

considered

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fact,

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indicated

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relation

courses

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exhibited

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of

with
on

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view
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concern

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7.6,

7.7).

-

Responses
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faculty
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students

otherwise

opinion

were

measure

toward

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then,

educational

some

felt

by

The c o l l e g e should p r o vide an
w h i c h is p e r s o n a l l y e n r i c h i n g
to t h e n e e d s o f s o c i e t y .

satisfying

dicated

um

point,

integration

VIII

were

60

rating

(mean

deviation

nearly

high

expected

emphasis

of

Justin

a

be

the

students

variance

might

Although

apparently

(standard

asked

it

received

significant

faculty

amount

statement

have

respondents.

Furthermore,
tial

curriculum,

J u s t i n M o r r i l l s t u d e n t s a r e e n c o u r a g e d to
develop general c o m p e t e n c i e s rather than
specific vocational skills.
to

depicts

this

statement

polarities

of

may

be

placed

programmatic

on

a

continu

emphasis.

On

91

one

end,

the

cational
other,
which

the

emphasis

have,

for

high

9.2,

a

college.

total

student
may

to
be

expected
several

(mean

of

little,

many

of

the

kinds

of

work

-

the

for

of

curriculum

was

cal

emphasis.

It

deviations

seniors
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and

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this

priority

one

vocational

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was

specific

faculty

graduating
before

a

member

seniors

settling

to

in

within

there

was

rather,

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on

2.3
among

the

only
should

ratings
and

for

each

for

faculty)

the

f a c u l t y ) , it

slightly
be

weighted

noted,

sample

raters.

assigned

to

were

of

stated

that

suggest

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to

the

this

job.

that
order

of
than

statement

appear

toward

a

that

theoreti­

the

stan­

(2.2

considerable
student

he

through

would

the

the

niche.

particular

however,

it

career

move

a

behavior

standard

preparation;

pressure

the

(senior

concern

however,

such

find

low

vo­

value.

statement

that

at

and/or

transfer

relatively

a

any,

and

seniors

the

dard

and

study;

or

T h e J u s t i n M o r r i l l c u r r i c u l u m is m o r e
theoretical than practical;
t h a t i s , it
(th e c o l l e g e ) s t r e s s e s the u n d e r s t a n d i n g
theories, ideas, and a b s t r a c t i o n s r a ther
the p r a c t i c a l a p p l i c a t i o n of k n o w l e d g e .

basis

6.9

to

of

skills

potential

about

that

course

follow,

if

for

occupational

convincingly

not

concern

prepare

X

9.0)

rather

does

the

cultivating

assigned

mean

recalled

Statement

On

of

that

on

on

given

definitely

It

lack

indicates

It

was

a

is

student,

ratings

suggest

preparation

of

is

the

faculty

deviations

the

concern

consequences

The
mean

primary

for

variance

point-of-view,

92

it

may

be

that

this

variance

fering

kinds

of

majors

which

required,

zation.
were

On

a

Of
the

views

dealing

from

different

6.9)

college,
the

study,

in

Justin

interviewed
same

positive

of

selected;

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for
is

example,

possible

patterns

more

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of

by

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is,
speciali­

students

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environment.

and

frames

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sense,

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of

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Morrill,

positive

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in

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exit

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the

8

56

or
of

stated

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"quite"
Michigan

percent
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confidence

percent

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adequacy
as

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likely

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partially

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toward

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to

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question

University

Morrill,

kinds

preparation
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were

faculty

mean

broadest
when

for

responses

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yet

gave

the

Seniors

have

accounted

The college effectively prepares students
cope with societal issues and problems.

the

student

it

structured

seniors

with

may

their

-

in

quite

lower

The

quite

of

graduates.

cent

to

interest

experience

in

hand,

XI

be

teaching

other

relatively

S ta t e m e n t

which

the

exposed

within

emphases

can

91

per­

those
unsure.
State

making
they

in

a

felt

93

"rather
their

unsure"

The
make

XII

-

intent
a

of

or

terms.

academic

inclusive;
reference

they
for

felt

academic
who,

making

of

of...are
These

the

they

placed

in

the

were

It

perceived

that

ment

did

than

was

statement

vividly

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important

while

essential

interesting

more

emphasis

students.

to

to
was

the
it

f r a m e of
of

7.7a n d

seniors and

of

concern
The

so-called
by

"The

about

complemen­
non­
one

continuum,

read

the

intellectual

means

person.
and

for

means were all-

a

illustrated

on

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was

no

both

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academic

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great

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between

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by

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that

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other

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experiences

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The

of

relationship

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respectively,

faculty

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judgment
of

the

confidence

T h e d e v e l o p m e n t of m e a n i n g f u l p e r s o n a l rel a t i o n s h i p s , i n v o l v e m e n t in e x t r a c u r r i c u l a r
a c t i v i t i e s , and the c u l t i v a t i o n of one's
a e s t h e t i c s e n s i t i v i t i e s a r e c o n s i d e r e d as
i m p o r t a n t as i n t e l l e c t u a l g r o w t h .

development

8.7

the

preparation.

Statement

to

concerning

student

changed

development...

intellectual

growth."

perhaps

different

and
note,

of

a

desirable
however,

placed

on

the

kinds
that

personal

of
faculty
develop­

94
Part

III

-

The

Several
an

attempt

outcomes
The
1)

kinds

to

of

teristics
seniors
tions

the

some

of

the

are

and

college

graduates,

and

3)

Objectives

evidence

first

areas

faculty,

College

preliminary

college's

major

of

data

achievement

and

of

of

make

following
student

Achievement

years

discussed

about

of

in

as

this

viewed

educational

and

and

4)

regarding

and

College

opinions

in

selected

operation.

objectives,

environment

Goals

evaluated

analyses

four

college

were

and

section:
2)

charac­

by

graduating

occupational

aspira­

curriculum

flexib i l i t y .

Student
of

Achievement

Justin

G r a d u a te

Morrill
Rec ord

Seminar

were

both

these

of

achievement

seniors

Examina tion

two

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in

be

the

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achievement
formance

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to

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Examina tion

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were

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compared

kind

to

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Tests

of
per­

membership

-

an

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academic

on

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grade

considered

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outstanding

the

Senior

measures,

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for

of

achievement.

Record

Tests

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Area

G r a d u a te

of

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affiliation.

Morrill

the

objective

extent

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Kappa

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in

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in

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indices

Senior

internal
of

on

Objectives

or

Phi

scores
of

normative

the
data

95

based
243

on

the

performance

institutions

Test,

only

interval
the

one

the

the

range

On

an

clearly

each

85

percent

types.^

school

five

average

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Morrill

Morrill
of

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these
of

mean

Justin

581.53

Justin

tests.

the

in

seniors

data
the
on

the

norm

lower

on

the

Humanities

percent

were

below

on

the

Natural

Justin
were

Morrill

based

is

scaled

seniors
shown

in

scores
and

the

Table

and

the

six

Science

Science

Test.

it

on

was

high

as

a

rankings

approximately
scored

Science
and

lower
Test;

nearly

79

80

T e s t . ”*

standard

sample

average
above

percentile

Test;

on

were

very

group

same

whereas

then,

that

Science

higher

and

Social

were

average

a

Natural

show

the

in

ranked

percent

The

had

comparison,

were

Social

600.14),

578.61,

on

representing

the

average

Morrill

The

seniors

Morrill

On

mean,

of

significant

the

an

seniors

institutions

institutional-wide

Equally

on

than

Test

evident

college.

varying

(Justin

Justin

college

college

other

Humanities

than

of

of

deviations

which

test

for

norms

4.7.

Gradu a t e Record E x a m i n a t i o n Special Report:
Institut i o n a 1 M e a n s on the A r e a T e s t s ( P r i n c e t o n :
Educational
Testing Service,
1 9 6 4 ) , p. 9.
^ I n t e r p r e t i n g G R E S c o r e s - D a ta f o r R e f e r e n c e G r o u p s
(P r i n c e t o n :
Educational Testing Service,
1 9 6 8 - 6 9 ) , p. 19.

96
Table
MEANS

4.7

A N D S T A N D A R D D E V I A T I O N S ON T H E A R E A T E S T S OF T H E
GRADUATE RECORD EXAMINATION FOR JUSTIN MORRILL
SENIORS AND THE NATIONAL SENIOR SAMPLE

S oc i a 1 Sc i e n c e

72

600.13

117.93

3035

489

99

Humanities

72

578.61

8 3 . 09

3035

494

99

Natural

72

581.52

1 1 2 .97

3035

487

98

Science

National Senior
S a m p 1 e_____
N
Mean

Q
•
CO

Test

Justin Morrill
S enior s
S .D .
N*
Mean

’• A c t u a l l y 9 7 s t u d e n t s w h o w e r e c l a s s i f i e d a s s e n i o r s
took these tests.
The mean scores and standard
d e v i a t i o n s for the total g r o u p w e r e n e a r l y i d e n t i c a l
to t h e d a t a f o r J u s t i n M o r r i l l s e n i o r s w h i c h is p r e ­
s e n t e d in this t a b l e.

A

comparison

scores
males

yielded

Science

higher

on

were
but

the

higher
were

much

some

performed

Social

as

national

between

interesting

substantially
and

Natural

Humanities

on

the

lower

Justin

data.

Science

than

females

on

on

the

ability

level

sample

was

not

data

state

whether

ties t

Test

6Ibid.

can

improved
be

performance
for

the

and

by

of

and

female

in

females

Table
on

the

sample,

Natural Science

is

not

4.8,

somewhat

national

females

it

and

shown

theH u m a n i t i e s

available,

accounted

than

Tests,

For

Science

male

As

higher

Test.

Social

Morrill

Tests,

Test.^
and

of f e m a l e s on

Inas­

males

possible
the

an a b i l i t y f a ctor,

men

in

the

to
Humani­
or

97
Table

4.8

M E A N S A N D S T A N D A R D D E V I A T I O N S O N T H E A R E A T E S T S OF
GRADUATE RECORD EXAMINATION FOR JUSTIN MORRILL
SENIOR MALES AND FEMALES

THE

■■■■- '■
J M C 1H a 1 es
S .D .
Mean

N

Tes t

J M C F e m a 1 es
S .D.
Mean

N

40

654.25

116.95

32

532.50

78 .4 1

Humanities

40

5 8 9 .50

9 1 .59

32

5 6 5 .0 0

76 . 11

Natural

Science

40

641.75

8 8 .0 8

32

506.25

9 4 . 55

was

t o , because

of

Social

Science

due

majoring

in

coursework
students,
aptitude
that
the

of

the

of

male

to

female

difference

oriented

it

was

graduates
thus

Science
an

greater

humanities.

however,

females,

largely
the

humanities
in

Social

a

the

and

ability

was

nearly

not

of

more

females

exposure

the

case

of

established

that

measured

was

significantly

differences

lower
so

in

Science

factor.

was

curricula,
In

Natural

average

preponderance

Justin

Morrill
academic

higher

average

than

scores

Tests

were

due

Nevertheless,

even

though

on

the

great

Humanities
as

it

was

to

on

Test,

the

the

other

on

tests.

Senior

Seminar

perience
to

for

confront

vide,

in

analyze

an
it

P e r f o r m a nc e

graduating
the
oral

student

-

seniors,
with

examination,

rationally

Structured

and

an
an

the
issue

as

a

seminar
or

was

problem

opportunity

organize

"capstone"

support

for

for

ex­

designed
and

pro­

him

to

his

position.

98

It

was

anticipated

that

approximate

overall

grade-point

average.

grade

for

similar

males

to

the

As

shown

females

respective

the

measures

.40,

significant

achievement

and

Furthermore,
was

achievement

at

the

in

in

level

Table
MEANS

AND

Table

STANDARD DEVIATIONS
(G P A ) A N D G R A D E S I N

would

final

the

was

these

which

in

4.9,

seminar

between

of

seminar

grade-point

relationship
.01

the

reflected

the

final

correlation
a

as

in

average

very

averages.
performance

was

statistically

confidence.

4.9
ON FINAL GRADE-POINT
THE S ENIOR S E M I N A R

Sex

N

Final
Mean

Ma 1e

66

3 . 10

.43

3 . 12

. 74

F ema1e

65

2.97

.38

2.98

.61

131

3 . 03

.41

3.05

. 68

Total

Thus,

it

their

overall

Senior
some
In

may

be

concluded

academic

Seminar.

of

the

their

At

written

deficiencies

in

responses
the

were

very

critical

oral

examination.

Justin
about
Having

a

should

asked

program,

course,

and

participated

in

well

well

about

question

Morrill

the

made

did

did

reference

seniors
to

who

generally

point,

which

Senior Seminar Grade
Mean
S.D.

students

program

this

comments

that

GPA
S.D.

AVERAGE

in

in
be

the
made

the

seminar.

to

identify

several

students

particularly
a

to

number

of

the
these

99
examinations
1968-69

as

a

academic

faculty
year,

discomfort

which

evaluation

exercise.

judgment
present

on

the

some

evaluation

of

insight

of

curriculum

there

was

much

tion

by

examination.

recruit
first

be

an

honors

year
had

average

ability.

Morrill

had,

in

the

produced

as

Honors

Michigan

State

At
a

it
a

of

end

the

the

13
One

of

to

context
degree

the

means

by

The

fact

that

Seminar

precise

it

is

possible

the

focus

was

concerning
next

is

some

Senior

lack

hand,

considera­
on

the

an

oral

latter

ex­

chapter.

Justin

Morrill was

were

attempts made

nor
the

evident

the

of

oral

pass

the

into

to

of

in

the

the

the

it

provides

- Although

was

University.

rather

taken

college,

college,

College

the

to

been

since

student

the

not

taken

in

the

other

students

(1965-66),

factors

to

have

in

honors

is

to

during

evaluated.

discussion

found

level

were

the

Membership

be

which,

during

attests

understanding

due

may

Further

will

to

On

college

course;

performance,

evaluators

Col l e ge

intended

data

been

factors

faculty

the

here

variability

criteria.

affective

Honors

of

objectives

have

the

experienced

purpose

perhaps

greater

well

that

planation

The

in

investigator

students

student
and

which

evaluative

many

adequacy

into

may

this

quantifiable

of

grades

member

college
that

population
Winter
highest

hundred

to

d u r i n g the

s e 1 f-se1ection
of

Term,

more
1969,

percentage

academic

not

colleges
(11.6

than
Justin
enrollment
at

percent)

of

100

the

859

time

were

Natural
its

students
also

who

in

Science,

majors

in

the

the

of

the

of

131

Honors

on

significance

State

of

than

the

at

Justin

College.

25

total

University

second,

College.^

more

percent

ranked

the

percent
when

the

of

one

time

college

The
had

the

9.9

total

class,

population

qualified

percent

which

that

for

that

of

seniors

figure,

considers

at

College

Morrill

This

undergraduate
that

in

College.

Honors

slightly
added

enrolled

Honors

which

Thirty-three
members

were

were
was

takes

only
at

of

4.5

Michigan

Honors

College

members h i p .

Phi

Beta

their

Kappa

- Because

of

academic

programs,

twenty-five

seniors
Phi

were

Beta

Kappa

reference

is

University,
seniors

were

of

and

Arts

extended

for
so

invitations

chapter

made

to

at

the

nearly

Michigan
other

three

recognized

Letters,

outstanding

as

Natural

to

of

were

the

State

as

colleges

majors

Science,

members

University.

many

and

in

graduating

become

academic

times

achievement

Justin
in

at

of

the
Again,

the

Morrill

the

colleges

Social

Science.

7
T h i s i n f o r m a t i o n wa s t a k e n f r o m a r e p o r t w h i c h Dr.
W i l l i a m K e l l y , D i r e c t o r o f t h e H o n o r s C o l l e g e , s e n t to
Deans, De pa r t m en t Chairmen, and Honors Ad v is or s, dated
M a r c h 10, 1 9 6 9 .
^As r e p o r t e d
State University,

in T h e H o n o r s
M a y 17, 1 9 6 9 .

College

B u ll e ti n , Michigan

101

Characteristics
Opinions

of

expressed
faculty
were

in

in

teristics

of

questions

were

college

the

had

be

questions

relatedness,

students

college?

If

assessment;
The

the

to

begin
of

Morrill?

percent

to

did

the

be

college

were

Justin
their

they

pe rc e n t o f

this

question;

indicated

"uncertain."

the

emerged

analysis,
inter­

Experience

experience
to

dislike
which

in
a

mark
the

was

distributed
Given

have
"yes,"

s t u d e nt

/ percent
In

the

the

positive

a ga i n , w o u 1 d
you

-

most?

question:

career

8b

style

their

Morrill

contributed

to

was

apparent.

experience
asked

or

community?

of

individually;

following

and

of

purpose

Q u e s tionnaire,

program

"yes"

with

what

your

N e ar 1 y

the

factors

the

Students

certain."

7

not,

contained

type

die a ted

if

For

should

what

sense

charac­

satisfied

extent

teaching-learning

treated

with

Curriculum

seniors,

a

a

Ques tionnaire

areas

students

as

and

significant

what

and

seniors

responses

Three

were
to

of

C u r r ic u 1 u m

describe

Second,

satisfied
so,

to

the

First,

of

however,

Satisfaction

in

Attitudes

views

environment.

described?
were

The

establishing

features

these

tunity

attempt

college

-

questionnaire

an

experience?

could

Were

and

questions

in

Environment:

Faculty

examined.

which

Senior

and

to

successful

Finally,

College

interview

reaction

their

the

Seniors

analyzed

with

of

had

the
you

in

"no,"

oppor­
select

Justin
or

"un­

r es p undents

stated

"no;"

interview

to

inand

study,

102

approximately
to

describe

nearly
less
was

18

their

9

judged

to

be

and

used

experience
used

percent

responses

strong

percent

percent

than

These

56

an

of

by

positive

moderately

in

Justin

extremely

those

either

a

Morrill,

positive

interviewed

moderately

graduating

or

of

word.

used

a

reflect

their

word

while

strongly

seniors

endorsement

positive

Somewhat

word

which

negative.
a

very

experience

in

the

college.
Also

included

open-ended

question

in

which

strengths

and/or

Following

are

responses

which

strengths

or

point

deficiencies

out

Selected
Morrill

the

Questionnaire

asked

to

deficiencies

paraphrased

made

aspects
in

Views

them

of

their

versions

students

positive

Senior

Curriculum

or

to

of

this

are

identify
overall

the

concerns

the

kinds

then

about

an

major

experience.
of

question.

listed,

was

written

First
those

the

R egarding

S t r e n g th s _ o £ _ t

r e s p o n s i b i l i t y is
more challenging,

shifted toward
than listening

the

which

program.

E x p e r i e n ce

Academic
w h i c h is
lecture

in

a

class

of

students
o a

300.

Variety; contact with professors,
f l e x i b i l i t y in
p la n n i n g my aca d em ic program, and o b t a i n i n g gu id a n c e
w h e n n e e d e d , e l i m i n a t e d m u c h of t h e c o o l n e s s a n d
sterility
Small

of

classes

Participation
were

ways

in

this

large

and
in

easy

access

committees

which

The opportunity
work;
fantastic

university.

"student,

to

and

professors.
special

power"

was

programs
utilized.

a n d e n c o u r a g e m e n t to d o i n d e p e n d e n t
o verseas and field study o p p o r t un i t i e s

103

Interpersonal
and staff.

relations

and

dialogue

with

faculty

A n a t m o s p h e r e of l e a r n i n g p r e v a i l e d ;
the c o l l e g e
e n c o u r a g e s s t u d e n t s to q u e s t i o n a n d d e m a n d c h a n g e
when necessary.
T h e s t r o n g e s t f e a t u r e o f t h e c o l l e g e is t h e c o m ­
m u n i t y a t m o s p h e r e w h i c h a l l o w s a g r e a t d e a l of
interaction among and between students and faculty.
A

concerned

There

is

a

and

enthusiastic

sincere

interest

faculty.
in

the

individual

student.

F i e l d s t u d y w a s h e l p f u l i n a l l o w i n g t h e s t u d e n t to
glimpse many vocational possibilities;
t h e r e is a n
e m p h a s i s o n r e l e v a n c e to t h e w o r l d o u t s i d e c a m p u s .
T h e i n t e r - r e l a t e d n e s s of m a n y
t h e m e of h u m a n e x p e r i e n c e and

c o u r s e s to t h e
interaction.

basic

T h e e m p h a s i s on o u t s i d e l e a r n i n g - - f i e l d stud y ,
foreign study, and independent study--is a source
of gr e a t strength.
Every effort shou l d be m a d e
to m a k e t h e s e p r o g r a m s as " u n a c a d e m i c " as p o s s i b l e
s i n c e J M C 's m o s t a d m i r a b l e p r e d i s p o s i t i o n is to
c o m b a t n a r r o w i n t e l l e c t u a 1 ism.
The outside learning
p r o v i d e s e d u c a t i o n i n s t e a d of s c h o o l i n g .

Selected Senior Views
Morrill Experience
A n i n f l u x of
n o t 1 os t .

new

Regarding

teachers

Deficiencies

is

needed

so

of

the

variety

T h e r e is n o t e n o u g h s p e c i f i c g u i d a n c e o n
you can be with ou t getting into danger.

how

Justin

is

free

T h e f i r s t y e a r s of the c o l l e g e w e r e e x c i t i n g ; s i n c e
then, s tu d e n t s and fac u l t y h av e d e t e r i o r a t e d .
The
c o l l e g e l a c k s a c o n c e p t i o n o f w h a t i t is to a c c o m p 1 i s h .
JMC e m ph as i z e s b r o a d - b a s e d liberal ideas, but b e h a v i o r
is to t h e c o n t r a r y .
The c o l l e g e r e f us ed sen i o r s an
o p p o r t u n i t y to d o a c o m p l e t e e v a l u a t i o n o f t h e c o l l e g e
as t h e i r s e n i o r s e m i n a r .

104

Poor

counseling.

T h e r e is a l a c k o f i n - d e p t h p r e p a r a t i o n f o r s t u d e n t s
w h o g r a v i t a t e t o w a r d p r e - p r o f e s s i o n a l or t e a c h e r
educa t i o n .
T h e l a c k o f a n a l t e r n a t i v e to t h e i n t e n s i v e l a n g u a g e
p r o g r a m h u r t the c o l l e g e .
The language program
d i d n ' t fit m y n e e d s or c a p a b i l i t i e s a n d a l m o s t
c a u s e d m e to t r a n s f e r f r o m t h e c o l l e g e .
T h e r e is a l a c k o f m e n i n t h e c o l l e g e ;
l u m t e n d s to a t t r a c t f e m a 1 e s - - s t u d e n t s
possibilities.
T h e c o l l e g e has
in the p a s t .
L a c k of
a r e too

been

continuity
easy; they

too

the c u r r i c u ­
d o n ' t see the

internationally

between courses;
g r a d e too high.

too

oriented

many

W i t h i n c r e a s e in s i z e ,
a n d a d m i n i s t r a t o r s has

the d i s t a n c e b e t w e e n
likewise increased.

J M C is t r u l y a l i b e r a l
f i n d i n g , it h e l p s v e r y
years.
O u r s o c i e t y is
n ot the g e n e r a l .

arts college,
l i t t l e at the
g e a r e d to t h e

T h e r e a p p e a r s to b e a s m a 11
of s t u d e n t s and f a c u l t y w h o
J M C 's l i b e r t a r i a n
to h a n d l e .

bent

is

much

students

b u t as I ' m
end of four
spe ci fi c and

but well-defined
form the " h e a r t "

too

courses

for

some

clique
of JMC .
people

Even though JMC stresses individuality,
t h e r e is a
g r e a t d e a l o f p r e s s u r e to c o n f o r m .
Stu d e n ts and
f a c u l t y s e e m to h a v e c e r t a i n s t a n d a r d s o f b e h a v i o r .
It's
this
JMC

t o o e a s y to m i s u s e t h e f r e e d o m o f J M C - b u t
is a s t u d e n t p r o b l e m a n d n o t t h e c o l l e g e ' s .
students

could

b ec o m e

too

muc h

alike.

T h e r e is n o t h i n g m o r e f o o l i s h o r f r u s t r a t i n g t h a n
a s p e c i a l i z e d c o u r s e run e n t i r e l y on c l a s s d i s c u s ­
s i o n w h e n t h e c l a s s k n o w s l i t t l e , if a n y t h i n g , a b o u t
the b r o a d e r area.
T h e r e is s t i l l a n e e d f o r t e a c h i n g
a n d g u i d a n c e , e v e n in J u s t i n M o r r i l l c o u r s e s .

Creating
Justin

a

Morrill

college

By

maximum

college
thirds

College

program

atmosphere

college.
the

Small

the

to

sense

class

enrollment

guidelines
of

was

and

design,

Community

called

seek
of

size

was

for

a

to

live

hall

(Snyder-Phi 11ips)

in

order

from

the

While
whether

a

no

precise

sense

of

information

that

particular

this

achieved.
whether
tial
The

In

they

the

concept.
most

1)

easy

2)

feelings

of

being

3)

the

that

4)

improved
definite

which
placed
ment:

seniors
on

made

94

personal

1200

the

to

of

at

the

small

and
The

least

college

the

small

students.

derive

two-

residence

maximum

in

any

been

benefit

got

support

large

seniors

answered

to

and

know
5)

indicative

that

of

within

been
asked

the

the

centered
to

each

A

to

it
few

the
the

the

contention

were

in

college

identification.

interaction

the

advantages

the

measruing

measure,

closeness

of

for

established,

responses

and

part

existed

to

percent

access

are

be

minimum

study,

were

students

of

to

at

had

had,

communications;
point

kept

offered

goal

a

a

was

test

mentioned

following:

a

is

Nearly

frequently

fact

litmus

there

establish

for

arrangement.

interview

felt

goal

within

in

"community"

following

to

major

community

fixed

students

1iving-1earning

- A

residen­

affirmativ
around

peers

and

the

staff

community;
other

better;

offered
of

value

the

students
comments

which

college

was

environ­

106

B y l i v in g toge t h e r and h a v i n g the same clas s e s ,
a n d b y s h a r i n g e x p e r i e n c e s t h a t a r e b o t h in
c o m m o n w i t h o t h e r s in J u s t i n M o r r i l l a n d d i s t i n c t
f r o m o t h e r s in the U n i v e r s i t y , a n i n e v i t a b l e b o n d
is f o r m e d w i t h o t h e r J M C s t u d e n t s : a n d a l t h o u g h
I c a n ' t d e f i n e i t o r e x p l a i n w h y i t i s , t h e r e is
s e n s e of i d e n t i t y w i t h JMC s t u d e n t s and faculty.
I am most enthusiastic about my JMC experience
in t e r m s o f the p e o p l e I c a m e in c o n t a c t w i t h .
T h e J M C a t m o s p h e r e is s o o p e n a n d a l i v e :
p e o pl e s ee m e xc ited about w ha t they are doing.
T h e s e n s e of " c o m m u n i t y " d o e s b e c o m e r eal, e v e n
a f t e r p h y s i c a l p r o x i m i t y is r e l i n q u i s h e d .
There
is a c o m m u n i t y o f g o a l s a n d s p i r i t w h i c h r e m a i n s .
It

was

interesting

tioned,

either

directly

aspects

of

Justin

This
the

finding
fact

seniors
during
why

were

1)

to

required
of
the

the

in

20

the
a

of

more

college

in

school.
hall,

privacy;
3)

the

many
that

of

or

seniors
the

were

the

When
the

2)

a

"community"

so

important.
considering

hall

seniors

major

were

for

a

regulations;

seniors

c omplex

reasons

desire

fraternity

men­

graduating

residence

social

sorority

so

significant

percent

the

hall;

that

that

experience

even

residence

lack

in

that

indirectly,

Morrill

term

suggests

to

they

in

live

formation
similar

the

the

or

about

final

living

desire

only

left

note

perhaps,

living

their

they

after

i s,

that

cluded:

is,

the

to

a

in­
change

and

house.

followed

asked

4)

This

students

in

the

university-at-large,

generally

remained

in

the

residence

period

time

upper-level

residence

hall,

only.

students
a

sense

However,

from
of

the

in

hall

spite

physical

belonging

to

in­

pattern

of

of

a

for
of

that

the

the

exit

environment

the

college

of

107

community

seemingly

described

by

and

one

spirit,"

major
that

provides

spirit

well-defined
somehow
and

student

achievements
a

persisted.

of
nor

of

If

the

at

Justin

hall

the

sentiment,

"a

community

what

may

Morrill

which

was

formalized

so
of

be

is

goals

of

of

the

namely

neither

established

structure

aptly

one

venture,

admittedly

well-understood,

community

potential

being

glimpse

community,

transcended

residence

a

as

That

which

curriculum

setting.
has

hazards.

A

its

virtues,

principal

so

too

liability

does
was

it

have

described

by

Martin:
W h i l e the
{residential
c o l l e g e has m a n y a d ­
v a n t a g e s , p r o v i s i o n f o r p r i v a c y is n o t o n e o f
them.
Ironically, a student may choose such a
c o l l e g e for the v e r y f e a t u r e s - - p a r t i c i p a t i o n ,
s h a r i n g , i n v o l v e m e n t - - w h i c h in t i m e m a k e h i m
d e c i d e t h a t w h a t h e r e a l l y w a n t s is to b e l e f t
a 1 o n e .9
As

cited

change
hall,

previously,

of

scenery

were

among

seniors

gave

for

Although
be

taken

as

expressed
atmosphere
are

a

after
the

the

^Warren
(Nashville:

press

criticism

within
which

desire
having

most

moving

definite

examples

the

greater

lived

frequently

to
for
of

concerns
the

for

another
more
hall

illustrate

place

living,
the

college

residence

of

a

reasons

residence.

may

not,

several

hall.

predominant

in

itself,

students

requirement

residence
the

the

and

mentioned

privacy

about

college

in

privacy

for

and

Following
concerns:

B. M a r t i n , A l t e r n a t i v e s
to I r r e l e v a n c e
Abingdon Press,
1 9 6 6 ) , p. 9 9 .

108

T h e r e was too m u c h i n t e r a c t i o n b e t w e e n JMC and
the d o r m l i v i n g unit.
I personally would rather
h a v e had a s e p a r a t i o n h e r e p r i m a r i l y so I c o u l d
h a v e h a d c l o s e r c o n t a c t w i t h s t u d e n t s n o t in
JMC, but with those having co mp l e t e l y di fferent
educational goals and experiences.
T h e r e q u i r e m e n t t h a t e v e r y o n e l i v e in S n y d e r P h i l l i p s s t a n d s o u t as a m a j o r d e f e c t .
I t is a
good idea for f r e s h m e n , b u t s h o u l d be a b o l i s h e d
for u p p e r - c l a s s m e n .
L i v i n g in a n o t h e r d o r m
a m o n g n o n - J M C s t u d e n t s s h o u l d b e a p a r t of a
"liberal education."
A t times I felt like I
w a s n ' t e v e n p a r t of the u n i v e r s i t y b e c a u s e of
the i s o l a t i o n of the d o r m .
B y h a v i n g us i n f i l ­
t r a t e t h e o t h e r c a m p u s d o r m s it w o u l d b e a g o o d
w a y to d i s p e l s o m e o f t h e m y t h s a b o u t J M C .
...the d o r m s ho u l d not be a p r e s s u r e cooker;
it
should be a c o m f o rt ab l e cranny wh i c h provides
so m e f r e e d o m f r o m the a l m o s t r e l e n t l e s s p r e s s u r e
o f J M C 1s d e m a n d i n g c o u r s e w o r k .
On
fied

balance,

above

attitudes
in

the

were

it

would

more

which

than

seniors

college.

seem

The

had

toward

recent

and

seeking

must

be

dismissed

as

residential

colleges,

Martin

in

anonymity

similar

off-campus

mean

vein,

for

Wilson

residential

college

residential

features

campus
it

exodus

differ

from

1 0 Ibid.

of

its

any

their

to

of

"What

the

overall

In

following
its

consistently
senior

toward
however,
case

the

10

In

objectives
by

students?
acad emic

of

interest
a

questions:

undercut

non-residential

experience

the

will

identi­

positive

trend

community?"

realize

and

by

arrangements,

asks:

the

junior

other

for

accelerated

living

goal

poses

are

liabilities

inconsequential.

the

begin

the

compensated

students
not

that

Can
if

a

its

the

off-

How

will

unit

on

109

campus?

11

readily
that

to

available,

"community"

sures

The

Answers

and

has,

yet

in

been

made

style"

this

indeed,

study,

to

what

within

characteristics
In

the

of

the

40

college,

asked

classroom

with

the

there

ference,
the

for

were

noted:

most

likely

alized
more

be

approach,

innovative.

In

study,

these

pres­

the

analysis
nature

of

have

" teaching-learning

this

section,
mode

seniors,

some

are

all

of

specific

described.
whom

had

had

work

whether

there

were

differences

as

in

Justin

Nearly
would
in

98

be

level,

said

any

Morrill
percent

expected,

Justin

however,

Morrill,

were

were
that

of

were

more
their

informal
written

an

most

other

Justin

them

was

usually

the

in

obvious
which

the

10-25

courses
more

intimate,

remarks,

in

that

differences

a

the

compared
said

of

Morrill

and

outside

College

d i s c u s s i o n - o r i e n t e d , had

In

suggest

prospered.

general

the

to

not

academic

seniors
to

date,

a

course,

their

l o we r- d iv i s ion

significant,

survived

Throughout
of

of

of

classes

Most

-

to

are,

evidence

instructional

approach

Size,

least

termed

percent

university.

was.

be

some

college

college.

approximately

the

at

is

references

interview

were

the

Style

may

the

questions

there

within

Teaching-Learning

data

at

these

dif­
were
range
which
were

person­
and

several

were

seniors

J o h n D. W i l s o n , " T h e I d e a o f L i v i n g - L e a r n i n g :
Innova
t i o n s in t h e A c a d e m i c U s e of R e s i d e n t i a l F a c i l i t i e s , "
(East
Lansing:
Michigan State University,
1968)
(mimeographed).

110

mentioned

that

the

student

to

engage

virtues

of

the

ness

between

Justin

to

Justin

answered

These
fortable

36

the

in

groups

students

answered

"no"

The

opinions

of

asked

"yes,"

of

to

were

the

a

the
were

Michigan

open­
in

been

percent

they
assigned

of

the

comfortable

State

the

of

whether

not

felt

of

offered

sample

had

(91)

they

degree

asked

the

teaching

elsewhere

tinctive

about

sampling

of

the

to

the

in

in

seniors

a

degree

of

are

students

An
(89

Michigan

their

this

University,

which

com­

State

inquiry.

following

role

felt

faculty.

the

in

question

is

In
there

Justin

listed

freedom

role

in

in

the

discussion.

Ques t i o n n a i r e :

teaching

responses

sensed

the

same

to

with

of

regarding

germane

they

Morrill

percent

this

faculty

to

whether

Justin

44

Curriculum

your

asked

interactions

while

respond

in

they

were

course,

included

that

to

inquiry

those

which

that

of

and

in

and

Ninety-one

of

said

were

and

seniors

students

personal

majority

are,

courses

said

given

approach.

information

percent)

college

thinking

differences

when

percent

their

overwhelming

encouragement

affirmative.

same

in

Morrill

students

only
in

the

discussion.

Morrill
so;

of

University

bring

class

Morrill

revealed

State

free

the

doing

Justin

was

and

independent

evidence

Michigan

to

in

Further

University

felt

openness

Faculty

which

comparison

to

anything

dis­

Morrill?

below,
their

was

it

is

In

the

evident

teaching

which

Ill

was

not,

perience
with

it

may

outside

students

be

assumed,

the

also

a

college.

stands

out

part

of

their

Interaction
as

a

teaching
and

ex­

involvement

distinguishing

feature.

S e v e r a l t h i n g s - its g o a l , its m e a n s ,
the time
it t a k e s , its i n c l u s i v e q u a l i t y ( i n a n d o u t o f
the c l a s s r o o m ) ( a c a d e m i c , p e r s o n a l , e t c . ) , its
c h a l l e n g e a n d its r e w a r d .
I a m f r e e to d e s i g n , c o n d u c t , a n d e v a l u a t e t h e
c ou r s e s I teach.
The situation here encourages
m e to t h i n k o f e d u c a t i o n a s p r i m a r i l y a l e a r n i n g
rather than a teaching process.
F r e e d o m to e x p e r i m e n t a n d
r e l a t i o n s to s t u d e n t s .

innovate.

Closer

I fe e l f u n d a m e n t a l c h a n g e s d e v e l o p i n g in m y
teaching and course concepts.
Y e t t h e r e is
c o n t i n u i t y w i t h p a s t w o r k a n d u s e s of " i n d e p e n ­
dent study."
I d o n ' t k n o w h o w i t ' s g o i n g to
t u r n ou t .
I t is
jects

better - more personalized,
of my own c h o o s i n g .

more

in

sub­

Four things:
1) m o r e c o n c e r n f o r t e a c h i n g ;
2) m o r e t i m e s p e n t w i t h s t u d e n t s ; 3) m o r e t i m e
s p e n t on p l a n n i n g c o u r s e s a n d on p r o b l e m s of
s t u d e n t s ; a n d 4) f a r m o r e g i v e - a n d - t a k e a n d
co ope ration between staff members from different
disciplines.
A l t h o u g h the f o u r t h one we take
for g r a n t e d , I t h i n k it's o n e of the m o s t r e m a r k ­
a b l e f e a t u r e s a n d c e r t a i n l y th e c a u s e of a g r e a t
d e a l ol: t h e f e r m e n t t h a t g o e s on.
P r e s s u r e lroni s t u d e n t s
to b e r e l e v a n t ,
innovative,
I n f o r m a l , e t c . w h i c h is a l m o s t i m p o s s i b l e to b e
consistently.
S t u d e n t s tire s o c r i t i c a l
that the
professor's
Better

and

role
closer

1.s

n o t a 1w a y a

~ e 1a t i o n a h i pa

enj oya b 1e .
with

the

students.

Yes,
f r e e d o m of c l a s s r o o m p r o c e d u r e s , c o u r s e
m a t e r i a l s p r e s e n t e d to s t u d e n t s , a n d t r u e i n ­
v o l v e m e n t of m a n y s t u d e n t s
in t h e l e a r n i n g p r o c e s s .

112

I have been
courses and

given more
t h i s is m y

freedom
idea of

in p l a n n i n g m y
university teaching.

Yes, I h a v e g i v e n up l e c t u r i n g and u s e g r o u p
p r o c e s s e s a n d d i s c o v e r y -- e x p e r i e n c e - b a s e d
learning methods.
I . . . a l l o w some of my g r a d u a t e level techniques
a p p l y to u n d e r g r a d u a t e c l a s s e s .
I am perhaps
m o r e a p p r e c i a t i v e o f t h e i n d i v i d u a l n e e d s in the
c l a s s , p a r t l y d u e to s i z e a n d p a r t l y d u e to t h e
e a s e w i t h w h i c h s t u d e n t s r e l a t e to t h e i r i n s t r u c ­
t ors in the c o l l e g e .
T h r e e t h i n g s s t a n d out:
1) I h a v e c o m p l e t e
f r e e d o m over my teaching, and (with other duties)
h a v e u s e d t h i s f r e e d o m to o v e r w o r k m y s e l f ,
2) I h a v e m u c h m o r e t o d o w i t h t h e w h o l e e d u c a ­
tional p r o c e s s --many dis cussions about curriculum,
f u t u r e , e t c . I p a r t i c i p a t e i n , a n d 3) I s e e m u c h
m o r e of s t u d e n t s i n d i v i d u a l l y and p e r s o n a l l y than

before J M C .
On
made,

the

it

basis

seems

instructional

and

student
such

an

reviewing

available
is

motivation.

remarks

Or,

processes,

one

put

which

to
and
in

the

stressed

research

skills

which

conclude

within

were

superior

]2

to

was

involvement

problem-solving

tive

mode

approach

discussion

the

reasonable

tic

of

of

on

particularly

those

by

McKeachie

methods

student

way,
of

the m e e ting

of

D .C .,

the A m e r i c a n
September,

discussion

a

advantages

who,
noted

after
that

developing
attitudes

cognitive

W i l b u r J. M c K e a c h i e , " P s y c h o l o g y
P s y c h o l o g y T e a c h e r C o m e s "into H i s O w n , "
(Washington,

in

faculty

characteris­

The

question,

12

at

the

emphasized

affecting
another

that

and

classroom.

the

lecture

seniors

higher

a t 75:
address

and

order,

and

affec­
are

The
presented

Psychological Association
1967).

113

much

more

dent

input
The

then,

likely
and

be

of

thetical

mode"

with

the

"expository

mode

and

pace

passive

role.

student

and

tive

on

Summarizing
that

seniors

direction
campus

was

courag e

whicii

of

they

and

w h i.e h

students

centration,

ibid.

which

of

the

"hypo­

contrasts

are

the

given

both

in

playing

in

a

a

coopera­

emphasis

is

discovery.
was

classroom

14

apparent

opportunities

Aapirajiions

a en t

to

had

almost

for
a nd

selfin

off-

experiences.

wa a

to

and

through

th e

"the

prevails,

Bruner,

it

mode

determined

mode"

discussion,

this

about

student

other

learning

g ra d u a t e

they

called

the

to

each

a e ek

w lie t h e r

college,

decisions

with

es tab 1 i s h e d

^ J e r o m e B. B r u n e r ,
E d u c a t i o n a l Review, Vol.
U

to

study

asked

stu­

the

Bruner

o

were

has

according

Occupational

o r i.g i.n a 1 1 y

for

in

"hypothetical

were

express!on

style

exposition"

respect

part

n tu d e n t t

t i o n na i.r e

are,

experience

felt

in

of

the

independent

Educational
w hie h

with

and

and

mode"

When

this

Bruner

instructor,

teacher

the

what

style

the

13

opportunities

exist.

instruction.

and

position

placed

of

by

when

teaching-learning

approximate

exclusively

engaged

involvement

study

may

to

fo r

th e

l ev e 1

s e n i o ra

c o 1 Le g e
s tu d y .

c o n ta 1 n e d

identify
been

- Another

their

accepted

was
T he

to

of

en-

ques­

q u e s t ious

field
to

goal

in

con­

graduate

" T h e A c t o f D i s c o v e r y , " H a r v a rd
3 1 , N o . 1 ( W i n t e r 1 9 b l ) , p. 1 2 6 .

114

school,
they

and

had

if

so,

their

accepted

a

job,

response

to

intended

field

the

of

type

of

work

study,
they

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if

anticipated

doing.
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together
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with

approximately

enter
plan

graduate
to

jobs

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and

line.

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seniors

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jobs,

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moving

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Exceptions

is,

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assignment

was

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a

i i;c t

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the'

flexibility

requirements.

f r <>in a

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I 11e

iniil

In

faculty

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ashed

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to

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ies poud

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t he

students

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in

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t.h e

also

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c o I luge's

.'o u e e n I i a t I o u , "

to

f or

permitted

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r e q u i r e m e n t , but

"fluid

be

dorps.

they

to

enter
gradu­

students

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Peace

as
next

to

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frequently

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college,

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v a r ie Iy

very

with

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nature,

C u r r j.c u I iiiii i' 1 e x iI) i. 1 i.t.y - A n o t.he t
program

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plans,

study,

seniors

education,

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in

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graduates,

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about

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service

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obtained

the

percent

ones

Quite

"international"
work

45

their

public

questions

given

school

continue

mentioned

the

those

the

b e u to ls

n i w s t t o ns

i re :

115

1.

D o you feel you (students) h a v e had s u f f i c i e n t
f l e x i b i l i t y in t e r m s of t h e s e l e c t i o n o f c o u r s e s
a n d the d e s i g n of y o u r ( t heir)
f i e l d of c o n c e n tra tion?
Y e s _______

2.

In

N o _______

W h a t do you feel
negative aspects

response

to

the

checked

"yes,"

tain."

Fifty-eight

"yes,"
sible

15

percent

category

ferentiate
the

that

for

was

between

field

of

although

(58)

'no,"

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most

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4)

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marked

number

Several

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requirements)

expressed

freedom
in

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in

attempted

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credits

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"uncertain."

faculty

considerable

too

faculty

high

education

w e re
more

r e 1 a t: i o n s

2)

1)

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within

Justin

likely
a

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chance
they

ite t w e e n

choice,

positive

view

the

Morrill

hold

to

get

a

aspects

opportunities

mor e and

p o s « J.b 1 e ; J )

students
of

cited

following:

consequence

freedom

of

relatively

frequently

the

students

Several

percent

percent

several

i nc r ea :u;d;

o f c o urs es

and

87

required.

t j.o a h

it

the

27

positive and/or
flexibility?

and

concentration.

courses

p 1 o r a t j.o n

and

general

requirements,

flexibility

"no,"
percent

that

general

Among

a r e the
of this

question,

percent

explanation

latter

and

11

first

U n c e r t a i n _______

ex-

d i £ £ e r e n t e omb ina-

a tu d e n ts

ean

interest

correlate
better

for

of

l>u i .1d

and

commitment;

different

than

p ro-

average

fields
knowledge

£ J e 1d s .

indicated
they

were

that,

although

concerned

they

about

not

enjoyed
being

116

qualified

to

perform

even

though

they

many

students,
very

tinuous

academic

and

dom
to

strong

long-range

chaotic

said

and

pressed

follow

the

a

job

after

that

most

of

views

academic
For

the
on

line

of

the

need

of

competent

attention

resulted

students,

escape

least

had

prevailed,

respondents,

Inadequate

some

Furthermore,

flexibility

faculty

planning

convenient

graduation.

adequate

advising.

programs.

provided

a

it

route

resistance.

in

was

in
fe.lt

that

ex­
and

to

con­

advising

several
that

they

free­

tended

Chapter
SUMMARY, CONCLUSIONS,
AND RECOMMENDATIONS

The

DISCUSSION
FOR FUTURE

OF R E S U L T S ,
RESEARCH

Problem
In

in

V

recent

exploring

for

the

tial

has

first

large,

establish

autonomous

Morrill

residential
in

the

identified

ricular,
maximum

the

liberal

sciences,

and

in

academic

for

natural
school;
and

flexibility

own

at

1965

the
with

the

patterns

experimentation
is

the

residen­

was

one

of

the

the

country

to

colleges

within

of

semi-

in

the

for

foster

students
in

majors;

a

to

the

in

1 17

of

its

following

to

provide
the

encourage

matters;

meeting

stress

to

began
396
objec­
a
social

progres­

experimentation

reference
to

class

humanities,

sciences;
to

three

University,

college:

administrative

particularly
their

first

guidelines

education

teaching,

developing

of

interest

the

of

original

the

graduate

quirements,

form

University

colleges

Fall

tives

were

interest

organizational

schools

College,

In

to

State

increased

structure.

freshmen.

sion

One

state-supported

operation

an

different

residentially-based

Justin

been

considerable

Michigan

organizational

rigorous

of

has

education.

attracted

college.

there

value

undergraduate

which

its

years

to

in

provide

curriculum

creating

independent

cur­

re­

or
study

118

and

student

benefit

from

Finally,

liberal

with

than

The

of

summarize

student
tive

of

of
a

emphasize

this

or

study

Justin

was

to

and

curriculum

of

of

the

in

the

study

specific

on

the

college.

were

research

in

and

undertake

of

a

and

this

The

and

questions

and
were

service

broad

purpose

was

by

their

collating
respec­

general

from

these

derived:

T o a na 1 y z e s e l e c t e d e o g n i t i v e a n d
a i f ec t iv e
c h a r a e t e r i s t i c a o f J us t in M o r r i l l 0 o 1 1 e g e
a e n 1 o r s o b t a i n e d f r o m s ta n d a r d i z e d t e s t d a t a
a n d o th e r m ea s u rea .

7 .

T o o b t a i n , by m e a n s o f a r a t i n g t e c h n i q u e , a
s tiul e ii L a 11d 1 a c u 1 t y e v a 1 u a t i o u of
s e Iec ted
e l e m e n t s o 1 f.lie I ' u n l f u l m u p r e s s w i t h i n t h e
e o I J.e g e .
T o a s h e.s sI:h e e x I.e n I. I o w h i o h c o I t e g e
I 1 v e s a 11d
g tia 1 s hail b e e n a c h i e v e d .

I are.v i.e w i n g
J f inti In

t lie

1 i l e r a i u i e , s a v e i'a I

u ud e i g rd d u a Ie

was

expansion

included
of

I lie

gradual*;

cilucat. n . m
profound
level

were

education

o t> je e -

t a a u ea

iI a n l f e t e d ,

impact

which
a ml

ob­

a

1,

3 .

to

particular

following

formulated,

broad

character­

structure

program

the

manner.

additional

organizational

views

defined

curriculum

An

arrangement.

international

professional

potential

faculty

maximum

understanding

and

and

an

being

Morrill

seniors.

derive

1iving-learning

cross-cultural

of

to

problems

jectives

which

to

vocational

the

experiences

number

was

graduating
the

attempt

"international"

purpose

assessment

of

in

to

coeducational

college

context

rather

istics

the

the

dimension,

kind

involvement;

the

a nd

p v ob

among
rapid

training

ha a

had

1 19

upon
the

the

ascendancy

attention
of

of

and

of

has

other
which

the

concern

undergraduate

wards
and

undergraduate

has

been

academic

community

distance

between

of
the

authors

of

strongly-worded

directed

toward

been
In

places

a

faculty

undergraduate

addition,
primary

for

a

and

system

the

fragmentation
increase

students.

were

The

summarized

Relevance

the

emphasis

productivity,

concomitant

education

Search

With

has

progressive
and

education.
increasingly

scholarly
a

higher

schools,

which

of

of

graduate

students.

evolved
forms

sector

in

the

teaching
of

on
net

less

re­

research
result

of

the

in

the

inadequacies
as

follows

by

following

indictment:

T h e p r e s e n t c o l l e g e is a n i n e t e e n t h - c e n t u r y c o n ­
vention.
I t is p o o r l y e q u i p p e d to d e a l w i t h t h e
c o m p l e x i t y and s w i f t r a t e of c h a n g e of m o d e r n
life.
T h e c u r r i c u l u m has c h a n g e d l i t t l e e x c e p t
b y a c c r e t i o n s i n c e t h e e a r 1 y y e a r s o L th Ls c e u t u r y ,
T h e s o c i a 1 o r g a n i z a t i o n o I: t h e c o i l e g e a m l iu o s t
of its t e a c h i n g p r o c e d u r e s a r e m e d i e v a l
in o r i g i n .
I n its a t t i t u d e s
t o w a r d the d e v e 1o p m e n t a 1 n e e d s
o I s t u d e n t s , th e c tir r e n t c o 1 1 e g e s ha r e s lu t h e
m i 11 e n i.a J a u t h o r i.I:a r i a n i s m t ha t ha s d e t e r m t u e d
e clu c a t jo n.'i 1 p r a c t I c e . *
because
about

I he

h ijpii I:i c a o t

r 1c ulu , a
t 1 o ua

of

]

change

n u inb e r ul

d e pa r time 11f a

e s f u b J j s h ed

d i i:i 1 e u 1 I i e s

J 1

v a i i.o u a

and

reform

I n a i i • u 1 i.o n s
y - o l ga n J
k i nd s

encountered

z

ed

in

h a \j e

in

hr L n g i u g

undergraduate
go n e

o u t s id e

a e a «l e m t o. u u i t s

u I c o i i e g ia t e

units.

a ud
i> c

J o s e p h A x e J I'D d , e I a 1 . , b e a r r. h to r ti a I c v a u c e
f r a ui' J.a e o :
d o a a e y - ita a a , i m: . , 19b!)), p . v i i i .

cur-

I r a d Lha v

a

p r im a r y

( M U

120

concern

in

this

curriculum
Justin

the

Justin

Morrill

From

an

were

attracted

earlier

from

University
capable

ity

which
known

them

both

other

and

had

in

3)

were

and

in

emerged.

In

portant

being

was

the

during

important

and

University

had

they

came

from

its

--

faculty
class

the

University.

were

not

made

college,

it

must

responsible

review

ot

choice

Further,

generally

the

for

the

literature,
noted,

of

college's

a

was

choose

a

the

one

did

college,
of

commun­

that

they

that

several
the

that
which

kinds

which

deter­

most

and

in

self­

student.mix

image

with

students

particular

of

observed
college

more

interacted

assumed

were

it

and

recruit
be

State

educational

felt

than

of

were

sense

they

more

to

in

the

members

(1965-66)

socio-economic

freshmen
about

year

they

higher

who

Michigan

higher

Furthermore,

of

at

for

identified.

students

first

1)

much

positive

perceptions

characteristics.

As

been

that

ways:

they

by

formulated

students

2)

were

college

students

State

already

learned

Morrill

outside

the

factors

of

it

very

units

selection

minants

administrative

originally
have

backgrounds.

efforts

students

of

Michigan

were

developed.

academic

at

college

personally

Since

level

the

academically;

were

of

to

several

students

product

experiment

study,

educational

these

which

non-Justin

in

aspirations;
and

one

College.

objectives

differed

was

decentralization

Morrill

The

study

im­

i ts

high

ability

places

a

121
high

value

cerns.

Not

tended
tive

to

to

intellectual,

surprisingly,

attract

learning

lationship
processes
cussed.
able

on

of

and

even

who

authoritarian
sonally

generally

aesthetic

con­

colleges

have

students

who

are

non-authoritarian.
factors

major

field

to
of

that

are

flexible,

independent

to

do

when

better

for

re­

was

dis­

intellectually

academically

opportunities

The

study

indicates

also

recep­

learning

research

tend

satisfied

of

and

productive

personality

choice

Finally,

students

highly

highly-motivated

student

and

humanistic

and

and

non­

are

per­

self-direction

exis t .
This
had

study

enrolled

gram

in

relation

variables.
curriculum
a

lesser

a

The

persisted

to

W ha t k i a ds

the
of

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a nd

faculty

study

was

in

the

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affective

objective

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during

to

could

and

was

experience s

was

which

to

be

the

years

q u ea t i o us

and

framework

of

Morrill
their

program

ia

the

relevant?

experience?

in

in

of

a nd ,

to

Justin

design,

questions

t o 1 1.o w i n g

selected

students

subject

the

who

pro­

evaluate

descriptive

identify

p e rsifted

Morrill

w hi c h

their

students

cognitive

The

s t u d e a ts

eva 1u a t e

characterize

primarily

objective

scope

to

selected

additional

a n a lysis .

establish

seniors

and

hypotheses

res e a r c h

the

designed

objectives

further

develop

is

An

extent,

Morrill.
but

in

was

and
further

served

to

i n v e s t i g a t ion:
col 1e g e i
How

did

La s t 1 y , to

F o r w h o tn
graduating

what

extent

122

was

the

college

and

goals

which

Populations

131
of

in

degrees
prised

during
the

faculty
the

College
The

nineteen

Term

19 6 9 ;
Spring

population

appointment

of

in

seniors

of

whom

remaining

Term

1969.

first

full

consisted

having

the

had

college

of

for

it?

of

the v a riab les
the

size

o i: tU e

consisted

graduated
1 12

partici­

were

at

the

of
end

candidates

latter

group

The

30

members

who

faculty
a

full

least

or

two

for

com­

class.

met

part-time
years.

In

the

data were not available

interest,

of

faculty

graduating

at

each

and

The

either

of the student population,

in

objectives

for

population
had

case

variability

the

formulated

senior

the

college's

criterion

fulfilling

originally

study.

students,

in

Samples

Morrill

the

Winter

were

and

Justin
pated

successful

thus

there was

a e t ua 1 w o r k i n g

for

some

s ampies .

M e th od o 1o
A

major

existing
vious

college

studies.

th e Graduate
grades,

and

o f f 1 c ia 1
Scale,
were
these

portion

made

the

data

were

derived

or

from

data

and

records
Scores

U ee o r d
final

s tu d e n t

F o rm

of

K, a n d

the

r

ords .
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in

College

K x a m i a a t i.o n

grade- point

available

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on

by
an

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A r ea

on

findings

Q u a '1i f ic a t i o n

were

obtained

H o k eac h 's

I) i f f er e n t la 1 V a 1 u e s
researcher

earlier

of

pre­

Test,

X e a t s , S e n i o r S e uvi n a c

average

S c ov es

from

study.

who

had

froui

D o g m a f i s ui
1 nv e u t o £ v
used

Selected

each

data

of

from

123

a

structured

seniors

were

During
lum

interview
also
the

The

latter
was

of

the

were

a

Fels

asked

to

curriculum

college.

In

addition,

questions

which

Justin

and

were

the

bers
64

senior

percent.

data

on

ventory,

the

F i a d i.n g s
The
each

of

" t"

.05
Means

ratings

statements

were

test

to

based

statements

contained

elicit

various

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on

a

Seniors
which

objectives

of

the

of

the

several

student

aspects

102

returned;

and

of

faculty

the

questionnaires

nineteen

statistic

Scale

and

which

and

as

faculty

used

to

predetermined
deviations

and

curriculum

response

mem­

rate

or

analyze

the

the

standard

was

faculty

sent

seniors

emphases

level

were

computed

assigned
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the

ot

to

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c o l Lege.

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analysis
which

and

and

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questionnaires, a

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regarding

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12

Curricju-

seniors

developed

Rating

document

percent)

D o g m a tism

with

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evaluate

toward

1969 , a

instrument

emphases

completed

confidence.
for

(54

The

the

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sample

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program.

Fifty-five
to

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Term

to

Behavior

the

attitudes

Morrill

Spring

rating

to

pertained

opinions

of

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faculty

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used.

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faculty.

study

was

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data
on

were
a

reported

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in

research

three

parts,

objective

ot

124
the

investigation.

tive

In

characteristics

described.
selected

In

features

analyzed.

the

of

of

Part

from

drawn

ter

IV,

follows:

Part

I

-

College
based

as

on

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very
who

academic

year.

concluded

the

enrolled
On

that,

in

the

for

co 1 1 ege

as

f r es Innen

analysis

of

CQT

measured
higher

academic

ence,

the

fin a 1

g ra d e - p o i n t

o 1: m a l e s .

academic

objectives
analysis

Test

as

the

of

this

level

in

of

of

senior

was

of

in

females,

on 1y

the

of

1965-66

a

who

it

enrolled

males

as

slightly

was

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simply

meet

of

of

of

seniors
It

of

setting

concern

S e v e ra J s iu d e n ts

feast

"sense

their

language

they
to

hall.

significant

graduating

indeed,

the

formalized

toward

nonetheless,

est

of

achievements

favorable

that

a

hall

Although

tensive

percent

most

which

aspects

remarkable,

residence

establishment

great

importance

the

fe 1 t

to

w e r e , at

smalt

but

in­

i1’ i n a t 1 y , s o m e

termed
being

the

"overkill''

isolated

rroiu

135

the
to

rest

of

become

The

the

immersed

in

Teaching-Learning

nearly

40

percent

college,

they

approach

in

in

University

taking

seniors,

and
that
and

were
more

they

University

Finally,
they

an

were

faculty
Michigan

was

State

did

not

the

University.

compared

to

was

part

teaching

the

their

about

elsewher e

and

in

they

role
in

feature

freedom

which

mentioned
thinking

bring

class

to

class

said

interactions

were

of

Morrill

teaching

the

they

faculty

Un iv a r s i t y .
of

with

said

anything

Justin

that

the

asked
with

infor­

assignment

seniors

sensed

t he

discussion

personalized,

percent

in

had

the

State

the

who

to

Michigan

regular

44

the

they

independent

to

had

classroom

likely

interacting

whether

teaching

of

more

personal

w h e r e as

to

According

of

students

referred

sense

the

had

the

frequently

free

of

seniors

compare

other

majority

in

asked

to

affairs.

experiences

engage

felt

Morrill,

their

consistently

college

they

University

were

about

to

pressure

outside

were

Seniors

and

as

intimate

contrast

a

the

courses

comfortable

tinctive

most

in

not

Justin

Faculty

with

to

intense

program

University.

overwhelming

fee1

academic

position

encouraged

and,

-

informal,

comfortable

in

a

the

students,

which

Inasmuch

innovative.

were

inquiry,

Style

Morrill
more

the

activities

Morrill
in

of

college

their

in

Justin

Justin

were

mation

were

courses

oriented,

of

because

faculty

dis­
as

The
in

in

the

136
seemingly
tioned

enjoyed.

that,

experience,
students

in

addition,

comparison

they

which

In

had

more

often

to

faculty

their

intense

extended

frequently

pre-Justin

and

beyond

Morrill

frequent
a

purely

men­

contact

with

academic

context.

E d uc a t ional

and

questionnaire
that

and

interview

approximately

cipated
of

Occupational

the

beginning
students

school,

at

45

least

in

work.

The

most

teaching

language
tained

indicated
national
A
Justin
what

were

report

of

Morrill

College

actually
of

information

2

after
of

enroll

the

mov ing

the

in

or

class

study.

very

few

of

into

some

anti­
Many

expected

to

service

to

be

primarily

students

of

graduate

public
area

basis

determined

graduation,

expected,

than

was

level

occupational
be

On

graduating

social

assignments,

they

it

graduate
to

-

pursued

foreign

who

had

the

graduates

kind

of

ob­

inter­

work.

recent

has

Other

Corps

that

would

the

plan

form

likely

as

teaching.

Ninety-nine
for

and,

Peace

not

some

of

of

immediately

involved

was

kind

did

become

next

responses,

percent

some

who

Aspirations

Justin
p u b l i s h e d by

the

an

alumni

provides

happened
senior

about

to

their

current

the

sample

survey

first

conducted
information
graduating

responded

activities.

by

As

to

a

on
class.

2

request

shown

in

M o r r i l l C o l l eg e A 1 u m n i I n f o r m a t i o n , r e p o r t
J u s t i n M o r r i l l C o l l e g e , M a r c h 1971 ( m i m e o g r a p h ) .

137

Table

5.1,

enrolled
study

more

in

were

than

50

graduate
law

and

percent

school.

social

of

The

SUMMARY

respondents

predominant

fields

OF G R A D U A T E
FOR JUSTIN

SCHOOL ENROLLMENT
MORRILL SENIORS

BY

11
11
5
4
4
3
3
2
2
2
2
1
1
1
1

T o t a l in G r a d u a t e S c h o o l
N u m b e r of R e s p o n d e n t s

the

noted
in

Table

5.2,

Justin
that

a

summary

Morrill

the

highest

of

teaching,

is

pations

next

in

order

of

this

with

53
99

occupational
presented.

percentage

kind

of

social

areas
It

graduates
service

followed

will
are

be

engaged

related

occu­

frequency.

The

results

of

the

goal

encouraging

of

of

seniors

some

that

MAJOR

N u m b er

Law
Social Service, Counseling, Psychology
Foreign Language
Educa tion
Medicine
English
Library Science
Labor and Industrial Rel ations
Theology (Divinity School)
S oc i o l o g y
Political Science
B ioc h e m i s try
T h e a ter
History
Business Education

by

of

5.1

M a j or

In

were

service.

Table
A

the

survey

provide

students

to

strong
pursue

evidence
education

138

Tab 1e
A

SUMMARY

F ield

of

5.2

OF O C C U P A T I O N A L S T A T U S BY F I E L D
FOR JUSTIN MORRILL SENIORS

Teaching (primarily
Social Service
Military Service
Business
Peace Corps
Library Science
State Government
Foreign Service
0 ther

foreign

11
8
7
4
4
2
1
1
8

language)

46

T o ta 1

the

as

original

the

baccalaureate
theme

understanding

and

few

were

graduates

graduates

were

preparing

the
to

curriculum
development
ficant

of

the

teaching
of

it

seniors

and

alumni
which
will

be

faculty

social

college

the

preparing

the

rating

the

was

to

note

how

avenues

in

the

exception

of

a

to

were
can

Inasmuch

"cross-cultural

surprising

With

or

It

in

achieved.

occupational

nature.

emphasis

was

occupations

students'

been

college

in

of

has

work.

majority

enter

social-service

of

following

sphere

languages,

level

service,"

international
who

WORK

N u m b er

Work

beyond

OF

be

teach

foreign

involved

in

or

categorized

recalled

that

indicated

consciousness
curriculum.

few

that

was

a

in

as
the

the
signi­

139

Curriculum
deal
a

of

Flexibility

flexibility

unique

percent

feature
of

the

sufficient
of

the

that
of

of

students

faculty

the

hours

required
and

in

permitted

ments,

the

importance

vising

was

brought

dom

with

of

faculty

being

a

and

was

high

in

this

viewed

priority

they

having

by

permitted

Only

were

56

percent

the

opinion

flexibility,

and

27

"uncertain,"

about

the

courses.

regard

to

seem
the

students

to

the

be

well

of

free­

require­

and

adage

of

most

course

The

be­

number

amount

guidance

ad­

of

"free­

appropriately

academic
as

mainly

total

meeting

again.

percent

Although

toward

adequate

and

case

been

of

were

would

had

programs.

however,

again

responsibility"

descriptive,

(87)

favorable

of

out

Eighty-seven

sensed

in

great

program.

Morrill

were

a

was

their

they

allow

requirements

that

they

to

curriculum

enough

Justin

faculty

was

in

that

reservations

which

felt

given

indicated

provision

college

respondents,
were

of

The

meeting

flexibility

cause

dom

in

seniors

faculty

seniors

-

advising
as

function

faculty

as

activity.

Discussion
The
of

Justin

of

the

analysis
Morrill

student

attracted

of

to

The

profile

not

unlike

that

seniors

population

the
of

cognitive

college

the
of

Justin

and

affective

suggests
at

Michigan

during

its

Morrill

students

that

who

a

student

are

very

State

first

characteristics
unique

sector

University

year

of

which

typically

was

operation.

emerges

found

in

is

140

small,
who

private

are

liberal

arts

characteristically

authoritarian,

and

who

outlook.

Students

sonality

attributes

college

earliest

to

stages

tend

can,

come
of

tors,"

that

is,

devices

faculty

who

share

opportunity

to

homogeneous

group

feelings

tions

in

thereof

research
choose

has

to

comparing

basis

the

general

they

the

will

has

who

small
may

reduce

and

exhibited

Clark
a

in

in

typologies,

high

some

degree

of

"concentra­
students

entering

of

size,

the

the

experience.

concept

of

Olson,

University

in­

rela tively

focal

each

large

average

often

A

have

the

In

For

of

and

colleges.

State

in

per­

most

not

together

3

characteristics

enrolled

do

termed

bring

and

within

experience.

growing.

these

Mi ch iga n
Trow

be

socio-political

particularly

Trow

a

in

generally

which students

to

in

they

students

non­

found

r e s i d e n t ia 1 c ol l e g e

on

freshmen
at

of

been

be

institutions

with

is,

intellectual

interests.

students

the

seems

enroll

colleges

which

identify

liberal

similar

what

in

that

ability,

course,

common

even

of

be

college

lack

of a n o n y m i t y

Interest

of

their

often

freshmen,

to

together,

we

college

high

however,

stitutions,

and

of

possessing

environments;

opportunities

colleges,

of

and

'va r i a -

of

recent

point

students
for
the

who

example,

in

residential

Fall

196 7

on

found

that

in

the

intellectual

M a r t i n Trow, " U n d e r g r a d u a te Te a c h i n g at L a r g e S t a t e
Universities,"
in C a l v i n B , T . L e e ( ed . ) , I inp r o y i u g C o l l e g e
T e a c h i n g ( W a s h i n g t o n , D .C . :
A iue r :i.c a n C o u n c i l o n E d u c a t i o n ,

1 9 7 5 7 7 7 7 . 1 7 9.

141

orientation

and

showed

far

less

preference

for

social

and

4
vocational
males
at

and

that

for

matters.
females

time

that,

when

who

or

was

even

colleges.
compared

In

to

1965-66

had

significantly

and,

was

noted

percent

of

kind

graduate

of
The
as

mix.

Again

it

of
the

or

citing

the

College
of

higher
recent

to

the

that,

could

be

differentiated

group

on

a

personality

the
from

other

was

reported
State

Morrill

in

aspirations
nearly

enrolled

in

50
some

program.
was

comparing
the

noted,
of

the

and

Arts

College

non-Residential

referred

to

as

student-

Newcomb

and

characteris­

Residential

Science

particu­

the

research,

Residential

cluster

the

survey,
had

both

College

Michigan

formulation

the

that

preparing

it

educational

class

in

in

Justin

alumni

upon

Literature,

Michigan,

in

at

published

enrolled

about

study

self-selection

recently

who
of

enrolled

note

Morrill

freshmen

freshmen

graduating

of

Justin

present

professional

found

students

University

who

contributes

associates

tics
and

first

importance

larly

his

the

in

the

to

concern

than

other

freshmen

in

less

profession

University,

as

interesting

enrolled

expressed

a vocation

residential

It

College
at

the

students
College

"intellectual

^ L e r o y A. O l s o n , " R e s i d e n t i a l C o l l e g e s
in a L a r g e
U n i v e r s i t y , " i n I n s t i t u t i o n a l R e s e a r c h a n d A c a d e tn i c O u t c o m e s , p r o c e e d i n g s of the A s s o c i a t i o n for I n s t i t u t i o n a l
R e s e a r c h , 1 9 6 8 , pp. 8 7 - 9 0 .

142

openness.""*
low

on

Since

Rokeach's

Inv e n t o r y ,

tually

and

experience.

some

attract
need

type

of

different

was

the
found

that

Morrill

program.

stated

fairly

high

structured
general
jectives

and

way,
are

it

too,

were

outset

of

institutional

are
of

most

not

only

of

of

are

their
setting,

identified

curriculum—

seemingly

looking

but

for

may

also

of

as

the

has

to

and
a

the

the

evidence

between
what

in

a

of

as
are

very

desired

medium

the

is

purposes

Stated

college's

through

as

Justin

curriculum

institutional

though

the

existed

program

l e a r n e r s .^

expression

about

described

which

very

interpreted

congruence

Martin

transmitted

be

Ques tionna i r e ,

assigned

statements

can

of

Curriculum

faculty

the

data

through

the

and

goals

appears

which

intellec­

experiences.

degree
and

those

studies

seniors

finding

they,

of

least

relatively

Differential

Regardless

emphasized.

instrumentality

that

Prince's

the

These

objectives

actually
an

to

and

scored

at

administration

ratings

a

who

seniors

open

liberal

kinds

similar

that

appears

colleges--at

students

In
it

it

Scale

psychologically

residential
with

Morrill

D o g m a t is m

Values

college

Justin

ob­

the

^ T h e o d o r e M. N e w c o m b , et a_l . , i n J e r r y G. G a f f a n d
A s s oc i a t e s , The C l u s t e r C o l l e g e (San Francisco:
Jossey-Bass,
I n c . , 1 9 7 0 ) , pp.
137 - 160.
A ls o see Paul Heist, "The Student
V a r i a b l e in I n n o v a t i o n , "
(Berkeley:
C e n t e r for R e s e a r c h a n d
D e v e l o p m e n t in H i g h e r E d u c a t i o n ,
1970)
(mimeographed).
barren
Abingdon

B.

Press,

Martin,
1966),

A 1 terna tiyes
p.

32.

to

Irrelevance

(Nashville:

143

curriculum.
effective
college
is

On

controls

organized

comprised

which

the

of

can

several

interpret

ferently.

However,

of

control

over

of

this

bear

for

The

need

is

been

its

place

graduate
a

after

curriculum

usually

constant
in

and

its

can

the

emerged

the
to
and

must

during

that

each

the

more

must

be

of

dif­

adequacy

the

course

sophisticated
devised,

of

develop

integrated

an

of

a

which

somewhat

innovation

be

one

in

management

evaluation

first

a

case

pressure
among

education.

thorough

creating

Justin

for

to

regarding

evaluation

challenged

practices

investigation

means

opposed

departments,

questions

more

curriculum

objectives

have

that

the

those

college

notwithstanding.

curriculum

emphasized

in

and

the

strongest

terms.

has

that

as

autonomous

appear

over

Recognizing

continuous

instructional

As

theme

experimentation

for

possible

a

some

responsibility

curriculum,

would

exercised

curriculum

nonetheless,

it

curriculum

investigation.

procedures

are,

be

around

may

who

surface,

class

point

the
of

toward

program.

at

the

Morrill

it

While

least

the

was

college

for

to

legitimize

for

would

the

under­

be

ma d e

results

of

success

learning,

it

assessment

following

there

anticipated

short-term

comprehensive
In

undertaking,

structures

outset

environment
a

new

Justin

graduated.

considered

Morrill

any

various

evaluation

distinctive
be

for

the

From

with

section,

by
of
a

this
in
no
the

number

144

of

questions

present

which

study

and

have

emerged

during

recommendations

for

the

course

further

of

the

research

are

identified.

Recommendations
1.

Although

descriptive
impact

for
it

pursued.

on

Does

the

College

well

other

affective

well

they

be

impact?

According
pacts

of

in

as

for

these

one

should

in

at

If

Justin
colleges

Michigan

changes

Justin

be

State

take

Morrill

as

place-students,

basis

of

environmental

be

given

to

examining

total

enough

another

thinking

environment

on

the

researchers,

massive

research

accentuation
a

relevant

students,

centers

should

to

gather

residential

ways?

on

distinctions."7

critical

other

what

to

environment

cognitive--in

applies

are

from

initial

that

from

Newcomb's

it
to

that

colleges

so,

accounted

and

as

college

residential

Consideration

Feldman's
cularly

the

Morrill

living-learning
If

can

Research

important

Justin

differ

University?
as

be

within

Morrill
as

will

data

factors

Further

are

college
"the

to

of

distinguish

it
is

be

parti­

environment.

kinds

outcomes

Can

ability

hypothesis,

of

im­

different

the

shown,

enhanced

college

accentuation
for

and

example,

value

or

^ K e n n e t h A . F e l d m a n a n d T h e o d o r e M. N e w c o m b , T h e I m p a c t
of C o l l e g e on S t u d e n t s ( S a n F r a n c i s c o :
Josse y- Ba ss , Inc.,
1 9 6 9 ) , p. 3 2 8 .

145

attitude
which

changes

are

2.

A

loss

of

occur

provided

number

of

"community"
move

out

The

that

many

fact

they

felt
no

factors

a

other

are

speculation

here

concerns

identify

with

the

definable

of

In

An

is

Justin

the

and

and

3.

Further

what

is

meant

State

the

kinds

may

hall

of

and

be

comparative
the

students

University

can

who
most

within

toward

an

within

be

that

choose

college.

analysis

should

in

of

college

be

other
under­

investigation

differentiated

students

to

important

using

this

The

values

the

the

studies

from

though

community.

the

University
emerges

even

physical

faculty

press

unit.

they

attitudes,

among

patterns

that

the
of

suggests

a

of

about

living

college

with

directed

which

Morrill

relation

from
to

characteristics.

research
by

the

value

in

experiences

numbers

college

determinants

be

addition,

large

residence

students

should

value

to

environmental

hypothesis

Michigan

attitude

by

populations

taken.

other

that

of

indicated

associated

college

attitude

community.

that

is

when

seniors

the

those

kinds

questions

residential

important

research

dominant

occurs

the

in

the

raised

attachment

shared

determinants
Further

of

than

have

the

lived

arrangement

and

of

of

college?

which

strong

longer

the

writers

students

still

in

because

the

should

be

expression

directed

toward

"personalized

defining

education."

146

Often

the

assumption

interaction
McKeachie

will

view

for

example,

student
impact

yield

questions

may

learning

led

on

view

toward

which

understanding
the

4.

is

need

in

attracted
with
of

the

and

to

residential
to

fare

personal

With

as

faculty

in

well

and

are

the

How

do

devote

to

What

professional

How

faculty

pressure
maximum
with

can

the

a

be

role

kinds

of

faculty

long

do

they

and

relate

energies
regard

in

are

remain

these

promotion,
to

and

toward
to

of

benefits

teaching

increases,
to

with

approaches.

about

liabilities

salary

problems

learning

more

The

experiences

experiences

colleges?

constant

experience

particularly

such

and

personalized.®

studied,

understand

relation

study,

learning

how

students

contact.,

centered

colleges.

What

as

more

that

faculty

off-campus

being

experience.

noting

less

formalized

residential

program?

tenure?

students
do

a

more

joint-appointmeats?

colleges

study,

be

student-faculty

personalized

involves

should

greater

assumption,

non-classroom

with

that

more

this

integrated

faculty

a

d i s c u s s i o n - - as

students

There

made

independent

which

have

is

their

with

teaching,
own

growth?

^ W i l b e r t J. M c K e a c h i e , " S i g n i f i c a n t S t u d e n t a n d
F a c u l t y C h a r a c t e r i s t i c s R e l e v a n t to P e r s o n a l i z i n g H i g h e r
Education,"
i n W . J o h n M i n t e v , T h e 1 n d iv i d u a 1 a n d t h e
S ys t e m ( B o u l d e r :
W e s t e r n I n t e r s t a t e C o m m i s s i o n on H i g h e r
Education,
19 6 7 ) , p. 2 2 .

147

5.

An

and/or

assessment
transfer

academic

of

rate

programs
do

students

Morrill

to

another

ter

difficulties

major

reason

non-cognitive
student

examine

change

of

major

situation,
of

preted,

course

In

and

of

this

regarding
with

students

concerning

dents

and

the

faculty

developed.

and

inter-group

dynamics

the

"centers

of

influence"

participates

in

important

Who

are

the

academic

performance

and

It

and

by

of

kinds
If

above

decisions
of

the
of

learning

be

useful
as

the

well

was
of

stu­

interpersonal

insight

regarding

Who

affect

behavioral

in

college.

cliques

college.

which

inter­

criticism

some

that

instructors,

in

of

inter­

dissonance

students

a n a l y s is

a

Lehmann

would

student

the

be

properly

enrolled

reveal

would

value

like.

within

"shapers"

encoun­

are

influential

might

students

or

the

An

Justin

fail,

the

that

What

or

currently

fact

made.

transfer

advanced

some

other

ability

prospective

investigation,

noted

college?

the

and

of

attitude

and

drop-out

lack

characteristics

content,

be
from

of

program?

encompass

counselling

advising

6.

to

could

information

the

to

hypothesis

due

learner

Is

either

with

should

kinds

college?

related

the

is

which

admissions
as

tho

What

the

College

transferring

program?

factors

to

the

for

between

Morrill

University

students

esting

type

the

satisfaction

between

comparison

Justin

give

in

why

in

in

reasons

and

the

norms?

really

148

7.

Because

faculty
are

of

interact,

taken

into

performance?
plicit

or

desired?

This

subject

to

to

objectives

and

his

tive

o b j e c t ives

Have

any

affective

8.

of

the

to

the

of

area

the

of

have

have

an

developed

it

which
or

of

it

is

so,

have

ex­

hopes

to

change
easily

seem
how,

out

affective

regarding

student

not

curriculum

pointed

factors

value

would

if

and

college

which

and

kinds

associates

insights

does

whether,

generally

affective

attitude

an

students

evaluation

nonetheless,

other

that
high,

Justin

the
it

initial
will

Morrill

units

analyzed

in

tration,

cost-studies

in

the

relation

a variety

college

that

objectives

admittedly

academic

that

in

which

important
affective

objectives.
that

cogni­

component.9

the

evaluation

are,

in

of

be

of

program

should

case

of

new

to

compare

University.
to

a

necessary

program

services

the

costs

program

determine

with

Costs,

those

into

provided

for

how
of

however,

objectives.

take

are

As

account

an
the

students

non-residential

in

college

costs

other
must

"A8~

be

illus­
fact
the
programs,

^ D a v i d R. K r a t h w o h l , B e n j a m i n S. B l o o m , a n d B e r t r a m
B. M a s i a , T a x o n o m y o f E d u c a t i onaJL^ G o a l s , H a n d b o o k 1 1 ;
A f f e c t i v e D o m a i n (New York:
D a v id M c K a y Com pa n y , Inc.,
1964) r y .

of

objectives?

Given

generally

kinds

determine

relate

new

possible

affective

certain
is

with

specifically,

assessment;

attempt

Krathwohl

it

consideration

implicit
Are

frequency

is

More

achieve?

to

the

14 9

provided

by

example,

the

University

maintains

and

academic

advisement

centers,

are

usually

a

period

are

specialized

assumed

of

time,

it

significantly

sideration

might

by

units

the
a

is

shown

operating

that

than

given

to

University.
number

non-academic

higher
be

in

of

For

counseling

costs

of

departments.
costs

other

in

charging

If,

Justin

programs,

which
over

Morrill

perhaps

con­

differential

tuition

seniors

for

rates .

9.

In

this

most

part,

that

the

study,

faculty

student

it

was

were

could

design

An

of

discipline

gether
there

and

in

order

attempt

to

discernible

follow?

2)

different

Is

from

University?

and

the
in

Justin

3)

be

major

made

the

areas

might

adequate

of

"field

be

to

which

following

Morrill

which
Are

own

combinations

trends

that

disposed

his

should

answer

the

that

favorably

centration).
course

found

to

and,
the

provision

(field

of

identify

questions:

of

obtained

con­

the

students

study

the

kinds

put
1)

which

to­

Are

students

concentration"
elsewhere
depth

of

in

breadth

and

primary

responsibility

the

content

achieved ?

10.

Although

evaluating
that

its

of

other

to

work

offices
closely
and

college

own

meaningful

Admissions,

1

the

bears

activities,

evaluation
of
with
the

the
the

can

it

is

be

accomplished

University.
offices

Registrar,

in

of

unrealistic

There

is

to

expect

independent
an

Institutional

order

to

for

obvious

need

Research,

generate

the

150

kind
run

of
as

must

information
well

as

provide

total

11.

data

long-term

which

will

evaluation.

information

which

be

In

improves

useful

sum,
the

in

short-

evaluation

quality

of

the

enterprise.

Since

ferent

the

inception

organizational

encountered,
tions.

some

Further

standing

how

of

the

and

particular

three

independent

have

Morrill,

be

functions

emphasis

number

of

have

in

crisis

condi­

directed

toward

under­

an

administrative

placed

on

the

academic

hall

dif­
been

as

namely

residence

a

problems

resulted

should

units,

and

Justin

administrative

which

college

with

affairs,

of

research

unit,

dent

and

ways

in

which

administration,

management

interact

stu­

and

opera t e .

12.

Finally,

studies,
period
tic

on

of

longitudinal

whet

time

do?

How

employment,

Astin

and

satisfied

Further,

inadequate

happens

should

educational

low?

or

a

do

and

to

be

Justin

vocational
are

so,

vocational

such

taxonomy

structuring

a

comprehensive

affective

outcomes

variables

are

As

which

shown

based

identified.

on

in

Are

with

at

might

there

the

graduates

kind

the
be

be

of

in

study

in
of

to
level?

planning
Justin

cognitive
and

they

finding

attributed

useful

a

fol­

work

undergraduate

5.3,

psychological

over

characteris­

difficulties

foliow-up
Table

periodic

graduates

which

problems

preparation

a

graduates.

Morrill

experience

can

perhaps

patterns

graduates

suggests

Morrill

or

undertaken.

graduates
if

study,

and

behavioral

151

Table
A

5.3

T A X O N O M Y OF S T U D E N T O U T P U T M E A S U R E S IN T E R M S
T Y P E O F O U T C O M E A N D T Y P E O F D A T A 10

Type
Type

of

D a ta

Psychological

B ehaviora1

of

Cognitive

OF

0 u tc o m e
Affective

Knowledge
General Intelligence
Critical Thinking
Ability
Basic Skills
Special Aptitudes
Academic Achievement

S elf-concept
I n t e r e s ts
Values
A ttitudes
Beliefs
Satisfaction
College

L e v e l of E d u c a t i o n a l
A t ta i n m e n t
Vocational Achievement
l e v e l of r e s p o n s i ­
bility
income
a w a r d s of s p e c i a l
recognition

C h o i c e of a M a j o r
or C a r e e r
A v o c a t ions
Mental Health
Citizenship
I n t e r p e r s o n a l Rela.
t ions

with

^ A l e x a n d e r W. A s t i n , " M e a s u r i n g S t u d e n t O u t p u t s
in
Higher Education,"
in B e n L a w r e n c e e t a 1 . , T h e O u t p u t s o £
Higher Education:
T h e i r I d e n t i f i c a t i o n , M ea s u r emen_t , a n d
Evaluation (Boulder:
W e s t e r n I n t e r s t a t e C o m m i s s i o n for
Higher Education,
1 9 7 0 ) , p. 78.

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C ommi 11ee
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I n s t i t u t i o n a l R e s e a r c h a n d A c a d e m i c O u tc o m e s , p r o c e e d i n g s
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O l s o n , L e r o y A.
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James.
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R i c h a r d s , J a m e s M . , J r ; , a n d H o l l a n d , J o h n L.
"A F a c t o r
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' E x p l a n a t i o n s 1 of T h e i r C h o i c e of
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" J u s t i n M o r r i l l C o l l e g e of M i c h i g a n S t a t e
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J u s t i n M o r r i l l C u r r i c u l u m , " r e p o r t by the P l a n n i n g
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APPENDICES

Appendix

A

The

Justin

Morrill

College

Curriculum

Appendix

B

The Curriculum Questionnaire with
Plotted Means and F o r m Letters Used
in T h i s S t u d y

Appendix
THE

JUSTIN

MORRILL

A

COLLEGE

CURRICULUM

INTRODUCTION
T h e p l a n n e r s o f J u s t i n M o r r i l l C o l l e g e h a v e s o u g h t in
m a n y w a y s to r e s p o n d c r e a t i v e l y to t h e G u i d e l i n e s o f t h e
College.
S i n c e t h e r e is a g r e a t d i f f e r e n c e b e t w e e n a s e t
of ab st rac t ob jectives and a specific program,
the a c t u a l
c u r r i c u l u m that we h a v e d e v e l o p e d r e v ea ls our own p r i o r i t i e s
of c o n c e r n for the v a r i o u s i d e a l s of the G u i d e l i n e s .
The
f o r m s o f o u r r e s p o n s e to t h e s e g e n e r a l i d e a l s r e f l e c t t h e
Guidelines'
e n c o u r a g e m e n t to b e e x p e r i m e n t a l a n d i n n o v a t i v e .
We have s e i z e d upon s e v e r a l goals for e x t e n s i v e a tt e nt i o n ,
a m o n g them the ideals of i n d e p e n d e n t s t u d y i n v o l v i n g s t u ­
d e n t s in the e d u c a t i v e p o t e n t i a l s of r e a l c h o i c e , v a r i o u s
k i n d s o f c o m m o n e x p e r i e n c e , a g r e a t d e a l o f f l e x i b i l i t y to
fit the n e e d s of b o t h s t u d e n t s and f a c u l t y , and v a r i o u s
approaches
to i n t e r c u 1 t u r a 1 u n d e r s t a n d i n g .
W e h a v e , in
a d d i t i o n , s o u g h t to t a k e f u l l a d v a n t a g e o f o u r s p e c i a l
s t a t u s as a s e m i - a u t o n o m o u s c o l l e g e i n a l a r g e u n i v e r s i t y ,
sharing c u r r i c u l u m and faculty.
S t u d e n t s d i v i d e t h e i r four y e a r s b e t w e e n the C o l l e g e
a n d the r e s t of the U n i v e r s i t y , b u t w e h a v e no t d i v i d e d the
two p r o g r a m s at s o m e m i d p o i n t ;
for e x a m p l e ,
the end of the
s o p ho mo re year.
Instead, we have ass u m e d that liberal edu­
c a t i o n s h o u l d c o n t i n u e to b e a p a r t o f a s t u d e n t ' s e n t i r e
u n d e r g r a d u a t e experience; c o n s e q u e n t l y our Jus t i n Mo r ri ll
p r o g r am spreads over four years, though with di mi n i s hi ng
e m p h a s i s in the l a t t e r y e a r s .
The following diagram illus­
trates our division:

Freshman

Sophomore

161

Junior

Senior

16 2

W e h a v e s o u g h t a l s o to c r e a t e a p r o g r a m o v e r t h e f o u r
years
t hat w o u l d s e r v e the i d e a l s of l i b e r a l e d u c a t i o n and
r e c r u i t the i n t e r e s t s of a j o i n t l y a p p o i n t e d faculty.
We
e n c o u r a g e t e a c h e r s in t h e J u s t i n M o r r i l l A r t s a n d H u m a n i ­
ties and S o c i a l S c i e n c e pr og ra m s
to g i v e t o p i c - c e n t e r e d
c o u r s e s in a r e a s of t h e i r s p e c i a l i n t e r e s t ; we h ope, t h e r e ­
b y , to m a k e t e a c h i n g i n a g e n e r a l e d u c a t i o n p r o g r a m as
a t t r a c t i v e a s p o s s i b l e to p r o f e s s i o n a l s c h o l a r - t e a c h e r s .
I n r e t u r n , w e a s k t h e s e t e a c h e r s to s e r v e t h e e n d s o f
g e n e r a l e d u c a t i o n in a d i f f e r e n t w a y .
Rat he r than requiring
in t h e s e a r e a s a c o m m o n s u b j e c t m a t t e r , w e a s k t e a c h e r s
i n s t e a d to p r e s e n t t h e i r d i s c i p l i n e s as w a y s o f o r g a n i z i n g
knowledge.
T h u s a h i s t o r i a n w i l l m a k e e x p l i c i t w h a t i t is
t h a t c h a r a c t e r i z e s h i s a p p r o a c h to k n o w l e d g e ;
a psychologist
w i l l m a k e e x p l i c i t w h a t it is t h a t c h a r a c t e r i z e s h i s
a p p r o a c h to k n o w l e d g e , a n d s o f o r t h .
O u r o b j e c t i v e is to
g e n e r a l i z e t h e i m p l i c a t i o n s of a n y d i s c i p l i n a r y p o i n t of
v i e w , a n d to p r o v i d e t h e o p p o r t u n i t y f o r s t u d e n t s w h o w i l l
s t u d y at l e a s t e i g h t d i f f e r e n t d i s c i p l i n e s in the C o l l e g e
to c o m p a r e o n e d i s c i p l i n a r y a p p r o a c h w i t h a n o t h e r .
We
t h u s a c h i e v e u n i t y in a c o m m o n s t r a t e g y o f a p p r o a c h to t h e
p r o b l e m o f k n o w i n g r a t h e r t h a n in a c o m m o n c o n t e n t o f
knowledge known.
T h i s p r i n c i p l e of i n t e r e s t plus d i s c i p l i n a r y p e r s p e c ­
t i v e w i l l o p e r a t e in two p r o g r a m s :
Arts and Humanities and
Social Sciences.
In t h r e e o t h e r p r o g r a m s , we w i l l p r e s e n t
m o r e t y p i c a l c o r e a r e a s of s u b j e c t m a t t e r :
Foreign Lang­
uages, Inquiry and Expression, and Natural Sciences.
A s w i l l b e c o m e e v i d e n t in t h e p r o p o s a l t h a t f o l l o w s ,
w e h a v e r e s p o n d e d s t r o n g l y to t h e i d e a l o f i n d e p e n d e n t s t u d y .
W e b e l i e v e t h a t it is o n e i m p o r t a n t m e a n s
to t h e e n d o f t h e
i n t e l l e c t u a l l y - i n d e p e n d e n t and mature student, and c o n s e ­
q u e n t l y c r u c i a l to a l i b e r a l e d u c a t i o n .
But we are c o n v i n c e d
a l s o , b y s t u d y i n g t h e r e s u l t s of s u c h p r o g r a m s in o t h e r
colleges,
t h a t s t u d e n t s m u s t b e c a r e f u l l y p r e p a r e d to d o s i g ­
ni fi ca nt and r e s p on si b l e ind ependent study.
For these
r e a s o n s , w e h a v e b u i l t in s u c h p r e p a r a t i o n as a r e q u i r e d i n ­
g r e d i e n t i n e v e r y c o u r s e in t h e A r t s a n d H u m a n i t i e s a n d t h e

Social Sciences

offe re d

in J u s t i n M orri ll .

Each

s tudent will

e n c o u n t e r t h e p r o b l e m in e a c h d i s c i p l i n e he s t u d i e s a n d r e ­
c e i v e the v a r i e d a n s w e r s
that d i f f e r e n t d i s c i p l i n e s no rm ally
supply.
E a c h t e a c h e r r e s p o n s i b 1 e fo r t r a i n i n g s t u d e n t s f o r
i n d e p e n d e n t s t u d y is n e v e r t h e l e s s
f r e e to i n t e r p r e t t h e r e ­
q u i r e m e n t s w i t h i n the terms of his o wn d i s c i p l i n e and c o u r s e .
When opportunities
for i n d e p e n d e n t s t u d y e v e n t u a l l y a r r i v e
--011 o r o f f c a m p u s , a t h o m e o r a b r o a d - - w e b e l i e v e w e c a n b e
a s s u r e d t h a t J u s t i n M o r r i l l s t u d e n t s w i l l h a v e e a r n e d the

163

r i g h t to g o i t a l o n e , a n d w i l l b e i n a b e t t e r
p r o f i t to t h e f u l l f r o m t h i s v a l u a b l e f o r m o f
e x p er i enc e .

p o s i t i o n to
educational

W e h a v e a l s o s o u g h t to r e s p o n d to t h e c o n s t a n t c h a l ­
l e n g e of o u r i n t e r n a t i o n a l t h e m e in a v a r i e t y of w a y s .
The
C o l l e g e r e q u i r e s a n i n t e n s i v e f o r e i g n l a n g u a g e p r o g r a m in
t h e f i r s t y e a r - - n o t o n l y to e q u i p s t u d e n t s f o r i n t e r c u 1 t u r a 1
s t u d y a t h o m e or a b r o a d e a r l y in t h e i r u n d e r g r a d u a t e c a r e e r ,
b u t i n a d d i t i o n to s e t a n i n t e r n a t i o n a l t o n e to t h e e n t i r e
four y e a r s f r o m the v e r y f i r s t w e e k of c l a s s e s .
Many Justin
M o r r i l l s t u d e n t s w i l l go a b r o a d .
B u t w h e t h e r t h e y d o or
n o t , a l l w i l l h a v e t h e c h a n c e to b e t a u g h t b y a f a c u l t y
w h i c h h a s , in a l m o s t a l l i n s t a n c e s ,
international experience.
Many teachers will give courses with specifically inter­
n a t i o n a l t o p i c s , i n c l u d i n g n o n -' v l es t e r n; s o m e t e a c h e r s a r e
themselves
foreign nationals.
Eventually, some Justin
M o r r i l l c o u r s e s w i l l b e t a u g h t in t h e l a n g u a g e s o f t h e
College.
A n d w e s h a l l c o n t i n u e to e x p l o r e o t h e r w a y s o f
m a k i n g u se of the r i c h p o t e n t i a l for i n t e r n a t i o n a l and
i n t e r c u l t u r a 1 e d u c a t i o n that e x i s t at M i c h i g a n Sta t e .
But perhaps
the g r e a t e s t p o t e n t i a l for the k i n d of
u n d e r s t a n d i n g n e c e s s a r y to a w o r l d c o m m u n i t y l i e s w i - t h i n
the f r a t e r n a l e x p e r i e n c e of l i v i n g an d s t u d y i n g w i t h i n the
small Col leg e commu nity itself.
W o r k i n g in s m a l l s e c t i o n s ,
sharing common languages, attending all-College lectures,
l i v i n g w i t h r o o m m a t e s who s t u d y the s a m e f o r e i g n l a n g u a g e ,
e a t i n g at l a n g u a g e t a b l e s , w o r k i n g w i t h m a n y of the s a m e
s t u d e n t s in c l a s s e s a n d in e x t r a - c u r r i c u l a r a c t i v i t i e s ,
s h a r i n g m a n y of the s a m e f a c u l t y , r e a d i n g the s a m e b o o k s - a l l t h e s e w o r k to u n i f y a s t u d e n t ' s u n d e r g r a d u a t e e x p e r i e n c e
in r a r e a n d v a l u a b l e w a y s .
If p r o p e r l y i n t e r p r e t e d a nd n u r ­
tured, these features should increase a student's intellectual
a n d e m o t i o n a l i n v o l v e m e n t a n d h i s s e n s e of th e i n t e r d e p e n ­
d e n c e of a l l m e n in a l l c o m m u n i t i e s .

GENERAL

CURRICULUM

Justin
E a c h s t u d e n t is e x p e c t e d to
in J u s t i n M o r r i l l C o l l e g e :
A.

Arts

and

1.

Foreign

PROPOSAL

Morrill

complete

the

following

program

Humanities
Language

(15-24

credits)

A l l s t u d e n t s m u s t c o m p l e t e a s e q u e n c e in
f o r e i g n l a n g u a g e o f f e r e d in t h e C o l l e g e
( c u r r e n t l y F r e n c h , S p a n i s h , or R u s s i a n ) .

one

164

a.

F renc h and Spanish:
O u r r e q u i r e m e n t is 1 5 - 2 4
c r e d i t h o u r s of C o l l e g e l a n g u a g e d e p e n d i n g on
t h e q u a l i t y o f h i g h s c h o o l p r e p a r a t i o n in t h e
s a m e l a n g u a g e as m e a s u r e d b y a p l a c e m e n t t e s t .
S t u d e n t s m u s t p r e s e n t a t l e a s t two y e a r s of
h i g h s c h o o l p r e p a r a t i o n to q u a l i f y , h o w e v e r .
T h e y w i l l b e p l a c e d in t h r e e " t r a c k s " on the
b a s i s of t h e i r test:
I
II
III

b.

2.

8 c r e d i t s p er t e r m for
(24 c r e d i t s m a x i m u m ) .
6 c r e d i t s per t e r m for
(18 c r e d i t s m a x i m u m ) .
5 c r e d i t s per t e r m for
(15 c r e d i t s m a x i m u m ) .

three

terms

three

terms

three

terms

Russian:
8 c r e d i t s per t e r m for t hree terms
(24 c r e d i t s m a x i m u m ) .
W e offer only one
t r a c k b e c a u s e f e w s t u d e n t s c o m e to c o l l e g e
p r e p a r e d in R u s s i a n .

Inquiry

and

Expression

(12

credits)

All freshmen must take a y e a r- lo n g course c o m ­
b i n i ng a t t e n d a n c e at an a l l - C o l l e g e l ec tu r e series
w i t h i n t e n s i v e t r a i n i n g in e x p o s i t o r y w r i t i n g .
T h e l e c t u r e s in e a c h q u a r t e r w i l l p r o v i d e i n s i g h t
and s t i m u l a t e d i s c u s s i o n on a topic of g e n e r a l
cultural and international significance;
the c o m ­
position instructors will base their writing
a s s i g n m e n t s on the l e c tu re m a t e r i a l .
All writing
w i l l b e s u p e r v i s e d b y t h e c o m p o s i t i o n s t a f f in
small, s e m i n a r - s t y 1e groups (5-7 s t ud en t s ) .
An
a d v a n c e d c o m p o s i t i o n c o u r s e w i l l b e o f f e r e d in
t h e C o l l e g e f o r s t u d e n t s w h o w i s h to p u r s u e t h e i r
mastery
3.

of

Disciplines

writing.
of

Arts

and

Humanities

(20

credits)

A l l s t u d e n t s m u s t t a k e J u s t i n M o r r i l l c o u r s e s in
the d i s c i p l i n e s of L i t e r a t u r e , H i s t o r y , P h i l o s o ­
phy, R e l i g i o n , and F i n e A r t s w i t h at least one
course
in f o u r of the f i v e d i s c i p l i n e s .
Using
topics
of his o w n c h o o s i n g , e a c h t e a c h e r w i l l
s e e k to g i v e s t u d e n t s k n o w l e d g e o f h i s d i s c i p l i n e
as a n o r g a n i z e d f r a m e w o r k o f c o n c e p t s w i t h w h i c h
to u n d e r s t a n d t h e w o r l d .
These courses
are d e ­
signed
to p r e p a r e s t u d e n t s
for a d v a n c e d
s t u d y in
any discipline,
for i n d e p e n d e n t s t u d y on or o f f
camp u s , and for c o n t i n u i n g s tu d y a f t e r g r a d ua t i o n .

165

C o u r se s w ill ca rr y four c re dits but mee t only three
hours weekly.
T h e f o u r t h c r e d i t w i l l b e e a r n e d in
ea c h i n s t a n c e in s u p e r v i s e d i n d e p e n d e n t study.
Each
i n s t r u c t o r w i l l be r e s p o n s i b l e for t r a i n i n g his s t u ­
d e n t s i n a p p r o a c h e s to i n d e p e n d e n t s t u d y i n w a y s
a p p r o p r i a t e to h i s d i s c i p l i n e .
B.

Social

Sciences

(20

credits)

A l l s t u d e n t s m u s t t a k e J u s t i n M o r r i l l c o u r s e s in t h e d i s c i ­
p l i n e s of P s y c h o l o g y , G e o g r a p h y , S o c i o 1 o g y / A n t h r o p o 1 ogy ,
E c o n o m i c s , a n d P o l i t i c a l S c i e n c e w i t h at l e a s t one c o u r s e
in f o u r o f the f i v e d i s c i p l i n e s .
E x a c t l y as in the r e ­
quirements
for A r t s a nd H u m a n i t i e s a b o v e ,
the f o c u s of
t h e s e c o u r s e s w i l l b e u p o n t h e d i s c i p l i n e as a n o r g a n i z e d
f r a m e w o r k of c o nc ep t s .
T h e s a m e p r o v i s i o n s for c r e d i t s and
i nd epe nde nt study will also apply.
C.

Natural

Sciences

(20

credits)

A l l s t u d e n t s m u s t t a k e 20 c r e d i t s in s c i e n c e b e g i n n i n g
w i t h a y e a r - l o n g g e n e r a l e d u c a t i o n c o u r s e f o r 12 c r e d i t s i n
the n a t u r a l s c i e n c e s , a n e x p e r i m e n t a l a d a p t a t i o n of the
e x i s t i n g U n i v e r s i t y C o l l e g e N a t u r a l S c i e n c e 181, 182, 183.
( S u b s t i t u t i o n s a n d w a i v e r s w i l l be c o n s i d e r e d for e x c e p t i o n ­
a l l y we 1 1 - qua 1 ified J u s t i n M o r r i l l s t u d e n t s ).
Justin
M o r r i l l s t u d e n t s w i l l c o m p l e t e the 20 c r e d i t s by t a k i n g 8
c r e d i t s in s c i e n c e c o u r s e s f r o m a m o n g e l e c t i v e s
to b e
o f f e r e d e i t h e r w i t h i n or o u t s i d e the C o l l e g e .
D .
All
the

Independent,
students must
e q u i v a l e n t of
1.

Field,

or

elect one
a term of

Independent

Foreign

Study

(12

credits)

of the t h r e e o p t i o n s b e l o w for
s t u d y ( m i n i m u m 12 c r e d i t s ) .

Study

T o b e d e f i n e d a n d a p p r o v e d in e a c h i n s t a n c e u n d e r
the s u p e r v i s i o n of a
j s tin
M o r r i l l or o t h e r
C o 1 1 e g e - a p p r o v e d a d v i s e r , a n d n o t to i n c l u d e i n d e ­
pendent study credits earned wi th in JMC humanities
and social science courses.
S u c h s t u d y m a y be
p u r s u e d e i t h e r on or off c a m p u s .
2 *

Field

Study

T o b e d e f i n e d a n d a p p r o v e d in e a c h i n s t a n c e u n d e r
the s u p e r v i s i o n of a J u s t i n M o r r i l l or o t h e r
C o 11 e g e - a p p r o v e d a d v i s e r .
S t u d y on or o f f c a m p u s
t h a t i n v o l v e s s t u d e n t s i n s u c h t h i n g s as c o m m u n i t y

166

s e r v i c e , or in g o v e r n m e n t or i n d u s t r y for the
p u r p o s e of i n c r e a s i n g t h e i r i n t e l l e c t u a l c u r i o s i t y
and practical experience.
3.

Foreign

S tudy

To be a p p r o v e d by the C o l l e g e .
A v a i l a b l e in a n y
o ne of a v a r i e t y of p l a c e s o v e r s e a s .
In ea c h
i n s t a n c e the C o l l e g e w i l l d e f i n e the n a t u r e and
e x t e n t of the p r o g r a m .

G e neral
A.

Field

of

University

Concentration

(40-45

Program

credits)

T h i s m a y e n c o m p a s s a m a j o r or
interdisciplinary study
to b e d e v e l o p e d i n e a c h i n s t a n c e w i t h t h e a p p r o v a l o f
the s t u d e n t ' s a d v i s e r .
C o u r s e s w i l l b e o u t s i d e the
J u s t i n M o r r i l l c u r r i c u l u m w i t h the e x c e p t i o n that a
s t u d e n t m a y u s e s o m e or a l l of his i n d e p e n d e n t , f i e l d ,
o r f o r e i g n s t u d y p r o g r a m as a p a r t o f h i s F i e l d of
C o n c e n t r a t i o n if a p p r o v e d .
B.

Electives

(22-36

credits)

These will be selected from among University and
o c c a s i o n a l J u s t i n M o r r i l l c o u r s e s w i t h the g u i d a n c e of
a student's adviser.
T h e y w o u l d b e l i m i t e d to a r e a s
o u t s i d e the F i e l d of C o n c e n t r a t i o n .
H o w e v e r , in c a s e s
w h e r e s t u d e n t s a r e p r e p a r i n g for a t e a c h i n g c e r t i f i c a t e ,
e l e c t i v e c o u r s e s m a y h a v e to b e t a k e n i n p r o f e s s i o n a l
education courses.
S t u d e n t s m a y a l s o e l e c t to t a k e
t h e i r o t h e r o p t i o n s u n d e r I n d e p e n d e n t , F i e l d , or F o r e i g n
S t u d y as p a r t s o f t h e i r e l e c t i v e p r o g r a m .

167

S ummary

Justin

Minimum

Maximum

15
20
20
20
12
12
5
104

24
20
20
20
12
12
5
113

40
36
180

45
22
180

M o r r i 11

Languages
D i s c i p l i n e s o f A r t s 6c H u m a n i t i e s
Di sc i p li ne s of Social Sciences
Natural Sciences
Inquiry and E x p res si on
I n d e p e n d e n t , F i e l d or O v e r s e a s S t u d y
Senior S eminar
T o t a l in J M C
General

University

F i e l d of C o n c e n t r a t i o n
Elec tives
Tota 1

Program

168

EVALUATION
Transfer

of

AND

REVIEW

Credit

T h e C o l l e g e p r o p o s e s t h a t c r e d i t s e a r n e d in its d i s c i ­
p l i n e s a n d c o r e c o u r s e s in the h u m a n i t i e s , s o c i a l s c i e n c e s ,
c o m p o s i t i o n a n d n a t u r a l s c i e n c e s b e a c c e p t e d in l i e u of
University general education requirements.
If a s tu d e n t
t r a n s f e r s f r o m J u s t i n M o r r i l l b e f o r e h e has e a r n e d 45 c r e d i t s
i n c o u r s e s e q u i v a l e n t to t h e g e n e r a l e d u c a t i o n c o u r s e s i n
U n i v e r s i t y C o l l e g e , he s h o u l d be h e l d for the b a l a n c e of
the 45 c r e d i t s .
C lass

Size

S i n c e c o m p a r a b l e e c o n o m y o f o p e r a t i o n is o n e o f t h e
g o a l s of the U n i v e r s i t y ,
the C o l l e g e will m eet U n i v e r s i t y
r e q u i r e m e n t s of m i n i m u m class size.
T h e C o l l e g e has
a l r e a d y s o u g h t to a c h i e v e e c o n o m i e s i n t h e u s e o f i n d e p e n ­
d e n t s t u d y p r o g r a m s a n d in the 1 e c t u r e - c o m p o s i t i o n p r o g r a m .
E v a lu a tion
A s a p a r t of its c o n t i n u i n g s e l f - e v a l u a t i o n ,
the
C o l l e g e w i l l , of c o u r s e , c o n s t a n t l y r e v i e w its c o u r s e s a n d
programs and inv es t i g a te their impact on students and
faculty.
B e c a u s e its p r o g r a m s a r e e x p e r i m e n t a l ,
the
C o l l e g e n o t o n l y e x p e c t s b u t is a n x i o u s to s u b m i t t h e r e ­
s u l t s o f t h i s s e l f - e v a l u a t i o n to a p p r o p r i a t e b o d i e s o f t h e
U n i v e r s i t y for a n a l y s i s , d i s c u s s i o n , and c r i t i c i s m .
How­
ever,
the t e n s i o n b e t w e e n a n y c u r r i c u l a r e x p e r i m e n t a t i o n a n d
e s t a b l i s h e d c u r r i c u l a l e a d s us to p r o p o s e t h a t a n y c o m p l e t e
e v a l u a t i o n of J u s t i n M o r r i l l be d e f e r r e d u n t i l the s u m m e r of
1969, at w h i c h time the f i r s t f o u r - y e a r c l a s s w i l l h a v e b e e n
gradua t e d .

Appendix
CURRICULUM
Directions

for

B

QUESTIONNAIRE

R e sponse

to

the

S cales

Y o u a r e to r e s p o n d b y p l a c i n g a d a s h (-) a l o n g t h a t p a r t
the v e r t i c a l line (c o n t i n u u m )
that best represents your
judgment,
S a y , f o r e x a m p l e , y o u w e r e a s k e d to g i v e y o u r
o p i n i o n on the following:
1.

The ABM program
abolished.

now

under

consideration

should

be

If y ou s t r o n g l y a g r e e w i t h this s t a t e m e n t , you w o u l d
b y p l a c i n g a d a s h a t t h e u p p e r e n d o f C o n t i n u u m I as
tra ted b e 1o w .

II.

The

If y o u
(-) a t

library

resources

disagree with
the lower end

of

the

this s t a t e m e n t , y o u
o f C o n t i n u u m II.

I
II
ABM
ILibrary
program
/ resources
should be/
are
abolished /
adequate

Note:

The continuums
l a r g e r in s i z e

university

are

would

of

respond
illus-

adequate.
place

a

dash

7
S trongly

agree

Somewhat

agree

Strongly

disagree

(scales) wh i c h follow are somewhat
in the
i n s t r u m e n t w h i c h was d i s t r i bu te d .

1 69

170
A g a i n i n d i c a t e y o u r j u d g m e n t as to h o w m u c h e m p h a s is is
a c t u a l l y p l a c ed o n e a c h o £ t h e f o 1 l o w i n g i d e a s i n J u s t i n
M o rr i 1 1 .
V.

T h e s t u d e n t s h o u l d d e v e l o p a r a n g e of s k i l l s
to p e r m i t
h i m to w o r k w i t h s a t i s f a c t i o n a n d e f f e c t i v e n e s s
in
g r o u p s i n t h e a n a l y s i s a n d f o r m u l a t i o n o f s o l u t i o n s to
prob1ems.

VI.

I m p r o v e m e n t o f c o m m u n i c a t i o n s k i l l s is e s s e n t i a l .
The
s t u d e n t s h o u l d b e a b l e to e x p r e s s h i s t h o u g h t s a n d
i d e a s e f f e c t i v e l y v e r b a l l y a n d in w r i t i n g , a n d s h o u l d
become a more discriminating listener.

VII.

T h e s t u d e n t s h o u l d k n o w h o w to s y n t h e s i z e a n d a p p l y
knowledge (facts, concepts,
theories)
from the v a r i o u s
d i s c i p l i n e s to t h e s o l u t i o n o f p r o b l e m s ,
the e x p l a n a ­
t i o n of e v e n t s , a n d the a n a l y s i s of p o s s i b l e c o u r s e s
of ac t i o n .

VIII.

T h e c o l l e g e s h o u l d p r o v i d e a n e d u c a t i o n w h i c h is p e r ­
s o n a l l y e n r i c h i n g a n d r e l e v a n t to t h e n e e d s o f s o c i e t y .

VII

VIII

kills
yCommuni-/Synthe- /Enrichto w o r k / c a t i o n } s i z e a n d / i n g a n d
in
/skills
/ apply
/relevant
groups /
fcnowl/educaedge
/
tion
A

A C T U A L E M P H A S I S IN
JUSTIN MORRILL
COLLEGE

VERY SIGNIFICANT
EMPHASIS

SOME

NOT

7.6
7.7

Student
Faculty

AN

EMPHA

IS

EMPHASIS

Mean
Mean

Response
Response

171

Section
In
of

I

your view, how much
the f o 1 1 o w i n g ideas
I.

II.

III.

IV.

Education should
tradition.

a c t u a l e m p h a s is is p l a c e d o n
in J u s t i n M o r r i l l C o l l e g e ?
be

broad-based

in

the

liberal

each

arts

S t u d e n t s s h o ul d b e c o m e i n c r e a s i n g l y a w a re of their own
values and va l u e co mm it m e n ts , and should re co g n i z e and
understand value differences among other individuals
and cultures.
S o c i a l c o n s c i o u s n e s s is v i t a l .
The student should
c u l t i v a t e an a w a r e n e s s , c o n c e r n , a n d s e n s e of
r e s p o n s i b i l i t y for c o n t e m p o r a r y e v e n t s , p r o b l e m s , and
issues.
T h e s t u d e n t s h o u l d k n o w h o w to a c q u i r e i n f o r m a t i o n a n d '
k n o w l e d g e a n d to e v a l u a t e i t c r i t i c a l l y b y t e s t i n g i t s
a u t h e n t i c i t y w i t h l o g i c a l , s y s t e m a t i c , or a e s t h e t i c
modes of judgment.
I

II

/Broad/Aware­
n e s s of
/b a s ed
Lib er al / own and,
/
r ts
/others
values /

III

IV

Social /Acquire
onsciou* knowl- ,
/edge
/
ness
evaluate/
r i t ic . /

A

ACTUAL EMPHASIS
IN J U S T I N M O R R I L L
COLLEGE

VERY SIGNIFICANT
EMPHASIS

SOME

NOT

8.9
7.7

8.3
7.7

8 .3
8.7

7.6
5.2

Student
Faculty

EMPHASIS

AN

EMPHASIS

Mean
Mean

Legend
ResponseResponse

17 2
O n this p a g e i n d i c a t e
following statements.
IX.

your

judgment

Jus t i n Mo r r i l l students are
general competencies rather

regarding

each

e n c o u r a g e d to
than specific

of

the

develop
vocational

skills .
X.

XI.

XII.

T h e J u s t i n M o r r i l l c u r r i c u l u m is m o r e t h e o r e t i c a l
practical;
t h a t is, it s t r e s s e s t h e u n d e r s t a n d i n g
t h e o r i e s , i d e a s , a n d a b s t r a c t i o n s r a t h e r than the
t i c a l a p p l i c a t i o n of k n o w l e d g e .

than
of
prac­

The college effectiv ely prepares
societal issues and problems.

with

students

to

cope

T h e d e v e l o p m e n t of m e a n i n g f u l p e r s o n a l r e l a t i o n s h i p s ,
i n v o l v e m e n t in e x t r a - c u r r i c u l a r a c t i v i t i e s , a n d the
c u l t i v a t i o n of o n e' s a e s t h e t i c s e n s i t i v i t i e s are c o n ­
s i d e r e d as i m p o r t a n t a s i n t e l l e c t u a l g r o w t h .

XII
evelop-/Curricu-/ Prep,
e n t o f /lum m o r e / f o r is
eneral
/theore- lues and
compe/tical
/prob
tencies /
/ lems

Personal
d ev e 1 o p men t

E M P H A S E S IN
JUSTIN MORRILL

STRONGLY

AGREE

SOMEWHAT

STRONGLY

7 .7 S tudent
8.7 F a c u l t y

Mean
Mean

AGREE

DISAGREE

Response
Res pons e

173
Section

II

1„

What

is

2.

Have

you

If
3.

your

yes,

Have

been
what

you

Nature

Field

C o n c e n t r a t i o n ? ________________________

accepted
will

accepted

of

of

be
a

in

your
job?

graduate
major

school?

field

Yes

of

Yes

No

s t u d y ? ________

N o ____

work?

4.

Do you have other
after graduation?

5.

What "type"
College?

6.

Briefly
Morrill

7.

Do
of
of

of

educational

student

is

or

occupational

attracted

d e s c r i b e the "type'
is p r o d u c i n g .

of

to

student

Justin

you

plans

Morrill

feel

Justin

y o u f e e l y o u h a v e h a d s u f f i c i e n t f l e x i b i l i t y in
the s e l e c t i o n of c o u r s e s and the d e s i g n of y o u r
Concentration?
Yes
No
U n c e r t a i n ____

W h a t do y o u feel a r e the p o s i t i v e
a s p e c t s of this f l e x i b i l i t y ?
Positive:

and/or

terms
Field

negative

Negative:

8.

G i v e n t h e o p p o r t u n i t y to b e g i n y o u r c o l l e g e c a r e e r a g a i n ,
w o u l d y o u s e l e c t th e t y p e of p r o g r a m a n d e x p e r i e n c e y o u
h a v e h a d in J u s t i n M o r r i l l ? Y e s
No
U n c e r t a i n ____

9.

I n e v a l u a t i n g y o u r o v e r a l l e x p e r i e n c e in
w h a t do y o u fee l a r e its m a j o r s t r e n g t h s
cies?
Strengths:

Justin
and/or

Morrill,
deficien­

Deficiencies:

PLEASE
IN T H E

R E T U R N T H E S E M A T E R I A L S TO T H E O F F I C E OF F I E L D S T U D I E S
STAMPED ENVELOPE.
THANK YOU FOR YOUR COOPERATION.

174

Faculty
The
them

were

copy

of

asked
the

to

respond

Curriculum
the

to

questions

Questionnaire

following

5,

which

6,

and

was

7.

sent

also

included

question:

1.

I n c o m p a r i s o n to t e a c h i n g e l s e w h e r e i n t h e
U n i v e r s i t y , is t h e r e a n y t h i n g d i s t i n c t i v e
a b o u t y o u r t e a c h i n g r o l e in J u s t i n M o r r i l l ?

to

May

23,

1969

O f f i c e of F i e l d S t u d i e s
Justin Morrill College
Michigan State University
East Lansing, Michigan
48823
Dear

Justin

Morrill

Senior:

Since you have been a s s o c ia te d with J u s t i n M o rr il l during
a l l or m o s t of its b r i e f h i s t o r y , y o u a r e in a u n i q u e
p o s i t i o n to r e f l e c t a n d e v a l u a t e , a n d it is f o r t h i s
r e a s o n t h a t I a m r e q u e s t i n g y o u to c o m p l e t e t h e e n c l o s e d
r a t i n g s c a l e a n d r e s p o n d to s e v e r a l q u e s t i o n s .
Your views
a n d o p i n i o n s a r e v i t a l , a n d the i n f o r m a t i o n w h i c h g r a d u a t i n g
seniors provide will be an important co mp on e n t
ofa m o r e
extensive ass essment wh ich I am undertaking.
P l e a s e b e f r a n k in y o u r r e p l i e s .
Y o u r r es p o n s e s will be
a n a l y z e d for r e s e a r c h p u r p o s e s o n l y a n d w i l l n o t h a v e a n y
b e a r i n g o n y o u r s t a t u s as a s t u d e n t i n t h e C o l l e g e .
No
r e f e r e n c e s to i n d i v i d u a l s w i l l b e m a d e .
I t is e s s e n t i a l t h a t a l l m a t e r i a l s b e r e t u r n e d p r o m p t l y .
P l e a s e u s e t h e s t a m p e d e n v e l o p e w h i c h is e n c l o s e d f o r y o u r
convenience.
M a y I h e a r f r o m y o u by M a y 28?
Thank

you

Sincerely

very

much

yours,

G l e n n R. S t e v e n s
Assistant Director

for

your

cooperation.

176

May

29,

1969

O f f i c e of F i e l d S t u d i e s
Justin Morrill College
Michigan State University
East Lansing, Michigan
48823

I h a v e n o t y e t r e c e i v e d t h e q u e s t i o n n a i r e w h i c h I s e n t to
you e a r l i e r this week.
I f y o u h a v e r I r e a d y s e n t i t,
p l e a s e d i s r e g a r d this note.
If not, w o u l d y o u t a k e a few
m i n u t e s to c o m p l e t e t h e e n c l o s e d q u e s t i o n n a i r e a n d r e t u r n
it in the s t a m p e d e n v e l o p e ?
M a n y s e n i o r s h a v e r e t u r n e d the q u e s t i o n n a i r e thus far, and
y o u r r e s p o n s e is i m p o r t a n t to t h e s u c c e s s o f t h i s s t u d y .
Y o u d o n o t h a v e to i d e n t i f y y o u r s e l f by n a m e ;
if y o u d o ,
y o u c a n b e a s s u r e d t h a t y o u w i l l n o t b e i d e n t i f i e d as a n
i n d iv i d u a 1 .
Th a n k s for y o u r
last f i n a I s .

Sincerely

time

yours,

G l e n n S tev ens
Assistant Director

and

effort,

and

best

wishes

on

your

177

Letter

Dear

Faculty

member's

to

Faculty

name

A s p a r t of my thesis r e s e a r c h , I a m c o m p i l i n g d a t a on s t u ­
d e n t a n d f a c u l t y v i e w s of JMC .
I would be most a p p r e c i a t i v e
i f y o u w o u l d t a k e a f e w m i n u t e s to r e s p o n d to t h i s q u e s t i o n ­
naire.
G r a d u a t i n g s e n i o r s a n d f a c u l t y w h o h a v e h a d at
l e a s t a t w o - y e a r a f f i l i a t i o n w i t h the c o l l e g e a r e b e i n g a s k e d
to c o m p l e t e t h e i n s t r u m e n t .
You

do

Thanks

not
very

have
much

Glenn S tevens
O f f i c e of F i e l d

to

identify

for

your

Studies

yourself

help.

by

name.