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8603454

M oore, D a rre ll

A COMPARISON OF THE PERCEPTIONS OF THE GRADUATES IN 1978
WITH THEIR PERCEPTIONS FIVE YEARS LATER IN 1983 REGARDING
SELECTED ASPECTS OF THE CORE CURRICULUM PROGRAM AT SPRING
ARBOR COLLEGE

Michigan State University

University
Microfilms
International

300 N. Zeeb Road, Ann Arbor, Ml 48106

Ph.D.

1985

PLEASE NOTE:

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University
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A COMPARISON OF THE PERCEPTIONS OF THE GRADUATES IN 1978 WITH
THEIR PERCEPTIONS FIVE YEARS LATER IN 1983 REGARDING
SELECTED ASPECTS OF THE CORE CURRICULUM PROGRAM
AT SPRING ARBOR COLLEGE

by
D a r r e l l Moore

A DISSERTATION

S u b m it te d t o
Michigan S t a t e U n i v e r s i t y
i n p a r t i a l f u l f i l l m e n t of t h e r e q u i r e m e n t s
f o r t h e d e g r e e of
DOCTOR OF PHILOSOPHY

Department o f E d u c a t i o n a l A d m i n i s t r a t i o n

1985

ABSTRACT

A Comparison of t h e P e r c e p t i o n s of t h e G r a d u a t e s
i n 1978 w i t h T h e i r P e r c e p t i o n s F iv e Years L a t e r
i n 1983 R e g a r d i n g S e l e c t e d A s p e c t s of th e Core
Cu rr ic u lu m Program a t S p r in g Arbor C o ll e g e

by
D a r r e l l Moore

T h i s s t u d y was d e s i g n e d and c a r r i e d o u t t o d e t e r m i n e t h e o p i n i o n s
of t h e S p r i n g A r b o r C o l l e g e c l a s s o f 1978 r e g a r d i n g

t h e i r academic

p r e p a r a t i o n a t S p r i n g Arbor C o l l e g e ; t o a s s e s s t h e e f f e c t i v e n e s s of t h e
c o r e c u r r i c u l u m program i n a i d i n g t h e i n t e g r a t i o n
and l i v i n g ;

of f a i t h ,

learn in g ,

t o o b t a i n c r i t i c i s m s , s u g g e s t i o n s , and rec om me nda ti on s f o r

t h e improvement of t h e c o r e program.
The r e s e a r c h i n s t r u m e n t
to g a th e r

the d ata fo r

in fe re n tia l
p erceptions

the s tu d y .

tech n iq u es
of

th e

deve lo ped by John M. Newby i n 1972 was used

w ere

graduates

A v arie ty

em ployed
in

to

1978 w ere

of d e s c r i p t i v e

analyze

the d a ta .

com pared w ith

and
The
th e ir

p e r c e p t i o n s f i v e y e a r s l a t e r i n 1983.
As a r e s u l t of t h e d a t a

a n a l y s i s , t h e r e s e a r c h e r f o un d t h a t

There was no d i f f e r e n c e

from 1978

t o 1983 i n t h e

p e r c e p tio n s of the

g r a d u a t e s r e g a r d i n g t h e i r g e n e r a l e d u c a t i o n a l e x p e r i e n c e a t S p r i n g Arbor
College.
There was no d i f f e r e n c e from 1978 t o 1983 i n t h e p e r c e p t i o n s of t h e

D a r r e l l Moore
g r a d u a t e s re g a rd in g th e C h r is tia n P e rs p e c tiv e in the L ib e ra l A rts
program a t S p r i n g Arb or C o l l e g e .
On t h e b a s i s o f t h e a n a l y s i s , t h e f o l l o w i n g c o n c l u s i o n s were drawn.
The

graduates

of

S pring

A rbor

C o lleg e

in

1 97 8 h a v e

not

s i g n i f i c a n t l y m o d ifie d the p erceptio ns of t h e i r educational experience
n o r of t h e c o r e c u r r i c u l u m .
The g r a d u a t e s

perceived th a t

t h e y had a c h i e v e d a m o d e r a t e l y high

le v e l of s u c c e s s in a cc o m p lish in g th e
"co n cep t," but

goals

of

the

S pring

A rbor

t h e y d i d n o t p e r c e i v e t h a t t h e c o r e c u r r i c u l u m program

had a s i g n i f i c a n t impact on t h e i r

in teg ratio n

of f a i t h ,

l e a r n i n g and

living.
The g r a d u a t e s w e r e n o t w e l l s a t i s f i e d w i t h

th eir

t o t a l college

e x p e r i e n c e , n o r w i t h t h e c o r e c u r r i c u l u m program.
The g r a d u a t e s p e r c e i v e d t h e c o r e c u r r i c u l u m program a s t h e w eak es t
p a r t of t h e g e n e r a l e d u c a t i o n program, and i n need of r e s t r u c t u r i n g .
The f o l l o w i n g recom men dat ion s w ere made:
That t h e e v a l u a t i o n o f t h e c o r e c u r r i c u l u m p r o g r a m i n c l u d e

the

f o l l o w i n g : a c l e a r a r t i c u l a t i o n of t h e g o a ls of th e college, ac tu a l
r e s u l t s o f c o u r s e e v a l u a t i o n s , f a c u l t y a s w e l l as s t u d e n t e v a l u a t i o n s ,
and a p e r i o d i c , s y s t e m a t i c r e v i e w o f t h e a l u m n i .
That s p e c i a l t r a i n i n g be g i v e n t o t h e f a c u l t y o f t h e c o r e c o u r s e s
to im prove t h e i n s t r u c t i o n

i n t h e c o r e sequence of c o u r s e s , s e l e c t i n g

w i t h c a r e t h e mo st c a p a b l e f a c u l t y ,
th e ir

ab ility

to a s s i s t

l e a r n i n g and l i v i n g .

w ith s p e c i a l a t t e n t i o n g iv e n to

t h e s t u d e n t s i n t h e i n t e g r a t i o n of f a i t h ,

To D o nn a,

f o r w i t h o u t h e r d e d i c a t i o n , s a c r i f i c e , and b e l i e f i n me,

t h i s would n o t have t r a n s p i r e d .
My a p p r e c i a t i o n i s a l s o e x t e n d e d t o Dr. R ic h a r d F e a t h e r s t o n e f o r
h i s g u id a n c e and a b i l i t y t o pave t h e way.

And t o committee m em b ers Dr.

Howard H ic k ey , Dr. Eldo n Nonnamaker, and Dr. C h a r l e s McCracken f o r t h e i r
c o o p e r a t i o n and a s s i s t a n c e .

TABLE OF CONTENTS
Cha pt er
I.

Page

NATURE OF THE STUDY....................................................................................

1

I n t r o d u c t i o n ..................................................................................................
1
S t a t e m e n t of t h e P r o b le m ......................................................................
5
P u r p o s e s f o r t h e S t u d y ...........................................................................
6
Design of t h e S t u d y ...............................................................................
7
D e f i n i t i o n o f Terms ...............................................................................
9
L i m i t a t i o n s and D e l i m i t a t i o n s ........................................................ 11
Overview o f t h e S t u d y ................................................................................ 11
P o s s i b l e A p p l i c a t i o n s ........................................................................... 12
II.

REVIEW OF SELECTED LITERATURE .............................................................

13

I n t r o d u c t i o n ....................................................................................................... 13
L i b e r a l E d u c a t i o n and G e n e r a l E d u c a t i o n ................................. 13
Core C u r r ic u l u m P r o g r a m s ........................................................................... 27
The C h u r c h - R e l a t e d C o l l e g e ....................................................................... 53
Summary . . . .................................................... . . . . . . . . .
70
III.

RESEARCH DESIGN AND PROCEDURE .............................................................

72

I n t r o d u c t i o n ................................
72
Design o f t h e S t u d y .....................................................................................72
R e s e a r c h Q u e s t i o n s and H yp ot h es es ............................................... 74
Data C o l l e c t i o n P r o c e d u r e s .......................................................................76
T r e a tm e n t o f t h e D a t a ................................................................................76
S u m m a r y ..............................................
77
IV.

ANALYSIS OF THE DATA...............................................................................

79

I n t r o d u c t i o n ....................................................................................................... 79
P u r p o s e s f o r t h e S t u d y .....................................
79
S t a t i s t i c a l A n a l y s i s .....................................................................................79
R e s e a r c h Q u e s t i o n One ........................................................................... 80
R e s e a r c h Q u e s t i o n Two ........................................................................... 94
R e s e a r c h Q u e s t i o n T hr ee .......................................... .
108
R e s u l t s o f t h e A n a l y s i s ......................................................................... 113
S u m m a r y ...............................................................................................................120

iii

V. CONCLUSIONS AND RECOMMENDATIONS.................................................................. 121
P u r p o s e s f o r t h e S t u d y ...........................
121
Design of t h e S t u d y .....................................................................................122
Conclusions .
.............................................................................................. 124
Im plications.
.............................................................................................. 129
Recommendations ......................................................................................... 132
Recommendations f o r F u r t h e r R e s e a r c h .................................................. 136
SELECTED BIBLIOGRAPHY ..............................................................................................

138

APPEND ICES ..........................................................................................................................150
A.

COVER LETTER.............................................................................................. 151

B.

QUESTIONNAIRE......................................................................................... 153

C.

GRADUATES' RESPONSES TO STRENGTHS AND WEAKNESSES
OF THE GENERAL COLLEGEEXPERIENCE ........................................

D.

156

GRADUATES' RESPONSES TO STRENGTHS AND WEAKNESSES
OF CORE PROGRAM.....................................................................................176

iv

CHAPTER I

THE NATURE OF THE STUDY

Introduction

T w en ty -fiv e

years

ago

i n l o o k i n g a h e a d t o t h e decade of th e

s i x t i e s , David Riesman p r e d i c t e d t h a t t h e

sm all church c o lle g e

in the

d e c a d e o f t h e s i x t i e s must e i t h e r change o r p e r i s h (Riesman, 19 5 8) .
th e opening of th e decade of th e

s e v e n t i e s , when t h e

sm all

At

church

c o l l e g e must have changed f o r most of them d i d n o t p e r i s h , t h e watchword
f o r a l l i n s t i t u t i o n s of h i g h e r e d u c a t i o n was " r e l e v a n c e " (Newby, 197 2 ) .
As t h e decade of t h e e i g h t i e s ope ned, when t h e economic p i c t u r e was much
more b l e a k t h a n i n 1958 when Riesman made h i s
c a l l was f o r

" q u a l i t y education"

p red ictio n ,

the c la r io n

(Br ann , 1979; Eddy, 1982; Mosley and

Bu ch er , 1982; S a n d i n , 1982; S a n o f f , 1980; and Simpson, 19 80 ).
T he

contem porary

v a r i o u s ways.

demand f o r q u a l i t y

has been r e s p o n d e d to in

Many i n s t i t u t i o n s a r e r e e x a m i n i n g t h e i r

c u r r i c u l a an d

g i v i n g s p e c i a l emphasis t o a r e d e f i n i t i o n of g e n e r a l e d u c a t i o n , c a l l i n g
f o r a r e f o c u s i n g and a b a l a n c e o f a c a d e m i c d i s c i p l i n e s v e r s u s
prep aratio n

(Conrad,

1980;

" I s s u e s i n H i g h e r E d u c a t i o n , " 1979).

i n c r e a s i n g num be r o f s c h o o l s a r e
e d u c a t i o n and c o r e c u r r i c u l a .

They w e r e n o t t h e f i r s t

wave (H en d er s o n, 19 81 ).

in stitu tin g

program s

in

An

general

T h i s movement was g i v e n m a jo r impetus

when H ar v ar d U n i v e r s i t y r e s t r u c t u r e d
1976.

career

its

undergraduate curriculum

in

t o do so, but th e y c r e a t e d t h e l a r g e s t

2

But

th ere

is

(T obias,

1982).

programs

(e .g .,

no

c o n s e n u s on w h a t c o n s t i t u t e s

Some w a n t t o i d e n t i f y

a c o r e program

g e n e ra l e d u c a tio n and

core

H arv ard U n i v e r s i t y ) and o t h e r s want to d i s t i n g u i s h

between the m ( G a f f ,

1979).

The t e r m " g e n e r a l e d u c a t i o n " f u n c t i o n s

somewhat l i k e a n " i n k b l o t " o n t o w h i c h i n s t i t u t i o n s and i n d i v i d u a l s
p ro ject

th e ir

own v a l u e s ,

b eliefs,

and a t t i t u d e s .

D ifferen t

p h i l o s o p h i e s of e d u c a t i o n produce d i f f e r e n t c o n c e p t s o f c o r e and g e n e r a l
e d u c a t i o n (Shulman, 197 9) .
While i t

is

true

t h a t some seem t o see g e n e r a l e d u c a t i o n and co r e

as p r a c t i c a l l y synonymous, i t may be u s e f u l t o d i s t i n g u i s h b e t w e e n them
(S turgeon,
those

1978).

Hartman (1977)

c o u r s e s w hich a r e

in teg rativ e

purposes.

id en tifies

esp ecially

designed

The c o r e i s

usually

o r g a n i z e d a r o u n d a theme or i s s u e ( G a f f , 1983).

t h e c o r e c u r r i c u l u m as
to

achieve

certain

in terd iscip lin ary

and

It is that " c lu s te r

of

s u b j e c t s and c l a s s e s t h a t an i n s t i t u t i o n of h i g h e r l e a r n i n g i n s i s t s t h a t
all

its

students

G eneral

take to g e th e r "

ed u catio n ,

on t h e

(Boyer and K a p la n ,

o th er

hand,

refers

1 977 ,

to

p.

10).

d istrib u tio n

r e q u i r e m e n t s which s p e c i f y a g r o u p in g of c o u r s e s from which th e s t u d e n t s
choose a few.

These a r e

intended to

" r o u n d o u t " t h e i r e d u c a t i o n and

g ive them b r e a d t h .

The co re c u r r i c u l u m c o n c e p t i s r e a l l y

ach iev in g in p a rt

the g en e ra l e d u c a tio n a l

g o als of

a m e an s f o r

the i n s ti tu ti o n

(Shulman, 197 9) .
Current

d i s c u s s i o n s on g e n e r a l e d u c a t i o n , l i b e r a l e d u c a t i o n , and

core t e n d t o be b o t h e x h i l a r a t i n g a n d f r u s t r a t i n g .
schizophrenia
to

is

t h e r e a l i t y of as s u m p ti o n s t h a t t h e p a r t i c i p a n t s ta k e

the d i s c u s s i o n .

devotees,

U nderlying th i s

who s t r e s s

On t h e o n e h a n d ,

there are

th e im portance of

"ways o f t h i n k i n g "

introducing

stu d en ts

to the

d i v e r s e e p i s t e m o l o g y of modern l e a r n i n g .

Th is ap pr o ac h r a i s e s q u e s t i o n s

lik e:

How d o e s a h a r d s c i e n t i s t

think?

think?

How does a hu m a n is t t h i n k ?

How does a n a r t i s t

1977).

On t h e o t h e r s i d e of t h e d i s c u s s i o n a r e th e " a r e a s of knowledge"

devotees.

How does a s o c i a l s c i e n t i s t

A basic q u e s tio n h ere tends to be:

think?

(B ailey,

"What i s a n e d u c a t e d

p e r s o n i n t h e modern w o r l d ? "
The "ways o f t h i n k i n g " p e r s p e c t i v e i s i l l u s t r a t e d by S t . J o s e p h ' s
C ollege, where an e i g h t
program.

course

E n t e r i n g f re s h m e n b e g i n by f o c u s i n g on t h e contemporary world

and i t s r e l e v a n c e t o t h e p a s t .
A ncient,

s e r i e s h a s been d e v e lo p e d a s a core

They t h e n move t o a s t u d y of how t h e

M e d i e v a l a n d Modern p e r i o d s d ev el op ed t h e i r images of man, of

n a t u r e and o f God.

The n e x t two s e m e s t e r s o f f e r v i e w s o f m a n k i n d f r o m

d i f f e r e n t p e r s p e c t i v e s (Mohrman, 1 9 7 7 ) .
The H a r v a r d e x p e r i e n c e i s a good example of th e a r e a s of k n o w l e d g e
approach.

The g o a l o f t h e c o r e c u r r i c u l u m i s t o en co u ra g e a c r i t i c a l

a p p r e c i a t i o n of t h e m a jo r a p p r o a c h e s t o knowledge, so t h a t s t u d e n t s may
a c q u i r e a n u n d e r s t a n d i n g o f w h a t k i n d s o f knowledge e x i s t i n c e r t a i n
im p o r t a n t a r e a s , how such knowledge i s c r e a t e d , u s e d , and what i t m i g h t
mean t o them p e r s o n a l l y .

The s t u d e n t s s h ou ld a c q u i r e b a s i c l i t e r a c y in

t h e m a jo r forms of i n t e l l e c t u a l d i s c o u r s e (H arv ard R e p o r t , June 1979).
The a t t e n t i o n

cu rren tly

f o c u s e d on g e n e r a l e d u c a t i o n a n d c o r e

c u r r i c u l a p r e s u p p o s e s a l i b e r a l a r t s p e r s p e c t i v e on h i g h e r e d u c a t i o n .
L i b e r a l e d u c a t i o n ha s been t h e m a jo r t h r u s t of American h i g h e r e d u c a t i o n
from th e c o l o n i a l p e r i o d t o
Conrad, 1 9 8 0 ) .

the m id -tw e n tie th

century

(Bowen, 1 9 8 0 ;

But i n t h e m i d d le of t h e t w e n t i e t h c e n t u r y , " t h e m i s s i o n

of h i g h e r e d u c a t i o n h a s become muddled" ( B o y e r a n d L e v i n e ,
the

last

th irty -fiv e

years,

1981).

In

t h r e e m a jo r waves of change have impacted

American h i g h e r e d u c a t i o n i n s i g n i f i c a n t ways.

F i r s t , Sputnik produced

a demand f o r e x c e l l e n c e i n t h e s c i e n c e s and b r o u g h t a new wave of honors
program s.

Second,

d u rin g the

six ties

A m erican h i g h e r

ed u catio n

e x p e r i m e n t e d w i t h p a s s / f a i l , in d e p e n d e n t s t u d y , f r e e u n i v e r s i t i e s , and

the a rts as the number of undergraduates exploded.
brought a p ro fu s io n of n o n - t r a d i t i o n a l
credit

c a r d payments

co lleg es

programs and ev en l e a r n i n g by

(Lockwood, 1 9 8 2 ).

in creasin g ly

Third, the seven ties

As a r e s u l t ,

lib eral

ab an doned t h e i r unique l i b e r a t i n g

arts

g o a l of

" e d u c a t i o n f o r l i f e " f o r t h e " u n i v e r s i t y c o l l e g e " model of e d u c a t i n g f o r
a j o b ( S c h u r r , 19 7 9) .
The d e t e r i o r a t i o n i n e d u c a t i o n a l q u a l i t y which f o l l o w e d i n t h e wake
of t h i s u p h e a v a l was s u b t l e and n o t r e a d i l y r e c o g n i z e d .
H a rv a rd 's

d r a m a t i c r e s p o n s e , many e d u c a t o r s had begun t o t a k e a n o t h e r

l o o k a t t h e c u r r i c u l u m of t h e i r
swing, and i s
education

But even b e f o r e

still

in stitu tio n s.

The p e n d u l u m b e g a n t o

i n m o t i o n , but i t ha s n o t f u l l y swung.

Changes i n

c a n n o t be r u s h e d .

The p r o b l e m s we f a c e a r e n o t s o mu ch

p h ilo s o p h ic a l as p r a c t i c a l .

Changing a c u r r i c u l u m may be compared t o

moving a c e m e te r y , th e p r o t e s t s a r e loud and l o n g .

And d e p a r t m e n t s w i l l

c h a n g e o n l y when t h e i r own s u r v i v a l i s a t s t a k e (Bowen, 1980; S a n o f f ,
1980; H e n de r s o n, 1981 ).
The t u r m o i l and change of t h e l a s t t h r e e

dec a d es h a s c e r t a i n l y no t

l e f t t h e s m a l l , p r i v a t e chur ch

r e l a t e d c o l l e g e u n a f f e c t e d . I n m a t t e r of

f a c t , t h e s t r u g g l e s of p r i v a t e

c o l l e g e s may be g r e a t e r t h a n

s c h o o l s i n th e p u b l i c
th is.

Inflationary

tu itio n ,

u tilities

secto r.

A variety

dem and s i n c r e a s e

o f r e a s o n s may

t h o s e of t h e
accountfo r

t h e b ur d en on f a c u l t y s a l a r i e s ,

and d e f e r r e d m a i n t e n a n c e .

Increased

federal

p r e s s u r e s l i m i t t a x c r e d i t s and impose s u n s e t laws on c h a r i t a b l e g i v i n g .

Some b e l i e v e
in ev itab ly

th at

the n e c e s s a ry fo c u s

erode th e q u a l i t y

on econom ic

su rv iv al

of e d u c a t i o n a l programs.

r e l a t i o n s h i p s between t h e c o l l e g e s and t h e i r
d i v e r t s a t t e n t i o n and c r e a t i v e

w ill

The chang in g

su p p o rtin g denom inations

e f f o r t from th e e d u c a t i o n a l

process

( G y e r t s o n , 1981; Howe, 1979; Mosely, 1980; S a n d i n , 1982).
S u r v i v a l o f t h e s m a l l c h u r c h - r e l a t e d c o l l e g e may e n t a i l numerous
demands.
is

The p r i v a t e c o l l e g e s ho uld u n d e r s t a n d i t s own c h a r a c t e r — t h i s

the q u e s tio n of

sense of m iss io n
programs

(Sandin,

s e l f - i d e n t i t y — ( B u c h e r , 198 2) ; s h o u ld have a c l e a r

(M osely,
1982);

1980);

should produce q u a l i t y

ed u catio n

s h o u l d l e a r n t o manage d e c l i n e (Howe, 197 9);

and s h o u l d r e - d i s c o v e r t h e a r t

of dream ing ( G a l l i n ,

1 9 8 0 ; M o se ly a n d

B uc he r, 1 9 8 2 ) .
W r i t e r s h a v e lo n g o b s e r v e d t h a t t h e American l i b e r a l a r t s c o l l e g e ,
a l m o s t u n i q u e i n t h e h i s t o r y o f e d u c a t i o n , may be t h e most a d a p t a b l e and
kn o w le d ga bl e of e d u c a t i o n a l i n s t i t u t i o n s i n s u r v i v i n g th r o u g h p e r i o d s of
r a p i d s o c i a l a n d e c o n o m i c c h a n g e (Howe,

1979; S and in,

1982).

"The

p r e s e n t c r i s i s c o n c e r n s t h e a b i l i t y of t h e r e l i g i o u s l y o r i e n t e d c o l l e g e s
to m aintain

th at

lev el

of

ed u catio n al

effectiv en ess

w hich

the

c o m p e t i t i v e n e s s o f t h e t i m e s demands" ( S a n d i n , 1982, p. 2 ) .

Statemenfc.,Q£..th£,.Er,Qhlem
In

1 96 3 S p r i n g A r b o r C o l l e g e e x p a n d e d f ro m a t w o - y e a r j u n i o r

college to a four-year l i b e r a l a r t s college.

The c u r r i c u l u m o f t h e new

f o u r - y e a r p r o g r a m was d ev el o p ed by t h e f a c u l t y i n a s p e c i a l s tu d y ov er
months of i n t e n s i v e p l a n n i n g and work.

The C h r i s t i a n P e r s p e c t i v e i n th e

L i b e r a l A r t s ( h e r e a f t e r r e f e r r e d t o a s CPLA) program was i n a u g u r a t e d i n

the f a l l

of 1963.

F u l l a c c r e d i t a t i o n by N o r t h C e n t r a l A c c r e d i t i n g

A s s o c i a t i o n was awarded i n t h e s p r i n g o f 1967.
The f i r s t m a j o r e v a l u a t i o n o f t h e CPLA p r o g r a m was c a r r i e d o u t
d u r i n g t h e summer of 1970 .

T h i s e v a l u a t i o n by t h e f a c u l t y , a s s i s t e d by

p r o f e s s i o n a l c o n s u l t a n t s , p ro duc ed some m a j o r c h a n g e s i n t h e p r o g r a m .
The o r i g i n a l CPLA program f o c u s e d on n i n e c o u r s e s t a k e n by a l l s t u d e n t s .
The new p l a n p r o v i d e d t h r e e
stu d en ts,

core co urses a ls o to

be

tak en

by a l l

p l u s two c o u r s e s f r o m e a c h of t h e f o u r d i v i s i o n s o f t h e

curriculum :

Humanities, N atu ral Science, Philosophy and R e l i g i o n , and

S ocial Science.

The same p a t t e r n h as c o n t i n u e d t h r o u g h t h e s p r i n g of

1983.
A study

of

the

CPLA p r o g r a m

for

t h e y e a r s o f 1 9 6 5 - 1 9 7 0 was

com pleted by Joh n Newby i n 1972 a s t h e b a s i s f o r a d o c t o r a l d i s s e r t a t i o n
f o r M ichigan S t a t e U n i v e r s i t y .

Out o f N e w b y 's s t u d y a n e v a l u a t i o n

p r o g r a m f o r S p r i n g A r b o r C o l l e g e was d e v e l o p e d , w h i c h , w i t h m i n o r
changes,

is

in e f f e c t

today.

Eac h s p r i n g t h e g r a d u a t i n g s e n i o r s a r e

asked to ev alu ate s e le c te d a s p e c ts of t h e i r c o lleg e ex p erien ce .
T h e r e h a s b e e n no m a j o r s t u d y o f t h e c o l l e c t e d

d a t a from t h e s e

annual survey q u e s t i o n n a i r e s .

EurPQsefi„£aE. .the. .Study
T h i s s t u d y was c a r r i e d o u t
c l a s s o f 1978 w i t h

th eir

to

compare t h e p e r c e p t i o n s of t h e SAC

percep tio n s fiv e years

la te r.

The

data

c o m p i l e d by t h e O f f i c e o f I n s t i t u t i o n a l R e s ea r c h i n 1978 was matched
a g a i n s t th e same q u e s t i o n n a i r e a d m i n i s t e r e d f i v e y e a r s l a t e r t o th e same
class.
1.

The s tu d y was d e s i g n e d t o a c c o m p l i s h t h e f o l l o w i n g p u r p o s e s :
To a s s e s s t h e p e r c e p t i o n s of t h e g r a d u a t e s c o n c e r n i n g t h e c o r e

c u r r i c u l u m p r o g r a m a t SAC,
i n t e g r a t i o n of f a i t h ,
2.

and

ita

effectiv en ess

in a id in g

the

l e a r n i n g and l i v i n g ;

To o b t a i n c r i t i c i s m s , s u g g e s t i o n s and r e c o m m e n d a t i o n s f o r

the

improvement of t h e c o r e c u r r i c u l u m program;
3.

To e v a l u a t e

th ese

data

and

use

the

resu lts

to

suggest

th e im provem ent

of th e

i m p l i c a t i o n s f o r t h e c o r e c u r r i c u l u m program; and
4.

To make s u g g e s t i o n s

co n cern in g

e v a l u a t i o n p r o c e s s c u r r e n t l y employed by t h e c o l l e g e .

Peaign.-Qf^the.-.'Studv

The f o l l o w i n g q u e s t i o n s were
1.

How do t h e

the focus of t h i s study:

p e r c e p t i o n s of t h e g r a d u a t e s i n 1978

comparew i t h t h e i r

p e r c e p t i o n s f i v e y e a r s l a t e r regarding t h e i r educational experience a t
SAC?
To a n s w e r t h i s

q u e s t i o n t h e f o l l o w i n g r e s e a r c h h y p o t h e s e s were

tested:
Ho 1 . : T h e r e i s no d i f f e r e n c e

f r o m 1978 t o 1983 i n t h e p e r c e p t i o n s of

t h e g r a d u a t e s r e g a r d i n g t h e i r e d u c a t i o n a l e x p e r i e n c e a t SAC.
Ho 1 . 1 . :

Ch ang e i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g t h e i r
i n t h e s tu d y of t h e

involvem ent

liberal a rts.

Ho 1 . 2 . : Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g t h e i r

the

co m mi tm en t

to Jesus C hrist as a perspective for learning.
Ho 1 . 3 . :

Ch ange i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
p erceptions of the g ra d u a te s re g a rd in g t h e i r

critica l

p a r t i c i p a t i o n i n t h e a f f a i r s of t h e cont emp or ary w o r l d .

Ho 1 . 4 . :

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
p e r c e p t i o n s of th e g r a d u a t e s r e g a r d i n g t h e i r

outstan d in g

e x p e r i e n c e a t SAC.
Ho 1 . 5 . :

Ch ange i n t i m e f r o m 19 78 t o 1983 i s n o t r e l a t e d t o t h e
p ercep tio n s

of

th e

g rad u ates

reg ard in g

th e ir

i d e n t i f i c a t i o n o f s t r e n g t h s a n d w e a k n e s s e s i n t h e SAC
program.
2.

How do t h e p e r c e p t i o n s o f t h e g r a d u a t e s i n 1978 compare w i t h t h e i r

p e r c e p t i o n s f i v e y e a r s l a t e r i n 1983 r e g a r d i n g t h e CPLA Program a t SAC?
To a n s w e r t h i s q u e s t i o n t h e f o l l o w i n g r e s e a r c h h y p o t h e s e s were
tested:
Ho 2 . :

T h e r e i s no d i f f e r e n c e

f r o m 1978 t o 1983 i n t h e p e r c e p t i o n s of

t h e g r a d u a t e s r e g a r d i n g t h e CPLA program a t SAC.
Ho 2 . 1 . :

Ch ang e i n t i m e f r o m 1978 t o 1983 i s n o t r e l a t e d t o t h e
p e r c e p t i o n s of th e g r a d u a t e s r e g a r d i n g t h e dev el op me nt o f
a C h ristian perspective for learning.

Ho 2 . 2 . :

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o th e
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g s p e c i f i c a s p e c t s
o f t h e CPLA c o u r s e s a s l i s t e d i n q u e s t i o n number 18.

Ho 2 . 3 . :

Ch ange i n t i m e f r o m 1978 t o 1983 i s n o t r e l a t e d t o t h e
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g t h e a d e q u a c y o f
th e core c o u rse s in p ro v id in g a foundation for further
study in the l i b e r a l a r t s .

Ho 2 . 4 . :

Ch ange i n

t i m e f r o m 19 78 t o 1983 i s n o t r e l a t e d t o t h e

p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g s p e c i f i c a s p e c t s
of th e c o re sequence of c o u r s e s as l i s t e d
number 20.

in question

9

Ho 2 . 5 . :

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
percep tio n s

of t h e g r a d u a t e s r e g a r d i n g t h e i r

general

a t t i t u d e t o u a r d t h e CPLA Program.
3.

What a r e

the

s t r e n g t h s and w eak n esses of th e

core

program

as

p e r c e i v e d by t h e g r a d u a t e s ?
The f o l l o w i n g s t a t i s t i c a l p r o c e d u r e s were employed:
a n a l y s i s of v a r i a n c e

(MANOVA) w i t h a p p r o p r i a t e F t e s t s was u s e d f o r

p u rp o ses of com parison.
t e s t th e sub h y p o t h e s e s .
study r e l a t i o n s h i p s .

A m ultivariate

A u n i v a r i a t e a n a l y s i s o f v a r i a n c e was used t o
A c h i s qu ar e t e s t was a p p l i e d i t e m by i t e m t o

D e s c r i p t i v e s t a t i s t i c s were employed t o show t h e

r a t i n g s of t h e r e s p o n d e n t s on c e r t a i n a s p e c t s of t h e SAC program.

Daf,inifciQn>.o£.-,Iarma
Ch,r,i a t i a j p . J g e z a p e c t l v a . . i n t. t h e „ L i b a c a i , . A r t s . — The CPLA c u r r i c u l u m i s
a program of g e n e r a l e d u c a t i o n t h a t
s t u d e n t s a t SAC.

i s a common e x p e r i e n c e f o r a l l

The p u rp o s e of t h e CPLA c u r r i c u l u m i s :

t o b r i n g t o g e t h e r t h e knowledge of t h e l i b e r a l a r t s w i t h t h e g r e a t
mo ral i s s u e s c o n f r o n t i n g m a n k i n d a s t h e b a s i s f o r t h e C h r i s t i a n
commitment . . . [ i t ] i s o r g a n i z e d t o f a c i l i t a t e t h e t o t a l l e a r n i n g
p r o c e s s which b e g i n s w i t h an u n d e r s t a n d i n g o f i d e a s i n t h e m a j o r
f i e l d s o f human l e a r n i n g , t h e a b i l i t y t o a n a l y z e i s s u e s t h a t a r i s e
o u t of t h e s e i d e a s and t h e r e s p o n s i b i l i t y t o i n t e g r a t e t h e s e i d e a s
a n d i s s u e s w ith a C h r i s t i a n p e r s p e c t i v e (S p rin g Arbor C ollege
C a t a l o g , 1970, p . 2 ) .
Ch risti ap..Per.flDactiv,e,.for e L e a r n i n g . —
C h r i s t i a n h i g h e r e d u c a t i o n i s a p ro c e s s of involvem ent in a
community of s c h o l a r s who i n v e s t i g a t e t h e a r e a s of human k n o w l e d g e
fr o m t h e p e r s p e c t i v e o f t h e C h r i s t i a n w o r l d v ie w . The p r e r e q u i s i t e
f o r t h i s p e r s p e c t i v e i s a commitment t o t h e rede em ing lo v e of J e s u s
C h r i s t i n o r d e r t h a t t h e mind and s p i r i t may be f r e e d f o r t h e l i f e
o f l e a r n i n g and t h a t t h e a c h i e v e d k n o w l e d g e may be i n t e g r a t e d by
t h e C h r i s t i a n com m itm ent.
From a n e n l i g h t e n e d r e a s o n a n d a
r e g e n e r a te d lo v e , the s tu d e n t . . . w i l l a l i g n h im s e lf w ith th e
o n - g o i n g r e s p o n s i b i l i t y o f t h e C h r i s t i a n i n modern s o c i e t y
(McKenna, pp. 1 3 - 1 4 ) .

10

General. .Education. —
In i t s b r o a d e s t te r m s , general education i s rooted in the l i b e r a l
a r t s t r a d i t i o n and i n v o l v e s s t u d y o f t h e b a s i c l i b e r a l a r t s a n d
s c i e n c e s ; s t r e s s e s b r e a d t h and p r o v i d e s s t u d e n t s w i t h f a m i l i a r i t y
w i t h v a r i o u s b r a n c h e s o f human u n d e r s t a n d i n g a s w e l l a s t h e
m e t h o d o l o g i e s a n d l a n g u a g e s p a r t i c u l a r t o d i f f e r e n t b o d i e s of
know ledge; s t r i v e s to f o s t e r i n t e g r a t i o n , s y n t h e s i s , and
c o n n e c t e d n e s s of knowledge r a t h e r t h a n d i s c r e t e b i t s of s p e c i a l i z e d
i n f o r m a t i o n ; e n c o u r a g e s t h e u n d e r s t a n d i n g and a p p r e c i a t i o n of o n e ' s
h e r i t a g e a s w e l l a s r e s p e c t f o r o t h e r p e o p les and c u l t u r e s ;
i n c l u d e s a n e x a m i n a t i o n of v a l u e s — b o th t h o s e r e l e v a n t t o c u r r e n t
c o n t r o v e r s i a l i s s u e s and th o s e i m p l i c i t in a d is c i p lin e 's
m e th o d o lo g y ; p r i z e s a common e d u c a t i o n a l e x p e r i e n c e f o r a t l e a s t
p a r t of th e c o lle g e y e a r s ; r e q u i r e s m astery of the lin g u is tic ,
a n a l y t i c , c r i t i c a l , and c o m p u t a t i o n a l s k i l l s n e c e s s a r y f o r l i f e l o n g
l e a r n i n g ; a n d f o s t e r s t h e development of p e r s o n a l q u a l i t i e s , such
a s t o l e r a n c e o f a m b i g u i t y , e m p a th y f o r p e r s o n s w i t h d i f f e r e n t
v a l u e s , and a n expanded vie w of s e l f ( G a f f , 1983, pp. 7 - 8 ) .
l i b e r a l , .A rts. —
. . . t h e l i b e r a l a r t s a r e t h o s e w h i c h a r e a p p r o p r i a t e t o man a s
man, r a t h e r th a n t o man i n h i s s p e c i a l f u n c t i o n a s a worker or a s a
p r o f e s s i o n a l or even as a s c h o la r .
A man may be a l l o f t h e s e
t h i n g s , b u t he i s more b a s i c a l l y m a n.
I t was C i c e r o who d e f i n e d
t h e l i b e r a l a r t s a s t h o s e w h i c h a r e a p p r o p r i a t e t o hum an ity . I f
man i s t o be a n y t h i n g m o r e t h a n a h a l f - h u m a n s p e c i a l i s t o r
t e c h n i c i a n , i f a man i s t o f e e l l i f e whole and l i v e i t whole r a t h e r
th a n p i e c e m e a l , i f h e i s t o t h i n k f o r h i m s e l f r a t h e r t h a n l i v e
s e c o n d h a n d e d , t h e l i b e r a l a r t s a r e n e e d e d t o e d u c a t e t h e p e rs o n
(Holmes, 1975, pp. 3 5 ) .

Liberal .Education. —
A l i b e r a l e d u c a t i o n i n c l u d e s t h e l i b e r a l a r t s and g e n e r a l
e d u c a tio n : t h a t i s , co m petence i n th e i n t e l l e c t u a l a r t s and an
i n t r o d u c t i o n t o o u r c u l t u r a l h e r i t a g e o f t h e a r t s and s c i e n c e s .
L i b e r a l e d u c a t i o n g oes f u r t h e r tow ard a com prehensive u n d e r s t a n d i n g
o f t h e a r t s a n d s c i e n c e s i n d e p t h and i n c l u s i v e n e s s , and toward a
h i g h e r de g r ee of m a s t e r y i n a s e l e c t e d a r e a (Hong, 1956, p . 83).

Gore. ..Cu r r iculum. —
G aff

(1983)

d e f i n e s a c o r e c u r r i c u l u m a s "a c o n f i g u r a t i o n of

c o u r s e s r e q u i r e d of a l l s t u d e n t s .
courses

in

certain

academ ic

A lthough t h e c o r e may be a s e r i e s o f
d iscip lin e s,

it

is

more

co m m o n ly

i n t e r d i s c i p l i n a r y and o r g a n i z e d ar o u n d a theme o r i s s u e " ( p . 1 0 ) .

Boyer

and

th at

K ap lan

(1977)

id e n tify

th e

core

as

"the

coursew ork

t

11

u n d e r g r a d u a t e s p u r s u e i n common, t h e c l u s t e r

of s u b j e c t s and c l a s s e s

t h a t an i n s t i t u t i o n of h ig h e r le a r n in g i n s i s t s th a t a l l i t s students
take to g e th e r" (p. 10).

Limitations..and.Jbalimitafcians
L im itatio n s:

The s t u d y was l i m i t e d by t h e v a l i d i t y and r e l i a b i l i t y of

t h e i n s t r u m e n t used in the study.

The q u e s t i o n n a i r e was de v el o p ed and

v a l i d a t e d by J o hn Newby a s t h e b a s i s f o r a d o c t o r a l d i s s e r t a t i o n f o r
Michigan S t a t e U n i v e r s i t y i n 1972 (Newby, 1972, pp. 9 , 1 6 - 2 0 ) .
E teL im itatio n s:

The s t u d y was d e l i m i t e d t o t h e p e r c e p t i o n s o f t h e

g r a d u a t e s o f t h e c l a s s of 1978 a t SAC a t t h e time of t h e i r g r a d u a t i o n ,
and t h e p e r c e p t i o n s of t h o s e same g r a d u a t e s f i v e y e a r s l a t e r i n 1983.
The

study

was

d e l i m i t e d t o t h e r e s p o n s e s o f g r a d u a t e s w h os e

p articip atio n is self-sele ctiv e.
The q u e s t i o n n a i r e a d m i n i s t e r e d

by t h e O f f i c e

of I n s t i t u t i o n a l

R e s e a r c h a t SAC w i l l p r o v i d e th e d a t a n ee d e d .
The d a t a

of

th e

study

w i l l be a f f e c t e d

to th e d e g re e of th e

s i n c e r i t y of r e s p o n s e t o t h e q u e s t i o n n a i r e a d m i n i s t e r e d .

Qvarview..Q£.,thB..Studv
C hapter I I

i n c l u d e s a s e l e c t e d r e v i e w of t h e l i t e r a t u r e unde r t h e

following headings:

(1) L ib e r a l E ducation and G e n e r a l E d u c a t i o n ,

(2)

Core C u r r ic u l u m Pro gra ms, and (3) The C h u r c h - r e l a t e d C o l l e g e .
C ha pt er I I I d e s c r i b e s t h e r e s e a r c h me thodology u s e d t o d e v e l o p a n d
analyze the study.
C h a p t e r IV p r e s e n t s a r ev ie w of t h e r e s u l t s o f t h e q u e s t i o n n a i r e s
and an a n a l y s i s o f t h e s e r e s u l t s .

12

C h a p t e r V w i l l p r e s e n t d i s c u s s i o n s , c o n c l u s i o n s and rec om mendations
based in the f in d in g s of the study.

The r e s u l t s o f t h i s s t u d y s h o u ld p o i n t t o some of t h e s t r e n g t h s and
w ea k ne s s es of t h e Core C u r r ic u l u m Program a t SAC, and t h u s p r o v i d e d a t a
f o r t h e improvement and s t r e n g t h e n i n g o f t h e program.
The s t u d y may a l s o p r o v i d e some i n s i g h t s i n t o ways o f s t r e n g t h e n i n g
t h e e v a l u a t i o n p r o c e s s c u r r e n t l y employed by t h e O f f i c e of I n s t i t u t i o n a l
R e s e a r c h a t SAC.

CHAPTER I I

REVIEW OF SELECTED LITERATURE

I n t r o d u c t ion
T h i s c h a p t e r p r e s e n t s a r e v ie w of s e l e c t e d l i t e r a t u r e and a t t e m p t s
t o d e v e l o p a t h e o r e t i c a l framework i n which t o s t u d y s e l e c t e d a s p e c t s of
t h e c o r e c u r r i c u l u m program a t S p rin g Arbor College.
su bdivided under the fo llo w in g to p i c s :
general

ed u catio n ,

(2)

th e

The c h a p t e r i s

(1) L i b e r a l e d u c a tio n

core curriculum ,

and (3 )

and

the p riv a te

church-related college.

L i h e r a l ,,Ed u c a t i on, and. .General. .Ed u c a t i o n
There a re

c o n f l i c t i n g v i e w s i n t h e l i t e r a t u r e a b o u t t h e meaning,

i d e n t i t y , and t h e r e l a t i o n of l i b e r a l e d u c a t i o n a n d g e n e r a l e d u c a t i o n .
P a r t of t h e c o n f u s i o n seems t o be r e l a t e d t o t h e a p p a r e n t d i f f e r e n c e s in
t h e l i t e r a t u r e on t h e d i s t i n c t meaning of th e te rm s " l i b e r a l e d u c a t i o n "
and

"general ed u catio n ."

Some a u t h o r s w a n t t o make a d i s t i n c t i o n

between " l i b e r a l " a n d " g e n e r a l " e d u c a t i o n , w h i l e o t h e r s
ideas

synonom ously.

use the

G a f f ( 1 9 8 3 ) o b s e r v e s t h a t "much of t h e r h e t o r i c

a b o u t l i b e r a l and g e n e r a l e d u c a t i o n i s v a c u o u s a n d l i t t l e
p etty

more t h a n

p i e t i e s — i d e a s t h a t la c k connectedness to a c t i o n s " (p. x i v ) .

th e n p r o c e e d s t o u s e
excellent

two

th e id e a s and the te rm s i n t e r c h a n g a b l y

s t u d y e n t i t l e d General. . E d u c a t ion,-.Tod a y .

He

in h is

A number of w r i t e r s

use b o th i d e a s , and seem t o make some d i f f e r e n c e betwe en them, but ne v er
p o i n t o u t what t h a t d i f f e r e n c e i s ( S a n d i n , 19 8 2) .
13

14

Newby ( 1 9 7 2 )

q u o t e s B l a c k m a n (1969) i n p o i n t i n g o u t t h a t g e n e r a l

e d u c a t i o n d i f f e r s from l i b e r a l e d u c a t i o n " o n l y i n t h a t

i t has g re a te r

i n t e r e s t i n t h e c o n t e m p o r a r y , t h e r e l e v a n t , t h e wo rld a r o u n d u s . "

Newby

q u o t e s Morse ( 19 64) a s d e c l a r i n g t h a t
. . . L i b e r a l e d u c a t i o n i s p r i m a r i l y co nc er n ed w i t h a body of
s u b j e c t m a t t e r drawn l a r g e l y fro m t h e W e s t e r n c u l t u r a l
heritage.
More i m p o r t a n t l y , l i b e r a l e d u c a t i o n i m p l i e s an
i n - d e p t h c o n c e n t r a t i o n on h u m a n i s t i c s t u d i e s .
The c o n t e n t o f
g e n e r a l e d u c a t i o n , on t h e o t h e r hand, i s v a r i a b l e , drawn from
many s o u r c e s , a n d a d j u s t e d t o t h e t i m e s a n d n e e d s o f t h e
in d iv id u al (p. 34).
However,

t h e m a j o r i t y of cont emp or ary w r i t e r s i n t h i s a r e a do not

make any d r a s t i c d i s t i n c t i o n between " l i b e r a l " and " g e n e r a l " e d u c a t i o n .
T herefore,
together.

th is

s tu d y w i l l examine th e l i t e r a t u r e

in th ese areas

The te rm s w i l l be u s ed i n t e r c h a n g e a b l y .

F o r t h e p a s t two d e c a d e s , l i b e r a l e d u c a t i o n has been i n a s t a t e of
confusion.

I t ha s been a r g u e d t h a t t h e l i b e r a l a r t s no l o n g e r l i b e r a t e ,

and t h a t t h e l i b e r a l t r a d i t i o n i t s e l f i s e i t h e r dead o r d y i n g .
r e a s o n s f o r t h i s s i t u a t i o n have been en u m e r a te d .

Numerous

Gaff (1 983) p l a c e s the

r e s p o n s i b i l i t y squarely with the f a c u l t y .
. . .The problem w i t h g e n e r a l e d u c a t i o n i s b a s i c a l l y a p r o b le m
w ith the f a c u lty .
F a c u lty s p e c i a l i z a t i o n has f o s t e r e d a
n a rro w n e ss of a v i s i o n ; academ ic d i s c i p l i n e s h a v e w orked
a g a i n s t s e r i o u s i n t e l l e c t u a l d i s c u s s i o n among e x p e r t s i n
d i f f e r e n t f i e l d s ; t h e emphasis on c o g n i t i v e r a t i o n a l i t y h a v e
a l l b u t p u r g e d v a l u e s and f e e l i n g s from our p r o f e s s i o n a l
c o n c e r n ; t h e f o c u s on a c a d e m i c r e s p e c t a b i l i t y h a s t u r n e d
f a c u l t y a w a y f r o m t h e f u n d a m e n t a l , i f m e s s y , s o c i a l and
p o l i t i c a l p ro b lem s f a c i n g our s o c i e t y , in d e e d , a l l of
h u m a n i t y ; a n d t h e c u r r e n t p e r i o d o f r e t r e n c h m e n t ha s p i t t e d
f a c u l t y a g a i n s t t h e i r c o l l e a g u e s a n d r e d u c e d much o f t h e
d e b a t e a b o u t t h e c u r r i c u l u m t o s e l f - s e r v i n g s t a t e m e n t s and
p r o t e c t i v e p o s tu rin g (p. xv).
C o n r a d a n d Wyer ( 1 9 8 0 ) s e e t h e problem as much more complex.
b r e a d t h of t h e r e c e n t d e b a t e r e f l e c t s ,

at

o v e r t h e p r o p e r a p p r o a c h t o t h e problem.

least

in p a r t ,

The

a confusion

In t h e i r e x c e l l e n t r evi ew of

15

cne l i t e r a t u r e o f r e c e n t s c h o l a r s h i p i n

the a r e a ,

d i f f e r e n t approaches to l i b e r a l ed u ca tio n .
essays, a c o lle c tio n
sp ecialists
w idely

of view s

from

six

The f i r s t i s an a n t h o l o g y of

prom inent

providing a s t a t e - o f - t h e - a r t

spokespersons

summary.

or

Some of t h e most

u s e d a n t h o l o g i e s a r e : Eisai.A hS ^, of ... th e. ,.Ceil le v a ., C .u rr icu.l.um,

Carnegie Foundation f o r

t h e Advancement of T e a c h in g (1977); General

E d u c a t i o n . : , . ,Xs.auea..a,nd,..B,esourx,aa (Th e P r o j e c t
M odels,

they p o in t out

1980);

Ho ok ,

K u rtz, and T o d o ro v ich ,

on G e n e r a l E d u c a t i o n
Th e. JP.hi.l.Qsoph,v..,o£ ..the

C u r r i cu lu m . . . T h e . ,Need.,£ar .G ene ral .,E du ca tio n ( 1 9 7 5 ) .
A s e c o n d a p p r o a c h i s t h e compre hen siv e handbook aimed a t p r o v i d i n g
an i n t e g r a t e d r e s o u r c e f o r c u r r i c u l u m p l a n n e r s a n d s t u d e n t s
curriculum .

R e p r e s e n t a t i v e of t h i s a p p r o a c h a r e :

of th e

D r e s s e l , Coll e g e an d

Uni.v.ersi.t.y. C.ur.rixnl.um ( 1 9 7 1 ) ; Mayhew and Fo rd , Changi n g.-the.,Curri c ulum
( 1 9 7 3 ) ; L e v i n e , handbook,.o n. .Un dergraduate,.Curriculum ( 1 9 7 8 ) ; C h i c k e r i n g ,
et

a l.,

D.ev,e.l.opjng..,th e,,.Go1 - le v a .,Cur, r i c u . l.um ( 1 9 7 7 ) ; a n d C o n r a d ,

The

Unde r g r a d u a t e - C u r r i c ulum (197 8 ) .
A th ird

approach

undergraduate c u r r ic u la .

is

th e

ex am in atio n

of

n atio n al

trends

in

The p a t t e r n f o r t h i s a p p r o a c h was t h e w o r k o f

D r e s s e l and D e l i s l e , Und ex g r a d u a t e . .Curriculum, .Trends ( 1 9 6 9 ) .

This f o cu s

h a s b e e n p u r s u e d m a i n l y u n d e r t h e a u s p i c e s of t h e C a r n e g i e Council on
P o l i c y S t u d i e s i n H ig h e r E d u c a t i o n .
A f o u r t h a p p r o a c h f o c u s e s on t h e d e s c r i p t i o n (u s u a lly in cluding
some a n a l y s i s ) of i n n o v a t i o n s

in l i b e r a l ed u ca tio n .

An o u t s t a n d i n g

e a r l i e r w o r k i n t h i s a r e a was B r i c k and McGrath, I n nova t i o n , . i n . . L i b e r a l
Ar.ts . . C o l l e g e s

(1969).

O th e r i m p o r t a n t works i n t h i s a r e a a r e :

and W eingart,

Refoxm. o f . , l l n d e . r v r a dua, t e , ,E d u c a - f i o n ( 1 9 7 3 ) ; G r a n t and

Riesman, The. . P e r p e t u a l .Dream ( 1 9 7 8 ) .

Levi ne

A f i f t h a p p r o a c h c o n c e n t r a t e s on c u r r i c u l u m d e s i g n , i m p l e m e n t a t i o n ,
and e v a l u a t i o n .

E a r l y w o r k s o f im por tan ce a r e :

D r e s s e l , Coll e g e ,.and

Hni.v . e r s i t.v. Cur.ricuXum ( 1 9 7 1 ) ; Mayhew and F o r d , Changing..the..C u r r i c ulum
(1973).

Three

M artorana

exam ples

and K uhns,

of

recent

scho larsh ip

Managing..Axa.dem.ic..Cha n g e

deserve m ention:

(197 5 ) ; L i n d q u i s t ,

S t r a t e g i e . a . . f a r . . Change ( 1 9 7 8 ) ; and Conrad, Xhe..Unde r g r a d u a t e..Curri c u l u m:
A Guide. ..to. .. ■Innovation, .and...Reform (197 8 ) .
C u r r i c u l u m e v a l u a t i o n h a s n o t r e c e i v e d a s much a t t e n t i o n a s d e s i g n
and i m p l e m e n t a t i o n , but t h e f o l l o w i n g w o r k s a r e u s e f u l :

Anderson and

B a l l , Xhe .Pr o f e s s i o n . ■ a p d . . E r a c t i c a . . a f .,Er ogr a m-Eva l u a t i o n (1 9 78 ); D r e s s e l ,
Han db.ook. o.f..Academic-.E.v,alua..ti.on (197 6 ) ; M i l l e r ,

Xhe...Assessment., o f

C o l l e g e , .Per f ormance ( 1 9 7 9 ) .
A s ix th approach

i n c l u d e s h i s t o r i c a l and p h i l o s o p h i c a l t r e a t m e n t s

of u n d e rg ra d u a te e d u c a tio n .

Rudolph,

C u r x . i c u l um,;....A.-History...of,.the

Ameri c a n .Und e r g r a d u a t e. .Cour s e , . o f - S t udy,-S i n c e . .1636. (1977) i s a h i s t o r y of
u n d e r g r a d u a t e e d u c a t i o n i n America.
the

p h ilo so p h y of l i b e r a l

education.

P h o e n i x ' s Realms..of..Me a n i n g ( 1 9 6 4 ) .
works

have

education:

an alyzed
B elknap,

More a t t e n t i o n h a s been g iv e n to
The c l a s s i c

in t h i s a r e a

is

I n more r e c e n t y e a r s t h e f o l l o w i n g

key p h i l o s o p h i c a l

issu es

confronting

lib eral

a n d K u h n s , X r . a d i t l . an. .a nd .. I n n -ov.a.tfion.:.... Gen e r a l

Edu c a t i o n . .and-the. .Re i n t e g r a t i o n - o f. .the.-Uni v e r s i t y ( 1 9 7 7 ) ; B r u b a c h e r , On
t h e .P h i l os o ph y. ..o.f...Highe r . , £ d u c a t i . o n ( 1 9 7 7 ) ; H i r s t ,

Knowl e d g e ,and..t h e

C u r . r j C i t i um:.....A . ,Co.Ll e c . t i o n. ,. n £ .. P h i lo so phi.ca.l..Pa p e r . s ( 1 9 7 4 ) ;

Schwab,

S c i e n c e . . . . C u r r i c u l u m^...and..L i b e r a l . . E d u c a t i o n ( 1 9 7 8 ) ; and Wegener, L i b e r a l
Educ a t i o n , .a nd .the, .Mode r n, .Univ e r s i t y ( 1 9 7 8 ) .
Much o f t h e r e c e n t l i t e r a t u r e does n o t d i s t i n g u i s h between l i b e r a l
e d u c a t i o n and t h e t o t a l u n d e r g r a d u a t e c u r r i c u l u m , m a k i n g i t v i r t u a l l y

17

im p o ssib le to
extensively

separate

these elem ents.

d escrip tiv e,

often a t

Some o t

the l i t e r a t u r e

is

t h e e x p e n s e of s u s t a i n e d a n a l y s i s .

Yet th e s tu d y of l i b e r a l e d u c a t i o n h a s begun t o r e f l e c t a more s c h o l a r l y
approach;

f o r in a d d i t i o n to d e s c r i p t i o n and h i s t o r i c a l

narrative,

a t t e n t i o n h a s f o c u s e d on a n a l y t i c a l a p p r o a c h e s t o t h e d e s i g n , a n a l y s i s ,
e v a l u a t i o n , and t h e p h i l o s o p h i c a l b a s e s of l i b e r a l e d u c a t i o n .
J e r r y G a f f 's v e ry h e l p f u l work,
carries

the

s u b t i t l e , A,.Gxitxc.aL..Anal v s i s . . a £ ,.GQntrQv.er,siea^,..Er a c t i c e s ,

a n rd ..Ref o r m s .
p rin t

of

Ge n ex a l. ,.E d u ca t i p p . . I a d a y ( 1 9 8 3 ) ,

Levine

(1983) c a l l s

it

t h e phenomenon o f t o d a y ' s

t h e most complete d i s c u s s i o n i n

c h a n g i n g c u r r i c u l a , and t h e b e s t

h a n d s -o n g ui d e t o change i n g e n e r a l e d u c a t i o n t h a t he h a s

is

recent

America.

He t r a c e s t h e d e b a t e and r e f o r m u l a t i o n o f g e n e r a l e d u c a t i o n
progress

to

three

separate

state

It

the b e st

now i n

su rv e y of t h e c u r r e n t

seen.

o f g e n e r a l e d u c a t i o n in

e v e n t s i n 1977 .

That year

the

Car n eg ie F o u n d a ti o n f o r t h e Advancement o f T e a c h in g p u b l i s h e d i t s volume
on t h e c u r r i c u l u m a nd l a b e l e d g e n e r a l e d u c a t i o n
Harvard U n i v e r s i t y 's

t a s k f o r c e on t n e

lon g -aw aited r e p o r t,

and t h e f a c u l t y

strengthen undergraduate e d u c a t i o n .
Education,

core

"a d i s a s t e r

cu rricu lu m

began to d is c u s s

T hird,

t h e U.S.

area."

issu ed

a

p r o p o s a l s to

Comm issioner of

E r n e s t L. Boyer and h i s a s s i s t a n t , M a r t i n K aplan, c a l l e d f o r

th e c r e a t i o n of a core c u r r i c u l u m t h a t would emphasize o ur common n e e d s
and t h e r e b y

in crease

th e chances of

survival

f o r t h e human s p e c i e s

(Boyer and K aplan, 1977).
These

rep o rts

rein fo rced

th e

concern for q u ality

in h ig h e r

e d u c a t i o n a l l a c r o s s America.

C o n f e r e n c e s and workshops have b e e n h e l d

to d is c u s s

and books h a v e been w r i t t e n

issu es; a r tic le s

a n a l y s e s a n d make p r o p o s a l s ;

p r o j e c t s have been i n i t i a t e d

t o expound
to

solve

18

p r o b le m s ; programs have been i n a u g u r a t e d t o a s s i s t r e f o r m ; a n d f u n d i n g
programs hav e b ee n e s t a b l i s h e d by p r i v a t e and p u b l i c a g e n c i e s t o s u p p o r t
im provem ents.

These e v e n t s i n d i c a t e

t h a t a v e r i t a b l e movement

to

r e f o r m u l a t e g e n e r a l e d u c a t i o n i s t a k i n g p l a c e on t h e n a t i o n ' s campuses
(p. 2).
G aff

contends

th a t four d is tin c t

general education a re a t the h e a r t
progressivism ,

p h i l o s o p h i c a l a p p r o a c h e s to

of the c u r r e n t

e s s e n t i a l i s m , and p r ag m a tis m .

debate:

idealism ,

Alth oug h t h e s e d i f f e r in

s u o s t a n t i v e ways, a l l s t r o n g l y f a v o r an a p p r o a c h t o

general education

w hich:
i s r o o t e d i n t h e l i b e r a l t r a d i t i o n and i n v o l v e s s tu d y of th e
b a s i c l i b e r a l a r t s and s c i e n c e s ;
s t r e s s e s b r e a d t h a n d p r o v i d e s s t u d e n t s w i t h f a m i l i a r i t y w ith
v a r i o u s b r a n c h e s o f human u n d e r s t a n d i n g a s w e l l a s t h e
m e t h o d o l o g i e s and l a n g u a g e s p a r t i c u l a r t o d i f f e r e n t b o d i e s of
kn o w le d ge ;
s t r i v e s t o f o s t e r i n t e g r a t i o n , s y n t h e s i s , and c o n n e c t e d n e s s of
know ledge r a t h e r th a n d i s c r e t e b i t s o f s p e c i a l i z e d
inform ation;
e n c o u r a g e s t h e u n d e r s t a n d i n g a n d a p p r e c i a t i o n of o n e 's
h e r i t a g e a s w e l l a s r e s p e c t f o r o t h e r p e o p l e s and c u l t u r e s ;
i n c l u d e s a n e x a m i n a t i o n o f v a l u e s — b o t h t h o s e r e l a v e n t to
c u r r e n t c o n t r o v e r s i a l is s u e s and th o se i m p l i c i t in a
d i s c i p l i n e ' s m e th o do lo g y;
p r i z e s a common e d u c a t i o n a l e x p e r i e n c e f o r a t l e a s t p a r t of
the c o lle g e y e a r s ;
r e q u i r e s th e m a s te ry of th e l i n g u i s t i c , a n a l y tic , c r i t i c a l ,
and c o m p u t a t i o n a l s k i l l s n e c e s s a r y f o r l i f e l o n g l e a r n i n g ; and
f o s t e r s t h e d e v e l o p m e n t of p e r s o n a l q u a l i t i e s , such as
t o l e r a n c e of a m b i g u i t y , e m p a th y f o r p e r s o n s w i t h d i f f e r e n t
v a l u e s , and an expanded view of s e l f (p p . 7 - 8 ) .
Th is i s an i d e a l , a n i d e a l which G aff d e c l a r e s n a s b e e n t a r n i s h e d
in

p r o f e s s io n a l as w ell as in l i b e r a l

education.

He e x p l a i n s

c o l l a p s e of th e i d e a l i n te rm s of t h e f o l l o w i n g f a i l u r e s :
convincing ra tio n a le ,

the

t h e l a c k of

th e a s s o r tm e n t of d is c o n n e c te d c o u r s e s ,

the

p r e v a l e n c e of s u p e r f i c i a l i n t r o d u c t o r y s u r v e y s , t h e u n i n s p i r e d t e a c h i n g
by i n f e r i o r f a c u l t y , t h e a b s en ce of s t r o n g a d v o c a t e s and r o l e models in

19

t h e f a c u l t y , th e p r e s s u r e t o m a s t e r
amounts of s p e c i a l i z e d

the

knowledge.

latest

I t i s not r e a l l y s u r p r i s i n g , then,

t h a t s t u d e n t s choose t h e i r s p e c i a l i z e d

courses f i r s t ,

convenient l i b e r a l a r t s courses as f i l l e r s .
e d u c a t i o n bec om es a t

te c h n iq u e s and l a r g e r

and s e a r c h f o r

In such a c o n t e x t ,

"general

b e s t a n em pty s l o g a n a n d a t w o r s t a s e r i e s

of

b a r r i e r s t o overcome on t h e way t o a c q u i r i n g a c o l l e g e d e g r e e " ( p . 2 9 ) .
At th e h e a r t of t h e c o n t i n u i n g d e b a t e i s
broad g e n e ra l e d u c a tio n t h a t

th e e n d u r in g i d e a l of a

prepares students for th e ir adult liv e s ,

w h a te v e r t n e i r s p e c i a l i z a t i o n s o r v o c a t i o n may b e.
t h e c l a m o u r o f many v o i c e s b e i n g r a i s e d ,
v i e w s on f u n d a m e n t a l
correct

the

d rift

issu es.

This d e b a t e c o n t a i n s

c o n trib u tin g very d i f f e r e n t

Concerned p a r t i e s

tow ard i l l i t e r a c y .

are

determ ined

to

F a c u l t y members i n v a r i o u s

academic d i s c i p l i n e s a r g u e b o t h f r o m e x p e r t v i e w s a n d f r o m p e r s o n a l
in terests.

C ritics

contend t h a t la r g e r p e rs p e c tiv e s

d i s c i p l i n a r i a n s or d e p a r t m e n t s a r e n e e d e d t o r e s t o r e
curriculum .

t h a n t h o s e of

coherence to

the

E m p l o y e r s i n t h e b u s i n e s s w o r ld a s w e l l a s o t h e r s d i s c u s s

th e u s e f u l n e s s of t h e

lib eral a rts.

A cadem ic r e f o r m e r s

m onitor

c o n t i n u e d a c c e s s and s p e c i a l programs f o r n o n - t r a d i t i o n a l s t u d e n t s .

And

th e s t u d e n t s a r e c o n s p i c u o u s by t h e i r a b s e n c e f r o m t h e d e b a t e .

Yet

s u r v e y s show t h a t s t u d e n t s hav e i m p o r t a n t vie ws a b o u t t h e p u r p o s e , form,
substance,

and m e th o d o lo g y of g e n e r a l e d u c a t i o n , v ie w s w hich m ost

i n s t i t u t i o n s cannot a f f o r d t o i g n o r e (p p. 3 0 - 5 3 ) .
A key e v e n t i n

the

d eb ate has been H a r v a rd 's

g e n e r a l e d u c a tio n program in th e l a t e
v illified

1970s.

in stitu tio n

of a

I t has been p r a is e d ,

( O ' C o n n e l l , 1 9 7 9 ) , a nd o b j e c t i v e l y e v a l u a t e d ( W i l s o n ,

197 8 ) .

T h i s s t u d y w i l l t a k e a c l o s e r l o o k a t H a r v a r d ' s p l a n under t h e s e c t i o n
on t h e co re c u r r i c u l u m .

20

W h i l e t h e f o c u s o f t h e c u r r e n t d e b a t e on g e n e r a l e d u c a t i o n i s
u s u a l l y on f o r m a l c u r r i c u l u m , t h e changes w hic h i n s t i t u t i o n s a r e m a k i n g
i n t h e i r u n d e r l y i n g e d u c a t i o n a l p h i l o s o p h i e s a r e f a r more i m p o r t a n t .

A

c u r r i c u l a r p h i l o s o p h y i s al wa ys a group p r o d u c t r a t h e r t h a n t h e w o r k o f
a s i n g l e mind.

It

comes o u t o f c o m p r o m is e a n d a c c o m m o d a t i o n among

s e v e r a l competing c o n c e p t i o n s .
c o n f l i c t w ith

each o t h e r ,

th a t three

conceptions

sometimes

a c t u a l p r a c t i c e s m o r e t r u l y r e p r e s e n t th e

p h i l o s o p h y of a n i n s t i t u t i o n
(197 5) d e c l a r e s

Because th e s e

t h a n do an y v e r b a l

statem ents.

Cross

c u r r i c u l u m s c o - e x i s t a t any s c h o o l :

c u r r i c u l u m d e s c r i b e d i n th e c a t a l o g , t h e c u r r i c u l u m w h i c h

the

the f a c u lty

teaches,

and t h e c u r r i c u l u m which t h e s t u d e n t s l e a r n ( c i t e d i n G a f f , p.

60).

the d i s c r e p a n c i e s

If

b e t w e e n them a r e

sig n ifican t,

then

the

i n s t i t u t i o n ' s e d u c a t i o n a l p h i l o s o p h y i s r e d u c e d t o empty r h e t o r i c .
One ap p r o ac h t o a c u r r i c u l a r p h il o s o p h y i s t o c o n s i d e r t h e g e n e r a l
aims of e d u c a t i o n .
consensus

The l i t e r a t u r e r e v e a l s , however, t h a t t h e r e i s no

c o n c e r n in g th e aims of g e n e r a l e d u c a t i o n .

enum erates

s i x com peting g o a ls of e d u c a t i o n :

R iley

developing

(1980)
critica l

i n t e l l i g e n c e , preparing stu d e n ts f o r jo b s , transform ing s o c i e t y and i t s
in stitu tio n s,

t r a n s m i t t i n g a body o f c l a s s i c a l

s tu d e n ts w ith s k i l l s ,
general

and developing the

k n o w le d ge , p r o v i d i n g

"whole p e r s o n . "

W hile

a

c o n s e n s u s may be i m p o s s i b l e , R i l e y a r g u e s t h a t ea ch i n s t i t u t i o n

can and must r e a c h some co n s e n s u s a b o u t g o a l s , f o r " w i t h o u t a s y s t e m a t i c
r e v i e w o f t h e aims of e d u c a t i o n , c o l l e g e s and u n i v e r s i t i e s w i l l t e n d t o
r e i n s t a t e m i n d l e s s l y a 1950 model of g e n e r a l e d u c a t i o n " ( p . 2 9 8 ) .
A nother

approach

to

cu rric u lar

philosophy

is

to d efin e

q u a l i t i e s p o s s e s s e d by an e d u c a t e d pe rs on (Bouwsma, 1 9 7 5 ; Bowen,
D ressel ,

1 97 9 ; T r i l l i n g ,

1980).

U nfortunately,

curricu la

the

1980;
have

frequently
in terests

b e e n d e t e r m i n e d by t h e i n e r t i a
of f a c u l t y ,

o r o t h e r se co n da ry i s s u e s .

s i d e a s i g n i f i c a n t r e s u l t of t h i s e x e r c i s e
stu d en t.

F urther,

of p a s t

is

p ractices,

the

But on t h e p o s i t i v e

th at

it

f o c u s e s on t h e

t h e p r e p a r a t i o n of such a d e s c r i p t i o n affirm s the

im po r ta nc e of g e n e r a l e d u c a t i o n ,

since v i r t u a l l y

all

such g o a ls f a l l

w ithin i t s province.
A t h i r d a p p r o a c h t o c u r r i c u l a r p h i l o s o p h y i s t o dev el o p what has
been c a l l e d " t h e o r i e s of t h e m i d d l e r a n g e , " s t a t e m e n t s t h a t r e l a t e i d e a s
ab ou t g e n e r a l e d u c a t i o n t o s p e c i f i c c u r r i c u l a r p r a c t i c e s .
a t i t s b e s t, produces a c o h e re n t

s e t of c u r r i c u l a r

Th is p r o c e s s ,

p r i n c i p l e s which

en jo y s a w orking consensus and m aintains i n s t i t u t i o n a l in t e g r it y .

It

ensures th a t p ra c tic e s are c o n s is te n t with s ta t e d p h ilo s o p h y ( G a f f ,

p.

6 2 ).
The t r e n d to d a y i s one t h a t m i g h t be c a l l e d p r a c t i c a l i d e a l i s m , f o r
t h e f o c u s of a t t e n t i o n i s t h e improvement of e x i s t i n g
th e e d u c a tio n of a v a r i e t y

to

ed u catio n .

characterize

the c u r r e n t

and

o f s t u d e n t s r a t h e r t h a n t h e development of

experimental colleges fo r s p e c i a l
approach

in stitu tio n s

students a ttr a c te d

Some of t h e s i g n i f i c a n t

by a p a r t i c u l a r
p rin cip les

p h ilo so p h y of g e n e r a l e d u c a t i o n

are

follow ing:
G e n e r a l e d u c a t i o n i s c o m p a t i b l e w i t h s p e c i a l i z a t i o n and i s a
n e c e s s a r y compliment t o i t .
G e n e r a l e d u c a t i o n i s a n e c e s s a r y p a r t of p r o f e s s io n a l
education.
Some knowledge i s more i m p o r t a n t t h a n o t h e r knowledge.
C e r t a i n s u b j e c t s s ho ul d be r e q u i r e d of eve ry s t u d e n t .
Academic s t a n d a r d s a r e too low and must be r a i s e d .
The c o u r s e of s tu d y s ho uld p o s s e s s a d egr ee of c o h e r e n c e .
C o l l e g e s s h ou ld p l a c e more em ph asis on common l e a r n i n g .
General e d u ca tio n i s everyone 's b u s in e s s .
S t r e n g t h e n i n g u n d e r g r a d u a t e g e n e r a l e d u c a t i o n does n o t r e q u i r e
ab an d o n i n g r e s e a r c h or g r a d u a t e t r a i n i n g .
T h e g e n e r a l e d u c a t i o n p r o g r a m s h o u l d be d i s t i n c t i v e ,
r e f l e c t i n g t h e c h a r a c t e r of t h e i n s t i t u t i o n .

that
the

22

G eneral e d u c a tio n should i n c o r p o r a t e r e c e n t a d v a n c e s in
scholarship.
F a c u l t y d e v e l o p m e n t i s e s s e n t i a l t o g e n e r a l e d u c a t i o n (p.
62-72).
The s e a r c h f o r a new p h i l o s o p h y o f g e n e r a l e d u c a t i o n i s y i e l d i n g a
s tr o n g e r agreement about
e d u c a tio n today.

the p u rp o s e s

and

p rin cip les

The e m e r g i n g c o n c e p t i o n o f g e n e r a l

of

general

e d u c a t i o n was

e x p r e s s e d over a decade ago by S a n f o r d ( 1 9 6 7 ) :
E d u c a t i o n a i m e d a t d e v e l o p i n g t h e i n d i v i d u a l ' s p o t e n t i a l as
f u l l y as p o s s i b l e i s in th e b e s t s e n s e g e n e r a l e d u c a t i o n .
I n t r o d u c i n g t h e s t u d e n t s t o a r a n g e of s u b j e c t s and i d e a s , as
in s u rv ey c o u r s e s — sometimes c a l l e d g e n e r a l e d u c a t i o n — i s n o t
t h e e s s e n t i a l t h i n g , though t h i s may be a u s e f u l i n s t r u m e n t of
general ed u catio n .
D eveloping th e g e n e r a l i s t ap p ro ac h to
i n q u i r y , t h e s y n t h e t i c f u n c t i o n , i s c l o s e r t o t h e mark; and so
i s in v o lv e m e n t in s i g n i f i c a n t e x p e r i e n c e s w i t h p e o p le and
things.
But t h i s i s by no means a l l .
G en er al e d u c a t i o n aims
a t development to w ar d f u l l h u m a n i t y , and a l l t h e r e s o u r c e s o f
a c o l l e g e s h o u l d be o r g a n i z e d t o t h i s e n d ( c i t e d i n G a f f ,
1983, p. 7 5 ) .
C o n r a d a n d Wyer ( 1 9 8 0 ) a n a l y z e v a r i o u s documents from one hundred
r e p r e s e n t a t i v e i n s t i t u t i o n s of h i g h e r e d u c a t i o n .
d istill

seven m ajor tre n d s

in li b e r a l

From t h i s

education.

stu d y they

One o f t h e mo st

p u b l i c i z e d of t h e s e t r e n d s h a s b e e n t h e move men t b a c k t o a r e q u i r e d ,
i n t e g r a t e d g r o u p o f c o u r s e s o r e x p e r i e n c e s , d e s i g n e d t o implement th e
i d e a l s and g o a l s of l i b e r a l o r g e n e r a l e d u c a t i o n .

This t r e n d w i l l

be

d i s c u s s e d i n t h e s e c t i o n on t h e c o r e c u r r i c u l u m l a t e r i n t h i s c h a p t e r .
A second t r e n d h a s been th e s u r g e of i n t e r e s t
outcomes of l i b e r a l

ed u catio n to

in r e l a t i n g

c u r r i c u l a r pr o gr am s .

Th is f o c u s on

outcomes i s a new and i n t r i g u i n g e l e m e n t i n t h e l i b e r a l a r t s
The o u t c o m e s a p p r o a c h h a s a s s u m e d two b a s i c f o r m s .

the

trad itio n .

The f i r s t i s to

d e t e r m in e th e o v e r a l l e f f e c t s of th e c o l l e g e e x p e r i e n c e on g r a d u a t e s and
s o c i e t y a t l a r g e , and t o se ek t o v e r i f y t h a t c o l l e g e s do a c h i e v e what i s
cl a im e d i n t h e i r c a t a l o g s .

There i s

a l s o a f o c u s on t h e i n d i v i d u a l

23

s t u d e n t and h i s a b i l i t i e s a s d ev el o pe d t h r o u g h

the v a r i e t y

of c o l le g e

e x p e r i e n c e s a n d e v a l u a t e d by w r i t t e n t e s t s , o r a l e x a m i n a t i o n s , t e s t i n g
by com put er, and some s e l f - e x a m i n a t i o n .
area

The o u t s t a n d i n g w o r k i n t h i s

i s Howard B o w e n ' s I n v e s . tm a n t - . i n , .Le a r n i n g ( 1 9 7 7 ) .

Also i m p o r t a n t

a r e Romney's Measures.,o£, . I n s t i t u t i o n a l .Goal. .Achie ve me n t ( 1 9 7 8 ) , Wood and
D avis'

D£.signin.&..anxL.Evalua.tia8w.Ei&h-er.,£duca,tJ-Qn . , . C u r r i c u l a

T riv e tt's

(1978),

CQm.peteJu&y...Exagrama~in,..Higher,...Ed u c a t i o n ( 1 9 7 5 ) , a s w e l l as

Conrad ( 1 9 7 8 ) , C h i c k e r i n g ( 1 9 7 7 ) , and Le vi ne ( 1 9 7 8 ) .
The c o n c e r n f o r e d u c a t i o n a l outcomes i s d i r e c t l y l i n k e d t o th e n e x t
m ajor

t r e n d , t h e r e d e f i n i t i o n o f l i b e r a l e d u c a t i o n i n term s of p r o c e s s ,

and not

sim ply c o n t e n t .

proponent

In t h i s

J o h n Dewey i s

the m a jo r

in e d u c a t i o n c e n t e r e d a r o u n d t h e d e v e lo p m en t of

s k i l l s and p r o b l e m - s o l v i n g .
a fte r

century,

W o r l d War

II

While m a jo r c a l l s

em phasized

the

ro le

thinking

fo r curriculum reform

of

higher

e d u c a tio n in

c u l t i v a t i n g m e n t a l s k i l l s , i t was n o t u n t i l t h e p a s t decade t h a t g e n e r a l
e d u c a t i o n abandoned h e r i t a g e and s ur vey c o u r s e s i n f a v o r of c o u r s e s and
e x p e r i e n c e s which were o r g a n i z e d d i r e c t l y ar ou nd t h i n k i n g s k i l l s .
trend

This

c a n be s e e n i n e x a m p l e s o f t h e development of t h e m a t i c s t u d i e s ,

competence pr og ram s, and p r o b l e m - s o l v i n g c o u r s e s (Conrad and Wyer, 1980,
p.

30).

I n h i s r a t i o n a l e f o r l i b e r a l e d u c a t i o n , B en n e t t (1977, p. 69)

p o in ts out t h a t ,
inform ation,

" t h e em phasis i s now no l o n g e r on a c q u i r i n g c o n t e n t and

b u t on a c q u i r i n g

i n t e l l e c t u a l s k i l l s and a b i l i t i e s .

The

p o i n t i s t o d e ve l op c o n c e p t u a l s o p h i s t i c a t i o n and c r i t i c a l j u d g m e n t . "
The f o u r t h

trend

is

not

so

easy

e s p e c i a l l y the g e n e r a l e d u c a t i o n com pon ent ,
the

trad itio n al

p h ilo so p h y of

to
is

lab el.

The c u r r i c u l u m ,

being s tr e tc h e d

e m p h a s i s on r e a s o n a n d i n t e l l e c t .

beyond

In t h e 1960s, t h e

" d e v e lo p m e n t of t h e whole p e r s o n " g a i n e d s u b s t a n t i a l

24

g r o un d, and by t h e m i d d le of t h e 1970s h a d become t h e norm o f l i b e r a l
arts

programs and i n s t i t u t i o n s .

But r e c e n t l y t h e r e h a s emerged a new

ap p ro a c h w hich em phasizes a r e e x a m in a t io n of i n t e l l e c t and r e a s o n
them selves.

This in v o lv e s a broadening of

t h e c o n c e p t of r e a s o n t o

include th e a e s th e tic , valu e, and pragmatic realm s, and seeks to b y p a s s
o u r c o n t e m p o r a r y d i v i s i o n b e t w e e n c o g n i t i v e and a f f e c t i v e , s u b j e c t i v e
and o b j e c t i v e , t h e o r y and p r a c t i c e ( C o nr ad a n d W ye r, 1 9 8 0 ; M u r c h l a n d ,
1976).

Some w r i t e r s

a r e c a l l i n g f o r a r e b i r t h of t h e h u m a n i t i e s w i t h

emphasis on t h e a e s t h e t i c and i n t u i t i v e ( C o u g h l i n , 1976; M a t t f e l d , 1975;
and M o rris ,

1978), w hile o th e rs argue th a t the f in e a r t s

s h o u l d be

i n t e g r a t e d i n t o t h e l i b e r a l a r t s c u r r i c u l u m ( B o t s t e i n , 1979; F o s t e r a n d
Burke, 1 9 7 8 ) .
A f i f t h m a jo r t r e n d i s t h e f o c u s on t h e v a l u e s f o r mo ral e d u c a t i o n .
There i s a growing c o n s en s us among s t u d e n t s ,
and th e g e n e r a l

public th a t

ad m in istrato rs,

facu lty ,

some f o r m o f v a l u e e d u c a t i o n sh oul d be a

component of l i b e r a l e d u c a t i o n ( C a r n e g i e F o u n d a t i o n f o r t h e A d v a n c e m e n t
of Teaching,

1977 , pp. 2 4 0 - 2 4 1 ) .

d e v o t e d o ne e n t i r e

issue

The A s s o c i a t i o n o f American C o l l e g e s

o f i t s Eonum. ■£or..Li h e r a l . . E d u c a t i o n (Mohrman,

197 8) t o t h e c o n c e r n f o r v a l u e s , g i v i n g a n o v er vi e w of programs d e a l i n g
w i t h e t h i c s and v a l u e s .
usually

T h er e h a s b e e n a p r o l i f e r a t i o n

in t h e form of p l e a s ,

of a r t i c l e s ,

f o r m o r a l e d u c a t i o n i n t h e c o l l e g e and

u n i v e r s i t y s e t t i n g ( C a l l a h a n , 1978; C a l l a h a n a nd Bok, 1979; M i d d l e b u r g ,
1977;

Monan,

1979;

S p lete,

1977).

A lso ,

a

sizeab le

number of

i n s t i t u t i o n s hav e a d o p t e d programs i n t h i s a r e a , i n c l u d i n g S t . O l a f , S t .
J o s e p h ' s C o l l e g e , Washington and Lee, U n i v e r s i t y of W i s c o n s i n -G re e n Bay,
Morehouse C o l l e g e , Bos ton U n i v e r s i t y ' s C o ll eg e of L i b e r a l A r t s , a n d t h e
U n i v e r s i t y of C a l i f o r n i a a t San F r a n c i s c o .

25

T h i s c o n c e r n f o r v a l u e s h a s g e n e r a l l y assumed one of two forms i n
tne cu rricu lu m .

Some h a v e c o n c e n t r a t e d

on v a lu e

u n d erly in g assum ptions w ith in the d is c ip lin e s .
program s,

esp ecially

tech n o lo g y ,

have

th o se

fo llo w ed

d ealin g
from t h i s

and

Numerous c o u r s e s and

w ith v a lu e s
focus.

p o stu lates

in

scien ce

and

O ther programs have

c o n c e n t r a t e d on t h e m o r a l growth o r e d u c a t i o n of t h e i n d i v i d u a l s t u d e n t .
T h i s ap p r o ac h t o v a l u e s e d u c a t i o n i s o f t e n more r a d i c a l i n i t s d e p a r t u r e
from th e t r a d i t i o n a l modes of n a r r o w l y d e f i n e d i n t e l l e c t u a l i n q u i r y .
in terest

is the fa c t

Of

t h a t t h e r e c e n t H a rv a rd C u r r ic u l u m Committee

i d e n t i f i e d mo ral r e a s o n i n g a s a n e s s e n t i a l el ement i n t e n d e d t o i n t r o d u c e
students

t o i m p o r t a n t t r a d i t i o n s of t h o u g h t , t o make them aware of t h e

i n t r i c a c i e s of e t h i c a l a r g u m e n t , a n d t o h e l p the m come t o g r i p s w i t h
p a r t i c u l a r q u e s t i o n s of c h o i c e and v a l u e (Conrad and Wyer, 1980, p. 3 3 ) .
A s i x t h t r e n d i s t h e development of new r e l a t i o n s h i p s
lib eral

a r t s and th e professio n s.

between th e

H i s t o r i c a l l y , t h e l i b e r a l a r t s have

been c l o s e l y l i n k e d t o t h e o l d e s t p r o f e s s i o n s of t h e o l o g y , m e d i c i n e , and
law .

C u r r e n t l y , t h e r e i s a n uneasy t r u c e between academic s p e c i a l i s t s ,

b r o a d l y h u m a n i s t i c f a c u l t y , an d p r o p o n e n t s o f c a r e e r e d u c a t i o n ,
v y i n g f o r more i n f l u e n c e

in t h e undergraduate curriculum.

each

Conrad and

Wyer q u o t e J e r r y G af f (1 980) a s f o l l o w s :
A t r e m e n d o u s e x p a n s i o n o f p r o f e s s i o n a l e d u c a t i o n h as t a k e n
place in r e c e n t y e a r s in c o l l e g e s and u n i v e r s i t i e s and h as
f o r c e d new d e f i n i t i o n s o f r e l a t i o n s h i p s between l i b e r a l a r t s
and t h e p r o f e s s i o n s .
T h i s a s c e n d e n c y of c a r e e r e d u c a t i o n
w i t h i n t h e acad em y h a s p a r a l l e l e d th e tr e n d tow ard
p r o f e s s i o n a l i z a t i o n o f work t h r o u g h o u t s o c i e t y .
One l o g i c a l
r e s u l t of th e s e s h i f t s is th a t l i b e r a l a r t s courses are
i n c r e a s i n g l y t a i l o r e d t o t h e p a r t i c u l a r i n t e r e s t s and c o n c e r n s
of v a r i o u s v o c a t i o n a l gro up s ( p . 3 3 ) .
There i s a n i n c r e a s i n g amount of l i t e r a t u r e

f o c u s e d on t h e

close

r e l a t i o n s h i p , o r t h e needed c l o s e r e l a t i o n s h i p , between t h e l i b e r a l a r t s

26

and v o c a t i o n s

(B ailey,

1977;

C h u rch ill,

1 9 8 3 ; C ob b, 1 9 8 3 ; B i l l i a r ,

19 8 2 ).
The f a c t
w hile

still

th at
in

students

college

p l a c e a h i g h v a l u e on c a r e e r p r e p a r a t i o n

d o e s n o t mean t h a t

the s p e c i a l i z e d

stu d ies

in v o l v e d i n t h e i r p r e p a r a t i o n s a r e a l l t h a t f u t u r e employers s h ou ld c a r e
a b o u t ( C a r n e g i e F o u n d a t i o n f o r t h e Advancement of T e a c h i n g , 197 7 ) .
au th o rs of t h i s

The

s t u d y go on t o i n d i c a t e s e v e r a l s k i l l s a s s o c i a t e d w i t h

l i b e r a l e d u c a t i o n t h a t a l l employers " s h o u l d " v a l u e , such a s t h e a b i l i t y
to

s e t and m eet s ta n d a r d s of e t h i c a l behavior, a p p r e c ia ti o n fo r l o c a l ,

n a t i o n a l and f o r e i g n f r a m e s
i n d e p e n d e n t l y and r a p i d l y .

of

reference,

It

is

to

learn

Levine (197 8) d e c l a r e s t h a t t h e r e i s n o t h i n g

i n t r i n s i c to general education t h a t r e q u i r e s
unw orldly.

and a b i l i t y

not in c o n s is te n t

it

t o be i m p r a c t i c a l

or

t o p l a c e a g r e a t e r emphasis on a

se ns e of v o c a t i o n i n l i b e r a l e d u c a t i o n t h a n h a s t r a d i t i o n a l l y been done.
The g r o w t h of p r o f e s s i o n a l e d u c a t i o n i n c l u d e s r e v i s i o n of t h e ma jor and
ex p erim en tatio n
P ro fessio n al

w ith

in tern sh ip s

and

e d u c a tio n has found i t s

experim ental

own p l a c e

le arn in g .

in c u rre n t

lib eral

e d u c a t i o n (Conrad and Wyer, 1 98 0 ) .
A sev en th
"d eliv ery

m ajor tre n d in l i b e r a l

system "

ad m in istrative

of

the

cu rricu lu m :

th e

degrees,

s t r u c t u r e s , and c a l e n d a r a r r a n g e m e n t s .

as off-campus le a r n i n g c e n t e r s ,
general education,

c red its,

Such s t r u c t u r e s

separate ad m in istrativ e e n t itie s

for

a nd f l e x i b l e time s c h e d u l e s a r e no l o n g e r uniq ue i n

educational i n s t i t u t i o n s .
earlier

e d u c a t i o n i s a f o c u s on t h e

For exam ple, t h e f o c u s on outcomes m e n t i o n e d

i n t h i s s e c t i o n h a s been p a r a l l e l e d by a c o n s i d e r a b l e amount of

change i n b o t h d e g re e an a time s t r u c t u r e s , a s w e l l a s t h e development of
a core to th e c u rric u lu m ,

h a s b r o u g h t a b o u t new for ms of t i m i n g and

27

cred it for

courses.

Levine d is c u s s e s

c u r r i c u l a r mechanism s

w hich

s h o r t e n a n d l e n g t h e n t h e time s p e n t e n r o l l e d i n c o l l e g e o r u n i v e r s i t y ,
a s w e l l a s o p t i o n s a l l o w i n g f o r g r e a t e r v a r i a b i l i t y and i n d i v i d u a l i t y i n
d u r a t i o n of tim e and i n tim e c o n t e x t s

(day,

e v e n i n g , e a r l y morn in g,

w eekends, e t c . ; L e v i n e , 1978, pp . 2 0 9 - 2 4 8 ) .
The t r e m e n d o u s a m o u n t of a c t i v i t y today v i r t u a l l y g u a r a n t e e s t h a t
g e n e r a l e d u c a t i o n w i l l be d i f f e r e n t i n t h e f u t u r e t h a n i t i s t o d a y .

It

i s up t o us t o make s u r e t h a t our v e r s i o n s o f f e r e n d u r i n g b e n e f i t s f o r a
g e n e r a t i o n of s t u d e n t s .

I t w i l l be a t l e a s t a d e c a d e ,

perhaps

longer,

b e f o r e we g e t t h e o p p o r t u n i t y a g a i n ( G a f f , 1979 ).
In summary, t h i s s e c t i o n began w i t h a d i s c u s s i o n o f t h e t e r m i n o l o g y
of

lib eral

a n d g e n e r a l e d u c a t i o n , and t h e c o n f u s i o n t h a t e x i s t s i n t h e

d e b a t e c o n c e r n i n g t h e s e emphases.
certain

Th is was f o ll o w e d by a d i s c u s s i o n o f

c u r r i c u l a r p h ilo s o p h ie s , expressed in six d i f f e r e n t approaches

to l i b e r a l education.

Seven ma jor t r e n d s were th e n d i s c u s s e d , a n d t h i s

s e c t i o n was c on cl ud ed w i t h some comments on t h e c o n t i n u i n g d e b a t e .

Core. .Curr i c u lum. JBrofirama
The

concept

of t h e c o re c u r r i c u l u m has " r e t u r n e d from e x i l e "

( R e e v e s , 1 9 8 0 ) , imposed d u r i n g t h e t u r b u l e n t

six ties,

and once a g a in

f i g u r e s i n t h e d i s c u s s i o n of c u r r i c u l a r dev elopment.
Gaff

(1983) d e f in e s a core c u rric u lu m as

c o u r s e s r e q u i r e d of a l l s tu d e n ts .
courses

in a s e r i e s

"a c o n f i g u r a t i o n

of

Although t h e c o r e may be a s e r i e s of

of academic d i s c i p l i n e s ,

it

is

more

commonly

i n t e r d i s c i p l i n a r y and o r g a n i z e d a r o un d a theme or i s s u e " ( p. 1 0 ) .

Boyer

and

th a t

K aplan

(1977)

undergraduate

id e n tify

the

core

as

"the

course

w ork

s t u d e n t s p u r s u e i n common, t h e c l u s t e r of s u b j e c t s and

28

c l a s s e s th a t an i n s t i t u t i o n

of h ig h e r le a r n in g i n s i s t s

th at a l l

its

stu d e n ts take to g e th e r " (p. 10).
In

the

current

literatu re

on l i b e r a l

education th ere

co n s e n s u s on what c o n s t i t u t e s a co re program ( T o b i a s , 1 98 2 ) .
id en tify

i s no

Some would

g e n e r a l e d u c a t i o n and c o r e programs ( i . e . , H ar v ar d U n i v e r s i t y )

and o t h e r s w o u l d d i s t i n g u i s h

b e t w e e n the m ( G a f f ,

1979).

D ifferent

p h i l o s o p h i e s o f e d u c a t i o n p r o d u c e d i f f e r e n t c o n c e p ts of c o r e programs
(Shulman, 1 9 7 9 ) .

W hile i t

is

true

that

some w r i t e r s

seem t o

equate

g e n e r a l e d u c a t i o n a n d c o r e and make them p r a c t i c a l l y synonymous, i t i s
u s e f u l t o d i s t i n g u i s h b et we en th e m ( S t u r g e o n ,
id e n tifies

th e core c u rric u lu m as those

1978).

c o u r s e s which a r e e s p e c i a l l y

designed to achieve c e r t a i n i n t e g r a t i v e purposes.
in terd iscip lin ary

Hartman (1977)

The c o r e i s

usually

a n d o r g a n i z e d a r o u n d a theme o r i s s u e ( G a f f , 1983).

Vars ( 1 98 2) s e e s " c o r e c u r r i c u l u m " a s a " g e n e r i c t e r m f o r e d u c a t i o n a l
experiences

t h a t a r e common t o a l l s t u d e n t s " ( p . 2 2 3 ) .

In t h i s s e n s e ,

r e q u i r e d c o u r s e s c o n s t i t u t e t h e " co r e of th e c u r r i c u l u m . "
the

stric t

However,

in

c u r r i c u l a r s e n s e , t h e term r e f e r s t o a " d e s i g n t h a t d e p a r t s

sig n ifican tly

from any a r r a n g e m e n t of c o n v e n t i o n a l

course

content"

(Ih id .) .
W h i l e t h e l a n g u a g e o f t h e d e b a t e v a r i e s from group t o gro up, and
usa ge i s by no means c o n s i s t e n t .

"The n o t i o n s

of g e n e r a l e d u c a t i o n ,

c o r e c u r r i c u l u m , common c o r e , and common c u r r i c u l u m a r e c l o s e l y l i n k e d "
(Hughes, 1982, p . 5 8 6 ) .
E rn e st Boyer,

This u s a g e i s

illu strated

by t h e w r i t i n g o f

one o f t h e most w i d e l y q uo te d a u t h o r i t i e s i n t h e c u r r e n t

d i s c u s s i o n ( B o y e r , 1977, 1980, 1981, 198 2) .
Reeves (1980) r em in d s us t h a t two m a jo r p o i n t s a p p e a r r e p e a t e d l y in
t h e d i s c u s s i o n s i n v o l v i n g t h e co r e c u r r i c u l u m :

1) a c e r t a i n numbe r o f

29

c o u rs e s must

be r e q u i r e d ,

and

2)

the

req u ired

integrated.

The movement b ac k to w ar d a r e q u i r e d and i n t e g r a t e d s e t of

c o u r s e s or e x p e r i e n c e s , w h i c h a r e u s u a l l y
i d e a l s and g o a ls of

courses

designed to

must

be

implement th e

l i b e r a l o r g e n e r a l e d u c a t i o n , i s one of t h e major

and most p u b l i c i z e d t r e n d s i n l i b e r a l e d u c a t i o n t o d a y (Conrad a n d Wyer,
1980).

This

s w i n g i n g o f t h e pendulum i s n o t new t o e d u c a t i o n .

(1978) r e p o r t s
literatu re

that

th at

there

is

"a s i z e a b l e a n d s t i l l - g r o w i n g

in d icate s

th at

colleges

continuum from co re c u r r i c u l a t o f r e e
fashion"

(p.

14).

This r e c e n t

Levine
body o f

t e n d t o move a c r o s s

the

e l e c t i v e s and b ack in p e n d u la r

sw ell of

in terest

i n c o r e programs,

w h e th e r i t i s r e g a r d e d a s t h e dawning of a new day f o r l i b e r a l e d u c a t i o n
o r simply a n o t h e r t w i s t i n i t s " d e a t h s t r u g g l e , " i s h i s t o r i c a l l y t y p i c a l
and t o be e x p e c t e d .

A number o f c a u s e s h a v e b e e n c r e d i t e d w i t h

th is

r e n e w e d i n t e r e s t i n c o r e p ro gr am s; among them, t h e d r a m a t i c i n c r e a s e in
number and d i v e r s i t y

of s tu d e n t s ,

the

contem porary

explosion

of

knowledge, t h e p l u r a l i s t i c and d e m o c r a t i c s t r u c t u r e of American s o c i e t y ,
and t h e i n c r e a s e d c o n c e r n f o r human r i g h t s and e t h i c a l b e h a v i o r .
a n d Wyer ( 1 9 8 0 )

state

th at

" t h e new p r o g r a m s u l t i m a t e l y

r a t i o n a l e n o t s o l e l y from m od e rn day r e a l i t i e s

Conrad

seek th e ir

b u t i n some v i s i o n o r

i d e a l s of t h e e d u c a t e d p e r s o n and t h e l e a r n i n g community" ( p . 2 6 ) .
While t h e c u r r e n t swing of t h e pendulum "back t o b a s i c s " h a s b e e n
g i v e n much a t t e n t i o n i n t h e n a t i o n a l p r e s s , Arden (1979) p o i n t s out t h a t
n o t a l l th e c e n t e r s of aca demic power hav e j o i n e d t h e m o v e m e n t.
U niversity,

Brown

C o l u m b i a a n d M i c h i g a n h a v e n o t f o l l o w e d t h e ex am pl e of

H a r v a r d , B e r k e l e y and S t a n f o r d .
re a s o n s f o r doing so .

Those who h a v e r e s i s t e d h a v e v a r i o u s

One d a n g e r t h e movement f a c e s i s t h a t i t could

le a d t o a s e n t i m e n t a l i z e d v e r s i o n of t h e p a s t and i n v i t e a r e t u r n

to a

30

d i s a s t e r area in our c u l t u r a l h i s t o r y .
w ar y o f

"a r e t u r n t o b a s i c s " i s

A n o t h e r r e a s o n some h a v e b e e n

th at

i t may d i s a p p o i n t t h o s e who a r e

e x p e c t i n g t o f i n d a p an ac ea f o r a l l e d u c a t i o n a l i l l s .

R e s t o r a t i o n of a

c o r e c u r r i c u l u m ou gh t n o t t o t a k e t h e form of a s i m p l i s t i c i m i t a t i o n of
t h e 1950s and e a r l y 196 0s .
an y w a y .

T herefore,

The o l d s y s t e m was n o t w o r k i n g t h a t w e l l

w r i t e s A r d e n , we s h o u l d i n s i s t upon a d i f f e r e n c e

between s e e k i n g ways t o improve th e c u r r i c u l u m and m e re ly r e t r e a t i n g
a sentim entalized p ast.

I f a c o r e c u r r i c u l u m i s a h i g h p r i o r i t y , we

sh ou ld a s k w h a t we w a n t t o a c c o m p l i s h w i t h i t ,
achieving

to

a n d how t o go a b o u t

t h e o b j e c t i v e s i n a r e a s o n a b l e and r e s p o n s i b l e way.

He th e n

d i s c u s s e s some g e n e r a l r u l e s f o r th e development o f a c o r e c u r r i c u l u m .
The f i r s t
rather,

is:

"The c o r e c a n n o t

i t m u s t be r e i n f o r c e d

curriculum "

(p.

148).

stand alo n e

by t h e o t h e r

in

splendid is o la tio n ;

components of th e t o t a l

I f a s c h o o l has a r i g i d c u r r i c u l u m , a c o r e t h a t

i n c l u d e s a few c o u r s e s i n f i e l d s such a s h i s t o r y and l i t e r a t u r e w i l l no t
lib eralize

t h e program s u f f i c i e n t l y t o make much of a d i f f e r e n c e i n t h e

f i n a l o ut co me s.

Rule number two i s t h a t we must a s k a b ou t p r o p o r t i o n s .

"How much of t h e f o u r - y e a r e x p e r i e n c e s h o u ld be d e v o t e d t o t h i s p a r t of
the curriculum "?

( Ift-i-d. ) .

A r d e n a r g u e s t h a t n o t over a p p r o x i m a t e l y

o n e - f o u r t h of t h e c o l l e g e program be g i v e n t o g e n e r a l e d u c a t i o n .
A th ird

ch aracteristic

of

the

core

should

be

its

"v ertical

e x t e n s i o n th r o u g h t h e fo u r y e a rs of undergraduate study" (p. 149).

It

sh ould perm ea te a l l f o u r y e a r s of t h e c o l l e g e e x p e r i e n c e .
One o t h e r

" s h a r e d e x p e r i e n c e " t h a t o u g h t t o be i n c l u d e d i s t h e

st u d y of human v a l u e s y s t e m s .

The o b j e c t i v e of v a l u e s tu d y should be to

r a i s e t h e r i g h t q u e s t i o n s , t o i n d i c a t e t h e c r u c i a l s i g n i f i c a n c e of th o s e
q u e s t i o n s i n human e x i s t e n c e ,

and to

consider

the need f o r

people

to

31

t h i n k s y s t e m a t i c a l l y a b o u t why some d e c i s i o n s a r e
We m u s t

b etter

than o t h e r s .

"be w a ry o f t h i n k i n g t h a t t h e c o r e a l o n e can t a k e c a r e of th e

m oral dim ension.
departm ents

And t h e p r o g r a m s h o u l d be o r g a n i z e d so t h a t

w ill

co n trib u te

to

the

im p lem en tatio n

of

all

th e core

curriculum" (t h i d . ).
The b a s i c q u e s t i o n s which s h o u ld be a s k e d i n t h e development of a
c o r e c u r r i c u l u m a r i s e o u t of t h e i n s t i t u t i o n a l
c o r e c o u r s e s a r e more c l o s e l y
than a re

the o th e r

acco m p lish m en ts,

or

ap p reciatio n s

does th e

W h at

feel

are

What q u a l i t i e s must one have t o r e c e i v e a

i n s t i t u t i o n ' s e d u ca tio n a l purposes?
of e s s e n t i a l

the

ex p erien ces,

in stitu tio n

What s t u d e n t a c c o m p l i s h m e n t s a r e n e c e s s a r y

develop a l i s t

That i s ,

t o t h e m iss io n of the i n s t i t u t i o n

co u rses in the c u rric u lu m .

e s s e n tia l for i t s graduates?
degree?

tied

context.

t o a c h i e v e the

Hartman ( 197 9) sa ys t h a t o ne m i g h t

ch aracteristics

of a l i b e r a l l y educated

p e r s o n and th e n b u i l d a c u r r i c u l u m which would d r a m a t i c a l l y i n c r e a s e th e
likelihood

that

t h e s t u d e n t wo uld d e v e l o p j u s t t h o s e c h a r a c t e r i s t i c s .

Or, he c o n t i n u e s , o n e m i g h t t a k e a d i f f e r e n t a p p r o a c h a n d a c c e p t o r
d e v e l o p some model of s t u d e n t growth and have a s a g o a l moving s t u d e n t s
f u r t h e r a l o n g t h e dim ens ion s d e s c r i b e d by t h a t m od e l.
is

th a t the curriculum

I n d e p e n d e n tly of o t h e r

i s a s ta te m e n t of g o a l s

The c r u c i a l i s s u e

by t h e i n s t i t u t i o n .

sta te m e n ts or u t t e r a n c e s ,

it

rep resen ts

a

c o n c r e t e and d a i l y commitment which s t u d e n t s u n d e r s t a n d and c o n f r o n t .
Vars (1982) makes a d i s t i n c t i o n between an " u n s t r u c t u r e d c o r e " and
a " s tru c tu re d core."

The d i f f e r e n c e between t h e s e two i s t h e d e g r e e to

which c u r r i c u l a r e x p e r i e n c e s a r e d e t e r m i n e d i n a d v a n c e .
core

program ,

the f a c u lty a n t i c i p a t e s

e x p e r i e n c e i n w hi ch s t u d e n t

In a s t r u c t u r e d

problem a r e a s or c e n t e r s

concerns a r e l i k e l y

to

cluster.

of

W ithin

32

t h e s e b r o a d a r e a s t h e s t u d e n t s and f a c u l t y of ea ch c l a s s p l a n a n d c a r r y
o u t t h e l e a r n i n g e x p e r i e n c e s which seem most a p p r o p r i a t e t o t h a t c o u r s e .
I n t h e u n s t r u c t u r e d c o r e , t h e f a c u l t y and s t u d e n t s a r e f r e e
any i s s u e o r problem a c c e p t a b l e t o t h e g r ou p.

t o examine

Of c o u r s e , t h e t e a c h e r i s

expected to in su re th a t the is s u e i s r e le v a n t to most of th e
m o rally

and

ed u catio n ally

students,

so u n d , and t h a t a d e q u a t e r e s o u r c e s a r e

a v a i la b l e f o r t h e i r study.
G alam bos

(1979)

disagreement over b a s i c

d iscu sses

the

d irectio n s.

d iffic u ltie s

w hich a r i s e

A pproaches in d e a l in g w ith

in
the

c o n t e n t o f c o r e p r o g r a m s r a n g e a l l t h e way from a r e q u i r e d r e a d i n g of
t h e " g r e a t bo ok s " a t S t . J o h n ' s C o l l e g e , t o emphasis on d e v e l o p i n g a s e t
of com petencies,

in clu d in g the b asics

i n w r i t i n g and s p e a k i n g , a s a t

Mars H i l l C o l l e g e and Bowling Green U n i v e r s i t y .
If

a

search

education,
courses,

the

for

commonness

is

deemed e s s e n t i a l

p r o b l e m r e m a i n s o n e o f how t o

provide

or overview s of broad academ ic a r e a s ,

to l i b e r a l

it.

Survey

such as h u m a n itie s ,

s o c i a l s c i e n c e s , n a t u r a l s c i e n c e , r e p r e s e n t one a p p r o a c h which h a s
w idely

used

in

d ev elo p in g

a

core

curriculum .

been

The c o n t e m p o r a r y

c i v i l i z a t i o n c o u r s e of Columbia U n i v e r s i t y and t h e g e n e r a l c o u r s e i n th e
stu d y of contem porary

s o c i e t y of t h e U n i v e r s i t y of Chicago a r e w id e l y

known exam ples of t h i s a p p r o a c h .
senior

The f a c t

th at

th e y were s t a f f e d

by

s c h o l a r s may a c c o u n t f o r t h e i r renown, a p l e a s a n t c i r c u m s t a n c e

not always a t t a i n a b l e w ith in

trad itio n al

departm ental

stru ctu res

(Galambos, 197 9 ) .
The m o s t

common a p p r o a c h t o c o v e r i n g t h e c o n t e n t of a c o r e program

i s a s e t of r e q u i r e d c o u r s e s ,

b a s e d on d i s t i n c t i v e ways o f t h i n k i n g ,

from which t h e s t u d e n t s choose o p t i o n s .

The most famous example of t h i s

33

a p p r o a c h i s H ar va rd U n i v e r s i t y , which a l l o w s
c o u r s e s from a p o s s i b l e 80 t o 100 c o u r s e s .

the

student

The c o u r s e s have been chosen

b e c a u s e o f d i s t i n c t i v e ways o f t h i n k i n g t h a t a r e
im portant.

id en tifiab le

and

The d i f f e r e n t a r e a s of t h e c o r e c u r r i c u l u m a r e l i n k e d by a

common q u e s t i o n :
of

t o c h o o s e 10

How do we g a i n and a p p l y knowledge a n d u n d e r s t a n d i n g

the u n iv e rs e ,

o f s o c i e t y , and of o u r s e l v e s ? (H ar v ar d R e p o r t , 19 7 9) .

The u n d e r l y i n g p u r p o s e o f t h e c o r e i s
in tellectu a l

to

b r e a d t h fo r the stu d e n ts.

to stand alo n e .

However, t h e c o r e i s n o t meant

The c o r e r e q u i r e m e n t s w i l l a b s o r b a p p r o x i m a t e l y one

y e a r o f t h e s t u d e n t s ' c o l l e g e program.

C oncentration requirements w ill

in v o l v e two y e a r s of aca dem ic a c t i v i t i e s ,
for electiv es.

s e t a minimum s t a n d a r d o f

l e a v i n g a p p r o x i m a t e l y one y e a r

Conjo ine d w i t h t h e s e e l e c t i v e s and t h e work i n t h e f i e l d

o f c o n c e n t r a t i o n , th e co r e i s

in ten d ed to

p r o v id e a s o l i d and s h a re d

ba s e of g e n e r a l and l i b e r a l e d u c a t i o n f o r a l l H a rv a r d s t u d e n t s .
The r e p o r t t a k e s c a r e t o p o i n t out what i s n o t i n t e n d e d i n t h e co re
curriculum.

I t i s n o t a n i d e n t i c a l s e t of c o u r s e s f o r a l l s t u d e n t s , nor

an even hande d i n t r o d u c t i o n t o a l l f i e l d s

of k n o w le d g e .

It

l o o s e d i s t r i b u t i o n r e q u i r e m e n t among d e p a r t m e n t a l c o u r s e s .

is not a

Finally,

it

i s n o t i n t e n d e d a s a model f o r h i g h e r e d u c a t i o n i n g e n e r a l .
The H a r v a r d c o r e program e s t a b l i s h e s r e q u i r e m e n t i n f i v e d i f f e r e n t
areas:

l i t e r a t u r e and t h e a r t s , h i s t o r i c a l s t u d y ,

m o r al r e a s o n i n g , s c i e n c e , and f o r e i g n c u l t u r e s .

s o c i a l a n a l y s i s and

O th e r n o n - c o n c e n t r a t i o n

r e q u i r e m e n t s i n c l u d e w r i t i n g , f o r e i g n l a n g u a g e , and m a t h e m a t i c s .
The H ar v ar d a p p ro a c h has n o t been u n i v e r s a l l y a c c l a i m e d .
(1978) a r g u e s t h a t t h e H a r v a r d a c t i o n h a s
th a t

th e

cru cial

q u estio n s,

O 'C o n n el l

been v ery s u p e r f i c i a l ,

about th e r o l e of

the u n iv e r s i ty

and
in

m a i n t a i n i n g any q u a l i t y and a b ou t t h e d e s i r e d ends o f a n u n d e r g r a d u a t e

34

e d u c a tio n , a r e l e f t untouched.
H arvard a c t i o n i s

He says th e o n l y n o t a b l e f a c t a b o u t

t h e n a rro w n e s s of t h e i r r e f l e c t i o n s .

i n t e r e s t i n g i n s ig h t s in to the s t u d e n t s

of th e

six ties

the

O 'C o n n e ll has
c o n t r a s t e d and

c o m p a r e d w i t h t h e s t u d e n t s of t h e s e v e n t i e s and e i g h t i e s .

He l a y s most

of t h e b l a m e f o r l a c k o f r e f o r m i n e d u c a t i o n t o d a y on d e p a r t m e n t s .
" D e p a r t m e n t a l pow er s u s t a i n s
universities.
ex am in e

t h e i n e r t i a a f f l i c t i n g Ha rv ard and o t h e r

The d e l i b e r a t i o n s a t H ar v ar d f a i l e d from t h e b e g i n n i n g t o

d ep artm en tal

m ajo rs,

th e

prim ary

d eterm in an t

of

the

undergraduate curriculum " (p. 65).
Sheridan

( 1 9 8 2 ) p o i n t s o u t t h a t t h e key problems t h a t c u r r i c u l a r

r e f o r m a t H ar v ar d f a c e d w e r e t h e l a c k o f a n y p e r c e p t a b l e u n d e r l y i n g
p r i n c i p l e s and t h e i n d i f f e r e n c e of a l a r g e p a r t of t h e s e n i o r f a c u l t y t o
t e a c h i n g i n th e u n d e r g r a d u a t e e l e c t i v e l i b e r a l a r t s component.

F aculty

o p p o s i t i o n t o t h e c o r e co nc e pt a r o s e from d i s b e l i e f t h a t t h e r e might be
a s e t of i n t e l l e c t u a l e x p e r i e n c e s
have.

th at

every educated person

should

A n o t h e r f a c u l t y o b j e c t i o n was a p r a c t i c a l on e, namely t h a t a s e t

of co re r e q u i r e m e n t s would d i s c o u r a g e t h e b r i g h t e s t h i g h s c h o o l s t u d e n t s
from

app ly in g to H arvard,

and t h a t

transfer

students

c o u l d n o t be

r e q u i r e d t o t a k e th e same g e n e r a l e d u c a t i o n c o r e y e t would, n o n e t h e l e s s ,
r e c e i v e a H ar v ar d d e g r e e ( K e l l e r , 1 9 8 2 ) .
A v a r i a t i o n of t h e H ar v ar d a p p r o a c h i s t o i d e n t i f y a s e t of c o u r s e s
w hich

p ro v id e

in q u iry .

In t h e

h u m a n i t i e s , th e s t u d e n t e x p l o r e s t h e r e a l m of i d e a s and v a l u e s .

In th e

scien ces,

th e

exposure

stu d en t

laboratory te s tin g .

to v a r i o u s

focuses

m ethods

of

on d e s c r i p t i o n ,

m easurement,

and

S o c i a l s c i e n c e s may c o m b in e b o t h a p p r o a c h e s a s ,

w i t h an h i s t o r i c a l e v e n t , t h e s t u d e n t a c q u i r e s f a c t s but a l s o l e a r n s t o
analyze t h e i r fu n ctio n .

A student acquainted with d if f e r e n t a n a l y t i c a l

35

s t y l e s t h r o u g h a g e n e r a l e d u c a t i o n c u r r i c u l u m s ho ul d be more a d e q u a t e l y
p r e p a r e d t o p u r s u e h i s own c o n t i n u i n g s e l f - e d u c a t i o n .
all,

And t h a t , a f t e r

i s t h e u l t i m a t e g o a l of a l i b e r a l e d u c a t i o n (Galambos, 1979).
In a m a j o r i t y of l i b e r a l a r t s c o l l e g e s t o d a y , t h e e q u i v a l e n t of th e

cor e component of t h e c u r r i c u l u m i s
num erical

form ula s t a t i n g

th at

the d i s t r i b u t i o n re q u ir e m e n t:

students

t a k e a t l e a s t two c o u r s e s in

each of t h e m a jo r a r e a s o f knowledge— h u m a n i t i e s ,
natural

sciences.

not l i k e l y
lib eral

is

to f o s te r

the

in tellectu a l

education is a l l about.

needed

so cial sciences,

and

But such a l o o s e sampling o f d e p a r t m e n t a l c o u r s e s i s
breadth

is

a coherent

s p e c i f i c a l l y and s e l e c t i v e l y t o

that

is

part

o f what

Yet an even handed i n t r o d u c t i o n to a l l

f i e l d s of l e a r n i n g i s no l o n g e r p o s s i b l e
What

a

in

p rin cip le

contem porary e d u c a tio n .
th at

th e knowledge,

d irects

sk ills,

stu d en ts

and h a b i t s

of

th o u g h t t h a t , a t l e a s t i n t h e view of t h e f a c u l t y , seem t o be of g e n e r a l
and l a s t i n g v a l u e (D e h a t e . 1 9 7 9 . ) *
The g o a l o f t h e H a r v a r d f a c u l t y was t o e s t a b l i s h
l i b e r a l l e a r n i n g t o be m e t by a l l

students.

This

a s t a n d a r d of

standard

does not

i m p l y t h e need t o t a k e an i d e n t i c a l s e t of c o u r s e s , nor m a s t e r a s i n g l e
s e t of g r e a t books.

The f a c u l t y conc lu ded t h a t :

O u r g o a l i s t o e n c o u r a g e a c r i t i c a l a p p r e c i a t i o n o f and
infor me d a c q u a i n t a n c e w i t h t h e ma jor a p p r o a c h e s t o k n o w l e d g e ,
n o t i n a b s t r a c t , but s u b s t a n t i v e t e r m s , so t h a t s t u d e n t s have
an u n d e r s t a n d i n g of what k in d s of k n o w l e d g e e x i s t i n c e r t a i n
i m p o r t a n t a r e a s , how s u c h k n o w l e d g e i s a c q u i r e d , how i t i s
u s e d , and what i t m i g h t mean t o them p e r s o n a l l y .
We s e e k , i n
o t h e r w o r d s , t o have s t u d e n t s a c q u i r e b a s i c l i t e r a c y i n major
forms of i n t e l l e c t u a l d i s c o u r s e (i b i d . . p. 5 4 ) .
H e n r y W i n k l e r ( Qeb a t e , 1979) i s c r i t i c a l of t h e d i r e c t i o n ta k e n by
H arvard.

He b e l i e v e s

t h e new c o r e c u r r i c u l u m

is

im portant,

i f only

1 Th is i s a r e f e r e n c e t o Xha.Graat-Coca..Cu r ri cu l u m .,D eh at e. 197 9.

36

b ec a u se of t h e p u b l i c r e l a t i o n s v a l u e of a n y t h i n g t h a t comes o u t of t h e
g r e a t e s t of American u n i v e r s i t i e s , bu t he f e e l s t h a t i t may be im p o r t a n t
only fo r t h a t r e a s o n .

Most i n s t i t u t i o n s of h i g h e r e d u c a t i o n a r e a g a i n

s e e k i n g g r e a t e r c u r r i c u l a r co h e r e n c e i n u n d e r g r a d u a t e e d u c a t i o n and i n a
d e f i n i t i o n of what we mean by an e d u c a t e d p e r s o n .
retreated

in to

But some n e v e r q u i t e

t h e c h a o s o f t h e c a f e t e r i a s t y l e of f r e e e l e c t i o n t h a t

c h a r a c t e r i z e d t h e l a t e 1950s and t h e 1 9 6 0 s .

He i s

s y m p a th e tic to the

p o i n t of view e x p r e s s e d i n H a r v a r d ' s d e f i n i t i o n of a c o r e , bu t " t r o u b l e d
ab ou t th e a l m o s t u n l i m i t e d c h o i c e m a n d a te d by t h e H a r v a r d f a c u l t y ,
th at

in r e a l i t y

so

( w i t h some d i f f e r e n c e s , of c o u r s e ) we have a r e t u r n to

o l d e r d i s t r i b u t i o n r e q u i r e m e n t s much m o r e l o o s e l y

stru ctu red

th a n in

many o t h e r i n s t i t u t i o n s " ( p . 5 7 ) .
Louis B en ez et ( D eb at e. 1979) i s c r i t i c a l of H a r v a r d ' s program f o r a
v ariety
over

of rea so n s.

the f a c t

d ifferen t

The f i r s t i s t h e c o n f u s i o n t h a t h as been g e n e r a t e d

t h a t most of

the p u b l i c i t y has

o r new k i n d o f g e n e r a l e d u c a t i o n .

describ ed

th is

as

the g r e a t e s t

How

He s e e s

l a c k i n t h e c u r r i c u l u m p r o p o s a l s from Harvard.

There i s c o n f u s i o n a b o u t what i s t o be t a u g h t , w h at i s
the

of most

The r e a l q u e s t i o n i s :

do p eop le become e d u c a t e d and what must be e x p e c t e d o f them?
th is

a

This i s c o n f u s i n g because

i t i s f o c u s e d on t h e w r o n g i s s u e , m a i n l y , w h a t k n o w l e d g e i s
w o r t h and who s h o u l d be worthy t o have i t .

as

t o be t a k e n by

s t u d e n t s , and what t h e s t u d e n t s a r e e x p e c t e d t o do to make th e most

of t h e i r s t u d y .
Much o f B e n e z e t ' s o p p o s i t i o n i s grounded i n a b i a s a g a i n s t g e n e r a l
education i t s e l f .
an a t t i t u d e
literature.

But i t i s i n c l u d e d h e r e bec au se i t

tow ard c o re programs t h a t

is expressive

i s e x p r e s s e d i n much of

The d e b a t e a b o u t g e n e r a l e d u c a t i o n

of
the

37

s u g g e s t s t h a t some s t u d e n t s a r e n o t f i t t o t a k e t h e r i g o r o u s
s t u f f t h a t e n a b l e s a p r o f e s s o r to r e p l i c a t e him self in h is
s t u d e n t s — th e u l t i m a t e good. G e n e r a l e d u c a t i o n a l s o i m p l i e s
t h a t any p r o f e s s o r s h o u l d be r e a d y t o t a k e a c r a c k a t
a n y th in g . Obviously, t h a t i s a n t i - i n t e l l e c t u a l .
I t im plies
t h a t c o l l e g e p r o f e s s o r s s h o u ld t r y t o t e a c h a l m o s t any s u b j e c t
w i t h i n r e a s o n a b l e d i s t a n c e of t h e i r own c o m p e t e n c e , w h a t e v e r
t h a t may b e. And t h i s , i n i t s e l f , i m p l i e s a s o r t of mea..cu lp a
a b o u t s p e c i a l i z a t i o n and e x p e r t i s e .
Needless to say, t h a t is
n o t a f a v o r i t e f a c u l t y p o s e . Thus, t h e s e q u e s t i o n s r e m a i n t o
be r e s o l v e d b e f o r e we c a n e x p e c t a pr ogram, w h e th e r you c a l l
i t l i b e r a l e d u c a tio n or g e n e r a l e d u c a t i o n , t o make r e a l
c h a n g e s i n w h at h a p p e n s d y n a m ic a lly w ith i n a c o l l e g e or
u n iv e rs ity curriculum.
I f a f a c u l t y of H a r v a r d 's em inence i s
t o c h a n g e a t t i t u d e s t o w a r d g e n e r a l e d u c a t i o n among t h e
s t u d e n t s , a s w e l l a s among th e p u b l i c , I doubt t h a t t h i s w i l l
be b r o u g h t a b o u t by o f f i c i a l d i r e c t i o n c o m m i t t e e s (w he th er
c h a i r e d by t h e Dean o r by h i s s u r r o g a t e s ) t h a t s e t o u t t o
a d v i s e a c a d e m i c d e p a r t m e n t . . . .To g e t o u t of t h i s t r a p I
s u g g e s t t h a t we m i g h t l o o k a t s e v e r a l t h i n g s : To b e g i n w i t h ,
when a p r o g r a m i s w r i t t e n by f i f t y p e o p l e , you d o n ' t have a
camel, you have a whole c i r c u s . And somebody h a s t o f a c e t h e
f a c t t h a t i f g e n e r a l e d u c a t i o n i s t o be m o r e t h a n t h e
g l o r i f i c a t i o n of o n e ' s own s p e c i a l t y , f a c u l t y d e v e l o p m e n t f o r
g e n e r a l e d u c a t i o n i s r e q u i r e d . You've g o t t o conv ince f a c u l t y
t h a t t h e r e a r e o t h e r ways of a p p r o a c h i n g s u b j e c t m a t t e r t h a n
t h e p a r t i c u l a r n i c h e from which th ey come ( p . 6 0 - 6 1 ) .
Benez et h a s one o t h e r c r i t i c i s m of H a r v a r d ' s program.

It

seems t o

be bound by a t e a c h e r - c e n t e r e d i d e a t h a t knowledge and u n d e r s t a n d i n g a r e
i s s u e d from a p r o f e s s o r ' s mouth o r from a l a b o r a t o r y r e p o r t
textual reference.

or from a

He a s k s : " I s t h i s t r u l y knowledge, o r i s i t m a t e r i a l

from which th e s t u d e n t s ' knowledge and u n d e r s t a n d i n g g r a d u a l l y emerge a s
he o r s h e p r o c e s s e s t h i s m a t e r i a l on t h e b a s i s o f p e r s o n a l e x p e r i e n c e
and em o ti o n s and n e e d s ? " ( I b i d . ) .
F r e d e r i c k Rudolph w r i t e s :
F l e x i b i l i t y , u n c e r t a i n t y , m y ste ry , unexpected rev elatio n s,
l o v e , i n t u i t i o n c o n f i r m e d by e x p e r i e n c e , c o n s c i o u s n e s s o f
o n e ' s v u l n e r a b i l i t y a s a human b e i n g : t h i s , I s u s p e c t we w i l l
a l l a g r e e , i s what l i b e r a l l e a r n i n g i s a b o u t .
L ib eral
le a rn in g is a s ty le , not a form ula.
I t s g o a l s a r e no t new.
S u r e l y i t ' s a good i d e a t o know how t o v e n t u r e i n t o t h e s t r e e t
a n d t o g e t t o t h e o t h e r s i d e a l i v e and t o know how t o co n v e rs e
on r e a s o n a b l y e q u a l te rm s w i t h a co m p u te r .
I t ' s s u r e l y a good
i d e a t o be a b l e t o c o n f r o n t a word and know what i t means and
t o employ i t w i t h g r a c e and c l a r i t y a n d p e r h a p s e v e n p u s h i t

38

to w ard new me an in g ; and t o u n d e r s t a n d t h a t one i s a p r o d u c t o f
t h e p a s t , a c r e a t u r e of t h e f u t u r e , an d , a t t h e same t i m e , to
r e c o g n i z e o n e s e l f a s a uniq ue e x p r e s s i o n of t h e e x p e r i e n c e o f
b e i n g h u m a n ; t o be remi nded t h a t , w h i l e t h i n k i n g p l a c e s g r e a t
demands on t h e m i n d a n d body a n d makes p o s s i b l e an o r d e r l y
w o r l d , i t i s b u t one o f t h e p r o c e s s e s t h a t d e f i n e a human
being.
I t i s i m p o r t a n t t o a c k n o w l e d g e t h a t o ne i s b o r n ,
w h e r e v e r t h a t may b e , i n t h e p r o v i n c e s a n d t h a t l i f e i s an
e n d l e s s c h a l l e n g e t o move beyond t h a t p a r t i c u l a r p r o v i n c e , a n d
t o l i v e w i t h i m a g i n a t i o n , w o n d e r , and a d e l i g h t in th e
p o s s i b i l i t i e s t h a t a d h e r e i n b e i n g human. . . l i b e r a l l e a r n i n g
s h o u l d p r e p a r e u s t o know a good man o r a good woman when we
see one ( D e b a t e . 1979, pp. 6 6 - 6 7 ) .
He t h e n r a i s e s

t h e k i n d s of q u e s t i o n s t h a t c on ce r n many e d u c a t o r s

a b o u t H a r v a r d ' s co r e program.
to th e c r e a t i v e
human?

Does t h e c u r r i c u l u m pay enough a t t e n t i o n

c a p a c i t i e s and a e s t h e t i c v a l u e s of what i t means to be

Does American academic s t y l e p l a c e t o o much emphasis on t e a c h i n g

a n d n o t e n o u g h on l e a r n i n g ?

Has t e l e v i s i o n r e a r e d a g e n e r a t i o n of

s t u d e n t s whose ju d g m e n ts a r e

shaped

by v a l u e s

of

en tertain m en t,

s a l e s m a n s h i p , and p r o m o ti o n an d , i f s o , what do we need t o do about i t ?
I s aca dem ic l e a d e r s h i p so p r e o c c u p i e d i n an unacknowledged w a r f a r e w i t h
government over

thing9

l i k e accounting p r a c t ic e s , admissions, h irin g ,

t e n u r e , s i d e w a l k s , and e l e v a t o r s t h a t t h e e s s e n t i a l n a t u r e of e n t e r p r i s e
of h i g h e r e d u c a t i o n i s b e i n g n e g l e c t e d ?
Ilja

Wachs

( De b a t e . 1 9 7 9 )

is

c o n c e r n e d by t h e a b s e n c e

of any

thought about stu d e n ts t h a t transcends the c u r r i c u l a r le v e l in H arvard's
program.

She s e e s no i n p u t of s t u d e n t s i n t h e d o c u m e n t .

She s e e s no

i m a g i n a t i o n o f t h e p a r t i c u l a r c u r r e n t c u l t u r a l and human c i r c u m s t a n c e s
un de r which the y come t o c o l l e g e .
T h e r e i s no i m a g i n a t i o n , f o r example, t h a t a t t h i s p o i n t most
m i d d l e c l a s s s t u d e n t s come t o c o l l e g e w i t h a n i n o r d i n a t e
d e g r e e of a n x i e t y a b ou t a s h r i n k i n g m a r k e t p l a c e and d e a l with
the s u b j e c t of t h e i r c o u rs e s i n s t r u m e n t a 1 ly r a t h e r t h a n
d i r e c t l y a s a c o n s e q u e n c e of t h a t a n x i e t y .
I wonder, in
g e n e ra l, w h eth er c u r r i c u l a r re fo rm , seen as th e m ajor
i n s t r u m e n t by w h i c h i n s t i t u t i o n s o f h i g h e r e d u c a t i o n make
p o s i t i v e c h a n g e s , may n o t t o some e x t e n t be a d i v e r s i o n .
I,

39

t o o , have known many men a n d women who h a v e g r a d u a t e d f r o m
H a r v a r d . . .when th e y c o n s i s t e n t l y v o i c e some f e e l i n g o f b e i n g
l o s t , I am n o t s u r e t h a t i t comes fr om a n i n c o h e r e n t C h i n e s e
menu c u r r i c u l u m .
I t s e e m s t o me t o a r i s e b e c a u s e t h e
i n s t i t u t i o n ha s n o t f u l l y a d o p t e d t h e e t h o s of v i t a l c o n c r e t e
t e a c h i n g w h e r e an i m a g i n a t i o n of s t u d e n t ne ed s and of s t u d e n t
p o t e n t i a l i t i e s and p o s s i b i l i t i e s i s i t s r e a l f u n c t i o n ( p . 7 2 ) .
Many e d u c a t o r s f e e l t h a t H ar v ar d i s much t o o u n s t r u c t u r e d , t h a t i t
h a s more c h a r a c t e r i s t i c s of t h e d i s t r i b u t i o n model t h a n i t
core.

They w ou ld a g r e e

t h a t w h i l e t h e r e i s much d i v e r g e n c e a s t o th e

means o f co r e c u r r i c u l u m m o d e ls , the y s h o u l d
general

does of the

s h a r e a common v i s i o n

of

e d u c a t i o n a s an i n t e n d e d and f o c u s e d e n t i t y , n o t a s a n a r c h i c a l .

Boyer and Kaplan (1977) s t a t e i t s u c c i n c t l y , a s f o l l o w s :
No s i n g l e c o u r s e of s tu d y w i l l su cce ed w h i l e a l l o t h e r s f a i l .
But t o r e j e c t a r i g i d sequence does n o t mea n t h a t a g r a b bag
o f e l e c t i v e s i s t h e a n s w e r , t h a t any aca dem ic sequ enc e i s a s
good a s any o t h e r . G e n e r a l e d u c a t i o n t h a t f o c u s e s o n w h a t i s
s h a r e d w i l l n o t be a c h i e v e d by a c c i d e n t .
To w e a v e s u c h a
program i n t o t h e f a b r i c o f t h e c o l l e g e , p r i o r i t i e s m u s t be
f i x e d and academic g u i d e p o s t s s e t i n p l a c e ( p . 5 8 ) .
T ravis,

et.

al.

(1978) argue t h a t

s im p ly p r e s c r i b i n g a s e t of

c o u r s e s w i t h o u t f i r s t s p e c i f y i n g t h e l e a r n i n g outcomes of t h o s e c o u r s e s
leaves gen era l education prey t o

the

same f o r c e s r e s p o n s i b l e f o r i t s

present decline.
By c o n c e n t r a t i n g on outcomes o r c o m p e t e n c i e s , f a c u l t y members
must lo o k a f r e s h a t t h e i r d i s c i p l i n e .
T h e i r t a s k c e a s e s t o be
o n e o f t r a n s m i t t i n g a s much as p o s s i b l e of what th e y know in
te n to s ix t e e n weeks.
I n s te a d , the t a s k becom es one of
d e t e r m i n i n g w h a t b e h a v i o r they want s t u d e n t s t o d i s p l a y upon
c o m p le tio n of t h e i r c o u r s e s , and upon d e t e r m i n i n g t h a t ,
d e v e lo p in g and e v a l u a t i n g t h e i r c u r r ic u la acc o rd in g ly .
C o n s e q u e n t ly , th e aca dem ic c o m m u n i t y ' s a t t e n t i o n f o c u s e s on
e n d s , n o t means, w i t h l e a r n i n g outcomes r e p r e s e n t i n g t h e g o a l s
o f e d u c a t i o n , a n d t h e m a t e r i a l t o be c o v e r e d m e r e l y t h e
v e h ic le fo r th e ir attainm ent.
In t h i s way, t h e outcomes
approach avo id s th e q u e s tio n th a t has led to g e n e ra l
e d u c a t i o n ' s c u r r e n t d i s a r r a y : what m a t e r i a l s h o u l d be cov ered?
By making th e n e c e s s i t y t o co nc e iv e an ans we r t o t h i s q u e s t i o n
a s e c o n d a r y c o nc e r n— an i s s u e of means, n o t e n d s — t h e outcomes
a p p r o a c h t r a n s c e n d s t h e d il em m as c o n f o u n d i n g o u r e f f o r t s t o
i d e n t i f y a c o r e c u r r i c u l u m ( T r a v i s e t a l , 1978, pp. 4 3 8 - 4 3 9 ) .

40

To t h i n k i n t e r m s o f l e a r n i n g out comes, T r a v i s b e l i e v e s , ha s some
d i s t i n c t advantages.

I t allows the i n s t i t u t i o n to r e g a i n

control

over

i t s g e n e r a l e d u c a t i o n o f f e r i n g s , w h i l e a v o i d i n g w a s te d e f f o r t i n e n d l e s s
d e b a t e o v e r what m a t e r i a l i s t o be co v e r e d .

Those outcomes a r e a c c e p t e d

by t h e i n s t i t u t i o n , when t h o s e outcomes become t h e b a s e s of t h e c o u r s e s
d e v e l o p e d , when m e a s u r e s a r e d ev el o p ed t h a t e v a l u a t e s t u d e n t ach ievem ent
o f t h o s e o u t c o m e s , whe n c l u s t e r i n g s

o f m e a su r e s become a p p a r e n t , and

when c o u r s e s a r e d e v e l o p e d t h a t h e l p s t u d e n t s a t t a i n t h e outcomes s t a t e d
by t h o s e m e a s u r e s ,
curricular offerings

then fa c u lty

d i s c u s s i o n about an o p tim a l

becomes r e a l i s t i c .

outcom es w hich a r e unique

And, a s a r e s u l t ,

s e t of

learning

t o t h e i n s t i t u t i o n ' s m i s s i o n w i l l have the

m a jo r b e a r i n g on o ur c u r r i c u l a r d e l i b e r a t i o n s .
A n o th e r a d v a n t a g e of f o c u s i n g on outcom es i s t h a t i t a s s i s t s in
e s t a b l i s h i n g fundam ental d is p o s it i o n s
co m b in atio n of a " p r a x is and a c t i o n . "
outcom es or c o m p e te n c ie s ,

sh ifts

that

can l e a d

To g i v e

to

a genuine

c a r e f u l a t t e n t i o n to

th e fo cu s of l i b e r a l

or

general

e d u c a t i o n from a t r a d i t i o n a l emphasis on t h e i n t e l l e c t u a l v i r t u e s t o an
emphasis on what A r i s t o t l e c a l l e d p r a c t i c a l wisdom.

Th is emphasis l e a d s

away f ro m t h e d i r e c t i o n of "knowledge f o r i t s own s a k e , " t o an emphasis
on l i b e r a l a r t s e d u c a t i o n a s a p o l i t i c a l
lib e ra l

concept.

For th e a n c i e n t s ,

e d u c a t i o n was n o t , a s we moderns sometimes pu t i t , an e d u c a t i o n

that lib e ra te s .

I t was an e d u c a t i o n w i t h a v e r y p r a c t i c a l g o a l i n mind,

" k n o w i n g how t o g ov er n l i k e a f r e e man and how t o obey l i k e a f r e e man"
( O ' N e i l l , 1984, p . 6 ) .
b o th an e x e r c i s e

While i t i s t r u e t h a t the same c u r r i c u l u m may be

i n s e l f e x p r e s s i o n and a p r e p a r a t i o n f o r l e a d e r s h i p ,

O ' N e i l l b e l i e v e s t h a t " i t i s much more common f o r f a c u l t y a n d s t u d e n t s
to pursue

p riv ate

p u r p o s e s o f s e l f f u l f i l l m e n t i n t h e s e s t u d i e s t o th e

41

n e g l e c t of t h e p u b l i c p u r p o s e t o which a l i b e r a l e d u c a t i o n
In d eed , and worse y e t ,

there

should aim.

is a tendency to d efin e a lib e ra l a r ts

e d u c a t i o n n o t by i t s p u r p o s e b u t by i t s s u b j e c t m a t t e r — t h u s ,

not only

do we l o s e t r a c k o f e n d s , we c o n f u s e means w i t h e n d s " ( I b i d . ) .
An i n t r i g u i n g m o d e l o f t h e l e a r n i n g - o u t c o m e s a p p r o a c h
program a t Bowling G reen S t a t e U n i v e r s i t y .
o b jectiv es,

w hich

include fiv e

essen tial

u n d e r s t a n d i n g s , and a c a p s t o n e e x p e r i e n c e .

The m o d e l
sk ills,

has

is

the

eleven

fiv e functional

At t h e h e a r t of t h e model i s

t h e d e v e l o p m e n t o f e s s e n t i a l s k i l l s i n (1) problem s o l v i n g and c r i t i c a l
t h i n k i n g ; ( 2 ) r e a d i n g and w r i t i n g ; ( 3 ) c o m pu ta ti on and m a t h e m a t i c s ;

(4)

l i s t e n i n g and s p e a k i n g ; and (5) d e c i s i o n making and v alu es c o n f lic t
resolution.

The f i v e f u n c t i o n a l u n d e r s t a n d i n g s a r e : (1 ) l i t e r a t u r e , th e

fine a r ts ,

and t h e h u m a n i t i e s ; (2) t h e n a t u r a l s c i e n c e s and t e c h n o l o g y ;

( 3 ) the s o c i a l and b e h a v i o r a l s c i e n c e s ; ( 4 ) c u l t u r e s o t h e r th a n our own;
and (5) p e r s o n a l development in c lu d in g ph y sical f i t n e s s .
and f i n a l o b j e c t i v e i s a g e n e r a l e d u c a t i o n a l c a p s t o n e ,

The e l e v e n t h

in teg ratin g

the

e s s e n t i a l s k i l l s w i t h t h e f u n c t i o n a l u n d e r s t a n d i n g s of t h e l i b e r a l a r t s .
The model s eek s t o a c c o m p l i s h t h i s by "ha ving th e s t u d e n t s

dem onstrate

t h e i r a b i l i t y t o e f f e c t a f u n c t i o n s y n t h e s i s of t h e i r g e n e r a l e d u c a t i o n
th ro ug h an a n a l y t i c a l s t u d y of a g i v e n problem, i s s u e , o r q u e s t i o n , t h a t
has r a m i f ic a tio n s

in

s e v e r a l a r e a s of

the l i b e r a l

a r t s " ( T r a v i s , p.

445).
A th ird

contem porary

approach

in the core curriculum

movement i s t o e s t a b l i s h a s e t of i n t e r d i s c i p l i n a r y c o u r s e s t o
by a l l

students.

"No g e n e r a l

co re c u rric u lu m w orth

its

reform

be t a k e n
salt w ill

s u c c e e d , " w r i t e s R o b er t Marshak (Deba t e . 1979, p. 6 6 ) , "w i th o u t p o o li n g
d iscip lin ary

facu lty

t a l e n t s t o h ac k o u t t h e i n t e r d i s c i p l i n a r y wisdoms

42

i l l u s t r a t e b a s i c m e t h o d o l o g i e s , c o n c e p t u a l fr am ew ork s, an d v a l u e systems
of t h e m a jo r a r e a s o f human k n o w le d g e . "
Galambos ( 19 79 ) b e l i e v e s

that

th e most s u c c e s s f u l a p p ro a c h e s to

g e n e r a l e d u c a t i o n have emp has iz ed a n i n t e r d i s c i p l i n a r y f o c u s .
t h i s a p p ro a c h h a s ta k e n th e form of b ro ad s u r v e y s .
literatu re,

Typically

H isto ry ,

art,

a n d e v e n s c i e n c e have bee n p r e s e n t e d w i t h i n t h e c o n t e x t of

an h i s t o r i c a l p e r i o d o r a c u r r e n t i s s u e .

The g o a l o f t h i s a p p r o a c h i s

t o p r o d u c e a d y n a m i c i n t e r a c t i o n between t h e d i s c i p l i n e s , g i v i n g more
meaning t o each s u b j e c t t h a n i f s t u d i e d i n a vacuum.
T his a p p r o a c h i s a r e a c t i o n t o th e k in d of a t o m i s t i c education
which l e a v e s t h e s t u d e n t ex p o s ed t o a s m a t t e r i n g of v a r i o u s d i s c i p l i n e s
w i t h o u t p r o v i d i n g t h e c o n n e c t i o n s between them.

Galambos w r i t e s t h a t

i n t e r d i s c i p l i n a r y general e d u c a t i o n i s n o t j u s t an i d e a l to
p r o d u c e a s o p h i s t i c a t e d i n d i v i d u a l who c a n e n j o y " t h e good
l i f e . " I n one s e n s e i t c o n s t i t u t e s t h e u l t i m a t e p r e p a r a t i o n
f o r work. B u s i n e s s and government a r e c r y i n g f o r s y n t h e s i z e r s
who can w a lk i n t e r d i s c i p l i n a r y b r i d g e s t o s o l v e p r ob le m s .
I n t h i s s e n s e , i f l i b e r a l a r t s c o l l e g e s s u cc ee d i n t h e i r
m i s s i o n o f p r e p a r i n g s t u d e n t s who s e e a n d a p p l y c o n n e c t i o n s
b e t w e e n f i e l d s , t h e i r g r a d u a t e s s h o u l d be t h e m o s t s o u g h t
a f t e r i n s t e a d of t h e l a s t t o be r e c r u i t e d ( p . 5 ) .
Reeves

(1980)

b eliev es

th at

in terd iscip lin ary

s tu d y , as an

e d u c a t i o n a l e x p e r i m e n t , a d d r e s s e s i t s e l f t o t h e p r o d u c t i o n of a c o h e r e n t
set

of

required courses.

In t h i s

sense,

the core is not

c o l l e c t i o n of autonomous p a r t s , bu t a n i n t e g r a t e d w h o l e .

simply a

In o r d e r to

d e v e l o p t h e b e s t p o s s i b l e c o u r s e , each f a c u l t y member's work demands t h e
use of i d e a s ,

concepts, m a te r ia ls ,

d iscip lin es.

Such a c o u r s e

m ission,

in harm ony

estab lish m en t

of

a

w ith

o r i n f o r m a t i o n f r o m one o r more

i s u s u a l l y d i r e c t e d t o a s p e c i f i c go a l or

the m issio n

sp ecific

goal

of

the

in stitu tio n .

The

or m iss io n w ith resp ect

to an

43

integrated,

required

core is e s s e n ti a l

if

the

courses are

t o be an

i m p o r t a n t p a r t of u n d e r g r a d u a t e g e n e r a l e d u c a t i o n .
If faculty are
d iscip lin ary

boundaries,

C ad w all ade r ( 1 9 8 2 ) .
learn

t o become l i b e r a l l y

e d u c a t e d by t e a c h i n g a c r o s s

two c o n d i t i o n s a r e n e c e s s a r y , a c c o r d i n g t o

F i r s t , t h e f a c u l t y member must make a commitment t o

to teach a c ro ss

the e n t i r e

curriculum .

Second,

members must meet r e g u l a r l y , a t l e a s t w e e k ly , t o d i s c u s s
id eas

t o be e x p l o r e d w i t h

issues,

and r e a l

faculty

the

students.

sem inars w ill

t h e b o o k s a nd

"Good b o o k s ,
lib erally

the fa c u lty

sig n ifican t

educate n a rro w ly

tr a i n e d f a c u l t y " (p. 413).
The

developm ent

com mun ity m e an s t h a t
to g eth er;

of

in terd iscip lin ary

courses in a learn in g

bo th f a c u l t y and s t u d e n t s

can and w i l l

t h e r e w i l l be c o h e r e n c e a n d i n t e g r a t i o n .

t h r e a d of c o n s i s t e n c y

runn in g

thro u g h

the

work

Th ere w i l l be a

cu rricu lu m ,

and

the

i n t e l l e c t u a l work th e y do t o g e t h e r w i l l have a d i r e c t i o n r e l e v a n t to t h e
l i v e s of both t h e t e a c h e r s and th e s t u d e n t s .

Th is a p p r o a c h may be t h e

most e f f e c t i v e way t o d e v e l o p a c o h e r e n t c u r r i c u l u m .
in terd iscip lin ary

c o u r s e s i s o n e way o f a s s i s t i n g

The development of
the

students

in

" s e e i n g t h e c o n n e c t e d n e s s of t h i n g s , " t o use B o y e r ' s p h r a s e o l o g y ( 1 9 8 2 ) .
Boyer q u o t e s Mark Van Doren a s f o l l o w s :
The c o n n e c t e d n e s s of t h i n g s i s what t h e e d u c a t o r c o n t e m p l a t e s
to th e l i m i t of h i s c a p a c i t y .
No human c a p a c i t y i s g r e a t
e n o u g h t o p e r m i t a v i s i o n of t h e w o rl d a s s i m p l e , but i f th e
e d u c a t o r does n o t aim a t t h e v i s i o n no o ne e l s e w i l l a n d t h e
c o n s e q u e n c e s a r e d i r e when no one e l s e d o e s . . . .The s t u d e n t
who can b e g i n e a r l y i n l i f e t o t h i n k o f t h i n g s a s c o n n e c t e d ,
e v e n i f he r e v i s e s h i s v i e w w i t h e v e r y s u c c e e d i n g y e a r , has
begun t h e l i f e of l e a r n i n g ( p . 5 8 4 ) .
"Seeing ' t h e
(Ib id .).

c o n n e c t e d n e s s o f t h i n g s ' i s t h e g oal of common l e a r n i n g "

44

But t h e i n t e r d i s c i p l i n a r y a p p r o a c h i s n o t w i t h o u t i t s d i f f i c u l t i e s .
Galambos (1 979) p o i n t s o u t t h e f o l l o w i n g p r o b l e m s .
i n a b i l i t y of the f a c u l t y to respond.

The f i r s t

is

the

The v e r y b e s t of i n t e r d i s c i p l i n a r y

p l a n s may f a l t e r when a p p l i e d by f a c u l t y who w e r e n u r t u r e d i n n a r r o w
sp ecia liz atio n

a n d whose a l l e g i e n c e

is

t o t h e i r own d e p a r t m e n t s .

F a c u l t y who p a r t i c i p a t e i n s u c c e s s f u l i n t e r d i s c i p l i n a r y c o u r s e s m u s t be
c o m m i t t e d t o t h e i r v a l u e a s w e l l a s w e l l a c q u a i n t e d w i t h more t h a n one
discipline.

They s h o u ld p r o b a b ly a l s o have e x p e r i e n c e i n t h i s

ty p e of

teachin g.
A nother problem r e l a t i n g
giving breadth

to

the

education courses.

to

the i n t e r d i s c i p l i n a r y

curriculum co n c e rn s

A p preciation fo r

seeing th e

su b jects is la rg e ly a f u n c t i o n of m a t u r i t y ,
breadth

tim in g

of

general

c o n n e c t i o n s between

G al am b os b e l i e v e s .

The

c o m p o n e n t m i g h t h a v e m o re m e a n i n g a t upp er r a t h e r th a n lower

division levels.
fill

the

ap p r oa c h f o r

Yet t h e p a t t e r n w i t h most c u r r i c u l u m development i s t o

t h e u p p e r d i v i s i o n w i t h c o u r s e s i n t h e m a j o r , on t h e as s u m p ti o n

t h a t t h e b r e a d t h r e q u i r e m e n t s have been met by lower d i v i s i o n c o u r s e s .
Vars

(1982)

lists

th e f o llo w in g a d v a n ta g e s and l i m i t a t i o n s

in te rd is c ip lin a ry courses.

1.
2.
3.
4.
5.
6.

7.

Advantages
S t u d e n t s a r e g iv e n d ir e c t a s s is ta n c e in in t e g r a ti n g
c o n t e n t from two o r more d i s c i p l i n e s .
R e i n f o r c e m e n t o f c o n c e p t s common t o t h e c o m b i n e d
d i s c i p l i n e s i s s p e c i f i c a l l y provided.
Both gaps and u n n e c e s s a r y d u p l i c a t i o n a r e e l i m i n a t e d .
I n t e r d i s c i p l i n a r y sc h o la rs h ip i s dem onstrated.
I n s t r u c t o r s o r d i n a r i l y r e t a i n t h e i r i d e n t i t y w ith a
p a r t i c u l a r d i s c i p l i n e o r d e p a r t m e n t , d e p e n d i n g up on t h e
d e g r e e of f u s i o n .
The e x t e n s i v e j o i n t p l a n n i n g r e q u i r e d i s a n u n p a r a l l e l e d
opportunity fo r f a c u l t y p r o f e s s i o n a l grow th, enhancing
t h e s c h o l a r l y competence of each f a c u l t y member.
The p r o c e s s o f wor king t o g e t h e r may b u i l d s t r o n g b r i d g e s
among d e p a r t m e n t s and s c h o o l s .

of

45

8.

1.
2.

3.

4.

5.
6.

7.

8.

9.

10.

S h a r i n g o f t e n g o e s beyond c u r r i c u l u m t o i n c l u d e t e a c h i n g
m e tho ds , so t h a t i n s t r u c t i o n may be e n h a n c e d b o t h i n t h e
co m b in e d c o u r s e a n d i n a l l o t h e r c o u r s e s t a u g h t by th e
s t a f f members i n v o l v e d .
Lim itations
D e s i g n i n g a combined co u r s e t a k e s even more p l a n n i n g ti m e
th a n c o r r e l a t i n g two o r more e x i s t i n g c o u r s e s .
A d d i t i o n a l ti m e i s r e q u i r e d i f t h e c o u r s e i s t e a m - t a u g h t ,
two o r mo re i n s t r u c t o r s p a r t i c i p a t i n g i n e a c h c l a s s .
T h i s p r a c t i c e o b v i o u s l y i n c r e a s e s t h e c o s t of
i n s t r u c t i o n , a l s o . Moreover, th e p r e s e n c e o f a d d i t i o n a l
facu lty
i n t h e c l a s s r o o m m ay i n t e r f e r e w i t h
in stru c to r/stu d e n t rapport.
S t u d e n t s may g e t m i x e d
s i g n a l s f r o m t h e s t a f f a nd n o t know who i s r e a l l y " i n
charge."
I f , on t h e o t h e r hand, s t a f f members t a k e t u r n s t e a c h i n g
th e combined c o u r s e , t h o s e n o t t e a c h i n g a p a r t i c u l a r day
t e n d t o l o s e touc h w i t h t h e p r o g r e s s of t h e c l a s s .
L i k e w i s e , i n s t r u c t o r s o f a c o m b i n e d c o u r s e may f i n d
th e m s e lv e s o u t of t h e i r dep th i n an u n f a m i l i a r f i e l d .
To
a v o i d t h i s , an i n s t r u c t o r may s t i c k c l o s e l y t o one f i e l d ,
g iv in g only m inim al a t t e n t i o n t o t h e o t h e r .
Thus,
A m e r i c a n s t u d i e s may t u r n out t o be m o s t l y l i t e r a t u r e or
m o s t l y h i s t o r y , d e p e n d i n g upo n t h e b a c k g r o u n d o f e a c h
instructor.
S t a f f d i f f e r e n c e s a r e t h r o w n i n t o even s h a r p e r f o c u s by
t h e r e q u i r e m e n t s of d e s i g n i n g a combined c o u r s e .
T h e n e c e s s i t y od a r p i v i n g a t a new c o u r s e s t r u c t u r e
i n e v i t a b l y b l u r s th e i d e n t i t y of each d i s c i p l i n e an d
a lte rs i t s structural integrity.
U l l e s s a new i n t e r d i s c i p l i n a r y d e p a r t m e n t or s c h o o l i s
c r e a t e d , th e pr ob lem o f who " o w n s " t h e new c o u r s e s may
provoke r i v a l r y among d e p a r t m e n t s .
G r a d i n g a combined c o u r s e p r e s e n t s some p r o b le m s .
Should
each component be g r ad ed s e p a r a t e l y , o r s h o u l d t h e r e be
o n e m a r k f o r t h e c o m b in e d c o u r s e ? S i m i l a r l y , s h o u l d
c o u r s e c r e d i t s be d i v i d e d among th e o r i g i n a l d e p a r t m e n t s
o r m a i n t a i n e d a s a n e n t i t y i n some i n t e r d i s c i p l i n a r y
category?
The c o n t e n t o f t h e c o u r s e may n o t be o b v i o u s from i t s
t i t l e , c r e a t i n g some d i f f i c u l t i e s f o r s t u d e n t s who
t r a n s f e r or a p p l y f o r g r a d u a t e s c h o o l .
The f a c u l t y rew ard s t r u c t u r e u s u a l l y r e v o l v e s around
s p e c i a l i z e d r e s e a r c h and s c h o l a r s h i p .
T each in g
i n t e r d i s c i p l i n a r y c o u r s e s may d e t r a c t f r o m t h i s ( p p .
220- 221) .

R e g a r d l e s s of which ap pr o ac h one t a k e s t o t h e development of a co re
c u r r i c u l u m , t h r e e c r u c i a l i n g r e d i e n t s need t o be p r e s e n t i f t h e
is

su ccessful.

The f i r s t

is a "shared v is io n ."

program

Boyer (1980) w r i t e s

46

t h a t f o r 350 y e a r s ,

e d u c a t i o n i n A m e r i c a was d r i v e n by a v i s i o n o f

coherence.
E v e r y c u r r i c u l u m t h a t p r e v a i l e d from t h e f o u n d in g o f Ha rvard
i n 1636 u n t i l t h e R e v o l u t i o n was b a s e d up on t h e v i s i o n o f a
s h a r e d s o c i a l s t r u c t u r e , a common v i e w a s t o how a l l young
minds s h o u ld be t r a i n e d , and th e common b e l i e f i n God a n d t h e
a f t e r l i f e , t h e c h u r c h , a n d t h e r i g h t s and wrongs t h a t sh ou ld
govern l i f e .
The v a l u e s o f c o m m u n i t y , t h e c h u r c h , a n d t h e
e d u c a t i o n a l e n t e r p r i s e w ere c o m p l e t e l y i n t e r l o c k e d ( p . 2 7 7 ) .
The move t o t h e f r e e e l e c t i v e system was a l s o r o o t e d i n a w i d e l y
v i s i o n , a b e l i e f i n our r i g h t t o be in d e p e n d e n t and u n i q u e .

shared

But g e n e r a l

e d u c a t i o n f a i l e d l a r g e l y b e c a u s e th e commonality of s e l f t r i u m p h e d o v e r
th e com m onality of s u b s t a n c e .

R adical

i n d i v i d u a l i s m o f f e r e d a more

p o w e rf u l and a c c u r a t e image of t i m e .
Today,

B oy er b e l i e v e s , t h e only t h i n g we seem t o have i n common i s

our d if f e r e n c e s .
agreem ent

about

"There i s no w i d e l y s h a r e d v i s i o n ,

and t h e r e

w h a t i t m e a n s t o be a n e d u c a t e d p e r s o n .

i s no

On many

campuses r e q u i r e d c o u r s e s have been dro p pe d , and t h e o n e s w h i c h r e m a i n
r e v e a l a s t a g g e r i n g i n c o h e r e n c e of p u r p o s e " ( p . 2 7 8 ).
While Boyer a r g u e s f o r a common c o r e o f l e a r n i n g , he a l s o a r g u e s
that
d i v e r s i t y i n e d u c a t i o n i s a b s o l u t e l y c r u c i a l . . . .However, i n
e d u c a t i o n , a s i n l i f e i t s e l f , we must f i n d ways t o a f f i r m b o t h
o u r in d e p e n d e n c e and our i n t e r d e p e n d e n c e , and to achieve a
f u s i o n o f t h e s e two e s s e n t i a l g o a l s ev .e rv <. .i na tit u t i o n , m u s t
hav.e,■a,.,c l e a r l.v.,..th.qughf.,,PU,t..,,purpp,a&..Qj;,-,.its. a w n .
(Emphasis
m in e.)
In d e e d , I s u s p e c t t h a t in t h e days a h e a d , h i g h e r
e d u c a t i o n ' s g r e a t e s t c h a l l e n g e may n o t be b u d g e t s ,
e n r o l l m e n t s , o r l e a k i n g r o o f s , but t h e s ha pi n g o f e d u c a t i o n a l
g o a l s t h a t go b e y o n d t h e i n t e r e s t o f i n d i v i d u a l s — i s o l a t e d
stu d en ts.
And I s u s p e c t t h a t i f such t r a n s c e n d e n t g o a l s a r e
n o t i d e n t i f i e d , o ur campuses i n c r e a s i n g l y w i l l become a c a d e m i c
s u p e r m a r k e t s — p l a c e s where s t u d e n t s come i n , shop a r o u n d , and
l e a v e a t Commencement ti m e w i t h few q u e s t i o n s a s k e d a b o u t w ha t
i t m e a n s t o h a v e a b a l a n c e d i n t e l l e c t u a l d i e t . We w i l l t r a i n
i n d i v i d u a l s , r a t h e r t h a n e d u c a t e p e o p l e , a n d we w i l l c o m p e t e
i n c r e a s i n g l y w ith n a rro w ly fo c u se d , indu stry -sp o n so red
i n s t i t u t i o n s (pp. 278-279).

47

T ravis

( 1 9 7 8 ) w r i t e s t h a t w h i l e c o r e c u r r i c u l u m models may d i v e r g e

as to m eans,
intended,

they

rath er

s h a r e a common v i s i o n o f g e n e r a l e d u c a t i o n a s a n
th an an a n a r c h i c a l e n t i t y .

Boyer and Kaplan (1977)

w rite:
No s i n g l e c o u r s e of s tu d y w i l l suc ce e d w h i l e a l l o t h e r s f a i l .
But t o r e j e c t a r i g i d se quence does n o t mean t h a t a g r a b bag
o f e l e c t i v e s i s t h e a n s w e r , t h a t any academic sequence i s a s
good a s any o t h e r . G e n e r a l e d u c a t i o n t h a t f o c u s e s on w h a t i s
s h a r e d w i l l n o t be a c h i e v e d by a c c i d e n t .
To w ea ve s u c h a
program i n t o t h e f a b r i c o f t h e c o l l e g e , p r i o r i t i e s m u s t be
f i x e d and ac ad em ic g u i d e p o s t s s e t i n p l a c e ( p . 4 3 8 ) .
Lockwood (1 978) a r g u e s t h e i m p o r t a n c e o f a s h a r e d v i s i o n

in the

f o l l o w i n g way:
R a t h e r th a n r e f l e c t i n g a w i d e l y shared co n v ic tio n about the
p r o p e r c o n t e n t s and g o a l s o f l i b e r a l l e a r n i n g , t h e movement
b a c k t o g e n e r a l e d u c a t i o n may be a d e f e n s i v e r e a c t i o n t o
p u b l i c c r i t i c i s m s and t h e a c a d e m i e s ' own u n c e r t a n t i e s .
The
i m a g e o f a n u n e a s y c o n s c i e n c e d e f e n d i n g i t s e l f may seem
u n f a i r , bu t i t i s p r o b a b l y a c c u r a t e . The d e s i r e t o s t r e n g t h e n
t h e l i b e r a l a r t s i s a n e s s e n t i a l p r e o c c u p a t i o n of e d u c a t o r s .
H o w e v e r , i n the..ahfte pc a , .o f . .s h a r e d ..aa aumpt i o n s (emphasis mine)
a b o u t w h a t i s i m p o r t a n t , c u r r i c u l a r r e f o r m w i l l r e s u l t in
l i t t l e more t h a n t i n k e r i n g o r i t w i l l d e g e n e r a t e i n t o a
p r o c e s s o f a c a d e m i c l o g - r o l l i n g , w it h each d i s c i p l i n e gu id ed
more by th e d e s i r e t o m a i n t a i n o r i n c r e a s e e n r o l l m e n t s t h a n by
any e d u c a t i o n a l i d e a l . The r e s u l t i n g c u r r i c u l u m ' s o n ly v i r t u e
may be t h a t i t r e p r e s e n t s t h e l o w e s t common d e n o m i n a t o r
p o l i t i c a l l y (p. 2 ) .
Hartman (1977) d e c l a r e s t h a t "a c o r e c u r r i c u l u m r e i n f o r c e s t h e need
for a ll aspects

of th e i n s t i t u t i o n

t o work t o g e t h e r to w a rd

common

p u r p o s e s and g o a l s " ( p . 8 ) .
The s e c o n d c r u c i a l

ingredient for a successful

program i s " s h a r e d v a l u e s . "

c o r e curriculum

Shulman (1 979) b e l i e v e s t h a t a s a c o r r e l a t e

to th e q u e s t i o n of s h a r e d v i s i o n or i n s t i t u t i o n a l m ission, educators
" a l s o have t o c o n s i d e r w h e th e r proposed changes a r e c o m p a t i b l e w i t h
campus t r a d i t i o n s and v a l u e s " ( p. 4 ) .

the

Boyer (1982) i s conv in ced t h a t a

stu dy of th e p e r s o n a l and s o c i a l s i g n i f i c a n c e of s h a r e d v a l u e s o u g h t t o

48

be t h e v e r y

capstone to

e d u c a tio n program,
beliefs

and

rev ised .

common l e a r n i n g .

In

the

norm al

t h e s t u d e n t s examine t h e d i s t i n c t i o n s made between

" f a c t s , " a n d how v a l u e s a r e f o r m e d ,

They s h o u l d a l s o

examine th e v a l u e s

tran sm itted ,

s o c i e t i e s r e a c t to unpopular b e l i e f s .

g e n e r a l e d u c a t i o n s h o u ld i n t r o d u c e a l l
p o litical

and

c u r r e n t l y h e l d i n our

s o c i e t y , l o o k i n g a t t h e ways o u r v a l u e s a r e s o c i a l l y e n f o r c e d ,
differen t

general

a n d how

It is his belief that

s tu d e n ts to the pow erful r o le

i d e o l o g i e s , and p a r t i c u l a r l y r e l i g i o n , have p la yed i n shaping

t h e c o n v i c t i o n s of i n d i v i d u a l s and s o c i e t i e s th r o u g h o u t h i s t o r y .
Boyer

argues

prem ises in h e re n t
resp o n sib le
the

cru cial,

society .

each

in h is

or

student
her

should le a r n

own b e l i e f s ,

to i d e n t i f y

learn

the

how t o m ak e

d e c i s i o n s , and engage i n f r a n k and s e a r c h i n g d i s c u s s i o n of
e t h i c a l and m oral ch o ic e s

th at

confront

contem porary

I n e a c h o f o ur s h a r e d e x p e r i e n c e s , moral and e t h i c a l c h o i c e s

must be made.
questio n s:

th a t

The s t u d e n t sh ou ld be l e d t o g r a p p l e w i t h

the fo llo w in g

How can me ss ag es be conveyed h o n e s t l y and e f f e c t i v e l y ?

How

can i n s t i t u t i o n s s e r v e th e needs of both t h e i n d i v i d u a l a n d t h e g r o u p ?
On what b a s i s i s a v o c a t i o n s e l e c t e d o r r e j e c t e d ?

Where should th e l i n e

be drawn between c o n s e r v a t i o n and e x p l o i t a t i o n of n a t u r a l r e s o u r c e s ?
common l e a r n i n g

c u r r i c u l u m must n o t

sid e-step

A

t h e e t h i c a l and moral

issues.
In h is e s s a y ,

"A C a l l f o r Common L e a r n i n g " ( 1 9 8 2 ) , Boyer ar g u e s

t h a t a l l s t u d e n t s s h o u l d e x p l o r e v a l u e s and b e l i e f s .
E d u c a t i o n , by i t s v e r y n a t u r e , i s v a l u e l a d e n .
Any
i n s t i t u t i o n c o m m i t t e d t o e n q u i r y i n t o t h e human e x p e r i e n c e
m u s t i n e v i t a b l y c o n f r o n t q u e s t i o n s of p u r p o s e . The r e f u s a l to
fa c e t h o s e i s s u e s o p e n l y and d i r e c t l y i s , i t s e l f , a m oral
d e c is io n w ith f a r reac h in g i m p lic a tio n s . . . .e d u c a tio n 's
p ri m ar y m i s s i o n i s t o d e v e l o p w i t h i n each s t u d e n t th e c a p a c i t y
t o ju d g e w i s e l y i n m a t t e r s o f l i f e and conduct (pp. 9 - 1 0 ) .

49

Boyer a r g u e s t h a t h i s

call

f o r common l e a r n i n g

i s n o t meant to

s u g g e s t a program of i n d o c t r i n a t i o n , n o r a p r e s c r i p t i o n f o r a r i g i d code
o f conduct f o r a l l s t u d e n t s .

C o l l e g e s s h o u ld s e e k r a t h e r to

c r e a t e a c l i m a t e i n which t h e v a l u e s of t h e i n d i v i d u a l and t h e
e t h i c a l a n d m o r a l c h o i c e s c o n f r o n t i n g s o c i e t y c a n be
thoughtfully exam ined.
The a i m i s n o t o n l y t o p r e p a r e t h e
y o u n g f o r p r o d u c t i v e c a r e e r s , b u t t o e n a b l e them t o l i v e l i v e s
of d i g n i t y and p u r p o s e s n o t o n l y t o g e n e r a t e new k n o w l e d g e ,
b u t t o c h a n n e l t h a t k n o w l e d g e t o humane e n d s ; n o t m e re ly t o
in c re a s e p a r t i c i p a t i o n a t the p o l l s , but to h e lp sh ap e a
c i t i z e n r y t h a t can weigh d e c i s i o n s w i s e l y and more e f f e c t i v e l y
promote t h e p u b l i c good (p p . 1 0 - 1 1 ) .
The

th ird

crucial

ingredient

program i s " s h a r e d e x p e r i e n c e s . "

in a su c c e ssfu l

Boyer (1982b) w r i t e s

core curriculum
th at

organizing

t h e c u r r i c u l u m ar oun d s h a r e d e x p e r i e n c e s i s an i m p o r t a n t way of h e l p i n g
s t u d e n t s u n d e r s t a n d t h a t th e y a r e members of t h e human c o m m u n i t y .

The

p r e s e n t g e n e r a t i o n h as grown up i n a f r a c t u r e d , a t o m i z e d , w or ld i n which
the c a l l f o r i n d i v id u a l g r a t i f i c a t i o n

is

loud and c l e a r w h ile

so cial

c l a i m s a r e e x t r e m e l y weak.
Students a re highly

in d iv id u alistic ,

g e a r e d to w ard t r a i n i n g f o r

j o b s , o p t i m i s t i c a b o u t t h e i r own f u t u r e s which i n c l u d e good j o b s , money,
and t h i n g s ,

but

they a r e

p e s s i m i s t i c a b o u t t h e f u t u r e of t h e i r w o r l d .

As a r e s u l t , th e y a r e more committed t o t h e i r own p e r s o n a l f u t u r e s
t o t h e f u t u r e we f a c e

together.

than

Boyer i s co n v i n ce d t h a t , a s a g l o b a l

s o c i e t y , we cannot a f f o r d a g e n e r a t i o n of s t u d e n t s t h a t f a i l s

to

see or

c a r e a b o u t c o n n e c t i o n s , a b ou t r e l a t i o n s h i p s , a b o u t t h e c o n d i t i o n of our
s h rin k in g world.

The m i s s i o n of g e n e r a l e d u c a t i o n i s

to

lead s tu d e n ts

i n t o an u n d e r s t a n d i n g t h a t the y a r e n o t o n ly autonomous i n d i v i d u a l s , but
a r e a l s o members of a human co m mu ni ty t o w h i c h

they a r e a c c o u n ta b le .

" I n c a l l i n g f o r a r e a f f i r m a t i o n of g e n e r a l e d u c a t i o n , t h e aim i s t o h e l p
resto re

the b a la n c e .

By f o c u s i n g on t h o s e e x p e r i e n c e s

th at

k n it

50

i s o l a t e d i n d i v i d u a l s i n t o a community,

g e n e r a l e d u c a t i o n can have a

p u r p o s e of i t s own" ( p . 5 8 2 ) .
A r d e n (197 9) a r g u e s t h a t a s e t of e x p e r i e n c e s somewhat i n common
does n o t n e c e s s a r i l y mean a s p e c i f i c s e t of c o u r s e s t h a t everyone has t o
take.

Th ere a r e a l l manner of " e x p e r i e n c e s i n common," and some of them

may be more v i t a l t h a n m e r e l y t a k i n g t h e same c o u r s e s .

"The core cannot

s t a n d a l o n e i n s p l e n d i d i s o l a t i o n ; r a t h e r , i t must be r e i n f o r c e d by the
o t h e r components o f t h e t o t a l
sim ply
w ill

curriculum "

(p.

148).

A program t h a t

i n c l u d e s a few c o u r s e s i n f i e l d s such a s h i s t o r y and l i t e r a t u r e

n eith er

lib eralize

the c u rric u lu m

nor

lib erate

the

student

s u f f i c i e n t l y t o make much of a d i f f e r e n c e i n o ur w o r l d .
Boyer (1 9 8 2 a, 1982b) i s more s p e c i f i c
d escribing

th e kinds of e x p e rie n c e s

th a n most o t h e r w r i t e r s

students

s h o u l d have i n common.

These " e x p e r i e n c e s i n common" s h ou ld i n c l u d e t h e f o l l o w i n g :
use of

sym bols,

in

the

shared

s h a r e d m e m b e r s h i p i n g r o u p s and i n s t i t u t i o n s ,

p r o d u c i n g and consuming, a s h a r e d r e l a t i o n s h i p w i t h n a t u r e ,

shared

a shared

s e n s e of t i m e , and s h a r e d v a l u e s and b e l i e f s .
While n o t b e i n g t h i s s p e c i f i c i n i d e n t i f y i n g e x p e r i e n c e s

students

s h o u l d h a v e i n common, t h e r e i s a r e c o g n i t i o n i n t h e l i t e r a t u r e in th e
im p o rt a n c e of s h a r e d e x p e r i e n c e ( C a d w a l l a d e r , 1982; Reeve s, 1 9 8 0 ; G a f f ,
1979; Hartman, 1977; Mohrman, 1977; and P a t t e r s o n , 198 1) .
P r o p o n e n ts of

core cu rricu lu m

advantages

th a t accrue

approach to

lib eral

p r o g r a m may i n c r e a s e
undergraduate

programs p o in t out a number

from t h e d e v e lo p m e n t and o p e r a t i o n of

education.

Conrad (1 9 7 8 ) b e l i e v e s

of

this

t h a t a core

t h e l i k e l i h o o d t h a t s t u d e n t s w i l l have a u n i f i e d

experience

th at

is e x p lic itly

b a s e d upon t h e

c o n c e p t i o n s of t h e p u r p o s e s of g e n e r a l e d u c a t i o n .

shared

Thi s s t r e n g t h e n s th e

51

e d u c a t i o n a l program of th e c o l l e g e n o t o n l y by im pr o vi n g th e e d u c a t i o n a l
e x p e r i e n c e of c u r r e n t s t u d e n t s , b u t i t a l s o makes t h e c u r r i c u l a r program
and m i s s i o n of t h e c o l l e g e e a s i e r t o i n t e r p r e t t o p r o s p e c t i v e s t u d e n t s .
He a l s o b e l i e v e s t h a t

t h e e s t a b l i s h m e n t of c o r e c u r r i c u l a

p r e f e r r e d g o a l s w i l l h e l p i n s t i t u t i o n s d e ve l o p c l e a r
to e v a l u a t e programs and s t u d e n t perform ance.

criteria

to serve
by w h i c h

I n a time when v o i c e s

everywhere a r e c a l l i n g f o r aca dem ic " a c c o u n t a b i l i t y , " co r e c u r r i c u l a can
provide

i n s t i t u t i o n s w ith both

the

s u b s t a n c e and method of r e s p o n s e .

Vars (1982) d e s c r i b e s a number of a d v a n t a g e s of a co r e c u r r i c u l u m w h i c h
i s based d i r e c t l y on s t u d e n t n e e d s , p r o b le m s , and c o n c e r n s , and i n v o l v e s
students

d irectly

in d e sig n in g ,

carrying o ut,

and e v a l u a ti n g t h e i r

learning experiences.
1.

2.

3.

4.

S t u d e n t m o t i v a t i o n i s e n h a n c e d , s i n c e th e y have d i r e c t i n p u t
i n t o t h e c o n t e n t , s t r u c t u r e , m e th o d o lo g y , a nd e v a l u a t i o n of t h e
educational ex p erien ce.
What t h e y l e a r n i s m o r e l i k e l y to
r e s u l t i n a c t u a l changes i n b e h a v i o r .
S t u d e n t s l e a r n i n t e g r a t i v e t h i n k i n g by d o i n g i t u n d e r t h e
gui da nce of an a d u l t who i s a l s o g r a p p l i n g w i t h c o n c e p t s a n d
s k i l l s o u t s i d e h is or h e r o r i g i n a l f i e l d of e x p e rtis e .
Modeling i s su p p le m en te d w i t h f i r s t hand e x p e r i e n c e .
S t u d e n t s l e a r n how t h e v a r i o u s d i s c i p l i n e s c o n t r i b u t e to t h e
s o l u t i o n of r e a l human pro blem s and t h e r e f o r e have more r e s p e c t
fo r the t r a d i t i o n a l f i e l d s of s tu d y .
T h i s c a r r i e s over i n t o
t h e i r s tu d y of o t h e r c o u r s e s , i n c l u d i n g t h o s e i n t h e i r m a j o r .
The i n s t r u c t o r i s c h a l l e n g e d t o grow i n b r e a d t h of s c h o l a r s h i p
a s w e ll as dep th in th e s k i l l s of g r o u p w o rk and p ro b le m
solving (p. 223-224).

A number

of

vo ices

have

been

raised

"in o p p o s itio n to

core

c u r r i c u l u m , " t o use th e t i t l e o f a book by H a l l and Kevles ( 1 9 8 2 ) .

The

boo k i s a c o l l e c t i o n o f e s s a y s on t h e e d u c a t i o n a l o b j e c t i v e s of g e n e r a l
e d u c a t i o n which, a s th e t i t l e s u g g e s t s ,
p r o g r a m m o v e m en t.

are very

critical

Kaplan (1982) c e n s u r e s t h e H ar va r d program, a r g u i n g

t h a t one can oppose th e co re c u r r i c u l u m w h i l e s t i l l
in education.

of the core

favoring

coherence

He w a r n s a g a i n s t t h e "d an g er o us r e a c t i o n a r y t e n d e n c i e s "

52

t h a t seem t o u n d e r l i e many i m i t a t i o n s o f t h a t

core.

S h e rid a n (1983)

p e r c e i v e s t h a t c u r r i c u l a r s t r u c t u r e s i n most American c o l l e g e s , bec au se
th e y a r e th e r e s u l t of p o l i t i c a l compromises over r e q u i r e d c o u r s e s ,
one-dim ensional

s t r u c t u r e s and t h e r e f o r e f a i l

to accom plish

are

th eir

presumed m u l t i - d i m e n s i o n a l and s u b t l e ai ms .
Conrad (1978) b e l i e v e s

t h a t t h e most p e r v a s i v e c r i t i c i s m of co r e

programs comes from p r o p o n e n ts of t h e " i n d i v i d u a l i z a t i o n " o f l e a r n i n g .
The v e r y

i d e a o f a common c o re c u r r i c u l u m i s anathema t o t h i s group of

reform ers.
is

that

He b e l i e v e s t h a t t h e most t e l l i n g c r i t i c i s m of co re programs

t h e y do n o t a l w a y s r e p r e s e n t new ways of i n t e g r a t i n g g e n e r a l

education.

It is

true

especially

of th o se

p r o g r a m s w h i c h em plo y an

e c l e c t i c a p p r o a c h t o i n t e g r a t i o n t h a t th e y seem o n ly t o c l o t h e t h e same
o l d c u r r i c u l u m i n more p r e s c r i p t i v e r e q u i r e m e n t s and f l o w e r y p r o s e which
serves to d isg u ise
principles.

t h e a b s e n c e of any new i n t e g r a t i n g

p r i n c i p l e or

I n a d d i t i o n t o t h i s , many r e f o r m e r s v o i c e e x t r a v a g a n t

c l a i m s w h i c h may s e r v e o n ly t o h e i g h t e n e x p e c t a t i o n s c o n c e r n i n g c u r r e n t
e f f o r t s a t r e f o r m t h a t a r e v e r y u n r e a l i s t i c g iv e n th e r e c e n t h i s t o r y

of

f a i l u r e t o p r o v id e common l e a r n i n g e x p e r i e n c e s .
Vars ( 1 9 8 2 ) , w h i l e s t r o n g l y f a v o r i n g co re c u r r i c u l u m prog ram s, a l s o
p o in ts out c a r e f u l l y t h e i r l i m i t a t i o n s .
1.

2.

3.

C o r e r e q u i r e s h i g h l y d e d i c a t e d s t a f f members who a r e b r o a d ly
c u l t u r e d and s k i l l e d in b o th g roup and i n d i v i d u a l
p ro b lem -so lv in g processes.
Such s t a f f members a r e r a r e ,
a l t h o u g h th e y can be
t r a i n e d i f b o t h s t a f f members and t h e i n s t i t u t i o n a r e w i l l i n g
t o make t h e i n v e s t m e n t .
I f t h e c o r e c l a s s i s gu id ed by a f a c u l t y team, a l l t h e problems
a s s o c i a t e d w i t h p l a n n i n g c o r r e l a t e d a n d c o m b in e d c o u r s e s a r e
p r e s e n t , such as p h i l o s o p h i c a l d i f f e r e n c e s and e x o r b i t a n t
demands f o r p l a n n i n g ti m e .
I f e a c h c o r e c l a s s i s g u i d e d by one s t a f f member, t h e r e a r e
g r e a t demands on t h a t p e r s o n f o r m o b i l i z i n g r e s o u r c e s a n d
p l a n n i n g e x p e r i e n c e s o u t s i d e h i s o r h e r f i e l d of e x p e r t i s e .
This can be an u n s e t t l i n g e x p e r i e n c e f o r t h e i n s t r u c t o r a n d may

53

4.
5.

6.

l e a d t o e r r o r s o f f a c t a n d j u d g m e n t by b o t h s t u d e n t s a n d
instructor.
H o u s i n g t h e c o r e program on campus and p r o v i d i n g a d e q u a t e s t a f f
re w a r d s a r e even more d i f f i c u l t t h a t w i t h combined c o u r s e s .
G r a d u a t e s c h o o l s may be u n w i l l i n g t o a c c e p t c r e d i t s e a r n e d i n
co r e a s t h e b a s i s f o r adva nc ed work i n any of t h e d i s c i p l i n e s .
No two c o r e c l a s s e s a r e l i k e l y t o have i d e n t i c a l e x p e r i e n c e s ,
so i t i s d i f f i c u l t t o use them a s a b a s i s f o r f u r t h e r w o r k i n
e i t h e r general ed u ca tio n or the major.
In u n s t r u c t u r e d c o r e , th e f a c u l t y have r e l i n q u i s h e d co ntrol
o v er th e sco p e and s e q u en ce of t h a t a s p e c t of th e program .
T h i s may r e s u l t i n g a p s i n s t u d e n t s ' g e n e r a l e d u c a t i o n ( p .
224).

In summary, t h i s s e c t i o n of t h e r e v ie w of l i t e r a t u r e was begun w i t h
a d i s c u s s i o n of th e t e r m i n o l o g y of t h e d e b a t e o ve r co re c u r r i c u l a .

Thi s

was f o l l o w e d by a d i s c u s s i o n of d i f f e r e n t a p p r o a c h e s t o c o r e prog ram s:
a s e t of c o u r s e s b a s e d on d i s t i n c t i v e ways o f t h i n k i n g
approach

is

( th e Harvard

t h e m o s t f a m o u s ) ; a s e t of co m p e te n c ie s based on l e a r n i n g

o ut c o m es ; and a s e t of i n t e r d i s c i p l i n a r y c o u r s e s t a k e n by a l l

students.

Next we loo k ed a t t h e c r u c i a l i n g r e d i e n t s o f s u c c e s s f u l c o r e pr o gr am s : a
s h a r e d v i s i o n , s h a r e d v a l u e s , and s h a r e d e x p e r i e n c e s .
c o n c l u d e d by n o t i n g

This s e c t i o n was

some o f t h e a d v a n t a g e s a n d l i m i t a t i o n s

o f co r e

c u r r i c u l u m programs.

The .C h ur ch - R el at e d . .C o l l e g e
The f i r s t i s s u e we s h a l l f o c u s on i n t h i s s e c t i o n i s t h e meaning of
c h u r c h - r e l a t e d n e s s i n r e l a t i o n s h i p t o i n s t i t u t i o n s of h i g h e r e d u c a t i o n .
Cuninggim (1978) h as an e x c e l l e n t
this clouded is s u e .

d i s c u s s i o n which b r i n g s c l a r i t y t o

He b e g i n s by a s k i n g , w h a t i s

i n s t i t u t i o n r e a lly church-related?

and v a g u e .

N ote

the

t h a t makes an

What does t h e c o l l e g e have t o be or

do i n o r d e r t o q u a l i t y f o r t h i s d e s c r i p t i o n ?
im p recise

it

The t e r m i n o l o g y u s e d i s

fo llo w in g :

"church-sponsored, "

54

"ch u rch -rela ted ,"

"c h u rc h -su p p o rte d ,"

" c h u rc h -a ffilia te d ,"

"ch u rch -co n n ec ted , "

" d e n o m in a tio n a l," "church," " c h u rc h -c o n tro lle d ,"

and " C h r i s t i a n " ( p . 1 7 ) .
C uninggim

tak es

pains

s u rro u n d in g th e meaning of

to

try

to

explode

ch u rch -related n ess,

m i s u n d e r s t a n d i n g s a r e of two main t y p e s :

These

m yths

or

t h o s e t h a t a r e supposed marks

of th e c h u r c h - r e l a t e d c o l l e g e , h e l d l a r g e l y
those

so me o f t h e m y t h s

by p a r t i s a n

in sid e rs,

and

t h a t a r e m istaken opinions about th e se i n s t i t u t i o n s , u s u a lly held

by c r i t i c a l o u t s i d e r s .
th e ow nership of

The f o l l o w i n g a r e

included in h is

discussion:

t h e c o l l e g e by t h e c h u r c h ; h a v i n g m em be rs o f t h a t

church on i t s bo ar d of t r u s t e e s ; h a v i n g c l e r g y on t h e c o l l e g e b o a r d ; th e
chief

executive o f f ic e r

i s a member of t h e s p o n s o r i n g d e n o m i n a t i o n ; a

c h u r c h - r e l a t e d c o l l e g e i s one t h a t t a k e s r e l i g i o n

se rio u sly ; required

c o u r s e s i n r e l i g i o n ; c h a p e l and r e l i g i o u s a c t i v i t i e s ; c r e d o - c o n f o r m i t y ;
membership a n d / o r c r e d o - c o n f o r m i t y

of f a c u l t y and s t a f f ; m em bership

a n d / o r c r e d o - c o n f o r m i t y f o r s t u d e n t s ; s u b s t a n t i a l f i n a n c i a l s u p p o r t from
t h e s p o n s o r i n g d e n o m i n a t i o n ; and d e f i n i n g c h u r c h - r e l a t e d n e s s i n te rm s of
th e r u l e s g o v e rn in g student social behavior.
h e l d by p a r t i s a n i n s i d e r s .
by h i g h l y

critica l,

the

th at

idea

in co n sisten t,

These a r e m i s t a k e n i d e a s

There a r e two m i s t a k e n o p i n i o n s h e l d l a r g e l y

y e t o f t e n p o o r l y informed o u t s i d e r s .

ch u rch -related n eas
and th e

second t h a t

and academ ic

The f i r s t i s

ex cellen ce

are

church-relatedness is inconsistent

w i t h d i v e r s i t y , o r w i t h academic freedom (p p . 1 8 - 2 7 ) .
C uninggim

th e n

church-relatedness.
w hich d i v i d e s
of th e f a i t h

moves

to

a

d iscu ssio n

of

categ o ries

He c r i t i c i z e s t h e P a t t i l l o - M a c k e n z i e

c h u rc h -re la te d colleges in to three types:
c o l l e g e , " the

"nonaffirm ing

co lleg e,"

study

of

(1966)

th e "defender
and

the

"free

55

C h r is tia n (or Jew ish) c o lle g e " (p. 31).

C. Ro b er t P a c e ' s s t u d y f o r

the

C a r n e g i e Commission,

)Efiu c a t i Qn.,and,<Ev,ang;el.ism, (1972) i s a l s o c r i t i c i z e d

for

r e a s o n , namely, t h e p e j o r a t i v e n a t u r e of t h e l a b e l s

the

same b a s i c

they choose.
1.

four c a teg o ries are as follows:

I n s t i t u t i o n s t h a t h a d P r o t e s t a n t r o o t s b u t a r e no l o n g e r
P r o t e s t a n t i n any l e g a l s e n s e .
C o l l e g e s t h a t r em a in n o m i n a ll y r e l a t e d t o P r o t e s t a n t i s m but a r e
p r o b a b l y on t h e v e r g e of di s en g ag e m en t .
C o l l e g e s e s t a b l i s h e d by m a j o r P r o t e s t a n t d e n o m i n a t i o n s and
which r e t a i n a c o n n e c t i o n w i t h t h e c h u r c h .
C o l l e g e s a s s o c i a t e d w i t h t h e e v a n g e l i c a l , f u n d a m e n t a l i s t , and
i n t e r d e n o m i n a t i o n a l C h r i s t i a n ch ur ch e s ( p . 3 1 ) .

2.
3.
4.

A fter

P ace's

discussing

p r e s e n ts what

he

t h e w e a k n e sse s of th e s e
b eliev es

is

a v alid

two a p p r o a c h e s ,

model w ith

th e

Cuninggim
fo llo w in g

categories.
A. The Consonant C o l l e g e
B. The P r o c l a i m i n g C o l l e g e
C. The Embodying C o l l e g e
Or i n even s h o r t e r form:
A. The A l l y
B. The W i tn es s
C. The R e f l e c t i o n
The Consonant C o l l e g e i s t h a t i n s t i t u t i o n t h a t " f e e l i n g in d e p e n d e n t
i n i t s own o p e r a t i o n s ,

is

com m itted to th e t r a d i t i o n

of i t s

related

c h u r c h a n d t o c o n s i s t e n c y w i t h t h a t t r a d i t i o n i n i t s own b e h a v i o r .
values are
serio u sly

in th e main i t s
and a r e

evident

d e n o m in atio n 's v a lu e s .

They a r e

Its

taken

i n t h e l i f e of t h e c o l l e g e and t h e l i v e s of

i t s alum ni/ae" (p. 32).
The

P ro claim in g

C o lleg e

is

ann o un ce s i t s a f f i l i a t i o n w i t h i t s
ap p ro p riate

occasion.

But i t

th at

in stitu tio n

sponsoring

that

"joyously

denom ination a t

does more t h a n m e re ly

every

id en tify

its

56

c o n n e c t i o n ; i n i t s program i t p r a c t i c e s what i t p r o c l a i m s i n ways t h a t
seem a p p r o v a b l e t o t h e two w o r l d s i n w h i c h i t

e x i s t s — e d u c a t i o n and

r e l i g i o n " (p. 34).
The Embo dyin g C o l l e g e
other

tw o ,

but is

co n stitu tes a d is tin c t

c lo s e r to i t s

P ro claim in g C ollege

is

P roclaim ing

c a t e g o r y from th e

co u sin .

W hereas

the

t h a t one "whose a l l e g i a n c e i s t o t h e norms of

h i g h e r e d u c a t i o n w it h e c c l e s i a s t i c a l o v e r t o n e s , " t h e Em bodying C o l l e g e
is

t h a t one "whos e a l l e g i a n c e

educational overtones.

is

to the

te n e n ts of

its

church with

I t i s t h e m i r r o r , a l m o s t t h e embodiment,

d e n o m in a ti o n to w hich i t

gives fe a lty .

church, tru e in every m a jo r r e s p e c t ,

of

the

. . I t i s t h e r e f l e c t i o n of t h e

sound in f a i t h and o b s e r v a n c e .

When o ne w a l k s on i t s campus, one knows i m m e d i a te l y where he or she i s ,
e c c l e s i a s t i c a l l y speaking" (p. 35).
K in n iso n

(1978)

sees

th ese

th ree

categ o ries

c o n c e p t u a l i z a t i o n of t h e s i t u a t i o n , but b e l i e v e s
have been a s s ig n e d ,

w hile le s s

subject to misunderstanding.

th at

as

the

a rich er

titles

th at

p e j o r a t i v e and more u s e f u l , a r e s t i l l

The r e a s o n may be b ec a u se t h e m y t h o l o g i e s

t h a t were d i s m i s s e d i n t h e e a r l i e r d i s c u s s i o n s t i l l l u r k i n t h e r e c e s s e s
of ou r m i n d s , and a l s o bec ause t h e r e i s a l i n g e r i n g f e e l i n g

th at

those

c a t e g o r i e s may o cc ur as a r e s u l t of o t h e r f a c t o r s t h a n t h o s e s p e c i f i e d .
J o n e s (1 978) s e e s C u n i n g g i m ' s

c a t e g o r i e s as

providing p o s itiv e

c o n t e n t f o r d i a l o g u e between church and c o l l e g e , and among t h e c o l l e g e s ,
about r e l a t i o n s h i p s .

She f e e l s

the e a r l i e r

P attillo -M ack en zie

types

te n d e d t o a l i g n c o l l e g e a g a i n s t c o l l e g e and chur ch a g a i n s t ch ur ch .
A fter discussing fo u rtee n d i f f e r e n t
various

c o l l e g e s a s exam ples of

the

t y p e s of c h u r c h - r e l a t e d n e s s , Cuninggim moves t o a d i s c u s s i o n of

the e s s e n t i a l s t h a t i d e n t i f y c h u r c h - r e l a t e d n e s s .

Since

th ere are

two

57

o rg an izatio n al e n titie s
discusses

involved,

the c o lle g e and

th e

church,

he

t h e e s s e n t i a l s f o r each i n t u r n and t h e n , i n c o n c l u s i o n , f o r

bot h t o g e t h e r .

There a r e f o u r b a s ic e s s e n t i a l s

for

the

college

for

church-relatedness.
1.

"To be c h u r c h - r e l a t e d , a c o l l e g e must want t o be and aim to be
so r e l a t e d " ( p . 7 4 ) .

There must be a " c o n s c i o u s i n t e n t i o n " on

th e p a r t of th e c o l l e g e

to a c h i e v e and m a in ta in a c o ntinuing

r e l a t i o n s h i p w i t h i t s s p o n s o r i n g d e n o m in a ti o n .
2.

"To be c h u r c h - r e l a t e d , a c o l l e g e must make p r o p e r p r o v i s i o n f o r
r e l i g i o n i n a l l i t s d im e n s io n s , i n a t l e a s t r o u g h h a r m o n y w i t h
th e views of

its

s p o n s o r i n g denomination" (p. 7 5 ).

A college

must p r o v i d e f o r t h e p r e s e n c e of r e l i g i o n

in a l l

ways i n t h e campus l i f e

in th e b e s t

ch u rch -related .
im plications.
study

of

This

F irst,

re lig io n

ch u rch -related

if

it

is

carries

to be,
w ith

so me

sense,

in escap ab le

" t h e c h u r c h - r e l a t e d c o l l e g e w i l l t a k e th e
serio u sly "

(p.

76).

Second,

th e

c o l l e g e w i l l " ta k e w o r s h i p s e r i o u s l y " ( p. 7 7 ) .

The t h i r d i m p l i c a t i o n i s a c o r o l l a r y
ch urch-related

it

appropriate

c o l l e g e must ta k e

e x p r e s s i o n s of r e l i g i o n t h a t f i t

of the o t h e r

seriously

two:

"the

o t h e r custom ary

t h e p u r p o s e a n d m o r e s o f an

ac ademic i n s t i t u t i o n " ( p . 7 8 ) .
3.

"To be c h u r c h - r e l a t e d , a c o l l e g e must put i t s v a l u e s and t h o s e
of i t s ch ur ch i n t o r e c o g n i z a b l e o p e r a t i o n i n e v e r y a s p e c t
th e

life

of

the

in stitu tio n ,

i n c l u d i n g t h e f u n c t i o n s of

sch o larsh ip , teaching, and l e a r n i n g ,
p r a c t i c e s a n d t h e campus e t h o s "
t h i s i n v o l v e s two t h i n g s .

F irst,

of

as w ell as

(pp. 78-79).
"the

presence

in p erso n n el
For Cuninggim,
of v a l u e s and

58

th e ir

in teg ratio n

( Ibijd,. ) .

Second,

fash io n in g

into
"it

t h e normal b e h a v i o r of t h e
m ust

take

a personnel policy

th e

that

follo w -u p

school"
step

of

su p p o rts the c o l l e g e 's

commitment t o v a l u e s " ( I h i d . ) .
1.

2.
3.

To be c h u r c h - r e l a t e d , a c o l l e g e m u s t be a b l e t o count on i t s
c h u r c h ' s u n d e r s t a n d i n g of t h e e d u c a t i o n a l t a s k i n w h i c h t h e
c o l l e g e i s engag ed.
To be c h u r c h - r e l a t e d , a c o l l e g e must r e c e i v e t a n g i b l e s u p p o r t
from i t s c h u r c h .
To be c h u r c h - r e l a t e d , a c o l l e g e must be made t o f e e l t h a t th e
d e n o m in a ti o n a l s o g i v e s i t t a n g i b l e s u p p o r t , when n e e d e d a n d
j u s t i f i e d by t h e i n s t i t u t i o n ' s p u r s u i t of i t s p r o p e r p u rp o s es
(pp. 81-83).

C u n i n g g i m t h e n l i s t s two e s s e n t i a l s which a p p l y t o b o th chur ch and
college.
1.

2.

To be c h u r c h - r e l a t e d , a c o l l e g e m u s t in fo rm and i l l u m i n e i t s
d e n o m i n a t i o n on a l l m a t t e r s t h a t would a p p e a r t o be r e l e v a n t o r
u s e f u l and must welcome b e i n g infor me d an d i l l u m i n e d i n r e t u r n .
The h e a r t of t h i s p r o p o s i t i o n i s t h e s i m p l e e x p e c t a t i o n t h a t
t h e c o l l e g e s h o u l d h a v e some amou nt o r k i n d of b e n e f i c e n t
i n f l u e n c e on i t s s p o n s o r i n g church and v i c e v e r s a .
To be c h u r c h - r e l a t e d , a c o l l e g e must know why i t w an ts t o be so
r e l a t e d , and t o com ple te t h e r e c i p r o c a l a r r a n g e m e n t , t h e chur ch
m u s t know why i t w an ts c o n n e c t i o n s w i t h i t s c o l l e g e s .
In o t h e r
w o r d s , each must develop a r a t i o n a l e f o r i t s r e l a t i o n s h i p with
th e o t h e r ( p p . 8 3 - 8 4 ) .

M oseley

( 197 8)

agrees

w i t h Cuninggim a s f a r a s he g o e s ,

b e l i e v e s what h a s been s t a t e d

should

actio n .

in which c h u rch and c o lle g e i n t e r a c t is

The l a r g e r

context

s i m p l y be v i e w e d a s a b a s i s

but

c h a n g i n g , c r e a t i n g new t a s k s and encompassing new p eo pl e w i t h n e e d s
ch u rc h and t h e chur ch c o l l e g e can a d d r e s s .

for

the

A c t i o n must be bas ed on t h a t

ch ang in g c o n t e x t and a l s o on t h e t r e n d s a n d c o n d i t i o n s
M o s e l e y b e l i e v e s t h a t t h e tough q u e s t i o n i s :

of th e f u t u r e .

"What ought t o be t h e r o l e

and f u n c t i o n of t h e chur ch and t h e c o l l e g e i n t h e r e m a i n i n g y e a r s of th e
tw en tieth

c e n t u r y " ( p. 9 9 ) .

These e s s e n t i a l s o f c h u r c h - r e l a t e d n e s s may

t e l l u s where we a r e now, bu t th e y do n o t n e c e s s a r i l y t e l l

u s w h e r e we

59

s ho u ld be.
fu tu re,

We must n o t p r o j e c t

the

present

s t a t e as the r o le

of t h e

o r we may m i s s t h e p o i n t and t h e o p p o r t u n i t y f o r a new and even

g r e a t e r m i s s i o n and s e r v i c e , b o th f o r t h e c o l l e g e and f o r t h e ch u r c h .
Jones

( 197 8)

is

in

fu ll

agreem ent w ith

c h u r c h ' s c o l l e g e must engage i n a s e l f - c o n s c i o u s

th is

p o sition .

struggle

to discover

new m o d e l s f o r a c t i n g o u t C h r i s t i a n v a l u e s f o r a r a p i d l y
so ciety ,

s t a r t i n g w ith i t s

own s e t t i n g ,

"The

changing

but not r e s t r i c t e d

to

it.

C o l l e g e s o u g h t t o be a b ou t t h e b u s i n e s s of t h i n k i n g a b o u t and p l a n n i n g
f o r a f u t u r e t h a t i s l i f e a f f i r m i n g " ( p . 97) .
K in n is o n (1978) would u n d e r s c o r e more c l e a r l y t h e r e s p o n s i b i l i t y of
th e church i n t h i s r e l a t i o n s h i p .
1 would have hoped such a st u d y a s t h i s would be more s p e c i f i c
i n o u t l i n i n g th e o b l i g a t i o n s of t h e c h u r c h e s which a r e b l e s s e d
w i t h c o l l e g e s w i t h i n t e n t i o n s t o be c l e a r l y c h u r c h - r e l a t e d .
The b e s t o f i n t e n t i o n s w i l l n o t p r e s e r v e t h e s t r e n g t h a n d
i n t e g r i t y of our c o l l e g e s in t h e y e a r s im m e d ia te ly ahead.
C l e a r u n d e r s t a n d i n g s b e t w e e n c h u r c h a n d c o l l e g e w i l l be
e s s e n t i a l f o r t h e w e l f a r e of b o t h an i n c r e a s i n g l y s e c u l a r and
state-dom inated s o c ie ty .
S ep arately , each s h a ll s u re ly
p e r i s h ; t o g e t h e r , t h e c h a n c e s f o r s u r v i v a l f o r b o t h may be
s l i g h t l y improved ( p . 9 4 ) .
Johnson
street.

(1978) b e l ie v e s

that

ch u rch-relatedness is

a two way

" I t i s j u s t a s i m p o r t a n t f o r th e s c h o o l t o f e e l , t o r e s p o n d t o ,

and t o a c t

out i t s

to respond to ,

church-relatedness as i t

and to a c t o u t

its

i s f o r t h e church t o f e e l ,

colleg e-related n ess.

Too o f t e n

c h u r c h - r e l a t e d n e s s i n my own h i s t o r y h as r e f e r r e d t o t h e g i v i n g of money
by th e church and t h e r e c e i v i n g of money by th e s c h o o l s " ( p . 1 0 2) .
Meyer

(197 8) u r g e s u s t o c o n s i d e r t h e d e g r e e of consonance of th e

chu rch i n q u e s t i o n w it h t h e s u r r o u n d i n g s o c i e t y .
and a d e t e r m in i n g v a r i a b l e .

Th is i s a s i g n i f i c a n t

He would a l s o remind us t h a t t h e ty pol og y

h a s t o be b a s e d on a t w o - d i m e n s i o n a l s p a c e , n o t a o n e - d i m e n s i o n a l
continuum.

"Even g r a n t i n g t h a t we have t h e l o c a t i o n of t h e church al on g

60

a continuum of d i s t i n c t i v e n e s s

to

consonance,

e v e n t h o u g h we h a v e a

c h u r c h l o c a t e d on t h a t continuum, t h e r e i s s t i l l a n o t h e r v a r i a b l e t h a t
is sig n ifican t.

A g i v e n c h u r c h may h a v e i n s t i t u t i o n s w i t h e n t i r e l y

d i f f e r e n t m i s s i o n s i n e d u c a t i o n , and d i f f e r e n t mo de ls would be needed t o
r e p r e s e n t t h o s e m i s s i o n s " ( p . 1 05 ) .
P ars on ag e (1978) r e p o r t e d t h a t of n e a r l y 1 , 6 0 0 in d e p e n d e n t c o l l e g e s
and u n i v e r s i t i e s i n t h e U n i t e d S t a t e s , more t h a n 700 of them acknowledge
a church r e l a t i o n s h i p .

He b e l i e v e s t h a t t h i s

o n e - h a l f of th e p i c t u r e ,

because

there

d e n o m i n a t i o n s and s e c t s which s p o n s o r ,

are

r e p r e s e n t s only ab ou t

many

support,

o th er

relig io u s

a n d i n o t h e r ways

c o n t r i b u t e t o t h e l i f e o f c o l l e g e s and u n i v e r s i t i e s w i t h which the y have
formal r e l a t i o n s h i p s .
Both c o l l e g e s and c h u r c h e s have b ee n r e v i e w i n g and r e t h i n k i n g t h e i r
r e l a t i o n s h i p s t o one a n o t h e r t o a n i n c r e a s i n g
The r e a s o n s f o r t h i s a r e numerous.

degree in re c e n t y e a rs.

The br oa d g e n e r a l changes which a r e

o c c u r r i n g w i t h i n r e l i g i o u s i n s t i t u t i o n s and w i t h i n h i g h e r e d u c a t i o n a r e
on e c a u s e .

C h a n g e s i n m i s s i o n a l p r i m r i t i e s , t h e s c a r c i t y of f i n a n c i a l

resources, s h ifts in e c c l e s i a s t i c a l
t h e o l o g i c a l and s o c i a l

d e c i s i o n m aking,

perspectives are a lte r in g

church-college r e la tio n s h ip .

and c h an g e s in

t h e n a t u r e of th e

Out of t h i s r e t h i n k i n g and r e v i e w has come

renewed commitment t o h i g h e r e d u c a t i o n and t h e c h u r c h - r e l a t e d c o l l e g e .
B a s e d on v i s i t s
d en o m in atio n s,

to fo u rtee n

Parsonage

co lleg es

d elin eates

of

th irteen

some

d ifferen t

conclusions

about

c h u rc h -re la te d higher education.
1.. T h e r e i s w i d e s p r e a d i n t e r e s t among c h u r c h e s i n m a i n t a i n i n g and
stren g th en in g
u niversities.

relatio n sh ip s

w ith

th e ir

co lleg es

and

Tho ugh t h e r e i s a d i f f e r e n c e of p u r p os e o r m i s s i o n , most of t h e
c h u r c h - r e la te d c o lle g e s hold the follow ing g e n e r a l p u r p o s e s
common:

concern w ith

m en tal,

p h y sical,

th e developm ent of

and

sp iritu al

in

the i n d i v i d u a l 's

resources;

p ro v id in g

o p p o r t u n i t i e s f o r e x p o s u r e t o C h r i s t i a n f a i t h and t e a c h i n g s ;
com m itted to v a l u e - c e n t e r e d
im p o rta n c e of
students;

the l i b e r a l

co m mi tm ent t o

in q u iry ;

arts

affirm atio n

of

the

i n t h e t o t a l e d u c a t i o n of i t s

t h e u p g r a d i n g or t r a n s f o r m a t i o n of

society.
Though

the

ratio n ale

d iffers,

most of t h e c o l l e g e - r e l a t e d

churches hold t h e f o l l o w i n g r e a s o n s

in

common: B i b l i c a l a n d

t h e o l o g i c a l u n d e r s t a n d i n g s of t h e n a t u r e and pu rp o se of human
life

im pel

the

in tellectu a l

arts

to

take

re sp o n sib ility

edu catio n

leaders for

for

re la tin g

ch u rch and s o c i e t y

t h e c h u r c h w i t h a m e an s f o r

th e

and re a s o n ;

who have a l i b e r a l

th e church

in q u iry ;

expressing i t s prophetic

c o n c e rn and making i t s p r o p h e t i c w i t n e s s
for

faith

e d u c a tio n and an exposure to v a l u e - c e n t e r e d

provide

for

a n d s p i r i t u a l l i f e of p e r s o n s ; t o p r o v i d e a forum

w ith in higher
providing

church

i n s o c i e t y a n d a way

t o be c o n f r o n t e d and c h a l l e n g e d d i r e c t l y by t h e

academy; p r o v i d i n g an a r e n a f o r a n e x p e r i m e n t a t i o n i n h i g h e r
e d u c a t i o n t h a t i s r e l a t i v e l y f r e e of p u b l i c c o n t r o l ; p r e s e r v i n g
p l u r a l i s m and a d u a l system of e d u c a t i o n i n A m e r i c a n s o c i e t y ;
and s e r v i n g s o c i e t y

and p r o v i d i n g a means f o r

t h e chur ch to

serve p a r t i c u l a r c o n s ti tu e n c i e s .
There

is

external

s i g n i f i c a n t agreem ent about what c o n s t i t u t e s
th reat

to the

survival

of

ch u rch -related

the

h ig h er

62

education,

b u t l e s s a g r e e m e n t on w h a t c o n s t i t u t e s

in tern al

th re a ts to i t .
5.

Some d e n o m i n a t i o n s a r e e n g a g i n g i n f o r m u l a t i n g , r e v i s i n g , or
reaffirm ing t h e i r

th eo lo g ical ra tio n a le s

for

involvem ent

in

higher education.
6.

Some d e n o m i n a t i o n s a r e e n c o u r a g i n g t h e i r c o l l e g e s t o r e a f f i r m
their re lig io u s,

cu ltu ral,

and s o c i a l r o o t s from w hich th e y

sprang.
7.

Out o f c o n c e r n f o r a v i a b l e f u t u r e , a number of d e n o m in a ti o n s
a r e moving t o s t r a t e g i c f u n d i n g .

8.

Many d e n o m i n a t i o n s a r e e n g a g e d i n i d e n t i f y i n g
strateg ies,

and t e c h n i c a l

cap ab ilities

the is s u e s ,

needed fo r a p u b lic

p o l i c y more f a v o r a b l e t o t h e c h u r c h - r e l a t e d c o l l e g e .
9.

Many d e n o m i n a t i o n s a r e r e v i e w i n g o r b e g i n n i n g a f r e s h t o make
i n d i v i d u a l co v en a n ts b e t w e e n t h e m i d d l e j u d i c a t o r i e s a n d t h e
colleges.

10.

D enom inations a r e w orking a t

th e c r e a t i o n of com prehensive

s t r a t e g i e s t o g i v e form and s u b s t a n c e t o
education.

th eir

ro le

in higher

T h i s i s m o v i n g many t o a d e e p e n i n g c o n c e r n f o r

c o o p e r a t i o n f a r be y o n d d e n o m i n a t i o n a l b o u n d a r i e s .
cannot happen u n le s s and u n t i l

But t h i s

th e churches determ ine

th at

t h e r e i s a c r i t i c a l need i n h i g h e r e d u c a t i o n and in s o c i e t y a n d
that a c r itic a l

contribution

c a n be made th r o u g h c o o p e r a t i v e

e f f o r t (pp. 282-291).
One of t h e c e n t r a l i s s u e s i n h i g h e r e d u c a t i o n to d a y i s t h e f o c u s on
c l a r i t y of m i s s i o n ( B e n n e t t , 1983; B u c h e r , 1982; G a l l i n , 1980; G y e r t s o n ,
1981; H olmes,

1 9 7 5 ; Howe, 1 9 7 9 ; M ar ty , 1978; Moseley, 1980; Moseley &

63

B u c h e r , 1982; and Newby, 19 7 2) .
in

p rep aratio n

The f i r s t c r i t e r i o n

in the

self

study

f o r a c c r e d i t a t i o n by N o r t h C e n t r a l A s s o c i a t i o n o f

C o l l e g e s and U n i v e r s i t i e s i s f o c u s e d on th e m i s s i o n o f t h e i n s t i t u t i o n
(Commission on I n s t i t u t i o n s of H ig h e r E d u c a t i o n , 1 9 8 4 ) .
for

hig h er

ed u catio n

in

g en eral,

it

is

If t h i s i s true

c ritic a lly

so

for

th e

church-related college.
"The M i s s i o n o f t h e C h u r c h - r e l a t e d C o l l e g e , " a n e s s a y by John D.
M o se le y ,
article
college.

C hancellor

of A u s tin C o lle g e ,

I discovered

in the l i t e r a t u r e

Sherman,

is

the

best

concerning th e m ission of the

He b e g i n s by f o c u s i n g on f i v e r e a l i t i e s f o r h i g h e r e d u c a t i o n .

F irst,

we n e e d t o r e c o g n i z e

the r e a l i t y

of h ig h e r e d u c a t i o n 's

t r a d i t i o n — a g r e a t t r a d i t i o n of h ig h e x p e c t a t i o n s ,
so ciety ,

Texas,

generous su pp ort

and i m p r e s s i v e development over t h e y e a r s .

to

We can be proud of

our t r a d i t i o n , b u t t h a t t r a d i t i o n i s b e i n g c h a l l e n g e d t o d a y .
S e c o n d , we n e e d t o r e c o g n i z e
educational needs,

the r e a l i t y

a n d new s o c i e t a l

c r e a t i v e work o f h i g h e r e d u c a t i o n .

of new c o n d i t i o n s , new

problem s t h a t

require

the

best

There i s a new e d u c a t i o n a l b a l l game

r e q u i r i n g us t o u n d e r s t a n d new r u l e s and use new s t r a t e g i e s .
T h ird,

we n e e d

to

recognize

e x p o s u r e of s o c i e t a l i n s t i t u t i o n s ,

the r e a l i t y

of

i n c r e a s i n g m edia

in cluding higher ed u catio n .

This

e x p o s u r e shows up t h e w ea k n es s es i n h i g h e r e d u c a t i o n and demands t h a t we
be more a g g r e s s i v e i n s o l v i n g o u r i n t e r n a l problems b e f o r e

t h e y become

public issu es.
A f o u r t h r e a l i t y i s t h e t h r e a t t o d i v e r s i t y and p l u r a l i s t i c n a t u r e
of ou r h i g h e r e d u c a t i o n a l syst em .
an i n d i v i d u a l

The t h r e a t f o c u s e s on t h e f r e e d o m o f

i n s t i t u t i o n t o have i t s own m i s s i o n , t o be d i f f e r e n t , or

t o have a d i s t i n c t i v e e d u c a t i o n a l p h i l o s o p h y , program, o r p r o c e s s .

Thi s

64

th rea t

ignores

p lu ralistic,

th e

facts

and t h a t

th at

our

n atio n

is

in creasin g ly

more

s o c i e t y needs d i v e r s e e d u c a t i o n a l o p p o r t u n i t i e s

f o r l i v i n g i n th e t w e n t y - f i r s t c e n t u r y .
The f i f t h r e a l i t y i s t h e c o n f u s i o n a b o u t i n s t i t u t i o n a l m i s s i o n , th e
l a c k of a m i s s i o n t h a t i s u n d e r s t o o d and h a s t h e commitment a n d s u p p o r t
of

all

groups

w ith in

and r e l a t e d

to th e c o l l e g e .

The r o l e ,

the

i n t e g r i t y , and t h e f u t u r e of t h e i n s t i t u t i o n a r e a t s t a k e .
These f i v e r e a l i t i e s
m ission

shape t h e c o n t e x t of t h e second segment, t h e

statem ent fo r a co llege or u n iv e r s ity .

Moseley b e g i n s h i s

d i s c u s s i o n of t h e n a t u r e of t h e m i s s i o n s t a t e m e n t by a s k i n g , what do we
mean by th e term ' \ n i s s i o n s t a t e m e n t " ?

C l a r i t y a t t h i s p o i n t may be o ne

o f t h e m o s t n e e d e d a n d f u n d a m e n t a l r e q u i r e m e n t s of a c o l l e g e t h a t i s
p r e p a r i n g f o r th e t w e n t y - f i r s t

century.

The f o l l o w i n g f i v e

elem ents

seem e s s e n t i a l t o any m i s s i o n segment.
1.

The d e f i n i t i o n o f t h e c o l l e g e .
f o c u s : what i s
in stitu tio n

the n a tu re

striv e

t o be s e r v e d ?

T h e s e q u e s t i o n s p r o v i d e th e

of the i n s t i t u t i o n ?

to serve?

Who d o e s t h e

Who i s t h e pr imary c o n s t i t u e n c y

What s p e c i a l i z e d and g e n e r a l c o n s t i t u e n c i e s

are

in v o lv e d and what s p e c i a l e d u c a tio n a l needs or services are
involved?
2.

The b a s i c

co m m it m en t o f t h e c o l l e g e .

underlying the
reference?

college?

What i s

What a r e

the i n s t i t u t i o n ' s

For th e c h u r c h - r e l a t e d c o l l e g e ,

these q u estio n s are

cru cial.

the v a lu e s

The b a s i c

frame of

t h e a n s w e rs to

c o m m it m e n t

of

the

c o l l e g e i s t h e w o r l d view o r p e r s p e c t i v e w i t h which t h e c o l l e g e
goes a b o u t i t s t a s k .
3.

The e d u c a t i o n a l p h i l o s o p h y of t h e c o l l e g e .

The c o l l e g e ' s b a s i c

65

c o m mi tm en t r e c e i v e s
philosophy,

the

le arn in g .

L iberal

p ractical

ten ets

th at

arts,

e x p r e s s i o n i n i t s educational
guide

its

w h oleness

teach in g

of

and

know ledge,

orien tatio n , in te rd iscip lin ary — these ex p ress

its

its

value

educational

p h i l o s o p h y , t h e e d u c a t i o n a l p r a c t i c e of t h e b a s i c commitment.
4.

The d i s t i n c t i v e n e s s o f t h e c o l l e g e .
c o l l e g e from o t h e r s ?

What d i f f e r e n t i a t e s t h i s

Eac h c o l l e g e h a s a n o b l i g a t i o n

to i t s

c o n s titu e n ts to define t h i s d if f e r e n c e .
5.

The g e n e r a l g o a l s o r o b j e c t i v e s o f t h e c o l l e g e .
does t h e c o l l e g e i n t e n d t o c a r r y o u t

In what ways

the g e n e ra l

d eclarations

and commitments i n t h e f o r e g o i n g s t a t e m e n t s .
M oseley th e n d e l i n e a t e s f i v e r e s u l t s
statem en t.
college?

Of w h a t p r a c t i c a l

or

uses

of

the

m issio n

use is a m iss io n sta te m e n t f o r

the

Each c o l l e g e can have i t s own s e t o f u s a g e s , but t h e f o l l o w i n g

f i v e seem s i g n i f i c a n t f o r c h u r c h - r e l a t e d c o l l e g e s .
F i r s t , i t can d e m o n s t r a t e t h e d i f f e r e n c e between t h e m i s s i o n of the
c h u r c h a nd t h e m i s s i o n of t h e c o l l e g e , f o r th e y a r e d i f f e r e n t m i s s i o n s .
"M ission" is e a s ily m isunderstood in

the

relig io u s

co n tex t,

the

c o n s t i t u e n c y must u n d e r s t a n d and a p p r e c i a t e t h e d i f f e r e n c e when a p p l i e d
to education.
Second,

the m issio n statem ent

can h e l p t h e c o l l e g e address the

r e a l i t i e s of t h e h i g h e r e d u c a t i o n c o n t e x t .

It helps

the

in stitu tio n

f o c u s on what i t can do and t h u s c o n t i n u e t h e t r a d i t i o n of c o n t r i b u t i n g
to higher education.
T h i r d , t h e m i s s i o n s t a t e m e n t can be an i m p o r t a n t bench mark a g a i n s t
which t o e v a l u a t e th e c o l l e g e , and t h u s t o improve i t ,

over t i m e .

Goals

66

G o al s f o r

im plem entation a re

p a rtic u la rly useful

in e v a lu a tin g

the

c o lle g e 's success.
Fourth,

t h e m i s s i o n s t a t e m e n t can be s i g n i f i c a n t i n what i t a l l o w s

th e c o l l e g e t o do.
to accept

I t can h e l p r e d u c e c o n f u s i o n , i t can f r e e a c o l l e g e

c h a l le n g e s th a t are w ith in i t s m ission.

There i s a d e l i c a t e

b a l a n c e between d i v e r s i t y and community.
F in ally ,

the

m ission

statem ent

c a n be t h e m e a n s t o dr aw a l l

c o n s titu e n c ie s close to a c o lle g e , f a c i l i t a t e t h e i r u n d e rsta n d in g abo ut
the c o lle g e ,

and g a t h e r t h e i r

b a s i s an d d e s i g n f o r

support.

com m unication.

Thus i t becomes a n i m p o r t a n t

A cle a r understanding

of

the

c o l l e g e may be t h e m o s t i m p o r t a n t ele me nt i n c o n s t i t u e n c y s e r v i c e and
support.

"The most b a s i c nee d i n t h e changing c o n d i t i o n and c o n t e x t o f

higher education is

the r e a l i s t i c

re th in k in g of

th e college mission

s t a t e m e n t and th e r e n e w a l o f t h e c o l l e g e ' s commitment" ( p . 1 8 2 ) .
A r t h u r Holmes, i n h i s book JChe.Idea.^of. .a. .C hr is t i a n . .College ( 1 9 7 5 ) ,
u n d e r s c o r e s t h e v i t a l im p or ta n ce of c l a r i t y of m i s s i o n f o r t h e C h r i s t i a n
college.
ex isten ce

He a d d r e s s e s t h e t h e o l o g i c a l f o u n d a t i o n s
of

the

co n serv ativ e

C hristian

th a t undergird

college.

the

He p r o v i d e s a

p e r s p e c t i v e on t h e im po r ta nc e of t h e l i b e r a l a r t s f o r C h r i s t i a n h i g h e r
education.
C o lle g e is fo r e d u c a tio n , the l i b e r a l a r t s c o lle g e fo r a
l i b e r a l e d u c a t i o n , and t h e C h r i s t i a n c o l l e g e f o r a C h r i s t i a n
education.
T h e s e a r e t h e b a s i c s t o which we must g e t back .
To s e l l c o l l e g e p r i m a r i l y on some o t h e r b a s i s i s t o o p e r a t e
u n d e r f a l s e p r e t e n s e s ; a n d t o s t a r t i n t o c o l l e g e f o r some
o th e r reaso n i s to as k f o r f r u s t r a t i o n s .
We m u s t t h e r e f o r e
come t o s e e e d u c a t i o n a s a C h r i s t i a n c a l l i n g , a n d we must
e x p l o r e what " l i b e r a l e d u c a t i o n " means and how i t i s a f f e c t e d
by t h e C h r i s t i a n ' s t a s k ( p . 1 6 ) .
Holme s a d d r e s s e s

two of t h e most t r o u b l i n g i s s u e s c o n f r o n t i n g t h e

c o n s e r v a t i v e C h r i s t i a n c o l l e g e t o d a y : th e e f f e c t i v e i n t e g r a t i o n of f a i t h

67

and l e a r n i n g and t h e i s s u e of aca demic f r ee do m .

He s e e s t h e f u nd am e nt al

p u r po s e of C h r i s t i a n h i g h e r e d u c a t i o n a s t h e c u l t i v a t i o n o f a m e an in g fu l
acad emi c e x p e r i e n c e by s t r e s s i n g t h e i n t e g r a t i o n o f f a i t h a n d l e a r n i n g
and by t r e a t i n g a l l l e a r n i n g a s a r e l i g i o u s p r o c e s s .
Then why a C h r i s t i a n c o l l e g e ?
I t s d i s t i n c t i v e s h o u l d be an
e d u c a t i o n t h a t c u l t i v a t e s t h e c r e a t i v e and a c t i v e i n t e g r a t i o n
of f a i t h a n d l e a r n i n g , o f f a i t h a n d c u l t u r e .
This is i t s
u n i q u e t a s k i n h i g h e r e d u c a t i o n t o d a y . While t h e r e a l i t y i s
o t t e n more l i k e a n i n t e r a c t i o n o f f a i t h a n d l e a r n i n g , a
d i a l o g u e , t h a t a c o m p l e t e l y i d e a l i n t e g r a t i o n , i t must under
no c i r c u m s t a n c e s become a d i s j u n c t i o n b e t w e e n p i e t y a n d
s c h o l a r s h i p , f a i t h and r e a s o n , r e l i g i o n and s c i e n c e ,
C h r i s t i a n i t y and th e a r t s , t h e o l o g y a n d p h i l o s o p h y , o r
w h a t e v e r t h e d i f f e r i n g p o i n t s o f r e f e r e n c e may b e .
The
C h ris tia n co lle g e w ill not s e t t l e fo r a m i l i t a n t polem ic
a g a i n s t s e c u l a r l e a r n i n g and s c i e n c e and c u l t u r e , a s i f t h e r e
were a g r e a t g u l f f i x e d b e t w e e n t h e s e c u l a r a n d t h e s a c r e d .
A l l t r u t h i s G o d 's t r u t h , no m a t t e r where i t i s f o u n d , and we
can t h a n k him f o r i t a l l ( p p . 1 6 - 1 7 ) .
S andin

(1982)

concurs

in u n d e rs c o rin g th e im portance

of t h e

i n t e g r a t i o n of f a i t h and l e a r n i n g i n t h e C h r i s t i a n c o l l e g e .
A c o l l e g e which i s C h r i s t i a n must f i r s t be a c o l l e g e .
But t h e
i n s t i t u t i o n assumes a d d i t i o n a l r e s p o n s i b i l i t i e s when i t a l i g n s
i t s e l f a l s o w i t h t h e p u r p o s e s of t h e C h r i s t i a n church. I t
w i l l n o t do t o c o n s t r u e t h e s e o t h e r r e s p o n s i b i l i t i e s m e r e l y
ad d itiv ely .
The c o l l e g e w h i c h w o u l d be C h r i s t i a n a s s u m e s
r e s p o n s i b i l i t y f o r i n .t£ g x atiji.g t h e f u n c t i o n s o f th e
u n i v e r s i t y . . . w i t h t h e f u n c t i o n s of t h e c h u r c h .
In a c c e p t i n g
a r e l i g i o u s purpose the C h r is tia n c o l l e g e is n o t m e re ly
d e c l a r i n g i t s w i l l i n g n e s s t o a c c e p t m o re c o n c e r n s t h a n a r e
t y p i c a l l y a c c e p t e d by c o l l e g e s a n d u n i v e r s i t i e s .
I t is
d e c l a r i n g i t s in t e n ti o n to construe i t s educational o b je c tiv e s
by r e f e r e n c e t o a r e l i g i o u s o r i e n t a t i o n a s t h e p r i n c i p l e o f
u n i t y and i n t e g r a t i o n ( p . 6 3 - 6 4 ) .
There

is

a new n o t e

b e g i n n i n g t o be h e a r d i n t h e l i t e r a t u r e

c o n c e r n i n g t h e m i s s i o n of t h e C h r i s t i a n c o l l e g e t o d a y .
sounded c l e a r l y

in an e s s a y ,

Thi s new n o t e i s

"The M i s s i o n of t h e C h r i s t i a n C ol le ge a t

t h e End of t h e T w e n t i e t h C e n t u r y , " by N i c h o l a s W o l t e r s t o r f f , P r o f e s s o r
of P h ilo s o p h y a t C a lv in C o lle g e

(1983).

W o l te rs to rff d iv id es higher

ed u ca tio n in the tw e n tie th century in t o t h r e e

p e r i o d s , w h i c h he c a l l s

68

stages.

S ta g e on e b e g i n s a t

co n tinues

through

the

the f i r s t

second

of th e

W o rld War.

tw entieth

c e n t u r y and

A m erican

evangelical

C h r i s t i a n i t y r e a c t e d n e g a t i v e l y t o Darwinism from E ngland and h i g h e r
criticism

from Germany.

in tellectu al.

I t became d e e p l y d e f e n s i v e , and a t t i m e s a n t i ­

These a t t i t u d e s were r e f l e c t e d

in stitu tio n s.

in

the

ed u catio n al

T h e f o c u s o f s t a g e one was p r i m a r i l y on p i e t y an d

e v a n g e li s m .
Stage two i s now i n f u l l f l o w e r .
World War I I ,
has

been

The f l o w e r opened some time a f t e r

though t h e l i n e between t h e two i s n o t c l e a r .

ch aracterized

Stage

by a n e m e r g e n c e f r o m d e f e n s i v e n e s s ,

c o l l e g e s r e s o l u t e l y i n s i s t i n g on i n t r o d u c i n g t h e i r s t u d e n t s t o

two

these

the f u l l

b r e a d t h of t h a t s t r e a m of h i g h c u l t u r e .

Th ere h a s been an i n s i s t e n c e on

the in te g ra tio n of f a i t h

p e o p l e h a v e come t o

scholarship

itse lf

and le a r n in g ;

see th a t

i s c o n d u c t e d o u t of d i f f e r i n g p e r s p e c t i v e s and t h a t

t h e i n t e g r a t i o n of f a i t h and l e a r n i n g does n o t c o n s i s t i n t y i n g t o g e t h e r
two t h i n g s
C hristian

i n d e p e n d e n t l y a c q u i r e d b u t of p r a c t i c i n g
p ersp ectiv e.

p lu ralistic

en terp rise.

C om petent

sch o larsh ip

s c h o l a r s h i p in

is

seen

to

be a

The C h r i s t i a n s c h o l a r h a s l e a r n e d t o p r a c t i c e

s c h o la r s h ip in C h r i s t i a n p e r s p e c t iv e and to

penetrate

to

the r o o ts

of

t h a t s c h o l a r s h i p w i t h w hich one f i n d s o n e s e l f i n d i s a g r e e m e n t — a l o n g t h e
way a p p r o p r i a t i n g w h a t e v e r one f i n d s of u s e .

The f o c u s of s t a g e two has

been on t h e c u l t u r a l h e r i t a g e of mankind, w i t h o u t l o s i n g t h e con ce rn f o r
p i e t y and e v a n g e l i s m .

But c u l t u r e i s something d i f f e r e n t from s o c i e t y .

C u l t u r e c o n s i s t s o f works o f c u l t u r e , w h i l e s o c i e t y c o n s i s t s o f p e r s o n s
who i n t e r a c t

in v a r io u s ways.

C h r is tia n in

so ciety ,

stages.

w ithout

Stage t h r e e

th e n must fo c u s on

the

l o s i n g t h e c o n trib u tio n of the e a r l i e r

69

S i n c e we a r e b e g i n n i n g s t a g e

three,

lo o k l i k e when i t comes t o f u l l f l o w e r .

we do n o t know what i t w i l l

But W o l t e r s t o r f f

b elieves

the

f o l l o w i n g c h a r a c t e r i s t i c s w i l l be a p a r t of t h a t p i c t u r e .
1.

Such a c o l l e g e w i l l be much more i n t e r n a t i o n a l i n i t s co n ce rn s
and c o n s c i o u s n e s s t h a n any of o u r c o l l e g e s i s a t
C hristian

p resent.

The

c o l l e g e which e n t e r s s t a g e t h r e e w i l l have t o become

internationalized.
2.

Such a c o l l e g e w i l l
learning i t presents
students

h a v e t o e x p l o r e new ways o f p ac k a g in g th e
students.

I f our concern i s

to

equip our

t o r e f o r m s o c i e t y , t h e n we w alk i n u n c h a r t e d t e r r a i n .

He s u g g e s t s
n atio n alism ,

we

sh all

need

p o v erty ,

program s

in

urban u g lin e s s ,

peace
ecology,

and

w ar,

c r i m e a nd

p u n is h m e nt .
3.

Such a c o l l e g e w i l l

h a v e t o be f a r m o r e c o n c e r n e d t h a n e v e r

before with b u i l d i n g

bridges

from t h e o r y to p r a c t i c e .

goal

i s n o t j u s t to u n d e r s t a n d t h e w o r ld but t o change i t .

goal

is

not

ju st

to

im part

to

th e

stu d en t

"The
The

a C h ristian

w o r l d - a n d - l i f e - v i e w — i t i s t o e q u i p and m o t i v a t e s t u d e n t s f o r a
C h r i s t i a n way of b e i n g and a c t i n g i n t h e w o r l d " ( p .

17).

(See

a l s o D y r n e s s, 1 9 8 3 . )
G y ertso n (1981) b e l i e v e s

th at

the p r iv a te ch u rch -relate d college

h a s a uniq ue o p p o r t u n i t y t o e x p l o r e , d e v e l o p a n d i m p l e m e n t m e a n i n g f u l
a p p r o a c h e s t o l i v i n g a n d l e a r n i n g w h i c h a r e b a s e d on t h e m o r a l and
e t h i c a l teach in g s of t h e C h r i s t i a n f a i t h .
success

rest

o n a nu mbe r o f f a c t o r s

u n i v e r s i t i e s in the p r iv a te s e c to r .

But

the p o s s i b i l i t i e s

of

common t o o t h e r c o l l e g e s an d

There a r e s e r i o u s c h a l l e n g e s i n the

70

a r e a s of f i n a n c e ,

enrollm ent,

cap ital

employee and program r e t r e n c h m e n t .

construction,

debt

serv ice,

Gyertson a s k s:

Can t h e c h u r c h - r e l a t e d s e g m e n t r e s p o n d a s q u i c k l y t o t h e s e
p r e s s u r e s a s i t s p r i v a t e c o l l e g e c o u n t e r p a r t s ? Many b e l i e v e
t h a t t h e v e r y n a t u r e of t h e c h u r c h - r e l a t e d c o l l e g e w i l l make
i t l e s s c a p a b l e o f r e s p o n d i n g q u i c k l y and e d f e c t i v e l y t o t h e
c h a l l e n g e s t h a t l i e a h e a d . What does a p p e a r t o be c l e a r f r o m
t h e l i t e r a t u r e i s t h a t t h e s u r v i v a l of t h i s s u b s e t of c o l l e g e s
w i l l c o n t i n u e t o h i n g e on t h e i r c l a r i t y of and commitment t o a
u n i q u e m i s s i o n a n d a c a p a c i t y t o a d a p t and a d j u s t r a p i d l y to
changing e n v i r o n m e n t a l i n f l u e n c e s w i t h o u t s a c r i f i c i n g
h i s t o r i c a l d i s t i n c t i v e s and e d u c a t i o n a l q u a l i t y ( p . 4 4 ) .
I n summary, t h e c h u r c h - r e l a t e d c o l l e g e
A m erican h i g h e r e d u c a tio n .

plays a d i s t i n c t

ro le

in

While t h e meaning o f c h u r c h - r e l a t e d n e s s i s

n o t a m a t t e r of a g r e e m e n t , t h e n e c e s s i t y of a c l e a r s t a t e m e n t of m i s s i o n
is.

The m i s s i o n

com mitments,

statem ent d e fin e s

d elin eates

th e i n s t i t u t i o n and i t s

the e d u c a tio n a l

philosophy,

basic

specifies

the

d i s t i n c t i v e n e s s a n d c l a r i f i e s t h e g o a l s and o b j e c t i v e s of t h e c o l l e g e .
I t can and s hou ld d e m o n s t r a t e t h e d i f f e r e n c e

betw een th e c o l l e g e and

c h u r c h , and can be t h e means t o draw a l l i t s c o n s t i t u e n c i e s t o g e t h e r .
br oa de n e d v i s i o n of i t s m i s s i o n w i l l make t h e C h r i s t i a n

A

c o l l e g e more

i n t e r n a t i o n a l i n i t s c o n s c i o u s n e s s and c o n c e r n , w i l l l e a d t o new ways of
p a c k a g in g l e a r n i n g , and w i l l b u i l d more e f f e c t i v e b r i d g e s between th e o r y
and p r a c t i c e .

Summary
T h i s r e v i e w o f l i t e r a t u r e was c o n c e n t r a t e d on t h r e e key a r e a s :
l i b e r a l and g e n e r a l e d u c a t i o n ,
ch u rch -related

college.

core c u rric u lu m

There i s

program s,

and

the

c o n f u s i o n i n t h e t e r m i n o l o g y of

l i b e r a l and g e n e r a l e d u c a t i o n which f a i l s t o d i s t i n g u i s h c l e a r l y between
t h e tw o .

Approaches t o c u r r i c u l a r s tu d y i n l i b e r a l e d u c a t i o n v a r y from

71

an a n th o lo g y of e s s a y s

providing

state-o f-th e-art

d e s c r i p t i o n of i n n o v a t i o n s i n l i b e r a l e d u c a t i o n .

sum m aries

to

a

Seven m a jo r t r e n d s i n

c u r r e n t e d u c a t i o n a l p r a c t i c e were n o t e d .
The

concept

imposed i n th e
confusion.
pro gr ams .

of t h e c o r e c u r r i c u l u m has r e t u r n e d from " e x i l e "

six ties.

Not a l l

The d e b a t e c o n t i n u e s a m id t e r m i n o l o g i c a l

e d u c a t o r s a g r e e a s t o t h e p r o p e r ap p r o ac h t o co r e

These d i s a g r e e m e n t s r a n g e f r o m a s e t

d istin ctiv e

ways

of

th in k in g

(e .g .,

o f c o u r s e s b a s e d on

H arvard)

thro u g h a set

of

co m p et en c ie s f o c u s e d on l e a r n i n g o u tc om es , t o a s e t of i n t e r d i s c i p l i n a r y
courses

taken

by a l l

stu d en ts.

grounded i n a s h a r e d v i s i o n ,

To s u c c e e d a p r o g r a m n e e d s

in co rp o rate

shared v a lu e s,

t o be

and in v o lv e

shared ex p erien ces.
An u n d e r s t a n d i n g o f t h e meaning o f ch u r ch r e l a t e d n e s s i s i m p o r t a n t
to understanding the c h u r c h - r e l a te d c o lle g e .
unequivocal

sta tem e n t of th e m iss io n of

c l e a r from t h e l i t e r a t u r e t h a t

Als o i m p o r t a n t i s a c l e a r ,
the i n s t i t u t i o n .

I t appears

th e s u r v i v a l of th e C h r i s t i a n

college

w i l l h i n g e on t h e i r c l a r i t y of and commitment t o t h e i r uniq ue m i s s i o n ,
and t h e c a p a c i t y t o a d a p t and a d j u s t r a p i d l y t o t h e demands o f a n e v e r
changing s o c i e t y .

CHAPTER I I I

RESEARCH DESIGN AND PROCEDURES

I n t r o du c t i o n
T h i s c h a p t e r p r e s e n t s a d e s c r i p t i o n o f t h e m e t h o d o l o g y and t h e
p r o c e s s e s u s e d t o conduct t h i s s t u d y .
is

id e n tified .

described.
th e

Second,

the

F i r s t , t h e p o p u l a t i o n of i n t e r e s t

q u e s tio n n a ir e used in t h i s

study

T h i r d , th e d a t a - g a t h e r i n g p r o c e d u r e s a r e o u t l i n e d .

statistic a l

questions are

treatm en ts are presented.

F in ally ,

s t a t e d and the r e s e a r c h h y p o th eses a re

is

N ext,

the re search
presented

in

t e s t a b l e form.

Design of . . t he .Study
Popu l a t i o n
The p o p u l a t i o n o f

th is

S p r i n g Arbor C o l l e g e i n 1978.

study

c o n s i s t e d of

Their p a r t i c i p a t i o n

t h e 187 g r a d u a t e s of
in the

p r o c e s s was

w ho lly v o l u n t a r y , b ot h i n 197 8 and i n 1983.
Q u e s t i o nn a i r e
The q u e s t i o n n a i r e us ed i n t h i s s tu dy was d ev el o p ed and v a l i d a t e d by
Joh n Newby a s t h e b a s i s f o r a d o c t o r a l d i s s e r t a t i o n f o r M i c h i g a n S t a t e
U niversity

i n 1972 (Newby, 1972, pp. 9, 1 6 - 2 0 ) .

Th is i n s t r u m e n t , w i t h

mi nor a d a p t a t i o n s , has been used by t h e I n s t i t u t i o n a l R e s e a r c h O f f i c e of
S p r i n g Arbor C o ll e g e f o r each g r a d u a t i n g c l a s s s i n c e 1972.
Two m a jo r a r e a s of t h e i n s t r u m e n t formed t h e b a s i s f o r t h i s
The f i r s t

study.

i s S e c t i o n B, E v a l u a t i o n of t h e G e n e r a l C o l l e g e E x p e r i e n c e .
72

73

Ttie second segment of t h e i n s t r u m e n t u s e d i s
t h e CPLA Program.

S e c t i o n D, E v a l u a t i o n o f

The same q u e s t i o n n a i r e which was a d m i n i s t e r e d t o th e

g r a d u a t e s i n 1978 was u s ed t o

co llect

d a t a on t h e i r

percep tio n s five

y e a r s l a t e r i n 1983.
T h r e e t y p e s o f q u e s t i o n s were used th r o u g h o u t t h e i n s t r u m e n t .
t h e f i r s t t y p e , t h e r e s p o n d e n t s e l e c t e d t h e one b e s t a n s w e r .

In

The second

t y p e a s k e d t h e r e s p o n d e n t t o use a f i v e p o i n t code (4 = v e r y h i g h — 0 =
v e r y low) t o r a t e
experience.

se lec ted aspects

of a p a r t i c u l a r

segment of t h e i r

O p e n - e n d e d q u e s t i o n s were t h e t h i r d ty p e employed i n t h e

questionnaire.
Th e f i r s t

fiv e

item s

in

the

in stru m en t

w ere

c l a s s i f i e d as

b i o g r a p h i c a l and demographic i n f o r m a t i o n .
Q u e s t i o n n a i r e i t e m s 6 th r o u g h 11, 23a and 24a d e a l w i t h t h e g e n e r a l
educational experience.
q u e s t i o n One.

T h es e q u e s t i o n s r e l a t e

Q u e s tio n n a ire item s

d irectly

to re s e a rc h

17 t h r o u g h 21 r e l a t e t o r e s e a r c h

q u e s t i o n two, and p r o v i d e d a t a f o r t h e e x a m i n a t i o n o f t h e CPLA program.
Q u estio n n aire

item s

2 3 c a n d 24c r e l a t e

q u e s t i o n t h r e e , and p r o v i d e d a t a by r e s p o n s e s

d irectly

to research

to open-ended q u e stio n

a b o u t s t r e n g t h s and w e a k n e s s e s of t h e c o r e c o u r s e s .
R es e a rc h q u e s t i o n s one and two a r e r e s p o n d e d t o by t h e f o r m u l a t i o n
a n d t e s t i n g o f r e s e a r c h h y p o t h e s e s one and two.
analyzed

by

the

Q uestionnaire

fo rm u latio n

te stin g

item 6 p ro v id e d th e d a ta f o r

p r o v i d e d th e d a t a t o t e s t Ho 2 . 2 .
1.3.

and

sub

h y p o th e ses.

t e s t i n g Ho 1 . 1 .

I tem 8 p r o v i d e d t h e d a t a

Item 9 p r o v i d e d t h e d a t a t o t e s t Ho 1 . 4 .

24a p r o v i d e d t h e d a t a t o t e s t Ho 1 . 5 .
tw o a n d Ho 2 . ,

of

These h y p o t h e s e s a r e

Item 7

t o t e s t Ho

Items 10 and 11, 23a and

With r e g a r d t o r e s e a r c h q u e s t i o n

i t e m 17 p r o v i d e d t h e d a t a

t o t e s t Ho 2 . 1 .

I t e m 18

74

p r o v i d e d t h e d a t a t o t e s t Ho 2 . 2 .
testin g

o f Ho 2 . 3 .

I t e m 19 p r o v i d e d t h e

data fo r

Item 20 p r o v i d e d t h e d a t a t o t e s t Ho 2 . 4 .

p r o v i d e d t h e d a t a t o t e s t Ho 2 . 5 .

the

Item 21

Items 23c and 2 4c p r o v i d e d t h e d a t a

f o r answ ering research question th ree.

The open ended q u e s t i o n s ,

23 and 24, a r e summarized and p r e s e n t e d i n d e s c r i p t i v e

it em s

form i n C h a p te r

4, and i n Appendix C and D.

Re s ea rc h Q u e s tio n s . ,and .Hypo t h e s e s
The f o l l o w i n g r e s e a r c h q u e s t i o n s and h y p o t h e s e s w ere c o n s t r u c t e d
to analyze the data c o l l e c t e d in t h i s study.
R e s e a r c h Q u e s t i o n One.
compare w i t h t h e i r

How do t h e p e r c e p t i o n s o f t h e g r a d u a t e s i n 197 8

percep tio n s fiv e

years

la ter

reg ard in g

th e ir

e d u c a t i o n a l e x p e r i e n c e a t SAC?
To a n s w e r t h i s q u e s t i o n t h e f o l l o w i n g r e s e a r c h h y p o t h e s e s were
te ste d :
Ho 1 . :

T h e r e i s no d i f f e r e n c e from 1978 t o 1983 i n t h e p e r c e p t i o n s of
t h e g r a d u a t e s r e g a r d i n g t h e i r e d u c a t i o n a l e x p e r i e n c e a t SAC.

Ho 1 . 1 . :

Change i n

t i m e f r o m 19 78 t o 1983 i s n o t r e l a t e d t o t h e

p e r c e p t i o n s of th e g r a d u a t e s r e g a r d i n g t h e i r

involvem ent

i n t h e st u d y o f t h e l i b e r a l a r t s .
Ho 1 . 2 . :

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g

th eir

com mi tm ent

to Jesus C hrist as a perspective for le a rn in g .
Ho 1 . 3 . :

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
perceptions ot the g rad u a te s re g a rd in g

th e ir

critica l

p a r t i c i p a t i o n i n t h e a f f a i r s of t h e co n te m po ra r y w o r ld .
Ho 1 . 4 . :

Change i n

t i m e fr o m 1978 t o 1983 i s n o t r e l a t e d t o t h e

75

p e r c e p t i o n s of the graduates regarding t h e i r outstanding
e x p e r i e n c e a t SAC.
Ho 1 . 5 . :

Ch ang e i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
p ercep tio n s

of

th e

g rad u ates

reg ard in g

th e ir

i d e n t i f i c a t i o n o f s t r e n g t h s a n d w e a k n e s s e s i n t h e SAC
experience.
R e s e a r c h Q u e s t i o n Two.

How do t h e p e r c e p t i o n s of t h e g r a d u a t e s i n 197 8

compare w i t h t h e i r p e r c e p t i o n s f i v e y e a r s l a t e r

i n 1983 r e g a r d i n g t h e

CPLA Program a t SAC?
Ho 2 . : T h e r e i s no d i f f e r e n c e from 1978 t o 1983 i n
the
Ho 2 . 1 . :

the perceptions

of

g r a d u a t e s r e g a r d i n g th e CPLA program a t SAC.
Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g th e deve lo pm ent o f
a C h ristian perspective for learning.

Ho 2 . 2 . :

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
p e r c e p t i o n s of th e g r a d u a t e s r e g a r d i n g s p e c i f i c a s p e c t s
o f t h e CPLA c o u r s e s a s l i s t e d i n q u e s t i o n number 18.

Ho 2 . 3 . :

Change i n t i m e f r o m 19 78 t o 1983 i s n o t r e l a t e d t o t h e
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g

th e ad eq u acy of

th e core co u rses in p ro v id in g a foundation for fu rth er
study in th e l i b e r a l a r t s .
Ho 2 . 4 . :

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g s p e c i f i c a s p e c t s
of th e core sequence of co u rses as l i s t e d

in question

number 20.
Ho 2 . 5 . :

Ch ang e i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e

76

p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g t h e i r g e n e r a l a t t i t u d e to w a r d th e
CPLA Program.
R esearch Q u e s tio n Three:

What a r e t h e s t r e n g t h s and w ea k n es s es of t h e

co r e program a s p e r c e i v e d by t h e g r a d u a t e s ?

Data .C o l l e c t i o n .Proce du r e s
I n t h e s p r i n g o f 197 8 q u e s t i o n n a i r e s were s e n t t o 187 s e n i o r s .
One h u n d r e d and t w e n t y - t h r e e i n s t r u m e n t s were r e t u r n e d t o t h e O f f i c e o f
In stitu tio n a l

R esearch,

or

65.7% .

In

th e

summ er

q u e s t i o n n a i r e s were s e n t t o t h e same p e o p l e who r e c e i v e d

of

1983,

187

the m i n 1 9 7 8 .

R e s p o n s e s w e r e r e c e i v e d f r o m 96 p e r s o n s , o r 53.1% of t h e g r o u p .
o n ly d i s t i n c t i o n s made between th e two segments i n t h e a n a l y s i s

The

of t h e

d a t a was t o k e e p t h e y e a r o f t h e q u e s t i o n n a i r e d i s t i n c t , and t r e a t as
sep arate groups.
The i n f o r m a t i o n f r o m t h e q u e s t i o n n a i r e s was r e c o r d e d on d a t a
sheets.

T h i s i n f o r m a t i o n i n t u r n was key p u n c h e d i n t o

cards.

The M i c h i g a n S t a t e U n i v e r s i t y

com puter d ata

C o n t r o l D a t a C o r p o r a t i o n 3600

Computer was u sed t o t a b u l a t e and a n a l y z e th e d a t a .

T r e a t m e n t o f . t he Data
The

data

w ere

program m ed and

p r o c e s s e d by t h e C o n t r o l D at a

C o r p o r a t i o n 3600 computer a t Michigan S t a t e U n i v e r s i t y .

The f o l l o w i n g

a n a l y s e s were pe r f o r m e d :
1.

A m u ltiv ariate

an aly sis

of v a r i a n c e
to

appropriate

F tests

w as

used

differen ces

existed

betw ee n t h e y e a r of

(MANOVA) p r o c e d u r e w i t h

d eterm ine

w hether

sig n ifican t

t h e q u e s t i o n n a i r e a nd t h e

p e r c e p t i o n s of th e g r a d u a t e s c o n c e r n i n g th e g e n e r a l c o l l e g e e x p e r i e n c e
and t h e CPLA program.

77

2.

A u n i v a r i a t e a n a l y s i s of v a r i a n c e (ANOVA) p r o c e d u r e was performed to

d eterm in e

th e

d ifferen ces

in

t h e p e r c e p t i o n s of

the respondents

re g a rd in g the year of th e q u e s t i o n n a i r e and s e l e c t e d a s p e c t s

of t h e

c o l l e g e e x p e r i e n c e and p ro g ra m s.
3.

A chi

square

significant
selected

te st

rela tio n sh ip

aspects

was

u s e d t o d e t e r m i n e w h e t h e r t h e r e was a

b e t w e e n t h e y e a r o f t h e q u e s t i o n n a i r e a nd

and t h e g e n e r a l c o l l e g e e x p e r i e n c e and t h e co re

program.
5.

D e s c r i p t i v e s t a t i s t i c s w ere used t o i n d i c a t e r a t i n g s o f r e s p o n d e n t s

on s e l e c t e d a s p e c t s of t h e program.
For a l l
selected.

the

statistic al

tests,

t h e .0 5 l e v e l of s i g n i f i c a n c e was

T h i s i s th e t y p i c a l l e v e l o f s i g n i f i c a n c e f o r th e a l p h a e r r o r

i n m o s t s o c i a l - s c i e n c e s t u d i e s (SPSS, p. 2 2 2 ) .

Summary
The p o p u l a t i o n f o r t h e p r e s e n t st u d y was t h e g r a d u a t i n g c l a s s of
S p r i n g Arbor C o ll e g e o f 1978.

Their p e r c e p t i o n s a t

the

time of t h e i r

g r a d u a t i o n w e r e c o m p a r e d w i t h t h e i r p e r c e p t i o n s f i v e y e a r s l a t e r in
1983.

P a r t i c i p a t i o n was t o t a l l y v o l u n t a r y ,

th erefo re

the resp o n d en ts

were s e l f - s e l e c t e d .
A q u e s t i o n n a i r e d e v e l o p e d a n d a d m i n i s t e r e d by t h e O f f i c e of
I n s t i t u t i o n a l R e s ea r c h o f S p r i n g Arbor C ol l e g e p r o v i d e d th e d a t a f o r th e
study.
D ata

g ath erin g

tre a tm e n ts a p p lie d to
sta tistic a l

techniques

p ro c e d u r e s were o u t l i n e d .
the h y p o th eses

w ere

The s t a t i s t i c a l

d escrib ed .

The m a j o r

u s e d w e r e a m u l t i - v a r i a t e a n a l y s i s of v a r i a n c e

(MANOVA) and a p p r o p r i a t e F t e s t s f o r g e n e r a l comparisons (ANOVA), a c h i
square

test

a p p l i e d i t e m by item t o examine s p e c i f i c r e l a t i o n s h i p s and

78

d escrip tiv e

statistic s.

F in ally ,

the r e s e a r c h q u e s t i o n s

and

the

t e s t a b l e h y p o t h e s e s w ere p r e s e n t e d i n v e r b a l form.
The n e x t c h a p t e r p r e s e n t s a d e t a i l e d s t a t i s t i c a l a n a l y s i s of the
d ata.

C hapter

5 co n tain s

recommendations of t h i s s t u d y .

th e

co n clu sio n s,

im p lic atio n s,

and

CHAPTER IV

ANALYSIS OF THE DATA

A nalyses of th e d a ta

co llected are

presented in th is

chapter.

S t a t i s t i c a l t r e a t m e n t s were pe rf o rm e d a s o u t l i n e d i n C h a p t e r I I I .

The

r e s e a r c h q u e s t i o n s w e r e a n s w e r e d by t h e f o r m u l a t i o n a n d t e s t i n g of
research hypotheses.

Tables are included to c l a r i f y

th ese

statistic al

results.

Eur po s es , f o r .,the .Study
The p u r p o s e s f o r which t h i s s tu d y was c a r r i e d o u t w e r e :
1.

To a s s e s s t h e p e r c e p t i o n s o f t h e g r a d u a t e s
c u r r i c u l u m p r o g r a m a t SAC, a n d i t s
i n t e g r a t i o n of f a i t h ,

2.

To

obtain

c o n c e r n i n g t h e co re

effectiv en ess

in aid in g

the

l e a r n i n g and l i v i n g ;

c r i t i c i s m s , s u g g e s tio n s and recom m endations

for

the

improvement of th e c o r e c u r r i c u l u m program;
3.

To
for

4.

evaluate

t h e s e d a t a and us e t h e r e s u l t s

to suggestim p lic a tio n s

th e core c u r r i c u l u m program; and

To make s u g g e s t i o n s

c o n c e r n i n g t h e improvement of t h e e v a l u a t i o n

p r o c e s s c u r r e n t l y employed by t h e c o l l e g e .

Statistical.-.A nalysis
Th is s tud y was d e s i g n e d t o ans we r t h r e e q u e s t i o n s .

79

80

Research. Que s t i o n .One
How do t h e p e r c e p t i o n s of t h e g r a d u a t e s i n 1978 compare w i t h t h e i r
perceptions fiv e years

later

i n 1983 r e g a r d i n g

th e ir

ed u catio n al

e x p e r i e n c e a t S p r i n g Arb or C o ll e g e ?
H y p o t h e s i s I w i t h r e l a t e d sub h y p o t h e s e s was f o r m u l a t e d and t e s t e d
in o rd e r to respond to t h i s q u e s tio n .
D escrip tiv e

statistic s

were used to

show t h e r a t i n g s

of

the

r e s p o n d e n t s on s e l e c t e d a s p e c t s of t h e g e n e r a l e x p e r i e n c e .
Ho 1 .

T h e r e i s no d i f f e r e n c e from 1978 t o 1983 i n t h e p e r c e p t i o n s

o f t h e g r a d u a t e s r e g a r d i n g t h e i r e d u c a t i o n a l e x p e r i e n c e a t SAC.
A m u ltiv ariate an aly sis of v a ria n c e
t e s t s was u s e d t o

(MANOVA) w i t h a p p r o p r i a t e

F

d e t e r m i n e i f t h e r e was any s i g n i f i c a n t d i f f e r e n c e i n

t h e p e r c e p t i o n s of t h e g r a d u a t e s between t h e y e a r of t h e i r g r a d u a t i o n i n
197 8 a n d f i v e y e a r s

l a t e r , i n 1983.

Ta b l e 4 . 1 . shows no s t a t i s t i c a l l y

s i g n i f i c a n t d i f f e r e n c e o ve r t i m e .
To a n a l y z e

selected

c a t e g o r i e s of t h e i r e d u c a t i o n a l e x p e r i e n c e , a

u n i v a r i a t e F T e s t was a p p l i e d t o

the r e s p o n s e s of th e g r a d u a t e s w ith

r e g a r d t o t h e g r a d u a t e s ' invo lve men t i n t h e st u d y of t h e l i b e r a l a r t s ,
commitment t o J e s u s C h r i s t a s a p e r s p e c t i v e f o r l e a r n i n g , p a r t i c i p a t i o n
in th e a f f a i r s

of th e

e x p e r i e n c e a t SAC.

contemporary w orld,

a n d t h e i r m o s t memorable

(See Ta b l e 4 . 1 . )

A c h i s q u a r e t e s t was performed f o r each of t h e q u e s t i o n n a i r e it em s
7 t h r o u g h 11 i n o r d e r t o t e s t each of th e sub h y p o t h e s e s .
D escrip tiv e

statistic s

were used t o

show t h e r a t i n g s

g r a d u a t e s on s e l e c t e d a s p e c t s of t h e g e n e r a l c o l l e g e e x p e r i e n c e .

of th e

Tabl e 4 . 1 . — R e s u l t s of M u l t i v a r i a t e and U n i v a r i a t e A n a l y s i s of V ar ia nc e w i t h Mean and S t a n d a r d D e v i a t i o n

R e s u l t s of M u l t i v a r i a t e A n a l y s i s of V a r i a t i o n

F

Source of V a r i a t i o n

S i g n i f i c a n c e of F

.844*

.34996

Year of t h e Q u e s t i o n n a i r e

R e s u l t s of U n i v a r i a t e A n a l y s i s of Va ria nc e w i t h Mean and S t a n d a r d D e v i a t i o n

Mean

N

F

.81459
.78365

119
95

.86822

.353

4.75630
4.80000

.65051
.62908

119
95

.24543

.621

1978
1983

2. 06732
2.08421

.78903
.80772

119
95

.02397

.877

1978
1983

2.45960
2.48988

.61444
.56916

119
95

.13691

.712

Variable

Year

Involvement i n t h e Study of t h e
L ib e ra l Arts

1978
1983

2.21849
2.11579

Commitment t o J e s u s C h r i s t a s a
P e r s p e c t i v e f o r L e a rn in g

1978
1983

P a r t i c i p a t i o n i n t h e A f f a i r s of
t h e Contemporary World
Most Memorable E x p e r i e n c e
a t SAC
* S ig n if ic a n t to .05.

Standard
D eviation

Significance
of F

82

Ho. 1 . 1 .

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e

p e r c e p t i o n s o f t h e g r a d u a t e s r e g a r d i n g t h e i r invol vem ent i n t h e st u d y of
the l i b e r a l a r t s .
T ab le 4 . 2 . shows t h e s i g n i f i c a n c e of c h i s q u a r e t o be . 641 2.
no s i g n i f i c a n t r e l a t i o n s h i p was shown a t

the

Since

.05 l e v e l betw een t h i s

v a r i a b l e and t h e y e a r of t h e q u e s t i o n n a i r e , t h i s h y p o t h e s i s cou ld n o t be
rejected.

Ta bl e 4 . 2 . — R e s u l t s of t h e Chi S q ua re T e s t f o r t h e L i b e r a l A r t s , A
P e r s p e c t i v e f o r L e a r n i n g , P a r t i c i p a t i o n i n t h e Contemporary
World, and t h e Most Memorable Ex p e r i e n c e a t SAC.

Degrees of
Freedom

Significance
of Chi Square

V ariable

Chi Square

Invo lvem ent i n t h e Study
of the L ib e r a l A rts

2. 51909

.6412

Commitment t o J e s u s C h r i s t
as a P e rsp ectiv e f o r
L e a r n in g

3.70981

.4467

C r it ic a l P a r tic ip a tio n in
t h e A f f a i r s of t h e
Contemporary World

2.42281

.6585

5.36067

.3735

Most Memorable E x p e r i e n c e
a t SAC

Ho 1 . 2 .

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o th e

p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g t h e i r commitment t o J e s u s C h r i s t
as a perspective for learning.
T a b l e 4 . 2 . r e v e a l s t h e s i g n i f i c a n c e of c h i s q u a r e a s . 4 4 6 7 .

Since

no s i g n i f i c a n t r e l a t i o n s h i p was shown between t h i s v a r i a b l e and t h e y e a r
o f t h e q u e s t i o n n a i r e , Ho 1 . 2 c o u l d n o t be r e j e c t e d .

83

Ho,.l..,3.

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e

p e r c e p t i o n s of th e g rad u ates reg ard in g t h e i r c r i t i c a l p a r t i c i p a t i o n in
t h e a f f a i r s of t h e co nt em po rar y w o r l d .
Table 4 .2 .

in d icates

the

sig n ifican ce

of c h i s q u a r e a s

.6583.

Since no s i g n i f i c a n t r e l a t i o n s h i p was shown between t h e v a r i a b l e and th e
y e a r of t h e q u e s t i o n n a i r e , Ho 1 . 3 c o u l d n o t be r e j e c t e d .
Ho,. 1...4.

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e

p e r c e p t i o n s of th e g raduates regarding t h e i r outstanding experience a t
S p r in g Arbor C o l l e g e .

T ab l e 4 . 3 . — The One O u t s t a n d i n g Memory a b o u t t h e SAC E x p e r i e n c e .

O u t s t a n d i n g Memory

Year

Number

Percent

One or Two S t i m u l a t i n g T e a c h e r s

1978
1983

43
27

3 5 .0
28.1

Personal Friendships

1978
1983

66
57

53.7
59.4

A S o c i a l F u n c ti o n

1978
1983

0
0

0
0

An A t h l e t i c Program

1978
1983

2
1

1.6
1.1

An O u t s t a n d i n g Chapel Program

1978
1983

1
0

.8
0

O th e r

1978
1983

8
8

6.5
8. 3

The g r a d u a t e s were a s k e d t o choose t h e o n e t h i n g t h a t

stands out

m o s t i n t h e i r memory a b o u t SAC from t h e f o l l o w i n g o p t i o n s :

one or two

stim ulating teach ers,
ath letic

personal frie n d s h ip s ,

a so cial fu n c tio n ,

an

program, an o u t s t a n d i n g c h a p e l program, o r some o t h e r program.

I n 1978, 3 5 . 0 p e r c e n t i n d i c a t e d one o r two o u t s t a n d i n g t e a c h e r s , w h i l e

84

i n 1983 2 8 . 1 p e r c e n t chose t h i s o p t i o n .

Personal f r ie n d s h ip s were most

memorable t o 53.7 p e r c e n t i n 197 8 and 59. 4 p e r c e n t i n 1983.

None of t h e

o t h e r o p t i o n s were i n d i c a t e d by more t h a n 8 . 3 p e r c e n t i n e i t h e r y e a r .
(See T a b l e 4 . 3 . )
T a b l e 4 . 2 . shows t h e s i g n i f i c a n c e of c h i s q u a r e a s . 3 7 3 5 .

Since no

s i g n i f i c a n t r e l a t i o n s h i p was shown between t h i s v a r i a b l e and t h e y e a r of
t h e q u e s t i o n n a i r e , Ho 1 . 4 coul d n o t be r e j e c t e d .
Ho.. 1 . . 5 .

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e

p e r c e p tio n s of the graduated reg a rd in g t h e i r i d e n t i f i c a t i o n of s tre n g th s
and w e a k n e s s e s i n t h e S p r i n g Arbor C o ll e g e e x p e r i e n c e .
To t e s t t h i s sub h y p o t h e s i s , t h e g r a d u a t e s were a s k e d t o r e s p o n d t o
t h e 20 d i f f e r e n t f a c e t s
item s

of t h e i r u n d e rg ra d u a te e x p e r ie n c e l i s t e d

10 a n d 11 of t h e q u e s t i o n n a i r e .

(See T a b l e s 4 . 4 . and 4 . 7 . )

in
The

c h i s q u a r e t e s t r e v e a l e d t h a t 19 of t h e s e c a t e g o r i e s had no s i g n i f i c a n t
r e l a t i o n s h i p t o t h e y e a r of t h e q u e s t i o n n a i r e .

One c a t e g o r y d i d a p p e a r

t o have a s i g n i f i c a n t r e l a t i o n s h i p , th e g r a d u a t e s ' p e r c e p t i o n s r e g a r d i n g
th e

assistan ce

th e ir

co lleg e experience

s o l v i n g p e r s o n a l p r o b le m s .
p erceiv ed

th at

th e ir

provided in approaches to

I n 1 9 7 8 , 31 .7 p e r c e n t o f t h e r e s p o n d e n t s

c o l l e g e e x p e r i e n c e was weak a t

p r e p a r i n g them t o s o l v e p e r s o n a l pr ob le m s .

F iv e y e a r s

p e r c e n t of t h e r e s p o n d e n t s i n d i c a t e d t h i s a s a weak nes s.

t h e p o i n t of

la ter

o n ly 14.6

85

T a b l e 4 . 4 . — R e s u l t s o f Chi Square T e s t on Areas SAC Could Have
Given More H el p.

V ariable

Chi S qua re

Degrees o f
Freedom

Significance
o f Chi Sq uare

.121 88

1

.6263

Approaches t o S o l v i n g
P e r s o n a l Problems

7.71057

1

.0033*

U n d e r s t a n d i n g a nd P l a n n i n g
f o r Economic L i f e

1.46650

1

.4803

.06477

1

.7991

1. 665 88

1

.1358

.05293

1

.8180

.43695

1

.4043

U n d e r s t a n d i n g and
fo r a Vocation

Preparing

How t o Work w i t h Groups
Development o f S o c i a l S k i l l s
U n d e r s t a n d i n g and P romoting
H e a l t h i n Home and Community
R e l a t i o n s h i p s w i t h P eo p le of
o t h e r Races

* S ig n if ic a n t a t le s s than .05.

86

T a b l e 4 . 5 . — R a t i n g s by G r a d u a t e s on A r ea s Where SAC Could Have Given
More H e lp .

•>• ,.
E f f e c t . .*Hi.
•>■.i>it tt I*-it . . nffinii
U n d e r s t a n d i n g an d P r e p a r i n g f o r
a V oc a ti o n

1978
1983

51
42

..........P e r c e n t
4175
43.8

Approaches t o S o l v i n g P e r s o n a l
Problems

1978
1983

28
25

2 2. 8
26.0

U n d e r s t a n d i n g and P l a n n i n g f o r
Economic L i f e

1978
1983

35
35

28.5
3 6 .5

How t o Work w i t h Groups

1978
1983

8
8

6.5
8.3

Development of S o c i a l S k i l l s

1978
1983

14
15

1 1. 4
15.6

U n d e r s t a n d i n g and P ro m o ti n g H e a l t h
i n Home and Community

1978
1983

10
7

8.1
7.3

R e l a t i o n s h i p s w i t h P e o p l e of
o t h e r Races

197 8
1983

21
21

17.1
2 1 .9

11 1

87

Ta bl e 4 . 6 . — R e s u l t s of Chi Square T e s t f o r I te m 11 on How Well SAC
Succeeded i n S p e c i f i c A r e a s .

Variable
...... ■• « <•< *>■« * • « «•«• «•

Chi Square
■••». «■ «• «.iMKl -<•
*-

Ena b le s t h e S tu d e n t t o Achieve
a Broad C u l t u r a l Background

Degrees of
Freedom

S ignificance
o f Chi Square

.76101

4

.9436

1.00901

4

.9084

.37921

4

.9841

U n d e r s ta n d Human B eh av i o r

4.97983

4

.2894

Prepared Student fo r
F u t u r e O c c u p a t io n

4.80581

4

.3078

Emphasized I n t e l l e c t u a l
Growth more t h a n Grades

8.55307

4

.0733

Prepared the Student to
be a L i f e l o n g S t u d e n t

2.10899

4

.7157

Stim ulated Exploration
Outside S tu d e n t 's F ie ld

2.76957

4

.5971

Developed A b i l i t y t o Get
Along w i t h Peo ple

5.82410

4

.2127

Helped one U n de r s ta nd Com­
munity and World Problems

5.62437

4

.2290

Helped Develop more F u l l y O n e ' s
M or al s , E t h i c a l S t a n d a r d s ,
2.94738
and V a l u e s .

4

.5667

3.54130

4

.4716

3.86909

4

.4240

Develop t h e A b i l i t y f o r
C r i t i c a l T h in kin g
O p p o r t u n i t i e s f o r Develop­
ing L eadership S k i l l s

P r o v id e d A s s i s t a n c e f o r
P e r s o n a l Problems
In v estig ated Religious,
P h i l o s o p h i c a l , and
Moral Problems
*

«|*«. «. i>

88

I t e m s 2 3 a a n d 2 4 a on t h e q u e s t i o n n a i r e w er e open ended q u e s t i o n s
a s k i n g th e g r a d u a t e s t o i d e n t i f y i n w r i t i n g w h a t t h e y p e r c e i v e d t o be
s t r e n g t h s and w ea k n es s es of t h e i r g e n e r a l c o l l e g e e x p e r i e n c e .

In 1978,

91. 9 p e r c e n t of t h e r e s p o n d e n t s r e s p o n d e d t o t h e s e i t e m s , w h i l e i n 1983
o n ly 8 3. 3 p e r c e n t r e s p o n d e d .
The s t r e n g t h s w h i c h t h e r e s p o n d e n t s c i t e d i n c l u d e d t h e q u a l i t y of
in stru c tio n ,
ad v isin g ,

facu lty

th e

concern fo r

developm ent

of

students,
close

fa c u lty openness,

personal

good

relatio n sh ip s,

s t i m u l a t i o n of c l a s s e s , t h e development of c r i t i c a l t h i n k i n g ,

the

the value

o f s m a l l g r ou p d i s c u s s i o n , t h e em ph asis on t h e i n t e g r a t i o n of f a i t h and
l e a r n i n g , t h e communication of a l i b e r a l a r t s p e r s p e c t i v e , t h e community
c l i m a t e , t h e C h r i s t i a n a t m o s p h e r e , t h e v a l u e of t h e s m a l l community, t h e
freed o m to grow,

the q u a l i t y

cu rricu lar a c tiv itie s ,

of

the

dorm l i f e ,

people,

chapels,

so cial

sp iritu al

life,
life ,

ex tra
and t h e

i n s p i r a t i o n of t h e f a c u l t y .
The c a t e g o r i e s r e c e i v i n g t h e m o s t a t t e n t i o n were t h e f o l l o w i n g .
Nine p e r c e n t of t h e r e s p o n d e n t s
stren g th

in 1978.

saw t h e q u a l i t y

I n 1983 i t was c i t e d

of i n s t r u c t i o n

by 2 5 . 0 p e r c e n t .

c o n c e rn f o r th e s t u d e n t s r e c e i v e d m e n t i o n by 9 . 6 p e r c e n t
15.0 p e r c e n t

in 1983.

Close p e r s o n a l

stro n g in both y e a r s , 19.0 p e r c e n t
The q u a l i t y

as a

F aculty

i n 1978 a n d

r e l a t i o n s h i p s were viewed as

i n 1978 a n d 2 3 . 0 p e r c e n t i n 1 9 8 3 .

o f t h e p e o p l e i n t h e community was i n c l u d e d by 4 . 1 p e r c e n t

i n 1978 and by 1 2 . 5 p e r c e n t

in 1983.

m e n t i o n e d by t h e r e s p o n d e n t s i n 1 9 7 8 ,
reference to i t .

(See T ab l e 4 . 8 . )

The c o m m u ni ty c l i m a t e was n o t
b u t i n 1983, 2 0 .0 p e r c e n t made

Ta bl e 4 . 7 . — R a t in g s by G r a d u a te s on SAC Suc ces s i n P r o v i d i n g S e l e c t e d O b j e c t i v e s of t h e Ge ner al
C ol l e g e E x p e r i e n c e .
Effect

Year

0

1

2

X

SD

4
N
3
........
____ %......
38.2
25.2
5.7
123
24.0
96
44.8
7. 3

2.07
2.12

.901
.928

......... J L . ..........2L.„ .......

1978
1983

.8
3.1

28.5
2 0 .8

Helped t h e S t u d e n t t o Develop t h e 1978
A b i l i t y f o r C r i t i c a l Thinking
1983

.8
3.1

7.3
5.2

19.5
24.0

53.7
49 .0

16.3
18.8

123
96

2 .7 9
2.75

.839
.929

P r o v id e d O p p o r t u n i t i e s f o r De­
veloping Leadership S k ill s

1978
1983

2.4
2.1

4.1
6.3

33.3
28.1

40.7
39.6

17.9
24.0

123
96

2 .6 9
2 .7 7

.904
.957

Encouraged t h e S t u d e n t t o
U n d er s ta n d Human B eh avi or

1978
1983

2.4
2.1

7.3
10.4

32.5
28.1

42.3
47.9

14.6
11.5

123
96

2.60
2.56

.915
.904

Prepared th e Student P rim a rily
f o r F u t u r e O c c up at io n

1978
1983

1.6
3.1

17.1
18 .8

39.0
33.3

29.3
38 .5

8.9
6.3

123
96

2.28
2.26

.923
.943

Emphasized I n t e l l e c t u a l Growth
More t h a n Grades

1978
1983

4.1
6.3

11.4
16.7

37.8
34.4

35.0
25.0

6.5
17.7

123
96

2.29
2 .3 1

.915
1.136

Prepared th e Student to
be a L i f e Long S tu d e n t

1978
1983

3.3
2.1

11.4
8.3

30.1
21.9

40.7
42.7

13.8
25.0

123
96

2 .5 0
2 .8 0

.981
.980

S t i m u l a t e d th r o u g h V ar io u s Means
t h e E x p l o r a t i o n of A rea s O u t s i d e
th e S t u d e n t ' s Major F i e l d
of Study

1978
1983

1.6
3.1

6. 5
12.5

32.5
20.8

41.5
44 .8

1 5. 4
18.8

123
96

2.64
2.64

.887
1.027

Developed O ne 's A b i l i t y t o Get
Along w i t h People

1978
1983

1.6
0

8.9
7.3

26.0
28.1

48.0
40.6

12.2
24.0

123
96

2.62
2.81

.883
.886

Helped One U n de rs ta nd Community
and World Problems

1978
1983

4.9
7.3

16.3
21.9

39.8
38.5

30.9
25.0

5.7
5.2

123
96

2.17
1 .9 9

.947
1.000

Enabled t h e S t u d e n t t o Achieve
a Broad C u l t u r a l Background

T ab le 4 . 7 . ( c o n t 'd . )

X

Effect

Year

0

Helped a n I n d i v i d u a l t o Develop
More F u l l y Hi s M or al s , E t h i c a l
S t a n d a r d s , and Values

1978
1983

4.9
4.2

9.8
11.5

19.5
29.2

44.7
34.4

19.5
19 .8

123
96

2.65
2.55

1. 0 62
1.070

P r o v id e d A s s i s t a n c e f o r
P e r s o n a l Problems

1978
1983

4. 1
5.2

13 .8
1 8 .8

34.1
35.4

36.6
24.0

8.1
13 .5

123
96

2.32
2.23

.965
1.085

Investigated Religious, Philo­
s o p h i c a l & Moral Problems

1978
1983

1.6
0

8.9
16.7

17.1
1 8 .8

44.7
40.6

26.8
22. 9

123
96

2.86
2 .7 1

.970
1.009

Average

1978
,„..1983_

1

2

3
....... Z.._.

4

N

2.50
— 2..5Q.............

SD

91

T ab l e 4 . 8 . — Responses o f G r a d u a te s on Open Ended Q u e s t i o n s Concerning
t h e S t r e n g t h s of t h e i r G e n e r a l E d u c a t i o n a l E x p e r i e n c e .
Strength

Year

Number

Per Cent

1978
1983

11
24

8.9
25 .0

Concern f o r S t u d e n t s

1978
1983

12
14

9.6
15 .0

Openness

1978
1983

3
5

2. 4
5. 2

Good A d v is in g

1978
1983

2
4

1.6
4.2

1978
1983

23
22

19.0
23.0

1978
1983

4
4

3.3
4.2

C r i t i c a l Th i n k in g

1978
1983

4
2

3. 3
2.1

Small Group I n t e r a c t i o n

1978
1983

6

4

4. 9
4.2

1978
1983

3
4

2.4
4.2

1978
1983

3
2

2.1

Academic E x c e l l e n c e

1978
1983

3
0

2.4

Development of L e a d e r s h i p S k i l l s

197 8
1983

3
0

2.4

1978
1983

0
19

20.0

1978
1983

7
2

2.1

Faculty
Q u a l i t y of I n s t r u c t i o n

Students
Close P e r s o n a l R e l a t i o n s h i p s
Classes
Stim ulation

I n t e g r a t i o n of F a i t h & L e a r n i n g

Program
P ersp ectiv e in the L ib e ra l Arts

Community
C li m a t e
C h r i s t i a n Atmosphere

2.4

5.7

92
T ab le 4 . 8 .

( c o n t'd ) .

Strength

Year

Number

P er Cent

Small Community

1978
1983

9
4

7.3
4.2

Freedom t o Grow

1978
1983

5
5

4.1
5. 2

Q u a l i t y of P eo p le

1978
1983

5
12

4.1
12.5

1978
1983

0
9

9.4

Social Life

1978
1983

6
4

4.9
4.2

Dorm L i f e

1978
1983

3
5

2.4
5.2

1978
1983

4
4

3. 3
4.2

I n s p i r a t i o n of Faculty

1978
1983

5
1

4.1
1.2

S p iritu a l Life

1978
1983

2
4

1.6
4.2

E xtracurricular A c tiv ities
A ctivities

S p ir itu a l Life
C hap el s

The w e a k n e s s e s o f t h e g e n e r a l c o l l e g e e x p e r i e n c e n o t e d

by t h e

r e s p o n d e n t s i n c l u d e d t h e q u a l i t y of i n s t r u c t i o n , a d v i s i n g , poor s t u d e n t
r e l a t i o n s h i p s w i t h t h e f a c u l t y , t h e l a c k of a c a d e m i c e x c e l l e n c e
college

in the

p r o g r a m , weak a d m i n i s t r a t i o n , poor a t t i t u d e s and r e l a t i o n s h i p s

w i t h s t u d e n t s on t h e p a r t of t h e a d m i n i s t r a t i o n , poor a d m i n i s t r a t i o n o f
r u l e s a n d d i s c i p l i n e , t h e c l i m a t e i s to o s h e l t e r e d , poor com mun ication,
t h e community was c l i q u i s h , a n i n c o n s i s t e n c y be tw ee n s a y i n g a n d d o i n g ,
inadequate

social

life,

t o o much e m p h a s i s on a t h l e t i c s , t h e need f o r

more in v o l v em en t i n t h e o u t s i d e community, i n a d e q u a t e h o u s i n g ,
fo od s e r v i c e , weak c h a p e l s and d e f i c i e n t s p i r i t u a l l i f e .

in ferior

93

Ta b l e 4 . 9 . — Responses o f G r a d u a t e s on Open Ended Q u e s t i o n s Concerning
t h e Weaknesses o f t h e i r G e n e r a l E d u c a t i o n a l E x p e r i e n c e .
.Weakness
Faculty
Q u a l i t y of I n s t r u c t i o n

,,Y e a r.

-Numher

Ea r .Cent

1978
1983

4
2

3. 3
2.0

Advising

1978
1983

3
4

2.4
4.2

Poor S t u d e n t R e l a t i o n s h i p s

197 8
1983

4
4

3. 3
4.2

1978
1983

2
4

1.6
4.2

1978
1983

0
5

5.2

10
7

8.1
7.3

1978
1983

2
7

1.6
7.3

1978
1983

6
10

4. 9
1 0. 4

Poor Communication

197 8
1983

2
5

1.6
5.2

Cliquish

1978
1983

2
3

1.6
3.1

I n c o n s i s t e n c y between S ayi ng
and Doing

1978
1983

3
1

2.4
1.2

1978
1983

4
8

3. 3
8. 3

Too much Emphasis on A t h l e t i c s

1978
1983

1
4

0.8
4.2

Need More In vo lv em en t i n
O u t s i d e Community

197 8
1983

0
4

4.2

Housing

197 8
1983

0
4

4.2

1978
1983

0
3

3 .1

Program
Lack o f Academic E x c e l l e n c e
A dm inistration
Weak A d m i n i s t r a t i o n
A t t i t u d e s and R e l a t i o n s h i p s
w ith Students
A d m i n i s t r a t i o n of Ru le s & D i s c i p l i n e
Community C li m a t e
Too S h e l t e r e d

E xtracurricular A ctiv ities
Social L ife

Food S e r v i c e

1978
1983

94
T ab le 4 . 9 .

( c o n t 'd ) .

Wea k ne s s . .
S p iritu a l Life
Weak C h ap el s

__ _____ ,year.^...-<-..-,.....„<Numbec.<v-,.^, .Eer, Cen t

D eficientS p iritu a l L ife

197 8
1983

4
4

3.3
4.2

1978
1983

6
5

4.9
5. 2

Only one a r e a of weakness was n o t e d by more th a n 10 p e r c e n t
respondents.

of t h e

I n 197 8, 4 . 9 p e r c e n t saw t h e community as to o s h e l t e r e d ,

b u t i n 1983, 1 0 . 4 p e r c e n t

cited

t h i s as a weakness.

The o n l y o t h e r

c h a n g e o f m o r e t h a n 5 p e r c e n t was i n t h e a d m i n i s t r a t i o n of r u l e s and
d i s c i p l i n e , where t h e p e r c e n t a g e moved from 1. 6 i n 1978 t o 7 . 3 i n 19 83.
(See T ab l e 4 . 9 . )
Even

though

one

category

was

shown

to

have

a

sig n ifican t

r e l a t i o n s h i p t o t h e y e a r of t h e q u e s t i o n n a i r e , th e s p e c i f i c i t e m s i n th e
area

of

stren g th s

a n d w e a k n e s s e s a s a w h o l e d i d n o t p r o v e t o be

s ig n ific a n tly re la te d to

th e

change

in

tim e

from

1978

to

1983 .

T h e r e f o r e , Ho 1 . 5 co u l d n o t be r e j e c t e d .
On th e b a s i s of t h e f o r e g o i n g a n a l y s i s of th e d a t a , Ho 1 c o u l d n o t
be r e j e c t e d .
1978 t o

T h e r e was no s t a t i s t i c a l l y

s i g n i f i c a n t d i f f e r e n c e from

1983 i n t h e p e r c e p t i o n s o f t h e r e s p o n d e n t s r e g a r d i n g t h e i r

e d u c a t i o n a l e x p e r i e n c e a t S p r i n g Arbor C o l l e g e .
R e s e a r c h .Quefifcion-.lwa
How do t h e p e r c e p t i o n s o f t h e g r a d u a t e s i n 197 8 compare w i t h t h e i r
p erceptions f i v e y e a rs

later

i n 1983 r e g a r d i n g t h e CPLA p r o g r a m a t

S p r in g Arbor C o ll e g e ?
Ho 2 w i t h

its

r e l a t e d sub h y p o t h e s e s was f o r m u l a t e d and t e s t e d i n

order to respond to t h i s q u e stio n .

T ab l e 4 . 1 0 . — R e s u l t s of M u l t i v a r i a t e and U n i v a r i a t e A n a l y s i s of V ar ia nc e i n c l u d i n g Mean
and S t a n d a rd D e v i a t i o n

R e s u l t s of M u l t i v a r i a t e A n a l y s i s o f V a r i a t i o n

Source of V a r i a t i o n

F

S i g n i f i c a n c e of F

2.11832

Year of t h e Q u e s t i o n n a i r e

.080

R e s u l t s of U n i v a r i a t e A n a l y s i s of V a r ia n c e i n c l u d i n g Mean and S t a n d a rd D e v i a t i o n
Variable

Year

Your Development of a C h r i s t i a n
P e rsp e c tiv e f o r Learning

1978
1983

Asp e ct s of t h e CPLA Courses

Standard
Deviation

N

F

Significance
of F

2.04390
2.09792

.89316
.81357

123
96

0. 21 30 8

.645

1978
1983

2.11942
2.37629

.85431
.78794

123
96

5. 18 07 4

.024*

R a t i n g s of t h e Core Courses

1978
1983

1.32419
1.30078

.70345
.66875

123
96

0. 06 2 3 2

.803

A sp e ct s of t h e Core Sequence

1978
1983

1.70732
1.87083

1.00836
.83350

123
96

1.64631

.201

. n

i. i m

■-

. . . i . i . . . i.

* S ig n ific a n t a t le s s than .05.

Mean

96

Hy,p.Q.the£i.S,.,2.

T h e r e i s no d i f f e r e n c e

f r o m 1978 t o 1983 i n t h e

p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g t h e CPLA program a t S p r in g Arbor
College.
To f o r m u l a t e

t h e d a t a c o n c e r n i n g t h e CPLA program, t h e g r a d u a t e s

responded to q u e s tio n s re g a rd in g th e

developm ent

of

a C h ristian

p e r s p e c t i v e f o r l e a r n i n g , s e l e c t e d a s p e c t s of t h e CPLA c o u r s e s , t h e co r e
sequence of c o u r s e s , and t h e i r g e n e r a l a t t i t u d e toward th e CPLA program.
A m u ltiv ariate analysis

o f v a r i a n c e (MANOVA) w i t h a p p r o p r i a t e F t e s t s

was u s ed t o a n a l y z e t h e d a t a .

(See T ab l e 4 . 1 0 . )

A c h i s q u a r e t e s t was

pe rf o rm e d f o r each of t h e it em s on t h e q u e s t i o n n a i r e i n o r d e r t o examine
eac h of th e sub h y p o t h e s e s .
D escriptive

s t a t i s t i c s w e r e employed t o show t h e r e l a t i o n s h i p of

t h e g r a d u a t e s on v a r i o u s a s p e c t s of t h e CPLA program.
Ho.. 2.. 1 .

Change i n t i m e fr o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e

p e r c e p t i o n s o f t h e g r a d u a t e s r e g a r d i n g t h e development o f a C h r i s t i a n
perspective fo r learning.
The g r a d u a t e s w e r e a s k e d t o r e s p o n d t o t h e f o l l o w i n g i t e m s a s
c o n t r i b u t i n g t o t h e development of a C h r i s t i a n p e r s p e c t i v e f o r l e a r n i n g :
A CPLA c o u r s e ,

c o n t a c t w i t h a f a c u l t y member, a p a r t i c u l a r r e l i g i o u s

e x p e r i e n c e , a s p e c i a l c h a p e l program, and s m al l group p a r t i c i p a t i o n .
chi

square te s t

r e v e a l s no s i g n i f i c a n t

r e l a t i o n s h i p between th e s e

c a t e g o r i e s and t h e y e a r of th e q u e s t i o n n a i r e
T h e r e f o r e , Ho 2 . 1 . c o u l d n o t be r e j e c t e d .

A

(see

T able

4 .1 1 .).

97

T a b l e 4 . 1 1 . — R e s u l t s o f Chi Square T e s t f o r t h e Development of a
C h r i s t i a n P e rs p e c tiv e f o r Learning

ii'-, -

-

Degrees o f
Significance
Chi...Scma r g.^.-,.,,<r.^E.reeijQmtji^.r.g.tjQ£i--iChi:_.Sguar,e

-Var i a b l e . ,,

4.35957

.3595

Contaat w ith a F aculty
Member

.27564

.9912

A P a r ti c u la r R eligious
Experience

4. 18559

4

.3815

A S p e c i a l Chapel

Program

1.08965

4

.8943

Small Group P a r t i c i p a t i o n

3.21822

4

.5220

A CPLA Course

Ta bl e 4 . 1 2 . — Co mp ar ativ e R a t i n g S c o r e s o l t h e C o n t r i b u t i o n tow ard t h e
Development of a C h r i s t i a n P e r s p e c t i v e f o r L e a r n i n g .

Variable

Year

0
» v

1

2

3

4

N

X

SD

». i r v i.

A Course in
CPLA

1978
1983

19.9
10.4

24.4
25.0

30.9
34.4

19.5
26.0

5.7
4.2

116
94

1.92
1.75

1.01
1.15

Contact with a
Faculty Member

1978
1983

6.5
5.2

8.9
10.4

22.0
21.9

34.1
34.4

28.5
28.1

117
95

2.79
2.78

1.05
1.88

A Particular
Religious
1978 15.4
1983 14.6
Experience
1978 22.1
A Special
Chapel Program 1983 25.4

13.8
11.5
22.0
21.9

30.1
29.2
26.0
24.0

23.6
34.4
25.2
21.9

17.1
10.4
4.9
7.3

114
94
115
93

2.23
2.28
1.70
1.84

1.11
1.27
1.23
1.17

Small Group
Participation

1978
1983

13.0
14.6

24.4
27.1

21.1
28.1

19.5
14.6

115
95

2.20
2.11

1.23
1.42

Average

1978
1983

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

22.0
15.6

2.17
2.15

98

Ho.. 2 . 2 . Ch ang e i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
p e rc e p tio n s of the g ra d u a te s re g a rd in g

s p e c i f i c a s p e c t s of t h e CPLA

c o u r s e s a s l i s t e d i n i t e m number 18 on t h e q u e s t i o n n a i r e .
The g r a d u a t e s

re s p o n d e d to q u estio n s

c le a rn e s s of th e m a jo r o b j e c t i v e s

concerning th e g en eral

o f t h e CPLA c o u r s e s ,

agreem ent betw een o b j e c t i v e s and a s s ig n m e n ts ,
class

presen tatio n s,

clear

ex p lan atio n s

of

the g en e ra l

c l e a r o r g a n i z a t i o n of

im p o rtan t

id eas,

the

i n s t r u c t o r ' s enc ou ra ge m en t t o s ee k h e l p when n e c e s s a r y , t h e use of c l a s s
time f o r i n s t r u c t i o n p u r p o s e s , t h e i n s t r u c t o r ' s
d ifferen t
grades.

from h i s / h e r

own,

s t i m u l a t i o n o f c l a s s e s , and f a i r n e s s of

A u n i v a r i a t e a n a l y s i s of v a r i a n c e i n d i c a t e s a n a l p h a l e v e l o f

. 0 2 4 f o r s p e c i f i c a s p e c t s of t h e CPLA c o u r s e s .
square

te st

was

sig n ifican tly
v a r i a b l e s were
clearness

used

to

related

to

in d icate

w hich

shown t o h a v e a n a l p h a
.0487;

. 0 3 3 2 ; and us e o f c l a s s

(Se e T a b l e 4 . 1 3 . )

(See Ta bl e 4 . 1 0 ) .
sp ecific

aspects

th e y e a r of th e q u e s t i o n n a i r e ,

of m a jo r o b j e c t i v e s ,

presentation,
.0106.

reg ard fo r view points

lev el

below

.0 5 :

A chi
w ere

and t h r e e
general

c l e a r o r g a n i z a t i o n of c l a s s

tim e f o r

in stru ctio n

purposes,

99

Ta b l e 4 . 1 3 . — R e s u l t s of Chi Sq uare T e s t f o r A s p e c t s of t h e CPLA Courses

Chi Sq uare

Variable
G e n e r a l C l e a r n e s s of
Major O b j e c t i v e
G e n e r a l Agreement between
O b j e c t i v e s and
A ssignm ents

Degrees of
Freedom

Significance
of Chi Square

9.55277

4

.0 487*

9. 40409

4

.0518

C l e a r O r g a n i z a t i o n of
Class P r e s e n ta tio n

10 .47319

.0332*

C l e a r E x p l a n a t i o n of
Important Ideas

4 .9 3 67 5

.2938

5. 735 05

.2198

13 .13612

.0106*

I n s t r u c t o r ' s Regard f o r
V ie w p oi n ts D i f f e r e n t
from His Own

4. 018 89

.4035

S t i m u l a t i o n of C l a s s e s

8.09980

4

.0880

F a i r n e s s o f Grades

8.22766

4

.0836

I n s t r u c t o r ' s En co ur a­
gement t o Seek Help
when N e c e s s a r y
Use of C l a s s Time f o r
I n s t r u c t i o n P ur p os e s

♦ S ig n if ic a n t a t le s s than .05.
The p e r c e p t i o n s o f t h e r e s p o n d e n t s w i t h r e g a r d t o t h e g e n e r a l
c l e a r n e s s of m a jo r o b j e c t i v e s changed s i g n i f i c a n t l y f r o m 1978 t o 1 9 8 3 .
In 1978,

9 . 8 p e r c e n t of t h e r e s p o n d e n t s p e r c e i v e d t h i s c a t e g o r y a s v e r y

low, 2 8 . 5 p e r c e n t a s low, 3 1 . 4 p e r c e n t a s n e u t r a l , 19. 5 p e r c e n t a s h i g h ,
and 8 .1 p e r c e n t a s v e r y h i g h .

Five y ears l a t e r ,

i n 1983, 6 . 3 p e r c e n t

saw i t a s v e r y low, 2 2 . 9 p e r c e n t a s low, 2 9. 2 p e r c e n t a s n e u t r a l , w h i l e
37.5

percent

saw

it

as

h ig h ,

and 4.2 p e r c e n t as v e ry h ig h .

c a t e g o r i e s o f v e r y low a n d low d e c r e a s e d 9 . 1 p e r c e n t w h i l e
c a t e g o r i e s i n c r e a s e d 18.0 p e r c e n t .

(See Ta b le 4 . 1 4 . )

The

the high

100

Ta b le 4 . 1 4 . — Comparative R a t i n g S c o r e s on S e l e c t e d A s p e c ts of CPLA
C ou r s es .

X

SD

118
94

2.04
2.04

.97
1.07

4.8
5.2

118
94

2.17
2 .0 0

.87
1.03

20.3
3 7 .5

4.9
4.2

118
94

2 .1 2
1.89

.91
1.08

37.4
3 9. 6

25 .2
33.3

10.6
5.2

118
95

2.18
2.25

.84
1.07

V ariable

Year

0

i

2

General Clearness
of Major
O bjectives

1978
1983

9. 8
6.3

2 8 .5
22.9

34.1
29.2

G e n e r a l Agreement
between O b j e c t i v e s 1978
& Assignments
1983

11.4
4.2

2 0 .3
17.7

C lear Organiza­
t i o n o f C la s s
Presentations

1978
1983

13 .8
5.2

C l e a r E x p l a n a t i o n 1978
of I m p o r t a n t I d e a s 1983

3

4

N

19.5
3 7 .5

8.1
4.2

4 1. 5
34.4

27.0
38.5

23 .6
18.8

37.4
34.4

7.3
3. 1

19.5
18.8

I n s t r u c t o r ' s En­
couragement t o
Seek Help

1978
1983

10.6
3.1

12.2
10.4

33. 3
35.4

27.6
36.5

16.3
14.6

118
94

2.5 0
2.36

.92
1. 15

Usage of C la s s
Time f o r I n s t r u c ­
t i o n P ur p os es

197 8
1983

8.1
3. 1

23.6
8.3

25 .2
28.1

31.7
45.8

11.4
11 .6

118
93

2.5 0
2.37

.93
1.09

I n s t r u c t o r ' s Re­
g a r d f o r View­
p o in ts o th e r than
His Own

1978
1983

9.8
5.2

5. 7
7.3

17.1
26.0

42.3
38.5

25.2
22 .9

117
93

2 .7 2
2.87

1 .0 2
1.0 2

S t i m u l a t i o n of
Classes

1978
1983

22 .0
1 2 .5

24.4
17.7

2 6. 0
33.3

17.1
28.1

10.6
8.3

117
94

1.99
1.82

1.10
1.31

F a i r n e s s of
Grades

1978
1983

6.5
3.1

9.8
2.1

23.6
21. 9

36.6
49.0

23.6
24. 0

116
95

2.88
2 .7 9

.85
1.01

Average

1978
1983

■ .................... ....

'r f

*

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

* <■ «■ i- ..

2.34
2.27
.

.

..

;

4

iu -

T h e r e was a l s o a s i g n i f i c a n t
o r g a n i z a t i o n of c l a s s

i

sh ift

presen tatio n s.

.

’j

in

.

p e rc e p tio n of

In 1978, 4 .9

•

..

«• « «• ■*

the

clear

p e r c e n t of t h e

r e s p o n d e n t s viewed t h i s a s v e r y h i g h , 2 0 . 3 p e r c e n t a s h i g h , 3 7 . 4 p e r c e n t
as n e u t r a l ,

2 3 . 6 p e r c e n t a s l o w , a n d 1 3 . 8 p e r c e n t a s v e r y low.

y e a r s l a t e r th e p e r c e n t a g e had s h i f t e d t o 4 . 2

p erce n t very h ig h ,

Five
37.5

101

percent h ig h ,

34.4 p erce n t n e u t r a l ,

p ercen t as very

lo w .

o n l y 1 8 .8 p e r c e n t low, and 5 .2

W h i l e t h e v e r y low and low c a t e g o r i e s d e c r e a s e d

13.4 p e rc e n t, the h ig h c a t e g o r y i n c r e a s e d

17.2 p e r c e n t .

(See Table

4.14.)
The t h i r d v a r i a b l e
t im e f o r i n s t r u c t i o n .

th at

demands a t t e n t i o n i s t h e us ag e of c l a s s

I n 1978 t h i s v a r i a b l e was seen a s v e r y low by 8.1

p e r c e n t o f t h e r e s p o n d e n t s a s low by 23. 6 p e r c e n t , a s n e u t r a l by 25. 2
p e r c e n t , a s h i g h by 3 1 . 7 p e r c e n t and v e r y h i g h by 1 1 . 4 p e r c e n t .
years

later

the

sh ift

Five

r e v e a l e d a v e r y low r a t i n g by o n ly 3 . 1 p e r c e n t ,

low by 8 . 3 p e r c e n t , n e u t r a l by 28.1 4 p e r c e n t , h i g h by 4 5 . 8 p e r c e n t a n d
v e r y h i g h by 1 4 . 6 p e r c e n t .

W h i l e t h e low c a t e g o r i e s d e c r e a s e d 20.3

p e r c e n t , th e n e u t r a l and h ig h c a t e g o r i e s i n c r e a s e d 2 0 . 2 p e r c e n t .

(See

Table 4 . 1 4 .)
T h r e e o t h e r a s p e c t s o f t h e CPLA c o u r s e s , w h i l e n o t below t h e .05
a l p h a l e v e l , a r e c l o s e enough t o w a r r a n t a t t e n t i o n .
betw een

o b jectiv es

a n d a s s i g n m e n t s had an a l p h a l e v e l of

S tim u la tio n of c l a s s e s had an a lp h a l e v e l of
g r a d e s had an a l p h a l e v e l of . 0 8 3 6 .
The u n i v a r i a t e

analysis

s i g n i f i c a n c e of F e q u a l s . 0 2 4 .
Ho 2 . 3 .

G eneral agreement
.0518.

.088, and f a i r n e s s

of

(See Ta b le 4 . 1 3 . )

of v a r ia n c e

rev eals

a

sta tistic a l

T h e r e f o r e , t h i s h y p o t h e s i s was r e j e c t e d .

Change i n t i m e f r o m 197 8 t o 1983 i s no t r e l a t e d t o t h e

p e r c e p tio n s of th e g ra d u a te s re g a rd in g

t h e c o n t r i b u t i o n s of t h e co re

c o u r s e s t o t h e t o t a l d eg r ee program.
The c h i s q u a r e t e s t
sig n ifican t re la tio n
co n trib u tio n

of

the

( s e e Ta bl e 4 . 1 5 . ) i n d i c a t e s t h a t t h e r e was no

betw ee n t h e y e a r of t h e q u e s t i o n n a i r e and th e
core

courses

to

T h e r e f o r e , Ho 2 . 3 . c o u l d n o t be r e j e c t e d .

the

to tal

degree

program.

102

T a b l e 4 . 1 5 . — R e s u l t s o f Chi Square T e s t f o r Adequacy of Core Courses

Chi Sq uare

V ariable

Degrees of
Freedom

Significance
o f Chi Square

C o n t r i b u t i o n. ,to . T o ta l .Degree..Ecpgcam
Core 100

5.78222

4

.2160

Core 200

7.64266

4

.1056

Core 300

5.77290

4

.2168

Core 400

7.13177

4

.1291

Con t r i b u t i o n , ^to. .L ih e r a l . .Art a
Core 100

4.82451

4

.3058

Core 200

5.18027

4

.2693

Core 300

5.57895

4

.2329

Core 400

9.04483

4

.0600

Ho.. 2,. 4 .

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e

p e r c e p t i o n s o f t h e g r a d u a t e s r e g a r d i n g t h e adequacy of t h e c o r e c o u r s e s
i n p r o v i d i n g a f o u n d a t i o n f o r f u r t h e r s tu d y i n t h e l i b e r a l a r t s .
The c h i s q u a r e t e s t
significant re la tio n
p ercep tio n s

(se e Table 4 . 1 5 .)

shows t h a t

t h e r e was no

betw een t h e y e a r of t h e q u e s t i o n n a i r e and th e

o f t h e r e s p o n d e n t s r e g a r d i n g t h e a d e q u a c y of

the core

courses in providing a fo u n d atio n f o r f u r t h e r study in the L ib e r a l a r t s .
T h e r e f o r e Ho 2 . 4 . co u ld n o t be r e j e c t e d .
One c a t e g o r y , however, i s w o r t h m e n t i o n .
th e

rela tio n

of

The c h i s q u ar e t e s t

t h e y e a r of t h e q u e s t i o n n a i r e and t h e r e s p o n d e n t

p e r c e p t i o n s of th e c o n t r i b u t i o n of Core 400 t o t h e l i b e r a l a r t s
.060 a l p h a l e v e l .

shows

at

the

A f r e q e n c y c o un t d i s c l o s e s t h e f o l l o w i n g i n f o r m a t i o n :

I n 1978, 26.1 p e r c e n t o f t h e r e s p o n d e n t s p e r c e i v e d t h i s

category

t o be

103

v e r y low o r low, 2 4 . 4 p e r c e n t n e u t r a l , and 4 8 . 0 p e r c e n t a s h i g h o r v e r y
high.

Five y e a rs

la ter

28.1 p e r c e n t

saw i t a s low o r v e r y low, o n ly

1 5 . 6 p e r c e n t a s n e u t r a l , and 5 6. 3 p e r c e n t a s h i g h o r v e r y h i g h .

(See

Table 4 . 1 6 . )
Bo. 2 . 5 .

Change i n time, i s n o t r e l a t e d t o t h e p e r c e p t i o n s o f t h e

g r a d u a t e s r e g a r d i n g s p e c i f i c a s p e c t s o f t h e c o r e sequence of c o u r s e s a s
l i s t e d i n q u e s t i o n n a i r e i t e m number 20.

T ab l e 4 . 1 6 . — Com pa rat ive R a t i n g S c o r e s on t h e Core C o u r s e s .
2
V ariable
Year
0
1
4.
«,
. ... ,, .. ,, «....... .
C o n t r i b u t i o n , .to,.,Total.,Degree. .Erogram

3

4

N

....

.............
X
SD
V
*1*
•>■......

Core 100

1978
1983

5 5. 3
69.8

17.1
13.5

15. 4
11 .5

7.3
3.1

4.9
2.1

50
57

1 .3 2
1.68

.99
1.28

Core 200

1978
1983

52.8
36.5

14.6
20.8

17.1
28.1

12.2
12.5

3.3
2.1

83
65

1.72
1.48

.95
1.29

Core 300

1978
1983

62.6
5 7. 3

6.5
6.3

7.3
17.7

16.3
12.5

7.3
6.3

57
47

2 .1 9
2 .0 6

1 .7 2
1 .44

Core 400

1978
1983

1 7 .9
17.7

13.8
19.8

21.6
13.5

22.8
3 3 .3

24.4
15.6

114
93

2.23
2.37

1.31
1.37

Av erages

197 8
1983

47.15
4 5. 3 3

13.0
15.1

15.3 5
17.70

14.65
15.35

9.98
6.53

1.87
1 .90

C o n t r i b u t i o n , to ., Fo und at ion , .for..Liberal,..Arts
Core 100

1978
1983

55. 3
64.6

14.6
11.5

17.1
12.5

6.5
9.4

6. 5
2.1

51
56

1.67
1 .8 0

1.03
1.33

Core 200

1978
1983

43.9
35.4

13.0
14.6

22.8
3 1 .3

1 5 .4
17.7

4.9
1. 0

83
65

1 .8 9
1.92

.94
1 .7 8

Core 300

1978
1983

61.0
55.2

8.1
5.2

11 .4
14.6

10.6
1 9 .8

8.9
5.2

56
47

2.38
2.09

1.07
1.38

Core 400

197 8
1983

16.3
12.5

9.8
15.6

24.4
1 8. 8

23.6
37.5

26.0
15.6

112
92

2.4 6
2.50

1 .1 8
1.27

Averages
, * .......... .

1978
44.13
4 . 4 8 18.93 14.03
.laaa.. ^ 4 1 . 9 3 . .t .11-7.3..ita'lA—
TL-Va

11.58
. j j ^ a a ...

2.10
....2 ..Q8 .

104

A u n i v a r i a t e a n a l y s i s o f v a r i a n c e d i s c l o s e d a s i g n i f i c a n c e l e v e l of
.201 f o r i t e m 20 on t h e q u e s t i o n n a i r e r e g a r d i n g t h e e f f e c t i v e n e s s of t h e
c o re sequence of c o u r s e s .

(S ee Table 4 . 1 0 . )

But t h e c h i s q u a r e t e s t

shows two of t h e v a r i a b l e s i n t h i s s e c t i o n t o be s i g n i f i c a n t l y
t o t h e change o v e r t i m e .

related

(Se e T ab l e 4 . 1 7 . )

T ab l e 4 . 1 7 . — R e s u l t s of Chi Square T e s t f o r Core Sequence of Courses

Variable
I n c r e a s e d U n d e r s t a n d i n g of
the C h r is tia n F a ith
Development of a C h r i s t i a n
P e r s p e c t i v e toward y o u r
Academic Major

Chi Sq uare

10.65497

2. 8 90 04

Degrees of
Freedom

Significance
of Chi Square

.0307*

.5764

I n t e g r a t i o n of th e C h ris­
t i a n F a ith w ith your
Educational Experience

10.52715

U n d e r s t a n d i n g o f t h e True
N a t u r e of L i b e r a l A r t s
Education

5.87143

.2090

P ersp ectiv e to Evaluate
the S ig n if i c a n t Events
of Your S o c i e t y

3.29167

.5103

* S ig n ific a n t a t le s s than .05.

.0324*

105

T a b l e 4 . 1 8 . — Co mp ar ativ e R a t i n g S c o r e s on S e l e c t e d A s p e c ts of t h e Core
Seq uence.

V ariable

Year

0

1

2

3

4

N

X S D

I n c r e a s e d Under­
s t a n d i n g of t h e
C hristian Faith

1978
1983

21.1
7.3

20.3
24.0

33. 3
42. 7

19 .5
24.0

5.7
2.1

118
94

1.8 9
1 .7 8

.93
1 .1 8

Development of a
C h ristian Pers p e c t i v e toward
t h e Academic Major

1978
1983

23.6
17.7

26 .0
29.2

27.6
33.3

16.3
16.7

6 6. 5
3.1

117
95

1. 60
1 .6 5

1.01
1.2 5

I n t e g r a t i o n of t h e
C h ristian Faith
w ith Educational
Experience

1978
1983

18.7
9.4

25 .2
16.7

29. 3
46 .9

21.1
24.0

5.7
3. 1

119
94

1.8 9
1.8 2

.97
1 .1 5

Understanding of
t h e True N a t u r e
of t h e L i b e r a l
Arts

1978
1983

19 .5
13.5

23.6
16.7

30.1
37.5

22 .0
30.2

4.9
2.1

118
94

1.8 5
1.84

1.02
1.17

Provided a Per­
sp ectiv e to Evalu a t e Ev en ts i n
Society

1978
1983

16.3
9.4

21.1
20.8

26. 0
34.4

29.3
29.2

7. 3
6.3

118
94

2 .0 5
1 .9 8

1.08
1.1 5

Average
197 8
............... .........,...1983..............................
One o f

th ese

was

th e

1.86
,,.1,.8Q.........

question:

To w h a t e x t e n t h a s t h e c o r e

sequence of c o u r s e s i n c r e a s e d your u n d e r s t a n d i n g of t h e C h r i s t i a n F a i t h ?
The r e s p o n s e s o f t h e g r a d u a t e s had a s i g n i f i c a n c e l e v e l of . 0 3 1 .
breakdown i n r e s p o n s e s was a s f o l l o w s :
g i v e n by 2 1 . 1 p e r c e n t ;
19.9

p ercen t;

and v e ry

low,

The

i n 1978 a r a t i n g of v e r y low was

20.3 p e r c e n t; n e u t r a l , 33.3 p e r c e n t; high

h ig h ,

on ly

5.7

p ercen t.

In

1983

th o se

p e r c e p t i o n s h a d c h a n g e d t o 7 . 3 p e r c e n t f o r v e r y low, 2 4 . 0 p e r c e n t f o r
low, 4 2 . 7

percent for n e u tra l,

percent fo r very h ig h .
clearly

if

the

24.0 p erc e n t fo r h ig h ,

The c h a n g e i n p e r c e p t i o n s

and o n ly 2 .1

c a n be s e e n more

two low c a t e g o r i e s a n d t h e two h i g h c a t e g o r i e s

are

106

combined.

The v e r y low o r low r a t i n g o f 4 1 . 4 p e r c e n t i n 1978 d e c r e a s e d

t o 3 1 . 3 p e r c e n t i n 1983, a d e c r e a s e of 10.1 p e r c e n t ; t h e n e u t r a l r a t i n g
o f 3 3 . 3 p e r c e n t i n 1978 i n c r e a s e d t o 4 2 . 7 p e r c e n t i n 1 9 8 3 , a n i n c r e a s e
o f 9 , 4 p e r c e n t ; and t h e h i g h o r v e r y h i g h r a t i n g was n e a r l y t h e same a t
2 5 . 2 and 2 6. 1 p e r c e n t , r e s p e c t i v e l y .
d isclo sed a s ig n ific a n t
re s p o n d e n ts w ith r e s p e c t
C hristian F aith.

(Table 4 . 1 8 . )

Change o v e r t i m e

d i f f e r e n c e of .0307 i n t h e p e r c e p t i o n s of th e
to t h e i r

in creased u n d e rs ta n d in g

of

(Se e T a b l e 4 . 1 7 . )

The o t h e r n o t a b l e change was i n r e s p o n s e t o t h e q u e s t i o n :

To what

d e g r e e h as t h e co re se quence of c o u r s e s a s s i s t e d you t o i n t e g r a t e
w hole of

the

the

t h e C h r i s t i a n F a i t h w i t h a l l of your e d u c a t i o n a l e x p e r i e n c e ?

The s t a t i s t i c a l s i g n i f i c a n c e of t h i s v a r i a b l e was a t a . 0 3 2 l e v e l
Table 4 . 1 7 . ) .

(See

I n 197 8 t h i s was r a t e d v e r y low by 18.7 p e r c e n t of t h e

r e s p o n d e n t s , low by 2 5 . 2 p e r c e n t , n e u t r a l by 2 9 . 3 p e r c e n t , h i g h by 2 1 . 1
p ercent,

a n d v e r y h i g h by 5 . 7 p e r c e n t .

The s h i f t i n 1983 was t o 9 . 4

p e r c e n t v e r y low, a d e c r e a s e o f 9 . 3 p e r c e n t ; 16.7 a s low, a d e c r e a s e o f
17.8 p e r c e n t;

46.9 as n e u t r a l ,

an in c r e a s e

o f 1 7 . 6 p e r c e n t ; 24.0 as

h i g h , and 3 . 1 a s v e r y h i g h , a change i n t h e s e two c a t e g o r i e s of o nl y 0 . 3
percent.

(Se e T a b l e 4 . 1 8 . )

A lt h o u g h two of t h e c a t e g o r i e s d i d show a s t a t i s t i c a l l y s i g n i f i c a n t
r e l a t i o n t o t h e y e a r of t h e q u e s t i o n n a i r e , th e o v e r a l l a l p h a l e v e l was
.201.

T h e r e f o r e , Ho 2 . 5 . c o u l d n o t be r e j e c t e d .
Ho. 2 . 6 .

Change i n t i m e f r o m 19 78 t o 1983 i s n o t r e l a t e d t o th e

p e r c e p t i o n s o f t h e g r a d u a t e s r e g a r d i n g t h e i r g e n e r a l a t t i t u d e toward t h e
CPLA Program.
The s i g n i f i c a n c e
4.19.)

l e v e l of

t h i s v a r i a b l e was . 0 7 8 7 .

(See Table

107

Ta bl e 4 . 1 9 . — R e s u l t s of Chi Square T e s t f o r A t t i t u d e Toward th e CPLA
Program

Variable

Chi S qua re

D egr ees o f
Freedom

Significance
of Chi Square

11.32935

6

.0787

Your A t t i t u d e Toward
t h e CPLA Program

W hile

the

statistical

r e s u l t s were not

p e r c e p t i o n s were i n t e r e s t i n g .
general a ttitu d e s

the

sh ifts

The g r a d u a t e s w e r e a s k e d t o r a t e

t o w a r d t h e CPLA P r o g r a m by n o t i n g t h e i r

answer among t h e f o l l o w i n g f i v e o p t i o n s :
C hristian

sig n ifican t,

perspective fo r fu rth e r

study

in

th eir

one b e s t

t h e CPLA p r o g r a m p r o v i d e d a
i n t h e l i b e r a l a r t s , gave a

br o ad f o u n d a t i o n upon which t o b u i l d a m a j o r , p r o v i d e d new i n s i g h t s i n t o
the r e la tio n s h ip s

b e t w e e n t h e a c a d e m i c d i s c i p l i n e s , was on t h e whole

b e n e f i c i a l , o r was to o g e n e r a l and f a i l e d t o c h a l l e n g e .

T a b l e 4 . 2 0 . — G e n e r a l A t t i t u d e E x p r e s s e d by G r a d u a te s toward t h e CPLA
Program

A ttitude

Year

Number

Percent

Provided a C h r is ti a n P e r s p e c ti v e
f o r F u r t h e r Study i n t h e
L ib e ra l Arts

197 8
1983

9
7

7. 3
7.3

Gave a Broad F o u n d a ti o n upon
which t o B u i l d a Major

197 8
1983

1
3

0.8
3.1

P r o v id e d New I n s i g h t s i n t o t h e
R e l a t i o n s h i p s between Academic
D isciplines

1978
1983

14
13

11. 4
13 .5

Were on t h e Whole B e n e f i c i a l

1978
1983

30
38

24. 4
39.6

Were to o G e n e r a l and F a i l e d
t o C h a l le n g e

1978
1983

55
30

44.7
31.1

108

I n b o t h 197 8 a n d 1983 , 7 . 3 p e r c e n t of t h e r e s p o n d e n t s gave t h e i r
one b e s t answer a s p r o v i d i n g a C h r i s t i a n p e r s p e c t i v e f o r f u r t h e r
in the l i b e r a l a r t s .

study

Only 0 . 8 p e r c e n t i n 1978 and 3.1 p e r c e n t i n 1983

chose t h e answer of p r o v i d i n g a br o ad f o u n d a t i o n u p o n w h i c h t o b u i l d a
m ajor.

1 1 . 4 p e r c e n t i n 1978 chose new i n s i g h t s i n t o t h e r e l a t i o n s h i p s

between academic d i s c i p l i n e s w h i l e i n 1983 1 3 . 5 p e r c e n t
option.

checked t h i s

I n 1978, 2 4 . 4 p e r c e n t c o n s i d e r e d t h e CPLA program on t h e whole

a s b e n e f i c i a l , w h i l e 3 9 . 6 p e r c e n t had t h i s a t t i t u d e i n 1983, an i n c r e a s e
of 15.2 p e r c e n t .

I t was t o o g e n e r a l and f a i l e d t o c h a l l e n g e f o r 44.7

p e r c e n t i n 1978 and 3 1 . 3 p e r c e n t i n 19 83 , a d e c r e a s e o f 1 3 . 4 p e r c e n t .
(See Ta bl e 4 . 2 0 . )
S ince

the

an aly sis

of

th e

data

rev eals

th at

th ere

w a s no

s t a t i s t i c a l l y s i g n i f i c a n t change over t i m e i n t h e g e n e r a l a t t i t u d e

of

t h e g r a d u a t e s tow ard t h e CPLA program, Ho 1. 6 c o u l d n o t be r e j e c t e d .
Only one of th e sub h y p o t h e s e s u n d e r h y p o t h e s i s
The u n i v a r i a t e a n a l y s i s

I I was r e j e c t e d .

o f v a r i a n c e f o r Ho 2 . 2 . r e g a r d i n g

selected

a s p e c t s of th e CPLA program was shown t o h a v e a s i g n i f i c a n c e

le v e l of

.024.

(See

rejected.

T able

4 .1 0 .)

The o th e r

sub h y p o t h e s e s c o u l d n o t be

The m u l t i v a r i a t e a n a l y s i s of v a r i a n c e f o r Ho 2. r e v e a l e d t h e

significance

of F a t

the

.080 l e v e l .

Therefore,

Ho 2 . could n o t be

rejected.
Re s ea r c h .Questi on.,Three.
What a r e t h e s t r e n g t h s and w ea k n es s es o f t h e c o r e program p e r c e i v e d
by th e g r a d u a t e s ?
The

data

responses

for

t h e a n s w e r t o t h i s q u e s t i o n was p r o v i d e d by t h e

t o t h e o p e n e n d e d q u e s t i o n s i n i t e m s 2 3 c a n d 2 4 c on t h e

questionnaire.

The g r a d u a t e s w e r e a s k e d t o i d e n t i f y

i n w r i t i n g w ha t

109 -

the y p e r c e i v e d t o be t h e s t r e n g t h s and we ak ne ss es o f t h e c o r e p r o g r a m .
I n 197 8 , 91 p e r c e n t of t h e g r a d u a t e s r e s p o n d e d t o t h e s e i t e m s , w h i l e i n
1983 o n l y 77 p e r c e n t r e s p o n d e d .
The g e n e r a l

stren g th s

of

t h e program which t h e r e s p o n d e n t s c i t e d

were t h e i n t e g r a t i o n of f a i t h an d l e a r n i n g , t h e s t i m u l a t i o n o f c r i t i c a l
thinking,

the q u a l ity

of

t h e f a c u l t y , t h e q u a l i t y of t h e program, and

th e a t t e n t i o n w h i c h was g i v e n t o

problem s and i s s u e s .

The g r e a t e s t

c h a n g e i n p e r c e p t i o n was w i t h r e g a r d t o t h e a t t e n t i o n g i v e n t o problems
and i s s u e s .

I n 1978 1 . 6 p e r c e n t of t h o s e r e s p o n d i n g i n d i c a t e d t h i s a s a

s t r e n g t h , w h i l e i t was n o t e d by 8 . 3 p e r c e n t of t h o s e r e s p o n d i n g i n 1983.
The i n t e g r a t i o n of f a i t h and l e a r n i n g r e c e i v e d t h e most a t t e n t i o n ,
6.5

percent

of

those

w ith

r e s p o n d i n g i n 197 8 a n d 7 . 3 p e r c e n t of t h o s e

r e s p o n d i n g i n 1983 i n c l u d i n g i t .

(See T ab l e 4 . 2 1 . )

The s t r e n g t h most n o t e d i n Core 100 was t h e a c q u i s i t i o n of B i b l i c a l
knowledge, a s 8 . 1 p e r c e n t i n 1978 and 9 . 4 p e r c e n t i n 1983 i n c l u d e d i t .
The q u a l i t y of t h e c o u r s e showed t h e g r e a t e s t change i n p e r c e p t i o n , when
o n l y 0 . 8 p e r c e n t c i t e d i t i n 1978, w h er ea s i n 1983 7 . 5 p e r c e n t

of th o s e

responding n oted i t .
A number of s t r e n g t h s w ere n o t e d i n Core 400, namely t h e q u a l i t y of
th e f a c u l t y , t h e a t t e n t i o n g i v e n t o m a j o r i s s u e s ,
faith

and

le arn in g ,

the

developm ent

of

the i n t e g r a t i o n of

c ritic a l

th in k in g ,

the

development o f v a l u e s a n d m o r a l s , t h e v a l u e of t h e group d i s c u s s i o n , and
the f a c t

that

t h e c o u r s e w as s t i m u l a t i n g and v a l u a b l e .

The g r e a t e s t

change i n p e r c e p t i o n was w i t h r e g a r d t o th e c o u r s e b e i n g s t i m u l a t i n g and
valuable,

f o r i n 1978 o n l y 2 . 4 p e r c e n t n o t e d t h i s , w h i l e i n 1983 i t was

c i t e d by 9 . 4 p e r c e n t of t h o s e r e s p o n d i n g .

(See T ab l e 4 . 2 1 . )

110

T a b l e 4 . 2 1 . — Responses o f G r a d u a te s on Open Ended Q u e s t i o n s Concern ing
S t r e n g t h s o f t h e Core Program.

Strength

Year

Number
I* • • * f , * { ( • • , * * * * * •

G en er al
I n t e g r a t i o n o f F a i t h and
Learning

Percent

<* • * " * »

1978
1983

8
7

6.5
7.3

S t i m u l a t e s C r i t i c a l T h i n k in g

1978
1983

3
8

2.4
8.3

Q u a l i t y of t h e F a c u l t y

1978
1983

7
4

5.7
4.2

Q u a l i t y of t h e Program

1978
1983

2
5

1.6
5.2

A t t e n t i o n t o Problems and
Issues

1978
1983

2
8

1.6
8.3

1978
1983

10
9

8.1
9.4

Q u a l i t y of t h e Course

1978
1983

1
8

0.8
8. 3

A C h a l le n g e t o T h in ki n g

1978
1983

0
3

0.0
3.1

1978
1983

4
3

3.3
3.1

A t t e n t i o n t o Major I s s u e s

1978
1983

2
7

1.6
7.3

I n t e g r a t i o n o f F a i t h and
Learning

1978
1983

4
2

4.2
2.0

Development of C r i t i c a l
T h in k in g

1978
1983

4
6

3.3
6.3

Development of Values and
Morals

1978
1983

0
3

0.0
3.1

D i s c u s s i o n Groups

1978
1983

5
6

4.1
6.3

CORE 100
A c q u i s i t i o n of B i b l i c a l
Knowledge

CORE 400
Q u a l i t y of F a c u l t y

S t i m u l a t i n g and V a lu a b l e
>

' - * E ri

1978
A

! _ 1 - • _-V

,..

<u

3
-ese'..9.

2.4
■ - - m

. . .

-zsisijj........ 9 . 4

Ill

The g e n e r a l w ea k n es s es o f t h e c o r e program n o t e d by t h e r e s p o n d e n t s
i n c l u d e d t h e q u a l i t y of t h e f a c u l t y ; t h e p r o g r a m was a w a s t e o f t i m e ,
and t h e r e f o r e n o t v a l u a b l e ; i t was to o g e n e r a l and v a g u e ; t h e r e was poor
s t r u c t u r e and a d m i n i s t r a t i o n o f c l a s s e s ; i t was t o o demanding f o r
a n d t h e r e was a l a c k o f i n t e g r a t i o n i n t h e program.

some;

R e c e i v i n g t h e most

a t t e n t i o n was th e c a t e g o r y " n o t v a l u a b l e and a w a s te of t i m e . "

I n 1978,

8 . 9 p e r c e n t o f t h o s e r e s p o n d i n g c i t e d t h i s a s a w ea k n e s s , and i n 1983
t h i s was n o te d by 2 6. 0 p e r c e n t of t h e r e s p o n d e n t s .

W h i l e no n e of t h e

r e s p o n d e n t s i n 197 8 m e n ti o n e d t h e program b e i n g t o o g e n e r a l and v a gu e,
i n 1983, 1 1. 5 p e r c e n t of t h o s e r e s p o n d i n g i n c l u d e d i t .

The q u a l i t y

of

t h e f a c u l t y was n o t e d a s a w eak nes s by 4 . 1 p e r c e n t of t h e r e s p o n d a n t s i n
1978 and by 9 . 4 p e r c e n t i n 1983.
W eaknesses p o in t e d o u t

(See Ta bl e 4 . 2 2 . )

i n C o r e 200 w e r e q u a l i t y of t h e f a c u l t y ,

l a c k of s t r u c t u r e , and a w a s te of t i m e , t h i s l a s t w e a k n e s s b e i n g n o t e d
by 0 . 8 p e r c e n t

i n 1978 and by 13. 6 p e r c e n t of t h e r e s p o n d a n t s i n 1983.

(See Ta b le 4 . 2 2 . )
M entioned s p e c i f i c a l l y
r e q p o n d e n t s saw i t
pepcelt

in 1983.

i n C o r e 400 w e r e two w e a k n e s s e s .

as too u n s t r u c t u r e d ,
1.6 p e r c e n t

1.6 p e rc e n t

i n 1978 and 7 . 3

i n 197 8 p e r c e i v e d i t

t o be a w as te of

t i m e , w h i l e 6 . 3 p e r c e n t remembered i t i n t h i s way i n 1 9 8 3 .
4 .22.)

Some

(See Table

112

T a b l e 4 . 2 2 . — Res ponses of G r a d u a te s on Open Ended Q u e s t i o n s Concerning
Weaknesses of t h e CORE Program.

Weakness

Year

Number

Percent

1978
1983

5
9

4.1
9.4

Program i s n o t V a l u a b l e , a
Waste o f Time

1978
1983

11
25

8. 9
26. 0

Too G e n e r a l and Vague

1978
1983

0
11

0.0
1 1 .5

Poor S t r u c t u r e and
A d m in istra tio n of Classes

1978
1983

14
10

11.4
10.4

Too Demanding

1978
1983

0
6

0.0
6.3

Lack o f I n t e g r a t i o n

1978
1983

6
0

4.9
0.0

1978
1983

2
4

1.6
4.2

1978
1983

2
4

1.6
4.2

Lack o f S t r u c t u r e

1978
1983

1
3

0.8
3.1

Not V a l u a b l e , a Waste of
Time

1978
1983

1
13

0.8
13.6

1978
1983

0
5

0.0
5. 3

1978
1983

0
3

0.0
3. 1

1978
1983

2
7

1.6
7.3

1978
1983

2
6

1 .6
6 .3

G en er al
Q uality of th e Faculty

CORE 100
Not V a l u a b l e , a Waste of
Time
CORE 200
Q uality of the Faculty

CORE 300
Not V a l u a b l e
Too Demanding
CORE 400
Too U n s t r u c t u r e d

Not V a l u a b l e , a Waste of
Time

113

Results.,Q£-,t h e.-Analy.aia
As a r e s u l t of t h e d a t a a n a l y s i s , t h e r e s e a r c h e r found t h a t :
1.

T h e r e was no d i f f e r e n c e
of t h e
SAC.

from 1978 t o 1983 i n t h e p e r c e p t i o n s

graduates regarding th e ir

e d u c a t i o n a l experience a t

T h i s m a jo r r e s e a r c h h y p o t h e s i s was a c c e p t e d on t h e b a s i s

of t h e f o l l o w i n g f i n d i n g s :
a.

Change i n t i m e f r o m 197 8 t o 1983 was n o t r e l a t e d t o t h e
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g t h e i r

involvem ent

i n t h e s tu d y of t h e l i b e r a l a r t s .
b.

Change i n t i m e f r o m 197 8 t o 1983 was n o t r e l a t e d
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g t h e i r

t o th e

com mitme nt

to Jesu s C h ris t as a p e rs p e c tiv e f o r le a r n in g .
c.

Change i n t i m e f r o m 197 8 t o 1983 was n o t r e l a t e d t o t h e
p erce p tio n s

of

the

g rad u ates re g a rd in g

th e ir

p a r t i c i p a t i o n i n t h e a f f a i r s of t h e cont emp or ary w o r ld .
d.

Change i n t i m e f r o m 197 8 t o 1983 was n o t r e l a t e d t o th e
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g t h e i r o u t s t a n d i n g
e x p e r i e n c e a t SAC.

e.

Change i n t i m e f r o m 197 8 t o 1983 was n o t r e l a t e d t o t h e
p ercep tio n s

of

th e

g rad u ates re g a rd in g

th e ir

i d e n t i f i c a t i o n o f s t r e n g t h s a n d w e a k n e s s e s o f t h e SAC
program.
The r e s p o n d e n t s i d e n t i f i e d t h e f o l l o w i n g s t r e n g t h s i n t h e i r g e n e r a l
college ex p erien ce:
stu d en ts,

facu lty

the q u a l i t y

of

in stru c tio n , faculty

o p e n n e s s , good a d v i s i n g ,

concern fo r

t h e de v e l o p m e n t of c l o s e

p e r s o n a l r e l a t i o n s h i p s , t h e s t i m u l a t i o n of c l a s s e s ,

t h e d e v e l o p m e n t of

c r i t i c a l t h i n k i n g , t h e v a l u e of s m a l l group d i s c u s s i o n s , t h e emphasis on

114

t h e i n t e g r a t i o n of f a i t h and l e a r n i n g ,
arts

perspective,

value

social

com m unication of a l i b e r a l

t h e community c l i m a t e , t h e C h r i s t i a n a t m o s p h e r e , th e

of s m a ll community,

people,

the

life,

th e freedom t o grow,

ex tra-cu rricu lar activ ities,

the q u a lity
dorm l i f e ,

of

the

chapels,

s p i r i t u a l l i f e , and t h e i n s p i r a t i o n of t h e f a c u l t y .
The s t r e n g t h s which r e c e i v e d t h e most a t t e n t i o n w ere t h e f o l l o w i n g .
The q u a l i t y of i n s t r u c t i o n was n o t e d by 8 . 9 p e r c e n t o f t h e r e s p o n d e n t s
i n 197 8 a n d by 2 5 . 0 p e r c e n t i n 1983.

F a c u l t y c o n c e r n f o r s t u d e n t s was

p o i n t e d o u t by 9 . 6 p e r c e n t of t h e g r a d u a t e s i n 1978 and 1 5 . 0 p e r c e n t i n
1983.

The development of c l o s e p e r s o n a l r e l a t i o n s h i p s was c i t e d by 19.0

p e r c e n t of t h e r e s p o n d e n t s i n 1978 and by 2 3 . 0 p e r c e n t i n 198 3.

Tw enty

p e r c e n t o f t h e r e s p o n d e n t s i n 1983 r e f e r r e d t o t h e community c l i m a t e as
positive.

The q u a l i t y o f t h e pe o p l e i n t h e

co m mu n it y was i n c l u d e d

by

4 . 1 p e r c e n t of t h e c l a s s i n 1978 and by 1 2 .5 p e r c e n t i n 1983.
The f o l l o w i n g weakness i n t h e i r g e n e r a l c o l l e g e e x p e r i e n c e s w e r e
n o t e d by t h e r e s p o n d e n t s t h e q u a l i t y

of

i n s t r u c t i o n , a d v i s i n g , poor

s t u d e n t r e l a t i o n s h i p s w i t h f a c u l t y , t h e l a c k of a c a d e m i c e x c e l l e n c e
the

college

in

p r o g r a m , weak a d m i n i s t r a t i o n , poor a d m i n i s t r a t i o n of r u l e s

and d i s c i p l i n e , th e s h e l t e r e d c l i m a t e , p oor com munication, t h e community
was c l i q u i s h , and i n c o n s i s t e n c y between s t a t e m e n t and a c t i o n , i n a d e q u a t e
so cial

life,

t o o much e m p h a s i s

on a t h l e t i c s ,

the

need

f o r more

i n v o l v e m e n t i n t h e o u t s i d e community, i n a d e q u a t e h o u s i n g , i n f e r i o r food
s e r v i c e , weak c h a p e l s and d e f i c i e n t s p i r i t u a l l i f e .
The w e a k n e s s w h i c h g e n e r a t e d t h e most a t t e n t i o n was t h e s h e l t e r e d
community.

The n e x t most prominent weakne ss was t h e a d m i n i s t r a t i o n

of

r u l e s and d i s c i p l i n e .
2.

T h e r e was no d i f f e r e n c e from 1978 t o 1983 i n t h e p e r c e p t i o n s of th e

115

g r a d u a t e s r e g a r d i n g t h e CPLA p r o g r a m a t SAC.

This m ajor r e s e a r c h

h y p o t h e s i s was a c c e p t e d on t h e b a s i s of t h e f o l l o w i n g f i n d i n g s .
a.

Change

in

tim e

from

19 78 t o 1983 was n o t r e l a t e d

to the

p e rc e p tio n s of the g r a d u a te s r e g a r d i n g th e developm ent of a
C h ristian perspective for learning.
b.

Change

in

tim e

from

1 97 8 t o

1983 was

rela ted

to

th e

p e rce p tio n s of the grad u ates r e g a r d in g th e f o l l o w i n g a s p e c t s
o f t h e CPLA c o u r s e s :

g e n e r a l c l e a r n e s s of major o b je c tiv e ,

clear o r g a n iz a tio n of c l a s s
tim e f o r

presen tatio n ,

i n s t r u c t i o n purposes.

and use of c l a s s

(See T a b l e s 4 . 1 0 . and 4 . 1 3 . )

T h i s was t h e o n l y r e s e a r c h h y p o t h e s i s t e s t e d w h i c h c o u l d be
r e j e c t e d on t h e b a s i s o f t h e s t a t i s t i c a l a n a l y s i s .
c.

Change

in

tim e

from

19 78 t o 1983 was n o t r e l a t e d

to the

p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g th e c o n t r i b u t i o n of t h e
c o r e c o u r s e s t o t h e t o t a l d e g r e e program.
d.

Change

in

tim e

from

197 8 t o 1983 was n o t r e l a t e d

to the

p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g t h e a d e q u a c y of t h e
c o r e c o u r s e s i n p r o v i d i n g a f o u n d a t i o n f o r f u r t h e r study i n
the l i b e r a l a r t s .
e.

Change

in

tim e

from

197 8 t o 1983 was n o t r e l a t e d

to the

p e r c e p t i o n s o f th e g r a d u a t e s r e g a r d i n g t h e f o l l o w i n g a s p e c t s
o f t h e c o r e sequence of c o u r s e s : an i n c r e a s e d u n d e r s t a n d i n g of
the C h r i s t i a n f a i t h ;

th e i n t e g r a t i o n of th e w hole

of

the

C h r i s t i a n f a i t h w i t h a l l of o n e ' s e d u c a t i o n a l e x p e r i e n c e ; an
u n d e r s t a n d i n g of t h e t r u e n a t u r e of t h e . l i b e r a l a r t s ; a n d t h e
d e v e l o p m e n t of a p e r s p e c t i v e
e v e n t s of o n e ' s s o c i e t y .

to e v a lu a te

the

sig n ifican t

116

f.

Change

in

tim e

from

197 8 t o 1983 was n o t r e l a t e d

to the

p e rce p tio n s of the g ra d u ates reg a rd in g t h e i r g e n e r a l a t t i t u d e
tow ard t h e CPLA program.
The f i r s t

p u rp o se f o r w hich t h i s

s t u d y was c a r r i e d o u t was " to

a s s e s s th e p e r c e p t i o n s of t h e g r a d u a t e s c o n c e r n i n g t h e
at

SAC,

and

its

effectiv en ess

core curriculum

i n a i d i n g t h e i n t e g r a t i o n of f a i t h

l e a r n i n g and l i v i n g . "
A c o m p a r i s o n o f t h e mean s c o r e s f o r t h e c a t e g o r i e s i n t h e g e n e r a l
e d u c a t i o n e x p e r i e n c e w i t h t h o s e of t h e CPLA program, an d e s p e c i a l l y
core

sequence

of

perceptions a re

courses,

that

rev eals

th e

th e program i s weak.

fact

th a t

the

the

stu d ents'

The mean s c o r e s f o r

the

g e n e r a l e d u c a t i o n e x p e r i e n c e a r e h i g h e r t h a n t h o s e of t h e CPLA program.
Ta bl e 4 . 1 . shows t h e mean s c o r e s
liberal

arts

of involvem ent in

the

s t u d y of t h e

t o be 2 . 2 2 a n d 2 . 1 2 r e s p e c t i v e l y f o r 1978 and 1983.

The

mean s c o r e s f o r commitment t o J e s u s C h r i s t a s a p e r s p e c t i v e f o r l e a r n i n g
were 4 .7 6 and 4.80 r e s p e c t i v e l y .

For p a r t i c i p a t i o n i n t h e a f f a i r s of

th e con tempor ary w o r l d , t h e mean s c o r e s were 2.07 a n d 2 . 0 8 .
th e t h r e e f a c e t s of th e S p rin g A rbor C o llege c o n c e p t,

These a r e
and thus a re

c r u c i a l in the c o lleg e e x p erien ce.
The

statistic s

f o r co m m it m en t t o C h r i s t a s a p e r s p e c t i v e f o r

l e a r n i n g may be m i s l e a d i n g .
heading are :

The o p t i o n s g iv e n t h e g r a d u a t e u n d e r t h i s

no c o m m i t m e n t , a s e t o f b e l i e f s ,

a s e t of g u id e s f o r

j u d g i n g r i g h t and wrong, th e r e a l i z a t i o n y o u a r e f o l l o w i n g a r e v e a l e d
way o f l i f e ,
Master.
co lleg e,

a n d a p e r s o n a l r e l a t i o n s h i p w i t h J e s u s C h r i s t a s Lord and

Given t h e f a c t t h a t S p r i n g A r b o r i s a n e v a n g e l i c a l
the

last

o p tio n

is

a natural

C hristian

p a r t of most S p r in g Arbor

s t u d e n t s ' v o c a b u l a r y , w he re as th e o t h e r s a r e n o t .

I t w o u ld be n a t u r a l

117

for a m a jo rity
oth ers.

of th e

students

t o mark t h i s r a t h e r

t h a n one of t h e

A ls o i t i s q u e s t i o n a b l e w h e t h e r t h i s s t a t e m e n t r e a l l y me asures

the e x te n t

t o w h i c h o n e h a s made J e s u s C h r i s t

"a

p ersp ectiv e

for

learning."
Table 4 .1 0 .

shows t h e mean s c o r e s f o r t h e CPLA pr ogram.

s c o r e s f o r th e devel opment of a C h r i s t i a n p e r s p e c t i v e f o r
2 . 0 4 and 2 .1 0 r e s p e c t i v e l y

f o r 1 9 78 a n d 1 9 8 3 .

The mean

learn in g are

The mea n s c o r e s f o r

s e l e c t e d a s p e c t s of t h e CPLA c o u r s e s a r e 2 . 1 2 a n d 2 . 3 8 r e s p e c t i v e l y .
The mean s c o r e s f o r t h e r a t i n g s o f t h e c o r e c o u r s e s a r e much l o w e r , 1 . 3 2
f o r 1978 and 1.3 0 f o r 1983.

For s e l e c t e d a s p e c t s of th e co r e s e q u e n c e ,

t h e mean s c o r e s a r e 1 . 7 1 and 1.87 r e s p e c t i v e l y .

(See T a b l e 4 . 1 0 . )

The r e v e a l i n g s t a t i s t i c i s t h e e x t r e m e l y low r a t i n g
give

to

the

core

courses.

To p l a c e

f i v e - p o i n t s c a l e i s h a r d l y a p a s s i n g m a rk .
The

sp ecific

courses

q u e s t i o n n a i r e i t e m s 19a and b .
to

a)

its

co n trib u tio n

to

fare

students

t h e m a t 1 . 3 2 a n d 1 . 3 0 on a
(See Ta b l e 4 . 1 0 . )

somewhat b e t t e r

in

responses

to

The s t u d e n t s r a t e d each c o u r s e i n r e g a r d
the

to tal

degree

c o n trib u tio n fo r foundation fo r l i b e r a l a r t s .

mean s c o r e s o f 1 . 7 2 f o r 1978 and 1 . 4 8 f o r 1983.
s c o r e s of 2 .1 9 and 2 .0 6 r e s p e c t i v e l y ,

program,

a n d b)

its

The mean s c o r e s f o r Core

100 f o r a ) were 1 . 3 2 f o r 1978 and 1 . 6 8 f o r 1983.

Core 200 was r a t e d a t
Core 300 r e v e a l e d mean

a n d Core 400 r a t e d t h e h i g h e s t

w i t h mean s c o r e s o f 2 . 2 3 f o r 1978 and 2.37 f o r 1983.
The c o n t r i b u t i o n o f

the

(See Ta b le 4 . 1 6 . )

t h e c o r e c o u r s e s was g i v e n a h i g h e r r a t i n g a s

f o u n d a t i o n f o r t h e l i b e r a l a r t s , w hich was l i s t e d a s b ) a b o v e .

Core 100

h ad mean s c o r e s o f 1 . 6 7 and 1.80 r e s p e c t i v e l y ; Core 200 mean s c o r e s of
1.89 and 1 . 9 2 ; Core 300 had mean s c o r e s o f 2 . 3 8 and 2 . 0 9 ; a n d Cor e 400
had mean s c o r e s of 2.4 6 and 2 . 5 0 r e s p e c t i v e l y .

(See T ab l e 4 . 1 6 . )

118

S e l e c t e d a s p e c t s of t h e c o r e sequence a l s o i n d i c a t e t h e weakness of
th e program.
faith

Its

had mean

co n trib u tio n
scores

of

to an u n d e r s t a n d i n g of th e C h r i s t i a n

1.89

for

1978 and 1.78 f o r

1983.

The

development of a C h r i s t i a n p e r s p e c t i v e i n t h e a c a d e m i c m a j o r h a d mean
sc o re s of

1 .6 0 and 1 .6 5 r e s p e c t i v e l y .

The c o n t r i b u t i o n of t h e co r e

sequence to w ard t h e i n t e g r a t i o n of t h e whole of t h e C h r i s t i a n f a i t h w i t h
all

of th e e d u c a tio n a l

respectively.
the

nature

respectively.
to e v a l u a te

e x p e r i e n c e h a d mean s c o r e s o f 1 . 8 9 a n d 1.82

The c o n t r i b u t i o n of th e c o r e
of

the

lib era l

arts

sequence to u n d e rs ta n d in g

h a d mean s c o r e s o f 1 . 8 5 a n d 1 . 8 4

The v a l u e of th e co re sequence i n p r o v i d i n g a p e r s p e c t i v e
the

significance

and 1 .9 8 r e s p e c t i v e l y .

o f o n e ' s s o c i e t y had mean s c o r e s of 2 . 0 5

(See Ta bl e 4 . 1 8 . )

The s t r e n g t h s o f t h e c o r e p r o g r a m a s p e r c e i v e d by t h e g r a d u a t e s
were a s f o l l o w s : i n t e g r a t i o n of f a i t h and l e a r n i n g ,

the

critica l

the q u a lity

thin k in g ,

the q u a l i ty

of th e f a c u l t y ,

stim ulation
of

of
the

program, and a t t e n t i o n g i v e n t o problems and i s s u e s .
The a c q u i s i t i o n of B i b l i c a l knowledge was t h e m a jo r s t r e n g t h n o te d
i n Core 1 0 0 .
q u ality

of

I n C o re 400 t h e f o l l o w i n g s t r e n g t h s w e r e l i s t e d :
th e

facu lty ,

the a t t e n t i o n given to m ajor i s s u e s ,

the
the

i n t e g r a t i o n of f a i t h and l e a r n i n g , t h e development of c r i t i c a l t h i n k i n g ,
t h e development of v a l u e s and m o r a l s , t h e v a l u e of group d i s c u s s i o n , and
t h e f a c t t h a t th e c o u r s e was s t i m u l a t i n g and v a l u a b l e .
The w e a k n e s s e s o f t h e c o r e program p o i n t e d o u t by t h e r e s p o n d e n t s
i n c l u d e d t h e q u a l i t y of t h e f a c u l t y ; t h e p r o g r a m was a w a s t e o f t i m e ,
and t h e r e f o r e not v a l u a b l e ; t h e program was too g e n e r a l and v a g u e ; t h e r e
was poor s t r u c t u r e and a d m i n i s t r a t i o n of c l a s s e s ; i t was to o d e m a n d i n g ;
a n d t h e r e was a l a c k of i n t e g r a t i o n i n t h e program.

The ma jor weakness

119

was p i n p o i n t e d i n the o f t r e p e a t e d p h r a s e : "no t v a l u a b l e and a w a s t e o f
tim e."

C o r e 200 was c e n s u r e d f o r t h e q u a l i t y of t h e f a c u l t y , a l a c k of

s t r u c t u r e , and a was te o f t i m e .

Two m a jo r w e a k n e s s e s w e r e u n d e r s c o r e d

i n Core 400: t o o u n s t r u c t u r e d and a w a s t e of t i m e .
The g e n e r a l a t t i t u d e of t h e s t u d e n t s toward t h e CPLA p r o gr am g i v e s
us a goo d i n d i c a t i o n o f t h e e f f e c t i v e n e s s of t h e program i n h e l p i n g t h e
s t u d e n t i n t e g r a t e f a i t h , l e a r n i n g and l i v i n g .
of the c la s s

I n 197 8 n e a r l y o n e - h a l f

( 4 4 . 7 p e r c e n t ) p e r c e i v e d t h e CPLA program a s to o g e n e r a l

and n o t c h a l l e n g i n g ( T ab l e 4 . 2 0 . ) .

Th is p e r c e p t i o n was t e m p e r e d w i t h

f i v e y e a r s o f d i s t a n c e from t h a t jud gm en t, and i n 1983 o n ly 31.1 p e r c e n t
o f t h e r e s p o n d e n t s v o t e d i n t h i s w ay .

Whether

m a tu r a ti o n helped the g rad u ates r e a l i z e

the

fiv e

years

some d e l a y e d v a l u e

in the

program, or time simply te m p er ed t h e i r judgment w i t h f o r g e t f u l n e s s ,
d ifficu lt

to judge.

On t h e p l u s

s i d e of t h e l e d g e r ,

r e s p o n d e n t s who p e r c e i v e d t h e program a s b e n e f i c i a l
p e r c e n t i n 1978 t o 39. 6 p e r c e n t i n 1983.

changed from 2 4 .4

Thi s m ig h t l e a d one t o d e c i d e

l e a r n e d more a n d t h e p r o g r a m was more p o s i t i v e

realized

at

tim e

of

th e ir

is

t h e number of

th at they

th e

of

g rad u atio n .

And t h e

th an they
p e r c e n t of

r e s p o n d e n t s who p e r c e i v e d th e program t o be t o o g e n e r a l and o f f e r i n g no
c h a l l e n g e dropped from 4 4. 7 i n 1978 t o 31.1 i n 1983.

(See Ta bl e 4 . 2 0 . )

C e r t a i n c a t e g o r i e s were p e r c e i v e d by some r e s p o n d e n t s a s s t r e n g t h s
a n d by o t h e r s a s w e a k n e s s e s .

I n t h e g e n e r a l c o l l e g e e x p e r i e n c e , th e

q u a l i t y of t h e f a c u l t y was viewe d a s a s t r e n g t h by 8 . 9 p e r c e n t o f t h e
r e s p o n d e n t s i n 1978 and by 2 5 .0 p e r c e n t i n 1983 ( T a b l e 4 . 8 . ) .

This same

c a t e g o r y was p e r c e i v e d a s a weakness by 3 . 3 p e r c e n t o f t h e r e s p o n d e n t s
i n 1978 and 2. 0 p e r c e n t i n 1983 ( T a b l e 4 . 9 . ) .

120

The q u a l i t y

o f t h e i n s t r u c t i o n i n t h e co re program was c i t e d a s a

s t r e n g t h by 5 . 7 p e r c e n t o f t h e r e s p o n d e n t s i n 1978 and by 4 . 2 p e r c e n t i n
1983 ( T a b l e 4 . 2 1 . ) .

However,

4 . 1 p e r c e n t of t h e r e s p o n d e n t s i n 1978

and 9 . 4 p e r c e n t i n 1983 r a t e d t h i s a s a w e a k n e s s
greatest

(Table 4 . 2 2 . ) .

The

c o n t r a s t was t h a t i n 1 9 8 3 , 2 5 . 0 p e r c e n t o f t h e r e s p o n d e n t s

v ie we d t h e q u a l i t y of i n s t r u c t i o n i n t h e g e n e r a l

college

program a s a

s t r e n g t h ( T a b l e 4 . 8 . ) , bu t o n l y 4 . 2 p e r c e n t of t h e r e s p o n d e n t s p e r c e i v e d
t h e q u a l i t y of i n s t r u c t i o n i n t h e c o r e p r o g r a m a s a s t r e n g t h

(Table

4 .2 1 .).

Summagy
The r e s e a r c h e r ' s

p r i m a r y p u r p o s e was t o d et er m in e w h et he r t h e r e

w ere any changes ov er time i n t h e p e r c e p t i o n s of th e g r a d u a t e s r e g a r d i n g
t h e c o r e program a t S p r i n g Arb or C o l l e g e .

Three r e s e a r c h q u e s t i o n s were

p o s e d , and two m a jo r r e s e a r c h h y p o t h e s e s were f o r m u l a t e d a n d t e s t e d

by

way of sub h y p o t h e s e s . M u l t i v a r i a t e a n a l y s e s o f v a r i a n c e were a p p l i e d t o
t h e main h y p o t h e s e s , and u n i v a r i a t e a n a l y s e s of v a r i a n c e w e r e u s e d f o r
t e s t i n g t h e sub h y p o t h e s e s .

A c h i s q u a r e t e s t was a p p l i e d t o p a r t i c u l a r

v ariables.

R esponses to open ended q u e s t i o n s

answer the

t h i r d research question.

produced the d ata to

While some i n t e r e s t i n g f a c t s came

t o l i g h t i n t h e a n a l y s e s of t h e i n d i v i d u a l v a r i a b l e s , a s t a t i s t i c a l l y
sig n ifican t

d i f f e r e n c e was d i s c l o s e d i n o n l y one sub h y p o t h e s i s .

T h e r e f o r e , t h e h y p o t h e s e s c o u l d n o t be r e j e c t e d .
C h a p t e r V c o n t a i n s a summary of t h e s t u d y , c o n c l u s i o n s based on t h e
research

fin d in g s,

reflections.

recom m endations

for

fu rth er

research,

and

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS
T h i s c h a p t e r r e p r e s e n t s a summary o f t h e s t u d y a s a whole.

It

b e g i n s w i t h a b r i e f r e v i e w o f t h e p u r p o s e s f o r w h i c h t h e s t u d y was
c a r r i e d o u t , t h e d e s i g n o f t h e s t u d y , and p r o c e e d s t o t h e r e s u l t s of t h e
study.

This w i l l

be f o l l o w e d by c o n c l u s i o n s ,

re c o m m e n d a tio n s , and

im plications for fu rth e r research.

Eurnoaas .for..the. .Study

T h i s s t u d y was o r g a n i z e d t o
c l a s s o f 1978 w i t h t h e i r

c o m p a r e t h e p e r c e p t i o n s of t h e SAC

perceptions fiv e years la te r

in 1983.

The

f o l l o w i n g were s t a t e d a s t h e r e s e a r c h e r ' s p u r p o s e s :
1.

To a s s e s s t h e p e r c e p t i o n s of t h e g r a d u a t e s c o n c e r n i n g t h e core
curriculum

program

effectiveness

at

S pring

in aid in g th e

A rbor

C o lleg e,

i n t e g r a t i o n of f a i t h ,

and

its

learning,

and l i v i n g ;
2.

To o b t a i n c r i t i c i s m s , s u g g e s t i o n s , and recommendations f o r t h e
improvement of t h e co r e c u r r i c u l u m program;

3.

To e v a l u a t e

these

data

and use

the

resu lts

to su g g est

i m p l i c a t i o n s f o r t h e co r e c u r r i c u l u m program; and
4.

To m ak e

sug g estio n s

co n cern in g

the

im p r o v e m e n t of th e

e v a l u a t i o n p r o c e s s c u r r e n t l y imployed by th e c o l l e g e .

121

122

BsfiisB^eidShSaSfeudx
T h i s st u d y was d e s i g n e d t o answer t h e f o l l o w i n g q u e s t i o n s .
1.

How do t h e p e r c e p t i o n s o f t h e g r a d u a t e s i n 1978 compare w i t h
th e ir perceptions f i v e y e a rs

later

i n 1983 r e g a r d i n g t h e i r

e d u c a t i o n a l e x p e r i e n c e a t S p r i n g Arb or C o ll e g e ?
2.

How do t h e p e r c e p t i o n s o f t h e g r a d u a t e s i n 1978 compare w i t h
t h e i r p e r c e p t i o n s f i v e y e a r s l a t e r i n 1983 r e g a r d i n g t h e CPLA
program a t S p r i n g Arb or C o ll e g e ?

3.

What a r e t h e

s t r e n g t h s a n d w ea k n e s s e s of t h e co r e program as

p e r c e i v e d by t h e g r a d u a t e s ?
To a n s w e r

the

first

two q u e s t i o n s ,

th e

fo llo w in g research

h y p o t h e s e s w i t h r e l a t e d sub h y p o t h e s e s were f o r m u l a t e d and t e s t e d .
Ho 1 . :

T h e r e i s no d i f f e r e n c e from 1978 t o 1983 i n t h e p e r c e p t i o n s of
th e g r a d u a t e s r e g a r d i n g t h e i r e d u c a t i o n a l e x p e r i e n c e a t S p r i n g
Arbor C o l l e g e .

Ho 1 . 1 . :

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g t h e i r i n v o l v e m e n t
i n t h e st u d y of t h e l i b e r a l a r t s .

Ho

1.2.:

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g t h e i r

th e

com mi tm ent

to Jesus C hrist as a p ersp ectiv e fo r learn ing.
Ho

1 .3 .:

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g

th eir

th e

critical

p a r t i c i p a t i o n i n t h e a f f a i r s o f t h e contemporary w o r l d .
Ho 1 . 4 . :

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g t h e i r o u t s t a n d i n g
e x p e r i e n c e a t SAC.

123

Ho 1 . 5 . :

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
p ercep tio n s

of

th e

g rad u ates

reg ard in g

th e ir

i d e n t i f i c a t i o n o f s t r e n g t h s a n d w e a k n e s s e s i n t h e SAC
program.
Ho 2 . :

T h e r e i s no d i f f e r e n c e from 1978
th e

Ho 2 . 1 . :

t o 1983

in

g r a d u a t e s r e g a r d i n g t h e CPLA program a t
Change i n t i m e f r o m 1 9 78 t o 1983

is

t h e p e r c e p t i o n s of
SAC.
not r e l a t e d tothe

p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g t h e d e v e l o p m e n t
of a C h ristian perspective for le arn in g .
Ho 2 . 2 . :

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g s p e c i f i c a s p e c t s
of

the

courses

as

listed

in

i t e m n u mb er 18 on t h e

questionnaire.
Ho 2 . 3 . :

Change i n t i m e f r o m 197 8 t o 1983 i s n o t r e l a t e d t o t h e
p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g t h e c o n t r i b u t i o n
of the core courses to the

Ho 2 . 4 . :

t o t a l d e g r e e program.

Change i n t i m e f r o m 197 8 t o 1983

is

p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g
th e

core

courses

not r e l a t e d to the
th e adequacy of

in providing a fo u n d atio n fo r

the

f u r t h e r s tu d y of t h e l i b e r a l a r t s .
Ho 2 . 5 . :

Change i n t i m e f r o m 197 8 t o 1983

i s not r e l a t e d to

the

p e r c e p t i o n s of t h e g r a d u a t e s r e g a r d i n g s p e c i f i c a s p e c t s
of

th e

core

sequence

of

courses

as

listed

in

q u e s t i o n n a i r e i t e m number 20.
Ho 2 . 6 . :

Change i n t i m e fr o m 197 8 t o 1983

i s not r e l a t e d to

th e

p ercep tio n s of th e g r a d u a t e s r e g a r d i n g t h e i r g e n e r a l
a t t i t u d e toward t h e CPLA program.

124

A m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e (MANOVA), w i t h a p p r o p r i a t e F
t e s t s was u s e d t o

test

t h e m ain r e s e a r c h

hypotheses.

a n a l y s i s o f v a r i a n c e was us ed t o t e s t t h e sub h y p o t h e s e s .
t e s t was pe rf o rm e d t o d e t e r m i n e t h e r e l a t i o n s h i p s
it e m s on t h e q u e s t i o n n a i r e .

A u n iv ariate
A c h i s q u a re

between p a r t i c u l a r

D e s c r i p t i v e s t a t i s t i c s were employed t o

show t h e r a t i n g s of t h e r e s p o n d e n t s on s e l e c t e d a s p e c t s of th e programs.
R e s e a r c h q u e s t i o n number t h r e e was examined by way of c o n t e n t a n a l y s i s ,
u s i n g f r e q u e n c y c o u n t s and p e r c e n t a g e s .

Conclusions
In r e l a t i o n

to

the

s p e c i f i c p u r p o s e s f o r w hich t h i s

s t u d y was

c a r r i e d o u t , a s s t a t e d i n C ha p te r 1, t h e f o l l o w i n g c o n c l u s i o n s were made
b as ed on t h e a n a l y s i s o f t h e d a t a p r e s e n t e d .
1.

The g r a d u a t e s o f SAC i n 1978 have n o t m o d i f i e d s i g n i f i c a n t l y
t h e p e r c e p t i o n s of t h e i r e d u c a t i o n a l e x p e r i e n c e a t SAC, n or o f
t h e c o r e c u r r i c u l u m pr ogram.

Only one r e s e a r c h h y p o t h e s i s out

of t h e e l e v e n t e s t e d in, t h i s s tu d y could be r e j e c t e d .
2.

The

SAC g r a d u a t e s

p erceived

th at

they

had a c h i e v e d

a

m o d e r a t e l y h i g h l e v e l of s u c c e s s i n a c c o m p l i s h i n g t h e g o a l s o f
the

"Concept."

1978 and

97

involvem ent

A p p r o x im a t e ly 93 p e r c e n t of t h e r e s p o n d e n t s i n
percent
in

the

in

1983

serio u s

in d icate d
study

of

some

th e

lev el

lib eral

of

arts.

E i g h t y - s e v e n p e r c e n t i n e a c h y e a r a c k n o w l e d g e d commitment t o
Jesus

C hrist,

a n d 78 p e r c e n t

perceived a m oderate or h ig h

i n 1978 and 74 p e r c e n t i n 1983
l e v e l of p a r t i c i p a t i o n

in the

a f f a i r s of t h e contemporary w o r ld .
3.

G rad u ates w ere not p a r t i c u l a r l y w ell s a t i s f i e d w ith
t o t a l SAC e x p e r i e n c e .

An a v e r a g e mean o f 2 . 5 0

their

(on a 5 p o i n t

125

scale ;

0 = lo w est;

questionnaire
im pression.
indicated

was

4 = h ig h est)

g iven

on ite m s

for

each

year

to

m easure

used

the
th is

The g r e a t e s t w e a k n e s s e s o f t h e SAC program, a s

by t h e r e s p o n d e n t s , w e r e i n t h e a r e a s

stu d e n ts in

of

of a i d i n g

" u n d e r s t a n d i n g and p r e p a r i n g f o r v o c a t i o n " ( 4 1 .5

p e r c e n t i n 1978; 4 3 .8 p e r c e n t i n 1983), " ap p r o ac h es t o s o l v i n g
personal

problem s" (22.8 p e rc e n t

in 1978;

26.0 p e r c e n t in

1 9 83 ), and i n " u n d e r s t a n d i n g and p r e p a r i n g f o r e c o n o m i c l i f e "
( 2 8 . 5 p e r c e n t i n 1978; 3 6. 5 p e r c e n t i n 19 83 ).
4.

G r a d u a t e s p e r c e i v e d t h e need f o r more d i r e c t i o n i n p r e p a r a t i o n
fo r vocation.

F i f t y - e i g h t p e r c e n t of t h e r e s p o n d e n t s i n 197 8

and 55.0 p e r c e n t
for v o c a tio n a l

i n 1983 i n d i c a t e

reasons.

As

they

t h a t th e y e n r o l l e d i n SAC
looked

b a c k on

th e ir

e d u c a t i o n a l e x p e r i e n c e a t SAC, 4 1 . 5 p e r c e n t of t h e r e s p o n d e n t s
i n 1978 and 4 4 . 0 p e r c e n t i n 1983 p e r c e i v e d a n e e d f o r g r e a t e r
a s s i s t a n c e i n u n d e r s t a n d i n g and p r e p a r i n g f o r a v o c a t i o n .
5.

G raduates

saw a w e a k n e s s i n t h e CPLA program r e l a t i v e t o i t s

c o n t r i b u t i o n to w a r d t h e development of a C h r i s t i a n p e r s p e c t i v e
for

learning.

The a v e r a g e mean s c o r e s of 2 .1 7 f o r 1978 and

2 . 1 5 f o r 1983 w e r e g i v e n on t h e i t e m s u s e d t o m e a s u r e t h i s
category.

The lo w e s t r a t i n g s were g i v e n t o "A c o u rs e in CPLA"

( 1 . 9 2 i n 1978; 1. 75 i n 1 9 8 3 ) , and "A s p e c i a l
( 1 . 7 0 i n 197 8 a n d 1 . 8 4 i n 1 9 8 3 ) .

chapel program"

The o n l y

i t e m w h i c h was

r a t e d h i g h e r t h a n 2 . 3 8 was " C o n t a c t w i t h a f a c u l t y member"
( 2 . 7 9 i n 1978 and 2 . 7 8 i n 19 8 3 ) .
6.

It

was

co n clu d ed

restructured,

or a t

th a t
the

th e

least

CPLA c o u r s e s
stren g th en ed .

ought

to

be

A v e r a g e mean

s c o r e s o f 2 . 3 4 i n 1 97 8 a n d 2 . 2 7

i n 1983 w e r e c i t e d

i t em s u s ed t o measure s e l e c t e d a s p e c t s

on t h e

o f t h e CPLA c o u r s e s .

The l o w e s t r a t i n g s w e r e g i v e n by t h e r e s p o n d e n t s t o "General
c l e a r n e s s of ma jor o b j e c t i v e s " ( 2 . 0 4 f o r b o t h y e a r s ) ,

"General

a g r e e m e n t b e t w e e n o b j e c t i v e s a n d a s s i g n m e n t s " (2 .17 in 1978
and 2 . 0 0 i n 1 9 8 3) , " C le a r o r g a n i z a t i o n of c l a s s p r e s e n t a t i o n s "
( 2 . 1 2 i n 197 8 a n d 1 . 8 9 i n 1983) and " S t i m u l a t i o n of c l a s s e s "
( 1 . 9 9 i n 1978 and 1 . 8 2 i n 1 9 8 3 ) .

Thi s p o i n t s t o a weakness o f

f a c u l t y i n t h e CPLA c o u r s e s .
The

SAC g r a d u a t e s

program.

w ere not w ell

s a t i s f i e d w ith

the core

The a v e r a g e mean s c o r e s on s e l e c t e d a s p e c t s

of t h e

c o r e sequence were 1 .8 6 i n 1978 and 1.80 i n 1983.

In r e s p o n s e

to the q u e s tio n concerning t h e i r g e n e r a l a t t i t u d e

toward th e

CPLA program, 44. 7 p e r c e n t of t h e r e s p o n d e n t s i n 1978 and 31.1
p e r c e n t i n 1983 s t a t e d t h a t
failed

to

challenge

the o pen-ended

them.

q u estio n s

the

p r o g r a m was t o o g e n e r a l a nd

The r e s p o n s e s o f t h e s t u d e n t s to
co n cern in g

th e

stren g th s

and

w e a k n e s s e s o f t h e c o r e program showed no s t r e n g t h s l i s t e d by
a s many a s 10 p e r c e n t

of th e r e s p o n d e n t s ,

i n c l u d e d by more t h a n 10 p e r c e n t .
more r e s p o n d e n t s

and 4 w eak n esses

The g e n e r a l comment made by

t h a n a n y o t h e r was

"The

program

is

not

v a l u a b l e , a w a s t e of t i m e " ( 2 6 . 0 p e r c e n t i n 1 9 8 3 ) .
I t was c on cl ud ed t h a t t h e g r a d u a t e s p e r c e i v e d t h a t t h e q u a l i t y
of t h e core program was i n c o n s i s t e n t .

The mean s c o r e s g i v e n

t o t h e c o n t r i b u t i o n o f C o r e 100 t o t h e t o t a l d e g r e e program
were 1 .3 2 i n 1978 and 1 . 6 8 i n 1983.
of i t s

c o n trib u tio n to

The a v e r a g e mean s c o r e s

the fo u n d atio n fo r

the lib e ra l a rts

127

were 1 .6 7

i n 1978 and 1.80 i n 1983.

The mean s c o r e s g i v e n t o

th e c o n t r i b u t i o n of Core 400 t o th e t o t a l d e g r e e p r o g r a m w e r e
2 . 2 3 i n 197 8 a n d 2 . 3 7

in 1983, and i t s

c o n t r i b u t i o n to th e

f o u n d a t i o n f o r t h e l i b e r a l a r t s was r a t e d a t 2 . 4 6

i n 197 8 a n d

2 .5 0 i n 1983.
9.

It

was

concluded

th a t

th e

core

program

d i d not have a

s i g n i f i c a n t impact on t h e i n t e g r a t i o n o f f a i t h ,
living.

l e a r n i n g and

The mean s c o r e s o f 1.8 9 i n 1978 and 1 .7 8 i n 1983 were

g i v e n by t h e r e s p o n d e n t s t o

the e f f e c t i v e n e s s

of the core

s e q u e n c e i n i n c r e a s i n g t h e i r u n d e r s t a n d i n g of t h e C h r i s t i a n
faith .

Mean s c o r e s o f 1 . 8 9 i n 1978 a n d 1 . 8 2 i n 1983 w e r e

recorded

w ith

respect

to

th e

e f f e c t i v e n e s s of th e co re

sequence i n i n t e g r a t i n g t h e C h r i s t i a n f a i t h w i t h th e s t u d e n t ' s
educational

experience.

The v a l u e of t h e c o r e sequence in

a id in g the s tu d e n ts in u n d e r s t a n d i n g th e

tru e nature

of th e

l i b e r a l a r t s had mean s c o r e s of 1. 85 i n 1978 and 1.8 4 i n 1983.
The s u c c e s s of t h e co re se quence i n p r o v i d i n g a p e r s p e c t i v e t o
evaluate

sig n ifican t

events in

2 .0 5 i n 1978 and 1 . 9 8 i n 1 9 8 3 .

s o c i e t y r a t e d mean s c o r e s of
When a s k e d t o

list

the

"o n e

b e s t " ans we r d e s c r i b i n g t h e i r g e n e r a l a t t i t u d e toward t h e CPLA
program, " p r o v i d e d a C h r i s t i a n p e r s p e c t i v e f o r f u r t h e r
in

the

lib eral

arts"

was

respondents each y e a r , and

chosen

by 7 . 3

percent

" p r o v i d e d new i n s i g h t s

study
of t h e

into

the

r e l a t i o n s h i p s between aca demic d i s c i p l i n e s " was marked by 1 1 . 4
p e r c e n t i n 1978 and 1 3. 5 p e r c e n t i n 1983.
10.

The r e s p o n d e n t s

w ere

less

w ell

s a t i s f i e d w ith

program, e s p e c i a l l y t h e c o r e c o u r s e s ,

t h e CPLA

than w ith the g en era l

college experience.
contrib u tio n

The a v e r a g e

o f t h e me an

o f t h e CPLA p r o g r a m

s c o r e s on t h e

to the developm ent

of

a

C h r i s t i a n p e r s p e c t i v e f o r l e a r n i n g was 2.1 7 i n 1978 and 2.1 5
i n 1983 .

(See Table 4 . 1 2 .)

The a v e r a g e m e a n

scores

on

s e l e c t e d a s p e c t s o f t h e CPLA c o u r s e s was 2 . 3 4 i n 1978 and 2.27
i n 1983.
the

(See Ta bl e 4 . 1 4 . )

The a v e r a g e of t h e mean s c o r e s on

c o n t r i b u t i o n of th e co re c o u rs e s to th e t o t a l

program was 1.87 i n 1978 and 1.9 0 i n 1983.
mean s c o r e s f o r

the c o n trib u tio n

f o u n d a t i o n f o r l i b e r a l a r t s was 2 . 1 0
1983.

(See T able 4 . 1 6 . )

The a v e r a g e of t h e

of th e co re

c o u rs e s to a

f o r 1978

and 2 . 0 8 f o r

The a v e r a g e of th e mean s c o r e s f o r

s e l e c t e d a s p e c t s of t h e c o r e
1.80 f o r 1983.

degree

s e q u e n c e was 1 . 8 6 f o r 1978 a n d

(See Ta bl e 4 . 1 8 . )

The g e n e r a l a v e r a g e of t h e

mean s c o r e s f o r t h e CPLA and co r e p r o g r a m s was 2 . 0 5 f o r

197 8

and 2 . 0 4 f o r 1983.
It

was

concluded

th at

the

core

p e r c e i v e d by t h e r e s p o n d e n t s a s
general

ed u catio n

s e q u e n c e o f c o u r s e s was

the w e a k e s t

p r o g r a m a t SAC.

part

of

the

The r e s p o n s e s o f t h e

s t u d e n t s t o t h e co r e c o u r s e s were c o n s i s t e n t l y l o w e r t h a n t h e
o th e r f a c e t s of t h e i r c o lle g e ex p e rien ce

e x a m i n e d by t h i s

study.
On t h e b a s i s o f t h e f i n d i n g s of t h i s s t u d y , i t was con cl u de d
t h a t t h e CPLA program a t S p r i n g A r b o r C o l l e g e was w e a k e r i n
1978

th an

i t was i n 1 9 7 2 .

N e w b y 's 6 t u d y ( 1 97 2) c i t e d a n

a v e r a g e mean s c o r e o f 2 . 5 6 on t h e
course

to th e t o t a l

c o n t r i b u t i o n o f t h e CPLA

degree program.

This

s tu d y found the

a v e r a g e of t h e mean s c o r e s t o be 1 . 8 7 a n d 1 . 9 0 r e s p e c t i v e l y

129

for

197 8 a n d 1 9 8 3 .

s c o r e s of 2.65 f o r
fo undation fo r

N e w b y 's s t u d y ha d a n a v e r a g e o f mean
th e c o n t r i b u t i o n of th e program

lib eral a rts,

w hile th i s

related

a

s t u d y i n d i c a t e s an

a v e r a g e of mean s c o r e s a t 2 . 1 0 and 2 . 0 8 r e s p e c t i v e l y .
study

for

Newby's

t h e a v e r a g e o f t h e mean s c o r e s on s e l e c t e d

a s p e c t s of t h e CPLA c o u r s e s a t 2 . 7 5 .

This study

showed an

a v e r a g e o f mean s c o r e s a t 2 . 3 4 and 2.27 r e s p e c t i v e l y f o r 1978
and 1983.
13.

F a c u l t y do n o t w i e l d a s g r e a t an i n f l u e n c e on t h e s t u d e n t s a s
Newby ( 197 2) r e p o r t e d .

That

s t u d y c i t e d 60 p e r c e n t

of th e

r e s p o n d e n t s d e c l a r i n g t h a t t h e i r o u t s t a n d i n g memory a t SAC was
a stim ulating i n s t r u c t o r .

This

study r e p o r t s

t h a t o n l y 35

p e r c e n t o f t h e r e s p o n d e n t s i n 197 8 and 28.1 p e r c e n t i n 1983
indicated that

t h e i r o u t s t a n d i n g memory was a n i n s t r u c t o r .

This d if f e r e n c e

c o u l d be p a r t i a l l y a c c o u n t e d f o r by t h e f a c t

t h a t t h e q u e s t i o n n a i r e i n 1978 (and a l s o i n 1983) i n c l u d e d t h e
o ptional

item of

"personal

f r i e n d s h i p s " a s a c a t e g o r y which

was n o t i n c l u d e d i n Newby's s t u d y .

In t h i s

study,

"personal

f r i e n d s h i p s " was chosen by 53.7 p e r c e n t of t h e r e s p o n d e n t s in
1978 and 5 9 . 4 p e r c e n t i n 1983 a s t h e i r o u t s t a n d i n g e x p e r i e n c e
a t S p r i n g A rb or C o l l e g e .

jj n p li c a J ti o n s
It

is highly

suggestive

t h a t t h e CPLA program a t SAC i s g iv e n a

lower r a t i n g by t h e g r a d u a t e s o f 1978 t h a n was r e p o r t e d i n Newby's s tu d y
in 1972.

O bviously

s o m e t h i n g was l o s t i n t h e t r a n s i t i o n from t h e o l d

c u r r i c u l u m t o t h e program now i n o p e r a t i o n .

A c a r e f u l comparison of the

130

two p r o g r a m s

could le a d to e f f e c t i v e r e s t r u c t u r i n g and m e a n in g f u l

change.
SAC m u s t p r e p a r e i t s

facu lty

to te a c h d iffe re n tly .

s t u d e n t s e x p e r i e n c e t h e co r e c l a s s e s a s b o r i n g , n o t
w a s te of t i m e .

While t h i s

the q u a l i t y

stim u latin g ,

and a

i s n o t t r u e of many of t h e s t u d e n t s , t h e r e

a r e a s i g n i f i c a n t number who r e s p o n d i n t h i s way t o
problem w ith

Many of th e

i n d i c a t e a genuine

of i n s t r u c t i o n .

The g e n i u s of t e a c h i n g i s

g e t t i n g th e s t u d e n t s e x c i t e d a b o u t l e a r n i n g .

Te a ch in g i s t h e key t o th e

a t m o s p h e r e of l e a r n i n g .
But, o b v i o u s l y , t h e f a c u l t y a r e not t h e whole problem.
to a f u r t h e r i m p l i c a t i o n .

The c o l l e g e m u s t b e g i n t o

Which l e a d s

in still

s t u d e n t s a s e n s e o f r e s p o n s i b i l i t y f o r t h e i r own e d u c a t i o n .

in i t s
Too many

c o l l e g e s t u d e n t s t o d a y seem t o b e l i e v e t h a t n o t h i n g i s i n h e r e n t l y worthy
of study u n le s s

it

i s " u s e f u l , " and " u s e f u l " i s d e f i n e d v e r y n a r r o w l y ,

u s u a l l y t i e d t o th e id e a of immediate t r a n s l a t i o n i n t o m o n e ta r y v a l u e s .
R e q u i r e d c o u r s e s a r e v ie we d a s m e r e l y n e c e s s a r y h u r d l e s t o g e t o v er in
t h e q u e s t of s p e c i a l i z a t i o n o r v o c a t i o n a l p r e p a r a t i o n .
SAC n e e d s

t o e n c o u r a g e m o r e w i d e s p r e a d and a c t i v e in vol vem ent of

s t u d e n t s i n t h e i r own e d u c a t i o n .
questions

like

the follow ing:

The s t u d e n t s s h o u ld be c h a l l e n g e d w i t h
How committed t o l e a r n i n g a r e you?

Are

you w i l l i n g t o make a m a jo r i n v e s t m e n t o f t i m e a n d e n e r g y i n l e a r n i n g
th o s e t h i n g s which w i l l be of l i f e lo ng v a l u e t o you?

Do you assume any

r e s p o n s i b i l i t y t o e n c o u n t e r th e c o u r s e c o n t e n t , t o i m p r o v e t h e q u a l i t y
of c l a s s

discu ssio n ,

t o make t h e c l a s s r o o m e x p e r i e n c e i n t e r e s t i n g and

v a l u a b l e f o r b o th p e e r s and i n s t r u c t o r s ?
p u r s u i n g i s s u e s and i d e a s o u t s i d e
teachers?

Do you e x t e n d th e c l a s s r o o m by

t h e c l a s s r o o m w i t h b o th p e e r s and

Do you a t t e m p t t o r e l a t e c o u r s e c o n t e n t t o your own p e r s o n a l

131

experiences?
issues?

Do you t r y t o s e e i m p l i c a t i o n s f o r

s o c i a l p r o b l e m s an d

A re yo u e x p e r i e n c i n g growth and development a s a p e r s o n ?

much a r e you r e a l l y

g e t t i n g from your e d u c a t i o n a l e x p e r ie n c e ?

How
(See

Ba kker, 19 7 7 ).
The l i t e r a t u r e

f o c u s e s much a t t e n t i o n o n a c l e a r l y a r t i c u l a t e d

m ission statement fo r the i n s t i t u t i o n .
m issin g

the

related n ess

The f a c t t h a t many s t u d e n t s a r e

of th e co re c o u rs e s to th e r e s t

of t h e i r

e d u c a t i o n a l e x p e r i e n c e i n d i c a t e s t h a t t h e m i s s i o n of t h e c o l l e g e a s w e l l
a s g o a l s a n d o b j e c t i v e s a n d v a l u e s o f t h e i n s t i t u t i o n a r e not bei ng
clearly

com municated.

The i n t e g r i t y

o f a c o l l e g e d e p e n d s u po n i t s

ab ility

t o communicate i t s v a l u e s and i d e a l s to i t s s tu d e n ts .

There

must be u n i t y and co h e r e n c e i n i t s program i f i t i s t o have m e a n i n g a nd
purpose.

The c o r e program s h o u l d be t h e g l u e of t h e e d u c a t i o n a l program

of a l i b e r a l a r t s c o l l e g e .
The

Improvement h e r e i s e s s e n t i a l f o r SAC.

f r a c t i o n a l i z a t i o n o f e d u c a t i o n i n g e n e r a l , t h e r e a l i t y of a

s h r i n k i n g m ark et of s t u d e n t s ,
fiscal

situ atio n

increasing

t h e econom ic s q u e e z e which im p a c ts the

(esp ecially

th e sm all

lib eral

arts

e m p h a s i s on v o c a t i o n a l e d u c a t i o n w i t h

co lleg e),

demands

for

the
job

p r e p a r a t i o n , make d i r e c t l y

ap p licab le

dec ad es i n h i g h e r e d u c a t i o n :

change o r p e r i s h , r e l e v a n c e , a n d q u a l i t y

ed ucation

(see the f i r s t

p a r a g r a p h of

t h e emphases of t h e l a s t t h r e e

t h i s study).

I t seems obvious

t h a t a n a v e r a g e (much l e s s below a v e r a g e ) e d u c a t i o n a l p r o g r a m w i l l n o t
attract

and r e t a i n

college

stu d en ts in

the l a s t

two d e c a d e s of th e

t w e n t i e t h c e n t u r y , much l e s s l e a d t o t h e development of "whole p e r s o n s "
which i s t h e g o a l of a l i b e r a l a r t s e d u c a t i o n .
An a d d i t i o n a l i m p l i c a t i o n of t h i s s tu d y i s th e need f o r e v a l u a t i o n ;
cooperative, continual, contextual, c r i t i c a l evaluation.

The e v a l u a t i o n

132

must be c o o p e r a t i v e .

I t must i n c l u d e n o t o n l y p r o f e s s i o n a l e v a l u a t o r s

and rev iew com m ittees,

but th e e n tire fa cu lty .

C ollaboration in th is

en de a vo r i s an e x c e l l e n t way t o b u i l d commitment t o

the

p r o c e d u r e s and

f i n d i n g s of t h e e v a l u a t i o n a s w e l l a s t o t h e m i s s i o n of th e i n s t i t u t i o n .
E v a l u a t i o n must be c o n t i n u a l .
keep

Five year s t u d ie s a re i n a d e q u a t e to

t h e e d u c a tio n a l program a b r e a s t

students.

E ffective

cum ulative e f f o r t .

evaluation is

of t h e c h a n g i n g n e e d s o f o u r

not

a one-shot

affair,

but

a

The i d e a l e x p r e s s e d i n t h e l i t e r a t u r e i s seldom a

r e a l i t y in p r a c t i c e .
E v a l u a t i o n m u s t be c o m p r e h e n s i v e .
must be i n c l u d e d .
iso latio n

S elected asp ects

from t h e r e s t

A l l f a c e t s of t h e i n s t i t u t i o n

o f a p r o g r a m do n o t o p e r a t e

o f t h e pr ogram.

in

The i n t e g r i t y of t h e program

demands comprehensive e v a l u a t i o n .
E v a l u a t i o n m u s t be c o n t e x t u a l .
lib e r a l a r t s college.
undertaken.

This i s

e s p e c i a l l y t r u e f o r th e

E v a l u a t i o n s of t h e c o l l e g e envi ron me nt a r e seldom

L iberal a r ts

colleges,

f o c u s i n g o n t h e "development of

p e r s o n s " sh ould be e s p e c i a l l y s e n s i t i v e t o t h i s ne ed .
E v a l u a t i o n must be c r i t i c a l .
i s to develop in stu d en ts the s k i l l
w i l l be s h o r t - c i r c u i t e d

if

The g o a l of t h e l i b e r a l a r t s c o l l e g e
of

critica l

thin k in g .

This goal

t h e i n s t i t u t i o n i t s e l f f a i l s t o engage i n

c r i t i c a l t h i n k i n g a b o u t i t s own g o a l s and pro gr am s.

Recommen d a t i o n s
One o f

th e

stated

purposes

for

th is

study

w as

to

suggest

i m p l i c a t i o n s f o r th e co re c u r r i c u l u m program and t o make s u g g e s t i o n s f o r
the

im provement of t h e e v a l u a t i o n p r o c e s s

college.

c u r r e n t l y employed by th e

The f o l l o w i n g w i l l f o c u s t h i s p u r p o s e f o r t h e s t u d y .

133

1.

It

i s re c o m m e n d e d t h a t t h e c o r e program be s t u d i e d c a r e f u l l y

in

the

lig h t

of

the m is s io n

i m p l i c a t i o n s of t h i s

study.

of

th e

clear

the p u rp ose of

and of th e core program .

l o o k s h o u l d be t a k e n a t

p e r s p e c t i v e of i t s

th e

t h e g o a l s of l i b e r a l e d u c a t i o n , of t h e

C hristian lib e r a l a rts c o lle g e ,
careful

and

As s u g g e s t e d i n t h e l i t e r a t u r e

c a r e sh ould be t a k e n t o make i n d e l i b l y
the i n s t i t u t i o n ; a lso

co lleg e

A

t h e f r e s h m a n y e a r from t h e

significance for e f f e c t i n g

change th ro u g h

t h e e s t a b l i s h m e n t o f c l e a r e x p e c t a t i o n s o f e x c e l l e n c e and
in teg rity .

The p r o g r a m s h o u l d c o m m u n i c a t e

a

clarity

of

e x p e c t a t i o n o f t h e k i n d of p e r s o n a s t u d e n t i s t o become.
2.

It

i s recommended t h a t t h e c o r e c o u r s e s be e v a l u a t e d c a r e f u l l y

each y e a r to

determ ine

s t r e n g t h s and w eak n esses.

Student

r e s p o n s e s i n d i c a t e a l a c k o f c o o r d i n a t i o n b et we en t h e co re
courses.
3.

It

is

recom mended

t h a t t h e s t u d y o f t h e c o r e p r o g r a m be

o r g a n i z e d t o a n a l y z e n o t o n ly g r a d u a t e p e r s p e c t i v e ,

but a ls o

t o i n c l u d e t h e a c t u a l r e s u l t s of c o u r s e e v a l u a t i o n s .
4.

It

i s rec o m m en d ed t h a t f a c u l t y

e v a l u a t i o n of t h e program be

i n c l u d e d a l o n g w i t h s t u d e n t r e s p o n s e s t o gi v e a more b a l a n c e d
p i c t u r e of t h e e d u c a t i o n a l p r o c e s s and i t s e f f e c t i v e n e s s .
5.

It

is

recommended t h a t

special

train in g

be g i v e n t o c o r e

f a c u l t y t o improve t h e i n s t r u c t i o n i n t h e core s e q u e n c e .
the

Also

s e l e c t i o n o f f a c u l t y f o r t h e c o r e c o u r s e s s h o u ld be done

w i t h c a r e , u s i n g t h e most a b l e f a c u l t y , w i t h s p e c i a l a t t e n t i o n
g iv en

to

th e ir

ab ility

to

assist

the

stu d en ts

in

the

in teg ratio n

of f a i t h ,

learning,

and l i v i n g ,

and t h a t

the

f a c u l t y be models of t h e SAC " c o n c e p t . "
S in ce

th e

stu d en ts

relatio n sh ip s"
experience,

in d icate

w ere a

th a t

sig n ifican t

"clo se

facto r

personal

in

th e ir

SAC

a s t u d y o f t h o s e a s p e c t s s h o u l d be c a r r i e d o u t ,

w i t h c l o s e a t t e n t i o n g i v e n t o t h e impact of t h e c o - c u r r i c u l a r
a s p e c t s o f c o l l e g e l i f e on t h e e d u c a t i o n a l e x p e r i e n c e .
It

i s recommended t h a t a p e r i o d i c r e v i e w of alumni be i n c l u d e d

in the ev a lu a tio n process.
S ince

many

of

the

SAC s t u d e n t s

enro lled

in co lleg e

for

v o c a t io n a l r e a s o n s , and s e n s e th e n e e d f o r more v o c a t i o n a l
assistan ce,

it

i s rec o m m en d ed t h a t t h e pla cem en t program be

upgraded to provide
guidance

in

the

stu d e n ts w ith b e t t e r

selectio n

of

inform ation

a career,

pro fessio n ,

and
or

vocation.
The f o l l o w i n g s u g g e s t i o n s a r e made f o r t h e improvement of t h e
q u e s t i o n n a i r e u se d i n t h e e v a l u a t i o n p r o c e s s a t S p r i n g A r b o r
College.
a.

T y p e s of q u e s t i o n s and r e s p o n s e
s ta n d a rd iz e d to allow f o r
exam ple,

questio n n aire

b etter

item s

concerning th e f a c e t s

of th e

ranked

of

on

a

scale

0

s h o u l d be

co m parisons.

six,

seven,

to

4 so

th at

For

and e i g h t ,

" c o n c e p t," should a l l

c o m p a r i s o n s o f the m c a n be m a d e .
eleven are r e a lly

categ o ries

be

m eaningful

Also item s t e n

and

d e a l i n g w i t h s t r e n g t h s and w ea k n es s es

and s ho uld be s t r u c t u r e d w i t h s t a n d a r d i z e d r e s p o n s e s .

b.

C a r e f u l d i s t i n c t i o n s h o u ld be made i n t h e p h r a s i n g o f t h e
q u e s t i o n s t o d i s t i n g u i s h between t h e CPLA p r o g r a m a s

the

b r o a d g e n e r a l e d u c a t i o n c u r r i c u l u m and t h e c o r e sequence
a s t h e c u r r i c u l a r c e n t e r of t h a t program.
c.

C la rify

th e

D istinguish
betw een a

te rm in o lo g y

in

th e

q u estio n n aire.

c l e a r l y b e t w e e n CPLA a n d C o r e ,
C h ristian

p ersp ectiv e

for

and

also

learn in g

and

commitment t o J e s u s C h r i s t a s Lord and M as te r .
d.

Make

sure

the

goals

of

th e

c o l l e g e and of t h e c o r e

program a r e c l e a r l y a d d r e s s e d i n th e q u e s t i o n n a i r e .
e.

Each

facet

of

the

concept

s h o u l d be i n c l u d e d i n t h e

e v a l u a t i o n of t h e co re c o u r s e s .
i.

For example:

How w o u l d y o u e v a l u a t e t h e c o n t r i b u t i o n made by
the

core co u rses tow ard y o u r

developm ent

of

s e r i o u s in vo lv em en t of t h e l i b e r a l a r t s ?

ii.

Core 100

0

1

2

3

4

Core 200

0

1

2

3

4

Core 300

0

1

2

3

4

Core 400

0

1

2

3

4

How w o u l d y ou e v a l u a t e t h e c o n t r i b u t i o n made by
the core

sequence to th e development of J e s u s

C h rist a s a p e rs p e c tiv e f o r learning?
Core 100

0

1

2

3

4

Core 200

0

1

2

3

4

Core 3U0

0

1

2

3

4

C ore 400

0

1

2

3

4

136

iii.

How w o u l d y o u e v a l u a t e
core courses to

th e c o n t r i b u t i o n of the

the developm ent

of

critica l

p a r t i c i p a t i o n i n t h e a f f a i r s of t h e con tem porary
w o r ld ?

f.

Rephrase

Core 100

0

1

Core 2U0

0

1

Core 300

0

Core 400

0

2

3

4

2

3

4

1

2

3

4

1

2

3

4

i t e m s e v e n on t h e q u e s t i o n n a i r e .

The q u e s t i o n

i t s e l f f o c u s e s on " p e r s p e c t i v e f o r l e a r n i n g . "
the o p tio n s r e f e r s

None o f

to a "perspective for le a rn in g ."

It

i s a d i f f e r e n t m a t t e r t o t a l k of a p e r s o n a l r e l a t i o n s h i p
w ith Je su s

C hrist

t h a n t o t a l k o f com mitme nt t o J e s u s

Christ as a perspective f o r le arn in g .

The q u e s t i o n m i g h t

be p h r a s e d a s f o l l o w s : "To what d e g r e e does J e s u s C h r i s t
f u n c t i o n a s a p e r s p e c t i v e f o r l e a r n i n g f o r y ou? "
1. .... . . High
2
g.

In clu d e

3

____ , Low
4 .......... None

Mode r a t e
the id e a l graduate

statem ent to

e x t e n t t o which t h e program i s m e e t i n g t h e
of th e c o l l e g e .

This i s

evaluate
stated

the

goals

t h e most s u c c i n c t s t a t e m e n t of

the e d u c a tio n a l g o a l s of t h e c o l l e g e

that

is

av ailab le

and th e y a r e s t a t e d i n m e a s u r a b l e form.

£ecQmmend^ti^ga^£QC,^gur;th.er. ^Resea r c h
The r e v i e w o f t h e l i t e r a t u r e and t h e f i n d i n g s of t h i s s tu d y p o i n t
to some p o s s i b i l i t i e s f o r f u t u r e r e s e a r c h .

This

study

exam ined

th e p e r c e p tio n s of g ra d u a te s in the

college learning experience.
do n e on t h e f a c u l t y

I t i s s u g g e s t e d t h a t r e s e a r c h be

p e r c e p t i o n s o f t h e c o r e program.

Such

d a t a co ul d be v a l u a b l e n o t o n l y i n im pr ovi ng t h e c o r e p r o g r a m ,
b u t a l s o i n t h e t r a i n i n g o f new c o r e f a c u l t y .
I t would be i n t e r e s t i n g t o e v a l u a t e t h e c o r e program b e g i n n i n g
w i t h t h e f r e s h m a n y e a r and c o n c e n t r a t i n g on t h e development o f
t h e s tu d e n ts through th e four y e a rs of the co llege experience.
T h i s would p r o v i d e e x c e l l e n t d a t a w i t h w h i c h t o e v a l u a t e

the

s t r e n g t h s and w e a k n e s s e s o f each c o r e c o u r s e .
R e s e a r c h on f a c u l t y a s r o l e mod els f o r l e a r n i n g co u l d be v e r y
h e l p f u l i n t h e s e l e c t i o n and p r e p a r a t i o n of t e a c h e r s .
This study

c o n c e n t r a t e d on t h e c o r e program of one C h r i s t i a n

liberal arts co lleg e.

It

i s recommended t h a t a c o m p a ris o n

s t u d y be done betwe en t h e c o r e program a t a p u b l i c i n s t i t u t i o n
and one a t a C h r i s t i a n l i b e r a l a r t s c o l l e g e .

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APPENDICES

APPENDIX A
COVER LETTER

Spring Arbor C ollege

• S pring A rbor, M ichigan 49283

• (517)750-1200

Dear SAC Graduate:
I am interested in doing a follow-up study o f the Spring Arbor College class o f 1978
concerning the effectiveness o f the CORE program o f the College. The data will be used as
the basis for a doctoral dissertation for the Ph.D. degree at Michigan State University, and
also for continuing study by the CPLA com m ittee o f Spring Arbor College.
This is the same questionnaire you were asked to com plete at the time o f your graduation.
The study will compare your current perceptions with those you had as a graduating senior.
One item has been added to assist in evaluating how SAC is meeting the goals stated in the
Ideal Graduate statement.
Please take a few m inutes to com plete the enclosed questionnaire and return it in the selfaddressed, stamped envelope.
Your participation is entirely voluntary, and in no way will your name be identified with
this study. Any and all inform ation is considered strictly confidential and will be treated
with respect.
Thank you for your cooperation.
Sincerely

Darrell Moore
Associate Professor o f Philosophy
DM:jd
Enclosure

APPENDIX B
QUESTIONNAIRE

8. To w hat degree did y o u r experience at SAC influence
you tow ard critical participation in th e affairs of the
contem porary world?
1. _____ High
3. _______ Low
4. _______No participation
2. _____ M oderate

Name (optional)
A. BIOGRAPHICAL INFORMATION
1. What is your: 1. age .
2. O cc u p atio n _____
Q U ESTIONS 2 TH RO U G H 5 (Please check ( \ f
ONE best answer)

) the

1. What is your current marital status?
4.
1.
.Single
.W idow ed
5.
.S eparated
.M arried
2.
.D ivorced
3.
3. Which o f the following comes CLOSEST to des­
cribing the com m unity in which you live?
1.
A rural com m unity
2.
A small tow n (up to 2,500)
3.
A small city (2,500 to 25,000)
4.
A city (25,000 to 100,000)
5.
A large city (100,000 to 500,000)
6.
A m etropolis (500,000 or over)
4. What was
attending
1.
2.
3.
4.
5.
6.
5.

your ONE m ost im p o rtan t reason for
college?
T o obtain a broad general education
To prepare for a vocation
T o increase your earning pow er
T o gain a better understanding o f the
world and the people in it
It was the thing to do
O th e r _____________________________

What was the ONE m ajor reason you chose SAC?
1.
To gain a Christian perspective
2.
G ood academic program
3.
Influence of a friend or relative
4.
L ocated near my hom e
5.
O th e r _______________________________

B. EVALUATION OF THE GENERAL
COLLEGE EXPERIENCE
QUESTION 6 THROUGH 10 (Please check (* /) the
ONE best answer)
6. How would you describe your involvement, while at
SAC, in the study of the liberal arts?
1-------- Very involved
3_______Mildly involved
2-------- Involved
4.
Not involved
7. Which one of the following best describes your
com m itm ent to Jesus Christ as a perspective for learning?
1
No com m itm ent
2.
A set of Beliefs
3--------- A set of guides for judging right and wrong
4 . _____A realization that you are following a
revealed way of life
5---------A personal relationship with Jesus Christ
as Lord and Master

9. What ONE thing stands o u t MOST in your memory
ab o u t your experience at SAC?
1. _____ One or tw o stim ulating teachers
2.
Personal friendships
3.
A social function
4.
An athletic program
5.
An outstanding chapel program
6. _____ O th e r ___________________________________
10.

Which of the following represent areas of living in
which you wish SAC had given m ore help? (Check
as m any as apply)
1. _ _ _ _ _ U nderstanding and preparing fo r a vocation
2.
A pproaches to solving personal problems
3.
U nderstanding and planning for econom ic
life
4.
How to work with groups
5.
The developm ent o f social skills
6.
Understanding and prom oting health in
hom e and com m unity
7.
R elationships w ith people o f o th er races
8.
O th e r___________________________________

11.

How well do you think SAC succeeded in providing
the following?
Please n o te that the rating scale uses “0 ” fo r a low
rating and " 4 " fo r a high rating. Circle th e desired
response

1. Enabled the stu d e n t to achieve a
0 12
broad cultural background
2. Helped the stu d en t to develop the 0 1 2
ability for critical thinking
3. Provided opportunities for
0 12
developing leadership skills
4. Encouraged the stu d en t to under- 0 1 2
stand hum an behavior
5. Prepared the stu d en t prim arily for 0 1 2
his fu tu re occupation
6. Emphasized intellectual grow th
0 1 2
m ore than grades
7. Prepared th e stu d en t to be a life
0 12
long stu d en t
8. Stim ulated through various means 0 1 2
th e exploration o f areas outside the
stu d en t's own field o f study
9. Developed one's ability to get
0 1 2
along with people
10. Helped one to understand com mu- 0 1 2
n ity and world problem s.
11. Helped an individual to develop
0 12
more fully his morals, ethical
standards, and values
12. Provided assistance for personal
0 12
problems
13. Investigated religious, philosoph0 12
ical, and moral problem s

3 4
3 4
3 4
3 4
3 4
3 4
3 4
3 4

3 4
3 4
3 4

3 4
3 4

C. EVALUATION OF YOUR MAJOR
12.

What was your SAC major? (Elem entary education
should be treated as a m ajor.)

Q U ESTIO N S 13 TH RO U G H IS (Please check (<S) the
ONE best answer)
13. At w hat point in your education did you definitely
decide o n your college major? (Select BEST answer)
1.
.B efore high school
. During high school
2.
.F reshm an year o f college
3.
4.
.S ophom ore year o f college
.Ju n io r year o f college
5.
14.

If you selected a m ajor after entering college, who
had the greatest influence on your choice?
1.
Personal interests
2.
F aculty members
3.
Y our college advisor
4.
O th e r ________________________________
Which o f the follow ing describes your m otivation
in choosing a major? (Check as m any as apply.)
.P u rsu it of a well established interest
1.
• Desire for a liberal education
2.
.N eed o r desire to earn a living
3.
4.
.Service to others
- O th e r ____________________________
5.

16. How w ould you rate the courses in your SAC major?
Please n o te that the rating scale uses " 0 " fo r a low
rating and " 4 ” fo r a high rating. Circle th e desired
response.
1. General clearness o f m ajor
objective
2. General agreem ent betw een
objectives and assignments
3. Clear organization o f class
presentations
4. Clear explanation of
im p o rtant ideas
5. In stru cto r’s encouragem ent
for you to seek help when
necessary
6. Usage of class tim e for
instruction purposes
7. In stru cto r’s regard for
viewpoints different from
his own
8. Stim ulation o f classes
9. Fairness o f class grades

D.

0

1 2

3 4

0 1 2

3 4

0 1 2

3 4

0 1 2

3 4

0 1 2

3 4

0 1 2

3 4

0 1 2

3 4

0 1 2
0 1 2

3 4
3 4

EVALUATION OF THE CPLA PROGRAM

In responding to the fo llo w in g Q U ESTIONS 1 7 TH RO U GH
20, please note that the rating scale uses "O " fo r a low
rating and " 4 " fo r a high rating. Circle the desired
response.
17.

How would you evaluate the contribution m ade by
the following tow ard your developm ent o f a
Christian perspective for learning?

1. A course or courses in CPLA
2. C ontact with a faculty m em ber
3. A particular religious experience
4. A special chapel program
5. Small group participation
18. Please rate each o f these aspects of the
courses which you to o k at SAC.
1. General clearness of m ajor
objective
2. General agreement betw een
objectives and assignments
3. Clear organization o f class
presentations
4. Clear explanation o f im p o rtan t
ideas
5. Instructor's encouragem ent for
you to seek help when necessary
6. Usage o f class tim e for
instruction purposes
7. In stru cto r’s regard fo r viewpoints different from his own
8. Stim ulation of classes
9. Fairness o f class grades

01
01
01
01
01

2
2
2
2
2

3
3
3
3
3

4
4
4
4
4

CPLA
01 2

3 4

0 1 2

3 4

0 1 2

3 4

0

12

3 4

01 2

3 4

0 12

3 4

0 12

3 4

0 1 2
0 1 2

3 4
3 4

19. Please rate each CORE course which you took at
SAC for its overall contribution (a) to your degree
program and (b) for adequacy in providing a founda­
tion for further study in the liberal arts.
a. Contribution to total degree program
1. CORE 100
0 1
2 3 4
2. CORE 200
0 1
2 3 4
3. CORE 300
0 1
2 3 4
4. CORE 400
0 1
2 3 4
b. Contribution to foundation f o r liberal arts
1. CORE 100
0 1
2 3 4
2. CORE 200
0 1
2 3 4
3. CORE 300
0 1
2 3 4
4. CORE 400
0 1
2 3 4
20. How would you rate the following questions as
relate to the CORE sequence of courses?
1. To w hat ex ten t has the CORE
0 1 2
sequence o f courses increased
your understanding of the
Christian Faith?
2. To w hat degree have these
01 2
courses assisted you in develop­
ing a Christian perspective tow ard
the subject m atter o f your academic
major?
3. To w hat degree has the CORE
01 2
sequence o f courses assisted you
to integrate the whole o f the
Christian Faith with all of your
educational experience?
4. To w hat degree have they con01 2
tributed to your understanding of
the true nature of a liberal arts
education?
5. To w hat degree has the sequence
01 2
provided a perspective to
evaluate the significant events of
the society in which you live?

they
3 4

3 4

3 4

3 4

34

21. Which ONE o f the follow ing statem ents BEST describes y our general a ttitu d e tow ard the CPLA
program ?
Please check ( i f ) th e O NE best answer.
1 ..... . ...Provided a Christian perspective fo r fu rth e r
study in th e liberal arts
Gave a broad fo undation u p o n w hich to
2. ..
build a m ajor
...Provided new insights in to th e relation­
3.
ships betw een th e academ ic disciplines
Was on th e w hole beneficial
4.
Was to o general and failed to challenge
5.

23.

24.

22. Which one of the follow ing best describes your
co m m itm en t to Jesus Christ as a perspective for
learning?
1.
-N o co m m itm ent
2.
_A perspective through w hich I understand
the facts and presuppositions o f my
academ ic m ajor
3. ......... -A guide fo r judging right and w rong
4.
..A basis fo r integrating w hat 1 have learned
in th e classroom w ith m y personal
religious and social values

What w ould you identify as th e m ajor strengths o f th e SAC experience in th e follow ing areas. (Please be specific
in y o u r suggestions.)
a.

General college experience

b.

Major

c.

CPLA (CORE 200, 300, 400)

W hat do y ou consider to be the m ajor w eaknesses of the SAC experience in the following areas. (Please be
specific in y o u r suggestions.)
a.

General college experience

b.

Major

c.

CPLA (CORE 200, 300, 400)

APPENDIX C

GRADUATES' RESPONSES TO STRENGTHS AND WEAKNESSES
OF THE GENERAL COLLEGE EXPERIENCE

APPENDIX C

Re s po ns es of t h e G r a d u a t e s on S t r e n g t h s and Weaknesses
of th e General College Experience
The r e s p o n s e s were r e c o r d e d a s w r i t t e n by t h e r e s p o n d e n t s .
minor e d i t i n g was done, and a l l names were o m i t t e d .

Only

Strengths
What .would, you, . i d e n t ify,.Has..the.-ma.ior
s t r e n g t h s , .of. . t h e-.gener a l . . CQl l e g e
e x p e r i e n c e , ,at. .SAC?.

I have a p p r e c i a t e d t h e o p p o r t u n i t y t o r e l a t e t o and s h a r e i d e a w it h
p e e r s who s h a r e a l i k e f a i t h .
I am g r e a t l y i n d e b t e d t o s e v e r a l
s t a f f a n d f a c u l t y f o r t h e i n p u t t h a t th e y have had i n my l i f e and
f o r t h e c a r e a n d l o v e e v i d e n c e d by t h e m .
I ap p reciate q u ality
i n s t r u c t i o n and f a i r n e s s o f g r a d i n g . V ar io us e x p e r i e n c e s — c h a p e l ,
r e t r e a t s , s m a l l g r o u p s , c l a s s e s , have s t r e n g t h e n e d a n d c h a l l e n g e d
my C h r i s t i a n i t y .
By SAC b e i n g s m a l l , b e t t e r chance t o g e t t o know t h e s t u d e n t s and
form c l o s e r f r i e n d s h i p s .
Some v e r y c o n c e rn e d p r o f e s s o r s .
C hallenged to lead ersh ip .
C hallenged to develop.
e m p h a s i s . Emphasis on "whole p e r s o n . "

Community

A C h r i s t i a n atm o sp h e re and em phasis in in d iv id u al c la sse s.
Concerned f a c u l t y members who t a k e a p e r s o n a l i n t e r e s t i n s t u d e n t s .
A b r o a d g e n e r a l e d u c a t i o n t h a t promotes e x p o s u r e t o a v a r i e t y of
classes not included in o n e ' s m a jo r f i e l d of s tu d y .
A frien d ly
student body!
Helped t o d e v e l o p s o c i a l l y w i t h i n t h e c o l l e g e community.
Small campus i s good b e c a u s e you g e t much more p e r s o n a l l y i n v o l v e d
with people. Faculty is g r e a t.
C o m m u n i c a t i o n was g o o d — s u c h a s B l u e a n d G o l d .
B r o a d e n e d my
o u t l o o k on l i f e — d e f i n i t e l y a m a t u r i n g e x p e r i e n c e — e x p o s e d me t o
a r e a s of l i f e never b e fo re experienced.
156

157

The c l a s s r o o m e x p e r i e n c e , and t h e o p e n n e s s of p r o f s .
My c o l l e g e e x p e r i e n c e , w h i l e h e r e one y e a r , ha s been v e r y good. I
have t r u l y f e l t t h e a c c e p t a n c e and l o v e g i v e n t h r o u g h t h e c o n c e p t
o f t h e " c o m m u n i t y . " A c a d e m i c a l l y , a s w e l l a s s p i r i t u a l l y , I have
grown and l e a r n e d t r e m e n d o u s l y .
A p p r e c ia te c a r in g atm o sp h e re — p o s itiv e approach.
Allow f o r
indiv id u ality .
Some v e r y e x c e l l e n t l e a d e r s h i p .
Encouraged
advanc ed s t u d y .
An o v e r a l l C h r i s t i a n a t m o s p h e r e e n a b l e d me t o d e v e l o p p e r s o n a l ,
lo n g -lastin g frie n d sh ip s.
Sm all g ro u p s ( P r a y e r and S h a re ,
Community A c t i o n a n d p a r t i c i p a t i o n i n C h r i s t i a n m i n i s t r i e s and
n u r s i n g home m i n i s t r i e s ) p r o v i d e d f o r r e a l g r o w t h a n d l e a r n i n g
a b o u t m y s e l f and o t h e r s , a s w e l l a s p r o v i d i n g means by which I (and
o t h e r s ) co ul d s h a r e C h r i s t w i t h t h e w o r l d .
P eo p le h e r e w orth m e e tin g and knowing.
C l a s s e s i n t e r e s t i n g and
i n t o r m a t i v e on t h e w h ol e. P eo p le w i l l i n g t o h e l p .
I t h i n k f r i e n d s and new r e l a t i o n s h i p s proved t o be s t r e n g t h s .
You
l e a r n t o l i v e w ith p e o p le from v a r i o u s b a c k g r o u n d s an d ev en
relig io n s.
A l s o , t h e common i n t e r e s t of C h r i s t i a n i t y i s a n o t h e r
strength.
Good o p en n es s between a d m i n i s t r a t i o n , f a c u l t y , s t u d e n t s a s shown i n
Community S e n a t e . Some e x c e l l e n t p r o f e s s o r s .
I t h i n k t h e Core
p r o g r a m i s v e r y good; I ' v e t a k e n o n l y 300 and 400 bu t I ' v e coun te d
both e x p e r ie n c e s as b e n e f i c i a l .
I a lso fe e l th e re is a high
q u a l i t y of p r o f e s s o r s i n m o s t d e p a r t m e n t s i n t h e s c h o o l .
Good g r o w i n g e x p e r i e n c e a s f a r a s
m a t u r a t i o n ov er a f o u r y e a r p e r i o d .

em o tio n al

developm ent

Chapel s e r v i c e s were e x c e l l e n t t h e l a s t t h r e e y e a r s .
e x c e l l e n t i n h e l p i n g o u t w i t h s t u d e n t p r ob le m s .
O th e r s t u d e n t f e l l o w s h i p s .

and

P r o f s were

M aturity in p ersonal, s o c ia l a s p e c ts .

Developing th e a b i l i t y to g e t a lo n g w ith o th e rs .
C h r i s t i a n s w i t h d i f f e r e n t vie ws and b e l i e f s .

Meeting o t h e r

Good f a c u l t y t h a t c a r e s a b ou t p e r s o n a l l i v e s .
The f r i e n d l y a t m os p he re t h a t t h e p r o f e s s o r s a n d s t u d e n t body make
up a t SAC.
T h e r e a r e many e x t r a - c u r r i c u l a r a c t i v i t i e s t h a t a
s t u d e n t can g e t i n v o l v e d i n . An i m p o r t a n t p o i n t i s t h a t SAC h a s
u p h e l d good m o r a l s and v a l u e s t h r o u g h o u t t h e h i s t o r y of SAC.
My g e n e r a l c o l l e g e e x p e r i e n c e was good.
I r e a l l y enjoyed l i v i n g i n
t h e dorm a n d t h e r e l a t i o n s h i p s I e s t a b l i s h e d .
S e v e r a l o f my
c l a s s e s were v e r y good and s t i m u l a t e d my t h i n k i n g .
I was a b l e t o
grow s p i r i t u a l l y t o o .

158

Small groups a s fre s h m a n .
R e s i d e n t a s s i s t a n t and s t a f f .
community t h a t c a r e s ( s t u d e n t s , p r o f s , s t a f f , e t c . ) .

Small

The f a c u l t y a n d s t a f f seem t o c a r e f o r i n d i v i d u a l s and a r e
b a s ic a lly w il l i n g to h e l p w ith any p r o b le m s .
The a t m o s p h e r e o f
t h i s s c h o o l i s b o t h f r i e n d l y and h e l p f u l .
That i s c a r r i e d th r o u g h
t o th e s t u d e n t s .
Good t o be i n a C h r i s t i a n community d u r i n g t h i s growing ti m e of my
life.
Good C h r i s t i a n p r o f e s s o r s who r e a l l y c a r e and know t h e i r f i e l d .
Nice f a c i l i t i e s .
E xcellent a r t p ro fesso rs— s t i m u l a t e , c h a lle n g e ,
push you t o t h e l i m i t .
Close p e r s o n a l f r i e n d s h i p s .
t h e f a c u l t y and s t a f f .

Room t o "grow u p . "

F r i e n d l i n e s s of

On t h e w h o l e I e n j o y e d my c o l l e g e e x p e r i e n c e s .
I f e e l t h a t SAC
p r o v i d e s a wide v a r i e t y o f a c t i v i t i e s f o r s t u d e n t s t o e n j o y a nd
p a r t i c i p a t e in.
I f e l t my c l a s s e s i n a r t were v e r y w o r th w h il e and
h e l p e d me grow a s a p e r s o n more t h a n o t h e r c l a s s e s t a k e n .
L e a r n i n g t o g e t a l o n g w i t h o t h e r s a nd l e a r n i n g t o communicate w i t h
others.
L i k e d t h e f ree d om t o choose l i b e r a l a r t s o r CPLA c l a s s e s .
f r i e n d l y , most had time t o h e l p when you need ed i t .

Faculty

Good h o u s i n g .
I t h i n k t h e a d v i s o r s o f f e r good and v a l u a b l e h e l p t o
t h e s t u d e n t s — i f an d when th e y ca n be f o u n d .
V e s p e r s a n d Su n d ay
School program have improved g r e a t l y t h e l a s t y e a r or two.
The o p p o r t u n i t y a s m a l l c o l l e g e g i v e s f o r r u n n i n g f o r a s t u d e n t
office.
F o r g e t t i n g t o know your p r o f e s s o r s . For g e t t i n g t o know
a l a r g e p e r c e n t of th e s t u d e n t body.
I am t h a n k f u l f o r my e n t i r e
e x p e r i e n c e a t SAC and am now r e a d y t o l e a v e and do o t h e r t h i n g s .
Many a c t i v i t i e s

( s o c i a l , s p i r i t u a l , a t h l e t i c ) to get involved w ith.

The p e o p l e a n d s t a f f .
The c o l l e g e i s known by i t s s t u d e n t s . The
c h a p e l programs a t t i m e s w e r e e x c e l l e n t — e s p e c i a l l y t h o s e w h e r e
o u t s i d e s p e a k e r s w er e b r o u g h t i n f o r a two o r t h r e e day s em i n ar .
Student a c t i v i t i e s .
Community i n v o l v e m e n t .
most i m p o r t a n t t o my s t r e n g t h s .
M ajor s t r e n g t h s i n c l u d e
I n c r e a s i n g dorm open h o u r s .

I n s t r u c t o r s were th e

o p e n - m i n d e d n e s s o f some p r o f e s s o r s .
The v a r i e t y o f Town and Gown e v e n t s .

I me t a n d f o r m e d s o l i d r e l a t i o n s h i p s w i t h q u i t e a few p e o p l e ,
i n c l u d i n g f a c u l t y . On t h e w h o l e , I ' v e d i s c o v e r e d t h a t I g o t a s
much a s I was w i l l i n g t o g i v e .

159

Community l i v i n g .
F a c u l t y c o n c e r n f o r t h e s p i r i t u a l w e l f a r e of
students.
P r o v i d i n g a s m al l w e l l - r o u n d e d a t h l e t i c program. D e s i r e
t o improve i t s w e a k n e s s e s .
C o n t a c t s w i t h p e r s o n a l f r i e n d s - - l e a r n i n g and grow ing in
r e l a t i o n s h i p s w i t h p e o p l e who " a c c e p t e d me f o r who I w a s " — n o t by
what th e y wanted me t o b e !
C ourses of s p e c i f i c
and i n f o r m a t i v e .

c l a s s i f i c a t i o n s were g e n e r a lly w ell organized

S m a l l c l a s s s i z e so t h a t t h e r e i s i n t e r a c t i o n between p r o f / s t u d e n t .
S t u d e n t can s p e a k w i t h p r o f o u t s i d e o f c l a s s .
Community
Senate
g o v e r n i n g
system.
i n t e r a c t i o n s — h e l p f u l n e s s and f r i e n d s h i p of s t u d e n t s .

Student

O v e r a l l , t h e p r o f s w ere e x c e l l e n t .
W ell-rounded p ro g ra m s
stud en t/facu lty /staff.

in

m ost

areas.

F rien d lin ess

of

C h r i s t i a n a t m o s p h e r e and s t r o n g i n f l u e n c e of C h r i s t i a n f r i e n d s .
F a c u l t y v e r y i m p o r t a n t and b e n e f i c i a l .
C h r i s t i a n p r o f e s s o r s a r e t h e s t r o n g p o i n t of S p r in g Arbor C o l l e g e .
They p r o v i d e a n o p p o r t u n i t y t o g e t t o know a p e r s o n o f h i g h
e d u c a t i o n and C h r i s t i a n ex p erien ce.
I t i s v e r y i m p r e s s i v e t o see
such w i d e l y v a r y i n g p e r s o n a l i t i e s a n d d i s c i p l i n e s bound by t h e
common deno mi nat or of C h r i s t i a n i t y .
C la s s s i z e — p e r s o n a l i z e d i n s t r u c t i o n .
S e t t i n g a g o a l a n d b e i n g a b l e t o o b t a i n su ch. The f e l l o w s h i p of
f r i e n d s and p r o f e s s o r s . S ee i n g a c h a n g e i n m y s e l f a s w e l l a s i n
p ro fe s s o rs themselves.
The p e o p l e I have met and t a k e n a s f r i e n d s , a s w e l l a s a seem in gly
f a i r faculty.
R elatio n sh ip s
students.

between s tu d e n t s and f a c u l t y ,

and s t u d e n t s and

The s o c i a l a s p e c t o f dorm l i v i n g a n d g r o w i n g up i s e x c e l l e n t i n
c h a l l e n g i n g us a s humans.
We a r e g i v e n m u c h o p p o r t u n i t y a n d i f a p e r s o n w i s h e s t o g e t
involved th e re i s alw ays room.
A ls o , i f one w ants t o l e a r n and
understand the C h r is tia n f a i t h th e re i s a ls o opportun ity as w ell.
I would have t o say t h a t th e pe o p l e a r e SAC's m a jo r s t r e n g t h .
You
c a n h a v e t h e b e s t f a c i l i t i e s i n t h e w o r l d but i f you d o n ' t have
f r i e n d l y peo pl e t o f i l l them you m i g h t a s w e l l burn them down.
At

160

SAC I f e e l t h a t m o s t o f my f e l l o w s t u d e n t s a s w e l l a s f a c u l t y ,
s t a f f and a d m i n i s t r a t i o n r e a l l y do c a r e a b o u t what ha p pe n s t o me.
C lo s e n e s s o f t h e community.

P ersonalness of the f a c u l t y .

Strong t e a c h e r s d e d i c a t e d to t e a c h i n g , n o t e a r n i n g a p a y c h e c k .
T e a c h e r s s t r o n g on C h r i s t i a n h e l p f u l n e s s a n d m i s s i o n .
Small
campus.
I l e a r n e d t o l i v e w i t h pe o p l e and how t o communicate w i t h them. I t
p r o v i d e d a n a t m o s p h e r e t o g r o w , a n d t o e x a m i n e my p h i l o s o p h y o f
life.
I l e a r n e d w h a t i t m e a n s t o i n t e g r a t e my s t u d i e s a n d
Christian perspective.
P r e s e n c e of C h r i s t i a n i n f l u e n c e , h i g h moral s t a n d a r d s .
Cl o s e n e s s of c o l l e g e com mun ity a l l o w s l e a r n i n g how t o g e t a l o n g
w ith o th e r s .
V a r i e t y of s o c i a l e v e n t s and h a p p e n i n g s .
C hristian
p e r s p e c t i v e f o s t e r e d and c u l t i v a t e d .
Many o p p o r t u n i t i e s f o r
in v ol ve m en t and l e a d e r s h i p .
Good p r o f e s s o r s .

Good c o u r s e v a r i e t y .

P ertinent courses.

O v e r a l l , t h e g e n e r a l c o l l e g e e x p e r i e n c e was p o s i t i v e .
The f a c u l t y
w as, as a w hole, concerned ab o u t th e t o t a l developm ent of th e
student.
Good campus, good c l a s s e s , good f a c u l t y .
My e x p e r i e n c e i n t h e l i b e r a l a r t s h a s been a good o n e .
much more r e a d y t o f a c e l i f e b ec a u se of i t .

I f e e l I am

I t does a good j o b of i n t e g r a t i n g f a i t h and knowledge.
An a t m o s p h e re of warmth and f r i e n d l i n e s s . A c o l l e g e where a p r o p e r
b a la n c e betw een th e w o rld and C h r i s t i a n i t y has b e e n p u t i n t o
practice.
The p e o p l e , t h e s t u d e n t s , t h e s t a f f , t h e C h r i s t i a n a t m o s p h e r e .
C o ll e g e i s s m a l l , warm, and f r i e n d l y .
Good i n t e n t i o n s ,
faculty.

S cholastically superior.

i d e a s , f r i e n d l y atmosphere.

Several exceptional

O p p o r t u n i t y to g e t p e r s o n a l h elp and a t t e n t i o n
a r e a s — e s p e c i a l l y c o u n s e l i n g and t e a c h e r s .

i n many

The p e r s o n a l t o u c h , e s p e c i a l l y between t e a c h e r and s t u d e n t .
Community e f f o r t i s p r o b a b ly t h e most s i g n i f i c a n t s t r e n g t h o f SAC.
E v i d e n c e t h a t a l l o p i n i o n s a r e i m p o r t a n t — e . g . , Community S ena te
Committee membership.

161

Good o p p o r t u n i t i e s f o r l e a d e r s h i p and growth devel opment a c t i v i t i e s
i s p r o v i d e d . Chapel p r o g r a m i m p r o v e m e n t s h a v e made i t a s t r o n g
p o i n t — e s p e c i a l l y S ta le y L e c tu re S e r i e s , C h ristian Life Series,
etc.
O p p o r t u n i t y t o s h a r e i n dorm l i f e .
Education in a f r i e n d l y environment.
A l o t o f good a c t i v i t i e s , some good p r o f e s s o r s , b r o a d s pe ct r um of
p o s s i b i l i t i e s to experience in school.
Small c l a s s e s — C h r i s t i a n f r i e n d s h i p .
A perspective
training.

of t h e l i b e r a l

a rts

rath e r

th an

o ccu p atio n al

I t p r o v i d e s t h e o p p o r t u n i t y to i n c r e a s e and s h a r p e n l e a r n i n g
sk ills.
I t a id s in ta lk in g with p e o p l e .
You c a n r e l a t e t o more
p e o p l e bec au se you have i n t e r e s t s i n a v a r i e t y of a r e a s .
The t o t a l i m p a c t ,
teachers.

care,

know ledge, and c h a r a c t e r

o f e a c h o f my

T h e d o r m l i f e — l i v i n g t o g e t h e r was o ne o f t h e m o s t v a l u a b l e
e x p e r i e n c e s ; l i v i n g i n such c l o s e n e s s t o o t h e r s and l e a r n i n g how t o
i n t e r a c t was v a l u a b l e .
Extra c u r r i c u l a r a c t i v i t i e s .
C hristian
at m o s p h e r e ( B i b l e s t u d i e s , Chapel, c h u r c h , V e s p e r s ) .
T e a c h e rs a re e x c e l l e n t ; s t i m u l a t i n g and c o n c e rn e d .
o p p o r t u n i t y t o be c l o s e l y i n v o l v e d i n p e o p l e ' s l i v e s .
A c l o s e com m unity.
students.

Sm all s i z e .

A vailab ility

Gave

of f a c u lty

to

Remarkable c o s m o p o l i t a n in vo lv em en t f o r a r u r a l c o l l e g e .
Good i n s t r u c t o r / s t u d e n t r a t i o — r e l a t i o n s h i p .
instructors.

Able t o

g e t t o know

Openness of p r o f e s s o r s t o s h a r e t h e i r l i v e s and f a i t h w i t h u s . The
s t u d e n t s ' com mi tm ent t o l e a r n i n g a n d s h a r i n g w i t h m e .
The
o p p o r t u n i t y t o be t o t a l l y r e s p o n s i b l e f o r m y s e l f and y e t t h e s t r e s s
involved in com petition.
The i n s t r u c t o r s I h a d were t h e m a j o r i n f l u e n c e of my S p r in g Arbor
College e x p erien ce.
The c l o s e n e s s o f t h e c o l l e g e community— p r i m a r i l y between f a c u l t y
and s t u d e n t s .
Good campus s i z e .
Very good p r o f e s s o r s .
interactions.
Dorm s i t u a t i o n p l e a s a n t .

Good p r o f e s s o r - s t u d e n t

162

F or th e m ost p a r t I found th e classroom e x p e rie n c e ex tre m ely
w o r t h w h i l e i n my d e v e l o p m e n t s a s a p e r s o n .
Most p r o f e s s o r s a n d
some s t u d e n t s f o r c e d me t o be c r i t i c a l o f my own t h i n k i n g a n d
views.
A c h a n c e t o r e a l l y know m y s e l f , t o be " r e a l , " h o n e s t w i t h m y s e l f
and w i t h o t h e r s a b o u t my s t r e n g t h s , we ak n es se s and my f e e l i n g s .
A
d e s ir e fo r continued le a rn in g .
To be a b l e t o t a l k w i t h your p r o f e s s o r s and t o a c t u a l l y know t h a t
the y a r e i n t e r e s t e d i n you i s a b i g a s s e t .
Very h ig h q u a l i t y s t u d e n t body.

A d i s t i n c t i v e l y C h r i s t i a n campus.

Good o v e r a l l l i b e r a l a r t s e d u c a t i o n .
C r e a t i o n of m e a n in g f u l and
i m p o r t a n t f r i e n d s h i p s . Guide f o r a l i f e - l o n g l e a r n i n g p r o c e s s .
The s m a l l n e s s c r e a t e s more a c c e s s i b i l i t y and a c l o s e n e s s o f f e l l o w
classm ates.
I h a v e f o u n d t h a t q u a l i t y f r i e n d s h i p s a r e what count
and t h a t t h e r e i s empathy a t S p r i n g A r b o r C o l l e g e .
A m ajor plus
w o u l d be t h e i d e a o f e x p e c t a t i o n s .
A l s o t h e e n v ir on m en t l e a v e s
some c h oi ce t o t h e i n d i v i d u a l and t h e i r i n d e p e n d e n c e .
Excellent pro fesso rs.
T h e r e were many o p p o r t u n i t i e s f o r one t o t a k e l e a d e r s h i p an d e x c e l .
T h e r e w e r e many p e o p l e who h a d t i m e t o r e l a t e t o o t h e r s .
The
s c h o o l has a p o s i t i v e a t t i t u d e toward h e l p i n g a s t u d e n t grow.
Some good, c a r i n g p r o f e s s o r s .
The a v a i l a b i l i t y o f f a c u l t y , s t a f f , and a d m i n i s t r a t i o n and d e s i r e
t o meet p e r s o n a l n e e d s . The C h r i s t i a n p e r s p e c t i v e .
G ettin g
values.

to

know o t h e r s a n d t h e i r b e l i e f s .

F i n d i n g o n e ' s own

The w i l l i n g n e s s o f t h e p r o f s and t h e a d m i n i s t r a t i v e s t a f f t o g i v e
p e r s o n a l a t t e n t i o n was im p o r ta n t t o me.

fiesponsea. ,frQm,.^he..fjr:adpataa,.in.,i9a3i

W e l l - r o u n d e d p e r s p e c t i v e of l i f e —mind, body, s p i r i t .
God i n s t u d i e s .

Incorporates

E x p o s u r e t o some a uaJ-.itv C h r i s t i a n p e o p l e .
I made some l i f e - l o n g
C h ristian frie n d sh ip s.
I a l s o rem em ber a b o u t f i v e or s ix
p r o f e s s o r s whom I l o o k up t o a n d a d m i r e g r e a t l y f o r t h e i r
c o m b i n a t i o n of i n t e l l i g e n c e and commitment. The o p p o r t u n i t y t o be
ar ou nd p e o p l e who b e l i e v e a s I do was SAC's m a jo r s t r e n g t h t o me.
P r o t e c t i v e , p r e d i c t a b l e ( b o th needed a t t h a t p o i n t i n my l i f e ) .

163

V ariety
others.

of Chapel program s,

dorm l i f e —- l e a r n e d t o g e t a l o n g w i t h

A t m o s p h e r e f o r i n t e r a c t i o n w i t h o t h e r s t u d e n t s a n d f a c u l t y and
staff.
P r e s e n t i n g p e r s o n a l c h a l l e n g e s v i a o u t s i d e Chapel s p e a k e r s .
I n my o p i n i o n t h e m a j o r s t r e n g t h of my c o l l e g e e x p e r i e n c e was t h e
s m al l f a m i l y a t m o s p h e r e o f SAC.
Coming f r o m a s m a l l f a m i l y , I
d o n ' t t h i n k a t t h a t p o i n t i n t i m e I c o u l d have coped i n a l a r g e r
school.
I would h av e f e l t l o s t .
The s o c i a l and ac ad em ic e x p e r i e n c e s w ere p o s i t i v e .
s tro n g fo u n d a tio n f o r l i f e in th e world.

I t l a y s down a

S e v e r a l i n s t r u c t o r s who t h e m s e l v e s were d e e p l y committed t o C h r i s t
a s Lord and S a v i o r an d who were a b l e and w i l l i n g t o i n t e g r a t e t h i s
into th e ir classes.
Special frie n d s .
E x c e l l e n t r e l a t i o n s h i p s between s t u d e n t s and t e a c h e r s .
C h ris tia n p e rs p e c tiv e in c la s s e s .

Consistent

Small c o l l e g e , c l o s e p r o x i m i t y t o home.
Good s t u d e n t - p r o f e s s o r r a t i o .
in s tu d e n t 's concerns.
S m al l, i n t i m a t e .

P r o f e s s o r s r e a l l y seemed i n t e r e s t e d

O p p o r t u n i t y f o r l e a d e r s h i p dev elopment.

I lik e d the well-rounded l i b e r a l a r t s persp ectiv e.
I n t e r e s t e d p r o f s ( i n t e r e s t e d i n s t u d e n t ) , good l i f e l o n g f r i e n d s .
P e r s o n a l f r ie n d s h ip s with other C h r is tia n s — s t a f f — other stu d en ts.
Closer c o n ta c t w ith p r o f e s s o r s ; n o t j u s t a number.
M aturing in
v a l u e s , r e l i g i o u s b e l i e f s , s e l f concept.
Small campus a t m o s p h e r e — community o r i e n t a t i o n .
Some o u t s t a n d i n g p r o f e s s o r s who t o o k t h e i r c a l l i n g s e r i o u s l y ,
th r o u g h a p p a r e n t d i l i g e n c e i n k no w in g t h e i r s u b j e c t m a t e r i a l , a s
w e l l a s p r e s e n t i n g i t i n a s t i m u l a t i n g , c h a l l e n g i n g way.
O p p o r t u n i t i e s f o r f e l l o w s h i p , s p i r i t u a l g r o w t h . S o l i d aca demic
background.
The v a r i e t y o f c o u r s e s , w h i c h g a v e me a b r o a d e r
p e r s p e c t i v e of l i f e and l e a r n i n g . O p p o r t u n i t i e s f o r inv ol vem ent i n
lead ersh ip r o le s .
A v a r i e t y of campus a c t i v i t i e s —-work, e t c . Good l i b r a r y .
Personal
r e l a t i o n s h i p s w i t h f r i e n d s . Good fo od f o r a c a f e t e r i a . Nice f i e l d
house, science b u ild in g , student c e n te r.

164

Gave me a w i d e r v ie w of p e o p l e .
Good a t m o s p h e r e f o r l e a r n i n g .
Good c o l l e g e t o a t t e n d , welcome and i n v o l v e d a t m o s p h e r e .
Dorm l i f e and th e s e n s e of community w e r e h i g h l i g h t s f o r me.
My
R .A . a s a f r e s h m a n a n d t h e guys on my f l o o r h e l p e d me come ou t of
my s h e l l and formed deep , l a s t i n g f r i e n d s h i p s .
Instructors, s ta ff
a n d cam pus j o b s h e l p e d me f e e l a c c e p t e d and l o v e d .
I t was a warm,
c a r i n g a t m o s p h e r e t h a t h e l p e d me b e g i n e x p r e s s i n g m y s e l f — a v a s t
d i f f e r e n c e from h i g h s c h o o l .
F a c u l t y and s t a f f a v a i l a b i l i t y and m o t i v a t i o n t o t e a c h .
F o r me p e r s o n a l l y , i t was a n o p p o r t u n i t y t o l e a v e my d o r m a n t ,
s t r o n g F.M. p a r e n t s and d i s c o v e r t h a t I had t h e a b i l i t y t o s e c u r e
b e l i e f s of my own.
Encouraged s t u d e n t s t o e x c e l — do t h e b e s t th e y can.
T h e m a ny
strength.

c a rin g and i n t e r e s te d
F a c u l t y and s t u d e n t s .

p e o p l e a t SAC w e r e i t s m a j o r

My g e n e r a l c o l l e g e e x p e r i e n c e was g r e a t and I am v e r y g l a d I was
a b l e t o go t o c o l l e g e even th ou gh I am d o i n g a j o b now t h a t i s a
f a r cry from b e i n g a t e a c h e r .
O p p o r t u n i t y f o r i n t e r p e r s o n a l d i a l o g u e and i n t e r a c t i o n .
I n t e r a c t i o n w ith f a c u l t y in the l i b e r a l a r t s s e t t i n g
(m u lti-d iscip lin ed ).
S t u d e n t inv ol vem ent i n campus p o l i c y - s e t t i n g
and g o v e r n a n c e .
F r i e n d l i n e s s a c r o s s campus f o r o l d e r , r e t u r n i n g s t u d e n t .
S m al l community e n a b l e d t h e s t u d e n t t o d e v e l o p c l o s e and m e a n i n g f u l
r e l a t i o n s h i p s w i t h s t u d e n t s and p r o f e s s o r s .
Being on t h e v o l l e y b a l l
p o s i t i o n I now h a v e .

te a m h e l p e d me p r e p a r e f o r my c o ac h in g

I t r e f u t e d p e r s o n a l p r e j u d i c e s by c h a l l e n g i n g me t o examine v a r i o u s
l i f e s t y l e s ( q u i t e d i f f e r e n t t h a n my own), v a l u e s y s t e m s , B i b l i c a l
tru th s, relationships, etc.
Concerned, e x c i t e d p r o f e s s o r s made l e a r n i n g i n t e r e s t i n g .
Development o f " l i f e - l o n g " p e r s o n a l f r i e n d s h i p s .
P r o f s who c a r e d made up f o r l a c k of i n s t r u c t i o n .
Learning to l i v e — f o r a short p e r i o d of tim e — w i th p e o p le y o u 'v e
n e v e r known b e f o r e .

165

The r e l a t i o n s h i p s w i t h p r o f e s s o r s and f r i e n d s i s i n v a l u a b l e a s w e l l
as the C h r is ti a n environment.
I needed a C h r i s t i a n e n v i r o n m e n t i n
w h i c h t o grow s i n c e a t t i m e s I c o u l d be e a s i l y i n f l u e n c e d .
I was
strengthened.
Q u e s t i o n i n g w h y we b e l i e v e w h a t we d o .
D e v e l o p m e n t of
r e l a t i o n s h i p s w i t h p e e r s and f a c u l t y . E d u c a t i o n a l e x p e r i e n c e s o f f
campus.
Development of p e r s o n a l
leadership s k i l l s .

relatio n sh ip s.

O pportunity

t o improve

B i b l e c l a s s e s , V espers, c h a p e ls , s p e c ia l programs, s p e a k e rs,
g r o u p s . Commitment o f f a c u l t y t o C h r i s t , a s s i s t i n g s t u d e n t s on
p e r s o n a l a s w e l l a s a c a d e m i c l e v e l . High q u a l i t y of i n s t r u c t i o n ,
courses, e tc .
The m a j o r s t r e n g t h s o f t h e S p rin g A rbor e x p e r i e n c e w ere th e
p e o p l e — f a c u l t y , a d m i n i s t r a t o r s , w o r k e r s , and s t u d e n t s .
Developed g r e a t f r ie n d s h ip s .
F a c u l t y was d e s i r o u s t o see s t u d e n t s
s u c c e e d . The o p p o r t u n i t i e s were t h e r e t o d e v e l o p a s a n i n d i v i d u a l
s t u d e n t and C h r i s t i a n .
Ge ner al a t m o s p h e r e and s i z e .
Small " c o r e g r o u p s " —goo d.

R a t i o of f a c u l t y ( s t a f f ) t o s t u d e n t s .
Good a t t i t u d e s by some p r o f s .

P rovides w e ll-ro u n d e d e d u c a tio n .
areas.

.

. e x p o s u r e t o many d i f f e r e n t

Several ex ce p tio n a l p ro fe s s o rs .
The a v a i l a b i l i t y of f r i e n d s h i p s and o v e r a l l a t t i t u d e of
t o g e t h e r n e s s which p e r v a d e s t h e c a m p u s , h o p e f u l l y due t o r a m p a n t
C hristianity.
Conta ct w i t h v i t a l C h r i s t i a n s .
R e l a t i o n s h i p s w i t h s t u d e n t s and f a c u t y .
Emphasis on a c a d e m i c s f i r s t ,
Good.

C h r i s t i a n em pha sis l a t e r .

L ik ed th e s m a l l e r c o l l e g e e n v i r o n m e n t .

O v e r a l l SA p r o v i d e d a p o s i t i v e e x p e r i e n c e .
Close f r i e n d s w i t h common g o a l s , b e l i e f s , c o n c e r n e d i n s t r u c t o r s ,
m otivating.
Small c l a s s size.
Many o p p o r t u n i t i e s f o r
e x t r a - c u r r i c u l a r in v o l v e m e n t and s e r v i c e .
Concerned s t a f f ,
an example.

t h e s t r o n g C h r i s t - c e n t e r e d l i v e s t h a t proved t o be

«

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S m a l le r c l a s s s i z e s .
P r o v i d i n g a C h r i s t i a n at m o s p h e r e i n t h e m i d s t of an aca demic one.
I f e e l t h a t t h e t e a c h e r s a t SAC w e r e v e r y c o m m i t t e d t o a n d
i n t e r e s t e d i n th e s t u d e n t s , and b e c a u s e i t i s a c o m p a r a t i v e l y s m a l l
s c h o o l , t h e bureauracy is not as in tim id a tin g as a t a la rg e r
school.
O p p o r t u n i t y f o r c l o s e f r i e n d s h i p s a s SAC i s a s m al l c o l l e g e .
I t o f f e r e d many p o s i t i v e s o c i a l e x p e r i e n c e s . The S p i r i t u a l L i f e
r e t r e a t s were v e r y h e l p f u l , l i v i n g i n dorms h e l p e d many p e o p l e g e t
u s e d t o w h a t i t m i g h t be l i k e i n a day t o day working s i t u a t i o n .
Jobs a v a i l a b l e t o e a r n money.
P e r s o n a l i n t e r e s t t a k e n by
professors in students.
A p p r e c i a t e d d i v e r s i t y a s w e l l a s sound B i b l i c a l t e a c h i n g i n cha pe l
s e r v i c e s . Good s t r o n g t e a c h e r s .
C h ristian fellow ship.
T h e o p p o r t u n i t i e s t o be i n v o l v e d i n s m a l l e r g r o u p s s u ch a s a
d o rm ito ry f l o o r , a t h l e t i c team , s t u d e n t governm ent, al l ow f o r
p e r s o n a l development i n many a r e a s and a f e e l i n g o f b e l o n g i n g .
One t o one c o o p e r a t i o n .
SAC's m a j o r s t r e n g t h f o r me was t h a t you were t h e r e when I needed
you and were e x t r e m e l y h e l p f u l i n eve ry way.
T h e m a j o r s t r e n g t h o f my SAC e x p e r i e n c e was t o e x a m i n e why I
a c c e p t e d C h r i s t a s my s a v i o r . F u r t h e r , t o d i s c o v e r f o r m y s el f t h a t
C h r i s t i a n i t y i s a v a l i d and c r e d i b l e way o f l i f e .
Si z e of c l a s s e s .
C o l l e g e a c t i v i t i e s , s o c i a l f u n c t i o n s and room m a te s gave a g r e a t
i n f l u e n c e on my o p i n i o n s and r e l a t i o n s h i p s w i t h p e o p l e .
Long l a s t i n g r e l a t i o n s h i p s fo rmed.
S t r o n g E v a n g e l i c a l C h r i s t i a n p r o f e s s o r s i n m o s t a r e a s of s t u d y .
S m a l l and p e r s o n a l c l a s s s i z e s . Allo wi ng t h e n o n - C h r i s t i a n s t u d e n t
ex p o s u r e t o t h e Gospel w i t h o u t f e e l i n g he i s an o u t c a s t .
S t r o n g community and emphasis on i n t e g r a t i o n o f f a i t h .
The c h a l l e n g i n g and b r o a d e n i n g of my i d e a s a b o u t
society.

C h r i s t i a n i t y and

167

Weaknesses
What would consid er ,to, .be. .the, ma.i.or
weakenss. of . the, .g en eral-college
experience, a t SAG?.
Responses f rom,,the, .Graduates,-in. .1978
T h e r e needs t o be more emphasis on t h e H u m a n i t i e s . S t u d e n t s need a
b e t t e r u n d e r s t a n d i n g of how t o i n t e r p r e t and a p p r e c i a t e a r t , m u s i c ,
and l i t e r a t u r e .
The s c h o o l p r o m o t e s s t u d e n t s t o l i v e a s h e l t e r e d l i f e , wrapped up
i n a p r i v a t e w o r l d . They a r e n o t p r e p a r e d t o f a c e t h e r e a l w o r l d
o r even w itn e s s to i t because they a r e not a b le to h an d le th e
pressure.
Lack of com m unication betw een s t u d e n t s , f a c u lty ,
a d m i n i s t r a t i o n a s t o th e needs of t h e s t u d e n t body.
A b i t too c o m fo rta b le .
A b i t too
na rr o w ( c u l t u r a l l y — e x p e r i e n t i a l l y ) .

"in tro v erted ."

staff

and

Per hap s a b i t

The a d v i s i n g sy stem i s p o o r . S t u d e n t s a r e n o t ke pt aware of t h e i r
aca demic s t a n d i n g w i t h t h e r e g i s t r a r ' s o f f i c e .
I t i s i s o l a t e d from t h e " r e a l " w orld.
you f o r i t .

I t d o e s n 't r e a l l y prepare

The a d v i s i n g sy ste m .
The s t u d e n t body i s t o o homogeneous. Need f o r more s t u d e n t s from
d i f f e r e n t backgrounds t o c r e a t e s t i m u l a t i n g c l a s s d i s c u s s i o n s .
A d e f i n i t e need f o r some s o r t of program f o r t r a n s f e r s t u d e n t s .
Perhaps too " p r o t e c t e d . " - - A n
a d d itio n a l student in p u t.

id e alistic

atm osphere.

Needs

My m a j o r d i s a p p o i n t m e n t h a s b e e n i n t h e c h a p e l program, a l t h o u g h
t h i s y e a r i t has been much improved.
Housing p la c e m e n t.
experiences.

Being put

Lack o f o t h e r c u l t u r e s .

i n t h e wrong p l a c e coul d harm your

There s h ou ld be more exchange s t u d e n t s .

Need h i g h e r p u r s u i t of aca demic e x c e l l e n c e .
c o l l e g e were more s e l e c t i v e i n a d m i s s i o n s .
Need b e t t e r s c r e e n i n g of t e a c h e r s .

I t m ight h e lp i f

the

168

R a t h e r p o o r on s o c i a l
o u tlets.

functions.

Did n o t p r o v id e enough s o c i a l

D is c ip l in e or upholding t h e i r r u l e s .
R u le s too p i c k y .

T r e a t us a s c h i l d r e n .

Too many s t u d e n t s have to o much freedom w i t h o u t r e s p o n s i b i l i t y .
Poor h o u s i n g f a c i l i t i e s and poor r e s p e c t fr o m s t u d e n t s
the property.

concerning

One m a jo r weakness of SAC i s t h e i r p o l i c y of t r u s t i n g t h e s t u d e n t s .
Many s t u d e n t s t o o k a d v a n t a g e of t h i s .
Not e n o u g h c o n c e r n f o r t h e q u i e t , s t a n d b a c k i n t h e background
i n d i v i d u a l and t o o much f o r t h o s e who were o u t s t a n d i n g .
F e l t a l i e n a t e d f r o m t h e g e n e r a l s t u d e n t body. Some e f f o r t should
be made t o i n c l u d e and g e n u i n e l y c a r e a b o u t f o r e i g n s t u d e n t s .
D a t i n g a t m o s p h e r e was p o o r .
There a r e t o o many "Mickey Mouse" c o u r s e s .
SAC was, t o me, an e x t e n s i o n of h ig h s c h o o l .
Too much emphasis on a t h l e t i c s a n d s o c i a l l i f e a n d n o t e n o u g h on
a c a d e m i c s and C h r i s t i a n grow th.
L i t t l e C h r i s t i a n l o v e shown
o u t s i d e o n e ' s own l i t t l e group of f r i e n d s .
The m a j o r d i s a p p o i n t m e n t s i n my e x p e r i e n c e a t SAC w ere t h e q u a l i t y
of t h e food s e r v e d an d t h e l a c k of d a t i n g a t SAC.
The m a j o r w e a k n e s s i s t h a t we d o n ' t keep our s t u d e n t s i n v o l v e d i n
th e campus n eed s and a c t i v i t i e s .
A d m i n i s t r a t i v e n a r r o w - m in d e d n e s s .

I n c o n s i s t e n c y of s e c u r i t y .

I t h i n k more a t t e n t i o n should be p u t on a c a d e m i c s . There should be
more encouragement and p r a i s e f o r academic a c h i e v e m e n t .
The b i g g e s t
priority.

problem I have i s w ith th e f a c t

that

PR i s

a top

The sc h oo l a d m i n i s t r a t i v e system ha s a ten de nc y t o be t w o - f a c e d .
S t u d e n t s and i n s t r u c t o r s seem t o be d i s t a n t w i t h t h o s e t h a t w e r e
n o t f u l l - t i m e p a r t i c i p a n t s i n campus l i f e .
Poor d e a l i n g w i t h d i s c i p l i n a r y p ro b le m s .
Lack of c o n s i s t e n c y
betw een a re a s of s tu d y .
A cadem ic e x c e lle n c e not e n fo rc e d .

169

Sympathy s o m e t i m e s r u l e s g r a d i n g r a t h e r t h a n r e a c h i n g a c c e p t e d
goals.
G rading to o easy and i n c o n s i s t e n t .
Seeking a t h l e t i c
e x c e l l e n c e w i t h o u t b a l a n c e d aca dem ic and s p i r i t u a l e x p e c t a t i o n s .
I fe e l th at th ere
events— sp o rts, e tc .

is

too

much

em phasis

on

th e

frin g e

Vagueness of p o l i c i e s , w h o 's i n c h a r g e , e t c .
S o c i a l , SAC i s q u i t e b a c k w a r d .
A com bination of a v e ry w ide
v a r i e t y o f p e o p l e w i t h r e g a r d t o l i f e s t y l e and ex tre me p e t t i n e s s
w i t h r e g a r d t o r u l e s h a v e made a n o f t e n u n h e a l t h y a t m o s p h e r e .
A l s o , t h e s m a l l n e s s o f t h e s ch oo l makes p e r s o n a l m a t t e r s e v e r y o n e ' s
business.
The s t u d e n t s a r e n o t t a u g h t wh at v a l u e s and r e s p o n s i b i l i t i e s th e y
w i l l have a f t e r th e y l e a v e t h i s p r o t e c t i v e e n v i r o n m e n t.
The c o l l e g e p e r s o n n e l ( e x c e p t f o r f a c u l t y ) .
S tudents a re a p a t h e t i c in g e n e r a l .
Need more
experience—
a c a d e m i c a l l y , s o c i a l l y , p h y s i c a l l y and s p i r i t u a l l y .

stim u latin g

D o e s n ' t always a l l o w f o r m a tu r e g r ow th . Sometimes s t u d e n t s a r e n ' t
" t r u s t e d " w i t h r e s p o n s i b i l i t y and u n h e a l t h y p e r s p e c t i v e s come about
a s a r e s u l t of b e i n g " p r o t e c t e d . "
Lack of communication.
O th e r t h i n g s a r e sometimes g i v e n a h i g h e r p r i o r i t y t h a n a c a d e m i c s .
L im ited m ajor o f f e r i n g s .
teachers.

Poor m u sic

facilities.

Some

poor

S o c i a l r e l a t i o n s h i p s seem t o be v e r y t e n s e .
Lack of i n d e p t h a d v i s i n g .
Not v e r y much i n v o l v e m e n t o r o p p o r t u n i t y f o r inv ol vem ent i n t h e
o u t s i d e community.
Lack of c u l t u r a l v a r i e t y .
N ee d b e t t e r
f a c i l i t i e s , e . g . , a u d i t o r i u m and m u s ic f a c i l i t i e s .
Lack of
ac ademic e x c e l l e n c e i n many a r e a s .
Poor a d m i n i s t r a t i o n .
Lack of agree ment betwe en p r o f s , s t a f f and a d m i n i s t r a t o r s .
Too s e g r e g a t e d from t h e w o r l d ar o un d u s .
Does a p o o r j o b o f i n t e g r a t i n g a c t i o n w i t h f a i t h and knowledge.
Need a b e t t e r c o m m u n i c a t i o n s y s t e m b e t w e e n l e a d e r s a n d s t u d e n t s
(in c lu d in g c l a s s as w e ll as co lle g e P r e s i d e n t ) .

170

The a m b i g u i t y and seeming h y p oc ra c y of t h e a d m i n i s t r a t i o n .
Complacency, a p a t h y , n o t f u n c t i o n i n g a s a C h r i s t i a n body.
Some c o u r s e s a r e o f f e r e d a l t e r n a t e y e a r s r a t h e r th a n ea ch s e m e s t e r .
Campus i s s o c i a l l y m i n d e d r a t h e r t h a n a c a d e m i c a l l y minded. Not
i n t e r e s t e d i n c u l t u r a l e v e n t s . Many i n c o n s i s t e n c i e s i n p o l i c i e s .
The q u a l i t y o f t e a c h e r s i n some of t h e d e p a r t m e n t s .
t e a c h e r s gra de t o o e a s i l y , c r e a t i n g i n f l a t e d GPAs.

Some of t h e

Need t o k e e p t h e com mute rs b e t t e r in f o r m ed a b o u t what i s going on
on c a m p u s .
S e c u r e a p l a c e w h e r e p e o p l e ca n s t u d y w h e r e i t i s
qu iet!
I m m a t u r i t y a n d s h a l l o w n e s s of s t u d e n t s . L e i s u r e time a l t e r n a t i v e
lacking.
Cut o f f f r o m c o n t e m p o r a r y w o r l d a f f a i r s by r u r a l a n d
u ni nf or m ed e n v i r o n m e n t .
No c o n c e r n f o r t h e s t u d e n t a s a p e r s o n .
Communication i s a n a t u r a l w ea k n e s s , e s p e c i a l l y between f a c u l t y and
s t u d e n t s . We seem t o be more s o c i a l l y o r i e n t e d t h a n a c a d e m i c a l l y
minded.
Too many c l a s s e s a r e r e q u i r e d t h a t a r e i n s i g n i f i c a n t .
Many p r o f e s s o r s ' t h e o l o g i e s a r e n o t F r ee M e th o d i st o r c o n s e r v a t i v e
in n ature.
Chapel programming s h o u l d be u p g r a d e d .
I t h i n k t h e l i b e r a l a r t s s h o u l d be m o r e e m p h a s i z e d .
The s o c i a l
l i f e i s s t r e s s e d t o o much.
The s t u d e n t s need t o u n d e r s t a n d what
i n t e g r a t i o n of f a i t h and l e a r n i n g means.
Not enough f l e x i b i l i t y i n c h o i c e of c l a s s e s .
SAC does n o t do a n a d e q u a t e j o b of p r e p a r i n g s t u d e n t s
r e a l w o r ld a s C h r i s t i a n s and m a i n t a i n t h e i r f a i t h .

to face

the

Library la c k s a d e q u a te m a t e r i a l s .
There i s a tendency fo r th e
a d m i n i s t r a t i o n t o f o r g e t t h e s t u d e n t i s t h e one s e r v e d , n o t t h e
donator.
I f e e l t h a t SAC s h o u l d be m o r e o p e n t o
Tends t o be a l i t t l e c l o s e - k n i t .

s u r r o u n d i n g comm uni ti es .

A d m i n i s t r a t i o n a t t e m p t e d t o l e g i s l a t e t h e i r m o r a l i t y o n to s t u d e n t s .
Also showed h y p o c r i t i c a l a t t i t u d e s .

171

I t was a w f u l .
P eople a r e s tu c k up.
S o c i a l l i f e was t e r r i b l e .
F i n a n c i a l a i d s were r i d i c u l o u s . B u s i n e s s o f f i c e i s so u n o r g a n i z e d
i t i s a wonder a n y o n e ' s b i l l i s e v e r s t r a i g h t e n e d o u t .
I b e l i e v e S p r i n g Arbor s u f f e r s f r o m a d i c h o t o m y i n c l a s s r o o m a n d
liv in g experience.
The c h a l l e n g e t o be a t h i n k i n g , u n d e r s t a n d i n g
p e r s o n i n t h e c l a s s r o o m i s d e s t r o y e d by t h e c o l l e g e l i v i n g
e x p e r i e n c e b e i n g na r r o w i n i t s view and l e g a l i s t i c r a t h e r th a n f r e e
i n C h r i s t . Very i n c o n s i s t e n t .
The m a j o r i t y of p e o p l e a r e s u p e r f i c i a l and show no c o nc e r n or l o v e .
Too l e g a l i s t i c — t o o w i l l i n g t o s a c r i f i c e the s t u d e n t s f o r
of th e i n s t i t u t i o n .

the

sake

L a c k o f c o n c e r n among many o f a d m i n i s t r a t i o n and s t a f f f o r needs
and c o n c e r n s o f s t u d e n t s .
W eakness of
departments.

ad eq u ate

so cial

life.

Weak f a c u l t y

in

some

L a c k o f f a i r n e s s i n S t u d e n t A f f a i r s O f f i c e — l a c k of c o n s i s t e n c y in
communication. A l s o , h o u s i n g a r r a n g e m e n t should be more o r g a n i z e d .
Too narrow -mi nd ed and t w o - f a c e d .
The sc h o o l i s d e f i n i t e l y g e a r e d f o r a C h r i s t i a n s t u d e n t .
I t can be
very d i f f i c u l t fo r the n o n c h r is t i a n to f e e l com fortable h ere.

Responses, .from ..the,.Graduatafi„in,..198:1
The g e n e r a l a t m o s p h e r e seemed a l i t t l e

s n ob bi s h t o me.

The community i s t o o s h e l t e r e d .
Need a b e t t e r way t o h a v e c o n t a c t w i t h commuting s t u d e n t s — f e e l
c o m p l e t e l y o u t of i t .
Lack o f o pe n- m in de dn es s of p r o f e s s o r s .
Watered down C h r i s t i a n i t y .
S t u d e n t s n e e d t o be c h a l l e n g e d t o e s t a b l i s h h i g h e r g o a l s th a n j u s t
l e a r n i n g t o make a l i v i n g .
They n e e d t o d e v e l o p a s e n s e o f
r e s p o n s i b i l i t y f o r wh at i s h ap p i n g i n t h e w or ld a r o u n d them.
Some p r o f e s s o r s t o o l a x , un co nc e rn ed a b o u t s t u d e n t ' s
some p r o f e s s o r s w e r e u n p r e p a r e d .

l e a r n i n g a nd

I t seeme d l i k e t h e r e were more s c h o l a r s h i p s g i v e n t o a t h l e t e s th a n
to n o n a th le te s .

172

I n some w a y s , SAC i s o l a t e s s t u d e n t s from s o c i a l e t h i c s , e t c . , on a
bro ad b a s i s .
I t h i n k t h e s c h o o l was t o o s o c i a l - o r i e n t e d , w i t h o u t enough emphasis
on ac ad em ic s and on c a r e e r d e c i s i o n ma kin g.
V er y o f t e n s t u d e n t s w e r e n o t t r e a t e d a s a d u l t s .
d o ' s and d o n ' t s .

Too many p e t t y

Too many c l i q u e s .
F a i l u r e t o show and p r a c t i c e t h e v ie w s and b e l i e f s th e y t a u g h t a s a
school.
An o v e r a l l l a c k o f e m p h a s i s on s c i e n t i f i c p r o g r e s s , r e s e a r c h , and
th in k in g . Unwillingness to q u e s ti o n b e l i e f s o p e n ly and h o n e s t l y
r e s u l t i n g i n a s i g n i f i c a n t d e g r e e of dogmatism.
Not enough emphasis on communication s k i l l s .
L ittle personal
experiences.

co n fro n tatio n

w ith

positive

in ter-cu ltu ral

The a d m i n i s t r a t i o n ' s a t t i t u d e toward s t u d e n t s was a t t i m e s a k i n t o
t h a t of a f i f t h g r a d e t e a c h e r to w ar d h e r f i f t h g r a d e r s .
S t u d e n t s have a v e r y narr ow p e r s p e c t i v e .
Lack of l e a d e r s h i p c u l t i v a t i o n among s t u d e n t s .
No computer s c i e n c e r e q u i r e m e n t .
The p o l i t i c s of th e s c h o o l .

The n e c e s s i t y t o " p l a y g am es ."

We t e n d t o be s h e l t e r e d i n t h e SAC community a s i f t h e w o r ld i s
a l i e n to us.
Lack of a c t i v i t i e s
we ek en d s .

of

in terest

t o keep s t u d e n t s on campus d u r i n g

Academic i n s t r u c t i o n from c e r t a i n i n s t r u c t o r s .
Some of t h e r e q u i r e d academic c o u r s e s d i d n o t e x p e c t e n o u g h f r o m
t h e stu d e n t, com paratively speaking, to o th e r l i b e r a l a r t s schools.
I am d i s a p p o i n t e d w i t h some of t h e academia a t SAC.
We n e e d e i t h e r b e t t e r a c a d e m i c a d v i s i n g a n d / o r e d u c a t i n g t h e
student to r e a l i z e t h a t th e f i n a l r e s p o n s i b i l i t y of f u l f i l l i n g
g r a d u a t i o n r e q u i r e m e n t s i s w i t h t h e s t u d e n t so t h a t th e y t a k e th e
in itiativ e.

173

Need more e d u c a t i o n c l a s s e s .
Need f o r more s t i m u l a t i n g , h i g h e r q u a l i t y p r o f e s s o r s .
Very g e n e r a l i z e d — h a r d t o c o n c e n t r a t e on s u b j e c t a r e a s .
The s o m e tim e p h i l o s o p h y of t h e a d m i n i s t r a t i o n a s p o r t r a y i n g
o p ti m ism , s u c c e s s , a l l i s w e l l , r a t h e r th a n c o n f r o n t i n g us w i t h t h e
r e a l i t i e s of l i f e .
The em phasis on t h e s h o r t - t e r m r a t h e r t h a n t h e
long-term o b j e c ti v e s in the c l a s s e s .
A g r e a t e r a w a r e n e s s of
s t u d e n t s ' h u r t s and n e e d s .
N o t en o u g h s p i r i t u a l
classes.

i n t e g r a t i o n of v a l u e s i n t o

the d if f e r e n t

I s o l a t e d i t s e l f from t h e w o r l d t o o much.
Lack of c a r e e r c o u n s e l i n g .
Not enough emphasis on p e r s o n a l and s m a l l group B i b l e s t u d y .
T ea ch er s need t o be s e n s i t i v e t o s t u d e n t s ' p r obl em s.
A l a c k o f k n o w l e d g e o f how a C h r i s t i a n
w orld.

" f i t s in " to the secular

No r e a l major w e a k n e s s e s .
The e x p e r i e n c e w as so g o od f o r me t h a t i t i s d i f f i c u l t t o l o c a t e
any w eakness.
Tends t o t r e a t s t u d e n t s l i k e th e y were i n h i g h s c h o o l .
Too many s o c i a l s i t u a t i o n s c a u s i n g p e o p l e t o be f a k e .
Shows f a v o r i t i s m to o much.
More c o l l e g e - s p o n s o r e d and o r g a n i z e d s t u d e n t a c t i v i t i e s .
Often l e g a l i s t i c approach to C h r i s t i a n i t y .
Gives l i p s e r v i c e t o t r u s t and r e s p e c t of s t u d e n t s ' d e c i s i o n s .
Library lim ited .

More weekend a c t i v i t i e s f o r s t u d e n t s .

Too i s o l a t e d from t h e " r e a l w o r l d . "
Not enough i n d e p t h e x p o s u r e t o c u r r e n t w o r ld i s s u e s .
Lack of " p r o f e s s i o n a l i s m "
adm inistration.

of

c ertain

facu lty ,

sta ff,

174

T u itio n costs are too high.
I f e l t as i f I never q u i t e belonged.
Chapel programs n o t c e n t r a l t o s t u d e n t l i f e .
F a r t o o many n o n c o m m i t t e d C h r i s t i a n s p r e t e n d i n g t o l i v e t h e l i f e
th e y s h o u l d .
Chapel program was weak.
Not enough a d h e r e n c e t o t h e con du ct g u i d e l i n e s of s t u d e n t s .
At t h e t i m e , t h e e n v i r o n m e n t was t o o r i g i d f o r t h e p u r p o s e o f
i n t e g r a t i n g o t h e r c u l t u r e s and r a c e s i n t o t h e a r e a .
We were p r e t t y s h e l t e r e d a t t h e C h r i s t i a n l i b e r a l a r t s c o l l e g e i n a
s m a l l town, r u r a l a r e a .

APPENDIX D

GRADUATES' RESPONSES TO STRENGTHS AND WEAKNESSES
OF CORE PROGRAM

Appendix D

Strengths
What, .would, .yap, .identify., .a s., the , ma.iar
atrengths..a£,..the-,Care,.Pragram..a£-.SAC2

RespQna&a,,a£I,thie,..Gtadnatiefl.,iPK.JL97,a
C o r e 400 g a v e y o u a n u n d e r s t a n d i n g o f
p e r s o n a l p ro b le m s .
You were a b l e t o l o o k
and a n a ly z e t h e i r s i t u a t i o n s .
This
c r i t i c a l thinking.
The m a t e r i a l was w e l l

th e s o c i e t a l as w e ll as
into other peop le's li v e s
c l a s s d e v e lo p s a l o t of
chos en.

The g e n e r a l knowledge s t u d i e d .
Of t h e s e c l a s s e s I e n j o y e d Core 400 m o s t.
I t h i n k i t was because
i t was a s m a l l e n o u g h c l a s s we c o u l d d i s c u s s i s s u e s among
ourselves.
G a i n e d a b e t t e r u n d e r s t a n d i n g o f O l d T e s t a m e n t law a n d how i t
p e r t a i n s t o t h e New T e s t a m e n t .
D i s c u s s i o n o f n o v e l s a nd c u r r e n t
i s s u e s w e r e u s u a l l y i n t e r e s t i n g an d i n f o r m a t i v e i f t h e s t u d e n t i s
w i l l i n g t o g e t i n v o l v e d and form an o p i n i o n .
I t d o e s g i v e some e x p o s u r e o f t h e C h r i s t i a n p e r s p e c t i v e t o th o s e
a t t e n d i n g SAC who a r e n ' t C h r i s t i a n s , b u t a t ti m es I f e l t ashamed t o
s e e t h e k i n d o f C h r i s t i a n a t t i t u d e t h a t was d i s p l a y e d .
Core 200 i s a s t i m u l a t i n g c l a s s .
The books us ed r e a l l y c h a l l e n g e d
me.
I l e a r n e d q u i t e a l o t i n t h a t c l a s s and had t o change my mind
a b o u t some b e l i e f s I had h e l d p r e v i o u s l y .
Co re 400 h ad some good
p o i n t s but w ere l e t go of t o go on t o o t h e r s .
CPLA 100 was b a s i c a l l y a f a c t u a l c o u r s e . We l e a r n e d l o t s o f f a c t s
about the B ib le .
CPLA 200 - none.
CPLA 400 was e x c e l l e n t .
Very
s t i m u l a t i n g a nd i n t e r e s t i n g .
I le arned the C h r i s t i a n p e r s p e c t i v e
t h a t I c a n a p p l y t o my m a j o r .
We d e a l t e f f e c t i v e l y w it h major
issues.
T h i s program o f f e r e d many good a s p e c t s o f t h e B i b l e . F i r s t d e a l i n g
w i t h t h e Old/New T e s t a m e n t s , b e i n g aware of c u r r e n t i s s u e s t h a t a
C h r i s t i a n m ust f a c e i n t h e w o r ld t o d a y , th e n h a v in g a capstone
course in v o lv in g your major with o th e r s e n i o r ' s m ajors.
This i s a
good way t o end t h e program.
176

177

C o r e 400 o n l y .
It
classroom s e t t i n g .

i s a g oo d i d e a b u t d i f f i c u l t t o a c h i e v e i n a

Of a l l t h e Core c o u r s e s I f e l t 400 t h e most b e n e f i c i a l t o me. The
o t h e r two r e a l l y gave no c h a l l e n g e - b u t 400 was p r e s e n t e d i n s u c h
a way t h a t i t i n c l u d e d a l l .
Made me r e a l l y t h i n k t h i n g s t h r u - o n ly when I a p p l i e d m y s e l f .
400— E n jo y ed t h e d i s c u s s i o n g r o u p s , e s p e c i a l l y t h o s e t h a t
c o n f lic te d w ith o th e r students' feelin g s.
I t g o t one t o t h i n k i n g
of how he f e l t .
C o r e 400 i s t h e o n l y one I c a n p o s i t i v e l y comment on. Though I
d is a g r e e a l o t w ith the p r o f e s s o r , he d i d an e x c e l l e n t jo b
t e a c h i n g , o r g a n i z i n g a n d m e e t i n g t h e g o a l s o f what I had alway s
t h o u g h t t h e Core c l a s s e s were su ppo se d t o b e.
C o r e 400 was t h e b e s t .
We d e a l t w i t h i n e a c h o f t h e m a j o r s and
d i s c u s s e d t h e i s s u e s a r o u n d them.
I t i s a l s o a more p e r s o n a l
class.
C o r e 2 0 0 — O v e r a l l i t was v e r y h e l p f u l i n s t i m u l a t i n g i d e a s t h a t
were e i t h e r ig n o r e d by t h e C h r i s t i a n community o r r e j e c t e d b e c a u s e
th e y were " s e c u l a r " and n o t " r e l i g i o u s . "
C o r e 4 0 0 — T h i s c l a s s was b a s i c a l l y m i d d l e - o f - t h e - r o a d .
Some
i n s i g h t s w e r e g a i n e d , b u t a s a w h o l e , many o f t h e c l a s s e s were
b o r i n g and u n n e c e s s a r y .
The b e s t c l a s s e s w e r e when i n s t r u c t o r s
from d i f f e r e n t d i s c i p l i n e s came t o t a l k t o u s .
I f e l t 200 e s p e c i a l l y h e l p e d me i n making d e c i s i o n s
nature.

of an e t h i c a l

C o r e 4 0 0 — g e n e r a l e n o u g h t o r e c o v e r a t o t a l f u n c t i o n a l a s p e c t of
l i v i n g w i t h o u t s t r e s s i n g r e l i g i o n t o o much— e x c e l l e n t .
For me Core 400 was t h e o n ly one t h a t was b e n e f i c i a l .
L e ttin g people voice t h e i r o p inion.
P l a c e s l i f e and r e l i g i o n t o g e t h e r .
Small d i s c u s s i o n g r o u p s .
I d i d n o t r e c e i v e to o much b e n e f i t from Core 100 o r 200. They were
v e r y g e n e r a l and th e t e a c h e r s w e r e v e r y n a r r o w - m i n d e d a s t o t h e
o b j e c t i v e s and what th e y wanted to teach the s tu d e n ts .
Core 400
was v e r y b e n e f i c i a l and a good p r e p a r i n g c l a s s f o r a s e n i o r .
4 0 0 — Su p er . E x c e l l e n t d i s c u s s i o n s . E s p e c i a l l y e n j o y e d M e n n i n g e r ' s
book "Whatever Became o f S i n . " A l l g r a d u a t e s s h o u ld r e a d i t .
400 b r o u g h t out some i n t e r e s t i n g c o n c e p t s .

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Cor e 200— h e l p e d t h e i n d i v i d u a l e s t a b l i s h h i s o r h e r v a l u e s i n many
c r i t i c a l m or al i s s u e s .
Core 400— was e x c e l l e n t i n f u r t h e r i n g w h a t
200 s t a r t e d i n a l l o w i n g f o r t h e i n t e g r a t i o n of t h e l i b e r a l a r t s
education.
The s u c c e s s o f t h e c o u r s e depends on who t e a c h e s i t .
300 & 400— G r e a t .
I ' v e l e a r n e d a l o t , e s p e c i a l l y on t h e B i b l e i n
Core 300; and on q u e s t i o n i n g my own v a l u e s from Core 400.
I o n l y a t t e n d e d Core 300 and 400.
I th o u g h t Core 300 was t h e b e s t
bec a u se i t expanded*my B i b l e knowledge.
Core 400 b r o u g h t up some good c r i t i c a l i s s u e s t h a t f a c e u s t o d a y .
I t made me t h i n k a b o u t how I s h o u l d d e a l w i t h them from a C h r i s t i a n
perspective.
Co r e 300 a n d 400 ha s g i v e n me t h e chance t o e v a l u a t e my v a l u e s and
m o r a l s . To p u t them i n p e r s p e c t i v e w i t h i n my l i f e s t y l e now. I t ' s
t r u e l y g i v e n me i n s i g h t i n t o who I r e a l l y am.
CPLA 300 s ho uld be t h e s t u d e n t ' s o p t i o n , but n o t a r e q u i r e m e n t .
r e q u i r e d i t c o u l d be v e r y b o r i n g .

If

V a r i e t y of t e a c h e r v i e w p o i n t s , u s u a l l y good— sometimes c o n f u s i n g .
Helps t o t e a c h m o r a l s u s i n g r e l i g i o n a s a b a s e .
CPLA 100 ( C h r i s t i a n F a i t h ; B i b l i c a l F o u n d a t i o n s ) c o ve r e d much B i b l e
H isto ry .
However, t h e p a r t i c u l a r p r o f e s s o r was n o t v e r y th o r o u g h ,
no r d id he p r e s e n t an i n t e r e s t i n g a tm o s p h e re f o r e n c o u r a g i n g
s tu d e n ts to seek B ib le p e rs p e c tiv e s .
CPLA 200 ( C h r i s t i a n F a i t h ;
L i v i n g I s s u e s ) was v e r y c h a l l e n g i n g and th e c l a s s d i s c u s s i o n s an d
a l s o t h e c o n t r o v e r s i a l r e a d i n g t o p i c s e n c o u r a g e d s t u d e n t s t o be
c r i t i c a l t h i n k e r s and C h r i s t i a n s who know ou r b e l i e f s !
C h a l l e n g e d i n my v i e w s o f s c r i p t u r e i n Core 100 by t h e i d e a t h a t
s c r i p t u r e was n o t n e c e s s a r i l y t h e w o r d o f God.
I t h u s came t o a
much s t r o n g e r c o n c l u s i o n t h a t i t was t,he.-wQEd. .of - G o d .
300 was d e l i g h t f u l l y i n t e r e s t i n g .
200— E f f o r t t o c o v e r many i s s u e s of im p o r t a n c e .
3 0 0 — Good l e a r n i n g e x p e r i e n c e , a chance t o study t h e whole B i b l e
for a c la s s .
400— Good grown-up a p p r o a c h t o m a t u r e i s s u e s .
Core 300— ex p os ed me t o some B i b l i c a l t e a c h i n g s .
Core 200— i n t e r e s t i n g i n d e a l i n g w i t h m a jo r i s s u e s .
I found Core 400 t o be t h e b e s t o f t h e Cor e c l a s s e s .
I think i t
was e s p e c i a l l y g oo d f o r i n t e r i m .
I had t o a c t u a l l y s i t down and

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w r i t e o u t my p h i l o s o p h y o f
m y s e l f much b e t t e r .

life,

w h i c h h e l p e d me t o u n d e r s t a n d

Only Core 300.
The t h o u g h t p ro v ok in g t e a c h i n g s i n CPLA 100 were t h e h i g h - l i g h t of
my Core c a r e e r . R a d i c a l i d e a s make me t h i n k .
100 had i n t e r e s t i n g s u b j e c t m a t t e r and i s a good i d e a
B i b l e i n fresh man c o u r s e .

t o s c a n whole

CPLA 100 was n o t w e l l o r g a n i z e d .
Too much busy work i n b o t h 100
and 200.
( P a p e r s , Re adi ng , e t c . )
Core 400 was m o re b e n e f i c i a l .
The d i s c u s s i o n s w ere good and r e l e v a n t .
As a t r a n s f e r s t u d e n t , I was r e q u i r e d t o t a k e C o r e 300 a n d 4 0 0 .
C o r e 300 was v a l u a b l e a s t h e B i b l e i s an i n t e r e s t i n g s t o r y book.
C o r e 400 r a i s e d p e r t i n e n t i s s u e s t h a t a l l b u t c r i e d t o b e
discussed.
I t was a good e x p e r i e n c e t o have a d i s c u s s i o n o r i e n t e d
c l a s s t h a t was f r e e from t h e p r e s s u r e of a g r a d e . The p a s s - f a i l
f e a t u r e s t i m u l a t e d s tu d y f o r s e l f and n o t a g r a d e .
Core 400 was v e r y i n t e r e s t i n g , i n t e l l e c t u a l , and s e l f - s e a r c h i n g .
O b t a i n i n g d i f f e r e n t i d e a s and o p i n i o n s of s t u d e n t s and i n s t r u c t o r s
f o r e v a l u a t i o n and com parison w i t h o n e ' s own t h o u g h t s .
400 in
values.

being

able

to see what you s h o u ld e x p e c t and s e t your

The B i b l e h i s t o r y was a l l t h a t I found v a l u a b l e .
E x c e l l e n t c o u r s e f o r s e n i o r s t o draw t h i n g s t o g e t h e r and g e t a good
lo o k a t o n e ' s p h i l o s o p h y .
Core 400 c l a s s was e x c e l l e n t .
I t r a n s f e r r e d i n a n d t o o k o n l y C or e 300 a n d 400, b o th v e r y good
e x p e r i e n c e f o r me.
I t was i n t e r e s t i n g t o s e e p e o p l e o f a l l
d i f f e r e n t l e v e l s o f C h r i s t i a n m a t u r i t y come t o g e t h e r and work out
com promises.
Co re 400 i s an e x c e l l e n t c o u r s e .
I t a t t a c k e d many key i s s u e s . And
ca u se d me t o l o o k a t th e pro blem s f a c i n g o t h e r d i s c i p l i n e s o t h e r
t h a n my own.
Allowed me t o do some r e a d i n g and r e s e a r c h i n a r e a s t h a t I w o u l d n ' t
have w i t h o u t t h e s e c o u r s e s .
Core 300 was v e r y h e l p f u l i n u n d e r s t a n d i n g b i b l i c a l h i s t o r y .
100--G ood b a s i s f o r th e C h r i s t i a n p e r s p e c t i v e .
200 a n d
4 0 0 — B a s i c a l l y good f o r i n t e g r a t i n g t h e C h r i s t i a n p e r s p e c t i v e i n t o

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w orld problems.
l e c t u r e o f 200.

S m a l l e r gr ou ps i n 400 worked b e t t e r th a n t h e l a r g e

Some c h a l l e n g i n g d i s c u s s i o n s h a v e o c c u r r e d . Some c r u c i a l i s s u e s
were r a i s e d .
Exchange o f v ie w s and p e r s p e c t i v e s w e r e v a l u a b l e i n
400.
The o n l y s t r e n g t h of t h e Core program i s t h a t from some p r o f e s s o r s
t h e r e i s enough l a t i t u d e i n t h e c o u r s e t o e n a b l e t h e s t u d e n t t o
s t r u c t u r e a program t h a t i s m e a n i n g f u l t o him o r h e r s e l f .
Core 400 was good.
l i f e and m a j o r s .

Did b e s t j o b o f e x a m i n i n g i s s u e s r e l a t e d

to

A l l depends on i n s t r u c t o r s .
O p p o r t u n i t y t o e x p l o r e lo ng h e l d i d e a s .

T e s t of f a i t h .

Only 400 a p p l i e s — good chance t o r a p w i t h o u t w o r r y i n g a b ou t g r a d e s .
Major s t r e n g t h i s e v e r y o n e t a k e s i t .
Good o p p o r t u n i t y t o r e a c h
s t u d e n t s u n i v e r s a l l y . Good d e s i g n t o whole p r o g r a m , i . e . , B i b l e ,
w o r l d , i n v o l v e m e n t , C h r i s t i a n — SAC c o n c e p t .
I d i d n ' t l i k e Core 400.
I t was go od m a t e r i a l b u t
p r e s e n t e d was b o r i n g and u n m o t i v a t i n g .

t h e way i t was

Good i n t e r r e l a t e d n e s s .
I h a d g e n e r a l l y g o o d e x p e r i e n c e s w i t h CPLA p ro g ra m s . The c o u r s e s
seemed t o co v er t h e g e n e r a l a r e a s s i g n i f i c a n t t o t h e c o n c e p t o f
C h r i s t i a n L i b e r a l A r t s . The p r o f e s s o r s t e a c h i n g t h e c o u r s e s I took
were w e l l s u i t e d f o r t h e c l a s s .
Brought t o g e t h e r many a r e a s of s t u d y .
Unless r e s t r u c t u r e d , none.
Core 300 was v e r y c h a l l e n g i n g — one of t h e b e s t c o u r s e s I ha d. Made
me t h . i n k a b o u t t h e v e r y f o u n d a t i o n s o f my C h r i s t i a n f a i t h a nd
h e l p e d me i n t e g r a t e i t b e t t e r w i t h h i s t o r y .
No s t r e n g t h s .
Co r e 300 was g r e a t b u t t o o r u s h e d .
W i n g e t ' s e x p l a n a t i o n of th e
C h r i s t i a n p e r s p e c t i v e was g r e a t .
L e a r n i t f r o m him a n d t e a c h t o
t h e s t u d e n t s e a c h y e a r from t h e b e g i n n i n g and f i n d o u t t h e i r
r e s p o n s e s a s t h e y grow i n t e l l e c t u a l l y and s p i r i t u a l l y ea ch y e a r .
None!
F r a n k l y , t h e CPLA c o u r s e s have n o t been m a jo r s t r e n g t h s i n my SAC
experience.
Core 400 h a s been t h e most b e n e f i c i a l of a l l t h e CPLA
c o u r s e s t h a t I hav e t a k e n .
I t s o b j e c t i v e s were r a t h e r c l e a r and i t

4

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was up t o t h e i n d i v i d u a l t o make i t a good e x p e r i e n c e or a bad one.
You c o u l d p u t i n t o i t what you w an te d o u t o f i t .
This c h a lle n g e d
me t o l e a r n from t h e c l a s s and I d i d .
300— F a m i l i a r i z e s one w i t h b a s i c p u r p o s e and c o n t e n t o f S c r i p t u r e .
400— Examines C h r i s t i a n ' s r e s p o n s e t o contemporary i s s u e s .
200—w r e s t l i n g w i t h i s s u e s .
300— b e t t e r u n d e r s t a n d i n g of G od's
Word. 400— b e i n g " r e a l " — s e e k i n g a n s w e r s .
None 1
Th ere a r e non e.

I t was a w a s t e of ti m e .

Opens yo ur eyes t o t h e problems o f t h e w o r l d , a n d t e a c h e s y o u t o
c r i t i c a l l y e v a l u a t e yo ur f a i t h .
E x p o s e d me t o o t h e r s p h i l o s o p h y and b e l i e f which i n t u r n made me
t a k e a do u bl e lo o k a t mine and gave me f u r t h e r u n d e r s t a n d i n g — Cor e
400.
B e i n g a b l e t o e x p e r i e n c e v a r i o u s v i e w p o i n t s on d i f f e r e n t s u b j e c t s
from d i f f e r e n t p e o p l e .
C o r e 4 0 0 — The c h a l l e n g e t o my f a i t h a n d i n d e p e n d e n t t h i n k i n g i n
c l a s s p r e s e n t a t i o n and t h e f o r c i n g t o see C h r i s t i a n p e r s p e c t i v e on
a l l th e world.
T h a t l a s t t w o o f t h e f o u r CPLA c o u r s e s w e r e v e r y b e n e f i c i a l .
A g ai n , h e r e t h e s t r e n g t h s were t h e i n s t r u c t o r s I h a d .
One t h i n g t h a t y o u h a v e c h a n g e d t h a t was a v e r y good i d e a was t o
c h a n g e CPLA 100 t o C o r e 3 0 0 .
My c l a s s t o o k t h e c o u r s e a s a
Freshmen and w ere n ot m a tu r e enough f o r th e m a te r ia l.
Core 400
sh ou ld be t a u g h t a t I n t e r i m .
A l t h o u g h I n e v e r c o m p l e t e d i t f o r v a r i o u s r e a s o n s t h e only Core
co u r s e I found w o r t h w h i l e was 4 0 0 .
I t e x p o s e d me t o o t h e r i d e a s
and c h a l l e n g e d my C h r i s t i a n e x p e r i e n c e .
200— Made ,me.,CQP sid er .,a lte r n a te -li£ e a t,v le s and ways o f th in k in g.
300— Helped me g a i n b e t t e r knowledge of whole B i b l e .
400— Ea s y - g o in g c l a s s — good r e a d i n g — s t i m u l a t i n g .
None.
Teaching of B i b l i c a l m a tte r s
studied t h i s a rea .

t o n o n - C h r i s t i a n s who may n o t have

Core 300 was t h e b e s t of t h e Core c l a s s e s .
The c o n c e p t i s s t r o n g i n t h e o r y .

. .

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The i d e a l b e h i n d t h e Core program i s e x c e l l e n t b u t t h a t ' s a s f a r as
t h e impact g o e s .
None.
I d i d n o t f e e l C o r e 100 r e l a t e d t o my C h r i s t i a n p e r s p e c t i v e of
l i b e r a l a r t s e d u c a t i o n . Core 400 was p r o b a b ly t h e mo st b e n e f i c i a l
bec a us e i t was d i s c u s s i o n a n d g r a d e d on a p a s s - f a i l b a s i s .
Casual y e t firm l e a d e r s h i p .
I n t e g r a t i o n of a l l f i e l d s to a
m e a n i n g f u l whole i n C h r i s t i a n i t y .
E x pr es s d i f f e r e n c e s i n a c c e p t i n g
framework.
CPLA 100 was p r o b a b l y t h e most w o r t h w h i l e t o me. I t gave me a good
overall
view of t h e B ib l e and i t s h i s t o r y .
I t gave a broad
groundwork on which t o b u i l d l a t e r .
Core 200 was r a t h e r d i s t u r b i n g
t o me— i n a good way. I t o pe ned my eyes t o t h e v a s t problems t o be
faced in th e w orld to day.
I t c h a l l e n g e d me t o t h i n k t h r u some
issues.
Core 400— I t i s d i f f i c u l t t o m e a s u r e t h e v a l u e o f t h i s
c o u r s e . I t p r o d u c e d a h i g h l e v e l of f r u s t r a t i o n — so many
issues
f ace us.
At l e a s t t h e m a t e r i a l i s made a v a i l a b l e and a w a r e n e s s i s s e t f o r t h
to the is s u e s covered.
CPLA 200 was e s p e c i a l l y v a l u a b l e i n a i d i n g
i n d i v i d u a l s t o c l a r i f y t h e i r own v a l u e s .

R esp on ses. ,p£r,th e,,G r^ d u ate.a,,in...,ig83:

Gave o p p o r t u n i t i e s t o c o n s i d e r m o ra l i s s u e s from a C h r i s t i a n
p e r s p e c t i v e ; t o e s t a b l i s h a m e a n s by w h i c h t o e v a l u a t e f u t u r e
issues.
C o v ered a w ide a r e a of a p e r s o n 's
understanding to p e r s o n a l e x p e r i e n c e s .
problems a s w e l l a s t r a d i t i o n a l .
D is c u s s io n of v a l u e s
and 400.

proved b e n e f i c ia l .

l i f e - - h e l p e d to b rin g
D ealt w ith contem porary
Good d i s c u s s i o n s i n 300

I e n j o y e d t h e c l a s s d i s c u s s i o n s i n C o r e 400 a bo u t t h e n a t u r e of
G o d /th e meaning of s u f f e r i n g .
I l a t e r a p p r e c i a t e d t h e l e c t u r e s on
t h e c r i t i c a l 6tudy o f t h e s c r i p t u r e s , a l t h o u g h I remember squawking
a t t h e t i m e . Th at was i n t h e f i r s t CPLA c l a s s .
I n t e r e s t i n g p r o f s (n ice having p ro fs o u tsid e t h e i r a r e a s ) .
B i b l i c a l f o u n d a t i o n s was v a l u a b l e t o me. I g a i n e d a v e r y c l e a r a n d
f r e s h v i e w o f who C h r i s t was a n d w h a t H i s m i s s i o n was. This i s
fundam ental to o u r f a i t h .
I f one u n d e r s t a n d s t h a t , o t h e r
c o n t e m p o r a r y i s s u e s c a n be r e s o l v e d w i t h c a r e f u l t h o u g h t a t t h e
personal le v e l.
The s t r e n g t h i s t h e q u a l i t y of t h e i n s t r u c t o r s .

183

O p p o r t u n i t y t o examine l i b e r a l C h r i s t i a n v i e w s .
Core 400 h e l p e d i n t e g r a t e f a i t h and l e a r n i n g .
The s t r e n g t h o f t h e p r o g r a m comes f r o m t h e t h r u s t g i v e n by t h e
p r o f e s s o r s and a d m i n i s t r a t i o n toward t h e t e a c h i n g s o f t h e B i b l e .
G r e a t ove rv ie w of t h e B i b l e .
R a i s e d good s o c i a l and r e l a t i o n a l i s s u e s .
Good g e n e r a l b ac kg r ou nd . A d d i t i o n a l a w a r e n e s s o f i n t e g r a t i n g
C h r i s t i a n f a i t h w ith the world a t l a rg e .

the

Core 400 was q u i t e b e n e f i c i a l . We were a l l o w e d t o b r e a k i n t o s m a l l
g r o u p s , d i s c u s s d i f f e r e n t i s s u e s t h a t were p e r t i n e n t t o t h e p r e s e n t
as w ell as the f u t u r e .
The p r o f e s s o r i n Core 300.
C o r e 400 p u t t i n g e v e r y t h i n g t o g e t h e r so your d e c i s i o n s m i g h t be of
v a l u e t o y o u r s e l f and t h o s e a r o u n d you.
C o r e 2 0 0 : E x p o s u r e t o v a r i o u s problems f a c i n g t h e w o r l d t h a t I had
n o t p r e v i o u s l y c o n t e m p l a t e d , o r been aware o f . Core 3 0 0 : E x p o s u r e
t o h i s t o r y o f t h e B i b l e , b a s i c t h e m e s , e t c . , t h a t I was n o t
f a m i li a r w ith p re v io u s ly .
Core 4 0 0 : O p p o r t u n i t y t o d i s c u s s
c r i t i c a l i s s u e s w i t h i n t h e C h r i s t i a n framework and p e r s p e c t i v e .
The c o u r s e s h e l p e d me t o a b e t t e r u n d e r s t a n d i n g a n d t o e v a l u a t e
v a r i o u s e v e n t s i n s o c i e t y t o d a y a s i t r e l a t e s t o my p e r s o n a l
C hristian perspective.
Core 300 was s t i m u l a t i n g .
C o r e 300 h e l p e d me t o b e t t e r u n d e r s t a n d " t h e i d e a s of a C h r i s t i a n
c o l l e g e " and h e l p e d me t o b e t t e r u n d e r s t a n d t h e B i b l e a s a w h o l e
a n d i t s r e l a t i o n s h i p to G od's r e v e l a t i o n in t h e w o r ld .
I was
s t r e t c h e d and c h a l l e n g e d and had t o t h i n k t h i n g s t h r o u g h .

Group p a r tic ip a tio n .
B i b l e h i s t o r y was by f a r t h e most i n f o r m a t i v e of t h e t h r e e c o u r s e s
I took.
I t i n i t i a t e d me t o t h e r e l a t i o n s h i p between " C h r i s t i a n f a i t h " and
" l i b e r a l a r t s . " By t h e e x i s t e n c e o f CPLA c o u r s e s , i t b r o u g h t t o my
a t t e n t i o n t h a t t h e i n s t i t u t i o n was m a k i n g a s i n c e r e a t t e m p t t o
in t e g r a te C h r is tia n f a i t h with o n e 's edu cational e x p e r i e n c e .
As a
r e s u l t i t f o s t e r e d a d m i r a t i o n f o r SAC i n a n a t t e m p t t o be
d i s t i n c t i v e f r o m o t h e r e d u c a t i o n a l i n s t i t u t i o n s by i n t e g r a t i n g
t h e s e tw o ( f a i t h a n d e d u c a t i o n ) d e s p i t e p r e s s u r e s w i t h i n a n d
w ithout.

i

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V a r i e t y o f p r o f e s s o r s and i s s u e s k e p t i t i n t e r e s t i n g .
C o r e 400 a l l o w e d f o r d i f f e r i n g v i e w s t o be e x p r e s s e d .
fo r thought. E x ce lle n t.

L e f t room

C o r e 400 a l l o w e d s m a l l g r o u p i n t e r a c t i o n on some c r u c i a l l i f e
issues.
A l s o , C o re 2 0 0 .
V a l u a b l e f o r me t o h e a r d i s c u s s i o n
c e n t e r e d on s p e c i f i c l i f e i s s u e s .
I e n j o y e d e s p e c i a l l y Gome.,Let.,Ua,..Ela«><God and d i s c u s s i o n of moral
and e t h i c a l problems d e a l i n g w i t h t h e s c i e n t i f i c f i e l d s .
I e n j o y e d C o r e 400 b e c a u s e i t was more p e r s o n a l i z e d where s t u d e n t s
were a s k e d f o r more i n p u t . And, o f c o u r s e , i n s t r u c t o r s h a v e a l o t
t o do w i t h i t .
V a r i e t y of s u b j e c t s and m a t e r i a l s u s e d .

Professor a v a i l a b i l i t y .

C o r e 400 was t h e b e s t .
A l t h o u g h my t h i n k i n g h a s d e v e l o p e d and
changed s i n c e I w r o te t h e p a p e r , t h a t was my f i r s t r e a l s i t t i n g
down, a n a l y z i n g , r e a s o n i n g o u t , j u s t i f y i n g a n d c r y s t a l i z i n g my
system of b e l i e f .
That was i n v a l u a b l e .
E n j o y e d CPLA 2 0 0 , t h e m o r a l
"How would you h a n d l e i t " ?

i s s u e s o f t h e day, and t h e q u e s t i o n

Good B i b l i c a l n o t e s i n Core 300 .
C o r e 4 0 0 — g i v i n g o u r v i e w p o i n t s on r e a l i t y i n t o d a y ' s s o c i e t y was
n o t o n l y f u n but n e c e s s a r y f o r so many n a i v e s t u d e n t s o v e r p r o t e c t e d
from t o d a y ' s w o r l d .
Core 400 was t h e most b e n e f i c i a l .
Core 3 0 0 , e x c e l l e n t
interesting.

h isto ry .

Core

400,

l o t s of

t a l k — some

S m a l l g r o u p i n t e r a c t i o n on s u b j e c t s of m o r a l / e t h i c a l d e b a t e , i . e . ,
genocide.
G i v e a new o u t l o o k f o r t h o s e n o t a c c u s t o m e d t o t h e l i b e r a l
a rts /C h ris tia n integration.
C r e a t e s an a t m o s p h e r e f o r q u e s t i o n i n g
and e v a l u a t i o n of i d e a s / b e l i e f s .
B ib lica l h eritag e taught.

Self evaluation/esteem .

C h a l l e n g e d me t o c r i t i c a l l y e v a l u a t e my views a s a C h r i s t i a n .
Core 400 was v e r y good.
S tim u la te d thought as i t
l e a r n i n g and l i v i n g .

relates

to th e i n t e g r a t i o n of f a i t h ,

185

I n t e r e s t i n g p ro fesso rs that stim ulated thought.
The c o u r s e s r a i s e d many i m p o r t a n t q u e s t i o n s f o r c o n s i d e r a t i o n by
the s tu d e n ts .
C o r e 400 b r o a d e n e d my w h o l e p e r s p e c t i v e a n d gave me a chance t o
b r i n g my e d u c a t i o n t o g e t h e r and t h i n k t h r o u g h my p h i l o s o p h y a b o u t
life.
B i b l e b a c k g r o u n d o f t h e f i r s t c o u r s e , a good i n t r o d u c t i o n t o SAC.
I s s u e s and i d e a s o f 400 was a good summary o f SAC e x p e r i e n c e , an d
p re p ara tio n fo r graduation.
I w i l l a d m i t a t t h e time I had a v e r y h a r d ti m e u n d e r s t a n d i n g what
CPLA was su p po se d t o be t e a c h i n g u s .
I w i l l a l s o ad m it t h a t I d i d
n o t a l w a y s t r y v e r y h a r d t o u n d e r s t a n d . But, h a r d l y a day goes by
when some t h o u g h t a b o u t SAC comes t o mi nd . Whether i t i s so m et h in g
a p r o f s a i d , or a f r i e n d , or a s p e c ia l time.
I t h i n k i n many ways
I was g e t t i n g h o l d of t h e i d e a o f a C h r i s t i a n p e r s p e c t i v e a n d I
d i d n ' t even know i t .
The example of o t h e r s was i t s s t r e n g t h .
Core 300 was good. Core 400— a l l p e e r s f a c i n g g r a d u a t i o n t o g e t h e r
gave us a chance t o g e t t o know a few p e o p l e b e t t e r .
E n l i g h t e n i n g — d e f i n i t e l y gave me a new o u t l o o k on l i f e and l i v i n g .
S t r e n g t h : O v e r a l l g o od e x p e r i e n c e s — h e l p e d i n r e a l
m aterial.

l i f e — goo d

Weaknesses
Hhat. ,d q . .v.q u . , perceive.,to,,he..the^weaknesaes
Q £ . , t h e „ c o r , e . , program?
Responses .of, .the. .Graduat es..in ,1S7.8
C o r e 400 d i d n o t i n t e g r a t e a t a l l .
The immature and u n r e a l i s t i c
a p p r o a c h of th e s t u d e n t s t r y i n g t o d e a l w i t h th e problems d i s c u s s e d
w i t h o u t e n o u g h d i r e c t i v e s from t h e i n s t r u c t o r of how t o d e a l w ith
them c o r r e c t l y .
C o r e 40 0 seems t o n e e d some r e v i s i o n a s t o i t s s t r u c t u r e . We a r e
made a w a r e o f t h e p r o b l e m s t h a t f a c e t h e w o r l d , b u t g i v e n f e w
p rin cip les.
My CPLA c o u r s e s w ere r e a l l y b o r i n g .
Seeming t o b e , a somewhat, w a s te o f time and money.
C o r e 200 a n d 400 a w a s t e of t i m e .
my m a j o r .

I n no way was 400 a c a p s t o n e to

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On t h e whole u n c h a l l e n g i n g and u n s t i m u l a t i n g .
The p r o g r a m a s a w h o l e does n o t t i e t o g e t h e r .
t h e f o u n d a t i o n s need ed f o r l i b e r a l a r t s s t u d y .

I t d i d n o t p r o v id e

A l l t h e c o r e c l a s s e s s h o u ld be g r a d e d on a p a s s / f a i l b a s i s .
Very u n c h a l l e n g i n g a n d no s t i m u l a t i o n a t
e x c e p t Core 400.

tim es in core c l a s s e s

C o r e 200 a n d 300 a r e t o o s t i f f g r a d e - w i s e . Need t o t a k e p r e s s u r e
o f f s t u d e n t s so t h a t th e y can e n j o y t h e c l a s s e s a l i t t l e w i t h o u t
worrying about g rad es.
Sometimes t h e s e c l a s s e s seem u n n e c e s s a r y and b o r i n g .
Some s t u d e n t i n p u t i n a d e q u a t e ,
course.

perhaps because i t

is

p ass/fail

Cor e 200: f a i r n e s s of i n s t r u c t o r s and t h e i r methods of r e l a t i n g t o
s t u d e n t s . Core 300: i n s t r u c t o r i n t e r e s t i n g a t t i m e s .
Core 400:
c l a s s to o u n r e s t r i c t e d .
C o r e 100 a n d 200 were n o t r e a l l y good c l a s s e s .
Core 100 was above
e v e r y b o d y ' s head and Core 200 was a l l common knowledge.
C o r e 100 a n d 200 w e r e a w a s t e of my t i m e . They were n o t p o s i t i v e
c o n t r i b u t i o n s t o my aca demic o r s p i r i t u a l l i f e .
These c l a s s e s were a w a s t e of time and money.
Too much busy work— c o u l d h a v e b e e n b e n e f i c i a l w i t h o u t i t .
le n g t h y of s e s s i o n s .
C o r e 1 0 0 w as a g o o d i d e a b u t p r e s e n t e d p o o r l y .
p r e s e n t e d p o o r l y , b u t t h e books were good.
O b j e c t i v e s w e r e t o o g e n e r a l and v a g u e .
f a m i l i a r enough w i t h t h e m a t e r i a l .
C o r e 400 s h o u l d h a v e
s p e c i f i c major.

Too

Co re 200 was

P r o f e s s o r s were not

some r e l e v a n t i n f o r m a t i o n f o r t h e s t u d e n t ' s

Core 100:
t o o many f a c t s w ere crammed i n a l l a t on ce . Core 200:
a w a s te of ti m e . I t was b o r i n g a n d we d i d n o t l e a r n muc h.
Core
400: no w e a k n e s s e s . I t was g r e a t !
They a r e n o t worth t h e money we a r e a s k e d t o pay.
vi e w s and d i d n o t c h a l l e n g e .
C o r e 300 was b o r i n g .
time.

They g iv e no new

Too much m a t e r i a l was cov er e d i n to o s h o r t a

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I n c o n s i s t e n c i e s i n t h e i n s t r u c t o r s and t h e a d m i n i s t r a t i o n o f th e
classes.
Cut o u t t h e S u nd ay S c h o o l s t u f f .
Ge t down t o s e r i o u s b u s i n e s s .
Our w o r l d i s f a c i n g s e r i o u s p r ob le m s . Make us aware o f t h e s e .
We
a r e t h e ones who must h e l p s o l v e them.
Too br o ad I
part.

No d e p t h .

Not enough e n t h u s i a s m on t h e i n s t r u c t o r ' s

They were n o t i n t e r e s t i n g t o me on t h e w h o le . Core 200 was s t u f f e d
w i t h to o many f a c t s i n t o o l i t t l e t i m e f o r me e v e n t o re m e m be r
what i t was a b o u t .
C o r e 3 00 s h o u l d be more s t r u c t u r e d a s f a r a s d a i l y a s s i g n m e n t s and
d is c u s s io n s a r e concerned.
Co re 200 was a l o t of busy work. I t needs more s t u d e n t i n t e r a c t i o n
than j u s t l e c t u r e s .
Core 300 was c u t and d r i e d l e c t u r e s .
I t needs
t o be r e l a t e d t o r e a l i s t i c , ev er y day l i f e s i t u a t i o n s .
No i m p o r t a n t t h i n g s even i n t r o d u c e d i n c l a s s m a t e r i a l .
t o t a l w a s t e of th e s t u d e n t ' s t i m e .

I t seemed a

C o r e 300 h a s t h e p o t e n t i a l f o r b e i n g a n e x c e l l e n t c o u r s e , b u t
a t t e m p t i n g t o co v e r t h e e n t i r e B ible in a semester i t l e f t l i t t l e
room f o r s e r i o u s t h o u g h t .
Core 400 d i d n ' t seem v e r y
l e c t u r e s were to o s u r f a c e

rewarding, j u s t an e v a l u a ti o n c l a s s .
f o r r e a l deep t h i n k i n g .

The o n ly co m p la in t I have i s t h a t t h e s e c o u r s e s a r e r e q u i r e d .
ca us es problems w i t h th e s u b c o n s c i o u s .

The

That

The c o u r s e s have such a bad r e p u t a t i o n t h a t i t ' s a l m o s t i m p o s s i b l e
t o go i n th e c l a s s w i t h a n open mind. They were a w as te of my t i m e
a n d m o n e y b e c a u s e t h e y d i d n o t m e e t t h e g o a l s t h a t t h e y w er e
supp osed t o m e e t.
Core 100: b a s i c a l l y u s e l e s s a l th o u g h I did l e a r n a l i t t l e .
400 coul d be a much more c h a l l e n g i n g c l a s s .
I n s t r u c t o r s a r e l i t t l e i n t e r e s t e d and a r e unable to
p a r t i c i p a t i o n and t h e r e f o r e do n o t a c h i e v e t h e i r g o a l s .
Core 200 and 400 were v e r y v ag u e.

Core

stim u late

I was r e l u c t a n t t o a t t e n d .

Bad r e p u t a t i o n .
Using l e f t o v e rs f o r t e a c h e r s .
M etaphysical
r a t h e r t h a n C h r i s t i a n a p p r o a c h . Too n o n d i r e c t i v e f o r th e s t u d e n t s .
The c o u r s e s a r e to o b r o a d .
semester.

You c a n ' t cov er t h e whole B i b l e i n one

188

Co re 200 was t e d i o u s . Core 300 was d e l i g h t f u l l y i n t e r e s t i n g .
Core
400 was a w a s t e of time and seemed t o s t i m u l a t e me n o t t o t h i n k .
Too v a g u e i n g e n e r a l .
n o t i n yo u r m a j o r .

Too much work f o r a r e q u i r e d c o u r s e t h a t i s

Co re 100 and 200 were so g e n e r a l t h a t the y were a com plete w a s t e of
time and money f o r me. I h o n e s t l y f e e l t h a t th e y were of no v a l u e .
I t ' s to o bad t h a t c o u r s e s t h i s h e l p f u l need t o be r e q u i r e d .
Core 100 was a g r e a t d e a l of m a t e r i a l f o r j u s t one s e m e s t e r .
200 and 400 seemed t o o v e r l a p i n s u b j e c t m a t e r i a l .

Cor e

Core 200 was b o r i n g and v e r y r e p e t i t i o u s .
Core 300 was t a u g h t on a
l e v e l c o m p l e t e l y a b o v e me. The g r a d i n g was v e r y a r b i t r a r y .
Core
400 was t h e b e s t c o u r s e by f a r .
Too g e n e r a l , f a i l e d t o be c o n c i s e i n s u b j e c t m a t t e r of s t u d y .
O f te n b o r i n g and i r r e l e v a n t t o i s s u e s . O f t e n t h e p r o f e s s o r s w e r e
way o v e r s t u d e n t ' s h e a d s a n d t a l k e d o n l y a b o u t w h a t i n t e r e s t e d
them.
The q u a l i t y o f t h e c o u r s e s v a r y w i d e l y .
Som etim es
a s s i g n m e n t s seem m e re ly busy work.
The co r e program i s more c o n c e rn e d w i t h th e cont emp or ary w o rl d t h a n
w i t h a C h r i s t i a n p e r s p e c t i v e . More b a l a n c e i s need ed between t h e s e
two a r e a s .
G e n e r a l l y th e y were b o r i n g a n d a w a s t e of t i m e .
Core 200:
interest.

One o f t h e t e a c h e r s was n o t a b l e

to

stim ulate

class

Core 100 had t o o many b a s i c B i b l i c a l c o n c e p t s t h a t I a l r e a d y had.
Why i s c o r e 200 i n t h e p r o g r a m ?
I t does n o t acc o m p lish i t s
purpose.
Core 300 s h o u ld be a r e q u i r e d r e l i g i o n c l a s s , n o t a c o r e
class.
Lack of c l e a r o b j e c t i v e fo r the courses.
time f o r me.

Core 200 was a w a s t e of

B o r i n g , u n i n t e r e s t i n g , to o much " r e l i g i o n . "
R e q u i r e m e n t s v a r y from p r o f e s s o r t o p r o f e s s o r .
I c o u l d n ' t f i n d a ny — i t seemed a w e l l l a i d o u t program.
This c u r r i c u l u m needs c a r e f u l s e l e c t i o n of f a c u l t y .
C o r e 1 0 0 : I d e a s t a u g h t w h i c h s h o u l d n o t h a v e been t a u g h t a t th e
fr e s h m a n l e v e l . Core 200: I r r e l e v a n t , a n d m o r e w o r k t h a n a l l my

189

o t h e r c l a s s e s combined.
much.

Core 400: No work, to o l a x , I d i d n ' t l e a r n

Co re 100 i s t o o d i f f i c u l t f o r me t o u n d e r s t a n d a s a f r e s h m a n . Core
200 was r a t h e r b o r i n g and d i d n o t seem v e r y s i g n i f i c a n t t o me.
More ti m e s h o u ld be s p e n t on Core 30 0.
but n e v e r d i d a n y t h i n g .

I n Core 400 we t a l k e d a l o t

C o re 3 0 0 : Too i n d e p t h f o r s h o r t p e r i o d of t i m e — need b ro a d
o ve r v ie w . Core 400: L a c k o f t i m e f o r f u l l p a r t i c i p a t i o n i n a l l
issu es.
The t o t a l program.
The c o u r s e s w e r e i n t e r e s t i n g b u t some of t h e c o u r s e g o a l s need t o
e i t h e r r e s t a t e d o r t h e c l a s s work n eed s t o ch ang e. Some ( 2 0 0 , 4 00)
d i d n o t seem t o me t o r e a c h t h e g o a l s s t a t e d a t t h e b e g i n n i n g .

Lack stim u lation .
The t i m e s p e n t w as n o t done so i n e n t h u s i a s m . The themes d i d n o t
p e n e t r a t e . The o b j e c t i v e s were n o t f u l f i l l e d .
Core 400 i n s t r u c t o r
was n o t open t o o t h e r o p i n i o n s w h i l e s t r e s s i n g a n open c l a s s r o o m .
Core 200: U n c h a l l e n g i n g , i n s i g n i f i c a n t .
unaccepting of d iffe re n c e in view point.

Core 400: P r o f ' s a t t i t u d e
Waste of ti m e and money.

C o r e s h o u l d be t u i t i o n f r e e b e c a u s e t h e y a r e a w a s t e o f t h e
s t u d e n t s ' money.
T h e s e c l a s s e s d i d n o t h i n g t o s t i m u l a t e my
thinking.
The c o u r s e s a r e n o t a l w a y s g e a r e d f o r
student.

t h e m a t u r i t y l e v e l of t h e

Core a s a w hole n ee d s co m m itted p r o f e s s o r s .
Core 200 h as a v e r y
l o o s e s t r u c t u r e . The c l a s s needs t o be l e s s t a l k and a l i t t l e more
direction.
C o r e 3 00 was a w a s t e o f my t i m e . No thing c o v e r e d was a p p l i c a b l e .
Core 400 was a good e x p e r i e n c e , b u t i t was so u n o r g a n i z e d t h a t i t
was d i f f i c u l t t o work and c o n c e n t r a t e .
The g o a l s a r e u n c l e a r and c o n f u s i n g t o me.
Make s u r e t h a t t h e p r o f e s s o r s t e a c h i n g c o r e a r e t h e b e s t t e a c h e r s .
Poor.
A t t e m p t e d t o r e l a t e t o many s t u d e n t s c o m i n g f r o m a l l
d i r e c t i o n s by a s i n g l e l i n e of t h i n k i n g .
V a l i a n t e f f o r t s made, but
basic s tru c tu re lacking.
On ly s o l u t i o n f o r t h i s mess i s t o throw them o u t .
I t i s u n f a i r to
th e s t u d e n t s t o have t o pay f o r s u ch w o r t h l e s s c l a s s e s .

190

T h is a re a is o f t e n i r r e l e v a n t and s e n s e l e s s .
c o n n e c t e d n e s s of i d e a s i s o f t e n n o t p r e s e n t .
Sometimes b o r i n g .

The

in te r­

Needs t o be more p r a c t i c a l .

Do n o t d e a l w i t h what i s i m p o r t a n t i n my l i f e now.
A t o t a l w a s t e of t i m e .

I t 's irrelev an t,

i n e f f i c i e n t , unorganized.

M a j o r p r o b l e m w i t h 200 and 400 i s t h a t t h e y a r e
so many g e n e r a l t o p i c s t h a t a p p l i c a t i o n o f t h e
l i f e is im possible.
I n 40 0 I f e e l a s t h o u g h
a b o u t a l l t h e w o r l d ' s p ro b le m s , b u t n o t r e a c h i n g
p l a n of a c t i o n .

so vague and cov er
m a t e r i a l to r e a l
I am j u s t l e a r n i n g
a d ecisio n about a

Need s t i m u l a t i n g p r o f s i n c o r e c o u r s e s !
Core 200 was e x t r e m e l y
b o r i n g . Core 400 was e x t r e m e l y b o r i n g and i t d i d n ' t i n t e g r a t e o r
a l l o w f o r s t u d y o f i n t e g r a t i o n o f C h r i s t i a n p e r s p e c t i v e t o my
major.
C o r e 100 was t o o b r o a d f o r s u c h a w i d e v a r i e t y o f b a c k g r o u n d s
r e p r e s e n t e d i n s t u d e n t s on a fr e s h m a n l e v e l .
P er ha ps t h e s e c o u r s e s
co ul d a l l be l e s s c r e d i t h o u r s o r on a p a s s / f a i l b a s i s .
A w a s te of t i m e .
Core 100 d i d n o t g a i n me any memorable knowledge. Core 200 had t h e
p o t e n t i a l b u t th e t e a c h e r s were h o r r e n d o u s . Core 400 was t h e o n l y
w in n e r i n t h e program.
A w a s te of t i m e .
C o r e 200 was b a s i c a l l y a w a s t e o f t i m e .
program.

No c o n t i n u i t y

to the

Core 100 was t e r r i b l e !
Responses. <afc..the. <Gcadwafcefl.~,in.JL983i

I was f r u s t r a t e d and u p s e t w i t h Core 400.
me t h e n ) do gm at ic and u n c h r i s t i a n .

The t e a c h e r s seemed ( t o

Only Core 400 redeemed t h i s o t h e r w i s e w o r t h l e s s c u r r i c u l u m .
A l o t of ti m e was s p e n t d i s c u s s i n g i s s u e s , b u t n o t much t i m e i s
s p e n t on how C h r i s t i a n s a n d t h e c h u r c h c a n i n f l u e n c e m o r a l
d e c i s i o n s t h a t a r e b e i n g made t o d a y .
C o r e 300 i s t o o i n v o l v e d . Th ere i s t o o much aca demic i n f o r m a t i o n .
Core 400 i s t o o much of a l i b e r a l s t a n c e .
I do n o t s e e a n y c o r r e l a t i o n betwe en a l i b e r a l a r t s e d u c a t i o n and
t a k i n g Core c l a s s e s . The c o u r s e s d i d n o t seem t o be p u t t o g e t h e r
very w e ll.
Core 100 was a r e a l w a s t e .

191

Too much l e c t u r e .

Much t o o i n v o l v e d .

S h o u l d h a v e i n c l u d e d m o r e a b o u t w h a t a r e " l i b e r a l a r t s , " and a
l i t t l e l e s s about the " C h ris tia n p e r s p e c t iv e ."
N ebulous.
S u p e r f l u o u s t o t r y t o hammer s e c u l a r l e a r n i n g i n t o t h e
same mold t h a t c o n t a i n s y o u r C h r i s t i a n l e a r n i n g and commitment.
Not s t i m u l a t i n g .
C l a s s e s w ere so g e n e r a l o r so p e r s o n a l t o s t a f f a s t e a c h e r s t h a t i t
was i n a l m o s t no way a p p l i c a b l e t o me.
I was r a r e l y a b l e t o f i n d any r e l e v a n c e b etw ee n c o re c o u r s e
m a t e r i a l and my m a j o r . Core 200 a n d 400 r a i s e d many i s s u e s t h a t
w e re p e r t i n e n t t o t h e t i m e s , but only "canned" answ ers w ere
reached.
This i s a vague
weeks l o n g .

s e t of c o u r s e s .

Co re 400 was a j o k e , f o u r t e e n

Mostly u s e l e s s .
No comment.
Core 100 was t a u g h t t o o soon t o be of b e n e f i t .
P e r s o n a l l y I was s a t i s f i e d f o r t h e m o st
p r e s e n t a t i o n s t y l e s a m i n o r i t y of t h e ti me .
Though a good a t t e m p t
c h a l l e n g e d o n ly a few
i n t e r e s t e d those with
m ost.
C o r e 400 was
l a c k of s t r u c t u r e .

part

and

bored

by

a t g e t t i n g a C h r i s t i a n p e r s p e c t i v e , C o r e 200
and l e f t t h e m a j o r i t y u n i n t e r e s t e d .
Core 300
a b e n t to w ar d h i s t o r y and t h e l i k e , b u t b o r e d
v e r y i n t e r e s t i n g , t h e only weakness b e i n g i t s

No r e a l w e a k n e s s e s .
C o r e 200 was v e r y p o o r .
r e s t — to o na rr o w .
R a i s e d good s o c i a l
p e r s p e c t i v e n ee d e d .

T e a c h e r ' s v i e w was deemed r i g h t .

and r e l a t i o n a l

issu es.

The

M o re B i b l i c a l

C o r e 200 was v e r y r e d u n d a n t t o p h i l o s o p h y - r e l i g i o n e t h i c s c l a s s .
Core 4 0 0 ' s s u c c e s s o r f a i l u r e was d e p e n d e n t u p o n t h e i n d i v i d u a l
in stru cto r.
There i s l i t t l e o r no c o n t i n u i t y between t h e Core 400
courses ta u g h t.
They seemed t o l a c k a s p e c i f i c go a l o r p u r po s e— va gue .
C ore 400 w as a w a s te o f t i m e .

192

Too b r o a d i n g e n e r a l ; n o t p e r s o n a l enough.
I h a d m i x e d f e e l i n g s a b o u t t h e Core c l a s s e s .
I n e v e r knew q u i t e
how th e y r e l a t e d t o my m a jo r o r t o t h e l i b e r a l a r t s .
C o r e 400 was p a r t i a l l y c h a l l e n g i n g i n t h a t i t opened my eyes more
to s o c ia l i s s u e s , but the c la s s ( a c t u a l s t u d e n t s ) a s a whole d id
n o t seem t o r e s p o n d w e l l f o r b e i n g r e s p o n s i b l e f o r t h e b u l k o f th e
s e m e s t e r ' s p r e s e n t a t i o n s i n many c l a s s e s .
T h e r e w as no
a c c o u n ta b ility as f a r as reading.
Should t h i s be f o r c r e d i t ?
Good i d e a , b u t t h e c l a s s e s w e r e n ' t s t i m u l a t i n g o r i n f o r m a t i v e .
As a w h o l e t h e Co re c o u r s e s w e r e b o r i n g a n d p r o v i d e d l i t t l e
s tim u la tio n fo r indepth stu d y .
I would su g g est having only the
most c r e a t i v e , s t i m u l a t i n g p r o f e s s o r s t e a c h t h e Core c o u r s e s .
P o o r ly t a u g h t ,

irrelevant m aterials.

B oring, u n c h a lle n g in g , f a r too g e n e r a l in s c o p e , o b j e c t i v e s
obscured.
Now I s e e t h e i m p o r t a n c e of them— t h e n I d i d n ' t . Why
was I u n c h a l l e n g e d ? I n t r o s p e c t i v e l y , u n e x c i t a b l e t e a c h i n g m e t h o d s ,
im m aturity, peer p re s su re , I w a s n 't confronted, obscure o b je c tiv e s ,
t o o g e n e r a l , low s e l f - e s t e e m , a l l c o n t r i b u t e d t o my a t t i t u d e o f
being unchallenged.
M any t i m e s
presentation.

t h e s e c l a s s e s w ere too g e n e r a l and b a s ic
Too g e n e r a l t o be of g r e a t i n t e r e s t t o me.

in

S u f f e r s from a bad r e p u t a t i o n .
Core 400— c e r t a i n
in c l a s s .

t e a c h e r s who w i l l n o t a l l o w freedom to o p i n i o n s

L a a k o f o r g a n i z a t i o n by p r o f e s s o r s . No c l e a r l e a d e r s h i p u i t h team
te ac h in g . O b jectiv es u n c le a r . Non-standardized g rad in g p o l i c i e s .
C o u r s e s d i d n o t seem t o be a p r i o r i t y t o t h e p r o f e s s o r s o r t o
a d m i n i s t r a t o r s whm a r b i t p a r i l y th re w th e p r o f s i n t o t h e a s s i g n m e n t .
Core 100 ( a s a f r e s h m a n ) seemed t h e n t o be a w a s t e of ti m e .
Encourage more t a l k i n g I

More i n d i v i d u a l t h i n k i n g !

C la ss r oo m ti m e was o f t e n b o r i n g ( eve n when ba se d on good m a t e r i a l ) .
Need a v a r i e t y of d e l i v e r y t e c h n i q u e s , a n e n t h u s i a s t i c p r o f e s s o r ,
and more s t u d e n t p a r t i c i p a t i o n .
I t was h a r d t o
a r e a of s t u d y .

s e e t h e n e e d f o r CPLA ( e x c e p t f o r Core 400) i n my

Too g e n e r a l ; a t t i t u d e o f t h e i n s t r u c t o r s al wa ys gave t h e f e e l i n g
t h a t th e y had t o t e a c h i t o u t of d u t y , r a t h e r t h a n en j o y m e n t.

193

C o r e 2 0 0 : I d i d n ' t r e c e i v e a n y t h i n g f r o m i t e x c e p t a "C ." Core
3 0 0 : Too much t a u g h t by p r o f e s s o r s , n o t e n o u g h s t u d e n t i n p u t .
S t u d e n t i n p u t w as " o u t p u t " !
N ot r e a l l y h e a r d .
Core 400: E x t r a
good— no c o m p l a i n t s .
Core 100 was a w a s t e .
A l a c k o f c o n t i n u i t y — b o t h betwe en and w i t h i n c o u r s e s . A l a c k of
p u rp os e o r a t l e a s t c o n s i s t e n c y of p u r p o s e among i n s t r u c t o r s .
Being r e q u i r e d i t i n h e r i t s a s t i g m a .
Sometimes a l o t of m e a n i n g l e s s busy work.
seemed t o o b r o ad and u n d i r e c t e d .
Can be a r e a l o p p o r t u n i t y
enough.

for

O b j e c t i v e s and c h o i c e s

s e r i o u s s t u d y — no t t a k e n s e r i o u s l y

I f o u n d l i t t l e v a l u e i n t h e CPLA program. The c o u r s e s I to o k r a n k
among t h e worse c o u r s e s i n my c o l l e g e e x p e r i e n c e .
The o b j e c t i v e s o f t h e
cl a s s r o o m a s s i g n m e n t s .

program d id n o t always a g r e e w ith the

Too much m a t e r i a l was c o ve r e d f o r t h e amount of ti me .
C o r e 2 0 0 : C o n f u s i o n b e t w e e n p r o f e s s o r s ; v e r y b r o a d an d g e n e r a l
g o a l s and s u b j e c t m a t t e r ; l a c k s i d a s i c a l a t t i t u d e of a l l i n v o l v e d .
Too much t i m e s p e n t on u n i m p o r t a n t o r l e s s i m p o r t a n t c o n c e p t s ,
w h i l e v i t a l i s s u e s were h a r d l y t o u c h e d .
The c l a s s e s w e r e o f l i t t l e h e l p t o me. E v a l u a t i n g each s t u d e n t ,
c o n c e r n i n g b ac k gr o un d, m a j o r , e t c . , would be good b e f o r e t h e s e were
required.
T h e m a j o r w e a k n e s s was m y s e l f .
I n my i m m a t u r i t y I c o u l d n o t
comprehend what CPLA was a b o u t .
B u t , a s I go a l o n g I f i n d many,
many t h i n g s c o m in g t o m i n d t h a t I r e a d a n d h e a r d a b ou t i n t h e s e
classes.
I f i n d m y s e l f go in g bac k and r e a d i n g some of t h e books we
used in those c la s s e s .
I hope t h a t o t h e r s w i l l work h ard er a t
u n d e r s t a n d i n g what v a l u a b l e c o n c e p t s CPLA i s t r y i n g t o t e a c h .
Core 300 was t a u g h t a s l i t e r a t u r e .
I d o n ' t r e c a l l t h e theme of th e
e n t i r e B ib le ever being p re s e n te d in a s e s s io n to p re se n t th e
m a g n i f i c e n t message of i t s c o n t e n t s . Nor was a se nse of l i f e - l o n g
love of l e a r n i n g th e S c r i p t u r e s ev er i n s t i l l e d .
C o r e 400 i s
i n t e l l e c t u a l lu n acy of th e p u r i s t form .
A d e lig h tf u l senior
i n t e r i m d i v e r s i o n t o be s u r e , bu t o f l i t t l e v a l u e and p e r h a p s e v e n
d e t rim e n ta l to most.
C o m i n g f r o m a Roman C a t h o l i c b a c k g r o u n d I f o u n d
u n d e r s t a n d i n g from p e e r s a s t o what my p e r s p e c t i v e was.

little

194

These co u rses made very l i t t l e im p re ssio n on me. 1 found th e
courses boring, contrived, too lib e r a l and too opinionated.
Strength of course corresponded to enthusiasm of in stru cto r.