WARMBOLD, Richard Roland, 1946CASE.STUDIES OF STUDENT PERSONNEL PROGRAMS IN THREE LIBERAL ARTS OOLLEGES IN MICHIGAN: CHANGES ,-AND TRENDS 1963-64--1973-74. , a Michigan State University, Ph.D., 1976 Education, higher ^ S e r o iD lA fD © , Ann Arbor. Michigan 40103 / . . A . , ‘ case studies of -A ' student personnel programs *r in , THREE LIBERAL ARTS-COLLEGES IN MICHIGAN: CHANGES AND TRENDS 19.63-64— 1973-^4 5, ■^ „ • By o , Richard Roland Warmbold ■ . • !l 'l I 5 “ a DISSERTATION,' Submitted to , Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education >? 1976 ABSTRACT . CASE STUDIES OF STUDENT PERSONNEL PROGRAMS IN THREE LIBERAL ARTS COLLEGES IN MICHIGAN: . CHANGES AND TRENDS 1963-64— 1973-74 .\ By • . '/ Richard Roland Wafmbold The investigator's central purpose in this study was to identify the changes and trends in the administrative behaviors and practices of staff members of the student personnel offices in the smallef liberal arts colleges in Michigan during the period 1963-64— 1973-74. A descrip­ tive approach'was used through the presentation of case studies. Three colleges; Alma, Hope and Kalamazoo, were chosen for the study. The colleges were selected from the private institutions in Michigan whicl) met the established criteria. The criteria were: (1) pri* vate liberal arts college granting at«least a baccalaureate degree; (2) enrollment below 2,000 students with peak enrollment not more than 2,400 full-time students; (3) basically a residential campus, (4) affilia­ tion of the colleges involved to form a range from strong to weak; (5) academic calendars of the colleges involved to be heterogeneous; (6) academic program areas to include traditional and progressive approaches and (7) the institutional philosophy for student life of the colleges involved to form a range -from conservative to moderate. A descriptive methodology was used. "the collection and review of: The principal methods were (a) published and written materials froip • Richard Roland Warmbold b each institution and (b) personal interviews with student personnel staff members to obtain a deeper understanding of information received from published and written materials. * ■ Twenty-one specific questions ' covered the following areas: changes in the student personnel staff and why; the different management styles emplpyed by the institution, the * 1 & * student personnel office, and by individual student personnel staff members;' the changes in the level of student participation in specific programs and activities; institutional future plans; training programs” in the area of student personnel; changes in rules and regulations and the reasons why; changes in the area of responsibility of the student personnel office; educational costs; changes in the budget of the student personnel office; voluntary financial support of the institution; student unrest during* the pqriod 1963-64— 1973-74 and challenges facing the institution and the student personnel office. ■ Infdrmation from each college was compiled into individual case studies. Comparisons were not made between the colleges. The findings from each college were combined into principal findings. The principal findings x*ere: (1) All three colleges.established some form of community government during the period.(2) Danforth studies were conducted at Alma and Kalamazoo Colleges in 1966-67 which lead to changes in the student personnel and student life areas.(3) All three colleges experienced racial problems in the late>1960's and early 1970's which were characteristic of colleges and universities across the country during this period.(4) As was the case with other colleges and univer­ sities all three colleges experienced a decline in Greek social organiza­ tions and student participation in these organizations. (5) All three ■ Richard Roland Warmbold v» «*• colleges developed and clarified -rules and regulations concerning ctudent behavior more in keeping with human rights. (6) All three colleges o_ 'developed more formal and legal student .handbooks in the late 1960’s but the language" was more informal in the student handbooks prepared for 1973-74. (7) All three colleges experienced budget difficulties ‘in the latter part of the period under study, thus the student personnel programs suffered accordingly. (8) In 1973-74 the student personnelprograms at Alma and Kalamazoo Colleges were reorganised and reported to the academic administrative officer, reasons given were cost savings and concern that the reorganisation would more effectively o integrate the academic programs and student development areas. (9) In all three colleges the student financial assistance programs were moved from the student personnel area to the business office. (10) During- the period of study (1963-1973) there were a number of title \ * changes for administrators in the student personnel program. (11) The 1 management style for the three colleges was typically that which was pursued by the president. (12) The respondents indicated that the great­ est challenge was to establish the student personnel programs and staff as an integral part of the college. (13) At the same time it was indicated that the overriding challenge facing all three colleges was to obtain financial support, maintain a qualified faculty and staff, and a student body which was adequate for the college to persist as a 1 private liberal arts college. The key findings which x?ere regarded as particularly worthy by the investigator were discussed in terms of their implications for the future of the profession. \ ACKNOWLEDGMENTS • ^ To the Chairman of the Guidance Committee, Dr. Walter F. Johnson, \ appreciation is expressed for his help and encouragement throughout my program.. To Dr. I^ouis Stamatakos and Dr. Samuel Moore, II acknowledg­ ment is due for their advice and- as committee members. x To Dr. Bruce , Coleman thanks are due for service on the guidance committee especially in the area of management. Special thanks to Bob DeYoung, Vice President for Student Affairs Hope College; Ron Kapp, Vice President for Educational Affairs, Alma College; and Babette Trader, Dean of Students, Kalamazoo College. A very special thank you to my father-in-law, Dr. Art Mauch who spent a vacation x-jith the family reading this study. To my mother and family; and to my x*7ife ’s parents and family; . appreciation is expressed for their constant encouragement. To the staff in the Dean of Student Affairs Office at General Motors Institute, the encouragement and understanding was appreciated. To my xdlfe, Marlianne, and children; Rick, Chris and Lorianne, a special debt of gratitude is ox^ed and willingly aclouwledged for their love, patience, and encouragement. ii 9- TABLE OF CONSENTS Chapter I. • THE PROBLEM Page ‘. ....................... 1 Introduction .............................. 1 Purpose , .» . . . . * . . . . . . . . . . . . . . . 3 Need 3 Scope . ” .... 5 Focus .................. 10 Terms . . ............ 10 Methodology . . . . * • ...... 12 Limitations.......................................... 18 Overview................ * ........... ............... 18 II. REVIEW OF RELATED -LITERATURE’ " . . . 20 The Role of the Student Personnel Administrator in Higher Education....................... Student Behavior, Rights and Freedoms . Student Behavior— Activ i s m........... Student Conduct— Rightsand Freedoms . ............ Student Participation in Institutional Decision Making .|................. » .. ................ , Management Styles, Approaches and Systems in Decision Making .............. III. ALMA C O L L E G E ................................ * 20 27 27 35 43 47 62 Introduction . .................................... 62 Analysis....................................... 62 Question One:Student Personnel Staff Sise ........ 63 Question Two: Staff Changes . . . 67 Question Three: Management . . 67 Question Four: Student Participation ............ 75 Question Five: Institutional Future Plans ....... 82 Question Sis: Future Students........ ' . . . . . . 85 Question Seven: Training Programs . . . . . . . . . 88 ......... 90 Question Eight: Rules and Regulations Question Nine: College Staffs . 98 Question Ten: Physical Facilities............ . . . 100 Question Eleven: Centralized or Decentralized . , . 101 Question Twelve: Costs .............. 102 Question Thirteen: Portion Student Pays . . . . . . 102 iii Chapter ■ Question Question • Question Question Question Question Question .Question IV. Page Fourteen: Student Unrest , * Fifteen: Student Personnel Budget . . . . Sixteen: Services Added or Deleted .". . . Seventeen: Student Personnel Future Plans. Eighteen: Computer Use . . . , . . ^* . . . Nineteen: Financial Support ......... Twenty: College Challenges ............. Twenty-One: Student Personnel Challenges . 103 110 110 Il2 113 113 114 116 117 HOPE COLLEGE............ , V. Introduction........... < ............... ,. ^ . . 117 • Analysfs . . . . -.............. T . . . . . . . . . 117 Question One: Student Personnel St$ff Size . . . . 118 „ Question Two: Staff Changes . . . . . . . . . . . . 121 Question Three: Management ....... ' . . . . . . . 123 Question Four: Student Participation . ......... 130 Question Five: Institutional Future Plans . . . . . 136 Question Six: >Future Students................... 138 9 Question Seven: Training Programs .............. 139 Question Eight: Rules and Regulations 141 Question Nine: College Staffs .................. 156 Question Ten: Physical Facilities . . . ......... 158 Question Eleven: Centralized or Decentralized . . . 159 Question Twelve: Costs ....................... 160 Question Thirteen: Portion, Student Pays .. . . . , 161 Question Fourteen: Student Unrest ........... . . 161 Question Fifteen: Student Personnel Budget . . . . 167 Question Sixteen: Services Added or Deleted . . . . 168 Question Seventeen: Student Personnel Future Plans. 171 Question Eighteen: Computer Use ................ 172 Question Nineteen: Financial Support . . .. . . .172 Question Twenty: Collegd Challenges ............. 175 Question Twenty-One: Student Personnel Challenges . 175 0 ’ KALAMAZOO C O L L E G E ....................................176 Introduction Analysis Question Question Question Question Question Question Question Question Question Question Question Question Question ... . . . . . . . . . . 176 ....................................176 One: Student Personnel Staff Size . . . . 177 Two: Staff Changes . . . . . 1P0 Three: Management . 181 Four: Student Participation ........... 188 Five: .Institutional Future Plans.. ...... 196 Six: Future Students .................. 197 Seven: Training Programs . ............. 198 Eight: Rules and Regulations . ........ 200 Nine: College Staffs ................ 206 Ten: Physical Facilities .......... 208 Eleven: Centralized or Decentralized . . . 208 Twelve: Costs . 209 Thirteen: Portion Student Pays ......... 210 iv Chapter ., Question Question Question Question Question Question Question Question C> VI. Page Fourteen: Student Dnrest . . . . . . . . 211 Fifteen: Student Personnel Budget . . — . 216 Sixt'.en: SeinriLces* Added or Deleted. . . . - 217 Seventeen: Student Personnel Future Plans 219 Eighteen: Computer U s e ........... . . 219 NineJtfeen: Financial Support . . . . . . . 220 Twenty: College Challenges . . ....... 222 Twenty-One: Student Personnel Challenges. 223 FINDINGS AND RECOMMENDATIONS....... .................. The Problem............... ........ . Findings ....... * ......... Discussion . . . . . . . . . . . . . . . . . . . . . . Recommendations for Future Research . . . . . . . . . . REFERENCES CITED APPENDICES ........................ A. .224 226 235 246 ,................. 248 ................................................. 260 Appendix « 0 224 ' 1 Initial L e t t e r .................. Follow-Up Letters............... ............. . 263 Personal Interviews . . . . . . . . . . . . .............. 265 List of Published and Written Materials . . . . . . V • « « 266 Interview Information Sheet ....... 267 Definition of Terms for Data ................ 269 Attrition............ ........ ................. 269 Costs . . . . . . . . . . . . . . . . 269 Graduating Class ................................ 270 j Enrollment ' ............... ... 270 270 Personnel............ ............. . • «V....... Personnel-^-Administration... ................. 271 Personnel— Student Personnel • 271 Personnel— Faculty .............. ’...........* * 271 "Personnel— Support Staff. . . . . . . . . . i. . . . 272 B. The History, Philosophy and Purpose of Alma College C. The History, Philosophy and Purpose of Hope College D.The History, Philosophy and Purpose v . . . 274 . . . 278 «S ofKalamazooCollege . 282 2 LIST OF TABLES ■$Table 1. ' e> x PogQ Public and Private Institutions by Highest Offering Beyond 4-5 Years . . . . . . . . . . . . ...................... 6 •2. Private Institutions by Enrollment.......... 6 3. Size of the Student Personnel Staff— Alma College . . . . . . 67 4. Attrition Summary— Alma College.......... 86 5. Percentage Loss by Attrition Spring to Fall for Each Year, 1963-1973— Alma College............................... 87 6. Faculty Size— Alma College ... 99 7. Size of Support Staff— Alma College ................... 99 8. Voluntary Financial Support— Alma College . . . ".......... 115 9. Enrollment— Hope College 118 ..... .... 10. Size'of the Student Personnel Staff— Hope College ........ . 121 11. Attrition-Transfers— Hope College............ 139 12. Size of Faculty— Hope College............................ 157 13. Size of Administrative St^ff— Hope College ............... 158 ...................... 161 14. Average Yearly Cost-— Hope College 15. Percentage of Income— Hope C o l l e g e ................. 173 16. Voluntary Financial Support— Hope College ................ 175 17. Enrollment by Class and Total by Academic Year— Kalamazoo College .................... 178 18. Average Yearly Cost— Kalamazoo College .......... • 210 19. Comparison of Income 1964-65 to 1968—69— Kalamazoo College. . 211 20. Student Services Budget— Kalamazoo College 217 o ^ 21. Voluntary Financial Support— Kalamazoo College vi ...... ^ 221 LIST OF FIGURES Figure 1. ZlS®. Kalamaaoo Plan ... v ... ..................... 189 e r a baccalaureate degree would normally mean thatthe student would have spent 4-5 years in post high school education. The enrollment criterion was established since the vast majority of private institutions have below 2,000 students. Data from the Educa­ tion Director 1973-74, (183), support the above statement. Table 1. Public and Private Institutions by Highest > Offering Beyond 4-5 Years (183:7) Baccalaureate Professional Masters 73 690 6 73 138 295 Public Private . Not Ph.D. Ph.D. Total 73 36 151 183 441 1277 Of the total 1,277 private, 1,112 have enrollments of 2,000 orless. The break’own by enrollment is in Table 2. ’ Table 2. Private Institutions by Enrollment (183:10-347) 1-1000 100CK2000 ' 2001-3000 3001-Above , Enrollment Enrollment Enrollment Enrollment of of of of FTES* 761 FTES 351 FTES 57 FTES 108 a Full-Time Equivalent Students / The residential campus is one of the fundamental building blocks of the liberal arts education philosophy. In addition many of the*changes V which occurred on campuses across ^the U.S. involved th®^residential aspect of the institution. Students who attend commuter campuses have found it difficult to organize, get student interest and participation, and bring about change. (Ward, 50:6-8) p The majority of private institutions have an affiliation with a sponsoring organization. In some cases the affiliation is very strong and dictates how the institution is run. v While in othets it is much weaker and has little affect on how the institution is run. ties can become stronger or weaker over time. Affiliation A knowledge of the range of strength of affiliation was desired to see what effect affiliation played in the change process during 1964-1974. The academic calendar of an institution may include quarters, semesters, terms, trimesters, and some specially designed calendars to meet special institutional needs. The type of academic calendar could play a part in administrative behaviors and practices, academic community participation in outside classroom activities and the change process; therefore, a variety of calendar plans was desired*. The academic program area concerning the traditional approach to education compared to a more progressive approach may influence the type of student attracted to the institution, the administrative behaviors \ and practices, and the change process; therefore, a range from traditional to progressive approaches was desired. The institutional philosophy toward student life was very import­ ant during the period 1964-1974. The range ran from conservative to progressive; however, there were very few liberal arts institutions where this philosophy fell into the category of progressive. None-of the liberal arts institutions in Michigan would be called progressive for t;he entire period. Therefore, 0the range is conservative to moderate. The institu­ tional philosophy regarding student life may influence the type of student who would attend, the administrative behaviors and practices and the process of change. 9 The selection of the institutions was made the collection and review of: . each institution; (2) personal interviews with student personnel staff members to obtain deeper understanding of information received from published and written material. The published and written materials reviewed were: annual rei ports, student newspapers, catalogs, student handbooks, future plans (5-yn, 10-yr projections as examples), studies on student life, enroll\ • ment figures, institution self studies, agenda and minutes of Board of Trustees meetings pertinent to the area of student personnel and what­ ever else the student,,personnel staff felt might aid in the study. The appropriate and available materials for each year of the period 19641974, were reviewed. In cases where the material xyas not written or published on a yearly basis, the information was noted by date of report and time span the report covered. It was recognized that not all ihstitutions had all of this information, that some might consider part of vthe information confidential and not wish to release it. This minor limitation of the study had to be accepted. Questions for investigation were used to ascertain information pertaining to the student personnel office rather than hypothesis. Questions for investigation do not meet the requirements for testable £> hypothesis. framework. The information received did not fall within an analytical Permission was sought from each interviewee to tape record the interview. All information received in the interview was used without 13 reference to the'person’s name. In advance of the campus visit and interview, the interviewee received an information sheet which included the purpose of the study and topics that would be covered during the interview. ' / The persons interviewed were: President; Chief Student Personnel Administrator; Student Personnel Office Staff, who had been on campus for more than five years; Student Personnel^ Staff who are relatively new to campus; and past Student Personnel Staff who are still on campus but no ^longer in the student personnel office. Thef following rationale was used to determine persons to be' interviewed-. The president w-as assumed to be able bo give the broad picture for the total institution and )iis views of the happenings of the period with regard to the student personnel office. The CSPA gave a perspective of the total student personnel office for the period and insights as to what, how, and why situations were handled the way they were. The staff member who has been on campus for half of the period has important infor­ mation about this time period. In addition he is considered not as a new staff member and his involvement in the student personnel area has had an effect on the direction of the student personnel office. The staff member who is relatively new to the campus does not have firsthand information on the majority of the period, but rather which might not match with others Interviewed. hearsav In addition when a new person is hired he comes to the institution with preconceptions as to how it will be to work there and in particular with the student personnel staff. These preconceptions might not match the actual situation. The differences may help to understand the administrative behaviors and practices of the 14 total institutions and of the student personnel office. The former staff member who is still on campus can provide infor­ mation as to how the student personnel office is viewed by personnel not in the student personnel office; the person might provide more critical information as to hot* situations were handled by the institution and the student personnel office. In addition the person might provide some insights into student personnel office staff turnover. Questions for investigation were: 1. What changes were there in the student personnel staff size with regard to enrollment, financial conditions of the college, areas B of responsibility, and philosophy of the president and/or board of trustees related to the student personnel area? 2. Why did student personnel staff members change positions yr leave th§, college?- 3. What style or styles of management were used by the whole institution, thestudentpersonnel office and ,the individual \ - ■’ . student personnel staff member? 4. What changes hadoccurred regarding, the level of student participation in student government, intramural athletics, $ intercollegiate athletics, Greek life, clubs and organizations, faculty committees and community services? 5. What institutional future plans were developed during the period 1964 to 1974? 6. What consideration was given to the type of student who would be on campuh in the future plans? - 7. What training programs had been sponsored by the college for the student personnel staff, student leaders, resident t i advisors, and paraprofessionals? 8, What changes of rules and regulations there had been and what brought these about? 9. What effect changes had in tuition and fees, enrollment, sise of faculty, sise of 'support staff and changes in administra­ tive personnel had on the student personnel office and staff? 10. What changes in physical facilities, had been made for the student personnel functions? 11. Had the student personnel office been organised on a centralised or decentralised concept during the period 1963-64— 1973-74? 12. What changes in tuition and fees there had been and why? 13. What portion did the student pay of the total educational cost? 14. What if any student unrest had there been on campus during the period 1963-64— 1973-74? 15. ^ What percentage of the total collage budget went to the student * -) personnel office? 16. What services had been added or dropped by the student personnel office during the period 1964-1974? 17. What were the future plans of the student personnel office? 18. What usage did the student personnel office make of the computer? 19. What changes wer6 made in .the voluntary financial support of the college during 1963-64— 1^73-74? § 20. What the biggest challenges were facing the college? 21. What the biggest challenges were facing the student personnel office? The methodology was in accordance with the methods of a descrip­ tive study. Questions for investigation were explored to obtain 16information. Questions for investigation did not meet the requirements for testable hyphothesis; hox^over, conclusions and trends will be drawn from the .study. The sequence of events was 1. 2. Selected the institutions that were asked to participate. Sh . . Wrote the CSPA of each institution explaining the study and asking for his assistance, (included in the explanation was a list of desired materials, category of persons and positions to be interviewed, and topics to‘be covered in the interview. 3. Contacted an alternate institution if an institution did not xjiah to assist. ^ If permission to cooperate in the study was needed, then it.was the responsibility of the CSPA to obtain this permission. 4. If an institution agreed to assist, called the CSPA, worked • out a time frame and got the names of the persons to be . interviewed. The time frame included what materials if any would be sent before the campus visit;, and time of the two-day campus visit. institution. The GSPA^acted as a central contact for each The contact person was used.by the members of the institution as the central clearing house for material, com­ munication and questions for the researchers. 5. Sent follox>r-up letter to the contact person at each institution re- -stating the time frame for materials, campus visit, and inter­ view information sheets for those who were to be inte wed. * The interview information sheets stated the purpose of^the study and topics to be covered in the interview.* (See Appendix A, page 261.)' Reviewed materials received in advance of the campus visit to provide background information for the two-day campus visit. Divided the two-day campus visit; Opent the first day going over published and written materials; spent the second day with personnel interviews. Compiled information from each institution^ interviews, and written and published materials. The interview tapes were \ /■ ’ transcribed and then answers from each interview were com­ bined with those from other interviews to produce the similarity or dissimilarity of responses. The written and published A material was compiled to show changes in administrative behaviors and practices and information about change which affected the student personnel office or student life. c Returned information compiled from interviews to the institution to clarify differing information, to fill in missing pieces, to receive any additional information, check acceptance,.and get approval to use the institution’s name with information. Made necessary changes in first draft after receiving it from each institution. Combined interview information and information from written and published materials from each institution in a case study forma., organised on the questions of investigation. Returned case study to institution to get final information from the institution. approval on Limitations the expression of new and diverse student needs and .interests. Historically, it was not until the 19th century that specia­ lized personnel (usually faculty) were deemed necessary in classroom, dormitory and dining hall surveillance. This need was expanded around the turn of the century with the creation of the first full-time position in student personnel administration. (DeFarrari, 8:76) Blaesser (3) notes that the increased demand for student personnel services was created 20 21 following the 19th century essentially by four groups; ^ \ * (1) humanitarians who tried to promoth mental hygiene and vocation counseling, (2) adminis­ trators such as Gilman of Johns Hopkins and Harper of Chicago who emphasised programs of faculty advising and residential housing, (3) applied psychologists who began to identify and measure individual differences and, (4) students who demanded an extra—curriculum. However, the development of an actual office headed by a chief student personnel administrator to coordinate and direct student person­ nel services did not occur until after World War II. The functions and consequently the role of the chief student personnel administrator in higher education has continued to change since the post-World War II origins of the position. The Dictionary of Occupational Titles (1955) first noted the distinctiveness of the chief student personnel adminis­ trator by differentiating his role from that of the academic dean. The 1974-75 edition of the Occupational Outlook Handbook (188:134) describes the student personnel administrator in the following manner. The Dean of Students, or Vice-President for Student Affairs, heads the Student Personnel Program at a school. Among his duties, he evaluates the changing needs of the student and helps the President of the college develop institutional policies. The Dean of Students generally coordinates a staff of Associate or Assistant Deans; these are in charge of the specific programs that deal directly with the students. While the position description for the chief student personnel administrator ^eems to have been narrowed over the years ho a fairly con­ cise group of expectations, it is not clear that chief student personnel administrators in fact function in a manner consistent with these expecta­ tions. The perceptions by 'others within the academic community of the student personnel administrators' functions and beliefs leads to a question ing of the clarity of communication between chief' student personnel 22 administrators and others within the academic community, all of which u points to a need for role clarification. Dutton (54:2) notes in a NASPA position paper titled Research Needs and Priorities in Student Personnel Work that? "The dean is confronted with the prodigious task of clarifying and redefining his role and objectives in the face of increas­ ing diffusion of institutional goals and .programs, growing depersonalisa­ tion and fragmentation of the academic community." Dutton also indicates that the perceptions others have of the chief student personnel adminis­ trator’s role is not always consistent with the functions that are normally attributed to this position. Greenleaf (20:231) in assessing the role of t ^ chief student personnel administrator from the view of others within the academic community notes that, "Students see student personnel administrators as members of the establishment, pretended baby sitters and obstacles to student power. Faculty members regard adminis­ trators as alien to the educational process and view the dean’s role as a 'bank for red tape.0’ " Kirk (55)' feels that while student personnel admin­ istrators need to clarify their role, this should be accomplished by examining personal values and beliefs. Although the present investigation is not specifically concerned with definition of the role of ^he student personnel administrator, research literature pertaining to role relates to the nature of the stciy. The investigation is designed, in part, to help the chief, student personnel administrator clarify his role on the basis Of his response to selected issues which serve to reveal his personal assumptions and beliefs. A survey of literature reveals few studies in which the role of the chief student personnel administrator, is defined empirically. . Reynolds (57), Rogers (58), Upcraft (59), and Crookston and Atkyns (53) 23 surveyed the role of the chief student personnel administrator in various sise institutions. All of these studies contribute to a more complete understanding of the chief student personnel administrator’s functions and hi® role. Reynolds (57), surveyed all liberal arts colleges below 2,000 students in enrollment in an effort to determine current practices h of chief student personnel officers and to ascertain the degree of relationship of student personnel administrators to various student personnel functions. The following conclusions were stated (Reynolds, 57:V) 1. Each of the 19 student personnel functions studied is perforn$pd by some of the respondents. Functions most often performed are personal counseling, discipline and student personnel records. 2. The student recruiting function is the only one not supervised by some of the respondents. The respondents generally consider most appropriate their relationship to the functions to the degree that they perform or supervise the functions. 3. Policy relationship to student personnel functions as well as final administrative authority for functions ^ follow closely the pattern of performance and supervision. 4. Personal and institutional characteristics studied seem to be somewhat related to the degree of performance, super­ vision and policy relationships of the respondents to the student and personnel functions . . . 5. The expectation that the role of the chief student personnel officer in the size group studied would be different from that of such officers in larger-institutions seems to have been justified. 6. In rthe^size and type of group of institutions studied, there has been a steady growth in the establishment of ,offices headed by chief student personnel officers since World War LI. There has been some tendency for the estab­ lishment of these offices to be associated with size. 7. Most of the respondents are male and married. They have a median of twenty semester hours of graduate student personnel work. The median of the reported amount of time devoted to student personnel work is seventy-five 24 per cent. Most of the chief student personnel officers report to the president of the institution. 8. It would seem important to be concerned with experience and training for such officers in the student personnel area where they personally perform or supervise to a high degree. Rogers (58) also in a study concerned with role, investigated effective and ineffective behavior of th^, chief student personnel administrator in institutions of 2,000 to 10,000 students. A critical incident technique was used to identify specific behaviors which were critical to the work of the dean of students. revealed the following results: The investigation (Rogers, 58:ii) 1. Student Personnel Deans in smaller institutions do more counseling with students than their counterparts in larger institutions. 2. Student Personnel Deans in smaller institutions are com­ paratively ineffective in developing cooperative relationships. 3. Student Personnel Deans in larger institutions are more ineffective in conducting investigations of reports of student misconduct than their counterparts in smaller institutions. 4. Student Personnel Deans do not consistently take the initiative to provide leadership and information, particu­ larly to students and stuuent groups. 5. Student Personnel Deans do not consistently take the initiative in communicating the reasons for their decisions to.all parties concerned. 6. Student Personnel Deans are consistently successful when working with individual st-dents in disciplinary situations. 7. A majority of the Student Personnel Deans’ contacts are with individual male students and he is generally success­ ful with these individuals. 8. The wider the range of activities the Student Personnel Dean uses to resolve a prdblem, the more likely he is to be con­ sidered effective by his professional peers. 25 9. , Public relations is the category in which the Student Personnel Dean is involved with a wide variety of people, particularly the press. Therefore, every contact he makes has implications for his effectiveness in public relations. Upcraft (59) in a study similar to the investigation conducted by Reynolds, proposed to describe and analyse the role expectations of chief student personnel administrators in institutions of higher education with more than 10,000 students. A questionnaire was administered to ninety-three chief student personnel administrators. The results were analyzed according to type and size of institution, degree held, type of training, recency of training, previous experience, and the person to \ whom the administrator reports. The study concluded that there is a consensus of expectations concerning the role of the chief student personaQ1 administrator in the large university. A study conducted by Zook (1968) as reviewed by Edward E. Birch (52:15) compared the chief student personnel administrator in ,four-year colleges and in two-year colleges. The study disagreed with Reynolds' findings that size of institution is an important factor in the functions of the chief student personnel administrator. The study also concluded that chief student personnel administrators spent comparatively little time with students and that they saw their function as one of coordinat­ ing, planning and administering the student personnel program. Croolcston and Atkyns (53) used a questionnaire to collect data from a selected sample of 798 institutions, approximately two—thirds of 1269 American colleges and universities (1971) which were regionally accredited and offered the baccalaureate or higher degrees. A multiple mailing procedure was utilized which resulted in a 90 percent return. 26 The following are the pertinent findings: 1. The data indicate a decisive trend away from noraenclautre for the area administered by the Chief Student Personnel Adminis­ trator described historically as "student personnel services" and toward the use of "student affairs." Over half the institutions surveyed (52.3 percent) reported the sector to be- called student, college, university orr community affairs. Nearly all of this group (50.9 percent);* called the sector, the division, department or office of student affairs. "Student Personnel" was the title at 12.1 percent, "student services" at 12.6 percent, the office of "dean of students" at 11.5 percent of the institutions. "Student Life" was found at only 2.6 percent of the schools and "student relations" less than one percent. "Student development," non-existent as a title a decade ago, was the title of the area of 1.8 percent, while other titles reflecting the educational orientation of the sector were noted in- a few places: academic services, university community, curricular services, co-curricular services. 2. The trend toward centralization of student affairs under a staff officer has shown a steady increase. From data collect­ ed in 1960, Ayers and Russell (1962) indicate about 60 percent of the institutions they studied had student services as a separately administered sub-division, but usually with a much narrower span of control than reported in 1972. In the present study, if those CSPA's who report directly to the president are added to those who report, along with other principal staff officers, to the president through an executive officer, we find 74 percent in 1967 and -86 percent in 1972. 3. While the prevailing organization continues to be a single direct line from the several sub-units to the Chief Student Personnel Administrator (about seven in ten), there appears to be something of a trend toward arranging the student affairs division into two programmatic clusters such as "programs and service" or three or more clusters, such as "student development," "student relations," "student acti­ vities," or "student services" as illustrative of areas under each of which several offices, programs or functions might be groups. Currently, many Chief Student Personnel Adminis­ trators have between eight and twelve or more departments reporting directly to them, a state of affairs of. which organizational experts are highly critical as being too many units to administer effectively, even with the insertion of an executive officer. The decefPfcralized structure, common before 1960, in which the several student affairs organisations often reported to different officers including the president at many institutions^ has all but ceased to exist. 4. Eighty-two programs, services activities and othet-functions werefidentified within the administrative or program respon­ sibility of the Chief student Personnel Administrator at ones institution or another. 5. The period 1967-72 was one in which considerable changes in organization took place, a reflection no doubt of both growth of institutions and campus turmoil. The net result was a gain ip functions accuring to student affairs. There was, however, a substantial loss to other areas of administration. ■fhe greatest loss to student affairs was financial aid. Although still a principal student affairs function, there may be a trend toward placing financial aid in a different administrative sector. Registration, which has never been a student affairs function at very many institutions, appears less so in this study. I) In summary, studies investigating role seem to point to the fact that tbe role of the chief student personnel administrator has changed apd is continuing -to change. Moreover, chief student personnel administrators tend tc be involved, in typical administrative tasks at the expense of close interaction with students. There seems to be disagreement about the importance of the size of the institution to the functions of the . chief student personnel administrator. There is general consensus as to the role expectations of chief student personnel administators, although research tends to reveal that these attitudes, beliefs, and values are not being communicated effectively to others within the university coibmunity. " , -■ \ Student Behavior, Rights and Freedoms Student Behavior— Activism In the student world today there are many forces in operation: the radical left wing students, the student middle— the silent majority— and the right wing. are different. The groups may have similar goals, but their methods In addition, various racial groups have their oxPi demands and desire for leadership positions in the college community. 28 V' The first group to be considered is the radical left wing. The students for a Democratic Society will be observed as a representative group of the left. The movement’s first statement was made in Port Huron ifl 19f>2 when Thomas Hayden stated, "Each person should share in those social decisions determining the quality and the direction of his life." (Port Huron Statement, 189:2) From Fire Next Time (191:12) some of the basic concerns of SDS can be noted: "There is a monster i,n this world. A monster whose wealth has beeri' built by systematically gaining control over nearly every country, raping their resources, enslaving their peoples, and extracting their wealth for lie profit^ of a few rich Americans . . . . imperialism and we say it must be destroyed." * We call this monster Other statements (191:12) include "The imperialist ruling class maintains its power by a network of miseducation and lies, the biggest of which is racism. taught in a thousand ways to be racist." We are The author (191:12) continues, "In SDS we believe that the only solution to the problems of imperialism is a socialist revolution. Liberal reforms which do not change the basic structure of society will not end the exploitation of working people by the rich. If we are to be free, the imperialist monster which totally controls.our economic and social lives must be totally destroyed and replacjp| with socialism." He (191:12) explains that "by a socialist revolution we mean the complete reorganization of America. Workers will control thej goods and wealth they produce." / 1 l The SDS has sworn "its support for the Black Panther Party and their essentially correct program for the liberation of the black colony. Its commitment to^defend the Black Panther Party and the black colony 29 against the vicious attacks of the racist pig power- structure. Its commitment is to join with thu Black Panther Party and other black revolutionary groups in the fight against white national chauvinism and J white supremacy, . Its total commitment is to the fight for liberation in the colony and revolution in the mother country." (New Left Notes. 182:3) SDS and other campus groups have led in the fight for students’ rights in the decision-making process of the college and the university. The first struggle came at Berkely in the form of the Free Speech Move­ ment. Other struggles took place at many campuses throughout the country. Some campuses, including Columbia, Cornell, San Francisco State, Univer­ sity of Michigan, and Kent State, received national publicity. Various campus groups have led teach-ins on the Vietnam War and on social and campus issues. They have initiated marches on Washington. r They have aligned themselves with black students for greater black enroll­ ment, black studies programs, and financial aid for non-whites. reform has been demanded as one of the overdue changes. Curriculum ROTC, recruiters and research related to what they call the military-industrial complex have all been attacked on many campuses. Harold Taylor (49:25) summarizes the situation under the following three points: > 1. "A refusal to accept any longer the. social and intellectual control of those in the society xjho find them no part in making decisions about x*hat society should be." 2. "A demand that the obsolete university curriculum, controlled by the academic faculty and made in the interests of the faculty be subject to drastic reform." 3. "An assertion that freedom to think, to speak, to act, to learn, to invest oneself in a new kind of life which opens up the future, is the right of youth and the central values which must animate social and political change." 30 Edward S.alowitk ,'(43?8) divides the demands of the activist into three areas with mote specific definitions. > "The activist students are demanding that the corporate structure '■of institutions of higher education take positions on such sub­ jects as relate to the war in Vietnam. JIncluded in the question of the war is the concern with conscription, classified research, Dow Chemical recruiting, class -rankings and the morality of war itself. "The second set of issues deals with the question of Academic refoirm. Included under this heading’are In Loco Parentis, drugs, living arrangements, impersonality of education, decision making, lack of attention from instructional staff, grades, evaluation of faculty including hiring, promoting and firing. Also included in this area of demands are concerns for relevancy in the curriculum. , "The last set of issues dealing with race relations provided the mechanisms and the current tempo of activism. Here one finds such issues as aid tp the culturally and racially disadvantaged, discrimination in hiring, housing and social activities and the ne to provide relevant course material for the black man so that he can learn about his cultural heritage in order to develop his own sense of cultural pride." To Salowitz’s last set of issues the cbnsideration of social problems in general should be add^d, not just those which are related to race. l This 6 would include environmental control, land usage, abortion and others. The students were asking the university to take a stand: "They v seek to draw the university as such officially into the. endorsement, the teaching and organisation of programs for sacial reform.and/or revolution J of the society on whose largesse and support the university ultimately depends. (Hook, 186:11) The university has a tradition of discussing the issues in a free manner. either reinforced or rejected. All points of view have been accepted and Hbwever, the students "are proposing that universities cease making a fetish of objectivity and neutrality and becomej|||deologicai institutions. ~ (Hook, 186:12) ^ sity. The student middle is a vital group in the college and the univer­ Often, however, it seems that this group is the silent majority. 4 31 They are the students who wish to pursue their education; they seem to have vocational goals. This is the group of students which has -traditionally been in student government, and student activities. also searching for a new kind of university. were different, These students were Their methods, however, They we e the students who have been the leaders in giving students membership on faculty committees. As the students took their positions on faculty committees, they found that the only result was boredom. Through the committee the students had hoped to form stronger relationships with faculty members. Students ’’are demanding of administrators, and particularly of teachers, that they join with students to establish that ’community of scholars' one hears so much about and so seldom sees." (Freedman, 17:239) They want to feel that they are part of“the community, but they found and are finding it difficult when the faculty members have many other interests, most of which are more important than students. The Yale News (185:2) had articles on the student position in the university which reflects the student middle: "While we should^rightly participate in decision-making in our community; neither by background, nor expertise, nor interest are we equipped to oversee its day-to-day6' governance." He (185:2) continues, "Yale offers us an opportunity to Ireflect, to Jlamine ourselves, to ask ourselves what we can do to over­ come the wrongs we see around us. That is our obligation and privilege here— to pursue truth where we are now most free so that tomorrow we can work to liberate ourselves and our society where we are not." (185:2) The student middle is not satisfied with the society as it stands. The student from the middle -society wants to have a place in society and change it through the position he will- eventually, hold. Thus, in the 32 college and the university setting, he is striving to develop the skills which will make him able to b.'ing the change about when he has the opportunity. The altruistic soul of the student reflects a need for all men to participate in the wealth of the society. This same desire shows up in his own world where he wants to participate in the academic community which seems to have so much control gver his life* The student is at the bottom of the hierarchy in the academic world with multitudinous regulations over his life and the possibility of failure ahead in the test he is to take. Therefore, he can feel for the oppressed, for he sees himself as one of them even if only temp^yrarily. The student world is given its "challenge to duplicity; to their often intensely idealistic call for integrity; to their obvious distress at the dissonance that they hear and encounter in their lives at univer­ sities." (Yale Daily News, 102:2) What the students hear ideologically and what they have experienced does not fit with what they see in the real world. They cannot help but question the adult world which has not been able to cope with the problems. "There is no question that students resent being treated as adolescents when adults have not demonstrated their ability to resolve community and world problems." 185:2) (Yale Daily News, The desire for freedom rises strongly within the college student. He wishes to be able tp say what he feels is right, to do those things which meet his needs and to participate in issues which affect his life. K. E. White (60:1-22) briefly reviews the major events of student f » activism across the United States and notes the following for the period V 1963-64 to 1969-70: v 1963-64 November: President Kennedy assassinated in Dallas. 33 Summer; "War on Poverty," hundreds of Northern white students worked in the Smith. Mississippi Freedom Democratic party begins to build. Civil Rights Bill passed. 1964-65 October; Berkeley Free Speech Movement. , March; University of Michigan teach-in about the Vietnam War. SDS March on Washington to protest U.S. Vietnam policies. SDS gains national proiqinency. July; Watts riot in Los Angeles. Chicago riots protesting de facto segregation. Vietnam Day committee in the San Francisco area organizes to block troop trains in Oakland, California. 1965-66 White student involvement in the Civil Rights movement begins to wane. SANE march against the Vietnam war in Washington, D.C. February; Black Panther Party formed in Oakland'. May; "Anti-ranking" protests; sit-ins and seizures at the Univer- • si*-v of Wisconsin and the University of Chicago. June; SDS emergence of "Student Syndicalism." appeal for most activists. Civil rights loses 1966-67 SDS anti-recruiter demonstrations begin. December; Mass sit-ins at the University of Michigan administration building to protest proposal to expel participants who disrupt opera tion of the University in future demonstrations.January; CIA involvement in the National Students Association revealed; NSA severs all ties x?ith the CIA. July; Detroit racial disturbances; nation given first-hand account of a city in agony. 1967-68 SDS anti-Dow and anti-military connections on campus demonstrations. October; Mass anti-draft demonstrations at the Pentagon. February; Student uprising at South Carolina State College; 3 stud­ ents killed and 27 xrounded. March: Howard University, 900 students occupy administration build­ ing for five days. 34 April: First Columbia University student revolt; most successful even staged by an SDS chapter; 400 occupy administration building; 720 students arrested. Martin Luther King assassinated in Memphis; touches off wave of national unrest and shame. Beginning of a year of student protest at San Francisco State College; violence includes fires, bombs, occupation of buildings. June: Robert Kennedy assassinated in Los Angeles. August: Democratic National Convention in Chicago; student activist groups demonstrate in masses; much violence, many arrests and injuries; nomination of Humphrey causes bitterness among many youths in the party. 1968-69 In general, this year known as the year of "Black Student Protest." At the University of Michigan a bomb outside Institute of Science and Technology damages 12 windows and a door. January: Western Michigan University, firebomb thrown into ROTC building, minor damage. A. A- .‘il: Western Michigan University, 2,000 students occupy student center; student rights and power issues involved; University housing office bombed. Cornell University, black student protest; hold building for 19 hours; armed with rifles and shotguns; demand amnesty for students who had previously demonstrated.for Black Studies program, plus other demands. Harvard University confron­ tation; SDS organized; evict deans and seize Administration Build­ ing; rifle confidential files; three-day boycott of classes. May: Western Michigan University, arsonists break jlnto ROTC build­ ing. City College of New York, arsonists set fire to the student center; black students, supported by SDS, clash with white students; president resigns. University of Wisconsin, violence with police; 110 arrested; 22 police injured. June: Berkeley, police use shotguns to disperse students and others who take over University property for a "People's Park;" 1 killed, many arrested and injured. 1969-70 Michigan Legislature passes legislation forfeiting state financial aid of students convicted for participating in campus disorders. University of Michigan has debates on the value of ROTC programs and their contribution to the community of scholars. Nation-wide moratorium against the war in Vietnam, sponsored by the New Mobilisation Committee. April: People's Park established at the University of Denver; subsequently closed. President Nixon announces incursion into Cambodia by U.S. troops. May: Students killed and injured at Kent State University and Jackson State University. Subsequent nation-wide student strike; many colleges and universities affected by violence and disorders. Many schools closed before the end of the academic year. The students have challenged the society, the adult world, the faculty and the university. The power struggle, whether it is student versus administration, or generation versus generation, continues and will continue as new student demands are placed upon the university. Student Conduct— Rights and Freedoms From their earliest beginnings, colleges and universities have been involved in the moral supervision of their students, and many of the rules and regulations used to control student life in earlier years would not be tolerated today. Brubacher and Rudy (6:51) in Higher Education in Transition, said that American college "government" in the I early beginnings of American higher education meant rigorous control of student conduct both in and out of the classroom. They indicate that, "The atmosphere resembled that of a low-grade boys' boarding school straight out of the pages of Dickens. It was adapted more to restless and unruly boys than to responsible young college men, and, indeed, most of the students of this time resembled the former far more than they did the latter." Lee (30:35)^>lists in his book the Massachusetts laws of 1956 which spelled out the legal limits within which Harvard could administer her corporal punishment: It is hereby ordered that the President and Fellows are empowered, according to their best discretion, to punish all misdemeanors of the youth in their society either by fine, or whipping in the Hall openly, as the nature of the offenses shall require, not exceeding ten shillings or ten stripes for one offense; and this law to continue in force until this Court or the Overseers of the College provide some other order to punish such offenses. 36 \ The president and faculty, as disciplinarians, took upon themselves the responsibility to enforce the rules with the same vigor that characterised, their teaching assignments. Brubacher and Rudy (6s 51) express no surprise that the students came to regard faculty members as their natural enemies, and expressed their frustration in periodic riots: Anyone who studies the history of American undergraduate life from the first colonial colleges to the Civil War will find ample evidence to justify Hall's generalisations. This was a period when constant warfare raged between faculty and students, when college government at best was nothing but a paternal des­ potism, when the most outrageous pranks and disturbances were provoked by undisciplined and incredibly bold young men. It was pre-eminently a period of rowdies, riots, and rebellions. The authors (6:53) continue their discussion and indicate the studei . response to the disciplinary system: ^ \ The most dramatic response of the pre-CiviljWar college student to the disciplinary system which ruled him was violent and open rebellion. Nearly every college experiences student rebellions or riots, some more serious than others. In certain cases, they eventuated in broken windows or cracked furniture; in others, they resulted in death. All involve^ some kind of collective action, either of a class or of a whole student body. These out­ bursts could be found in all sections of the country, at state universities and denominational colleges, at "godless" Harvard and Virginia and at pious Yale and Princeton. Everywhere the atmosphere was like that of a revolutionary brawl, or a violent modern strike. An example of the type of rules that were listed as temptation for the students to break is mentioned by Goldbold: (18:188-189) Students were forbidden to drink, buy, or keep spirituous liquors; they were not to frequent taverns, bar rooms, or tippling houses. Gambling was prohibited. Lieing, cursing, swearing, profane and obscene language, and theft were forbidden. Fighting, striking, and quarreling were not permitted. Students were not to accept a challenge or in any way aid, abet, or promote a duel. Cardplaying, billiards, dice, backgammon, and other games considered immoral were prohibited. Dancing and attendance at theaters, horse races, or other places .of "fashionable amusement" were taboo. Late suppers and convivial reunions were frowned upon. Fornication, visiting places of ill fame, and association with 37 persons of known bed character were forbidden. Students were not to combine for riot or disturbance, nor were they to carry or keep in their rooms firearms, gunpowder, dirks, swords, canes, or other deadly weapons. At Mercer University smoking but not chewing was prohibited. The young men were not to be guilty of "any grossly immoral conduct whatever." Detailed disciplinary rules and regulations were listed in the college catalogs. Students were required to read these rules, and in some instances, in the presence of their faculty and the student body. They were required to affirm their obedience to them. As the nineteenth century wore on, a strong move developed to move the college into the country where, as Rudolph (42:27) states it, "life was sounder, more moral, more character-building." building of dormitories to house the young men. This required the At the beginning this move v -a thought to be worthwhile as young men lived like a large family, sleeping, eating, studying, and worshiping together under one roof. Later, though, the dormitory was thought to be a breeding place for crime, where plots were hatched and where what may have begun in innocence often ended in tragedy and misfortune. The period beteen 1800 and the Civil War was replete with student rebellions, including severe ones at such colleges as Virginia, Princeton, Harvard, Yale, Dartmouth, and Brown. Brubacher and Rudy (6:55) offer this explanation for student discontent: The phenomenon of student rebelliousness reflected, at least in part, the whole social fabric of America at this time. In this exuberant young nation, there was an inner conflict between an overrepresslve, Calvinistic morality and a frontier pattern of heavy drinking and brutal fighting. Violence was general through­ out nineteenth—century American society. These conditions found their counterpart on the campus in student revolutions . . . . Tadt and thoughtful guidance by the administrative authorities, together with more student self-government, would have avoided the worst of the trouble. After the Civil War there were no more student rebellions. Brubacher and Rudy (6:56) suggest that peace finally came to the campus when curriculum changes created a new attitude. There was also a relaxation of rigorous systems of college discipline and students began to be treated as young adults. The addition of women to many campuses added also a moderating and pacifying influence on the conduct of male students. The rise of intercollegiate athletic sports and the fraternity system tended to absorb much of the uncontrollable youthful energies, and finally, many institutions had ceased to require police duties of tutors, and began to hire men to police their grounds and buildings. By 1870 Rochester, Michigan, Columbia, Cornell and Harvard were all leaders in establishing policies which gave students a wide lattitude of freedom as the means toward developing character and becoming selfcontrolled individuals. In President Charles Eliot's words, "It is a distinct advantage of the genuine university method that it does not a pretend to maintain any parental or monastic discipline over its students, but frankly tells them that they must govern themselves. Th4 moral pur­ pose of a university's policy should be to train young men to self-control and self-reliance through liberty." (Kuehnemann, 25:51) This attitude is somewhat different from those expressed by the early American educators. Eliot reflects a changing philosophy that hat. continued to develop in higher education since the turn of the century. In the late 1960's, more than ever before in the history of American higher education, educators vie*; discipline and codes of conduct as integral parts of the educational process. They stress that discipline is a necessary part of character development and conclude that a university's discipline policies and procedures are essentially 39 teaching functions. As Thomas Brady has stated, (4:14) "The only justification for the exercise of student discipline is that this is a part of the educational process and cannot be considered aside from the aims and goals of the institution." He lists the following basic characteristics of student discipline: (4:14-15) 1. Student discipline is always exercised with the primary aim of promoting the xjelfare of the person who is the subject of it. The main aim is not the reform of the person or the redemption of the person but of his wel­ fare— specifically his education, his tutelage, his progress in maturity, in rationality, in capacity for Intellectual and moral achievement. 2. It is a characteristic of discipline that it must always be exercised in person by those who have the welfare of those subject to discipline as their primary aim. 3. The exercise of discipline requires that those who administer it never, or in almost no case, despair of the eventual possibility that the subject may conform to what is expected of him. Only vary rarely— almost never— do x*?e discard a student and say that we will never be able to make anything of him. 4. The penalties used in disciplinary procedures must be chosen primarily with the aim that the penalty itself will assist in the rehabilitation of the student. The faculty assumes that breaches of discipline, if serious enough, are substantial obstacles to the education of the student. Hence, the pen­ alties are designed to assist in the removal of this obstacle. It seems obvious that this concept of student discipline and conduct departs rather clearly from rules and punishments of the early American colleges. The rules of those early years were difficult, if not impossible, to enforce and became outmoded in the first quarter of the twentieth century. Snoxel (4:29) states that the traditional negative codes of the early colleges have been replaced with more positive formulations that describe in general terms the kinds of con­ duct expected of students. *» 40 A number of studies have been conducted to assess the scope and effectiveness of student conduct codes. One of the most complete research reports was by the National Association of Student Personnel Administrators. (Dutton, 12) This 1967 study surveyed approximately 457 NASPA institutions on eighteen areas of student behavior. It attempted to determine the extent to which colleges and universities have formulated institutional poll<2ies on the eighteen topics, the purposes and rationale for these policies, the methods by which the policies were formulated, the nature of their implementation, and the extent to which the eighteen issues ware con­ sidered significant. Thede were the eighteen selected topics; contro— ■*» versial speakers, deviant sexual behavior, drugs, dress and appearance, entertainment of members of the opposite sex in residence hall bedrooms, excessive use of alcohol, faculty-student drinking, financial irrespon­ sibility, off-campus misconduct, premarital pregnancy, provision of con­ traceptives, recognition of student organizations, required on-campus living, student demonstrations, student publications, student records, use of students as research subjects, and xjomen’s hours. A large number of conclusions could be drawn from the findings of this study. Among them are; (1) relatively small numbers of institutions have policies in relation to deviant sexual behavior and premarital pregnancy as well as student demonstrations, student publications and drug usage. k. (2) Such variables as dress, financial irresponsibility, off- j:, campus misconduct, recognition of student organizations, women's hours, / entertainment in residence hall bedrooms, and excessive use of alcohol are more often controlled with policies. (3) It would appear that there is a relationship between whether an institution had a policy on a *1 certain issue, on the one hand, and how important the institution viewed that issue, on the other. (4) On most of the issues, the content and purposes of the policies were related to the maintenance of control, order, standards and institutional image. (5) On most issues, the personnel dean or his staff played a prominent role in the processing of violations. (6) Generally, when violations of the policies occurred, the penalties imposed were less severe than suspension. (7) The issues that were ranked in the upper one-third in order of importance were excessive use of alcohol, off-campus misconduct, women’s hours, student dress and appearance, and financial irresponsibility. (8) Issues with low rankings were student demonstrations, controversial speakers, student records, faculty—student drinking, provision of contraceptives and use of students as research subjects. The policies and practices governing the standards of conduct at church-related colleges were reviewed by Henry Nelson. (56) He attempted to determine if student regulations were effective in influencing students toward the immediate goals of church colleges. The schools were grouped into 'primarily religious" and, "permissive" colleges. He found that in the "primarily religious" schools there is too great a dependence upon the legalistic approach to controlling behavior, and not enough recogni­ tion of the developmental aspect of a student's character. On the other hand, in the "permissive" schools the administrative officials, in their <|psire to be permissive and to allow maximum freedom of inquiry on the part of the students, often fail to help the students recognize and explore the-realm of spiritual Values. The National Association of Student Personnel Administrators (Dutton, 13) conducted a study to identify the procedures used to 42 adjudicate student misconduct. The research found that there is strong y» support for procedures designed, to protect the rights of the accused and to assure his fair treatment in the resolution of a case. tions incorporate these features in their procedures; Most institu­ (1) attempt to inform the student of the charges against him, his rights, and the judicial process that will be followed; (2) permit some type of hearing; (3) allow the student^to be represented by some type of counsel, to call witnesses, to ask questions; (4) base decisions only on the evidence pre­ sented at the hearing; (5) give the*®istudent written notification of the decision and an explanation of the reasons for any action; and (6) grant the right of appeal. The only items related to investigatory and hearing procedures on which substantial differences appeared among institutions were grant­ ing of the option of administrative or committee review, permitting legal counsel, allowing the student not to appear, informing parents of the action, circumventing established procedures when circumstances merit it, permitting case investigators to serve as voting members of the conduct' committee, and processing academic and nonacademic violations in the same way. The changing of the legal age to eighteen (18) in January 1972, has caused colleges and universities to view students as adults in all areas. A major effort to provide broad guidelines for the development of student codes is the "Joint Statement on the Rights and Freedoms of Students." This statement (187) drafted and approved by representatives of ten national educational associations such as the American Association 43 of University Professors?, 'the National Association of Student Personnel Administrators, The National Student Association, and the American Council on Education, has had an unusual impact on current university student rules and regulations. The statement attempts to establish some con­ census in very general1 terms for student freedoms and rights in such areas as access to higher education, student records, student rights in the classroom, student publication, off-campus behavior, student affairs, and procedures for disciplinary proceedings. It is well to close this discussion of the current concepts in student code development with a reference to the "Joint Statement" for $ it provides the educational as well as the legal basis for code develop­ ment and enforcement. Student Participation in Institutional Decision Making As students have become more involved in academic concerns, they have become more interested in meaningful involvement in institutional governance and decision making. Considerable literature has been written on the pros and cons of j^£udent participation in the decision­ making process in higher education. Taylor (48) sees student participation in decision making as a means of facilitating communication and thus reducing the probability of violence on campus. He believes that when students are in a position to see their ideas taken with the same degree of seriousness as those of the administration and faculty, strong-arm tactics become both unnecessary and undesirable because they interfere with the decisions and policies of students themselves. / 4 44 Henderson (28) claims that group participative theory seems to answer certain psychological and sociological needs. People like to have a feeling of belonging and to see themselves' as important members of a group. He believes that the morale of the total institution is affected by participation and that good morale is essential for securing the optimal results in education. v* Katz and Sanford (21) suggest several points to be considered in students* involvement in institutional decision making. Colleges and universities should overhaul their decision-making machinery so the students can see the effects of their recommendations. Presidents need to .be more sensitive to students and become more aware of student attitudes. Drucker (10) also postulates the need for presidential sen­ sitivity and argues that perhaps the greatest shortcoming of the present generation of presidents is the alienation of students. McGrath (34) who has done considerable study on student participa­ tion in academic governance, summarizes the arguments developed for giving students a formal role in institutional decision making. First, since education is essential to individual and societal well-being, higher education should reflect the social and political practices of the larger society where people involved help make decisions. Secohd, expanded social consciousness— a more serious and informed interest in societal problems— of contemporary students qualifies them for participation in the reform of higher education. Third, the declared objective of colleges and universities to prepare students for responsible participation in a democratic society requires that the academy open its own deliberative bodies to students as a means of preparing them for citizenship. Fourth, students are as well qualified as faculty to correct deficiencies in $ 45 current curriculum offerings by helping bring instruction closer to student interests and needs and the conditions\of modern life. Fifths \ decision making with respect to academic policies as well as personal conduct is an essential aspect of education* And last, McGrath states that students are uniquely qualified to render certain judgments about the teaching-learning process, particularly the quality of faculty classroom instruction. President Kingfaan Brewster, Jr. (52:12) of Yale University stated his feelings about student participation: I do not think that the great majority of students want to spend very much of their time or energy in the guidance and governance of their university. They want to live and learn up to the hilt, and make the most of what they know to be a very unusual and remarkably short opportunity to develop their capacities by tri- ' and error in the pursuit of personal enthusiasms. Over and over again this has been demonstrated even in times of crises which shook and threatened the existence of the institution . . . & So assumption number one which led me to the conviction that broader sharing of responsibility for ultimate academic decisions is not the primary thrust of useful university reform is: The majority- is not sufficiently interested in devoting their time and attention to the running of the university to raakd it likely that "participatory democracy" will be truly democratic. Assumption number two is that must students would rather have the policies of the university directed by the faculty and administration than by their classmates. Brewster (52:12) recommends that ttye answer to "unresponsive administration" is not formal representation in all masters, but rather "administrative accountability." He recommends full disclosure and public access to the records on which decisions are made. There would also be a "right of petition" for those affected by decisions. Addition• * ally, periodic reappraisal of the competence of administration, to . include all top administrative officials including the president, should b * be conducted. Not all of the literature, of course, has been in support of student participation In decision making. Stroup (47) lists several reasons x*hy it may not be desirable to involve students in decision making. Included are: (1) student populations are continually changing; (2) the incompetence and lack of expertise of students; (3) the immaturity of students; (4) the limited free time of students; (5) the lax* often requires the trustees, administration, and faculty to take the responsi­ bility for the operations of the institution; and (6) the\tudent being a client not an employee. Foster (16) found in a survey of college and university trustees that the concept of student power x*as generally disagreeable to them. Wicke (51) purports that until there is more evidence regarding the nature of the student movement, it would be unx*ise to include students on the boards of- trustees. One of the most vociferous opponents of student participation in the decision-making process has been Kerlinger. very precise terms: He states his view’s in (22:51) The answer is clear, simple, and direct: Students should be given no university or college decision-making pox*er on educational matters , . .. The final large consequence of student participation in educational decision-making is the most obvious: x*eakening of curriculum, programs, and courses of study and instruction . . . . The university is not a political institution. To make it a political institution will deflect it from its basic goals and values. The inevitable result will be to undermine the integrity and professional com­ petence of faculty, to create, a dispiriting mediocrity, and to damage students and their education. As Mayhew (32:52) notes, "Student participation is not an 'intrin­ sic right.' Students must be willing to x*ork and become actively involved in the decisioh-making process." Eble (14) observes,*.however, that some colleges and universities have experienced a lack of student interest and involvement'in the decision-making process after-they have won committee 47 assignments apd representation. The area of student participation in decision making and univer­ sity governance has generated considerable interest in the last ten years. Although there is a body of literature presenting arguments opposing student involvement, the majority of the arguments published .are in support of a broader role of student participation in institutional decision making. Probably as a result of arguments for involvement, students in recent years are participating more in institutional decision i making. Management Styles, Approaches and Systems in Decision Making Colleges and universities in the United States have been experienc­ ing a i aal revolution. cedure has emerged. Internally, a new pattern of decision-making pro­ Externally, more and more authority affecting the operations and administration of colleges and universities has been exercised by agencies of state and federal government. Historically, the patterns of decision making in most American -i colleges and universities, from the time of the Civil War until World War a II were very similar and conventional. Millett (36:3-4) depicts decision making during this period: The prevailing pattern of authority emphasized the special role of the president. To be sure, legally, the authority to make final decisions about matters of educational policy, financial management, appointments and other personnel actions, and . physical facilities was vested in the board of trustees . . . . Faculty members for. the most part in these years had only modest influence upon the operations of the institution. Only gradually, as the concept of academic freedom developed, did some standards of conduct and procedure in these instances emerge. In this period before World War II, students were generally expected to abide by the rules of conduct imposed by their elders . . . . Ideas about student government were limited, student publica­ tions were bothersome but carefully scrutinized, and student 48 social organisations were mostly individualistic in orientation. Student "power" was impossible to imagine under these circumstances. Ho^evet, patterns of decision making in institutions of higher education have changed drastically since World War II. Institutional growth, student dissent, and the innovation of management information systems have been contributing factors toward an emphasis upon the decision-making process in higher education. Many colleges and univer­ sities have staggered through this period of transition. Moran (38:8) made the following observation concerning the short-term ineffectiveness of many of our universities in dealing with change: The difficulty in campus decision-making is simply that on one occasion the university is obliged to respond with the precis­ ion of a Panzer division while on another appropriate decision pr< .ess may be a meeting of faculty and students not unlike a New England town meeting. It is possible for organizations to shift from one structure to another. In a modern university it is not essential for one of the structures ultimately to domin­ ate the other. What is crucial is that the decision rules by .which a university shifts from oneadecision structure to another— say, from hierarchy to faculty senate— should be well understood and agreed upon by most members of the organization. This is very close to the heart of the matter, and it is not simple to arrange. (. The role of the college and university president has undergone considerable transition in the last decade. In the early twentieth century, the president was largely involved in academic concerns; the post-World War II president found himself engulfed in institutional growth and expansion; however, the present-day president has become a * t "crisis manager" and may often be struggling with survival. 1-2) (McNett, 35: Stoke (46„:3) notes the change in the president's role: The transformation of colleges and universities reflects itself in the position of their presidents, and has brought to that ^ position men jdiose training, interests, and skills are far dif­ ferent from those of their predecessors. The college president 49 as the Man of Learning has given way to the Man of Management, although the change has not taken place without strain and conflict. Kerr (23:13?) while affirming the transitory state of the presid­ ency, still refers to the president as "the most important single figure in the life of the campus." Demerath, Stephens, and Taylor (9:41) made the following reference concerning the president: In the most bureaucratic dimension of university organisation, the presidency is the pivotal office, . . . and is the univer­ sity s principal link with the ultimate powers and resources of the larger society. The events of the last decade have had significant impact on the role of the president. Some writers express their concern and reserva­ tion regarding the state of the presidency. McGrath (33:189) expresses his view on the loss of presidential power as follows: Under existing circumstances the office of the president is the weakest element in the complex of organizational controls. The current status of the chief executive is an almost complete reversal of the position of his predecessors. The power and authority of the American college and university president have received considerable attention which is evident by the / quantity of literature published or. the subject. However, one finding in Hodgkinson's (29:3) study on the college president is rather conclusive. Changes in the internal governance and authority structure of the institution were^iound to be the most important changes in American higher education in recent years. Rourke and Brooks (41:1) identify the changes that have taken place in the administration of college and universities as a result of a J* managerial revolution." These changes have brought basic modifications in the administrative structure of institutions of higher education. It 50 is difficult to assess the long-range influence of management on higher education,, but Rourke and Brooks indicate the changes may eventually be as significant for education as they have been in the past for industry and government. In their study, Rourke and Brooks (41) isolated several areas of change in university administration. The first is the shift from secrecy to publicity in the general conduct of administrative and academic affairs— a shift which has greatly altered the relationship between institutions of higher education and their environment. A second major shift has been the development of a cabinet style of governance system in place-of the presidential system of executive leadership that has traditionally characterized higher education admin­ istration. Rourke and Brooks (41:109) explain: More and more the task of managing internal university affairs has been delegated to an assortment of vice-presidents in charge of such matters as business, student, or academic affairs. As a result a new layer of top-level officials has become firmly fixed at the summit of the administrative hierarchy. Where once he reigned in solitary splendor, the university president has now come to share responsibility for governing his institution with a variety of other executive colleagues. A third significant change in administration in higher education has been the introduction of new forms of decision making which are con- ■ siderably less subjective than the intuitive styles of the past. Many presidents,„according to Mayhew (31:361) have become more politically active in their personal styles. . . . they take pains to visit powerful professors in their offices, conduct many social events to build up rapport, cultivate previously underrecognized groups in the campus community such <*as clinical and other non—professional workers, and of course, strengthen contacts with board members, alumni groups, and others who can become a governing majority. 51 The increased emphasis upon the decision-making process in higher education has produced considerable literature on the topic. Gore (19s174) sees decision making as a tool to accommodate change. He writes that administrative decision making becomes a strategy for: ' 1. Accommodating change within the limits of mission conception and instrumental goals. 2. Accommodating change beyond the limits of mission conception and instrumental goals by: a. Diverting or dissipating the pressures for change through reinterpretations, aggressive attack upon sources, or waiting until conditions evolve. b. Inducing changes, basic or otherwise, in struc­ ture as a strategy for attaining goals. The advent of management information systems has had a profound effect ipon decision making in higher education. The goal of the new Cu techniques of management has been to enable colleges and universities to make more rational decisions about the use of their own resources and the direction of the institution's development. Since this process of implementing the systems approach to the academic environment is still in its infancy, it has been difficult to appraise its effectiveness. However, several authors have voiced their opinions. Hammelman (26:10-11) notes that the application of the systems approach to higher education and its usefulness as an administrative tool requires cooperation. He suggests: A systems approach to planning the campus takes legislative and alumni bodies, and even townspeople, seriously. It means keep­ ing them reasonably informed about campus plans and operations and even sharing the planning process. There are many positive benefits of the management systems approach, Rourke (41) points out that the new methods generate a good deal more infor­ mation on university operations than was previously available, thus p 52 alerting adrainistrators to critical situations where decisions may have to be made. Another advantage of using the quantitative methods is that administrators will have more time to devote to priority items. One interesting by-product of the changes in administrative operations has been the top-level administrators themselves have become more quantitative­ ly oriented and knowledgeable in the area of management information systems. There are, however, a number of factors which have adversely affected the decision-making process in many institutions of higher education. Kronovet (24:173) purports four factors which have had an impact upon decision making: 1. Sudden expansion without adequate planning. Short-term plans continue to evolve without sufficient reference to guidelines for long-range goals and planning. 2. Long continued practices of smaller institutions continue to dominate procedures and frequently become "tradition" when expansion takes place. There should be periodic analysis of office responsibilities and job specifications in relation to administrators and sub-administrators. Otherwise, patterns of decision-making and job-related behavior are perpetrated without reference to productivity and efficiency. 3. Many institutions in rapid change from college to university continue to apply vnehange approaches to job responsibilities, problem-solving activity, and decision-making adequate for a smaller institution but out-moded in university functioning. 4. As new individuals with identical titles are brought into a rapidly changing scene at the same administrative level competition rises for authority and final decision-making power. If colleges and universities are to rescue themselves from such self-defeating practices, Kronovet views that it is imperative that t academic priorities, management practices, and decision-making processes be examined. Such self-evaluation is difficult because of the need for objectivity, but due to the complexities of institutions of higher educa­ tion today the need to assess administrative procedure^ is even more critical. Administrative practices have a profound effect upon the learning environment of a college or university. If the environment is fragmented, characterised by suspicion and dissension, it is difficult for any part of the institution to function well. In considering decision making as an administrative tool, there are guidelines which can facilitate communication and decision -making. Pullias (40:95-97) recommends several principles which if consistently applied can improve administrative operations and morale. First, in any decision-making process, those who will be affected by the decision should be informed, and if possible, consulted. Second, the faculty, the student body, and the staff— the campus community— should be the first to hear about important decisions and developments. Pullias suggests a third principle in making decisions. The people who are consulted when a decision is being sought should be helped to understand the way in which their advice will be used. A failure to understand how the decision-making process works, who is involved, and V who makes the final decision is a source of much misunderstanding. Models of organisation outside the field of education are multi­ tudinous; therefore, only a few pertinent models will be examined. One of the early theories of bureaucracy is Weber'6 . His theory seems to be the basis of many later models of bureaucracy. Weber's theory is considered to be the classic theory of organization and can be genera­ lized to church, military, business and industry, government, party, college and university and other structures shaving administrative organiza­ tion. Weber sees that there is a common bond in all organizations and he is trying to define this. "An . . . aspect of Weber's theory of 54 bureaucracy is its emphasis on the universality of the phenomenon. (Pfiffner, 39:57) A summary of the basic theory is given in Pfiffner and Sherwood. (39:56-57) Emphasis on form. Its first, most cited, and most general feature has to do with its emphasis on form of organization. In a sense the rest are examples of this. The concept of hierarchy. The organization follows the principle of hierarchy, with each lower office under the control and super­ vision on a higher one. sm, Specialization of task. Incumbents are chosen on the bails of merit and ability to perform specialized aspects of a total operation. A specified sphere of competence. This flows from the previous point. It suggests that the relationships between the various specializations should be clearly known and observed in practice. In a sense the use of job descriptions in American organizations is a practical application of this requirement. Established norms of conduct. There should be as little as pos­ sible in the organization that is unpredictable. Policies should Be enunciated and the individual actors within the organization should see that these policies are implemented. Records. Administrative acts, decisions and rules should be recorded as a means of insuring predictability of oerfo'rmance within the bureaucracy. (39:56-57) The Weber theory is important to this study, tof this theory is the basis for many of the educational models. First, the hierarchical pattern can also be observed in education with the lower and upper levels of "power." Also, one can note that many educational models use the,job description approach to the organization and the administration of the structure. Each job has certain defined expectations. The individual institutions have some differences in organization but much of the core is the same from one institution to another. There are presidents, vice presidents, deans, professors, associate prdfessors, assistant professors and instructors. The decision-making model was developed by Herbert Simon. The \ purpose of the model is to identify the decision centers and then to 55 identify the channels of the communication. Each member of the structure is seen as a psychological ana sociological entity with the "capacity to learn jfnd to solve problems." (Simon, 45:1134) In the decision-making model certain assumptions are made. assumptions include: These (1) knowledge must be available to make the decision (2) channels of communication are needed to make this decision known, (3) there is power and influence in the decision-making process. central notion, "The according to Simon, (45:1134) "is that a decision can be regarded as a conclusion drawn from premises; and that influence is exercised by transmitting decisions, which are then taken as premises for subsequent decisions." A summary of this theory is, "the decision model is based on the idea that human beings, with all their failings, are continually being cast into problem-solving situations- where choices are made. Thus, we need to know who makes decisions and the base of information from which decision premises are drawn. ‘(Pfiffner, 39:401) Several people are associated with the fusion model but the most well known individuals are E. Wight^pakke and fChris Argyr-is. Bakke and Argyris (1:17) see t^e^individual as having various personality factors which need to be expressed. As each individual has his goals and personality needs within the organisation, he goes through a socializing and personalising process. The socializing process is defined as that by which individuals are made into agents of the formal organization and/or the informal group . . . . The personalizing process is defined as that by which the individual actualizes himself and by w^ich aspects of the organization and informal group are made into agencies for the individual. 56 From these observations it can be noted that goals for the individual and the organisation must be met. As Pfiffner and Sherwood (39s384) say, "Successful organisation is one x*hich meets its own needs and those of the individual." Thus, a new trend is being developed in the field of organisation and administration, and that is that human need must be a concern. This principle is important as faculty and students alike feel a personal need to be involved in the decisions which affect them. v One of the important contributions of Selznick (44) is that he looks at the decision-making process as having a two pronged effect— the decision being made and the side effects. What can be seen is the intended result in the form of the decision and the unintended results. Therefore, in the delegation of the authority in the organization, the model suggests that the decision or side effects are going, to be made to a certain degree in the self interest and the subgoals of the individuals involved in the decision making. In his book A Comparative Analysis of Complex Organizations, Amitai Etzioni (15) looks at the power relationships between the members of the organization. The relationships which are in the bureaucratic pattern are defined in terms of the pox Political College This highly political, highly participatory college demonstrates - how conflicts in the allocation of authority can result in legitimacy problems; the advantages and disadvantages of high participation in decisions about resource allocation; and the institutional resources that are gained as a result of high participation in overall decision-making. Consensus College This college provides ah example of a fairly high degree of ^ 60 participation in decision-making with one major differences froi$s$ Political College: decisions here are made by consensus. One can see evidence that sugges.ts both the importance of- shared cultural norms for consensus decision-making, and^cli.e high degree of effectiveness of organisations able to operate on this basis. Brotherhood College This institution provides a graphic example of the effect of cultural homogeneity on both the decision-making structure itself and the effectiveness of cultural homogeneity on both the decisionstructure itself and the effectiveness of that structure. Because of what is evidently the reciprocal trust of faculty, students, and administrators, institutional effectiveness is not strongly related to any formally prescribed manner of participation. Legitimacy is extremely high and clarity is not an issue. Conservative College > The evidence from this college suggests that certain benefits can accrue from a. system of concurrent regimes;■that oligarchic decision-making about resource acquisition has a mixed effect; that the control of information is an effective weapon in the struggle for-decision-making prerogatives; and that the clarity of the decision-making structure affects members’ satisfaction. After constructing four conceptual models which served as a framework for the study of decision making, Helsabeck reported several findings which emerged from his research. A It is clear from his research „ that "participation," in the sense of including more people in existing decision-making bodies, is a concept which does not adequately reflect the variations in tlje Ifcbision-making process. The centers of decision- making authority muer^Nte included, as well as the distribution of participation with these centers. I \ A second major finding of Helsabeck’s study revealed that ' ' • - v * criteria such as external costs, dt^/^sion-making costs, and the costs of ineptitude should be considered in determining the best arrangement for \ ^ \ 9 varying levels of ^decisions'. \ \ A third factpr is the evaluation of the*institutional environment \ and expectations that exist b'efore a change in decision-making practices ^ cP 1 \ \ \ _________ L _ __________ is contemplated, and the expectations that are likely to be engendered by a change in the decision-making process. Helsabeck suggests an additional consideration is the necessity for balancing the multiple dimensions of organisational effectiveness which represent sometimes mutually reinforcing and sometimes competing values. A final focus of attention must be devoted to institutional members' attachment to groups outside the college or university, would be impossible to fully understand the internal decision-making dynamics -of an institution without an appreciation of collective bargain­ ing, professional associations, and governmental agencies. The area of decision making has Deceived a great deal of attention with many theories and models being developed and many institutions being studied to see how the decision-making process works. There is no one best working model of decision making for higher education because of’ the heterogeneity of the institutions which make up higher education. CHAPTER III ALMA COLLEGE Introduction Alma College is located in Alma, Michigan. The college was founded in 1886 by the Presbyterian Synod of Michigan. During a long period of«the college's history, the Synod served as a corporate owner, guarantor of freedom, and partial financial sponsor of the college. The spiritual and philosophical legacy from the church is part of the heritage of Alma College and contributes to its present philosophy, goals, and programs. The college is now a private corporation directed by a self prepetuating board of trustees. A brief summary of the history, pur­ poses, and objectives of the college are included in Appendix B. " The personal interviews and most of the published and written materials which were to be analyzed for this study were collected during a two-day campus visit on July 30 and 31, 1974. The purpose of the study was to ascertain what changes in administrative behaviors and practices were made by the student personnel staff during the period 1963-64— 1973-74. This then was the principal focus for each of the questions or areas which were analyzed. Analysis In this and the next two chapters the data from the colleges are presented in a modified case study form. eleven year period 1963-64— 1973-74. Each case study covers the Thus there is an historical aspect 62 63 in tracing changes and trends. As indicated in the purpose of the study in Chapter I an attempt has beun made to ascertain changes in the admin­ istrative behaviors and practices of the student personnel staff during the period 1964-1974. The study was not designed to draw comparisons between institutions; however, the researcher does summaries of the period and in the last chapter suggests changes and trends regarding the student personnel area. The same modified case study form is used for all three institu­ tions. The data analyzed were obtained from: (1) personal interviews with various student personnel staff as mentioned in Chapter I and (2) published and written resources relevant to the issues or questions being investigated. For each of the investigated questions information % from interviews and written and published resources was analyzed and integrated. In some cases it was necessary, because of length, to con­ dense material. In such cases these condensations were reviewed by com­ mittee to assure that adequate coverage of the subject had been obtained. Question One:. Student Personnel Staff'Size Question one was concerned with what changes there were in the yv student personnel'staff size with regard to enrollment, financial con­ ditions of the college, areas of responsibility, and philosophy of the president and/or board of trustees related to the student personnel area. With regard to enrollment it was generally agreed by those persons interviewed that during the period the staff increased as did enrollment but not proportionally. At the end of the period some changes had occurred which meant that the student personnel staff would be reduced. The enrollment increased 40 percent while student personnel staff, not 64 including head resident advisors, had increased 30 percent. Enrollment was down from its high of 1,30C in 1971-72 to 1,130 in 1973-74 which produced pressure not to replace staff members when they left. The written and published materials did not contain information regarding the relation­ ship between enrollment and the staff size of the student personnel area. With respect to financial conditions of the college those persons interviewed stated that during the period Alma College had improved its physical facilities. The financial condition of the college had been stable, in th© "black" including the last couple of years, 1972-74, when rising costs placed great pressure on the college in balancing its budget. Alma's endowment had been lowered during this period and had been a major concern for the development office. The student personnel staff had-been affected by the financial conditions of the college. During the rising enrollment years, which were coupled with monies from government and private donors, it was possible to increase staff and services. In the last couple of years of the period 1972-74 because of the tighter budgets, services and staff in some areas had been reduced. One example was the loss of staff and services which meant that the faculty had to become more involved in the advisory pro­ gram. The written and published materials did not contain information pertaining to financial conditions of the college. In April of 1974, Dr. John Kimball, vice president for adminis­ trative affairs, died. His passing brought about a reorganization which directly affected the student personnel areas and staff. The student personnel areas and staff had reported to Dr. Kimball during the whole period, usually via a dean of students. Dr. Kimball's death resulted • in the reassignment to other administrative officers several functions \ 'J 65 of the student personnel office. Those reassigned were admissions, financial aid, health center, and the registrar. discussed in greater detail on page 73.] [The reassignment is Thus, while all the functions and programs which were considered to be in the area of student affairs remained as active entities, they were no longer organised as an integrated and comprehensive unit. Concerning the changes in the philosophy of the president and/or board of trustees related to the student personnel area there was not total agreement by those persons interviewed. It xjas agreeed that both the president and the board of trustees had the best interest of Alma College and the students at heart. Hox*ever, some of the interviewees felt that at times during the period, 1963-64— 1973-74, both the presi­ dent and the board of trustees were out of touch x-rith the student body. In some cases people got so wrapped up in the issues that the student was forgotten for a short period of time. In the long run all knex* that the mission of Alma College x} After Dr. Kimball's death, the student personnel -organisation was dismantled and the functions were assigned to other administrative units. Dr. Kapp, viee president for educational affairs, took over many of the student personnel areas and it was too early at the time of this study to determine what style of management was being used by Dr. Kapp with regard to the student personnel area. One complaint during the period 1963-64— 1973-74 was that members of the student personnel staff never really knew what was expected of them. This was very noticeable during the period of Dr. Kimball's ill­ ness and was felt by those interviewed as an area that had to bemade clear in the reorgani^^^n of the spring of 1974. It was pointed out hy all persons interviewed that the student personnel staff always had competent members, but the area centered on and around the vice president for administrative affairs and with his death there was no one to serve as a locus of leadership. Some felt that there had been no direction for at lepst the' previous six months because of Dr. Kimball's sickness and the dominant role he had played. With respect to the management styles used by individual staff members, it was felt by thode persons interviewed that there wereall kinds of management styles used by the individualstaff members. They indicated that the different areas that made up the student personnel office reflected those styles. There were those who wanted to be demo­ cratic and student centered and at times bent too much with the students. There were those who were autbdratic and power oriented and did what they wanted. There were those who believed in participate team management apd tried to use it. They felt that these varied approaches were very dif­ ficult to inject into an organization especially where there was rather J \ .74 strict control by the top-level administrator. For the most part, however, it was felt that the different styles did function with reasonable degree of capability. b«„ing' this period, ,19(^64— 1973-74\ Alma attracted a number of young^smff members in the student personnel program. Both younger and older persons who were interviewed agreed that they saw the college "as a stepping stone" to the future, and that they did no^ come to Alma with intentions of retiring or spending a long period of time. Where there hyd been problems with management styles, the situa­ tion was alleviated by either moving that person to another area or by \\ . ' the person leaving voluntarily. The most significant change in manage**• 3 ment style was in the area of head resident advisors. At the start of the period, Alma was moving from the traditional housemother to-the i , younger, single or married counsefing-oriented head resident advisors. & ’ \, In addition, in 1969 the fraternities no longer were required to hire housemothers to live in^ th^ fra^terpity house, but rather the presiding officer was held accountably fOtuthe members’ aqtiOtts, as stated in the student handbook of 1969-7Q.\ (77:35), \ '' v i All interviewees agreed that there was no one specific management style used that could describe the individual staff members during the \ peribd of 1963-64— 1973-74. '■ (ji Written and published materials provided very little supporting information concerning individual staff members’ management styles* In most cases the Suppori^ng information was** found in editorials and letters to the editor ip the student newspaper, the 1 Almanian. " . ft 75 Question Four: Student Participation Question four was concerned with what changes had occurred regarding the level of student participation ift student government, intra­ mural athletics, intercollegiate athletics, Greek life, clubs and organi­ zations, fadulty committees and community services. With regard to the level of student participation in student government, those persons interviewed believed that from 1963-64 to 1968 the traditional student council form of government was in effect; and that student participation in student government was good. The belief was because from the start of the period 1963-64, the student council was exploring the possibility of a new structure which was of interest to students who ran for office or worked on committees. The belief was supported by a write-up in the 1964- 65 student handbook (73:25) regarding the student council. The student newspaper, the Almanian, contained acticles, editorials, and letters to the editor from 1963-64 to 1967-68 regarding student involvement in the student council and on committees. Key articles in the Almanian were 4/30/65 "Student Council Sponsors Forum," 1/28/66 "Student Council Involves Many Students," 1/13/67 ’’College Government and Democracy," ^ 1/20/67 "Student Council to Cut Membership," 5/11/^67'"Stddents ’ Role in Community Government Debated," and 2/5/68 "Students Turn Out and Vote in . A Record Numbers." Community government was approved in 1966 and was instituted in 1968—69. Administrators, faculty, and students were now members on all committees. Therefore, student participation and interest 1 increased. " o The 1970-71 catalog (69) and the .1970-71 student handbook ' (78) gaVe detailed descriptions of the role, function, structure and the x number of students neede(l in the community government plan. - . - f Articles in 76 the student newspaper,, the —— Almanian, P — ——— for 1968-69 and 1969-70 supported the view that student interest increased. It was agreed by all inter­ viewees that starting in 1970-71 and continuing through 1973-74 there * was a decline in the level of student participation in the community government structures. This belief was supported by articles which - appeared in the Almanian from 1970-71 through 1973-74, Key articles x*ere 10/5/70 "Students Get With It— Students Are Weeded for All Areas of Community Government," 1/18/71 editorial "No One Wants to Take the Time," 9/22/71 "The Student Council Is Powerless Because of the Community Government," and 2/25/74 "Where Have All the Interested Students Gone?" Interviewees and articles from the Almanian mentioned that some commit­ tees were still viable but that was due to the specific charge of the committee. These were times when the student interest and participation both returned and declined because of either student leaders or issues. Most persons interviewed felt that after the initial newness of community government, the students believed that student government had lost its identity with the establishment of community government; and it was not * really clear how much, if any, real power the students had in the comy munity government structure. In addition all segments of^pomnraftity government were becoming frustrated with the excessive time spent on projects. Faculty members were spending too much time out of the class­ room, and the students who at times found-it hard to believe that they were students, not full-time committee members. In 1973 an evaluation and revision of the community government structure was begun, and recommendations were'made to take effect in January, 1975 or September, 1975. These recommendations would move toward either ad hoc or standing committees, resulting in less formal £f . 4 A ' 77 , structure and in a reduction of the time commitment made by its members. In addition, the interviewees felt that the move would allow managers of operations to manage without continually using the committee process. It Was also.hoped that these changes would improve the community govern­ ment concept and recapture student interest. In summary it was felt by those persons interviewed, and supported by articles from the Almanian, that the student participation increased from 1963-64 to. 1969-70, but that from 1970-71 to 1973-74 it had declined. Neither persons interviewed nor the written and published materials had the numbers' of students involved in student government. With reference to the level of student participation in intra­ mural athletics, it was agreed by all persons interviewed that the parti­ cipation increased. There were several reasons: larger enrollment, new physical education building increasing the possibility for new. programs, and an increased number of wo$en sports. During the iirst half of the period (1963-1968) the intramural program was dominated by the Greeks;4 however, in the last half of thp period (19(?9-197^5 , ,the residence hails developed strong intramural teams that were competitive with the Greeks, Such competition helped Idevelop the intramural programs. The written and published materials did not contain information on the number of t ' A With respect to intercollegiate athletic programs it was agreed *• by those persons interviewed that the nusiber of players increased because new men's and women's sports were added. There were increases and decreases in some sports depending on the" success of the team and who was 78 = coaching the sport. P ■ " • • The number of spectators at athletic events was perceived as good by those interviewed. The enrollment increased which provided a large number of possible spectators. of spectators was a winning team. The greatest influence on numbers During the period of 1963-64— 1973-74 Alma had several winning teams and large crowds of spectators. The written and published materials contained information on intercollegiate sports, but did not have information on the number of students xjho participated. <3 P Concerning the level of student participation in Greek social . organizations, all persons interviewed agreed that from the start of the J period 1963-64 all Greek social organizations were stable (three men and » four women organizations). In 1965-66 the faculty voted to abolish all Greek social organizations on campus. The faculty vote x*as reported -in the student newspaper, the Almanian on 9/23/66. For the next two years, (1966-68) students and faculty members debated and worked together on committees to reopen the vote on the Greek social organizations. The next faculty vote in 1967-68 supported the retention of Greek social organizations. 'y During that two-year period the Almanian contained numerous articles, editorials, and letters to the editor about the advantages and disadvantages of Greek so-cial organizations. The persons interviexred stated that Greek pledging declined during the two-year period (1966-68). One of the sororities became inactive and this was reported in the ‘ AlmaMan of 10/7/66. a The Almanian also reported on 10/7/66 that one oj^ the national fraternities went local.. During the period 1968 to 197S i m , men’s Greek organizations were formed and tv?o vjpmen’s organizations went a inactive. One interviewee stated that although, t^e numbers seemed ( 79 promising the percentages declined. women organizations. This was especially true of the In 1973-74 there were signs at Alma, as well as i e * nationally, that Greek social organizations were once again being sup­ ported. At Alma, this interest was reflected in both the number who signed up for rush and also those who pledged. One interviewee felt that during the years of decline (1968-71) the Greek social organisations at Alma College became more party oriented than those of the 1950's and early 1960's. The image of the party -person junior to senior years averaged 7.7 percent with a range of 2.4 to 12,5 percent. Some of the persofts interviewed felt that the reasons Vor the attrition studiesjwere not to locate the time and reasons for leaving, but rather to better forecast the budget based on studept enrollment, "onfe/person interviewed summarised it as, "Not many faculty, staff, o\ administrators were concerned for the student on Cprapus or vhat their needs were, but rather did we have enough students to make the budget," ‘\\ • ~ the inforjnation from written and published materials supported ' ' ■ • \ "; She belief that the current students and the future, students were, very much considered in the future plans. However, the information received from personal interviews agreed that'the current students and; the students \ of the future were considered, but in several cades (especially* after ■ \ . ' \ I 88 ' , ? 1972) were considered just in economic wayd. Question Seven: Training Programs , Question seven was concerned-with what training programs had been sponsored by the college for the sfejident personnel staff, student leaders, 'resident advisors, Ind paraprofessions, \?ith regard to the student per- ’ft sonnel staff, those persons interviewed stated that throughout the whole period there were fall workshops for head resident advisors. After 1971 the admissions and counseling-staff were added to the workshops, which * thus served as an orientation program as well as a developmental program. Alma encouraged staff members to pursue advanced degree programs. The head resident^ advisors usually took advantage of such programs. Head advis( -s were half-time or three-quarters time staff and could take up to ten hours a semester. Alma did make it possible for staff to attend I professional workshops, seminars, and conferences, usually at Alma's a expense. The written and published materials did not contain information r V in this area, ■s ' p With respect to training programs for student leaders those per­ sons interviewed stated that sinc« 1968-69 (the start of the community government structure) student leaders were given a short workshop on com- / some munity government, committee structure, the agenda for the year,(and V planning techniques. This workshop was almost nonexistent in 1973-74 because of the lack of interest in community government. All'interviewees agreed that not enough time and work were put on the training programs a Many plans had been talkefi about but few were into effect. i \ Starting in 1968, Alma helped student leaders on a limited basis to attend state conferences by paying all or a portion of the cost. The s 89 written and published materials ‘did not contain information on this area. Concerning the training programs for resident advisors, t^ose persons interviewed stated that during the whole period, 1963-64— 1973» * 74, there were resident advisor workshops.arioSprograms. The selection and general orientation occurred each spring. Iri the. fall e three-day developmental and "nuts and bolts" 'program was required for all .resident hall staff. In addition, developmental programs were held throughout the * academic year. *• 1 These programs were conducted by staff and faculty of Alma College, community leaders, and selected faculty and staff from other colleges and universities. <• In the early 1970’s, exchange programs with resident advisors i ' from Hope College and Albion College were held. The exchanges were to acquaint the resident advisors with the different college and residence hall programs at each college, in 1972-73 some resident advisors attended the first state-wide resident advisor conference to learn- about other * "*‘ resident advisor programs and acquire program ideas that could be used at Alma. It was generally agreed by those persons interviewed that during the period of 1963-64— rl973-74, Alma College had a good training program for resident advisors. The written and published materials did not contain information on resident advisor training programs. With reference to paraprofessionals, those persons interviewed did not believe that Alma used paraprofessionals\ The written and pub- lished material contained no information about paraprofessionals. Question Eight: Rules and Regulations Question eight was concerned with what changes in rules and regula­ tions had 1 sen made and what percepitated the changes. ThoBe persons interviewed felt that. Alma College became more liberal in most aspects involving student,behavior. Several exceptions to this view we're in the" use of drugs, due process, and rules concerning student conduct which might be involved in student unrest. One student personnel staff member interviewed expressed concern that no one wanted to be a petgdh who was always changing;, therefore, many times a person enttenches himself or herself to avoid being seen as always changing. ■Alma was preparing people for society; therefore, Alma must change in some ways but hold firm in others. It was felt that changes must be reflected in the basic y philosophy of the college. The following changes were mentioned by the persons interviewed and correlated with information from written and published materials. ! 1. ( > 4 Women's Hours. In 1963-64 all women students had restricted hours. The freshmen were required to be in at 10:00 p.m. on nights before classes and 12:00 midnight on weekends. Upperclass women had to be in at 11:00 p.m. on nights before classes. There was a gradual change from 1963-64 * to 1969-70 when all restrictive hours' for upperclass women were eliminated. Freshmen woman hours were eliminated in 1972-73. The change 0 involved the extending of hours, no hours for seniors, then juniors and sophomores, then a three-option plan for-freshmen and finally no restric­ tion of hours for any student. This change was brought about by student pressure, mainly from women residence hall governments and the Associa­ tion of Women Students (AWS). The student newspaper, the Almanian, contained articles, letters to the editor and editorials on the subject of women hours, "per," from 1963-64 through 1971-72. A key issue of the Almanian was the 2/4/65 issue which dealt with women's hours from the past, sn 91 i present and the future. The 1968-69 student handbook (76) explained in detail what was meant by "per1, and optional hours. In 1969-70 the isshes of the Almanian from 12/8/69 to 6/8/70 contained either an article, % ■ ' •• 9 editorial or a letter' to the editor about sophomare hours and/or women’s hours in general. The Almanian ~ 10/5/70 contained the procedures to be used in obtaining optional hours by the sophomore women students. The editorial in the Almanian 11/9/70 stated, "The battle for optional hours, for freshmen women will start soon." . The Almanian reported, on 3/1/71, "The three-level plan for optional hours for freshmen women is approved." The Almanian contained a letter to the editor on 11/18/71, "The freshmen women three-level option plan is an administrator’s nightmare. knows who is on what option level." No one The 1972-73 catalog (71) stated that there were no hours for any Alma College students, but rather this was to be determinedly the individual student. During the period of change (1963-64— 1972-73) the catalogs and student handbooks reflected the changes in women’s hours. The role of the student personnel staff was to help students write proposals, route them to the proper committee, and keep all parties informed of what changes were taking place and why. The persons inter­ viewed felt that most administrators and faculty m§mberswere pleased wxth how the student personnel office and staff handled the situation. 2. Visitation of the Opposite Sexes in the Living Areas of Residence Halls. At the start of the period (1963-64) open houses were a special event and were rare. and 12/13/63. This was noted in the Almanian on 12/6/63 The article on 12/6/63 explained the process of obtaining an open house and the article on 12/13/63 evaluated the open house in Wright Hall held on 12/8/63. In 1964-65 open houses were usually held on Sijnday afternoons with student room doors open, resident advisors on duty,-and the signing in and out of all guests. In 1973-74, after very f * gradual changes, visitations or open houses were allowed from 10:00 a.m. • ^■0 until 2:00 a.m. with the exact hours being set by the residerice hall government with the approval of the head resident advisors and the dean *" of students office. The student handbooks and catalogs for the period 1963-64— 11973-74 reflected the changes in visitation. The Almanian, throughout the period of study contained articles, editorials and letters to the editor about open house visitation. The early changes in open house visitation were brought about by the work of the residence hall government, especially that of Wright Hall in 1963-64. Later in the period (1966) the student council became involved in the effort'to change the regulations pertaining to open house visitation. Those persons interviewed agreed that the work by the residence hall government and the student council efforts were helped by student pressure. The student pressure was still present in 1973-^4 for 24-hour-a-day visitation. The role of the student personnel staff was to help students develop proposals, direct the students and proposals to the proper com­ mittee, and help evaluate changes made in this area. In addition the * . \ student personnel office and staff tried to explain to students why Alma College did not move faster or would not move further in the area of visitation. Those persons interviewed felt that administrators and faculty generally thought the student personnel staff handled the changes properly. However, some administrators and faculty disagreed with the 1 93 changes and blamed the student personnel staff for the lowering of the mor'al standards of Alma College and the students. J , a * 3. < Alcohol Use on Campus. No alcohol was allowed on campus until Septenhber 1973. The 1963-?64 catalog (62) stated, "Alma College is opposed to ■* ' . Vf**the use of alcohol by students. If a student must use* alcohol, then they should not eniroll at Alma." The student handbook for 1970-71 (78) stated, ", . . the excess,ive use of alcoholic beverages under any cir­ cumstances is not condoned by the college and undesirable conduct resulting therefrom will be subject to disciplinary action . . .4" The 1973-74 student handbook (80) stated, ". . . in Michigan the age of majority is 18. areas If a student is 18, then he can drink in the private f the residence hall . . .." The student newspaper, the Almanian, . cj contained articles, editorials, and letters to the editor usually in support of the use of alcohol on campus from 1963-64 through 1972-73. The change in alcohol use on campus came about in the spring of 1973 with the formation of a committee of students, faculty, and staff. The pressure for change came from students, staff, and the resident advisor staff saying that Alma wao behind the,times; that the age of majority (legal age 18). changed in January, 1972. Both the student per­ sonnel staff and the resident advisors wanted to deal openly with the student who might be developing bad habits rather than just disciplining that student. In January of 1974, a student attitude survey was conducted to determine the use of alcohol on campus. The results were very favorable and no areas of the policy were seen as needing change. The role of the student personnel staff was to work on committees and to enforce the present rules and regulations of Alma College in 94 this area. Those persons interviewed felt that administrators and faculty believed the student personnel office and staff handled the change in the ’ £•» best way possible. 4. Served Meals and the Dress Code for Served Heals. In 1963-64 the evening meals Monday fhrough Thursday and the Sunday Noop meal were served. A dress code was in effect with served meals. The-dress code required men to wear coats, ties, and long pants, and women had to wear dresses and hose (1963-64 student handbook (73)). The 1968-69 student handbook (76) did not spell out what could or could not be xrom but rather stated, ". . , standards of a well-run restaurant." The 1969-70 student hand­ book (77) stated, ". . . all meals are cafeteria style. but fo ;:wear is required by state law." Dress is casual, The change was brought about by \ student pressure for cafeteria style for^all meals. agreed from two standpoints: The food contractor (1) labor cost reduced by not waiting meals, arid (2) the number of people who could be served in a shorter period of time. The role of the student personnel staff was to coordinate all concerned parties and help communicate the rationale for served meals and dress requirements to students. No one interviewed knew of any administrators who had negative comments about how the change was I handled by the student personnel office and staff. 5. Meal Hours. In 1963-64 meal hours were fixed and very rigid. The hours were extended somewhat as a result of changes in the academic calendar in- 1970-71. This change was desired by students, administrators, and the food contractor. The only role of the student personnel staff was to get the interested parties together. * * < I 95 6. Chapel Convocation. In 1963-64 compulsory chapel was eliminate^. The Almanian contained articles about the change 6n 9/20/63, 10/18/63, 11/1/63 and 1/10/64. ments. Convocations were a part of the graduation require­ In 1964-65 there were over 24 convocations and students were allox^ed to cut three without a penalty. a Over the period of study- the i convocation program changed its operating procedures and requirements; In 1973-74 two convocations were required'for the entire year. General ' convocation programs were still offered, but on a voluntary basis. The change in requirements were noted in both catalogs and student handbooks .throughout the period, 1963-64— 1973-74. The Almanian contained articles, editorials and letters to the editor throughout the entire period. The changes were brought about by students who wanted fewer requirements and by faculty and staff, who wanted a meaningful program T that would motivate the students to come because they wanted to. The student personnel office and staff were not directly involved because it was an academic-related requirement*. 7. The Student Personnel Office Took Over the Publication of the Student Handbook in 1967-68. The change in who prepared the student handbook was at the advice of a lawyer who was used as a consultant by several small private liberal arts colleges in Michigan. more formal and legal in style. The .student handbook became The national college campus scene was very tense and both students and colleges were becoming more legalistic in their approach to situations on the college campus. The official Alma College document remained the catalog along with the student handbook, after 1967-68. The student handbooks for 1969-70 (77) and the catalog for 1970-71 (69) arQ 1971-72 (70) were veiy detailed and legalistic in descriptions ' of ruless regulations and due process. The change was to better inform students and prospective students-^of what was expected of them and what they could expect from Alma College. 8. •* Freshmen Having Cara on Campus. Before 1971-72 freshmen could not have a car on campus without special persmission. tion was dropped by the administration. In 1971-72 this regula­ The change was made because adequate parking was available and more freshmen students were requesting per&ission to have cars on campus. for 1971-72. 9. (70) The change was noted in the catalog . ' o In 1968-69 Alma College added several rules on student behavior which were stated in the 1968-69 student handbook. A. Drugs. (76) In 1968-69 a very formal and legalistic statement about drugs was added to the rules and regulations. statement was made about alcohol and drugs. Before this time an informal The more formal legal state- ment was deemed necessary by the administration so that the student know the law and"how Alma College viewed that law. The very formal would■ and legal statement was part of the rules and regulations until 1972-73 when Alma College reverted back to a more informal statement. was very clear concerning drugs. Alma's policy At the end of the period, 1973-74, there was soma pressure from students and some student personnel staff to allow the use of marijuana in student rooms. at all interested in relaxing its policy. The administration was not In fact they wanted the residence hall staff, both professional and resident advisors, to sent policy. enforce the pre­ 97 ■ The 1970-71 student handbook (78) quoted both the state and local laws.pertaining to drugs and this was the most legal statement during the period 1963-64— 1973-74. R. _ Assembly; The rule and definition was added in 1968-69. It c> •was developed because of x-ihat was happening at many college campuses con­ cerning student unrest. The rule explained Alma's policy and defined * what was- considered a breach of the assembly policy. The statement was desired by Alma's administration to" inform students and to protect the college. ' G. Dismissal. In 1968-69 major changes and additions were made to the area of dismissal in the student handbook. Dismissal covered due process at Alma, and defined types of offenses x*hich x*ere covered by the policy. The additibns and changes x«?ere brought about,by what was happen­ ing at other colleges, a desire to inform students of Alma's policy, and to pi*otect Alma College. From 1968 to 1970-71, the section on rules and regulations was very formal and legal. -In 1971-72 the information was basically the same but was x*ritten in a more informal, less legal style, x*ith only a few examples of offenses. 10. Residence Hall Rules and Regulations. In 1967-68 the section in the / student handbook (75) pertaining to rules and regxilations in residence halls was greatly expanded. This was done by the administration to r> inform students of what the rules and regxilations were and to protect Alma Coilege. The section on residence Halls remained very detailed through 1973-74. In Summary, many of the changes of liberalising x^rere brought about by student pressure and the student personnel staff x*ho saw the need for change. In the cases of new rules ( and regulations, these were mostly done by Alma College to clearly state its policy to the students and tp protect' itself, Question HjLne; . College Staffs ,Question nine was concerned with what effect changes had in tuition 51 'a . i' ‘ 0 and fees, enrollment, size of faculty, size of support staff and changes „ in administrative personnel had on the student personnel office and staff. With regard to tuition and fees, al^ persons interviewed agreed that tuit­ ion and fees had little direct effpct on the student personnel office and staff. The food service area did however feel the effect. But, it was agreed that students who left Alma gave increased cost as the number one reason. The written and published material did not contain information on this area. <> Concerning enrollment, it x*as agreed by those persons interviewed that the increase in the student personnel staff was basically proportion* ^ m al to the increase in enrollment.. After 1971 enrollment declined and the student personnel staff was reduced. The written and published materials did not contain information in this area. With respect to the size of the faculty, it was felt by those persons interviewed that the faculty increased proportionally to the increased enrollment in each department. However, the increase in the sise of the faculty had no effect on the student personnel staff. Table 6, "Faculty Size," shows an increase of full-time faculty over the period of study with the peak in 1971-72. The fluctuation was in the part-time faculty starting with four J-n 1963-64, sixteen in 1970— 1971-72, and back to four in 1973-74. The information in Table 6 was „ ■ - . . ' prepared by the provost. * Table 6. f ' ’ Faculty Sise— ^Altaa College v; 1963 ’64 ’65 ’66 ’67 ’68 ’69 '70 '71 '72 '73 1964 '65 '66 '67 '68 '69 '70 '71 *72 '73 '74 Full-time faculty Part-time faculty Sub total 38 38 4 5 42 43 42 5 47 45 46 6 6 51 52 Joint appointment with administration 18 20 20 60 63 67 Total 49 6 55 53 49 8 16 61 65 70 65 67 16 9 4 86'74 * 71 20 20 .21 21 21 21 21 21 71 72 76 „ 82 S3 97 95 92 ' The written and published materials did not contain information in this area. With reference to the size of the support staff,, no one who was interviewed knew but all guessed that this staff increased as did the enrollment.However,after 1970 with felt that thenumber of the tight budget atAlma, it was personnelin'this area declined more,than in other areas. The information received from the provost shows an increase throughout the period with np decline. A ' The information in Table 7 is ■ for all support staff, not just those in the student personnel areas. Support staff included all non-professional, e.g., secretaries, mainten­ ance, and housekeeping. ’ ’ . % Table 7. Size of Support Staff;— Alma College 1963 '64 '65 '66 '67 '68 '69 '70 1964 '65 '66 '67 '68 '69 '70 '71 Full-time 26 28 28 35 37 41 49 50 '71 '72 '73 '72 '73 '74 51 51 51 The written and published materials did not contain information in this area. 0 100 • / . With regard tp administrative personnel, it was felt by those P \ ' persons interviewed that the administrative personnel had the most pro­ found effect on the*student personnel office and staff. The death of Dr. John Kimball, vice president f-or administrative affairs caused a roajor- reorganisation with the ^relocation of several student personnel • ' | - •' b operations to other vice presidents. Some persons interviewed believed. this-was the breaking up of an ’’empire" to enlarge other "empires." Others felt that the reorganisation would take the "hard shell off" and leave the desirable "meat of the nut." In addition, it was felt the reorganisation would provide better communic^tions and intergration with the academic goals. Those persons interviewed did not agree on the reason but all agreed that reorganisation was needed. The written and published material did not contain information in this area. 0 Concerning rules and regulations, most persons interviewed felt that the,changes freed the staff to do more counseling. The general change was from discipline to planning and implementating programs. ever, some interviewees did not know if the changes How­ pules and regulations, especially the age of majority, had not caused,more ' ' aproblems for the student personnel office and staff. * The written and published materials did not, contain information in this area. & Question. Teh* Physical Facilities , * Question ten was concerned with what changes in physical facili­ ties had been made for the student personnel functions. The following were mentioned by the persons Interviewed and found in the written and t published materials. The primary sources of th& written and published \ materials were the catalogs and student handbooks for the period 1963-64— t l§73-74. . , 101 a Added 1. Two residence hall complexes:Bruske Hall >1967r-68 coed ■& ^ (male- 105, female 105); South Complete 1970-71 four small r 2. units with no professional staff (200 capacity) .• 1 7 Hamilton food commons 1967-68. 3. Health Center to open 1974-75. 4. Remodeled office during period in Reid-Knox. Deleted •4. r Six small houses off campus. Lost half in 1972-73 and rest in 1973-74 because of cost of operation. 1 concept started in Small housing 1965-66 on a limited basis and reached its height in 1969-70. f 2. Pioneer Hall closed in 1970-71. Very old building which needed repair and the land was going to be used 'for another ' building. With the reorganization of the student personnel office in late 1973-74, many offices were dispersed when the operations started report­ ing to other vice presidents. £v ‘ ■ Question Eleven;' Centralized or Decentralized „ Question eleven was concerned with whether the,student personnel office had been organised on a centralised or decentralized concept dur­ ing the period 1963-64— 1973-74. Those persons Interviewed believed that ■ . * during the period the office space was decentralised. The offices were •" * lt^cated ih the administration.building, library* residence halls, health center, small houses near campus, and in the union. The reorganization (1974) would help to centralise some operations, but the student person­ nel areas «.ould still be located in several buildings. 102 The responsiblity and authority for the student personnel office from the start of the period until 1971-72 was centralised. centralised during Dr. John Kimball's tenure. It was Then in the late 1960's until 1971-72, W m Plough, dean of students, and Dr. Kimball shared the responsibility. In 1971-72 the student personnel office was reorganised because Tom Plough left Alma College. 'The reorganisation was to decentra­ lize the decision making and responsibility. There were title changes from dean to director with the defining of clean-cut areas of responsi­ bilities for each director. The reorganisation of 1974 was a move to j. again centralize the decision. Therefore, there had been a pendulum effect; however, the decentralised period lasted only 2-1/2 years. The written and published materials did not contain information in this area. Question Twelve.; Costs a Question twelve was concerned with what changes in tuition and fees there had been and why. All persons interviewed agreed that tuition and fees had increased steadily because rising costs had to be met. were only two basic ways Alma could meet Id^ese costs: There (1) Tuition and fees, and (2) through gifts from alumni, foundations, business, and friends. It was pointed out that in tfre late 1960's the faculty salaries were raised and jthere were several additions made to the physical plant; however, this did not cause a sharp increase in tuition and fees. The written and published materials stated the costs but gave no reasons for the increases. Question Thirteen: Portion Student Pays Question thirteen was concerned with what portion the students paid of the. total educational cost. It was agreed by those persons 103 V A„ interviewed that during the period ythe percentage was stable between 67 and 68 percent. The students' portion was ^projected to gp to 70 percent by 1976 and then remain consistent.. This percentage included tuition, fees, anf1 room and board. The college catalogs after 1968 contained the percentage of the total educational cost the student paid. The catalogs support the 67 and 68 percent figure mentioned by those persons interviewed. Question Fourteen? Student Unrest Question fourteen was concerned with student unrest during the period 1964-1974. Those interviewed were asked to try to include: xvhat the issues xvere; whsa form the unrest took; what percent of the student body p; .-ticipated; what action the student personnel offipe and staff 'took; what the end results of the unrest were; and what the opinions of non-student personnel administrators x?ere as to how the student personnel t staff handled the unrest. ! v\ \ It was mentioned by several persons interviewed that Alma was nd£ a campus pf radicals and that the A|ma campus had not been marked by (■violent student unrest. .The only written and published resource wal the student nexrspaper, the Almanian. The incidents cited below were mentioned by those persons interviewed and supported by information from the Almanian. The Almanian in addition to the following carried numerous editorials and letters to the editor on various topics which might be considered student unrest. However, the topics, issues, and causes did not attract the £> •attention of administrators, student personnel staff, nor the student body. 1/ Southeast Asia. The issue was the U.S.^involvement in mainly Vietnam and then later, in the whole of the southeast Asia area. The Ripest took 104 the non-violent form with speech making, marches (local and national) and teach-ins. During the period 1966-1971 the student newspaper, the Almanian, contained letters to the editor, editorials, and factual art­ icles dealing with the United States' involvement in southeast Asia. At the time of the Kent State killings, the major part of the student .news-paper was devoted to the incident in Kent, Ohio. During the period 1967-71, Alma closed classes for an hour or half-day to allow teach-ins and marches. The percentage of student involvement in the teach-ins, marches, and general speeches was low, 5 to 25 percent. During this period, there was an organization formed— Friends of Student National Coordinating Committee (SNCC). The organisa­ tion was made up of faculty, staff, and members from the community. In February of 1968, students and friends of SNCC marched to Lansing. .There were only 50 marchers, 20 of them students. The role of the student personnel office and staff w$.s to khep communication lines open, to help 4 students use the correct channels,,to get time off, or to obtain facilities > for meetings. The end results were that students, faculty and staff were better informed and felt part of a national movement. The opinion of the administration toward the activities and the role of the student personnel office and staff was positive. . v $ 2. & » Kent State Deaths (1970). The issue involved in this case was the use \ of force on a college campus. The activity being pursued was an after-** noon nonviolent”general speech meeting. All classes were cancelled and 300-400 students, faculty, and staff attended the meetings. The role of the student personnel office and staff was to help make the necessary arrangements for the mass meetings and to help establish the general 1 105 ground rules to be used during the meeting. The result of the action was that members of the campus community had an opportunity to state their views and beliefs. In addition, individual members of Alma College wrote to their congressman and senators; others wrote to the parents of those killed still others did what they thought was best for their concerns. The administration was positive about the role of the student personnel office and staff. 3. Civil Rights and Black-White Tension on Campuses (1969). The issues were both national and local. The national influence stemmed from the racial riots of 1967-68 in several large cities in the United States. The local issues were: that Alma was a difficult city and college campus in whi h to be black, racial attitudes on campus, treatment in the athletic program, and admission of black students. The unrest took the form of articles and letters in the student newspaper, demands by black students to administrators, and some verbal debates between blacks and whites. The percent of participation from the student body was about ten percent; however, the concern for the issues involved 100 percent of the Alma College community. The student personnel office and staff kept communication lines open, helped establish a committee to investigate the concerns, and to reduce emotions. The end results was the appointment of a committee to investigate the Alma Campus environment and to review demands of black students. The committee was instrumental in sensitising the campus to the needs of the black student. In 1967-68 the formation £> of the Afro-American Society was formed by students to @help educate the campus of the Afro-American culture. In 1969-70 the Afro-American House was founded to give the black students a place to go. A greater effort to interest black students in Alma College resulted in the highest black '* enrollment in 1970-71 during the period 1963-64— 1973-74. In addition it brought to the surface the feelings of individuals and segments of ‘the college about black students and Alma's commitment to equal opportunity and the betterment of society. Since 1969 several conditions changed. The financial situation of the college and the Afro-American fund deteriorated, causing the AfroAmerican House to close at the end of 1973-74. In addition, the black enrollment declined from its peak in 1970-71. The opinion of the persons interviewed was mixed as to what the role df the student, personnel office and staff. what was asked of them and did a fine job. Some felt that they did Others felt if the student personnel office and staff had done their job the students would not have used the form of demands and attracted news coverage. Others did not like the idea that Alma College wanted to stay neutral and not take a position on soma controversial issues. The student personnel office and staff was criticized for this position. 4. Beef Prices and Quality of Food (1973). The issue W s the quality and quantity of the food served in the commons. Alma contracted its food service with Saga Foods who had several food service programs. program included unlimited seconds. Alma's In 1973 the economic conditions in the meat industry caused problems for all, not just Saga Foods at Alma. The students wanted more meat and better prepared food. Student activi­ ties included letters to the editor, editorials, and students meetihg with Saga Foods management. Participation by students in these activities o 107 was low, 5 to 8 percent. The student personnel office and staff which worked with Saga Foods helped set up meetings with students and Saga and helped keep communication lines open. The results were that some foods were changed and the total campus was informed of the problems in the meat industry and what Saga was doing to giv.e the best food quality and greatest quantity to the students. The administration was pleased with the student personnel office and staff’s handling of the situation. 5. Alcohol on Campus. From the start of the period 1963-64 there was always some indication of student interest and desire to be able to drink v on campus. In the early years it was usually an article or letter in the newspaper, questions to the resident advisors and student personnel office staff, or x*as mentioned as an ^rea council. interest by the student However, with the passing of the age of majority (18) pressure to change the no drinking regulation was brought by students, the student council, and by some of the faculty and staff. In 1972-73 a committee was formed to investigate drinking on campus and make its recoms^gndations to the community government. work was very low. The number of persons involved in committee There was disagreement among staff as to how many students really wanted to or would drink on campus. Therefore, the percentage of the student body who was drinking illegally on campus was unknown. There was a petition drive to allow drinking, with 80 percent signing. The student personnel office and staff's role was to help students get the committees working and channel their recommendations to the community government. In addition they still had to enforce the present regulation concerning drinking on campus. The end result was that in the spring of 1973, the community government recommended that drinking be permitted in private areas of the residence halls. This change 108 was approved by the administration and board of trustees and took effect ✓ in 1973-74. The opinion on the role of the student personnel office and staff was divided into two areas: enforcement and working for change. -•■vSome felt that the student personnel office and staff had been weak in the enforcement of rules and regulations especially that on drinking. However, all agreed that the student personnel office and staff’s involvement in bringing about the change was positive. 6. Woman’s Hours. The issue x*as that the woman should be able to deter­ mine their own hours. The unrest took the form of questions to resident advisors and student personnel staff, letters and articles in the student paper, formation of committees, agitation by the Association of Women Studer. a, one or too sit-outs, petitions, and other pressures. was constant from the start of the period until 1972-73. The pressure Participation in these activities varied during the period from a low of 10-20 percent to a high of 90 percent in student surveys and petition signing. The student personnel office and staff's role was to keep the student pressure chan­ neled in the correct direction, work on committees, keep communication lines open, and enforce present rules. The end result was a gradual change of women's hours until 1972-73. when all students, men and women, had no restrictive hours. There were, however, some problems during the f long transition period. At one time, women students had three options: (1) could not leave campus without parents' written permission; (2) could leave campus but only to go home, without written permission; (3) could go anywhere they wanted. Further, different hours were scheduled for different classes and no one could keep track of what was happening. opinion of administrators varied during this period depending on the The 109 effect of student pressure on them, how many rumors were going around about how women students were 'beating the system," and what pressure the administration was getting from the board of trustees. Generally, most f administrators agreed with the student personnel office and staff's handling of the situation. 7. Visitation. This issue was very similar to that of women’s hours. The issue was that students should be able to have friends, which included both sexes, visit their rooms whenever they wanted. The form of the con­ cern or unrest was letters and articles in the student newspaper, ques­ tions and proposals to resident advisors and student personnel office staff, students breaking the rules, and students working on committees. of part -xipation varied during the period 1963-64— 1973-74. of students working on committees was low. used visitation were numerous. The level The numbers Those who signed petitions or The student personnel office and staff kept communication lines open, worked on cojnmittees, attempted to share communication with all segments of the community, and enforced the rules. The end results were a gradual loosening of the policy and an expanding of visitation hours. In 1973-74 visitation hours were set by each resid­ ence hall within the limits set by Alma College, 10:00 a.m. until 2:00 a.m. The issue still had not been solved to the students' satisfaction. It was mentioned by one interviewee who was at Altaa for the entire period that-generally students were pleased with the Alma campus and its environment. Over this period only 6 to 8 students left Alma because it was too conservative. It was agreed that Alma College did not attract the student who wanted a totally free environment. It was mentioned by two interviewees that Alma College did have a campus disorder plan developed in 1968-69 by college administrators, local police, and the state police but had not been put to use. ^ . Question Fifteen: Student Personnel Budget Question fifteen was concerned with what percentage of the total college budget went to the student personnel office, was known only by one person interviewed. same during the period 1963-64— 1973-74. budget information The budget remained about the The program protion of the student personnel office was two percent, including salaries, or about six percent of the total budget. Committee Report. This was supported by the Final Ad Hoc (61:69) •a Question Sixteen: Services Added or Deleted Question sixteen was concerned with what services had been added or dropped by the,student personnel office during the period 1964-1974. / The following were mentioned by those persons interviewed and supported by information from the written and published materials. The only addition during the period was the advising, counseling, and career development office. This was developed in 1970 by the com­ bination of several activities with the addition of some new programs and services. The student personnel office reorganized several times during the period. The results from the reorganization of 1971-72 were the deleting of the dean of men and dean of women titles and adding the new titles of directors. Each director,was responsible for certain operations with no overlap as was in the/old organization. At the same time, house­ mothers in fraternities were no longer required, and no portion of their„ Ill salaries would be paid by Alma College, In 1970-71 the sit-down served meals were substituted with all meals being cafeteria style. The change was brought about by students who wanted the change and by the food contractox us a budget reduction. The major reason for the student personnel office dispersing its operations was the death of Dr. John Kimball, vice president t^f adminis­ trative affairs in April, 1974. r The operations relocated were: 1. : Advising, Couftseling, and Testing Center (1973). The ACT Center reported to the provost office in 1973. The peasonipg was for this change that some of the advisory programs werealready being handled in the provos'. s office and this would therefore combine the total advisory program with the administrator being a student personnel professional. * It was believed that this would improve the attitudes and relationships among faculty and student personnel office staff. 2. Admissions (1974). The admissions office in early 1974 changed reporting channels from the student personnel Area to that of reporting to the vice president for institutional relations. Mapy of Alma's s’tudents came from referrals, alumni and friends, who contact the institu­ tional relations office. The combining of the two operations was seen as a aatural for the way the operation now functions and would function in the immediate future. 3. > Financial Aids (February, 1974). The financial aids office started reporting to the business office as of February, 1974. The reasoning behind this was that many of the operations of the financial aids office 112 were of a financial character. It was felt that financial aids was a constantly changing area tshich must be directly centered in this business office. 4. * Health Center (February, 1974). The health center reported to the business office. The reasoning was that the health center was not a pro­ gram but rather an auxiliary service which was the responsibility of the business office. 5. Food Service (1974). The food service area always had two reporting lines, the busings office and the student personnel office. The change gave more responsibility to the business office with some involvement going to the vice president for educational affairs-provost. The vice president for educational affairs-provost took the responsibility for all the other operations which made up the student personnel office. The provost's office was responsible for the academic faculty and programs,, chaplain's program, community education, and the student pers^njiel programs, advising, counseling and career development, athletics, and cocurricular programs. The student personnel functions in the provost's office w@re housing, student activities, registrar, and placement. $ .. / ■ Alma . was caught in the economic events of the times and with the death of Dr. Kimball, decided not to replace, but father to reorganise. The pre sident and others of the president's cabihet felt that the restructure might seem unnatural to those on the outside but was logical within the / framework of Alma College. Question Seventeen: Student Personnel Future Plans Question seventeen was concerned with what were the future plans {• 113 of the student personnel office. It was agreed by-those persons inter­ viewed that the student personnel office and staff should integrate with the academic part of the college. ft "The development of programs of a f positive nature which would not just be reacting to problems." These programs should be compatible with, the college’s goals and the develop- ' ment of the full student. The written and published materials did. not N contain information in this area. Question Eighteen; Computer Use Question eighteen was concerned with what usage the student per­ sonnel office made of the computer. All persons interviewed agreed that the student personnel office had not used the computer to any great or sophisticated degree. The future plans were to investigate the possibi­ lity of using -the, computer capabilities in the student personnel areas. The written and published materials did not contain information in this area. Question Nineteen; Financial Support n* Question nineteen was concerned with the voluntary financial support of the college during the period 1964-1974. No one interviewed had data on gifts received, but all made statements based on what they had heard during the period 1963-64— 1973-74. was no decline during the period. Some thought there Others had heard that \here were some changes in the late 1960’s and early 1970’s. It was mentioned that dur­ ing a period of this length, there would be some natural changes in the giving patterns of soma donors. The data received from the Council for Financial Aid to Education (3,01) for Alma College during the period 1964-65— 1972-73 are presented 114 in Table 8. The data indicate yearly increases from 1964-65 through 1968-69 and then a significant decrease in 1969-70. the time period mentioned by some interviewees. increases from 1970-71 through 1972-73. The decline matches Then came yearly However, it was not until’1972- 73'that the total amount of gift giving was higher than that of 196-8-69. Question Twenty: College Challenges Question twenty was concerned with what the biggest challenges were facing the college. Those persons interviewed felt the challenges facing Alma College were: 1. To develop programs that students would be willing to pay for and still come to a private college.- This meant being able to | , • show them that there was a difference in the quality of ? education which was worth the added cost. 2. To establish a strong financial foundation. 3. To improve faculty and staff morale which was low because of the economic times. 4. To evaluate the academic calendar. The academic calendar . should be compatible with the goals of the college, and in 1973-74 this was in question. The student newspaper, the Almanian reported on 11/6/72: President Swanson talks about the future. Alma's future-is like a spring sky. . Mostly bright but with some clouds. The clouds center on the financial position of the college. „ Alma must build its endowment funds, and continue to enroll a student body of over 1,000 students. The bright spots are the physical buildings, academic programs, students, faculty, staffs and all the friends of the college. “ ^ ** % } ®SVT a b l e . 8. 1964 19 6 3 1. 4. S. 6. 1 . 8. 9. A. ’■ 1 » A A • * A- • i9u5 1966 1 ,H h i , 9 b ’ 6 80 ,2 G« 390, 77H 12“ ,4 2• • A ■ » A' H-» A 'i . 2\>. 1,713,920 1 66’,4 10 ' 182,365 325,254 V 5, 50 3 1,14 7 33,325 - 31,325 0 .,519,577 1,246,700 ■ NA NA 0 0 ;,881,660 y * 1 ,52 5,685 '> (i '■ “ o 2 *. *. 2 . •2 3. % 883,778 168,64 2 231,764 77,608 801,110 vj* v y 236,330 • 0 252,138 0 3,887 3,887 ' ,223 4 I,063 3,200 44,265 NA NA NA 1 NA 2,3 32,356 i ,992,720 1,447,197 155,985 5,835 0 __0 6,053 6,055 1 , 379 42,219 o • 159,976 0 NA NA NA 2,415,317 2,258,911 Financial Support'— A l m a Col le ge 1968 19 f>9 2 ,3 46 ,3 48 628,113 1,718,235 216,241 316,653 370,137 1,106,341 187,976 149,000 0 0 6,153 6,153 1,013 41,944 0 * 185,779 NA NA NA NA 2,684,754 2, 301, 384 __ . 1 ^ 6 9 ^Wt70 1,748,073 798,594 949,479 170,440 312,964 290,570 639,160 ‘232,600 102,330 174,762 0 6,492 6,492 1,816 64,546 18,500 360,048 76 . 26,000 66,551 257 2,979,006 2, 21 8,618 1970^ 1971 1,885,685 895,833 989,852 146,974 244,143 , 391,7 80 779,849 218,518 104,421 69,237 0 7,114 7,114 2,286 85,414 ^68,842 895,833 239 68,842 102,568 307 3,264,403 2 ,8 81,803 1971 1977 2,303,000 890,916 1,412,084 220,924 125,556 .277,054 1,426,535 232,600 20,331 521,665 0 7,031 7,031 2,124 95,750 22,089 890,916 217 35,955 75,079 341 3,525,035 ' 3,501,000 1972 *1973 2,806,949 638,776 2,168,173 251,641 164,014 743,918 878,227 756,655 12,,49 4 182,666 0 6,540 6,540 "2,090 111,691 50,590 '638,776 247 53, 335' 71,530 349 3,540,904 4,599,492 tv3 Cqlurals. ntsi o i S jpj -ort $ , (2) Current O p e r a t i o n $, (3) Capital P u X F oses $, (4) Corporations (1) Grand a::^, liusmess $, (3) Uej igious Denom in at io n $; (6) Alumni $. (7) N on -Alumni ^Individuals1^ , (8) G e n e r a l W e l fa re Foundations $, (9) O t h er Groups anu Sources $, (10) Bequests $, (11) Annuities, Life Contracts, Insurance $, (12) Ti t.il L umber of Alumni of Recnrc), (11) N um be r of Aluinni Solicited, (14) N u m b e r of Al um ni Donors, (15) Dollar V.i.ue Aiurani Gifts $, (16) i«ollar Value, Non-Alumni Gifts $, (17) Do ll ar Value, T o t a l G ifts to Fund $, (18) Num■Je-r of N on -Alumni Parent Donors, (19) Amount of Cont ri bu ti on s by N on - A l u m n i B a r e nt s $, (20) Amount of Corpprate Support fro.n M a tc hi ng Gifts $, (21) N um be r of. Gifts Matched, (22) Expenditures, Ed uc at i o n a l and General and SLucent Aid $, (23) Endowment Market Value $. NA = Not Available 115 ' ( A 1• 889,268 152,046 92,652 14,871 ::7,6 6 7 40 ,6 j3 5, 50 5 0 » A 2,283,046 569,126 230,591 46', 103 ’■> 0 1967 1968 1,515,454 6 31,6 76 231,122 3 9 9 , 11C 5 76,868 0 £ i ,448,66 9 5 5 9 ,4 0 i 2 36,695 68,538 396,034 ') 1§66 1967 Voluntary 116 Twenty-One: Student Personnel Challenges * Question twenty-one was concerned with what the' biggest challenges were facing the student personnel office. All persons interviewed agreed that the student personnel staiHE> and programs must establish themselves in', the academic organisation and the organization of Alma College. There were two intervlei^ees who believed that existence was the biggest challenge. The written and published materials did not contain information in this area. n The findings are included in Chapter VI. 15- - B ) CHAPTERS **r HOPE COLLEGE (■ Introduction Hope College, located in Holland, Michigan, was established over / one hundred years ago by Dutch pioneers On the eastern shore of Lake Michigan. Today it is affiliated with the Reformed Church in America. Hope's reason for existence is its concern for each individual student; its purpose is the growth and development of each student as a competent, creative, compassionate human being; its design.is to provide full oppor­ tunity for the fulfillment of the individual student, not for his own self-gratification, but for what can give to others in service to v God and man. A brief summary of the history, purposes, and objectives 4 of the college are included in Appendix C. The personnel interviews and most of the published and written materials which were analysed for this study were collected during a two-day campus visit on July 10 and 11, 1974. i Analysis In this chapter the data from Hope College are presented in a modified case study form. 1963-64— 1973-74. The case study covers the eleven-year period For each of the investigated question^, information from interviews and written and published resources was analysed and integrated. The purpose of the study was to ascertain what changes in 117 118 * administrative behaviors and practices were made by the student personnel staff during the period 1963-54— 1973-74. This then was the principal focus for each of the questions or areas which were analysed. o Question One; Student Personnel Staff Sise Question one was concerned with what changes there were in the student personnel staff sise with regard to enrollment, financial condi­ tions of the college, areas of responsibility, and philosophy of the president and/or board of trustees related to the student personnel area. With regard to enrollment» those persons interviewed agreed that the enrollment had little effect on the sise of the student personnel staff. Table 9, "Enrollment," shows that the student body increased each year except foi&>1964-65 and 1973-74. 1 Table 9. 1963 1964 Freshman Sophomore Junior Senior Sub Total Special . Total ’64 ’65 Enrollment— Hope -College ’65 ’66 '66 '67 '67 '68 '68 '69 •69 '70 '70 '71 '71 '72 445 470 552 533 514 607 590 605 581 392 417 428 507 482 523 547 560 563 388 346 376 405 430 497 501 546 560 370 299 315 345 374 323 351 294 304 1545 1532 1671 1790 1800 1950 1989 2005 2008 26 .26 35 28 39 30 52 32 71 '72 '73 '73 121 646 575 545 558 545 558 321 304 2057 1924 52 153 1571 1558 1706 1818 1839 1980 2021 2057 2079 2109 2077 The written and published materials did not contain information concerning enrollment. Concerning the financial conditions for the college, those persons interviewed felt that, until recent years, the budget was hot a problem. In the time period studied, part-time positions became full­ time positions because sufficient money was available. In the early 1970’s 119 salaries, were increased to be competitive with similar institutions. In recent years (1972-74) the "tight" budget and financial condition of the total institution caused the dean of students office to re-examine every vacant position before re-staffing. An example of this was that one of the two associate deans left, the staff structure and student needs were examined, and the associate dean was not replaced.. Instead the position of a director of housing was created at a cost saving, and at the same time the function expanded into a needed service. In addition there was a loss of some of the student personnel office’s freedom in developing the 9 budget. This included a loss of freedom in establishing new positions or funding programs as they might have done before the tight financial conditions of the previous two years, 1972-74. Those persons interviewed agreed, that the financial condition of Hope College was an influence on staff sise, but no one was exactly sure to what extent. The written and published materials did not contain,, information on the financial condition of the college. With respect to the areas of responsibility, those persons inter­ viewed felt that the increase in the student personnel staff was partly because of the good financial climate and the addition and expansion of areas of responsibility. Starting about 1966 .and continuing into the 1970's, areas such as the counseling placement center and student active— ties were added to the function of the dean of students office. In most cases where responsibilities were added, the staff members 'were trans­ ferred into the student pessonnel^office. The written and published materials did not contain information concerning the areas of responsi­ bilities of the student personnel office. 120 i The philosophy of the president and/or board of trustees related to the student personnel area changed. All persons interviewed agreed that the philosophy and attitude of the past president, current president, and the board .improved over the period 1963-64— 1973-74. This helped the student personnel area to expand and to improve its services, head count, and image. This change was felt at all levels of the dean of students office since the new president took over (1972). During the period from 1963-64 and 1972, it was generally felt that the president and chancellor (in between presidents) were not concerned about the student personnel area- except when there were problems. Soma thought the improved feeling might be because tfe^ student personnel staff had more exposure at the president and board's level. There was agreement by those interviewed that the modified Management by Objectives (MBO) approach used by the student personnel staff had gained the attention and favor of some of the key board members. The period of national campus unrest brought to the attention of the board of trustees the fact that they must be better informed and in touch with what the students were thinking and how the students were perceiving the board and the administration. This brought about greater interest in what the student was doing, what the dean of students office was doing, and what should be the role of the office of the dean of students. s Student personnel sbaff members who were interviewed believed that the area of student personnel had finally reached the full acceptance level by the president and board when the dean of students was named the first vice president (1974) by the new president. N The written and published materials did not contain information on the changes in philosophy by the president and board of trustees 121 related to the student personnel office. In summary, those persons interviewed believed the factots in the increase in the student personnel staff were; (1) favorable economic conditions until 1972, (2) added and expanded services, and (3) a positive change in the philosophy of the president and the board of trustees toward the student personnel office and staff. Table 10, "Size of the Student Personnel Staff^' shows the increase in both professional and supporting staff during the period 1963-64— 1973-74. Table 10, Size of the Student Personnel Staff— Hope College > Full-time professionals Part-^ime professionals Sub-total professionals 1963 '64 '65 '66 '67 '68 '69 '70 '71 '72 '73 1964. '65 '66 '67 '68 '69 '70 '71 '72 '73 '74 9 9 2 2 11 11 Fu$L-time support staff Part-time support staff Sub-total support staff Total Question Two; 9 9 4 4 13 13 9 11 4 4 13 15 12 3 15 15 2 17 16 2 18 16 2 18 16 2 18 3 2 5 3 2 5 3 2 5 3 2 5 3 2 5 3 2 5 5 4 9 6 6 12 7 8 8 8 8 8 15 16 16 16 16 18 18 18 20 24 29 33 , 34 34 Staff Changes Question two was concerned with why student personnel staff mem­ bers changed positions or left the college. viewed chose not to answer this question. Some of the persons inter­ Those persons who did respond believed that early in the period 1963-64— 1973-74 there were few person­ nel changes in ehe student personnel area. The president, during the period 1963-.64— 1970, was moving in a direction disliked by many faculty and staff members. institution. Therefore, there was some discord throughout the total In 1965 a new dean of students was appointed because of the past dean's retirement. During the 1966-68 period the student personnel 122 office acquired new and added responsibilities. There ware many staff changes during the transition period when full-time staff were replacing part-time faculty and staff in these newly acquired areas. The period of 1963-C4 to 1973-74 saw the transition from traditional' housemothers to younger counseling-oriented head resident advisors. The change from housemothers to head resident, advisors was gradual with changes being made when housemothers retired or left. From all indications and com­ ments there was no discord involved in the change. Those persons interviewed who commented felt the changes that took place on the staff levels were a mixture of advancement and discord and at times it was hard to distinguish between them. no doubt that there was some discord. However, there was The releasing of the director ,of student activities in 1972-73, from all comments and indications, was discord. This was the only time that Hope College asked someone to leave the dean of students office. The student newspaper, the Anchor 3/16/73 reported, "John Jackson, director of student activities asked to leave." The article contained what the administration via the dean of students meant by the action, what John Jackson thought about the action that was being taken, and what the reporter believed to be the story. All three statements contained comments with regard to discord between the admin­ istration and' the director of student activities. It was agreed by those persons interviewed that most who left did advance, but the reason for their seeking another position in some cases was discord. All interviewees mentioned that it should not be inter­ preted that the dean of students office was invested with discord. The general feeling of the personnel was that it was a "team effort" and they 123 felt comfortable with the dean of students office and the institution. The catalogs and student handbooks for the period 1963-64— 197374 reflected the changes in the student personnel staff but gave no reasons for the changes. Question Three: Management Question three was concerned with what style or styles of manage­ ment were u&ed by the whole institution, the student personnel office, and the individual student personnel staff member. With regard to the manafig­ ment styles used by Hope College as an institution, all persons inter­ viewed questioned whether the institution ever thought of having a style of management; however, all agreed that the chief administrative officer set th^ style. From 1963—64 to 1968, a very strong faculty government was in effect. The president was called by those interviewed as "tight" and an "out-and-out autocrat." The discord between the president and faculty v-jas heightened by the actions of the president who was not seek­ ing faculty input, reactions, or approval before making decisions concern­ ing academic areas. L In 1968 the total campus went to the community government plan. This plan established committees with students, faculty and administra­ tion working together. It was viewed by several interviewees that the students gained poi*er by participation and the faculty and administration lost power because almost everything had to go to a committee. The presi­ dent still acted as an autocrat which helped to increase the tensions and resulted in the president leaving in 1970. During the time of choosing a new president, a triad managed the institution. The key person in this arrangement, the executive vice 124 president, was viewed by those interviewed on one hand as an autocrat and on the other hand as a leader in Management by Objectives. It was agreed that this was a very difficult time for all because everyone knew that the leadership arrangement was short-temu This attitude greatly i ' cut the effectiveness of the triad attempts to provide leadership. During the late 1960's key members of the board of trustees xiere interested and excited about Management by Objectives. There was some MBO but the triad period generally was viewed as weak with an'-autocratic style of leadership. Therefore, from 19-63-64 until the early 1970's it generally was viewed as an autocratic style of leadership. As an example of the style, the administration wanted, and expected, a spokesperson for women to be located in the dean of students office and seemed to not give attention to, that person's personal or pro­ fessional feelings and concerns in the area. The 1967-68 catalog (133) reflected a change in management style. In past catalogs the introduction was very philosophical; however, in 1967-68 it read like a contract. The topics covered were: Hope, what the college stands for; Hope welcomes, what type of student Hope wants; Hope provides, what it does provide; Hope prepares, what Hope prepares students for in society; Facility, the type of faculty Hope has; Curricu­ lum, the type of programs; and the college resources, list of faculty and staff. In 1972 a new president, Dr. Van Wylen, took office. He was a * believer in the Higher Education General information Survey (HEGIS), but at the same time desired to handle the raw data and make his ox^i^decisions. The president x*7as described by those persons interviewed as having a $ managemen style of "democratic aloofness." The president used the com- 125 mittee system of the"community government, but at the same time drew together a close circle of advisors who those interviewed believed ware t ) the only ones he really listened to. In addition, it was believed by soma that this close circle of advisors was out of touch" with what was happening on the "grass roots" levels. Students believed the president was wishy-washy, indirect and playing games with them, which was a typical view students had about most presidents. Several staff members believed ' the president was playing a game with the students in the area of visita­ tion and drinking on campus, with the dean of students office staff being the players. News from Hope College Hoy./Dec., 1972 (163:3) contained the following, remark by President Van Wylen from his speech, "See Hope Comehavior. <5. In addition the A.W.S. Handbook (97) o for 1964-65 was a very traditional handbook for women students. 127 In 1965 a change in dean of students occurred. Also from 1966- 1968 there were several key personnel changes and reorganisations involv­ ing the student personnel office. During the period 1965-1968 the management style was called authority-oriented by those persons inter­ viewed . The student handbooks for 1967-68 (121), and 1968-69 (122) reflected the change in the student personnel office. The handbooks after 1966-67 were entitled Hope College Student Handbook and were written in a very formal style. The period 1969— 1973-74 brought the use of Management by Objec­ tives (MBO) in some modified forms. The student handbooks for 1969-70 .(123), 1970-71 (124), 1972-73 (125) and 1973-74 (126) were written reflecting the goals and objectives used in the MBO approach. In 1973-74 the student personnel areas developed in-depth and detailed statements which dealt with the purpose, approach, objectives, and goals for each area. The statements made up the report "A Self-Study of Areas— of the Student Personnel Division of Hope College— Its Purposes, Its Approaches, O 1 and Its Goals and Objectives— 1973-74." (181) The following statements (181:2-3) were taken from the report to show the depth and detail of the report. STUDENT PERSONNEL AT HOPE COLLEGE t The purpose of the Student Personnel Division is to foster individual development that is both self-fulfilling and societal fulfilling, by providing special services and opportunities that assist the student in the developmental process in an atmosphere that reflects the College's Christian theme.- It is also the purpose of the Student Personnel Division to create an environ­ ment that fosters true community and which is supportive of the goals and objectives of Hope College. Approach 7 Students exist, function, and develop as individuals, groups, and organ'zations. Within each area of the Student Personnel Division 128 are persons possessing special skills and resources who are capable of facilitating student development by working with students as individuals, as groups, and as organisations. Each member of the Student Personnel Staff is a counselor— adminis­ trator—-teacher—-catalyst . We may emphasise one role more than another according to our preference, capabilitiesj or our area of concern; but tve may not avoid the responsibility, in some degree, for performing each of them. Objectives The objectives of the Student Personnel Division are: To assist phe student, through the outreach of the Admis­ sions Office, to become more aware of opportunities available to him in higher education, po help him to make a decision to attend, and to pave the way for his arrival on campus. ' \ ' To enrich the environment in which the student lives. To assist students in their personal growth and inter­ personal relationships. t To assist students in their spiritual and social growth. To provide for student's physical needs. To assist students with their career plans. \ : Each area within the Student^Personnel Division, and each person within the Division, will perform his function with a large degree of overlap with„other persons within the Division. None of the functions is absolute in and of itself and all of the members of the Student Personnel Staff should be sensitive to each other——how we might use our special talents and skills to accomplish our common purposes. A weakness pointed out by most persons interviewed was that of two-way communication. tions. At times communication was poor in both direc­ Examples used were the position on self governance (1973), pro­ motion of the dean of students to vice president (1973), and "grass roots" feeling on issues (1963— 1973-74). Job evaluation was missed by several staff memberes with little or no feedback regarding their work. cited was tTT release of the director of student activities. An example To many interviewfes, this was the height of poor communication by all parties 4 involved. The management style of team approach was generally felt'by all but at times some had the feeling that they were being consulted after the fact. At times the te^ra had favorite players while others "sat on the bench." This feeling generally lessened after 1973. The situation was summarised by one staff member as "in loco parentis" to authority oriented, to modified MBO on the dean’s level, to^modified MBO on the dean’s and associate dean's level, to modified MBO on all levels with the team approach and involvement by all increasing over the period of time. The concerns or areas for improvement were seen by those inter­ viewed as better communication on all levels, job evaluation, professional training in the student personnel area, the number of graduates from*Hope working at Hope, and feedback and evaluation on programs. The written and published materials did not contain information * which dealt directly with the management styles of the student personnel office. . . The management styles used by the individual student personnel staff were many. Those persons interviewed agreed that the individuals who made up the dean of students office were diverse. The traditional housdllsthers, the ^Ln loco parentis" deans* autocrats, democrats, well organised, poorly organised, ones who wrote a lot, ones who wrote little, liberal in views, conservative in views, ones who had goals for themselves, and those who were trying to find where they fit; but it was agreed that all were concerned with the students. Over the period (1963-64— 1973-74) the individuals became more professional, business, written word, and systems oriented. Some staff members knew how the system worked to bring 130 about changes„ others did not which caused an increase in the frustration ft level of some staff members. ^ , Because of the number of changes in staff and changes on campus, the individuals who worked in the student personnel areas in the. last five years (1969— 1973-74) had to remain flexible and open to new ideas and methods. ri> ^ The written and published materials did not contain information concerning the individual management styles of the student^personnel staff members. Question Four; Stftdent Participation >> Question four was concerned with what changes had occurred regarding the level of student participation in student government, ifntraniural athletics, intercollegiate athletics, Greek life, clubs and organizations, faculty committees and community services. Information 'pertaining to the activities on the Hope College campus were found in every college catalog and student handbook that was available for the period 1963-64— 1973-74. However, they contained little information with Regard to the level of student participation. In addition the informa­ tion in these two publications remained basically the same for the entire eleven-year period. With regard to the level of student participation in student government, it was mentioned by all persons interviewed and supported by written and published materials that the student government structure ’ K changed several times during the period of 1963-64— 1973-74. The changes were! 1963-64 student council, 1964-68 student senate, and 1968 through l§.73-74 student congress. The 1964-65 catalog (111) noted the change in 131 name and structure of the student government from student council to ^ student senate. The change war also noted in the A.W.S. Handbook. (97) The changes in name and structure did not change the number of 30 students needed. The 1967-68 catalog (114) and the student handbook (121) reflected the constitutional changes which reduced the number of students needed to 17. The 1969-70 student handbook (123) explained the student congress and how it worked with the new community government structure. The student congress was larger than 17 students but the exact number depended on the number of student—faculty committee representatives and sub—committee members. It was generally agreed by those persons interviewed that the elected student government was not a true representative government of the student body nor had it ever been. In 1967-68 the student court was established and noted in the 1967-68 student handbook. (121) In 1968-70 the community government structure was established and explained in detail in both the catalog (116) and the student handbook. (123) i There was no agreement by the persons interviewed'on the level of t student participation. Some felt that the student participation was relatively high in 1963-1970, low in 1970-1972, and started to increase over the period 1972-1974. campus like Hope was low. Others felt that student participation on a One often saw the same group of students on several different committees and doing all the work. There was disagree­ ment as to whether the students gained or lost power in the community government structure. All parties involved (students, faculty, and administration) said that they lost power within the community government framework. 132 The student newspaper, the Anchor, contained numerous articles, editorials and letters to the editor during the period 1968-1974 about the lack of student involvement in student government. The persons interviewed and the written and published materials did not contain, in most cases, information as to the number of students who participated in student government activities or progrpas. Concerning intramural athletics, all persons interviewed agreed ~ f that student participation in intramurals had always been high and con­ tinued to grow in quality and quantity. the program. Activities for men, women, and for men and women were included in the program. is facilities. More sports were included in The greatest limitation to the program was and There are now plans for a new physical education build­ ing which would allow the program to become fully developed. One person summarized it as, "The intramural program is the most significant activity we have had on campus during the period 1964-1974." The catalogs and student handbooks for the period 1963-64— 1973-74 contained information about the intramural program. However, the written and published materials and the persons interviewed did not have data as to the number of students x*ho participated in the- intramural activities and programs. x With reference to intercollegiate athletics, those persons inter­ viewed agreed that in most sports, both men and women students participa­ tion as players was high and remained high. due to the success of the teams. There was soma fluctuation - It was believed, that within the limited facilities the students received maximum participation. The spectator aspect was not as clear. All persons interviewed agreed that spectators were drawn by winning teams or outstanding players a 133 ' and therefore attendance had increased and decreased depending on the wonlost record or type of players in the sport. ”sports never drew many spectators. It was mentioned that some Soma felt that attendance was good; others rated it poor, based on no additional cost to students. The catalogs and student handbooks for the period all contained information pertaining to the intercollegiate athletic program. However, the written and published materials, including the catalogs, student hand­ books and those persons interviewed, did not have data on the number of students who participated £h intercollegiate athletics. With respect to Greek social organizations, all persons interviewed agreed that Greek membership declined over the period. One new Greek letter organization was added in 1967 but several became inactive in the late 1960*s, and several were about to go inactive at the end of the period 1973-74. There was disagreement by those persons interviewed as I to how strong the Greeks were at the beginning of the time period. Several felt the Greeks were strong from 1963-66, with declining years 1967-1969, even with the addition of one group, a leveling off period from 1969-1971 and from 1971 to 1974 further decline. It was mentioned that national polls indicated Greeks were coming back on many campuses; however, this was not seen on Hope’s campus. Several inter­ viewees wondered whether the Greeks^ had done what was best for the Greeks and the college. It was recognised that they were social organizations but rushing and pledging often did not. show the best aspects of the Greeks. It was believed by those interviewed that if the Greeks did not change soma of the practices they would go inactive for lack of members. a The written and published materials, especially the studefit hand­ books, contained information on the Greek social organizations. However, 134 the written and published materials and the persons interviewed did not a . ' •°a have data as the number of students who participated. With a view to clubs and organisations , those persons interviewed did not agree. The range of comments made about the level of student participation ware: very active, moderately active, increasing and then decreasing, and not much activity. Each interviewee made it clear that they were speaking from the point of view of the clubs or organisations they had contact with. It was mentioned that it was very easy for a club ^ and be recognised, *as covered in detail in the 1969-70 student to form handbook. (116) .issue oriented. During this time many clubs and organisations were Many issues came and went, therefore, so did the clubs and organizations. There was a decline in the traditional department clubs but an increase of department majors having dinner meetings with faculty from their major area. One person made the comment that many clubs have come and gone, others have declined, while others have increased or have been added; however, the percentage of the student body who have been involved with clubs and organizations remained stable throughout the period. The written and published materials contained information about clubs and organizations, but did not have data on the number of students who participated in them. Concerning faculty committees, the persons interviexved stated, and were supported by the written and published materials, that students did not participate on faculty committees until 1968. The 1968-69 catalog (115) and student handbook (122) listed the student^facuity com­ mittees as academic affairs, campus life, administrative affairs, and the judicial council. 135 The informationon the judicial council system employed at Hope College. contained the due process Therefore the student handbooks for 1969- 70 (123), 1970-71 (124), 1972-73 (125) and 1973-74 (126) contained detailed information in this area. The persons interviewed stated that the level of student participation and interest depended on the committee and the issues being dealt with in the committee. At times there were six students for every position open on a committee while other committees had to recruit students. The written and published materials and the persons interviewed did not have data on the number of students who participated on faculty committees. With regard to community services» those persons interviewed agreed chat student participation had been steady; however, the activities and programs had changed. Only one interviewee felt that possibly stud­ ent involvement had decreased from 1972-74, However, the .1972-73 Presi­ dent's Report (167:3) stated "250 Hope College students are big brothers and sisters in the Holland community." This statement was supported by an article in News from Hope College Sept./Oct., 1972 (163:2) Love," "A Story of There were articles in the student newspaper, the Anchor, through­ out the period of 1963-64— 1973-74 but they did not contain data as to the number of students who participated. The following information was taken from written and published materials which did not fit neatly into the specific programs or activities but added information about student participation, on and off campus as well as gave a general feeling about campus life at Hope College. The student handbooks from 1963-64 through 1966-67 entitled, "Hey Freshmen" contained detailed information sections on: Around Town, Information on Holland, Michigan; Keeping Posted, Types of Campus Com­ munication Vehicles; and Make It a Date gave the main social events of the year. During this time 1963-64— 1966-67 the main social events were: homecoming; the pull, traditional tug-of-war freshmen vs. sophomores; Nykerk cup, women’s sing; Christmas party; Dutch trial, girls pay the way; all college sing; and May Day. In 1967-68 the Christmas party was dropped but tht?eesnew social events were added: orientatioh week, winter carnival, and parents’ weekend. In 1971-72 the DeWitt Student Center opened. This building gave Hope College a social and cultural center which added to Students particip tion and involvement in campus activities. News from Hope College Sept./Oct., 1972 (163:1) reported on the ° Princess Margaret of the Netherlands visit and all the programs and activities which were associated with the visit. The "Report from Board of Trustees" Oct. 1973 (171:3) stated that "the students now at Hope were changing some of the past traditions and starting new ones." This^ was supported by We've Got Tradition (182) which was a publication on the old and new traditions. Question Five: Institutional Future Plans Question five was concerned with what institutional future plans ware developed during the period 1964 to 1974, agreed that the two main areas were: (2) a master plan for finance. plans which were updated yearly. All persons interviewed (1) a master plan for building, and These were believed to both be ten-year The plans were very accurate in predict­ ing the future and providing direction. The only exceptions mentioned 137 were: decline in enrollment, 1973-74 which resulted in lowering the projectioned sise of Hope from 2,600 to 2,000-2,200 students; and the need for a sharp incraase in tuition late in this period (1967) to make faculty salaries competitive and to catch up with inflation. The student newspaper, the Anchor on 4/17/72, reported campus housing arrangements to change after careful study by the campus life board. "Men and women will now live on both sides of campus." this time men and woman ware at opposite and of the campus. President’s Report (167:1) stated, "Campus Development — Before The 1972-73 the Build Hope Fund has been established to help finance Hope’s future plans." from Hope College Nov./Dec., 1972 (164:1-2) reported: . is $8,850,000. a. b. c. d. e. f. gh. i. j. k. News "Build Hope Fund The plans call for: Hope Heritage Fund - endowment scholarships program Faculty Development - endowment Faculty Salaries and retirements Student Residences - Student cottages Environment/Ecological Sciences Academic Science Center - Fund equal to the Federal loan on the building DeWitt Student and Cultural Center - Retire short term debt Creative Art Education Center - Remodel Rushe Bakery Social Sciences and Humanities Center - Remodel present science building Administration Center - Remodel Computer Center New Physical Education Center $ 520,000 1,820,000 210,000 210,000 1,655,000 600,000 105,000 415,000 485,000 330,000 2,500,000 $8,850,000 In the 1972-73 President’s Report (167:2) Dr. Van Wylen in his article, "Some Concerns and Plans for the Future" dealt with: a. The major long-range concern of almost every private college relates to enrollment and money. The profile of 1965 which projects student enrollment of 2,600 by 1975 is unrealistic. b. Tenure could cut the flexibility of Hope College. 138 Mews from Hope College Sept./Oct,„ 1973 (165:6-8) dealt with the enrollment decline and what this meant to Hope College. carried a plan to improve the situation. The In addition it plan was detailed as to how alumni, students, faculty and friends of Hope could help. In addition to the above mentioned plans, there were and will continue to be studies of the academic programs and also self studies to provide evaluation and direction. It was the feeling of Dr. Van Wylen that planning was very important but from 1972-1974 it had not taken the form of x-rritten five- or ten-year plans. The exception was the Build Hope Plan which was an eight-year plan. The written and published materials contained information on the ■x» Build Hope Fund after October, 1972. However, little information pertain­ ing to future plans was found in the written and published materials during the period of 1963-64— 1973-74. Question Six: Future Students Question six was concerned with what consideration was given to the type of student who would be on campus in the future plans. All persons interviewed agreed that t^e type of student was considered in the future plans, but the extent would be difficult to determine. Hope did not plan to make many changes; therefore, it would continue to enroll students who wanted a small college environment, liberal arts education with a solid religious base and in a residential campus setting. In the 1970 President’s Report (166:1) it was stated, "Today students everywhere are deeply concerned about a moral stance and moral imperative in their education, and Hope College must and will take this into account when planning for the future." 139 "Report to the board of trustees" in November 1964 (168:3) stated, "there will be a commietee of students, staff and trustees to work on student social-culture center which would meet the needs of the campus and the students." The written and published materials which con­ tained information on Build Hope were concerned with the needs of the campus and that of the future students. The registrar provided information on attrition and transfers for the period of 1969—70— 1973-74, The most common reasons for leaving were: (1) cost, (2) change in or problem with the academic program, (3) personal reasons. Table 11, "Attrition and Transfers," shows 1969-70 and 1973-74 being very similar but 1971-72 and 1972-73 being significantly higher in students leaving. There was no information on 1970-71. During the period of 1969-70— 1973-74 costs at Hope College were climbing at a rapid rate (see Table 14, page 161). Table 11. Total Attrition-Transfers— Hope College 1969-70 1971-72 1972-73 1973-74 104 351 231 110 It was mentioned by those persons interviewed that in order to receive Federal monies, buildings must include standards set by the Federal Government, which forced the institution to meet the needs of some of the special students. Examples were width of doors, ground level doors, and multi-floor buildings must have elevators. Question Seven: Training Programs Question seven was concerned with what training programs had been sponsored by the college for the student personnel staff, student leaders, 140 resident advisors, and paraprofessionals. With regard to student personnel staffa those persons interviewed stated there were some workshops but on a limited basis. Meetings with other student personnel staff from the Michigan Intercollegiate Athletic Association (MIAA) schools were mentioned by all interviewees. In addition sfaff members were encouraged to belong to at least one national organisation and members usually were able to attend^one national conference and several state meetings. There was little encouragement to obtain advance degrees. This was viewed by those interviewed as an area of weakness. The only ones who received more than just a passing in developmental programming were the head resident advisors. The written and published materials did not contain information on staff training and development. Concerning student leaders, all persons interviewed agreed that no official training programs were held during the period of 1963-64— / 1973-74. However, it was mentioned that there wars plans for a program in 1974-75. The written and published materials did not contain informa­ tion in this area. With respect to resident advisors, all persons interviewed agreed that the basic program was the workshops in the spring and fall xd.th some in-service training meetings throughout the academic year. All phases of the program were "nuts and bolts" and not sensitivity oriente i. It was mentioned by several interviewees that Hope could not expect a great deal from the resident advisors because of the pay resident advisors received. Late in the period (1972-74) there were concerns that the work­ shops contained only "nuts and bolts" with little philosophy or human relations skills. 141 Those persons interviewed stated that the evaluation of the programs had received mixed reactions. The evaluations were generally favorable about "nuts and bolts," but not favorable with the concept of sensitivity to others. The in-service program evaluations showed that the resident advisor wanted professionals from off-campus to do the programs. In addition the students believed that the student personnel staff was trying to da too much with the total staff. They recommended that the staff be divided into central staff, head resident advisors, and resident advisors with programs aimed at each group. This was to be done for 1974-75. $ The only information in the written and published materials was in the student newspaper, the Anchor, for each year which announced the selection process for resident advisors. With a view to paraprofessionals, no one interviewed knew of undergraduate students being employed as paraprofessionals. The written and published materials contained no information in this area. Question Eight: Rules and Regulations^ Question eight was concerned with what changes of rules and regulations there had been and what brought these about. Those persons interviewed stated there were many changes, but the basic one was a change in the philosophy of the institution which moved towards giving the students more responsibility for their actions. Some interviewees felt that the age of majority legislation pushed this change from 1971 through 1973-74. The 1966-67 catalog (114:3) stated: i A student's application for admittance to Hope College implies his acceptance of the purpose and his readiness to conduct his social and academic activities in harmony with that of the colie e, with the withdrawl of any student §t any time if the 1 ,142 general welfare, in the College’s opinion, seems to demand such action. In the 1969-70 catalog (116;5) this statement was modified to; Hope College is based on the Christian way and all phases of Hope College have their foundation in the Christian way. Students have chosen to come to Hope College and by doing so have agreed to follow the rules and regulations of Hope. The rules and regulations are discussed in detail in the Student Handbook. / t The 1973-74 catalog (120:15) reflected the chdnge of Hope College by the statement: Hope can only be a true community if its members understand and genuinely accept the responsibilities of living together in a meaningful framework. More than tolerance is necessary. Students should feel that they can honestly uphold the policies affecting campus life. At the same time, the entire college is encouraged to cooperatively seek changes that would better reflect the desires, goals and values that form the basis of thy college’s program. Through the structure of community government, students play a vital and influential role in examining and reformulating campus policies. Thus, membership in the Hope community is regarded as a privilege. Absolute order in all aspects of life is tyranny, just as absolute freedom is anarchy. The college desires to find the proper balance in campus life. ^Hopefully, a community atmosphere can be created which promotes student growth, sharpens desired values and encourages academic pursuit. In this context, the college community has established certain standards that go beyond those established by civil authority . . , In addition, it was generally agreed by those persons interviewed that most students did not know the proper channels to use to bring about change. However, this changed with the establishment of community govern­ ment (1969-70). pressure. In most cases the changes were brought about by student The student leaders usually were the ones who met with the -b administration and kept the pressure on the administration for change. Throughout the period of study (1963-64— 1973-74) administrative changes in rules and regulations were written in the catalogs and student handbooks, In addition the student newspaper, the Anchor, contained 143 articles, editorials, and letters to the editor from students, faculty and administrators concerning the changes in the area of rules and regulations. Those persons interviewed believed that the following were the major changes and the written and published materials supported their Q views: 1. Special Rules for Women. At the start of the period 1963-64 these : “ included restricted hours, going off campus, living arrangements at Hope, dating and marriage, and what clothes could be worn when and where. * The 1963-64 catalog (110) and student handbook (107) covered in detail the rules for xromen. The catalog (110) stated, "that woman students with parents permission and approval of the dean of women may live on campus." The student handbook (107) listed xjomen hours as freshmen and sophomores, Sunday-Thursday 10:00 p.m., juniors and seniors 10:30 p.m., and on Friday and Saturday 12:00 midnight for all women. The information on dating and marriage contained Hope's policy on undue affection, expectant mothers (no attendance after fifth month), how to notify Hope of marriage plans, sotae information pertaining to the national average of married students and that Hope College was basically for single students. The section on dress was for both men and woman; however, the information for women was' in greater detail and stricter than for men. The A.W.S. Handbook (97) which was published by the Association of Women Students in 1964-65 went into greater detail than either the 1964-65 catalog (111) or the 1964-65 student handbook (108). The topics % covered in detail were: house rules— callers in room, luggage, bulletin boards, dress, telephone, smoking, drinking, pets* showers, laundry, b- | typewriters, snacks, sunbathing, serenades, fire regulations, exits, and after dark; Dress-administrative ruling, exceptions— A.W.S. rules on be'rmudas, and standards, active sports, and Sunday; Permissions— late, overnight, overnight on campus, overnight in Holland, field trips, special late parties, and light cuts for freshmen; Residence hall hours— closing hours, quiet hours, vacation hours, men’s calling hours, and women calling in men's residence; sign out-in— signing out— fo ^vening out, following an overnight, following a vacation and bpening of any semester term, and late return to residence; penalties for violations— the system of late minutes and the system of demerits— late minutes for late returns, demerits for violation of any A.W.S. regulation or house rules, and^penalties' for violations (list of violations and demerits); guest— overnight, family, and procedures; and general informa­ tion— car, marriage, solicitors, and fire regulations. The changes in special rules for women were caused by the combina­ tion of student pressure and institutional change. In most cases the changes were gradual and over a long period of time. In the 1967-68 student handbook (121) the information on marriage was changed. The change was that, ”Ho|>e welcomes mar,ried students. Their housing is on their ox-m with the help of the dean of students office.” In 1969-70 the booklet Residence Halls at Hope College (180) reflected the gradual change in women's hours. The hours x that the increase of the support staff allowed for better communication and more efficient operations, thus benefitting the student personnel office and staff as well as all other members of the Hope community. The written and jHiblished materials did not contain information in this area. Concerning administrative personnel, those persons interviewed believed that the changes had little direct, effect. However, the changes** brought personnel who had a more positive attitude towards the student personnel- area. Table 13 shows the increase in the size of the administrative staff. v 158 Table 13. Sise of Administrative Staff— Hope College 1963 '64 ’65 '66 '6? ’68 ’69 '70 '71 #72 '73 1964 *65 '66 '67 '68 '69 '70 '71 '72 '73 '74 & Full time 47 44 45 44 52 51 59 73 74 72 69 Re(Part°time)1 13 12 11 13 13 13 13 13 12 12 12 The written.and published materials did not contain, information in this area. With regard to rules and regulations, those persons interviewed believed that ip- many xrays the dean of students staff members were no T longer viewed negatively as campus disciplinarians, but rather as counselors. The student personnel staff at the end of the period, 1973- 74, spent more time provid^ig services to students and faculty than ever b; ' before. In addition, it xrns believed that the changes provided additional time to expand into needed service areas. However, it was mentioned that students viewed the vice president for student affairs as a disciplin­ arian paftly because of the title and also because of Hope's refusal to change the rules for drinking on campus and 24-hour-a-day visitation. The vi written and published materials did not contain information in this area. "„St u ' Question Ten; Physical Fadtl^fties- Question ten was concerned x/ith what changes in physical faciliI ties had been made for the student personnel functions. Those persons interviewed noted the following changes x*bj^h were supported by the xraLtten and published materials. The supporting information was basically from Residence Halls at Ifppe College 1965-66 (179) and 1969-70 (180) the catalog for 1971-72 (118) and 1973-74 (120), and the student nex-repaper, ' the Ancho-, articles in issues 9/20/71, 11/3/72, and 9/7/73; 1. DeWitt Center— student cultural and social center 1971-72. 2. One traditional type residence hall— 1968. 3. Student off-campus apartments— 1973-74. 4. Enlargement of the health center— 1971-72. 5. Additional office space for counseling* placement and career planning, and student activities. 6. Addition and remodeling of several cottages (houses) for student use. 7. The student personnel office was moved and remodeled. Question Eleven; Centralized or Decentralised, Question eleven was concerned with whether the student personnel office uad been organized on a centralized or decentralised concept during the period 1964-74. It was agreed by all persons interviewed that the student personnel office was centralized concerning all budget matters. Moreover, it was believed by soma interviewees that*with the addition of several services and operations after 1966 the student person­ nel office became more centralized in operations and decisipn malting. However, others believed that because of the additions it caused the operations to become decentralized. They supported this with how some decisions were made without checking it but "up and down" the line of authority and responsibility. All persons interviewed agyeed that the area of counseling had not been centralized in the dean of students officte for the majority of the period. Because of this, there had been problems in communications to see that the student got the needed help and not the unneeded run around. In summary, there was agreement by those persons interviewed that for budget matters the dean of students office was centralised; however, in operations and decision making, it was viewed by some as centralised and by others as decentralised. The written and published materials did not contain information in this area. Question Twelve: Costs Question twelve was concerned with what changes in tuition and fees there.had been and why. In the period 1963-64— 1968-69 tuition and fees increased at a much slower rate than the national average, This fact was mentioned by those persons interviewed and in News from Hope College .^September/October. 1972. (163:2) “ However, after 1968-69 the rate of increa' -j was above the national average. The result was that in 1973-74 Hope's tuition and fees were very comparable with similar institutions. The persons interviewed and the 1972-73 President's Report (167) stated that in the late 1960's the faculty received a large salary increase to make them competitive with similar institutions. The increases had to be balanced with increases in income which included tuition and fees. The student newspaper, the Anchor, printed key articles in this area on 2/7/72, 10/27/72, and 11/16/73. Hope College was very proud that it had a balanced budget during the period, 1963-64— 1973-74. However, there was concern by those persons intervie*?ed and mentioned in "Report from Board of Trustees" (172:5) whether Hope could slow down the rate of increase before it priced itself out of the market for the type of student that had been coming to Hope from the start of its history. 161 The average yearly cost Is shown in Table 14. The information . was taken from the college .catalog for each year (110, 111, 112, 113, 114, 115, 116, 117, 118, 119, 120). The cost was based on tuition and fees, room (double occupancy) and board (20 meals per week). The table does show the very slow rate of increases from 1963-64— 1966-67 and the very sharp increases after that to 1973-74. Table 14. 1963 1964 Cost 1964 1965 Average Yearly Cost— Hope College 1965 1966 1966 1967 1967 1968 1968 1969 1969 1970 1970 1971 1971 1972 1972 1973 1973 1974 1,600 1,700 1,700 1,800 2,100 2,100 2,340^2,600 2,760 2,886 3,100 Question Thirteen; Portion Student Pays Question thirteen was concerned with what portion the students paid of the total educational cost. There was some differences in the exact numbers, but those persons interviewed generally agreed that tuition and fees accounted for 56 percent and room and board for 20 per­ cent for a total of 76 percent of the educational costs. However, because of financial aids, the students or parents paid only 60 percent of the total educational costs. The written and published materials, mainly the catalogs and News from Hope College, supported the percentages given by those persons interviewed. [Additional information is in question nine­ teen, voluntary support.] Quest!op Fourteen: Student Unrest Question fourteen was concerned with student unrest during the period 1964-1974. Those interviewed were asked to try to include: what the issues were; what form the unrest took; what percent of the student body parti '.ipated; what action did the student personnel office aiid staff 162 take; what the end results of the unrest were; and what the opinions of non-student personnel administrators were as tQ how the student person­ nel staff handled the unrest. All persons interviewed stated that they thought the word "unrest" was too strong to use with Hope campus. They preferred concerns, demon­ strations, and involvement. The following was what those persons interviewed saw as student concerns, demonstrations or involvements which were supported by written and published materials. The supporting information x*as in the student newspaper, the Anchor. Mews from Hope College (163, 164* 165) and Pre­ sident’s Report (166, 167). The student newspaper, the Anchor, could only be found for the period 1971-72 through 1973-74; therefore, the period 1963-64— 1970-71 is drawn from interviews and only limited supporting information from written and published materials. 1. In Loco Parentis Issues. During the period 1963-64— 1973-74 there was always a "push" for changing parietals. The issues of the period were women’s special rules, visitation, coed residence h , drinking on and off campus, chapel, and student rights. ^ The central student concern was that they wanted more freedom to conduct their own behavior within the boundaries of a Christian life. Such concern took form by students writing proposals and working on committees. Depending on the specific rule or regulation to be changed, student participation in activities went from 10 percent to 60 percent with student agreement on the desired change running from 50 percent to 100 percent. The role of the student personnel office and staff was to help the students work within the system and to help keep communication lines open. In most cases, the end results J 163 were the changing of the rules and regulations, as was noted in question eight which dealt with changes in rules and regulations. However, in the case of 24-hour visitation and drinking on campus, the major effort by the student personnel staff was to keep the communication lines open and to work with the committee studying the "Beran Plan" for self governance. It was generally felt by those persons interviewed that the majority of the administration and faculty agreed with what and how the student personnel office and staff performed. 2. National Issues. During the period 1966-67— 1971-72, national issues were a part of the Hope campus, but on a smaller scale than at most of the larger state universities. and thi Kent State killings. The main issues were Vietnam, Cambodia, Hope students participated in local marches, national marches, and teach-ins. Student participation in local and national marches ranged from 2 to 5 percent of the student body. While everyone participated in taking a half day off for the campus teach-in, only about 20 percent of the total Hope community took part. The student personnel office and staff’s role was to keep the campus community informed on these happenings on campus. The end results of the unrest on the Hope campus were that the members of the total com­ munity were better informed, the students had a feeling of involvement, and students cbuld be involved without violence. The administration supported the student personnel and staff in their handling of the events on campus. 3. Black-White Tension. This issue was a major concern from 1968-69 through 1969-70 and remained a concern.at the end of the period. interview* e stated, "In 1968-69, the black-white issue turned the As one 164 normally relaxed campus setting into one of tension and pressure." The issue was that Hope College recruited black students from the east with­ out providing the environment where black students felt comfortable. The unrest took both the nonviolent and violent forms. There was name calling and pushing in the dining room which later resulted in a student being "roughed up" in his private room, which was the only violence during the period. The nonviolent form was name calling, rumors of black and white students arming themselves, demands from black students, much talking, classes being called off, and a mass meeting to air all views and feelings. The mass meeting was to stop rumors, improve rela­ tions, and to get a plan to improve the campus environment. The number of students directly involved was minimal, between 20-30 students; how­ ever, the number who were concerned were all students, faculty and staff. / The open meetiijg in the chapel was attended by a standing room of about 800-900 persons. The student personnel office and staff had a key role during this time to prevent students' feelings and actions from "getting out of hand." The staff opened and manned a rumor center where anyone could call and get current information, met with students and administra­ tors in trying to keep communication lines open with accurate information flowing to all persons, organized the open meeting, and helped in bringing about some of the suggestions for improvement in the campus environment The end results of the unrest were: the assistant chaplain (black) became more active and involved on the campus; a committee was established to study the Hope campus and environment, emphasizing the needs for minority students; and some changes were made in admissions procedures and reporting of information pertaining to the incoming class. 165 The action taken by the dean of students office and staff received both positive and negative feedback from other administrators. Some admini­ strators realized that just keeping the communication lines open and the violence at a minimal level was a great feat. Other administrators felt that if the dean of student’s staff had done its job, the situation would not have happened. Those persons interviewed mentioned that- some admini­ strators and faculty did not realize that for the most part the president was deeply involved and for the most part was handling the situation directly. In the spring of 1970 the black students demonstrated against the Hope environment, but classes were not affected and the involvement of other students was small and short lived. The black-white conflict, and later the committee to study the campus environment, brought to the attention of all on campus some special services and needs that different groups of students have. The special groups were married students, black students, and foreign students. Recotamendations for added services were made to the adminis­ tration and faculty. 4. Releasing of the Director of Student Activities. During the 1972-73 academic year the director of student activities was released by the dean of students. The director of student activities position was new (1971-72) and was partially an outgrowth of the opening of the new student center. Those persons interviewed believed that the concern came about by the fact that the director was black and the only black on the dean of students staff. There were charges of racism leveled' against the. dean of students and the administration* However, most of those interviewed believed that the key issu§ was not race but rather 166 management s^fle. How well had the job expectations been explained, what evaluation processes had taken place, what type of communication patterns were being used by the dean of students and the director of student activities? At the peak of concerns there were only 20-25 students actively involved. Some interviewees believed that some of the involvement was being encouraged by the former director. The dean talked with students, examined Hope's position, and remained firm. The dean wrote a letter to each student who signed the petition stating the reasoning for the action. The end result was that the administration supported the dean and did not reverse the release. The action taken at the time of the release and the days that followed were viewed by the other .administrators as positive. However, some felt that the dean of students put himself ' into the position of releasing the director because of the maimer in which the position \*as filled. Those persons interviewed stated.that at the time of the hiring, there was little doubt that Hope was looking for <4 a black person. £s The man they hired did- hot have a background in student personnel or student activities, knew little or nothing about-Hope College or the Holland community, and was a high risk from the beginning. It was felt by some that the release caused the dean df students staff and Hope * College to re-examine their selection process and to move to a more management-oriented style, which included evaluations, plans,, and objectives. 5. Faculty Members Not Rehired. In 1971-72, two biology faculty members were not rehired, causing some student reactions. However, it was minimal and the dean of students staff members were not involved because it was an academic matter. 167 6. Grove Benches. In 1973-74 student pressure stopped the permanent placement of benches in the grove on campus. The students had always used the grove as a place to meet, walk around, and sit on the grass. Someone thought it would be beneficial to put park benches in the grove. The maintenance department instead of just placing benches in the area, poured concrete slabs to mount the benches on. The students objected to this and stopped the concrete slabs and benches from being,placed in the grove. Student participation was in the form of hiding the benches (10-20 students) and a petition drive (85 percent of the student body). .TJhe student personnel staff's role was .to keep communication lines open and help students direct their proposal to the appropriate committee. The re-ult was no permanently affixed benches. The role of the student personnel staff was viewed positively. A _ During the period, 1963-64— 1973-74 there were numerous mifior issues which students felt were unfair. However, the issues did not command-the attention of,the student body or the administration. It is important to restate that all persons interviewed believed the word "unrest" was t’ao strong word to be attached with the events ' • that happened on the Hope campus. Question Fifteen: Student Personnel Budget Question fifteen was concerned with what percentage of the total college budget went to the student personnel office. There were only a few personh interviewed who had the data.for this question, while others were willing to guess. The data showed that five percent had been a stable percentage during the period. In comparison, the instructional areas rec ived 35 percent, the instructional services received 5.6 percent. 168 Those who guessed thought that at the begittning it was low, increasing in the late 1960"s and decreasing since 1972-73. Those interviewees guessing had,no set percentages, but felt it would be lower than ten percent. Question Sixteen: Services Added or Deleted Question sixteen was concerned with what services had been added or dropped by the student personnel office during the period 1964^T974. Changes were mentioned by those persons interviewed and supported by the written and published materials. The key materials were the catalogs and student handbooks for the period 1963-64— 1973-74, Residence Hall at Hope Cbliege for 1965-66 (179) and 1969-70 (180) and articles in the "'studen'- newspaper, the Anchor, on 10/4/71, 1/10/72, 1/6/73, 9/14/73, 9/21/73, i0/5/73, and 11/30/73. . 6 All persons interviewed made the point that during the period * many activities were the responsibility of the student personnel office. The additions were: 1. Health Services. Reported to the business office until 1964. The reason for the change was that health services were student services. Therefore, it came under the control of the office x/hich x*as responsible for students. By this move, the health services became more involved dw the counseling area. 2* Counseling. Reported to the Psychology Department and was staffed by part-time counselors and part-time faculty. The change (1966) allowed for full-time personnel, better organization for referrals from residence halls, and fitted into the philosophy of the administration to locate 169 student-centered activities, under the' dean of students. In 1970-71 a freshman-wide testing program for counseling purpose^ was instituted. It was to help the student better understand himself and it was to help Hope College better understand the -student that was enrolling. \ 3. Chaplain’s Office. Until 1964-65 the chaplain reported to the pre­ sident because of the religious tradition. The chaplain spent a great deal of time counseling and handling community service projects. At the time the student-centered activities were being moved, the chaplain's office changed to reporting to the dean of students. 4. Admissions. Reported to the development office until 1966. It was believed that many of the .functions of the admissions office and the dean of students office were similar and complementary. Key aspects were the orientation programs and being able to talk with students and parents as to what was really happening on campus. This move was a part of the student-centered activities concept. 5* Placement. Until 1967-68 reported to the education department and was mainly for the placement of teachers. In the late 1960's placement services were needed by more than just teachers. In addition placement center personnel were starting to counsel students. In the move to the dean of student's office the placement office was merged with the counsel­ ing office where full-time personnel were available. 6. Career Planning. This was new to the campus and the student personnel area in 1970-71. placement. ment. It was an outgrowth of the merger of counseling and The office was titled counseling, career planning and place­ T1 ’.s placed most of the counseling functions in one office. The .4 170 exceptions ware the chaplain’s office which reported to the dean of students and the academic advising program which reported to the academic segment of the institution. 7. . f Student Activities. The functions were handled by the dean of students office. However, with the opening of the new student center and the time involved in running student activities, the full-time position and office were added in 1971-72. -? 8. . Housing. All housing fqnctiong were aligned under the dean of students office and during the period some reorganisation occurred. 9? Food Service. Food service had double reporting lines. servit I The food was contracted but, xriLth the contract being worked but by the business office. Since 1968 with a new contract supplier, Saga Foods, w Inc., the dean of students office has had responsibility for the food service area. The business office still worked out the contract, but the dean of students office was involved in the service, student input, and arrangement for dining hours and locations. During the period two areas were added and later dropped: 1. Financial Aid. 'From 1968-1971 financial aids reported to the dean of students office. However, before and after the period, it reported to the business office. The change in 1968 was to put all parts of getting a student to apply, enroll, and to continue at Hope basically into one area. The change in 1971 was brought about basically by two reasons: (a) the financial aids director was leaving Hope and, (b) the financial aids area was becoming so complex ' & 171 that someone with knowledge-of%nd access to the business operations was needed. 2. Public Safety. In 196? because of a rape on campus, the dean of students office moved into the area of public safety. Before 1967 the dean of students office,had parking control, maintenance had lock control, and off-and-on duty Holland police were around the ca&pus under an arrangement of the business office. The dean of students office had public safety until it became a full scale operation of its own in 1973-7A. Those interviewed be^j^ed that the attachment of public safety to the dean of students office was causing some image problems with the students. ' - , No one interviewed could think of any discontinued areas which were under the control of the dean of students in 1964-65. Question Seventeen: Student Personnel Future Plans Question seventeen was concerned with what were the future plans of the student personnel office. All persons interviewed thought that the dean of students office was generally in good condition. included: The plans To use the modified Management by Objectives (MBO) approach at the lower levels of the dean of students office; to become more involved with students keeping the student contact high; to do a better job in the area of admissions, projecting entering class, getting the world of Hope to interested students, and providing the necessary followup; to review and evaluate programs and services to make sure they are maetiftg the needs of Hope and the students. ^ \ 172 The written and published mater^lals did not contain information pertaining to the future plans of the student personnel office. Question Eightc^ ; Computer Use Question eighteen was concerned with what usage the student personnel office mac|£ of the computer. Those persons interviewed stated .) ■ that the admissions and student record areas were highly computerised and had been since 1966. labels only. counseling. The housing office used the computer for lists and The only future plans that were mentioned were the area of The computer would be used to store data concerning the nature and number of counseling contacts made by staff members including visors. There was, as one person put it, soijss daydreaming in the Y'usihg area but no rdal plans. The written and published materials did not contain information in this fH4a. 'Question Nineteen; „ \ Financial .Support Question nineteen was concerned* with the” voluntary financial support^ of the college during the period' 1$64-1974. All persons inter­ viewed stated that there was a change in voluntary support. The change p was in the composition of the bctofd of trustees. * During the period of 1967-1971 the board of trustees was changed from a r>church board to a l.y board made up of persons u*ho could contribute large sums of money. • ' This * was supported by the article in News from Hope College, November/December, 1972 (164) which stated that the board gave $2,200,000 to the Build Hope Fund. ■ - • cfg Table 15 shQws the percentages of thp sources of income for the years 19 5—67, 1969—70, and 1972—75. The information was taken from the 173 * eS 1967 Gift Report (106), 1970 President’s Report (16^6), and 1972-73 * President’s Report. (167) The data show an increase in the tuition and fees portion, a decline in .the Reformed Church percentage, a decline in endowment income, and a decline in income from alumni, parents and friends. Table 15. Percentage of Income--Hope College <7 Tuition and Fees (Room and Board) Reformed Church Alumni, Friends, Parents Business and Industry Foundations * Endowment Auxiliary Other 1966 1967 1969 " 1970 1972 1973 76.0 6.3 4.8 2.7 1.4 2.5 79.4 4.4 4.4 1.4 6.3 5.1 ' 80.7 3.7 2.6 0.7 1.2 1.5 5.5 4.1 100.0 100.0 100.0 2.2 ' The annual report of Hope College and News from Hope College contained additional information on giving. The major fund raising drive from the period was The Build Hope Fund, which was started in the fall of 1972 and in the fall of 1973 had reached 52 percent of the $8,850,000 r goal. „ The information in Table 16 was received from the Council for Financial Aid to Education. The information shows that the gift giving pattern for the period 1964-65— 1968-69 was increased and also decreased; column 1, however, the period 1970-71— 1972-73, had yearly increases. Column 5 shows the change in the giving pattern o^f the Reformed Church. Column 6 represents the gift giving from alumni which increased significantly in 1971-72 and again in 1972-73, < Table 1 >"r/' 1c*C 2 l ' * # W i l l i 7{■*') * ' :, 5 ■j 2'^ ,2^5 “. f *•‘■ 4 ■ '• 2 «d , '2 j* ;cv, 3*<2 i 7 >, / J1 •> / -f i* ,<4i J -o 2 , r /"8 22.7-..' >r 0 1,778,618 810,638 959,780 530,601 r 5,66,750 292,605 120,726 278,676 1,260 37,000 17,800 11,126 11,126 3,357 198,165 2,135 318,891 203 2,135 16,646 65 4 ,3 65,575 NA 1971 19 72 1972 1973 1 ,791,775 2,372,053 597,074 713,063 1 ,078,712 1,774,979 206,928 178,905 45 2, 59 8 340,448 936,041 542,009 314,125 . 748,382 140,254 304,138 . 0 0 44,000 170,000 49,000 940,538 11,948 11,134 11,134 11,948 3,086 3,425 493,009 139,298 24,090 3,275 807,134 574,414 260 105 NA 3,855 15 ,657 NA 74 NA 3 ,990,751 NA 4,166,750 NA r-f ';.p;»ort 5, (7) Current O p e r a t i o n $, (3) C apital P u rp os es $, (6) Co rporations j« Denomi na ti on $, ‘(6) Alumni $, (7) Non-Aluiani In dividuals $, (8) Ge ne r a l Welfare i .*r.« $, (9) t-tl.er Gr oups .and Fnurces $, (15) bequests $, (11) A n n u i t l e a , Life C on tracts, I ns ur an ce $, (12) A,u:uii Solicited, (16) N u m b e r of Al um ni Donors, (15) Dollar l umb e r oi A l u m n i ■of liocord, (13) Number. i* Alumni G1 fts 5, (16) i/filnr Va 1iir, S o n- A iumn i Gifts $, (17) Do ll ar Value, Total G i ft s to Fund $, (18) Numo I N on-AI umr. i Parer.*: Doners, V l 5 , ,taount of Con tr ib ut io ns by No n - A l u m n i Parents4$, (20) Amount of Corporate Support .from Matri.ing Gifts $, (2ip Number of Gifts Matched, (22) Expenditures, E du ca t i o n a l and G e n e r a l and Stu de nt Aid, $, (23) En do wment Marwet Value $. * ' » •* l* o l o, Av&i x;ii>ie 176 ii* • ., a.2-' '‘• ’1'**- • , 2* .1 35,^19 2 * 2 , /\* *# 187,777 13-,Cbf * ' • , 333 6 o , ,2 , - * irJ " i 16. \ 175 Question Twenty; College Challenges Question twenty was concerned with what the greatest challenges were facing the college. enges. Those persona interviewed agreed to the chall­ The written and published materials supported the challenges mentioned by those interviewed. c y The written and published materials ' • mainly were annual President’s Reports and News from Hope College. The challenges mentioned were: 1. Maintain enrollments. 2. Obtain ajlditipnal financial support to keep tuition within reach of the students. 3. Maintain and attract faculty who want to teach at a liberal arts institution and provide the personal contact with students. One interviewee mentioned one additional challenge which was stated as the ,JKey to survival— Hope must identify and agree on what Hope's central mission and purpose is. Moreover, this 4aust be more than 4 ' •> /• V just a statement; it must be a living part of the college." Question Twenty-One: Student Personnel Challenges Question twenty-one W e concerned with what the biggest^challenges were facing the student personnel office. It was agreed by „those pers ons interviewed that the challenges/were to justify the existence of the student personnel staff in a time of limited budgets and demands for more services from all parts of the college. The written and published materials, dl’d not contain information in this area. -he findings are included in Chapter VI. . . , tfc * CHAPTER V KALAMAZOO COLLEGE Introduction v Kalamazoo College is located in Kalamazoo, Michigan, adjacent to the Western Michigan University campus. It xras founded as the Michigan,and Huron Institute in 1833 and was affiliated with the Baptist Church. The institution changed names twice, and in 1855 it was chartered V by the State of Michigan under its present name. This college, is one of twelve comprising the Great Lakes College Association. Since 1963^^ Kalamazoo College has operated on an academic program and calendar known as the Kalamazoo Plan. By heritage and Relief Kalamazoo College is com­ mitted to the Christian liberal arts concept of education. A brief summary of the history, purpose, and objectives of the college are included in Appendix D. The personal,,,interviews and most of the published and written materials which were to be analyzed for this study were collected during a two-day campus visit on July 16 and 17, 1974. Analysis in this chapter, as in the previous two chapters, the data are presented in a modified case study form. eleven-yeaf period 1963-64— 1973-74. The case study covers the For each of the investigated questions# information from interviews and written and published V resOurcer was analysed and integrated. • The purpose of the study was to 177 ascertain what changes in administrative behaviors- and practices were made by the student personnel staff during the period 1963-64— 1973-74. This then was the principal focus for each of the questions or areas which were analysed. Question One: Student Personnel Staff Size Question one,was concerned with what changes there were in the student personnel staff sise with regard to .enrollment, financial con•t? ^ ditions of the college, areas of responsibility and philosophy of the president and/or board of trustees related to the student personnel area. With regard to enrollment, all persons interviewed agreed the enrollment had been relatively stable varying by no more than 100-150 students during the period^S64-1974. The staff of the student personnel office increased during the period of study, but this was not seen by those persons interviewed as the direct result of increases in enrollment. Enrollment data deceived from the registrar indicate that the enrollment varied by more than 100-150 students during the study period. The enroll­ ment figures are summarised in Table 17 and show a graslual yearly increase s ' ” in the enrollment from 1964-1965 Lo 1970-71 and then from 1971-72 to 1973-74; an up and down pattern was escperienced. •• , ^ ■ With reference to the financial conditions of, the college1no one who was interviewed had information on the financial condition of Kalamaaoo College during the period 1963—64 to 1973—74, ^ How^vdr, those persons interviewed believed that during the entire period it had been difficult to fund a new position. It was mentioned that €inee January 1972 every vacated position had been reviewed by the preoidents bofere the position *as refilled. Those persons interviewed felt that in the 178 Table 17. Enrollment by Class and Total by Academic Year— Kalamazoo College 1964 1965 1965 1966 1966 1967 1967 1968 1968 1969 1969 1970 1970 1971 348 <286 211 177 366 306 262 191 339 330 267 251 379 309 275 236 389 341 269 261 404 349 305 244 417 340 301 274 1022 1125 1187 1199 1260 1302 1332 1322 1389 1326 Special 11 6 3 11 14 27 15 14 15 18 Total 1033 1131 1190 1210 1274 1329 1347 1336 1404 1344 Freshman Sophomore Junior Senior Sub Total 1971 1972 1972 1973 1973 1974 414 459 354 • 370 261 305 .293 255 395 379 286 266 immediate future (1974—75) the economic conditions of Kalamazoo College would continue to cause problems in funding new positions and in some cases retaining existing positions. The written and published materials did not contain any information pertaining to the relationship between the financial conditions of the college and the size of the student- personnel staff. With respect to the areas of responsibility, all persons intertv viewed agreed.j^iat this aspect was responsible for the increased student ' personnel stal^hp During the period 1964-1974 the staff increased because of additional services. J In 1964—65 the ptaff consisted of three full-time persons, a deap of students and two assistant deans. were staffed with non full-time housemothers. sisted of six full-time persona: The residence halls In 1973-74 the staff con­ a dean, associate dean, assistant dean, director of career planning, director of college activities * and director of housing who also served as a head resident advisor. The additions were made by the upgrading of one head resident position to director of hous­ ing and the creation of the career planning office and the college activities office. As early ao July 1967 the Danforth Task Group on 179 Student Life (101:4) and the Committee on Student Affairs supported the recommendation for a permanent director of college activities. Howevers the position was not added until 1972-73. With a view to the changes in tha philosophy of the president r> and/or board of trustees related to the student personnel area,, all per­ sons interviewed agreed there had been changes. However, the changes had no direct effect on the size of the student personnel staff. The changes came about because of the new president, Dr. Rainsford, in January 1972 and the involvement of the dean of students office with the board of trustees. in 1969. The board of trustees added the Student Life Committee The dean of students served on this committee. Those persons interviewed felt that Dr. Fainsford had a more positive philosophy towards students and the total education process. Dr. Rainsford stated in the student newspaper, the Index, 11/10/71, ". , . in people and especially students 18-24 years of age, you expect them to make .some mistakes." This compared to Dr. Hicks', the previous president, state- ment in the 1963-64 catalog (139:2). Dr. Hicks stated, "Students are citizens and members of a Christian community and are expected to conduct themselves in a Christian manner at all times." The persons interviewed stated that there were concerns about the comments that Dr. Rainsford made about the student personnel offie. in 1972-73. One of the concerns was that, in his comments, Dr. Rainsford ? gave the impression that he really did not know what the student person­ nel staff did. 1 staff. However, in March 1974 he met with the student personnel This liaison produced a better understanding both among the student personnel staff and Dr. Rainsford. \ 180 The persons interviewed supported the written and published materials concerning changes in the philosophy of the president and/or board of trustees related to the student personnel office; however, these changes had no effect on the staff size of the student personnel office. Question Two: Staff Changes Question two was concerned with why student personnel staff members changed positions or left the college. It was generally agreed by those persons interviewed that Kalamazoo College attracted young persons in the profession who came with the idea of advancing in rank or only staying one or twd years. one or two years. It generally worked out that most stayed During the last two or three years (1971-74) of the period, there had been difficult working conditions in the dean of students ✓ office. The conditions produced a number of personnel changes in 1972-73 and 1973-74 for reasons of discord. One person interviewed stated that , ■* in the last two years (1972-74) It was a "miracle" that the dean of students office got anything done1with the attitudes held by some of the staff members. It was pointed out by all interviewees that even in the cases where the person left because of discord the position they took was seen as an advancement. Late in 1973-74 it was clear that several members, Dean Long, the assistant dean and coordinator of student activities, would be leaving which would result in a majot reorganization of the student personnel area. The reorganisation would be an attempt to improve the working conditions and attitudes of those left in the student personnel office. // ' 181 During the period voider study (1963-64 to 1973-74) there were only two deans of students! Long 1967-68 to 1973-74. Dean Collins 1963-64 to 1966-67 and Dean The personnel changes in the total staff were reflected in the college catalogs for the period 1963-64— 1973-74; howrever, there was no information regarding the reasons for the changes. There were several title changes in the student personnel staff which were noted in the catalogs for 1967-68 (141), 1968-69 (142), 197172 (145), and 1973-74 (147). The total student personnel area changed names several times during the period: dean of students 1963-64 to 1966—67; dean of student affairs 1967-68 to 1972-73; and dean of student services 1973-74, which were also „noted in the catalogs. Questd vi Three: Management Question three was concerned with what style or styles of manage­ ment were used by the whole institution, the student personnel office and the individual student personnel staff member. With regard to the whole institution, Kalamazoo College, during the period 1963-64— 1973-74, had $ two presidents and one acting president: President Hicks from the start '{ until his heart attack in 1970; Dr. Chen, acting president from 1970-72; and President Rainsford, 1972 to present. Itf was agreed by all persons interviewed that if Kalamazoo College had a management style it was that of the President. Therefore, when all interviewees talked about institu­ tional style, it was in terms of Hicks, Chen or Rainsford. The management style of President Hicks was called by those par­ sons interviewed as benevolent, paternalistic, and dictatorial. President Hicks, before he came to Kalamazoo, had been the headmaster of a prepschool ard kept close watch over all phases of its operations; moreover, * 182 he was directly involved in the area of dealing with students. continued this style of management when he came to Kalamazoo. He President Hicks was viewed by those persons interviewed as managing in a "in loco parentis" style. It was mentioned by all interviewees that he really cared for the students and was doing what he felt was the best for the student even if the student did not agree. Dr. Hicks expected the personnel of the dean of students office to know what the students were doing at all times and why they were doing it. It was common for a student's action to be a topic at the President's meeting while other major topics would go unmentioned. The president made it known during these meetings and at other meetings that the moral standards of the Kalamazoo students were going "to pot" and he was not / going to let this happen. The dean of students and other staff members dick not totally agree with the president's view, which caused some tension. The president's and Kalamazoo's style were reilected in the catalogs from 1963-64 to 1967-68. The catalog for 1963-64 (138;4) stated "Kalamazoo College is,a volunteer community, and the student is free to terminate the relationship. Moreover, if the college determines that in the best interest of the community a student be terminated, the college has this right." The student newspaper, the Indgg||u contained articles during 1963-64 (127) about the administration. Key articles being Index: 2/20/ i 64 "Society Rooms, Morals, and the Administration"; and 5/22/64 interview with the Dean of Chapel Averill. The administration clarified what was expected of Kalamazoo students in the catalog for 1964-66 (139:24), "There must be willingness and coopeiation on everyone's part who make up the Kalamazoo College community. There are two kinds of behavior, (1) conduct that causes embarrassment or discomfort to the individual or group in the community, (2) conduct which violates specific rules and regulations." The Index printed a key editorial on 10/6/64 "Room At the Top . . . p’i The decision making at Kalamazoo is controlled by a very few with no student input . . . . part of the student." It is time for change and a greater voice on the ” In the fall of 1966 the Danforth study reported (99:2) "The students did articulate criticisms of a number of aspects of our problem or of characteristics of the college which are of long duration. Thus they singled out for criticism the tendency of the administration to act in an arbitrary fashion; the failure of the residential situation to pro­ vide any real privacy; . . . the continued existence of campus social regulations \*hich are 'behind the practices in our own hopes' . . .." President Hicks in the Kalamazoo College Review - Annual Report 1967-68 (156) discussed the effort that had been made on the part of the administration and the students to better communicate what tyfie administra­ tion did and why. ThdVstudent newspaper, thtet I n d e x (13) during 1967-68 contained articles pertaining to the dialog between the administration and students. Those persons interviewed believed the impasse, with President 1 Hicks and the majority of students caused President Hicks first heart attack in 1968. The period 1968 to 1970 found articles concerning the ongoing dialog of the administration and students in the Index (132) (133), Kalamazoo College Review (157) (158), and the catalog (142) (143). ■ & 184 Dr. Chen was acting president from 1970 to 1972; however, there was no written statement about this in the catalogs (144) (145). It was agreed by all those interviewed that Dr. Chen was managing Kalamazoo College much the same as President Hicks would and this was admitted by Dr. Chen. In the catalog for 1970-71 (144:12) through the president (stated as Dr. Hicks) the folloi^ing position was taken: "Standing' self-consciously "within the tradition of learning which is both liberal .and Christian^ Kalamazoo College claims for its teachers and students the freedom to engage in the careful and Critical examination of the history of ideas; the freedom to create, to hold, to advocate and to act in behalf of ideas which express their own convictions and integrity; the freedom to engage in the controversy which an unfettered examination and expression of ideas generates; and the freedom to invite to the campus representa­ tives of points of view which are important to an informed understanding of the conflict of ideas in our time . . .." The statement was followed by very detailed statements (144:13-15) on "rights and freedoms on campus." Those persons interviewed believed that a key to the management styles of Dr. Hi<3ts and Dr. Chen was that some important decisions were made based on personalities, not necessarily on the facts. In 1972 President Rainsford took office and those persons interviewed felt there was a noticeable change in the administration's dealing with students and the student life areas. In the Kalamazoo College Review 1971-72, (160:12) President Rainsford reflected on the administration-student interaction. 1 185 We are becoming more self-consciously knowledgeable about the sociology of institutions and about what makes a college run, about the forces that affect the behavior of our faculty* students and administrators, and about the attitudes and values that determine how prestige, status and authority are distri­ buted within the collage. We are learning that ther§ are not adequate mechanisms for change, so that change comes often like the pearl in the oyster— only out of sheer irritation. Dr. Rainsford believes in students and students' rights which was shown x^ith the president's enactment of "self-determination" in the residence halls which allows the residents to set their own rules within t institutional limits and the limits of the State of Michigan. This meant that students could approve 24-hour visitation, drinking on campus, and violations being handled within a student judiciary. Dr. Rainsford's belief in students was also found i|^he Kalamazoo College - Report of the President (155), the catalogs for 1972-73 (146) and 1973-74 (147), student handbooks for 1972-73 (153) and 1973-74 (154), and tl|b Indent (135, 136, 137) articles from 1/72 through the end of 1973-74. ° ' is One interviewee summarized the comparison of the basic two styles nv0 as the Hicks Old Testament and the Rainsford New Testament. / • With respect to the management stales used by the student personnel office, Kalamazoo College during the period 1963-64— 1973-74. there had been only two deans of students; Paul Collins until 1966—67 and William Long 1967-68 until 1973-74. From the start of the period until 1966-67 the management style of Dean Collins was viewed by those persons interviewed as(being open,- flexible, team oriented, and not much formal structure. There were only three full-time staff, plus housemothers; therefore, there was not much reason for structure. It ‘was agreed by all persons interviewed that Dean Collins was always in the background w ^ h / '1 186 i President Hicks being in th'e forefront. The office took the style of the * r / dean, that being^ low key and trying to help students in any way they could. The change in deans came in 1967 partly because of Dean Collins1' health and partly because of the changing times*, with President Hicks looking for a more aggressive dean qFstudents. % Dean Long's style was seen by those persons interviewed as democratic, autocratic, authority-stapus oriented, and reaction oriented. Some interviewees believed his style to be democratic because for the most part the dean sought, input from staff before making any changes. The office organization was very structure oriented and some interviewees felt too structured. Other persons believed that the style was one of i seeking input, but the dean did nq^use it or the seeking was after tl^e fact, some interviewees felt that the weakest aspect of the dean of students office was the internal communications, especially from the v dean down, during the period 1967-19”74. There were concerns mentioned by those persons interviewed that the dean was more worried about his author­ ity and status among his fellow administrators then the feelings of students or the morale of the dean of students staff1members. It was mentioned by all persons interviewed that in the late 1560 s the dean of students office was not known for its action, but rather a patchwork foundation which in places could not and did not withstand the pressures of the times. Also during this time, and into the 1970's, the dean of students office became very paper-form oriented. / Some believed this was partly because the staff had grown to six and everyone was wearing several hats of authority and responsibility. The structure and paper orientation was seen by those persons interviewe. both as a strength and a weakness. All staff members knew ^ 187 4 % what they were'to do, but sometimes Important assignments were lost in v all the structure and paper work. <• An example used was the 1971 student handbook that ended up being mul tipminted on campUs at the last minute A and handed out to students. >«, i’ . * In 1972, the changing of the presidents marked a change in the dean of students’’ office styles. The new president by his actions had lifted many of the discipline-judicial' functions from the dean of students office and had given them an opportunity to1lead the student body into the new era of "self-determination." It was mentioned by all persons interviewed that the president's and the dean's style of management did not fit together. This became, very apparent in 1973-74 and finally resulted in the dean resigning to take a similar position at another , I , * institution. ‘ / * During the last two years (1972-74) there were internal struggles . and dissatisfaction among the staff members of the dean of students office. One 4interviewee summed’up the '■ ** style as survival of the fittest in a very changing environment. The written and published materials did not contain information regarding the management style of the student personnel office. Concerning the management, styles used by the individual student personnel staff member, it was stated by those persons interviewed that in the early years of the period 1963-64— 1973-74 the dean of students * staff members were seen as the mother-father types, and saw nothing wrong with this. staff. As the times changed so did the student personnel An effort was raadfe to be seen as a friend and counselor to the students rather than a mother or father. The new staff members were t* more textujok oriented and were very much concerned about the image they were projecting to the students. It was •emphasised by those persons interviewed tihat none of the staff members wer& education teachers. coaches or physical M l staff members during this time were seen to be flexible, and wanting some structure. The individual styles of manage­ ment ran from autocratic to participative. • The younger staff members % were seen as more paper o'riented and professional status "oriented than the blder non-entering level staff. Some persdns interviewed viewed this as a weakness that’should be corrected in the selection process. It was stated by one interviewee, "We want people who will produce real programs not just paper programs; moreover, we want a person who xri.ll not stop doing something because it might not fit his definition of professional." i'he xjritten and published materials did not contain any informa­ tion on the management styles of the individual staff members of the student personnel office. .Question Four: Student Participation Question four xras concerned with what changes had occurred regarding the level of student participation in student government, intramural athletics, intercollegiate athletics, Greek life, clubs and. organiza­ tions, faculty committees and community services. It was agreed by all persons interviex?ed that the academic program and calendar had a great effect on the level of student participation in all activities. calendar and program were known as the Kalamazoo Plan. The The plan was based on the four quarter system xriLth foreign study and internships as integral parts of the program. Figure 1 depicts the Kalamazoo Plan x?hich was taken from the Kalamazoo College Review (156:1). sr 189 1 Figure 1. Kalamasoo Plan Fall Winter Spring Summer Freshman On Camjaus On Campus ■Qn Campus Vacation Sophomore On Campus * ( On Campus On Campus Career Service- On Campus Foreign Study On Campus Oh Campus On Campus Individual­ ized Project* On CampUs Junior Senior * Interchangeable ■ ■ Information pertaining to the activities on the Kalamazoo College campus vas found in every college catalog and student handbook that was available for the period 1963—64— 1973-74. However, they contained very little information with regard to the level of student participation. In addition the information in these two publications remained basically the same for the entire eleven-year period. With respect to the level of student participation in student government, it was believed by those persons interviewed.that, in general terms, it was active from 1964-66, with apathy setting in from 1966-1968; during' 1968-1970 the student government was very active with campus and national issues, and 1970-1974 saw a lessening of interest. However, during these general time periods there were occasional times of great interest because of an issue, even in' times of great general apathy. general statement from those persons interviewed was that the student government was really not representative of the total student body. A 190 The student newspaper, the Index, contained articles and editorials throughout the period 1963-64 to 1973-74 pertaining to the interest or apathy in the student government. Fridayi (105) published by the student commission in September 1969, explained the campus government structure and how active the government bodies had been in 1968-69 and the changes they helped bring about. First Friday (104), October 1969, was a very detailed explana- tion of the government judicial system used at Kalamazoo College. The Student Court was a part of the government structure,~*snd handbook for 1970-71 (151) the system and process was explained in fine detail. Dean Long, in his June 1974 Report - Dean of Student Services (162:3), states that, "interest in the student government and its activities is coming back." ThoSe/persons interviewed and the written and published materials did not have information on the number of students who participated in student government activities. With regard to intramural athletics, it was generally agreed by those persons interviewed that the participation had been generally stable but had increased in the last two years, 1972-74. There was one inter­ viewee \tfho believed that during the period of 1968-70 the program participation decreased, wjhich was partly in response to all the other •activities (marches and political groups) athat we^re very popular during this period. It was also mentioned by those interviewed that the faculty participated in the program, and this was viewed positively by most students. The area which all persons interviewed would-like to see 1 . 191 increased and improved was that of women intramural' sports and partici­ pation. In the last two years, 1972-74 there had been an increase but all interviewees believed there was still room for improvement. * * » Those parsons interviewed and the written and published materials did not have information ad- to the number of students who participated in intramural activities and programs. .o ' i With a view to the level of student participation in intercolleg­ iate athletics, all persons 'interviewed believed that player participa­ tion had been stable with a slight increase because of the addition of some new sports. Kalamazoo College was not known for its first-place teams (except Tennis), but always placed high- in the league's standing and had won the all-sports trophy several times during the period 1963-64— 197374. It was believed by those persons interviewed that the teams could ej have Won more games uncjer a different academic calendar, because most juniors, including athletes, x-?ent abroad. The number of spectators at athletic events was stable during the period. There were increases when teams were thinning and decreases when teams.were losing. Those persons interviewed and the written and published materials provided information as to the level of student participation in inter­ collegiate athletic programs. Concerning the level of student participation in Greek organiza­ tions, those persons interviewed believed that the Greek organizations were in a ‘state of decline from a peak in the late 19^0’s with only four mens and three womens organizations on campus in 1964-65. Kalamazoo College did not actively try to bring an end to the Greek organizations, but the so-called Kalamazoo Plan, 1963-64, was a severe challenge to the Greek organizations. The last Greek organization closed in 1969-70. 192 In the last year,, 1973-74, thefe was talk of reorganizing one or two Greek organization's, but no group reappeared. The Greek organizations had all been local rather than national. ' ** In the period 1963-1970, the Index contained articles and editor­ ials about Greek organizations. In the spring of ,1967 the Danforth study ' (101) concluded that the Greeks might be more harmful than beneficial to Kalamazoo College. In September" 1969, Friday! (105;6-8) gave a detailed explanation and history of.each Greek organization on the Kalamazoo 'College campus. It noted the decline and the fact that if Greeks did not rush and pledge a large number of students they x?ould go inactive. The Index 12/1/71 contained an article, "The Death of Societies at Kalamazoo. The times changed but societies did not." Those persons interviewed and the written and published materials did not have information as to the number of students in Greek organizations. With reference to the level of student participation in clubs and organizations, those persons interviewed believed that clubs and organiza­ tions were mostly issue oriented and therefore came- and went with the ' I issues. The level of student participation compared to the total enroll­ ment was considered low; however, it had been the same throughout the whole period, with the exception being 1968-70 when student participation rose. The national and local issues of the latd 1970’s, for example, did result in greater involvement in clubs and organizations. During this time period there had been a move away from the traditional activities such as homecoming and "the all college sing" toward the less formal activities. 193 Every catalog from 1963 to 1973-74, and student, handbooks from 1963-64 to JL966-67, and 1973-74 -listed the clubs and organizations on campus but gave no information regarding the level of student a participation. ^ . . With regard to thd level of student participation in faculty * * committees, it was stated by those persons interviewed and supported by the 1964-65 catalog (139) that student participation on faculty commit­ tees started in 1964-65 on a very limited basis. When this started, it was noted by those interviewed that there "xras great interest on-the part of the students to get involved. In 1967 Kalamazoo College participated in a Danforth Study (102), with one of the recommendations being for greater student participation on college committees. The catalog for 1969-70 (143:38) contained a section on "Student Participation" and 'listed the Student-Faculty Committees as: Education­ al Policy; Admissions; The College Forum; Athletics; Judicial; and Campus Life. The most publicized committee was the Judicial Committee. Friday 1 (105:3-4), September 1969, contained a very detailed account of the students' role on the committee and how the Judicial Committee worked The committee handled only major violations. In the 1970-71 student handbook (151) the total judicial process was detailed as a portion of the section on "Due Process." In the fall of 1970 students were appointed to the President's «* Selection Committee to aid in finding a replacement for Dr. Hicks. The information in catalogs and studfent handbooks pertaining to "Studpnt Participation on Committees" remaine\i the same from 1969-70 tox. 1973-74, with the exception being the Judicial Committee which was more . detailed,^ s Those persons interviex-jed and-the written and published materials did not have information as to the ilvel of student participation on faculty committees. With a viex^ to the level of student participation in community service programs» all persons interviewed agreed that the opportunities for community service were great and had been great throughout the period. However, there was some disagreement among those persons Interviewed as to the level of student participation. Soma felt that for the academic load and time commitments the students had, student participation had been„good but declining in the last three years, 1971-74. Other inter- / viewees felt that student participation had been average at best, and had black students pre­ sented a series of demands which led to a three-week dialogue involving the entire campus. As a result, mect^jnisms have been built through which greater understanding and a more congenial climate have been evolved for all students. Question Five; Institutional Future Plans Question five was cpncerned with what institutional future plans were developed during the period 1964 to 1974. Those persons interviewed believed that there had always been some future planning done with the main areas being: budget. enrollment, physical plant, educational programs and The one major study that involved students was the Danforth Study of 1967 (101). During the transition of presidents, 1970-72, the planning was not so much future planning but rather just trying to keep the college moving. Since the addition of President Rainsforth (1972) no one was aware of any five-year plan or ten-year plan. However, planning was a part of President Rainsford's administration; not a formal long-range format but short-term and with specific area studies. The provost took the leadership role in the area of planning after 1972. President flicks addressed the topic of future plans in his remarks in the Kalamazoo College Review 1967-68 (156) and Kalamazoo College Review 1969-70 (158). President Rainsford dealt with future plans in his three / 197 . end-of-year reports: President’s Report 1970-71 (159), Kalamazoo College i ' Review 1971-72 (160); and Kalamazoo College Review 1972-73 (155). In the Kalamazoo College Review 1971-72 (160:14) Dr. Rainsford stated: \ • The American College is an organizational paradox, for the exter­ nal and symbolic trappings are those of the bureaucracy, hierar­ chical in form, while the essence of its internal life and culture spring from a much more individualised and horizontally based system. Furthermore, the recognition*and articulation of the fact that there are different constituencies within the educational community has led to the creation of what Clark Kerr has described as "a kind of elaborate -veto system thru which every important 'decision must be filtered before it can be enacted." Healthy changes, however, are taking place in this situation, the first of which is the recognition that the college organisation itself is an appropriate subject for study and change. In this . regard important questions are now being raised about the degree to which faculty and students should contribute to the decision­ making process on the campus. With my encouragement, the faculty is studying models for its own reorganization, for questions of governance of the faculty itself must precede questions of the participation of the faculty in the governance of the college. I , think important steps have also been taken in this regard by '’ students in considering the adequacy of their governmental struc­ ture. It is also.important that in times of change we find ways in which one can act promptly to take advantage of new ideas and break thru the relatively cumbersome governmental process on our campus. It was believed by those persons interviewed that D^. Rainsford’s administration would develop in-^depth future plans as well as critically evaluate the present. Question Six: Future Students .’ Question six was concerned with what consideration was given to I the type of student who would be on campus in the future plans^ All persons interviewed thought that the student had been and would be con­ sidered in the future plans but to what extent no one knew.,, One inter­ viewee thought that the type of student being considered was the student from the upper level of his/her graduation class, but with the idea of some balance, and th^ student Jiat was from at least the upper middle income class. Another interviewee thought the planning would be to get away from the homogeneous student body which had been intellectual and generally non-social. ' All persons interviewed agreed that little con­ sideration had been given to minorities or students who did not have a UB" average in high school. Th^y supported this thinking by the fact that Kalamazoo College had very, limited support services available for these types of students. There were two in-depth attrition studies conducted, o$® in 196970 (96) and the other in 1972-73 (95). for leaving into: institutional tone. The authors divided the reasons academic, financier, health, social-society, and the The findings in both studies revealed that students left, not because of One reason, but because of a combination of reasons. The major reasons given in both studies were: (1) dissatisfaction xdlth- academic program, (2) financial problems, and (3) emotiona^problems. The written and! published materials, mainly the Danforth Study of 1967 (99), the .Kalamazoo College Review for the yeaijs 1967-68 (156), 1969-70. (158), 1971-72 (160), 1972-7,3 (155) and the President's Report 1970-71 (159) , gave a more positive viex$ of how the present student and future students were in fhe future plans of Kalamazoo College. •* Question Seven: Training Programs Question seven was concerned with what training programs had been sponsored by the college for the student personnel staff, student leaders, resident advisors, and paraprofessionals. With regard to tr^ning Programs for. thd student personnel staff, those persons ° interviewed stated there were programs developed on paper but never were implemented. ^ ^ There was a modified tuition refund program available for at least five years, 1968-74. Kalamasoo College always allowed time off * for. professional conferencesi seminars and meetings, and in most cases paid the costs involved. p ■° The writGgh and published materials 'did not ■ contain any information in this area. ;Concerning training programs for student leaders, those persons it ' interviewed stated that in 1964-65 the last student leadership conference was held. No program since 1964, had been available for student leaders. The information contained in the written and published materials wae^jLn * the student newspaper, the Index, 2/14/68 which questioned the leadership ability of the student leaders and suggested a vigorous training program for them. With respect to training programs for resident advisors, those8 persons interviewed stated that the floor advisors always received train­ ing before they started their jobs. The material in the programs changed, but the general time frame remained the same, with general selection1and training sessions held in the spring. The program included '’nuts and ” bolts" as well as sensitivity to others. The programs war's led by Kalamazoo College staff and faculty as well hs persons from outside the college. There was a real attempt in recent years, 1970-74, to°run an in-seavice training program but it had not developed, ' , * The written and published itiaterials did not cpntain information i on this area. 1 With reference to training programs for paraprofessionals, no one interviewed knew of any paraprofessionals being used on campus other than 200 the resident advisors. The written and published materials did not I contain any information on the use or training of paraprofessionals. Question Eight: Rules and Regulations Question ^ight was concerned with what changes of rules and regulations there had been and what brought these about. It was men* tioned by all persons who.were interviewed that during the period 1963-64-^ 1973-74 Kalamazoo College moved from a. management position and style of in locO parentis to one of "self-determination." It was mentioned that ;the change by the administration could be seen by looking at student A handbooks and catalogs written before 1970-71 and those written after .-72. Throughout the period of study, administrative changes in rules .nd regulations were written in the catalogs and student handbooks. \InAddition the student newspaper, the Index, and the year-end report, the Kalamazoo,College,.Revie^ , contained articles frqm students and admin­ istrators concerning the changes in the area of rules and regulations. Those persons interviewed believed that the following were the major changes, and the written and'published materials supported their views. 1. t Women’s Hours and Visitation. * At the start of the period women students still had hours to keep xllege 1963 1964 1965 1966 1967 1964 1965 1966 1967 1968 1968 1969 1969 1970 1970 1971 y 1971 1972 1972 1973 1973 1974 no Cost 2185 2288 2288 2357 info 2472.5 2616.25-2681.25 2818.25 2^18.25 3Q25 " \ “ Question Thirteen: Portion Student Pays J Question thirteen was concerned with what portion the students paid of tlva total educational cost. Those persons interviewed who believed that they had current information agreed that students paid 66 percent which included room and board. The only supporting information from written and published materials was printed in the student newspaper, the Index on 4/22/71. / Table 19 was printed in the Index on 4/22/71 and compares the percentage of income from the income sources in 1964-65 to 1968-69. 211 Table 19. Comparison of Income* 1964-65 to 1968-69— Kalamazoo College 1964-65 Tuition and Fees Endowment Federal Grants Gifts ' Other Business 60.9 9.7 9.8 16.6 1.8 1.2 ' Total K 1968-69 100.0 65.5 5,2 5.5 17.3 3.5 2.0 ■ 100.0 » Figures are percentages Question Fourteen: Student Unrest Question fourteen was concerned with student unrest during the period 1963-64— 1973-74. Those interviewed were asked to try to include: what the issues were; what form the unrest took; what percentage of the ./ student body participated; wftat action the student personnel office and staff took; what the end results of ty(e unrest were; and what the opinions of non-student personnel administrators were as to how the student personnel staff handled the unrest. It was agreed by those persons interviewed that it was difficult to get students involved in campus activities at Kalamazoo College. The stude'nts were very academically oriented and, therefore, did not want to take the time from studies. It was mentioned by several interviewees that during times of unrest, students would participate when they did not have classes. ^ ^ The following was what those persons interviewed saw as student unrest and which was supported by written and published materials. Most of the supporting information was in the Index for the years 1963-64 to 212 1973-74,' Friday S ' (105) and Kalamasoo College Review for 1967-68 (156), ■ 1968-69 (157), 1959-70 (158) and 1970-71 (159). * 1. , In loco parentis Issues. The issues were women hours, visitation, drinking on campus, coed residence hall, and the rights' of students. The form of the unrest was that of working on committees, articles in \ the student newspaper, and informing all the campus via meetings and position papers. The liberalisation was a gradual process which started in the beginning of the period"1964-65; 'however, the major changes were seen in 1968-69 women hours, 1971-72 drinking on campus, 1971-72 24-houra-day visitation, 1970-71 coed housing on a trial basis and campus wide in I 1971-72, 1970-:71 the rights of students and the court system. The student, participation varied from a low of ten percent to a maximum of 80 percent participation. The role of the student personnel office and staff was that of helping students to work within the committee system and keeping the communication lines open. The results x*?ere that over » time changes xjere made givirtg students more freedom. One of the issues not resolved by 1973-74 \*as that of living off campus. It was being studied by committees and some alternatives were* being investigated. At times the student personnel office and staff were viewed as doing their job by just keeping communications open; at other times they were seen as helping to lower the moral standards of the students. It was felt by those interviewed that during President Hicks' term the student personnel office and staff role x/as to keep in the Background and let the president make decision. 2. 4 4 l * War 11 Southeast Asia 1967-1972. The issue was the United States' military involvement in Southeast Asia. The forms of the unrest were 213 teach-ins„ classes called off, marches, both local and national, rallies on campus, articles in the stuaent newspapers, and the organisation of several clubs centered around the issue. The participation ran from 20 •dr . * percept who were in marches, wrote letters to the student newspaper and were active in clubs to a high as 60 percent who took part workshops and scheduled campus meetings. \ rallies, The student personnel office /- • and staff role was to know what x-jas happening, and/to keep communication ' 7 lines open and violence down. There were no real end results' on campus except a M parties had the opportunity to practice free speech, people felt a raart of a national movement, and the campus x?as better informed on the issues. All administrators knew that the president was handling the situation and that the student personnel office and staff were just to help communications lines stay open and be informed as to what was happenings, which most thought they handled in the best way possible. 3. Black and White, Tension 1968—69. The issues x^ere local in nature Ci ■■■ rxinning from selection of students to a budget for the black student organisation. The forms of unrest ware demands to the president, sit-in at the administration building for one hour, rallies, and articles in the x student and local newspapers. .There were 20-30 percent of the student body actively involved,xdLth a much higher percentage supporting the effort. The president and his advisory committee handled thp situation from start to finish and the role of the student personnel office and staff was that of listening posts. The end results x-jere: (1) Black studies course was added; (2) Kalamazoo College agreed to hire a black admissions counselor; (3) Separate housing was not approved because of restrictions on the use % of Federa_ monies, but housing policies changed enough to allow pqckets • 214 of J*SSk rJMy’in residence halls; and (4) the black student organisation did UsSj 1 ■ reci|To|,a budget outside that of the student commission. The opinion of administrators "about the student personnel office and staff involve­ ment was that they did what was right— to stay out of it directly and let the president and his advisory committee control the situation. 4. Lakey Case 1969. The issue was "In loco parentisspecifically visitation. The forms of the unrest x*ere picketing, boycotting of ** ' classes, articles, in the student newspaper and a test of the judicial * * .process. The support and participation was good as compared to that of \ ' national issues. The range of participation ran from 30-35 percent of the student body. The student personnel office and staff role was that /> of ke ping the information correct and seeing that the judicial process wprked. The end results were: (1) Suspension of Lakeys (2) changes in student handbook in clarifying^ rules and regulations; and (3) establish­ ment of the student court system. / The role of the student personnel Q » staff was to keep all patties informed of the due process proceedings. The opinion of the administrators was that the student personnel staff did what was right. ' A *5. Ruggels 1964. The issue was that no animals (pets) were allowed in any building. The campus mascot, Ruggevls, a dog, ^w&s prohibited by th- dean of students from being on the campus. The forms of the unrest were articles for the student nex^spaper and a petition drive. The participa- t tion x percept on of on-campus life must be changed from negative to positive. Dr. Rainsford addressed the challenges facing Kalamazoo College in the Kalamazoo College Review 1971-72. \ (160:18) There is a kind of new adrenalin flowing in the system forcing us to look at ourselves in ways that we have never done before. And to our amazement and delight we are discovering that this can be an exciting prospect because Kalamazoo College is secure enough to be flexible and take risks to confront the need for change in program terms . . . . Finally, with regard to governance, it is becoming clear that in .order to be healthy as an institution, the needs of the college Itself require cultivation on the part of all the various segments of the academic community. Faculty, students and administrators who desire a vital, innovative institution must give attention and care to &he institution itself. In order to be effective, this transactional process will make many demands. Among them will be openness in communication, direct intellectual and emotional con­ frontation, a problem-solving posture, the ability to integrate institutional with individual needs, the willingness to recognize and deal with conflict whenever it occurs, and risk-taking when the ultimate consequences arq still unclear. Thil? means the leadership must be decentralized. It must be used whenver it can be found in the institution. It means we mutet all have some commitment as advoc te-educators. Kalamazoo College in whatever form will outlive us all. ®It will be here when our children's children's children are here, but what we do in our time will be a permanent part of what that college will be . . .. 223 . Dr. Rainsford in the Kalamazoo College Review 1972-73 (155 ilS-) statfed: i ) As a church-related liberal arts college, we are concerned not only that the value system of our students be developed, but also abstract in'concept, yet particularised when applied to individual students, staff or faculty in our institutional setting. These are values that express the worth of the individual, the. authority of love and trust in the Christian heritage, the excitement and discipline of an intellectual or artistic creation, the responsibility of community, and the importance of the development of the whole person-mind, body and spirit. The job for any educational institution in general and Kalamazoo College in particular is to turn these desirable theoretical objectives in specific and observable institutional characteristics . . .. . The persons interviewed supported the written and published materials concerning the ’challenge facing Kalamazoo Cpllege. Question Twenty-One: Student Personnel Challenges Question twenty-one was concerned with what the challenges were facing the student personnel office. All persons interviewed taentioned getting the student personnel office and staff working together, and using faculty resources in helping the student personnel office and staff in maintaining and developing the counseling programs. Some interviewees saw the majspr challenge as establishing the student personnel staff as equal educational partners x^ith faculty. One person viewed the challenge in a period of change is to find direction, establish a mission, and to function with this direction and fission as the founda­ tion for all actions. The written and published materials did not contain information on this area. The findings are included in Chapter VI. X . & CHAPTER VI FINDINGS AND RECOMMENDATIONS The Problem The eleven-year period from 1963-64 to 1973-74 was a period of V change and challenge on the campu^ps of most American colleges and „ universities. Inevitably the student personnel offices were affected The most critical change x*as an assault on the concept of In loco parentis. The chief student personnel administrators found themselves in a role-function conflict. As dean of students (or vice presidents) they found themselves as boundary setters, attempting to mitigate conflict between student, faculty, and administration, xjhile attempting to explain and interpret one to the other. Concurrently they were an administration control agent, disciplifthrlan, counselor, administrator of the total student personnel area, and a facilitator of student growth and development. (Crookston, 53:45) Most of the student personnel studies conducted during the period, 1963-qpi— 1973-74, were of large public colleges and univer­ sities. The findings and recommendations \*ere directed at the^ larger colleges and universities and might not have been appropriate for the small private colleges throughout the United States. Hence the researcher studied three §jaall, private liberal arts colleges in 224 225 Michigan to look for and identify changes and trends, during the period 1963-64 to 1973-74, in the administrative behaviors and practices of the student personnel program and staff. A descriptive methodology was used. the collection and review of: The principal methods were (a) published and written materials from each institution and (b) personal interviews with student person­ nel staff members to obtain a deeper understanding of information, received from published and written materials. questions covered the areas: Twenty-one specific changes in the student personnel staff and why; the different management styles used by the institution, the student personnel office, and by individual student personnel staff members; the changes, in the level of student participation in specific programs and activities; institutional future plans; training programs in the area of student personnel; changes in rules and regulations and the reasons for such changes; changes in the area of responsi­ bility of th© student personnel office; educational costs; changes in the budget of the student personnel office; voluntary financial support of the institution; student unrest during the period 1963-64— 1973-74 and challenges facing the institution and the student personnel office. / Information regarding student personnel policies was compiled into individual case studies. colleges. Comparisons were not made among the The findings from each college, however, were combined into principal findings related to all three institutions. , ' 226 j Findings The purpose of the stiidy was to identify the changes and trends in the administrative behaviors and practices of staff members of the student personnel office in three small liberal arts colleges in Michigan. The information obtained from the twenty-one questions used in personal interviews provided the major source for findings in the study. Other sources slncluded published and writtep materials. The responses from the specific questions were analyzed and reported for each of the three colleges in the case studieq which were developed. findings obtained from the three case analyses follow. * Principal They represent a synthesis rather than being related, to specific questions. 1. All three colleges established some form of community government during the period 1968-70. Thei student personnel staffs at all three \ colleges were involved in the establishment of the community govern­ ment. Chapter II, Review of Related Literature, the sub-topic area, "Student Participation in Institutional Deoision Making," dealt with the community government philosophy. Specific remarks (all in the * period 1966-70) by Harold Taylor How to Change Colleges: Notes on Radical Reform (48), Algo Hpnderson, "Effective Models of University Governance" (28), Joseph Katz and Nevett Sanford, "The New Student Power and Needed Educational Reforms" (21) and Earl McGrath, Should Students Share phe Power?.: A Study of Their Role in College and University Governance (34), all made strong cases for student partici­ pation i sometormof community government structure. The student y the staff was the establishment of the handbook as a recognised official college publication. This greater control of the handbook and its contents was instituted, not uncommon among colleges with a religious affiliation. This type of control has been discussed by Henry Nelson A. in, "A "'oscriptive Analysis of the Policies and Practices Governing the Standards of Conduct at a Group of Selected Church Related Colleges." (56) Dutton, Appleton and Smith (12) predicted that more colleges would assume responsibility for the writing and publishing the student handbook after 1965-66. The sections of the student handbook from 1967-68 through 1972-73 which reflected the more formal and legal tone were: campus rules and regulations; rules, regulations and procedures for living in college owned housing and the community government and judicial structure. The atudent personnel staff at all three colleges believed that the student handbooks for the period 1967-68— 1972-73 caused the students to view and approach the administration and most of the student personnel staff with a too formal and legalistic view. was not the desired relationship wanted by the student personnel This 231 staff. Therefore, at all three colleges the 1973-74 student handbook was prepared to be more informal and attempted to establish and communicate to the students a helping and supportive student person­ nel program and st^ff. The 1973-74 student handbook referred students to the college catalog for the rules, regulations and procedures of the college which remained formal and legal in tone. 7. All three colleges eacperienced budget difficulties in the latter part of the period under study. The budget difficulties were noted in the President’s Reports and Annual Reports of Alma, Hope, and Kalamazoo Colleges. During these years The Chronicle of Higher Education contained numerous articles concerning the budget difficul­ ties faring higher education institutions. Accordingly, the student personnel programs at the three Institutions also suffered from budget deficiencies. Staffs were reduced, with the work load added to the remaining staff members. In some situations higher level positions were not restaffed, but lower level positions werfe substituted at a net cost sayings. For the most part, student personnel programs were not being fully funded to meet the needs and des'ires of the students and the collQges. Important decisions concerning the college were being made in terms of budget considetations and services tafthe students and college. In the period of 1971-74 the budget considerations usually outweighed the service aspect. 8. In 1973-74 the student personnel programs at Alma and Kalamazoo Colleges ere reorganized to report to the academic administrative 232 _\ officer. The direction of the reorganisation was contrary to findings reported in the study of Crooks <_on and Atkyns. (53) •" The major reasons behind the reorganisation at both Alma and Kalamazoo Colleges were: (a) cost saving by not replacing CSPA, budget considerations and (b) the concern that the reorganisation would integrate the academic programs and the student development areas more effectively. In the early 1970’s there was concern expressed within the student personnel profession with regard to student personnel programs being?reorganised and reporting to the academic administrative officer rather than reporting directly to the president. The term, trend, was being used in student personnel - publications and at association meetings with respect to student \ personnel programs being reorganized and reporting to the^ academic administrative officer. \ However, no study could be located to support the belief that a trend was established. 9. In all three colleges the student financial assistance programs \*ere moved out of the student personnel area and into the business office. The relocation of the student financial assistance programs did not just happen at Alma, Hope, and Kalamazoo Colleges but was a trend within higher education which was noted by Crookston and Atkyns. 10. (53) During the period under study there were a number of title changes in the student personnel program. The changes \^ere in response to the changing role, function or image of tue student 233 personnel program. An example of the change was from dean of students to dean of student affairs. During this same period there were several reorganisations of student personnel programs and changes in staff titles. An example was the change from dean of men and dean of woment usually with some overlapping functions, to associate dean or director, with specific areas of responsibility and little if any overlapping of functions. The student personnel staffs at all three colleges changed their professional "image" several times during the period. changes and general time period were: The 1964-65 "mother-father" types: 1966-68 "friend," but one who had to enforce rules and regulations; 1969-71 "structured professional," concerned about the individual student and professional ethics. The changes at the three colleges concerning organisation, title, and image of the student personnel programs and staff agreed with the findings of T. Dutton in his reported study, "Research Needs and Priorities in Student Personnel Worlc" (54); E. -Greenleaf, "How Others See Us" (20), B. Kirk, "Identity Crisis" (55), E. Birch, "An Investigation of Selected Assumptions and Beliefs of Chief Student Administrators" (52), and B. Crookston and C. Atkins (53). 11. The management style for the three colleges x^as typically that which was pursued by the president. The president at most other colleges ,and universities across the country tended also to imprint their management style on lower level administrators. The president's 234 influence on the organisation and his administrators was mentioned by John Millett, Decision Making aud Administration in Higher Education (36), Ian McNett, "A New Style of Presidential Leadership Is Emerging as ’Crisis Managers’ Confront the 1970’s" (935) Clark Kerr, "Presid­ ential Discontent" (23) and N. Demerath, R. Stephen, and R. Taylor, Power, Presidents and Professors. 12, (9) The respondents at all three colleges indicated that one of the greatest challenges was to establish the student personnel programs and staff on a more equal basis with the academic sector. The challenge was not new or limited to just Alma, Hope and Kalamasoo. The challenge was discussed as one that was facing the entire student personn‘1 profession by R. DeFarrari, College Organization and Administration (8), T. Dutton, "Research Needs and Priorities in Student Personnel Work" (54), E. Greenleaf, "How Others See Us" (20) and B. Crookston and G. Atkins. 13. (53) The overriding challenge facing all three colleges was to obtain financial support, maintain a qualified faculty and staff, and a student body which was adequate for the colleges to persist as a private liberal arts college. The challenge is the same one facing most private liberal arts colleges in the U.S.A. in the late 1970's O and 1980’s and has been discussed extensively in the Carnegie Commis­ sion in The Future of Higher Education, Financing Postsecondary Education in the United States by the National Commission on the 235 Financing of Postsecondary Education and The Committee for Economic Development Report on Financing Higher Education. Discussion The majority of findings of this study prevailed at most higher education institutions as discussed in the review of litera­ ture in Chapter II. At the same time it would be inappropriate to draw any conclusions regarding practices in the majority of the small private liberal arts colleges from a sample of three. The researcher does, however, believe some discussion of findings in the study worthy of discussing for the implications they may have for profession in the years ahead. 1. The Difficult Position of the Student Personnel Staff During the Period 1963-64— 1973-74. The administration expected the student personnel staff to represent an administration position and have the students accept it; on the other hand, the students were looking to the student personnel staff to champion their cause. At times this conflict in expectations produced misunderstanding and mistrust on the part of both administration and students concerning the role of the student personnel staff. In fact, the student personnel staff found themselves in the role-function conflict which was discussed by Crookston and Atkyns. (53) For example, the college administra­ tion did not want to change, especially in the area of parietals, and 236 the students wanted, and in some cases demanded change. The student personnel staff was caught between these two positions and found it very difficult to build trust and rapport with either administrators or students. I 2. Why Were the Student Personnel Staff Placed in the Role Conflict Position? The student personnel staff found themselves in this position for two reasons. (1) in most cases the student personnel I staff members were reactors, not change agents and (2) they allox*7ed themselves to be manipulated by both administrators and students. For the most part many student personnel staff members were ■*> not prepared for the events of the mid and late 1960's. Because of their uupreparedness they found themselves reacting or "putting out fires" rather than preparing the college for the changes which were coming. There were numerous examples of this. Included would be; parietals, new rules and regulations and racial problems. In the area of parietals most of the student personnel staff members were aware of the changing desires of incoming students in the late 1950's and early 1960's. But they did not try to communicate to the other administrators the changes in attitudes and different life styles of the new generation of students. Instead they attempted to change the in-coming students to accept the college's position concerning parietals. Many students came to college during this time period looking forward to their college experience, but in the area of student life found a more restrictive environment than thdy left at home. 237 Because of this the student personnel staff found themselves reacting to direct pressure from students for change and a college administra­ tion that did not want to change. In the area of new rules, regulations and procedures, the student personnel staff found themselves reacting to pressure from other college administrators and alumni to keep the campus peaceful and safe. This reactive position was noted by K. White in her study on student unrest. (60) In most cases the new rules, regulations and procedures were not in response to events on the campus but rather what was happening on other campuses. Here, again the student personnel staff did not prepare the other administrators of these colleges, or students, many cases, with adequate notice of what pressures for change they would be facing. Some might say that in most cases the student personnel staff as well as the rest of the college community were caught unprepared for the student unrest of the mxd 1960's. In addition, it could be said that most local communities and the nation as a whole were unprepared for the mass demonstrations in the late I960's. In response to the above, part of the responsibility of the student personnel staff was to communicate to other administrators and to students what was happening and what might happen in the future on campus. Therefore, a part of this responsibility was for the student personnel staff to be aware of x^hat was happening in society and in particular 'fhat was happening in the high school setting. With respect to the "radical" problems, in most cases the student personnel staff was just as naive concerning occurrences and consequences as the rest of the college community* Student personnel staff should have been sufficiently sensitive, to their campus environ­ ment so that they could have helped the students to adjust to and understand their environment. Where were the student personnel staff when the three colleges in the study were planning to actively recruit minority students? Did the student personnel staff try to sensitise the academic and local communities about the decision and its ramifiestions? In most cases the answer to these questions was no. When problems did occur, the student personnel staff dealt with them. Many student personnel staff members reacted after the fact. By being reactors and not planning and preparing the college community for the changes which were possibly coming, the student personnel staff became involved in role conflict. It was not uncommon, at the three colleges studied, for the student pefsonnel staff to be moved out of direct decision making by the administration when a serious situation emerged. The president and/or other administrators would assume responsibility for the college's actions. In many cases the student personnel staff members became "listening posts" or "message carriers." The basic reason for the student personnel staff to be moved aside was a lack of confidence in their ability to anticipate and deal properly with the situation. However, by this action the president was encouraging students to by-pass the student personnel staff. It was also not uncommon for student personnel staff members to be placed in a delicate position by students themselves to champion the students' cause. In many cases, the student personnel staff took a position because they believed that the students would get "lost in the system," that the students were more vulnerable to administrative pressure than the student personnel staff, and that the student personnel staff had an inherent responsibility. Regardless of the student personnel staff's rationalization they allowed themselves to be placed in the difficult position by the students. In most cases, administrators and students determined how the student personnel staff was to be used in the change process. Most student personnel staff members hav# tried to improve this self-determined or imposed position during the period studied. 3. Staif Members in Student Personnel Programs Want to be an Integral Part of the College. This topic was consequential in student personnel writing and also at. local, state and national student personnel meetings during the entire period studied. staff members have attempted The student personnel establishing their work on a more equal footing with the academic sector of the college. The student personnel program and staff have attempted to establish themselves within the college community in' a number of ways. First, the student personnel staff have changed their "image" several times during the period 1963-64— 1973-74, by modifying their working relationships with students, faculty and administrators. The image changes and gqneral time periods as identified through the inter­ views and written materials .were: 1963-65 "mother-father" types; / 1966-68 a? a "friend," but one who had to enfqrce rules; 1969-71 as 240 "structured professionals" structured and legal in dealings with students; and 1972-74 "friend-professional," concerned about the individual student and professional ethics. In addition the student personnel program changed titles during the period -to better express their role and function. The change was first from dean of students to dean of student affairs and then to dean of student development. These image and title changes were noted by Reynold (57), Rogers (58), Up craft (59), Kirk (55) , Dutton (54), Greenleaf (>20), Birch (52) and Crookston and Atlcyns (53). Second, student personnel staff members realised that they ^ ‘ needed to be individuals of multiple abilities. Student personnel staff members had to relate to many different types of students and student groups, but this was not enough. They also had to understand the college environment, articulate the mission of the college, and apply their skills and abilities*, to achieve the desired results. In addition the student personnel staff members tried to elevate their professional status. This was done partially by hawing most of the entering level staff members after the mid 1960’s pursuing or have earned degrees in either counseling or student personnel work. The student personnel staff members, during the period studied, became more professional in their work through work experience, advanced course and degree work, and attendance at professional conferences, seminars and workshops. During this period some student personnel staff members commented that they should not become too professional and specialised. These comments were usually from the established staff who were not trained in counseling or student personnel work and/or who were satisfied with their current position^in the academic community; The changes mentioned above occurred at all theee colleges studied and were mentioned on a national basis by Greenleaf (20). Kirk 0 (55), Birch (52) and Crookston and Atkyns (53). The student personnel program and staff have attempted to change and become more an integral part of the college, however, (1) have in-roads been made, (2) have the changes been more cosmetic than real, and (3) have they communicated what they want? There are members of the student personnel profession who present conflicting answers to these questions. One significant question being asked by college presidents, academic administrators and studenj^ personnel staff is if student personnel programs want to be an integral part of the college community with equal professional standing with academic faculty, should not the student personnel programs and staff report to the academic administrative officer? The investogator’a response is that the student personnel programs and staff should not report to the academic administrative officer. This response is developed in the remaining discussion topics. 4. • Student Personnel Programs and Staffs Becoming Part of the Academic Structure. Alma and Kalamazoo Colleges reorganised their student personnel programs in 1973-74 and provided their answer to the above % question by the student personnel programs reporting to the academic 242 administrative officer. A main reason for the programs reporting to the r academic officer rather than the president was the change might more effectively integrate the academic programs and the student development ^ areas. It is now imperative that the student personnel staff communicate with the president and also other administrators on the importance of the student personnel programs and staff reporting to the president. If such *a concept is not communicated, the student personnel programs and staff will again start reacting to a new organization that they X»T 243 x Secondly, many academic administrators have been appointed from faculty positions. In addition most academic administrators have not been exposed to student personnel programs, functions, or responsibilities other than in a superficial way. However, they will be malting important decisions concerning the student personnel programs. At Hope College a comment was made in reference to the president, but the same comment could be made about any academic administrator, "he is 110 percent academic." What would happen to the student personnel programs and staff; thereby, the students development outside the class­ room, if the student personnel programs reported to an academic admini­ strator like the one mentioned above? There cannot be a definite answer to the question because of the many variables involved. However, the decision to change a situation is usually based on improving that situation. The change is usually made after all the advantages and disadvantages for the proposed^-" the responsibility of thej / administrators whp will j fully understand what t ^^-^refully evaluated. It is \ to make certain the disadvantages to the concept of developing the total pe In the case of A evaluation process was rela 'art of such an at ions. 5‘ Student Personnel Programs and Staff at the Mercy of the Budget. In all three colleges studied the student personnel programs and staff were usually the first affected by limited budgets and the last to benefit frcn increased budgets. The student personnel programs and Secondly, many academic administrators have been appointed from faculty positions. In addition most academic administrators have not been exposed to student personnel programs, functions, or responsibi­ lities other than in a superficial way. However, they will be making important decisions concerning the student personnel programs. At Hope College a comment was made in reference to the president, but the same comment could be made about any academic administrator, "he is 110 percent academic," What would happen to the student personnel programs and staff; thereby, the students development outside the class­ room, if the student personnel programs reported to an academic admini­ strator like the one mentioned above? There cannot be a definite answer to the question because of the many variables involved. However, the decision to change a situation is usually based on improving that situation. The change is usually made after all the advantages and disadvantages for the proposed change are carefully evaluated. It is * s the responsibility of the student personnel staff to make certain the administrators who will evaluate the advantages and disadvantages I fully understand what the proposed change would mean to the concept of developing the total person. In the case of Alma and Kalamasoo Colleges part of such an evaluation process*~was related to budget considerations. 5. Student Personnel Programs and,Staff at the Mercy of the Budget. In all three colleges studied the student personnel programs and staff were usually the first affected by limited budgets and the last to benefit f'om increased budgets. The student personnel programs and 244 staffs were viewed by administrators with budget control and direction as a staff functions, not as a line function. In other words, the student personnel programs and staff were not an integral part of the college for budget consideration but rather an appendage. In times of limited money staff operations were first cut because they were perceived to be but a service area to the main function of the organization. One method for student personnel programs' to become more favorably viewed and possibly considered as an integral part of the college by budget administrators would be to develop and use an accountability model. Many student personnel staff members do not believe that many of the functions they perform can truly be costed out in an accountability model. Therefore, in many cases, student personnel staff tend to be opposed to the use of accountability models. However, in times of tight money the data received from the accountability model are used to determine budgets* and the pressure is great on all programs of the college to cost out their results. • If a program staff cannot define and cost out final results, then do they really know what they are doing? This can be part of the reason why the student personnel programs and staff are not considered viewed equally with the academic profession. Therefore, the student personnel staff must develop and use an accountability model in their programs. The accountability model should constantly be evaluated and improved to provide the most meaningful and acceptable data possible to the student personnel staff and budf t administrators. 245 Possibly the student personnel staff should first establish their programs as line functions with the administrators who control and direct budget decisions and then establish themselves with the academic faculty. In the current economic times the budget considera­ tions are assuming an increasingly role in the decision-making process of the college. 6. The Leadership Role of the Chief Student Personnel Administrator. A principal role and responsibility of the chief student personnel administrator will be to provide some cohesiveness to all the services offered to students. Strong leadership is needed to communicate student needs to other administrators, to plan for changes in the developmental service programs, to evaluate current programs to determine if they are meeting the needs of the students and the college, and to serve as a i focal point in the developmental and service area. Another principal role and responsibility of the chief student personnel administrator will be to develop programs and ways to educate the college community about the importance of the role and function of the student personnel programs and staff. The chief student personnel administrator must provide leadership xcLthin his staff so that the staff members become change agents rather than reactors. The period studied was a very challenging time for all personnel in higher education but especially for the chief student personnel administrator. Some in the student personnel profession believe that 246 many of the pressures and challenges of the period (1963-1973) have diminished and that more stable times are ahead. Some of the pressures and challenges have changeds but the future for the student personnel staff will be very challenging especially in the areas of account­ ability, their roles as change agents, reporting to the president of the college and playing a more significant and well understood role in the college. Recommendations for Future Research The investigator has demonstrated that the administrative behaviors and practices of the student personnel program and staff ■ have changed during the period 1963-64— 1973-74. The study was limited to three private liberal arts colleges in Michigan. The san\e study procedures could be used for private liberal arts colleges in other states during the same time period, 1963-64— 1973-74. A study is needed to compare the impacts that the student personnel program and staff have on the management style and decision­ making process at private liberal arts colleges where the student personnel area reports to the president in comparison to where it reports to the academic administrative officer. Such a study could # select Alma College and Kalamazoo College as colleges where the student personnel area reports to the academic administrative officer; and Hope College and other Michigan private liberal arts colleges where the student personnel area reports to the president. This type of study could prbvide data on differences in the impact upon the 247 decision-making process the student personnel programs and staff had in the different reporting stri'Ctures. Furthermore, a study of this kind could establish some data which would be helpful to private liberal arts colleges considering reorganisation of administrative structure. A further study is needed to review and evaluate the current accountability models used in higher education to develop an account­ ability model specific and directly applicable to the unique services and developmental programs of the student personnel area. The develop­ ment of a general model should not b'e placed on busy student personnel staff on the local campus. Host student personnel staff do not have the time or the expertise to develop an accountability model for the student personnel programs. The accountability model could help the student personnel program and staff provide better developmental programs services for the students and college. REFERENCES CITED Books and Articles Bakke, E. Wright and Argyris, Chris. Organisation Structure and Dynamics. New Haven! 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W 17. Freedman, Marvin B. "Roots of Student Discontent." Beyond Berkeley. Cleveland: World Publishing, 1966, 238-248. 18. Goldbold, Albea. The Academic Community. New York: Book Co., 1962. 19. Gore, William J. Administrative Decision-Making. New York: John Wiley and Sons, Inc., 1964. 20. Greenleaf, Betty. "Hox«? Others See Us." Journal of College Student Personnel, (July 1968), 225-231. 21. Katz, Joseph and Sanford, Nevitt. "The New Student Power and Needed Educational Reforms." The College Student and His Culture. Boston: Houghton Mifflin, 1968. r T" f 22. Kerlinger, Fred N. "Student Participation in University Education­ al Decision Making." The Record. Vol. 70, No. 1 (October 1968). 23. Kerr, Clark. "Presidential Discontent." Perspectives on Campus Tensions. Edited by David C. Nichols. Washington, D.C.: American Council on Education, 1970. 24. Kronovet, Ester. "What Has Happened to Decision-Making at the University?" Improving College and University Teaching. Vol. 20, No. 2 (Spring, 1972). Jossey- McGraw-Hill 25. Kuehnemann, Eugen. Charles W. Eliot. New York: 1909. 26. Hammelman, Paul W. New York: Managing the University: A System Approach. Praeger Publishers, 1972. 27. Helsobeck, Robert E. The Compound System; A Conceptual Framework for Effective Decision-Making in-Colleges. California: ^ Center for Research and Development in Higher Education, 1973. 250 28. Henderson, Algo D. "Effective Models of University Governance." In Search of Leaders. Edited by G. Kerry Smith. Washing­ ton, B.C.: American Association for Higher Education, 1967 29. Hodgkinson, Harold L. Institutions in Transition. New Yorks McGraw-Hill Book Company, 1970. 30. Lee, W. Storrs. God Bless Our Queer Old Dean. New York: Putman's Son, 1959. 31. Mayhew, G. P. Lewis B. "Emerging Concepts of the Presidency." Journal of Higher Education. Vol. 42, No. 5 (May 1971) 360-375. 32. Mayhew, Lewis B."Faculty in Campus Governance." Agony and Promise. Edited by G. Kerry Smith. San Francisco: Jossey-Boss Publishers, 1969. 33. McGroth, Earl J. ■Memo to a College Faculty Member. New York: Institute of Higher Education, Teachers College, Columbia University, 1961. 34. McGroth, Earl J. Should Students Share the Power? A Study of Their Role in College and University Governance. Philadelphia: Temple University Press, 1970. 35. McNett, Ian E. "A New Style of Presidential Leadership Is Emerging as 'Crisis Managers'^Confront the 1970's." The Chroncile of Highhr Education. Vol. 4, No. 36 (July 6, 1970). 36. Millett, John. The Academic Community. New Yotk: Company, 1962. • McGraw-Hill Book 37. Millett, John D. Decision Making and Administration iiy Higher Education. Kent, Ohio: The Kent State University Press, 3.968. , . ' 5. 38. Moran, William E, "A Systr^Ns View of University Organization." Managing the UniveSity: A System Approach. Edited by Paul W. Hammelman. New York:. Praeger Publishers, 1972. 39. Pfiffner, John and Sherwood, Frank. Administrative Organization. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.,.1960. JA 3 40. Pullias, Earl V. "Ten Principles of College Administration." School and Society. Vol. 100, No. 2339 (February, 1972). 41. Rourke, Francis and Brooks *•Glenn E. The Managerial Revolution in Higher Education. Baltimore: The John Hopkins Press, 19*66 42. Rudolph, Frederick. The American College and University. New York: Alfred A. Knoph Company, 1962. ^ 251 43. Salowits, Edward C. "Contemporary Student Activisim." Michigan College Personnel Association Journal. (Winter, 1970)V VI, 2-8. 44. Selfenick, Philip. Law, Society and Industrial Justice. Russell Sage Foundation, 1969. 45. Simon, Herbert A. "Comments on the Theory of Organisation." American Political Science Review, XLVI (December 1952). 46. Stoke, Harold W. The American College President. New York; Harper and Brothers Publishers, 1959. 47. Stroup, Herbert. Toward a Philosophy of Organised Student Activities^ Minneapolis: The University of Minnesota Press, 1965. y 48. Taylor, Harold. How to Change Colleges; Notes on Radicial Reform. New York; Holt, Rinehart and Winston, 1971. 49. Taylor, Harold. Students Without Teachers; The Crisis in the University. New York; McGraw Hill, 1967. 50. W«ard, Richard F. and Kurz, Theodore E. The Commuting Student. Detroit: Wayne State University (April 1969). 51. Wicke, Myron F. "College Trusteeshlp 1969." The Trustee. Washing­ ton, D.C.: The Council for the Advancement of Small Colleges, 1969. * f ’ ' Unpublished Materials 52. Birch, Edward E. "An Investigation of Selected Assumptions and Beliefs of Chief Student Personnel Administrations." Unpublished doctoral dissertation, Michigan State University, 1969. 53. Crookston, 'Burns B. and Atkyns, Glenn C. "A Study of A f f a i r s T h e Principal Student Affairs Officer, The Functions, The j, Organization at American College and Universities 19671972." A preliminary.summary report to National Associa­ tion of Student Personnel Administrators, April, 1974. 54. Djitton, Thomas. "Research Weeds and Priorities in Student Person­ nel Work." Unpublished position paper of the National Association of Student Personnel Administrators, Division of Research and Publications, 1968. 55. Kirk, Barbara. "Identity Crises." Unpublished address to American Personnel and Guidance Association Convention, Minneapolis, April, 1965. ■■ _ 1 252 56. Nelson, Henry W. "A Descriptive Analysis of the Policies and Practices Governing the Standards of Conduct at a Group of Selected Church-Related Colleges." Unpublished doctoral dissertation, Indiana University, 1960. 57. Reynolds, William. "The Role of the Chief Student Personnel Officer in the Small Liberal Arts Collage." Unpublished doctoral dissertation, Michigan State University, 1961. 58. Rogers, Allen. "An Investigation of the Critical Aspects of the Function of the Student Personnel Dean as Sean by His Pro­ fessional Peers Using the Critical Incident Technique." Unpublished doctoral dissertation, Michigan State Univer­ sity, 1963. 59. Upcraft, M., Lee. "Role Expectations for Chief Student Personnel Administrators in Larger Universities." Unpublished doctoral dissertation, Michigan State University, 1967. 60. White, Katherine E. "A Comparison of Student Activism at Michigan State University with Activism at Other American Colleges and Universities During the Decade of the 1960’s." Unpublished doctoral dissertation, Michigan State Univer­ sity, 1974. Published and Unpublished College Materials 61. "Ad Hoc Committee on Student Life Final Repdrt 1966." report. Alma College. Alma , Michigan. Unpublished 62. Alma Catalog 1963-64. Alma College. Alma, Michigan, 1963. 63. Alma Catalog 1964-65. Alma College. Alma, Michigan, 1964. 64. Alina Catalog 1965-66. Alma College. •Alma, Michigan, 1965. 155. Alma Catalog 1966-67. Alma College. Alma, Michigan, 1966. 66. Alma Catalog 1967-68. Alma College. Alma, Michigan, 1967. 67. Alma Catalog 1968-69. Alma College. Alma, Michigan, i968. 68. Alma Catalog 1969-70. Alma College. Alma, Michigan, 1969. 69. Alma Catalog 1970-71. Alma College. Alma, Michigan, 1970. 70. Alma Catalog 1971-72. Alma College. Alma, Michigan, 1971. 71. Alma Catalog 1972-73. Alma College. Alma, Michigan, 1972. 72. Alma Catalog 1973-74. Alma College. Alma, Michigan, 1973. 253 Alma College. Prepared by The Student Council. Sima j, Michigan, 1964. Alma College. 74. Alma (foliage. Prepared by The Student Council. jDma, Michigan, 1966. Alma College. 75. Alma College Student Handbook 1962-68. Alma College. Alma, Michigan, 1967. 76. Alma College Student Handbook 1968-69. Michigan, 1968. 77. Alma College Student Handbook 1969-70. Alma College. Alma, Michigan, 1969. 78. Alma Co^ege Student Handbook 1970-71. Michigan, 1970. 79. "Alma Colleges Student Personnel Responsibilities Consultation Visit, January 19, 1966." Unpublished report. Alma College, 1966. 80. Alma Knack. 81. Almanian. Alma College. Alma, Michigan, Vol. 56, 1963-64 • y the Student Commission of Kalamazoo College. Kalamazoo, Michigan, October 3, 1969. 105. Friday 1 Prepared by the Student Commission of Kalamazoo College. Kalamazoo, Michigan, September, 1969. 106. 1967 Gift Report. Hope College. 107. Hey Freshmen. Hope College^ Holland, Michigan, 1963. 108. Hey Freshmen. Hope College. Holland, Michigan, 1964. 109. Hey Freshman. Hope College. Holland, Michigan, 1965. 110. Hope College 1963-64. Hope College. Holland, Michigan, 1963. 111. Hope College 1964-65. Hope College. Holland, Michigan, 1964. 112. Hope Coliege 1965-66. Hope College. Holland, Michigan, 1965. .113. Hope College 1966-67.. Hope College. Holland, Michigan, 1966. 114. Hope College 1967-68; Hope College. Holland, Michigan, 1967. Unpub­ Holland, Michigan, 1968. / > 255 11*. Rope College 1968-69. Hope College. Holland, Michigan,' 1968. 116. Hope College 1969-70. H-'pe College. Holland, Michigan, 1969. 117. Hope.Cqjllega 1970-71. Hope College.- Holland, Michigan, 118. tope College 1971-72. Hope College. Holland, Michigan, 1971. 119. Hope College 1972-73. Hope College. Holland, Michigan, 1972. 120. Hope College 1973-74. Hope College. Holland, Michigan, 1973. 121. Hope College Handbook. ----m 7 Student - i'22, Hope College Student Handbook. Hope College, holland, Michigan, Hope College. Holland, Michigan, T9§17" 123. Hope College Student Handbook. rgw: _ Hope College. . Holland, .Michigan, jS * 124. Hope-College Student Handbook. Hope College. * Holland, Michigan, 125. Hope College Student Handbook. Hope College. Holland, Michigan, _ , 126. Hope . College Student Handbook. - Hope College. Holland, Michigan, 127. Index. Kalamazoo College. Kalamazoo, Michigan, Vol. 84, 1963-64. 128. Index.„ Kalamazoo College. Kalamazoo, Michigan, Vol. 85, 1964-65. 129. Indek. Kalamazoo College. Kalamazoo, Michigan, Vol. 86, 1965-66. 130. Index. Kalamazoo College. Kalamazoo, Michigan, Vol. 87, 1966-67. 131. Index. Kalamazoo College*^Kalamazoo, Michigan, Vol. 88, 1967-68. 132. Index. Kalamazoo Collegjf 'Kalamazoo, Michigan, Vol. 89, 1968-69. 133. Index. Kalamazoo College. Kalamazoo, Michigan, Vol. 90, 1969-70. 134. Index. Kalamazoo College. Kalamazoo, Michigan, Vol. 91, 1970-71. 135. Index. Kalamazoo College, Kalamazoo, Michigan, Vol. 92, 1971-72. 136. Index. Kalamazoo College.^ Kalamazoo, Michigan, Vol. 93, 1972-73. 137. \dex. d Kalamazoo College. Kalamazoo, Michigan, Vol. 94, 1973-74. 138. Kalamazoo College Catalog 1963-64. Kalamazoo College. Kalamazoo, Michigan, 1963, 139. . Kalamazoo College Catalog 1964-66. Kalamazoo College. Michigan, i'9iS4". Kalamazoo, 140. Kalamazoo College Catalog 1966-67 Part I. Kalamazoo College. Kalamazoo, Michigan,' 1966. 141. Kalamazoo College Catalog 1967-^8 Part 1. Kalamazoo College. Kalamazoo, Michigan, 1967. 142. Kalamazoo College Catalog 1968-69 Part 1. Kalamazoo College. Kalamazoo, Michigan, 1968. 143. Kalamazoo College Catalog 1969-70. Michigan, 1969. Kalamazoo College. Kalamazoo, 144. Kalamazoo College Catalog 1970-71. Michigan, 1970. Kalamazoo College. Kalamazoo, 145. Kalamazoo College Catalog 1971-72. Michigan, 1971. Kalamazoo College. Kalamazoo, 146. Kalamazoo College Catalog 1972-73. Michigan, 1972. tf Kalamazoo College. Kalamazoo, 147. Kalamazoo College Catalog 1973-74. ~ Michigan, 1973. Kalamazoo College. Kalamazoo, 148. KalamazooCpllege Handbook 1964-65. Prepared by the Student Senate. Kalamazoo College, Kalamazoo, Michigan, 1964. 149. KalamazooCollege Handbook 1965-66.- Prepared by the Student Senate. Kalamazoo College. Kalamazoo, Michigan, 1965. 150. KalamazooCollege Handbook 1967-68. Prepared by the Student Senate. Kalamazoo College. Kalamazoo, Michigan, 1967. 151. KalamazooCollege Handbook 1970-71. Michigan, 1970. Kalamazoo College. Kalamazoo, 152. KalamazooCollege Handbook 1971-72. Michigan, 1971. Kalamazoo College. Kalamazoo, 153. KalamazooCollege Handbook 1972-J3. Kalamazoo College. Kalamazoo, Michigan, 1972. 154. KalamazooCollege Handbook 1973-74. Michigan, 1973. Kalamazoo College. Kalamazoo, 155. KalamazooCollege - Report of the President 1972-1973. Kalamazoo College. Kalamazoo, Michigan, 1973. 257 156. Kalamazoo College Review - Annual Report 1967^-1968. Kalamazoo College. Kalamazoo, Michigan, 1968. 157. Kalamazoo College Review - Annual,.Report 1968-0.969. Kalamazoo College. Kalamazoo, Michigan, 1969. 158. Kalamazoo College Review - Annual Report 1969-1970. Kalamazoo College. Kalamazoo, Michigan, 1970. 159. Kalamazoo College Review - Annual Report 1970-1971. Kalamazoo College. Kalamazoo, Michigan, 1971. 160. Kalamazoo College Review - The Inauguration. Kalamazoo College. Kalamazoo, Michigan, 1972. 161. "Long-Range Campus Development Study 1972." Alma College, 1972. 162. Long, William D. report. 163. News from Hope College September/October 1972. Hope College. Holland, Michigan, 1972. ~ 164. News from Hope College November/December 1972. .. Holland, Michigan, 1973. 165. News from Hofre College September/October 1973. Hope College. Holland, Michigan, 1973. 166. 1970 President's Report and Gift Report. Hope College. Michigan, 1971. 167. 1972-73 President's Report, Hope College. 168. "Reports from Board of Trustees." November, 1964. 169. "Reports from Board of Trustees." Unpublished minutes, Hope College, June, 1965. 170. "Report from Board of Trustees." October, 1972. Unpublished minutes, Hope College, 171. "Report from Board of Trustees." October, 1973. Unpublished minutes, Hope College, 172. "Report from Board of Trustees." January, 1974. Unpublished minutes, Hope College, 173. "F port of North Central Association Membership Review Committee and Responses of Community Government 0010111:tees." Unpub­ lished report. Alma College, 1970. Unpublished report. "Report - Dean of Student Services." Kalamazoo.College, June, 1974. Unpublished Hope College. Holland, Holland, Michigan, 1973. Unpublished minutes, Hope College, 258 . 174 "Report of President’s Commission." Unpublished report. College, October, 1971. 175. "Report to Board of Trustees of Alma College 1966-67." report. Alma College, 1967. Unpublished 176. "Report to Board of Trustees of Alma College 1968-69." report. Alma College, 1969. Unpublished 177. "Report to Board of Trustees of Alma College 1969-70." report. Alma College, 1970. Unpublished 178. "Report to Board of Trustees of Alma College 1970--71." report. Alma College, 1971. Unpublished 179. Residence Halls at Hope College. Hope College. Holland, Michigan, 180. Residence Halls at Hope College. 1969. Hope College. Holland, Michigan, 181. "A Self-Study of Areas— of the Student Personnel Division of Hope ’’ College— Its Purposes, Its Approaches, and Its Goals and Objectives— 1973-74." Unpublished report, Hope College, 1973. 182. We've Got Tradition. Hope College. Alma Holland, Michigan, 1974. Miscellaneous 183. 184. Editorial, "The Black Panther Party." New Left Notes. Chicago: Students for a Democratic Society, (April 4, 1969), 3. _ Educational directory 1973-74. U.S. Department of Health Education and Welfare. Washington, D.C.: U.S. Government Printing Office, 1974. 185. _______ . "Enrollments in Michigan Colleges and Universities Fal}. 1973." Prepared by the Michigan Association of Collegiate Registrars and Admissions Officers. November, 1973. 186. _______ . Editorial, "For a Rational University," January 26, 1970, 2. 187. Hook, Sidney. "Conflict and Change in the Academic Community." Papers prepared for NASPA 52nd Annual Conference, 1970, 12-19. 188. _______ . Joint Statement on Rights and Freedoms of Students. Under the auspices bf the American Association of University Professors. Washington, D.C.1: American CollegePPersonnel Association, 1961. Yale Daily News. 239 189. . Occupational Outlook Handbook 1974-75 Edition. Washington; U.S. Labor Department of Labor Statistics, 1974. 190. _________. "Port Huron Statement." New York: Democratic Society, 1969. Students for a 191. . "Voluntary Support of Alma College, Hope College and Kalamazoo During the Period 1963-64 to 1972-73." Unpub­ lished report prepared by the Council for Financial Aid to Education. New York, 1974. 192. . Editorial, "Who We Are and Where We’re At." Fire Next Tima. Chicago: Students for a Democratic Society, Vol. 1, No. 1. APPENDICES APPENDIX A O 262 G e n e r a l M o t o r s In s t it u t e 1700 W 'S T THIRD AVENUE OFFICE OF THE DEAN OF STUDENTS F U N T , M ICH IG A N 48502 June 5, 1974 Hr. kobert DeYoung Dean of Student Affairs Hope College Holland, Michigan 49423 Dear Dean DeYoung: 1 enjoyed talking to you on the phone May 30, 1974. At that time you agreed to receive a packet of information pertaining to a study I would like to do at Hope College. The study would become part of my thesis to complete my Ph.D. in Higher Education from Michigan State University. The study is entitled: Office of the Chief Student Personnel Adr ^nistrator in the Smaller Liberal Arts Colleges in Michigan: Changes and Trends in Administrative Behavior and Practice 19641974. 1 have enclosed an overview of the proposal. I have in addition to the overview enclosed the following: back­ ground information on myself, list of persons whom i would like to interview, list of published and written materials I would like to analyze, list of questions and topics to be covered during the personal interviews, and a tentative time frame. I have chosen Hope College to meet the desired cross-section of liberal arts colleges and student personnel offices in Michigan. 4, My Doctoral committee has accepted the proposal.' The committee is made up of Dr. Walter F. Johnson, chairman; Dr. Louis Stamakatos, and.Dr. Samuel Moore, II. t? If you have any questions, please call me collect at 313-766-2940, Thank you for your time and hopefully assistance in my study. Sincerely, RICHARD R. WAIJMBOLD Associate Dean of StudentsServices RRW:jo enc. • July 2, 1974 Mr. Robert DeYoung Vice-President Student Affairs Hope College Holland, Michigan 49423 Dear Bob: Thanks to you and Hope College for agreeing to help me with my study, I will by all means return the information that you h^ve sent me. If it is alright with you, I will continue to use you as my contact with Hope. If you would rather have me work with another member of your staff, please send me their name and phone number. Per our conversation of July 1, 1974, I have enclosed the persons to be interviewed if possible. In addition, enclosed are interview information sheets to provide the purpose and topic areas for those who will be interviewed. ' • I have tentatively set up a two-day visit to Hope for Tuly 17 and 18. If possible, the first day I would like to spend most of the time going over information from written and published materials not received before the visit; the second day being basically spent inter­ viewing staff. If because of vacation schedules, other meetings, etc. the first day could be used for interviews. Since I will be staying two days, if you could recommend a place on campus or near campus, I x*ould spend the night. I will call you on July 11 to confirm myvisit and get directions as how to get to the campus, where to’park, and answer any questions you have. ) If you have any problems with the dates, please call me collect. is off July 4 and 5 with classes resuming July 8. Thanks for all your help and time. July. Have a good and safe Fourth of Sincerely, Richard R. Warmbold Associate Dean of StudentsServices Enc. GMI 264 July 2, 1974 Mr. Robert DeYoung Vice-President Student Affairs Hope College Holland, Michigan 49423 Dear Bob: ‘ Enclosed are informational forms that, if possible, I would appreciate having yoh return, before my campus visit. If any of the information which I have requested is considered confidential and should not be released, please state that on the form-. If your institution does not have some.of the information I have requested, please leave that part blank. . I have tried to define the terms and explain what information I desire. The information and definition of terms is attached to each major area to help whoever fills out the form. If you prefer, I will fill out the forms at the time df my campus visit. Please direct any questions pertaining to.the-forms, type of informa­ tion, and use of information to me. Thank you for your help. Sincerely, .• , .«• ss. Enc. Richard R. Warmbold Associate Dean of StudentsServices # 265 PERSONAL INTERVIEWS The persons to be interviewed, if possible, are: 1. 3* 3. President. Chief Student Personnel Administrator. Student Personnel Office Staff who have been on campus |or more than five years. A. Staff who are relatively new to campus. 5. Past staff members who are still on campus but no longer in the Student Personnel Office. 266 .LIST OF PUBLISHED AND TEN MATERIALS It is recognised that not all institutions have the information \ listed below, some might consider part of the information confidential and will retain the right to only release that information the institution wants’ released The material for each year of the eleven-year period, 1964-1974, will be analyzed. In some cases where the material was not done on a yearly basis, it will be noted by date of report and time span the report covers. , ' , 1. ;Institutional annual reports 2. Student newspapers 3. College catalogs. 4. Student handbooks. 5. Future plans (examples 5 year and 10 year). 6. Studies on student life, 7. Enrollment figures. 8. Student costs. 9. Personnel— size of staffs. 10. Institutional self studies. 11. J Agenda and minutes of Board of Trustees meeting pertaining to student personnel. Plus whatever else the institution feels would aid in the study 267 INTERVIEW INFORMATION SHEET Thesis: Office of the Chief Student Personnel Administrator in the Smaller Liberal Arts Colleges in Michigan: Changes and Trends in Administrative Behavior and Practice 1964-1974. Personal interviews of 45 minutes to 60 minutes will be one method, of data collection. The purpose is tq identify the changes and trends during the j period 1964-1974 in the administrative behavior and practice of the student personnel office. Then to examine these changes and trends to see how and why they came about. The Need for the study is to see if student behavior has been influenced by administrative behavior and practice'of the student person­ nel office and by an individual student personnel staff; and to see if student behavior has influenced the administrative behavior and practice of the student personnel office and the individual student personnel staff member. To make student personnel people aware of why change comes about and how their behavior and practice could affect student behavior during the process of change. Student personnel people must be axrare that influence for change does not go in only one direction— administration to student— but is a two-way process. t Topics to be Covered in Personal Interview 1. Student costs. 2. Student enrollment figures. 03 2& 8 3. . J( Training programs for professional student personnel staff, / paraprofessionals, and student leaders. Evaluations of these programs. 4.. Institutional future plans (5 year, 10 year, as examples). 5. Level of student participation in campus activities. 6. Changes in the student personnel office personnel. 7. Management style used by the institution, student personnel office, and individual student personnel office staff. 8. Physical facilities changes in the areas of responsibilities of the student personnel office. 9. Services which have been added^suS/or dropped by the student personnel office. 10. General budget information. 11. Computer use in the student personnel office. 12. Student unrest— issues, participation. 13. Future plans of student personnel office. 14. Change in policies, rules and regulations. Researcher: Richard (Rick) Warmbold Education: B.S. Alma College, 1964} M.S. Michigan State University, 1971 Ph.D. presently being wbrked on. Hometown: Paw Paw, Michigan Work Experience: General Motors Institute, Flint, Michigan. Present Associate Dean of Students-Services. 1971-74 General Super­ visor of.Student Activities. 1968-71 Head Resident Advisor-* Supervisor of Housing. «' Family: Interest.: Married, wife Marlianne; Children— Richard R., II (8/68), Christopher (6/69), and Lorianne L. (6/74) Family projects and activities, wine making, cooking, lawn and gardening, and live cultural and contemporary entertain­ ment. 269 S' DEFINITION OF TEEMS FOR DATA Each college was requested to furnish desired data on specially u designed forms. data. Included with each form was the definition of the desired The definitions wegre: Attrition *’ 1. A student -is classified, for example, as a freshman from the first day of registration freshman‘year until the student registers,for the start of their sophomore year. • 2. Special. Please explain what^ programs pr classifications of *wl|%ients are in this category. If there is more than one, program or classification, please list separately. ” - j>i 3. Transfers. Students who have on theif own decided to leave and go to another institution of higher education within one academic year. 4. Withdrawals. transfers. , ( All others that did net meet requirements of This would include students ^ho leave the institu­ tion- on their own and students who are aslced to leave or not return by the institution, a Costs 1. All costs are per academic year. year is at your institution. Pleas-e explaii^rhat an academic Examples: or 2 quarters and 1 summer session, etc. 2 semesters, 3 terms, 2. Foe. Monies the institution collects and spends. This would ° not include monies for student government if the^student govern­ ment had full control of it. Please itemise this category. 3. Room is based on double occupancy. 4. Board. Please give cost per academic year. per week. 5. Number ofmeals ^ Special or Miscellaneous. This would include special monies, or monies collected but not used by the institution. Please itemize. Graduating Class 1. List baccalaureate degrees separately. vou confer. 2. Special. B.A., B.S., and others Do not include Honorary degrees. Associate degrees and/or certificates. Please list separately and give brief explanation of program. Enrollment V. 1. Fall registration figures are the figures to be used. 2. Special. Please explain what programs or classifications of students are in this category. If' there is more than one program classification, please list each separately. Personnel 1. All personnel figures should be based on the start of the academic year. 2. By means of an organisational chart or in statement j;orm, please state the function or .classification of personnel- that make up: Faculty, Support Staff, Administration, and Student Personnel Categories. 271 3. If at all possible, student personnel should be a category by itself.- 4. s All figures are to be whole numbers. Personnel— Administration 1. x Academic Deans and Department Chairmen are considered administration. f 2. Part-time administration are persons who work on part-time basis and do not work for. the institution in any other capacity. 3. Other. Please list separately other personnel who are not covered by the above categories. . 4. Student personnel should not be included. Personnel— Student Personnel 1. Part-time student personnel are persons who work on a part-time basis and do not work for the institution in any other capacity. Students are nofe part-time help but-rather have their separate category. * P 2. Paraprofessional undergraduates are students who have received special training. Examples are: Resident Advisor and hot line listeners. 3. Undergraduate students working in areas that did not need extensive training or workshops. Examples are: tour guides, receptionist^, and general office help. Personnel— Faculty 1. Deans and Department Chairmen are classified as administration. Therefore, if they also teach in the classroom they would be sags- * & 17“ s 272 placed In the category— joint appointment with administration. 2. Part-time faculty are persons who teach on a part-time basis and do not work for the institution in any other capacity. Students are not part-time. 3. Other. Please list separately other personnel who are not ’ covered by these categories. This could include: (depending • on the organisation of the.institution) library, research staff, admissions, and placement. 4. Professional are persons who have had special training, included -in this are counselors, Health Center Doctor, nurse, and other student personnel functions. 5. Support Staff. Could be secretarial, receptionist, etc. Personnel— Support Staff 1. * „ This category could include secretarial, library, food service, d custodial, maintenance, printing, ".’supply, audio-visual, .and campus security. 2. d .' If your institution cqntracfes out Support areas, please list which areas are contracted. Examples of this would be: ' services and campus security. < , food , 3. .If the institution pays, directly to employees of the hired - ' 9 contractor, then the-personnel should be shown. s If the cop- . , tractor hires and pays their people, then personnel should be shown. 4. a St.udents of t^he institution are not part-time help but rather have their separate category. 5. Student personnel should not be included. I APPENDIX B APPENDIX B THE HISTORY , PHILOSOPHY AND PURPOSE OF ALMA COLLEGE Alma College was founded in 1886 by the Presbyterian SynUd of Michigan. During a long period of the college's history, the Synod. served as a corporate owner, guarantor of freedoms and partial financial \ sponsor of the college. The spiritual and philosophical legacy from the church Is part of the heritage of Alma College and contributes to its present philosophy, goals and programs. The college is now a private corporation directed fyy a self-perpetuating board of trustees. Never wavering from its liberal, arts tradition of education, the college has modified and augmented its curricula in the light of the needs of each era of its history. For instance, during the critical -» years of World War II, the college sponsored the Navy V-12 unit which, was stationed in "The Good Ship Wright" (Wright Hall). Later, during the sixties when enrollments in higher education were expanding rapidly, new , residence halls Sad academic facilities were constructed to meet this , nationwide demand. In 1966 the college left the traditional semester system'5’and embarked on a three-term, three-course program. This program was modified to allow variable credit for different courses and to permit a calendar adjustment. The four-four-one calendar adopted for 1973-74 jias two addi­ tional advantages of a pre-term for the freshman class and a.shprt iat^nsi,ve spring terra at the end of the academic year. last four weeks. The latter b o m will 275 Alma College is an undergraduate, coeducational, residential liberal arts college committed to quality and excellence in its educa­ tional program and to a deep regard for students as maturing, individual beings. The aim of the college is to foster experiences, both in activity and thought, which will enable the woman and man who study here to become rulers of their own lives, to produce the genuinely creative In the world, and to live with a sense of total responsibility for them­ selves and their fellow men. Such aims take on special significance for higher education in a time of unprecedented change: In an era when impersonality is the hallmark of our society, Alma College seeks to relate its programs to the individual student, helping him to continue toward the achievement of his individual potentiality and to discover a personal life-style founded on integrity and self-respect. In an era when specialization threatens meaningful communication between people and the institutions of society, Alma College seeks to enable students to think, to move and to interact with freedom and confidence in a broad intellectual spectrum. In an era when the potential benefits of scientific and techno­ logical advancement are jeopardised by a lack of wisdom, moral concern and responsibility in the use of such knowledge, Alma College seeks t@^maintain a steady focus on human values which undergird the wt&th of individuals and the welfare of society. , • »■&?&' ' In an era of proliferation and fragmentation of knowledge, Alma College seeks to create in students an intellectual curiosity bout the wholeuesjB uf knowledge and a concern- for the value udgments which are critical to wise decision making. » - In an era generally described as secular, Alma College gratefully acknowledges its legacy as a church-related institution. It alms to perpetuate this inheritance, not by a sectarian stance, but as an academic community wherein its members are critically open to moral and spiritual affirmations. Alma College has been continuously accredited since 1916 by the North Central Associatior of Colleges and Secondary Schools. The Michigan Department of Education has given the approval to the pro rams for accrediting both elementary and secondary school teachers. Membership in the following associations is maintained: Association of American Colleges, College Entrance Examination Board, American Association of Colleges of Teacher Education*,'Association of Inde­ pendent Colleges and Universities of Michigan and approval is given by: North Central Association of Colleges and Secondary Schools, Michigan Department of Education, Board of Christian Education of the United Presbyterian Church in the U;S.A., National Council on Accreditation of Teacher Education (NCATE), American Chemical Society Committee on Professional Training and Council on Social Work Education. (Alma College Catalog 1973-74. Alma College, Alma, Michigan.) APPENDIX C 278 APPENDIX C THE HISTORY, PHILOSOPHY AND PURPOSE OF HOPE COLLEGE Over one hundred years ago, Dutch pioneers, seeking new opportunities in a young America, established an academy on the eastern shore of Lake Michigan. Battling hostile forces in an untamed land, they were sustained by a love of liberty and devotion to God that set the guidelines for their new institution. Today this school is Hope College, a distinguished and distinctive liberal .arts, four-year, undergraduate college, affiliated with the Reformed Church in America. Its great r religious heritage is expressed through a dynamic Christian community— students and teachers vitally concerned with a relevant faith that changes man's lives and transforms society. Hope occupies a special place in the vast array of educational opportunities in the United States. It makes $tts contribution to the vitality and diversity of American higher education through the dis­ tinctiveness of its educational philosophy and program. c For more than a century, Hope has cherished the conviction— as it does today— that life is God's trust to man, a trust which each of us is called to activate personally by an insistent concern for intelligent involvement in the human community and its problems. Hope's reason for being is each individual student; its purpose is the growth and development of each student as a competent, creative, compass onate human being; its design is to provide full opportunity for 27S ' the fulfillment of each individual student, not for his own self­ gratification, but for what he can give to others in service to God and hibh « Pope College holds that a vital faith is central to education and to life— 'that faith provides both the incentive and dynamic for learning and living. Hope welcomes able young man and women of all social and economic levels. It is interested in students who sincerely seek to enlarge their minds, to deepen their commitment, and to develop thel^ capacity for service. Hope provides an adventure in learning and living, not alone for knowledge and wisdom, but for understanding, for meaning, and for purpose. As partners, in this seeking and searching fellowship, Hope students find a sympathetic faculty of professionally distinguished scholars. They have a genuine concern for the total development of every individual student. Hope's finest teachers are honored to teach element° » ary as well as advanced covirses. Independent work on a highly personal basis is encouraged. Hope offers a well-equipped and friendly environment. Campus life centers about residence halls which serve as qocial centers for meals and conversation, and provide congenialllhirroundings for students to learn from one another. The diversity, of student backgrounds, geo­ graphic and ethnic origins, and a wide range of personal interests add variety and richness to the group living experience. „ Myriad cp-curricular activities and cultural events attract almost every student on campus and provide rich opportunities as laboratories 280 c* for leadership, the total Hope escperience is designed to engender a lifelong love of learning. Hope prepares men and women who are persons in their own r-ight, u relativity of all human apprehensions and expressions of truth, and thus leaves men free to construct and criticize without restraint by any official dogmatism. Learning which is both liberal and Christian specifically denies that? an idea which is unpopular is for that reason suspect, or that an idea wliich is popular is for that reason true, and trusts instead in those canons of discrimination which are givqn in the Western tradition of historical scholarship and in the Judaeo-Christian ethic. Standing self-consciously within the tradition of learning which is both liberal and.Christian, Kalamazoo College claims for its teachers and students the freedom to engage in the careful and critical examination of the history of ideas; the freedom to create, to hold, to advocate and to act in behalf of ideas which express their own ^convictions and integrity; the freedom to engage in the controversy which an unfettered examination and expression of ideas generates; and the freedom to invite to the campus representatives of joints of view which are important to an informed understanding of the conflict of ideas in our own time. Kalamazoo College is *accredited by the North Central Association of Collages and Secondary Schools. It is an institutional member of the American ‘Council on Education and the American Association of Colleges for Teacher Education, and a member of the College Entrance Examination Board of the Association of American Colleges. Women graduates of Kalamazoo College are eligible for membership in the American Association of University Wbmen. Kalamazoo College is one of twelve colleges located in Michigan,• Indiana, and Ohio comprising the Great Lakes College Association. The general purposes of the association are to promote the educational advancement and the administrative efficiency of the member institutions. (Kalamazoo College Catalog 1973-74. Michigan.) Kalamazoo College, Kalamazoo, .