DOCUMENT RESUME

ED 072 764 HE 003 865

AUTHOR Adelson, MarvinTITLE Professional Competence Core: An Interdisciplinary

Curriculum for Undergraduates--Evaluation Package.Final Report.

INSTITUTION California Univ., Los Angeles. School of Architectureand Urban Planning.

SPONS AGENCY National Center for Educational Research andDevelopment (DHEW/OE), Washington, D.C. RegionalResearch Program.

BUREAU NO BR-1-I-388PUB DATE Sep 72CONTRACT OEC-9-71-0041(057)NOTE 144p.

EDRS PRICE MF-$0.65 HC-$6.58DESCRIPTORS Behavioral Objectives; Course Evaluation; *Curriculum

Evaluation; Decision Making; Decision Making Skills;*Higher Education; *Interdisciplinary Approach;*Performance Criteria; Professional Education;Program Zvaluation; *Student Evaluation

ABSTRACTThis report presents a plan for ongoing evaluation of

the Creative Problem-Solving Curriculum for Undergraduates at UCLA.The curriculum is an important departure in the University's approachto the education of undergraduates. It provides an option for thosestudents whose aims tend to to action oriented. It is generallyconcerned with their competence as decisionmakers and effectuators,and is directed mainly to those intending to enter graduateprofessional training. The report describes the performanceobjectives for the program; the information flows of evaluativeinformation; an abstract model of the curriculum and a correspondingpicture of the way it is being actualized this year; behavioralobjectives for students in the program; forms for collectingevaluative material from students, faculty members and outsideadvisors; a computer printout of that part of student evaluation ofselected courses that can be dealt with objectively; and commentsabout how the evaluative information will be handled. (Author)

tc)

Final Report

Contract No. OEC-9-71-0041(057)

Marvin Adelson

School of Architecture and Urban Planning, UCLA405 Hilgard AvenueLos Angeles, California 90024

PROFESSIONAL COMPETENCE CORE: AN INTERDISCIPLINARY CKRICULUM FORUNDERGRADUATES--EVALUATION PACKAGE

September 1972 U S DEPARTMENT OF HEALTHEDUCATION & WELff.REOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCE° EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

Office of Education

National Center for Educational Research and Development(Regional Research Program)

IN- Final ReportCNJN-ocm

7 lur Contract No. OEC-9-71-0041(057)

I

Marvin AdelsonSchool of Architecture and Urban Planning, UCLA405 Hilgard Avenue

Los Angeles, California 90024

PROFESSIONAL COMPETENCE CORE: AN INTERDISCIPLINARY CURRICULUM FORUNDERGRADUATES--EVALUATION PACKAGE

September 1972

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

Office of Education

National Center for Educational Research and Development1

(Regional Research Program)

L

ABSTRACT

This report presents a plan for ongoing evaluation of the CreativeProblem-Solving Curriculum for Undergraduates at UCLA. The curriculumis an important departure in tne University's approach to the educationof undergraduates. It provides an option for those students whoseaims tend to be action-oriented. It is generally concerned with theircompetence as decision-makers and effectuators, and is directed mainlyto those intending to enter graduate professional training. Inasmuchas the context in which decisLins and actions will occur is complex andconstantly changing, Ft is important for the curriculum to be constantlyin process of evaluation and redesign. It is for this reason that theevaluation plan takes on special significance.

The report describes the performance objectives for the program; theinformation flows of evaluative information; an abstract model of thecurriculum and a corresponding picture of the way it is being actual-ized this year; behavioral objectives for students in the program; formsfor collecting evaluative material from students, faculty members andoutside advisor,; a computer printout of that part of student evalua-tion of selected courses that can be dealt with objectively; and commentsabout how the evaluative information will be handled.

1

Final Report

Contract No. OEC-9-71-0041(057)

PROFESSIONAL COMPETENCE CORE:

AN INTERDISCIPLINARY CURRICULUM FOR UNDERGRADUATES

EVALUATION PACKAGE -

Marvin AdelsonSchool of Architecture and Urban Planning, UCLA

405 Hilgard AvenueLos Angeles, California 90024

September 1972

The research reported herein was performed pursuantto a contract with the Office of Education, U.S.

Department of Health, Education, and Welfare.Contractors undertaking such projects under Governmentsponsorship are encouraged to express freely theirprofessional judgment in the conduct of the project.Points of view or opinions stated do not, therefore,necessarily represent official Office of Educationposition or policy.

U.S. DEPARTMENT CF

HEALTH, EDUCATION, AND WELFARE

Office of Education

National Center for Educational Research and Development

2

PREFACE

"The Professional Competence Core--An Interdisciplinary Curriculum forUndergraduates" is also known as "The Creative Problem-SolvingCurriculum for Undergraduates." The second title is used throughoutthis report. The report describes how the program is to be evaluated.

The curriculum has been initiated, developed, and guided by the deansof seven of the graduate professional schools at UCLA. They are:

Lester Breslow, and former Dean Lenor S. Goerke, Public HealthMaurice Connery, Social WelfareJohn Goodlad, EducationHarvey Perloff, Architecture and Urban PlanningMurry Schwartz, LawChauncey Starr, Engineering and Applied ScienceHarold Williams-, Graduate School of Management

On behalf of all those involved in the program, the principal investi-gator expresses deep appreciation for the vision which led the deans tosponsor the program, the good will they have shown in its formativestages, and the substantial contributions they have made to its imple-mentation. Appreciation is also due Deans Kenneth Trueblood of theCollege of Letters and Science, and Charles Speroni of the College ofFine Arts, who have joined the group of graduate school deans in help-ing to move the program in desirable directions.

The curriculum is intended to help prepare students to shoulder theresponsibilities of professional and similar roles in a more competent,confident, and mature manner than has been typically possible hereto-fore. It is felt that tnis process should start at the undergraduatelevel if not before, and that requires augmenting the education ofundergraduates with experiences that are process-oriented (as distin-guished from substance-oriented courses). The program spans most ofthe colleges and schools on the Los Angeles campus. It also spansthe gap between undergraduate and graduate levels.

In these respects, we believe it is different from programs withsimilar objectives elsewhere. These features have accounted for muchof its strength, but they have also contributed to the difficulty of"collective design." We would like to thank all of the students andfaculty members who have contributed ideas, work, and patience todevelop this evaluation plan.

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TABLE OF CONTENTS

Abstract1

Title Page 2Preface

3Table of Contents 4List of Tables

5List of Appendices

5Introduction 6

1. Background of the Curriculum 62. Statement of the Problem 93. Tasks 10

Methods and Procedures 11Results 12

Task 1. Design information System. 12Task 2. Modify Curriculum Content and Methods andTask 8. Generate Curriculum Model to Show Interrelation-

ships Among Courses /Modules 33Task 3. Behavioral Objectives 36Task 4. Develop Student-Attitude-Measuring Instruments,Task 6. Develop Instruments to Measure Student Attitudes

Toward University Education andTask 11. Pilot Use of Instruments with Participating

Students.. 48Task 5. Devise Forms for Faculty Members 50Task 7. Generate an Advisory Group for the Program 53Task.9. Develop a Factor-Analytic Procedure Based on

Q-Technique 57Task 10. Develop a Statistical. Design 57

Conclusions 58

LIST OF TABLES

Table 1 Program Performance Objectives Plan 15Table 2 Information Points Key 32Table 3 Schematic Curriculum in Creative Problem-Solving 34Table 4 Actual Curriculum in Creative Problem-Solving 35Table 5 Behavioral Objectives 44Table 6 Instructor's Course Evaluation Form 51fable 7 Program Advisory Group 54Table 8 Advisory Board Member's Program Evaluation Form 55

LIST OF APPENDICES

Appendix 1 Student Preliminary Data Sheet 59Appendix 2 Student's Course Evaluation Form 70Appendix 3 Table 1. Key to Student Course Evaluation 81

Computer Printout SummaryTable 2. Student Course Evaluation

83Computer Printout Summary

Appendix 4 Factor Analysis Study Report 114Appendix 5 Selected Scales From Higher Education Evaluation

Kit 122

INTRODUCTION

This report represents a plan for ongoing evaluation of the CreativeProblem-Solving Curriculum for Undergraduates at UCLA. The curriculumis an important departure in the University's approach to the educationof undergraduates. It provides an.option for those students whose aimstend to be action-oriented. It is generally concerned with theircompetence as decision-makers

and effectuators, and is directed mainlyto those intending to enter graduate professional training. Inasmachas the context in which decisions and actions will occur is complexand constantly changing, it is important for the curriculum to beconstantly in process of evaluation and redesign. It is for thisreason that the evaluation plan takes on special significance.

1. Background of the curriculum.

In the late sixties, faculty from several UCLA graduate professionalschools, prepared separate proposals for the creation and developmentof alternative undergraduate programs which would be valuable to action-oriented, decision-making future professionals.

In the summer of 1970 an independent sub-committee of UCLA's GoalsCommittee developed plans for experimental curricula in undergraduateeducation.

In June 1970, at the invitation of Harvey S. Perloff*, the deans ofseven of the professional schools

met to discuss the possibility ofa joint, effort to devise a new undergraduate program, focused on theproblem-centered approach to education.

The idea was to provide an action-oriented curriculum alternative forstudents contemplating entry into a profession, while at the same timeproviding a needed innovation in undergraduate education.

The deans approved the preliminary concept and appointed an interdisci-plinary faculty to work it through.

They also agreed that these original seven professional schools wouldoffer to undergraduates during 1971-72, a sequence of "Momentum Courses,"taught by selected professional school faculty. These courses enabledevaluative feedback, on an experimental scale, about the individualcourses, the participating faculty, the student constituency, and theprogram direction. Additionally, the first momentum courses gavevisibility to the program, established its reality, started studentson indicative experiences, and created a process around which ideasand activities could systematically develop. While the program wasoriginally conceived for, and primarily aimed at, pre-professionalpreparation, it presently has a wider participation and appeal.Through a planning grant received from the Notional Endowment for

Dean, School of Architecture and Urban Planning

6

the Humanities, meetings and work sessions with outstanding facultyfrom the College of Letters and Science and the College of Fine Artshave been held, to search for methods and arrangements to integratethe humanities into the program. These meetings are continuingthrough September 1972. A report of the issues and recommendationswhich emerge from these intense interdisciplinary work sessions willbe prepared in December 1972.

The Advanced Momentum Year 1972-73, will offer undergraduates anexpanded set of courses which cover more of the categories in theCurriculum Model, and are taught by an enlarged cadre of facultydrawn from a broader base of participating Schools and Colleges.

Universities tend to conceive of undergraduate education in terms ofacademic departments. Degree requirements tend to refer to combina-tions of courses drawn from those disciplines. Students, on the otherhand, frequently have educational objectives which do not map wellinto those departments. The bridge from knowledge to action tendsto be incompletely implemented.

The CPSC is an attempt to create one such bridge. The CPSC doesnot replace a standard academic major. It is an adjunct to a major,providing students with an organized, goal-oriented suite of coursesfor satisfying some of their "breadth requirements" and electives.They are not relieved of the need for rigorous satisfaction ofdisciplinary requirements.

Students in the program may come from all majors within the university.While at the moment, any student admitted to the program may take anynumber of courses within it, we expect to set a minimum of three assoon as administrative arrangements can be made. Eight is expectedto be a practical maximum. The specific choices, and the sequencein which they are to be taken will depend upon the student's back-ground and interests, as well as the designed relationships amongsets of courses. It is expected and intended that, generally speak-ing, those who opt for this program will be among the best studentsin each field. If "best" is well defined, the program should alsoserve some of those whose academic records may not, for variousreasons, be outstanding, but who are strongly motivated, intellectuallywell-endowed, and willing to follow appropriate paths through thecomplex domain of the program offerings.

Some of the courses are devised especially for the program. Othersare modified from present catalog offerings. Inclusion of a coursedepends upon agreement of the instructor and his department, not onlythat he will orient his course toward program objectives, but willparticipate in the subsequent design of the program as part of theprogram faculty. Students who take courses in the program are alsorequired to meet with other students and faculty in the continuingevolution of the curriculum. In addition, both faculty and students

7

must agree to provide feedback information on courses and on the programas a whole, on which the directions for change are partially based.

Students toward whom the curriculum is aimed wish to move toward socialroles that will exert considerable influence on the interests of others.The general character desired of incumbents of such roles, as judgedby the originators of this program tend to include terms such as thefollowing:

Student should be able to understand, feel comfortable with, and operateeffectively In an environment characterized by:

Large scale of commitments, investments, threats, consequences.Uncertainty and ambiguity in important decision situations.Complexity and interaction of aspects of the world, including those

at various levels of discourse.Rapid change, including change of attitudes and aspirations of

people, political structures, technological developments, andenvironmental events.

Multiplicity of values and kinds of power.High degree of organization and institutionalization of interests

and means.A need to anticipate future states of affairs and the consequences

of present actions and decisions.The appearance of unexpected opportunities.High rates of information transfer and knowledge generation.Sustained importance of science and technology.Attempts on many sides at manipulation of thought and behavior

He should:

Understand and appreciate diverse values and value systems.Learn to learn and to think more effectively.Become better able to use the established as well as newly available

intellectual and other tools.Understand how the system works at a number of levels and how to use

it for his own and others' ends.Understand how to change the system, the extent to which it can and

will respond to attempts to change it, and the limits to itschangeability.

Understand the implications of various kinds of balance betweenstability and change.

Understand and be comfortable with the need for accountability inan open system.

Not experience undue anxiety as he approaches progressively moredemanding challenges.

Be oriented to achieve and contribute to society somehow.Be able to integrate his experiences into meaningful wholes which go

beyond the elements.Be able to communicate effectively with others--including members of

groups which are different from him ethnically, socio-economical-ly, professionally, etc.

Enjuy and be able to profit from practical experience, and be8

oriented to apply his knowledge and prior experience.Strike a practical balance between cooperativeness and competitive-

ness.

(Note that the "content-free" appearance of the above objectives is

qualified by the association of the curriculum with a standard "major"in all cases. Moreover, these objectives will be achieved throughstudies and projects on particular issues which "bring them down toearth." Decidedly, however, the curriculum is "process-oriented.")

What do terms such as those above mean in operation? How are suchdesiderata to be realized? That is the task of the curriculum designproject. It requires inculcating skills in the use of intellectualtools and techniques, the generation of a degree of emotional maturity,self-awareness, and readiness to assume responsibility, plus exposureto practical affairs of the proper kind in a graded, progressive way.While such matters are not universally perceived as the main businessof the university, they are completely consistent with its character.It is the business of the rest of this report to describe what 'hediscussion above implies in practical terms.

2. Statement of the problem.

The program as it is designed at any time represents a hypothesisabout the set of learning experiences that will best prepare thosewho will later occupy positions of authority and responsibility. It

does not, in its early stages, have the sanction of long developmentand recognition, which standard courses and curricula do. What itdoes have behind it is a sound concept, a careful design effort whichis broadly based across disciplines, a serious, systematic, andevolutionary approach, a commitment to quality, and an affirmativeresponse from students so far. Its long-term value, however, is yetto be established empirically. Consequently, a conscientious programof evaluation and feedback is essential. The function of the evalua-tion program is to provide an ongoing test of the hypothesis.

The spirit of the evaluation plan is contrary to the "go--no go"approach that is sometimes attached to the term, "evaluation." Theobjective is not to decide whether to accept or reject the program,but to use the best resources available to create a program deemedlikely to have the desired result, and then to use feedback to diag-nose problems, and make the changes necessary to achieve that resultbetter.

We perceive the need for a multi-indicator, diagnostic approach."Multi-indicator" because no single figure of merit is sufficientfor the various purposes for which the different interested parties

will need the information; "diagnostic" because we know at the outsetthat there must be a discrepancy between what we can now offer--withvery limited resources and severe time stringencies--and that which wewould ideally offer to meet the challenge.

9

The curriculum, as an educational innovation and subsequently as anilstitutionalized development, is responsible and accountable to thestudents whc participate in it; the faculty members who organize andteach in it; the university administration which supports it; the restof the university community, of whose institution it becomes a part;other institutions of higher education, which may have some interestin adapting some of its features for their own use; and the communityof actual and potential sponsors for portions of it, including thepeople of the state, the U.S. Office of Education, the National Endow-ments for the Humanities and the Arts, private foundations, and corpor-ate and private donors. Hence it re,- 4 administrative arrangement(preferably a simple one) to attend s _..serous interfaces. That

administration, no matter how stream,....,, will require a means forgathering and organizing the information it needs for its own decision-making, to be described below, and for reporting to others.

The many potentially interested parties are indicated in Table 2 .

Each different group or person is likely to assign a different weightto each of a variety of measures of performance. Hence we have anobligation to supply the various measures so that they may be combinedto suit each purpose. There is neither a need for, nor a usefulpossibility of, a single satisfactory scalar to sum up the program'svalue.

3. Tasks

The project consists of the following eleven tasks identified in theproposal:

1. The design of a simple information system for the collection,organization and accessing of both short and longer-term data relevantto program evaluation.

2. Modification of program contents and approaches in line withcontinuing analysis of the over-all program objectives.

3. Development of behavioral objectives having implications forthe design of courses and modules, and for their sequencing; andgeneration of appropriate measures of performance.

4. Design of instruments to measure student attitudes towardsthe program and the instructors.

5. Design of instruments to record faculty members' observationsabout the program.

6. Design of a form for student evaluation of university education.

7. Formation of an advisory council of experts, both on this campusand elsewhere, and the devising of procedures to solicit and systematic-ally utilize their advice and criticism.

10

(

8. Generation of a curriculum "model" to show relationshipsamong behavioral objectives.

9. Development of a factor analytic procedure based on Q-techniqueto interrelate in meaningful ways the diverse behavioral and attitudinalchanges that may occur, leading to testable hypotheses for furtherresearch.

10. Selection of a statistical design to identify sources ofobserved variability.

11. Possible use, on a pilot basis, of these instruments withstudents who have already participated to some extent in the program.

Work and results on these tasks will be discussed in the order givenabove. Conclusions on the program and its evaluation as a whole willbe discussed at the end.

METHODS AND PROCEDURES

This was a design and research planning effort, so that the majorityof the work was synthetic rather than analytical.

1. Students and professors participating in the program wereasked to discuss the needs for and design of the curriculum. Noteson these discussions were transformed into progressively improvedversions of the curriculum model, evaluation variables, and courseideas.

2. Individual faculty members from all parts of the campus werecontacted based on their reputation among students lnd faculty forinnovative and effective approaches to education. They were invitedto make suggestions about various aspects of the program, and to suggestcourses, methods, and arrangements that would improve the curriculum.Their views on measurement and evaluation were also solicited.

3. Several meetings of the Deans of the Graduate ProfessionalSchools were held. Other individuals were invited to these meetings.The discussions clarified the intent of the sponsors, and enabled newideas to be presented.

4. A preliminary analysis of currently offered courses in theprogram was transformed into a partial list of performance criteria.This was then expanded on the basis of the stated objectives to pro-duce the table given in the text. (Table 5)

5. Several versions of a student data form, and student evaluationforms were constructed and tried. These were based on a) the need tohave baseline data for later use in comparisons, and b) information

from earlier efforts, both on this campus and elsewhere, as to thekinds of items that did and did not provide dependable information.

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I 6. Expert consultants were used to provide guidance on approachesto and instruments for making the kinds of measurements that areappropriate to this scale and kind of educational effort.

7. Extensive research was conducted into related programs andthe methods they use for evaluaticn.

8. A search was made for measuring instruments to cover thevariety of items we deem important to measure. This was done throughpublished sources, and through professional contacts.

9. An analysis was made of factor analytic programs availableon this campus to determine which ones to apply to the kinds of datawe can expect. The pro's and con's of each program were comparedto produce the strategy given in the text.

10. A computer program was written to process the objectiveportion of the student evaluation forms. Analyses were run on eightof the courses offered last year for which adequate data wereavailable.

11. A survey was made of last year's teaching faculty to determinethe kinds of behavioral changes they expect their courses to make ifoffered again.

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12. Discussions were held with potential advisers to the program,to solicit their participation on the AJvisory Board.

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RESULTS

Task I. Design Information System.

A program of the scope and complexity of the Creative Problem-SolvingCurriculum for Undergraduates requires constant and careful navigationand management. The needed management must rely upon a we;1 designedand conscientiously maintained evaluation program. Task 1 of thisproject has been to develop an information system to support thatprogram.

The most important distinction to draw, and one that is very elusive,is that between program evaluation information and course evaluationinformation. The program as a whole is intended to accomplish ertainthings; each course attempts to contribute to the satisfaction ofselected program objectives. Among them, there will be overlap andredundancy. There will also be thin places, where objectives are notas well attended to as they should be. But the program as a whole will

accomplish things that no course can: for example, it may change

student attitudes toward the university; it may build the student'sconfidence that he can handle problems of various magnitudes; it mayenable the student to draw generalizations of a higher order than anysingle course would; it can enable the formation of working groups of

12

students; it can institutionalize a new approach to undergraduateeducation, etc. Hence the program is not identical with the sum ofthe courses.

The first order of business is to get clear on what the basis will befor program evaluation. The answer, as of now, is given in Table 1.That table is arranged not in order of importance, but in chronologicalorder, starting with admission and selection of students into graduateprofessional school, and going on to the more important, but perhapsless directly measurable indicators of program performance. Whenthis information is augmented by an indication of where the data areto come from, and how frequently, and to whom and how frequently theyare to be disseminated, it constitutes the major part of the informationsystu., description. The remaining parts are associated with identifi-cation of course performance objectives and how they will be judgedin terms of performance measures as given below in Table 5 ; the base-line, or "before" data on students, which are routinely collected atthe time a student first applies for admission to the program or oneof its courses, using the form given in Appendix 1; and the variousother pieces of information described in the subsequent sections ofthis report.

A few comments are needed as a guide to the interpretation of Table 1.

I. A list of the potent;ally interested recipients of informationabout program performance is given in Table 2 . The numbers associatedwith these recipients al-- the ones used in the last column of Table 1

as a concise description of the initial distribution plan.

A number of the criteria used in Tab's 1 are of the form (X-2()k0,versus the alternative hypcthesis (X-r<0. The "=" in the form ofthis hypothesis does not imply that we are shooting for no differenceor effect; naturally, the greater the difference in the desirabledirection the better. But we take the present level of universityperformance as the milimal standard which the new program must atleast match. The (X-NAO is a one-tailed test under the assumptionthat desired differences, although they may be important, may not bedetectable on small samples in the short run.

Note that the measures implied in the table are of two kinds: objec-tively measurable, and subject to judgment of competent judges.Normally, for the second type, the judges are either self-evident,or they are explicitly identified in the table.

It should be stated at once that while this table, and the rest of thisreport specify a large number of variables on which information isneeded for evaluation purposes, the ability to gather, organize, anddisseminate this information is partly an economic question. Someof the items are relatively easy to collect and disseminate. Othersare very difficult and expensive. Hence the degree to which the plancan be implemented will depend upon the financial support it becomespossible to generate.

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In reading Table 1, keep in mind that the curriculum is intended tohave three classes of effect: on students. on the university, and onsociety. These are treated as sections 1, 2, and 3, respectively.The effects on students are of prime interest. The effects on theuniversity are important instrumentally, as they enable effects onstudents and on society, but they also have to do with the changingrole of the university as a community, as well as its comprehensibilityand perhaps acceptability to its constituencies. The effects on societyare both short- and long-term. To deal with the long-term effects istenuous and to some extent pretentious. The kinds of societal effectswished for can be gleaned from the statements made about students andthe university, as well as from the program rhetoric. To think thatthey would be measurable in a way that would make them attributable tothis program strains credulity. Hence, the itemization having to dowith societal effects is very attenuated, even though a great deal ofthought went into the matter.

The table is arranged so as to facilitate later implementation of theevaluation plan. That is, individual items of information are identi-fied sept itely, and the modes of their combination described. Howthey are to be iiterpreted is also indicated, and in most cases, theaction to be taken is associated with each possible outcome. Thisinformation system description is, as stated earlier, subject to pro-gressive modification as experience it. gained, and additional peoplehave a chance to review it and make recommendations.

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TABLE 1

PROGRAM PERFORMANCE OBJECTIVES PLAN

Intended Effect On:

I.

Students

1.1

Prepare students for graduate

professional schools.

vi

1.1.1

At least match non-program students'

application and

admission rate to graduate professional

schools of

high quality.

1.1.1.1

Rate of application to graduate

professional

school of program participants.

1.1.1.2

Rate of application to graduate

professional

school of non-program participants

(matched

sample or all depending

upon data available).

;match on major field, GPA,

and ag.)

1.1.1.3

Rate of acceptance to graduate

professional

school of program participants.

1.i.1.4

Rate of acceptance to graduate

professional

school of non-program participants

(matched

or all).

Kept as f(t).

Data obtained from students

and/or graduate

schuols.

Interpretation:

If (0.1.1.1)-(1.1.1.2)]

0,

credit program.

Otherwise explore reasons for

low rate of application.

Then either, a)

explain valid reasons for low

rate, e.g.,

employment or change selection

procedures or

How Often

Collected

(All measures

-collected annually

when not otherwise

specified.)

To Whom 6 How

Often Distributed

(All reports dis-

tributed annually

when not other-

wise specified.

For program

office use when

not otherwise

specified.)

27, 14, 7

01 Cl

provide improved counseling, etc.

If [(1.1.1.3)-(1.1.1.4) vk 0, credit program.

Otherwise, explore reasons for low rate of

acceptance.

Then either change selection

procedures, or change curriculum content,

method, organization or administrative

procedures, or change liaison/communications

with professional schools.

1.1.2

At least match non-program students' performance in

27, 1, 29, 17, 16

graduate school.

1.1.2.1

grade point average of program students in

graduate professional school.

1.1.2.2

Grade point average of non-program students in

graduate professional school.

Interpretation:

If [(1.1.2.1)-(1.1.2.2) a 0,

credit program.

Otherwise, explore reasons for

lower performance and modify program accordingly.

1.1.2.3

Similarly, rate of graduation from graduate

school of program students should be 4 the rate

for non-program students.

1.1.2.4

Rate of early graduation from graduate school of

program students should be 4 the rate for non-

program students.

27, 29, 17, 16,

15

1.1.2.5

Graduate professional.school faculty's ratings of

each academic

1, 27, 17, 15,

program students on specified items, and overall,

year

14

compared with other students.

Items should

quarterly to

include:

motivation, maturity, performance,

27

involvement, etc.

Obtained from graduate schools

senior year to

annually and kept as f(t).

17

annually to 14

when useful to 15

1.1.2.6

UCLA graduate professional school faculty's

ratings of program students on items pertaining

to performance in program courses run by other

faculty members.

1.1.3

Former program students at least match former non-

program students' ratings of their preparation for

graduate professional school.

1.1.3.!

Program students' later ratings of their

preparation for graduate professional school.

1.1.3.2

Non-program students' later ratings of their

preparation for graduate professional school.

Kept as f(t).

Interpretation:

If [(1.1.3.1)-(1.1.3.2) a 0,

credit program.

Otherwise, explore reasons and

modify program accordingly.

1.1.4

At least match non-program students' scores on Graduate

School Admissions Tests or other standard test

instrument.

1.1.4.1

Program students' GSAT (any of the graduate

school admission tests) mean score.

Kept as f(t).

1.1.4.2

Non-program students' GSAT (or other) mean score.

Interpretation:

If [(1.1.4.1)-(1.1.4.2) a 0,

credit program.

Otherwise, analyze areas of

deficiency and adjust curriculum or selection

procedures accordingly.

1.1.5

Gain at least as many scholarships, fellowships, assist-

ships and honors as non-program students.

(Treat

categories separately.)

From students annually and

kept as f(t).

each academic

year

after each test

date (3-5 times

annually)

1, 27, 14

quarterly to 1,

27annually to 14

1, 27, 17, 16,

14 1, 27, 16, 14

1.1.6

Show some progress toward characteristics, skills,

quarterly

quarterly

knowledge, and values deemed appropriate to

professionals.

1.1.6.1

Scores on validated tests of these as f(t),

compared with non-program students'iscores as

f(t).

(Examples: see Tseng 6 Wales

,etc.)

For

those lacking such tests, attempt to develop some.

[Note:

Effect of total program should be greater

than effects of individual courses.) If on the

average, differential progress is monotone

co

increasing, credit the program.

If not, explore

the nature of and reasons for inflections, and

correct.

1.1.6.2

Mean scores on the appropriate tests for st....!ents

who have taken n courses - mean scores for students

who have taken only (n-1) courses.

Expectation

Mn-Mn-1

a 0.

If Mn-Mn-1

4 0, the nth course is

counterproductive; consideration should be given

to shortening the curriculum.

If Mn-Mn_,

0,

consideration should be given to extending the

curriculum.

In general, the difference will be

different for different variables, so closer

diagnosis needed.

1.2

Provide a curriculum option which students find attractive

and satisfactory.

1.2.1

Program student ratings of program and courses, both

absolutely and compared with other university

experience.

Items should include those in 1.1.6 plus

other-4, so that there is a subjective as well as

objective component to the evaluation process.

1.2.2

Non-program students' ratings of their respective

programs.

%lo

Interpretation:

If [(1.2.1)-(1.2.2)

0, credit

the program.

If not, investigate reasons, adjust

accordingly.

If (1.2.1)-(1.2.2))(t) 1 [(1.2.0-(1.2.2)]

(1 -1)'

where (t)

is the present year and (t-1)

is the

year just preceding, credit the program.

If not,

explore the reasons, and adjust accordingly.

(Program should improve or at least hold its own

from year to year, in terms of student attitudes

toward it.)

each term

quarterly

23, 27

quarterly

23, 27

quarterly

ei

1.2.3

Program student expectations of a given program

course as compared with their ratings of what

actually happens when it is offered.

1.2.3.1

For each course "i" judged by a criterion

in dimension Lj" in year "t",

W.j

T.j

A..,

r Ut,

tt

jkt-1,

t-l)

Aljt

is the mean rating of the actual behavior

of course "i" on "j" in "r, andEut

is the mean expectation of students

before and during the course.

Interpretation:

the disparity between ex-

pectations and actual behavior of a course

should not increase with time.

Otherwise,

ro

investigate possible changes in the course

oor more effective orientation for students.

1.2.3.2

Expect thaty[(A....-

Eut)-(Aii(t_i)-Eii(t_1)))50.

"j

Interpretation:

if the program is funo-

tioning properly, all courses will satisfy

the criterion of 1.2.3.1 and the

program

as a whole will satisfy 1.2.3.2 (which

yields a single number).

If this criterion

is not met, search for those courses

causing problems and correct as in 1.2.3.1.

1.2.4

Student's rating of the extent to which the

program

has added to his own development in directions that

he considers desireable compared with his rating

of the same in directions which he considers unde-

sireable.

Interpretation: if there are any indiv,duals for

which changes have been predominantly undes;reable,

consider substantial changes in recruitment or

other appropriate aspects of the program.

quarterly

quarterly

just prior to

graduation

Al

..im

mi 1

1

......

..,,

1.2.5

Number of students enrolling in

program and in the

respective courses in year (t).

(Adjust for number of

courses offered.)

1.2.6

Number of students enrolling in

program and in the

respective courses in year (t-1).

Enrollment should

not drop as f(t).

Interpretation:

If [(1.2.3)-(1.2.4)]

k0, credit the

program.

If not, investigate and adjust.

1.2.7

Median number of program

courses taken per student by

graduation.

Should not diminish as f(t).

1.2.8

Student ratings of quality

of other students in

the

program - student ratings of matched

fellow students

not in the program.

Should be and remain

O.

IfetO,

investigate, change recruitingand selection procedures

and/or course

content and/or structures; and/or

solicit

student suggestions.

1.2.9

Number of students who had

program (or courses) recom-

quarterly

10, 27

mended by other students.

Should not decrease as f(t).

Obtained from student questionnaires

at start of first

course student takes in program.

quarterly

27, 23, 10, 11,

5 quarterly to 27

1.2.10 Degree of confidence expressed by CPSP students in CPSP

performance measures and procedures (comprehensive,

relevant, sensitive, humane, etc.):

a) as compared

with confidence in typical university performance

measures and procedures measures; b) as compared with

confidence of non-CPSP students in typical university

performance.

PNP; c)

as a function of how long

students have participated in program.

Should not

decrease as f(t).

If not positively correlated,

investigate and modify performance measures or

procedures.

1.2.11 CPSP students' attitudes toward university education in

general should be at least as favorable as non-CPSP'ers.

qutrterly or

twice annually

10, 11, 27, 23,

12

quarterly to 12,

11

1.2.11.1 Mean CPSP student rating of university education -

14.3

NI

mean non-CPSP students' ratings 1 0.

If not,

investigate and make needed adjustments.

1.3

Prepare better decision-makers and effectuators.

1.3.1

Student ratings of their own capabilities (see list of

1,

27,

17,

14,

desiderata).

Annually while at, and after leaving,

UCLA.

16,

20,

21

1.3.2

Student willingness to attribute this kind of learning

to the program.

1.3.3

Quality of students' "products" (see explanation of

dossier formation).

quarterly or as

projects are

completed

I,

27

1.3.3.1

As judged by faculty members (Note:

partici7at-

ing faculty normally, also teach no

program

courses.).

1.3.3.2

As judged by outside referees.

quarterly to 1,

27

annually or when

quarterly to 1,

projects are

27

completed

1.3.3.3

As judged by a panel of other students (who have

previously taken the respective courses).

1.3.4

Student performance in complex problem-solving exercise

which produces performance scores.

"Gaku", "Shimoku" and other man-computer exeocisos.

"APEX," "City," and other complex, "realistic.' tames.

Exercises at Center for Computer-Based Behavioral

Studies.

1.3.5

Student performance in practicum course(s) at end of

program, as judged by

a) instructor, b) other students,

c) outside referees.

1.3.6

Student ratings by supervisors 4uring "internships"

1.3.7

Mean number of "quality" publications per program

student per year - mean number of publications per

matched non-program student per year.

P I NP.

1.3.7.1

Quality of s udent published writings as judged

by panels named in 1.3. 5.

1.3.8

Demand for student interns from Jte program.

Nt-N(t-1 )

0.

Demand should not drop as f(t).

Note,

especially, demand from agencies which have had

program students previously.

1.3.9

Program students should tend to make use of summers and

non-school time to innovate, initiate, participate in

"problem-solving" projects and activities--at least as

well as non-program students.

1.3.9.1

Evaluation (possibly non-quantitative) of CPSP

student response to question, "What are the (three)

most effective contributions to society you have

made outside of your school work?"

when projects

quarterly to I,

are completed

27

1-3 times during

4 undergraduate

years

1, 27

end of course(s)

10, 1, 2

during and at end

of internship

1,27

'

27, 30, 10, 11,

18, 24, 28

10,

11,

1,

18,

24, 30, 27

1.3.9.2

Evaluation (possibly non-quantitive) of matched

non-CPSP student response to question, "What

are the (three) most effective

contributions

to so::ety you have made outside of your

school

work ?'

Interpretation:

If 1.3.9.1 shows more effective

use of time, more frequent use of CPSP-oriented

skills in non-school activities, and more

unusual cccomplishments than 1.3.9.2, credit

program.

Otherwise, explore reasons for lack of

-tivation, creativity, etc., and modify program

a_cordingly.

1.3.10

Assessment of nature of post-graduate employment, with

criteria focusing on decision-making, action-taking,

innovating and other problem-solving skills.

1.3.10.1

Former CPSP student self-appraisal of his

occupation and his ability/ornortunity to

utilize CPSP-oriented skills.

(Data collected

separately for each cohort.)

Interpretation:

In terms of long-term or

permanent effects of program on thought/behavior

patterns of participating students, response 3f

1.3.10.1 should indicate:

a) involvement in

"higher-level" decisions; b) greater satisfaction

with decision outcomes; c) enhanced sense of

attractive opportunities available; d) higher

personal dollar income and/or psychic income

from involvements.

1.3.11

Assessment of attitudes, awareness and motivation of

former students to respond to societal, as contrasted

with personal needs (before and after leaving UCLA).

as entering fresh-

men and graduating

seniors

as fvLshmen,

seniors, and

5-10 years after

graduation

27

1.3.11.1

Former CPSP student attitude and awareness of

current societalproblems/needs, as measured by

testing or questionnaire.

Evaluation of

accomplishments which reflect self-motivated

concern and ability to mobilize relevant forces

to produce desired resul

;.

1.3.11.2

Non-program student attitude and awareness of

current societal problems/needs, as measured by

testing or questionnaire.

Evaluation of

accomplishments which reflect self-motivated

concern and ability to mobilize relevant forces

to produce desired results.

Interpretation:

If comparison of 1.3.11.1 and

1.3.11.2 indicates that heightened awareness at

college age has significantly affected tendency

to self-teach, explore and otherwise self-

motivate to operate in the realm of societal

needs and social change, credit program.

Other-

wise, modify program to stimulate more active

than passive responsiveness to social problems.

2.

(Effects on) University

2.1

Provide a specialized learning environment.

2.1.1

Involve

skills,

filling

society.

2.1.1.1

students in a serious study of principles,

methods, and philosophies critic=1 to ful-

important current and emerging roles in the

Evaluate participating students' feelings about

program (see 1.2) and its relevance to what they

see as their potential social roles.

If CPSP

students seriously pursue what they feel

is a

particularly relevant course of study (filling

most breadth requirements 6 electives) program

is succeeding.

Otherwise, investigate the gap

between level of student irvolverent in CPSP

and the expectations.

as freshmen,

27

seniors, and

5-10 years after

graduation

27, 1, 10, 12

of the program's planners and administrators;

modify the program accordingly.

2.1.1.2

Cr'SP faculty and advisors compare program

and matched

non-program student involvement

in studies,

projects, etc.

Program's students should be at

least as involved in School and related

activi-

ties and projects as non-program students.

2.1.2 CPSP courses snould utilize

techniques which extend

learning beyond what results from the

usual under-

graduate experience.

2.1.2.1

Inventory and evaluation by students and faculty

of teaching techniques used in CPSP, both as

compared with techniques used in non-CPSP

university courses and in relation to the

specific learning objectives of the program.

If CPSP's approach to teaching and learning

is not perkotibly different from what students

experience elsewhere, explore reasons and options.

2.1.3

Provide opportunities for students to learn

how to

handle information and how to think effectively

and

independently in a real-world setting.

2.1.3.1

Number of off-campus internships which program

can score should increase as a

f(t).

Otherwise,

investigate and make appropriate changes.

2.1.3.2

Quality and_value of internship experiences to

personal development as assessed by CPSP students

should rank exceptionally well on ar absolute

scale and relative td other university

experiences.

Otherwise, chance process for

establishing internships, preparing students, etc.

2.1.3.3

Number of student participants in projcts

(on

and off campus) sponsored by, supervised by, or

quarterly or

annually

27,

10,

12,

1

27,

12,

13,

17,

10,

II

periodically as

needs arise,

and annually

27, 20, 10

while internship

27

is

in progress,

at end of intern-

ship, and at

graduation

27

elk

cooperating with CPSP.

Should increase with time

absolutely and as percent of total CPSP student

enrollment.

Otherwise, investigate and make

appropriate changes.

2.1.4

Attract creative, productive, excited students

and

faculty to participation in the

program.

2.1.4.1

CPSP student attitudes toward CPSP faculty and

each quarter

27,

10,

11,

12,

students, compared with attitude of

non-program

students toward their professors and fellow

students.

If CPSP participaflts do not feel

at

least as much excitement in theirown sector of

campus as do other students, investigate

reasons,

modify program.

13,

16,

23

13 -...1

2.1.4.2

CPSP faculty attitudes toward CPSP faculty

and

after each quarter

27,

10,

11,

12,

students.

Compare with attitudes of

non-program

faculty toward their students and fellow

13,

16,

23

professors.

CPSP faculty should feel at least

as

much excitement about their work and the

people

they work with as do non-CPSP faculty.

2.1.5

Facilitate development of interpersonal

relationships

which foster cooperative learning outside

the classroom.

2.1.5.1

Analysis of competitive/cooperative

relationships

among students.

CPSP students should tend at

least as often as non-program students

to meet

and work with fellow students outside of the

classroom.

Otherwise, program should be modified.

2.1.5.2

Feelings of CPSP students towards other

students

(both CPSP and non-CPSP students)

..."1.n recard to

friensh;p, trust, confidence in abilities,

etc.

If CPSP students (as compared with non-CPSP

students) show more insight and cnring

and are

otLerwise more positively orientec towards

their

fellow students, credit the

program.

Otherwise,

27

change the program.

2.1.5.3

Degree of closeness between CPSP faculty and

students.

If more frequent personal contacts

exist between students and faculty of CPSF than

in the general university, credit the program.

Measured by comparing average number of

contacts, joint projects, personal statements,

etc.

2.1.5.4

Degree of closeness among members of CPSP

faculty should be at least as great as the

characteristic for the general university.

Measured by comparing number of contacts between

faculty, number of joint'projects, etc.

1%)

CD

2.1.6

Achieve satisfactory rating by UCLA (and other?)

graduate professional school faculty for the curriculum

design.

2.1.6.1

Annotated description of curriculum rated annually

by professional school faculty members who are:

a) not participating in CPSP and b) are

participating in CPSP.

Kept as a function of

time.

Suggestions for change solicited for use

by program faculty in program evolution.

10, 12, 27

12,27

27, 16, 17, 14

2.1.7

Achieve satisfactory ratings by national advisory board.

27, 16, 17, 14

Kept as a function of time.

2.2

Establish a working environment which instructors find

att-active and satisfying.

2.2.1

Program faculty ratings of program and courses, both

absolutely compared with other university experience.

Items should include freedom to experiment, financial

and other resources available for effective CPSP

participation, professional prestige, creative

quarterly,

annually

12, 13, 27, 16,

14

quarterly to 13,

27.

annually to

12, 14, 16

,..."...

stimulation, enjoyment of participation, feelings of

security /insecurity, perceived response by rest of University, etc.

2.2.2

Non-program faculty ratings of their respective programs.

CPSP faculty program ratings should be at least as

strong as respective non-CPSP faculty program ratings,

and should remain constant or improve with time.

If

this is not the case, reasons should be determined and

changes made.

2.2.3

Number of faculty seeking participation in program in

year (t) as compared with year (t-1).

If faculty size

and interested faculty applicants do not decrease

in number as a function of time, credit the program.

Otherwise, investigate and modify.

IN,

2.2.4

Student and faculty ratings of quality of other faculty

VD

in the program - student and faculty ratings of faculty

not in the program.

Should remain

aeO.

If less than

zero, investigate, change recruiting and

selection

procedures and criteria and solicit suggestions for

same from students and faculty.

27, 12, 13, 16,

1a 27, 20, 16, 13,

21 10, 12, 27

2.2.5

Portion of campus faculty aware of CPSP purpose, design,

27

population, offerings.

Should increase with time.

when information

Otherwise, investigate publicity and modify.

becomes avail-

able

2.2.6

Portion of campus faculty aware of CPSP and favorably

impressed with program.

Should increase with time.

Otherwise, investigate publicity.

Solicit comments,

reasons for unfavorable attitudes, etc., and modify

program and/or publicity.

2.2.7

Attitudes of CPSP faculty toward CPSP students

(competerce, motivation, creativity, etc.) should

equal or surpass attitudes of non-CPSP faculty

toward their students.

If not, investigate.

Modify

procedures for students.

quarterly

27

Awl

eit

1.4 0

2.3

Maintain an efficient program evaluation and redesign

mechanism.

2.3.1

Program participants' (students, faculty, administrators,

etc.) complaints and criticisms should be confronted

and resolved with greater rapidity and effectiveness

with each passing year.

2.3.1.1

How long does it take for improvements to

move

continuous

27

from the conceptual to the actual; i.e., what

monitoring

when information

is the number and significance of complaints/

becomes avail-

criticisms of a previous quarter (year) that

able

remain unresolved in a given quarter (year)?

Should dimish as f(t).

Otherwise, investigate

changes in CPSP's system for analyzing and

acting on criticism.

2.3.1.2

How do feelings of CPSP students, faculty,

staff, etc. regarding responsiveness of

program

directors to suggestions for improvement compare

with feelings of non-CPSP people for their

respective departments?

If not at least as good,

investigate and implement ways to make system

more responsive.

2.3.1.3

How does the "on-paper" design of the

program in

year (t) compare with year (t-1) on the basis

of organization, cohesiveness, completeness,

justifiability, viability, etc.

If improvement

not apparent, investigate and implement more

effective design mechanism.

3.

(Effects on) Society

3.1

Demonstrate University's response to emerging social needs.

3.1.1

Create a good working interface with outside organiza-

tions.

3.1.1.1

Number of interns placed in community

organiza-

tions in year (t-1) - number in

year (t) should

be I= O.

Otherwise, investigate reasons and

modify internship program accordingly.

3.1.1.2

Ratings of performance of CPSP interns by

employers/supervisors should not decrease

over

time.

Otherwise, investi2ete dissatisfactions

and modify internship program accordingly.

3.1.1.3

Number of off-campus programs seeking CPSP

consultation or cooperation for various

purposes should be non-decreasing over time.

3.1.1.4

Ratings (quality and quantity) of publicity

in the mass media attracted by CPSP

should

increase with time.

la

3.1.2

Evidence of social change resulting fromCPSP efforts

-.

should increase with time.

3.1.2.1

Number of people involved and quality and

effectiveness of CPSP's community-oriented

projects should increase with time.

3.2

Demonstrate soziety's (community's)

response to the program.

3.2.1

Mean number of job offers received by

CPSP students and

former CPSP students.

3.2.2

Mean number of job offers received by

matched non-program

students.

[(3.2.1)-(3.2.2)] : O.

3.2.3

Number of requests for program information

from other

institutions.

Nt-N(t-1)

= 0 for at least 5 years.

3.2.4' Number of similar

programs implemented at other insti-

tutions should be non-decreasing .:ith

time.

during and after

each internship

27

1, 27

when information

SIN

becomes availa-

ble

28,

27,

24,

21,

17,

16,

15,

14

continuous

27,

14,

16

monitoring

27,

14,

16,

10,

12

cTABLE 2

4Information Points Key

1. Individual student file/dossier2. Individual CPSP transcript3. Computer file4. CPSP bulletin/information board5. Peer evaluations6. CPSP newsletter7. Graduate programs file8. Planned interview counsellor9. Professor evaluation Me10. Participating students11. Non-participating students12. Participating faculty13. Non-participating faculty14. Involved Deans15. Funding sources16. Campus administrators17. Off campus educational institutions18. Industry, professional groups19. Key personalities in related fields20. UCLA committees21. CED

22. Identified student groups23. Co'irse & professor evaluation office24. Government agencies25. Extended University26. Non-university program participants27. Program staff and administrators28. UCLA Alumni Association29. Vice Chancellor, Innovative Programs Office30. EXPO office (interns)

TasI 2. Modify Curriculum Content and Methods

Task 8. Generate Curriculum Model to Show Interrel3tionships AmongCourses/Modules

These two tasks were combined during the course of the work. Themolecular entries in the list of curriculum contents with which we wereworking at the outset of the project appeared to take on meaning pri-marily in the context of a) over-all program objectives, and b) courseexperiences which would embody them. The result of this effort is adistilling down, rather than an expansion of material quantity. Theresult is given as Tables 3 and 4. These are, respectively a schematicrepresentation of the curriculum as now conceived, and its presentactualization.

Turning first to the schematic, Table 3. The student's experienceshould start with an introduction to patterns of problem-seeking andproblem-solving, which lays a base for subsequent experiences. Itshould end with at least one practicum course in which he learns toapply what he has learned to a concrete situation of interest to him.(Note that further practicum may well be encountered in subsequentgraduate school experiences.) This practicum is also useful as short-term evidence of the curriculum's effectiveness. In between are threeclusters of courses: The Knowledge Base; Tools and Skills; and Personaland Group Approaches, as well as exposure to professional problem-solving approaches in various fields. The contents of these clustersare indicated to the right of the headings. With this brief introductionto the curriculum, the next section of this report details the behavioralobjectives which have been identified so far. Taken together, thesedefine what is intended in the curriculum model, so that no furtherexplanation is offered here. Turning now to the Actual Curriculum,Table 4, fifteen courses so far lined up for this year are "located,"approximately, on the "map" of the schematic curriculum. Coursedescriptions of these are not included here as they are outside thescope of this contract. However, a sense of what they include can beobtained from Table 5 where behavioral objectives are associated witheach of the eight major categories which carry Roman numerals in thecurriculum model chart.

33

August 1972

TABLE 3:

SCHEMATIC CURRICULUM IN CREATIVE PROBLEM-SOLVING

1.

Introduction & Overview (Required):

Introduction to Patterns of Problem-Solving

Knowledge Base:

Political Processes

& Art of the Possible

How the Social

System Works

The University

as a System

II.

"How the System

Works"

III.

Problem-Solving

Knowledge Base

Tools and Skills:

Value Systems

Ethical

and Moral Foundations

Traditional &

Contemporary

Issues &

Dilemmas

Organizational

Culture &

Behavior

Sub-Cultures

Rational Approaches

to Uncertainty &

Complexity

Systems Analysis,

Modeling & Opera-

tions Research

Computer Tools

& Techniques

Mathematical Tools

and Skills

V.

Non-Quantitative&

Semi-Quantitative

Tools & Skills

VI.

Personal and Group

Research Strategy

& Pragmatics

Forecasting &

Futures Studies

Management Con-Media and

cepts & Tech-Communication

niques

Skills

Comparative Problem-

Solving Styles &

Approaches

Cognitive & non-

Cognitive Growth

Processes

Group Dynamics

& Development

Approaches

VII.

Problem-Solving

Approaches in

Various Fields

Problem-Solving

Approaches in the

Professions

Problem-Solving

Approaches in the

Humanities

Problem-Solving Approaches

in the Sciences

VIII. A Focused Problem-

Solving Practicum

(Bringing the

A Group Workshop

Project in the

University

Supervised

Internship (or

Apprenticeship)

A Community

A Group

Project

Research

Project

above together into

practice. (Required)

TABLE 4: ACTUAL CURRICULUM IN CREATIVE PROBLEM-SOLVING

August 1972

1.

Introduction & Overview (Required):

Patterns of Problem-Solving (M. Rubinstein)

Knowledge Base:

II.

"How the System Works"

III.

Problem-Solving

Knowledge Base

Tools and Skills

L.41V.

Mathematical Tools

and Skills

V.

Non-Quantitative and Semi-

quantitative Tools & Skills

VI.

Personal & Group

Approaches

Political Science 186, National

Politics and Administration

(P. Halpern)

The Community as

People (N. Cohen

& R. Steinberg)

Ethics: "Moral Foundations for

Social Action" (T. Hill &

D. Wikler)

Humanities 110, Man

and His Fictions

(D. Marshall)

Rational Approaches to

Uncertainty & Complexity

(J. Jackson)

Information Processing

Systems (L. Kleinrock)

Imaging the Future

Speech & Community

(M. Adelson)

Oroups(R.Richardson)

Styles of Problem-Solving

(S. Culbert)

Personal Awareness &

Cognitive Growth

(C. Rusch)

VII.

Problem-Solving

Approaches in

Various Fields

Man & His Environment:

"Coping with the Problems of

the Changing City:

(H. Perloff & SAUP faculty)

Problem-Solving

in Health Fields

Problem - Solving in

the Social Sciences

Using Physical

Science Methodology

(H. Reiss)

VIII. A Focused Problem-

Solving Practicum

(Bringing the above

together into practice.

(Required)

Applied Patterns of Problem-

Solving:

A Workshop

(M. Rubinstein)

Task 3. Behavioral Objectives

We have seen in Table 1 what is expected of the curriculum as a whole.At this point, we must ask by what means those objectives are to beachieved. The general character of the implementation has already beenconveyed by the curriculum descriptions given in Tables 3 and 4, but amore thorough indication is given in Table 5, which lists behavioralobjectives for the courses, individually and collectively. While thislist is extensive, it is not to be considered complete. No list ofbehavioral objectives can cover all of the intended outcomes of thiscurriculum (or perhaps any other, for that matter.) It is importantto appreciate the operational point of view which leads to enumeratingsuch objectives, but equally important to realize its limitations.Explicit behavioral objectives can orient the efforts of facultymembers and others who might otherwise misunderstand or unnecessarilydisagree about what is intended; but they do not exhaust what is in-tended, some of which may not be practically or usefully measurable byusual formal methods. But more to the point, one of the intentionsof this curriculum is individualization -- a process by which each per-son becomes more unique, in keeping with his own "virtu" (an ancientterm referring to both his powers or abilities and also his specialcharacteristics -- a term which perhaps has been missing from educa-tional dialogue and deserves to be revived.) Clearly, the result ofsuch a process cannot be specified in advance. And the degree to whichthe judgment of the individual should be weighted, compared to thatof other observers, in determining the extent to which it has occurred,varies from case to case.

Keeping in mind that not all desiderata will be readily measurable,we must still proceed with those which can be measured. As mentionedbefore, those listed in Table 5 constitute a complex hypothesis as towhat will achieve the macro- or program objectives of Table 1. Thathypothesis is only a first approximation: it is very difficult to gene-rate an adequate list of behavioral objectives. Instructors tend tobe unpracticed at it. But it is our mope that they will improve throughthis program, and that the results will evolve well. The "hypothesis"is subject to continual reexamination and revision, based both on theevidence of earlier performance and on possiWy changed conditions.The individual behavioral or micro-objectives must be regarded asthemselves variables, whose choice is subject to change as the macro-objectives are modified, Insights are gained about relevance ofdifferent kinds of material, and the relevant knowledge, tools, tech-niques, and expectations advance. The performance requirements listedin Table 5 do not imply that all of the capabilities desired must begained within the program nor that they are anything but performanceminima. In connection with the mathematical items, for example,students may demonstrate proficiency by examination or proof o prior

courses of an appropriate kind, and either substitute other coursesinstead, or else go more deeply into the material. Those coming fromfields not emphasizing mathematical skills will still be required to de-velop literacy and a modicum of facility with at least some mathematicaltools. 36

Not all of the objectives listed map well into performance mees:Jres,despite the effort that has gone into making them measurable. Ingeneral, they will have to be associated with measures by each in-structor whose course impinges on the objective, and be attuned to thesituation of the course(s). However, an innovative scheme will betried, the dossier record , and the "legacy."

Briefly, the program office will organize a file of student dossiers.Each dossier will contain those products of each student by which hewishes his work in the program, or related to it, to be judged. Itmight contain models, mathematical derivations or proofs, proposalsfor projects, project final reports, photographs of work done, essays,or any other artifacts the student deems suitable. He may insertmaterials into the dossier at any time; he may also delete items asthey are superseded by better work, or for any other reason. Thematerial in the dossier will be releasable by the student at hisdiscretion to any person or organization who has a need to make ajudgment of his performance. It will be regularly used by the pro-gram as a source of evaluative feedback.

In addition, students will be expected to leave a "legacy" to theirsuccessors. This, too, may take various forms. For example, they maydevelop a useful computer program; they may generate a questionnaire togather a certain kind of information; they may collect and organize auseful body of data; they may uncover an improvement in a problem-solvingprocedure; or they may simply have suggestions to make to other studentsabout how to get the most out of a given course of set of courses.Whatever form it takes, their products should be useful to others insome way, and they will be prevailed upon to leave their products ingood order for the Jse of others. Hence, one of the things they mayleave is an improvement in the means of organizing and passing on suchresults. The growing body of such products should provide one basis forjudging the value of the program, and of the individual's contribution toIt.

37

TABLE 5: BEHAVIORAL OBJECTIVES

I. Introduction S Overview

1. Be able to discuss the objectives of the Creative Problem-SolvingCurriculum, describing its d:fferences from other universityofferings, and establishing its relevance to his own objectives.

2. Be able to make formal statements (hypotheses or generalizations)which are testable.

3. Be able to formulate a problem in researchable form.

4. Given a complex set of events, be able to discern some usefulpattern in than. Given a recognizable pattern in a set of events,be able to construct a usef.,1 generalization therefrom.

5. Given problems of comparable difficulty and substantialcomplexity at the beginning and end of the course (plogram) to besolved in a fixed time, provide a much better solution at the endthan at the beginning.

II. "How the System Works"

1. Demonstrate a thorough knowledge of the workings of at least oneimportant system (e.g., a university, a political system, acommunity, an inlu:.trial firm, a bank, a government agency, etc.).

2. Be able to state the functional components and processes of agiven operational system, e.g., legal system; political system;social system; economic system; educational system?

3. Show unoerstanding of how decions are actually made inorgani%ations, and the forces impinging on them. Indicate how he

would attempt to influence such a decision if he felt it wasnecessary.

4. Be able to describe the overt and tacit information system of acommunity.

5. Describe adequately how a community could go about becoming andstaying better informed than it now is about important mattersthat affect it. qctivities and its future development.

6. Be able to make recommendations which would increase theeffectiveness or efficiency of a given information system.

7. Explain why profit is a socially desirable feature of business.Explain why it is socially undesirable. Be able to make both

cases effectively. 38

8. Be able to describe the close relationship between the problemsof individuals in society, and the problems of policy formationand implementation in government and private organizations.

9. Show an appreciation of the values of stability and change bydifferentiating, in a given environment, between institutions orentities which it would be desirable to :hange markedly, andthose it would be undesirable to change markedly.

10. Show an appreciation of the values and costs associated withcreating organizations to get things done.

a) in An industrial contextb) in a governmental contextc) in a community context

11. Understand and able to state how different roles (e.g.,manager, accountant, client, investor, subcontractor) tend tolead to different models of a situation and hence possibly todifferent courses of action.

III. Probem-Solving Knowledge Base

1. Given differing major political philosophies, write a creditablecritique of the relation of their positions to a presentsocietal issue.

2. Describe some of the moral and ethical foundations of decisionand action applicable to a given situation and show theirphilosophical and historical derivations.

3. Be able to identify and distinguish among important psychologicalclassification systems (e.g., Maslow's, Freud's, Piaget's, etc.).

4. Demonstrate an appreciation of the differences between his ownculture and others which are substantially different with regardto an indicated area of activity.

5. Be able to state and exemplify the costs paid by organizations toa) maintain themselves, and b) fulfill the personal objectives oftheir decision-makers (organizational politics).

6. Be able to recognize and state how the needs of people in variouskinds of communities affect design projects; and how to takeaccount of them. Be able to document at least one personalexperience which dramatizes these dynamics.

7. Be able to outline the development of the traditional viewpointon a specific issue.

8. Be able to state alternative viewpoints to the traditional one.

9. Be able to state the reasons for divergent views.

3g

c10. Beable to incorporate both in an original essay on the subject.

11. Be able to state formulations or viewpoints toward severalimportant social issues that he considers to be original withhim.

12. Be able to state the prospective value of his original views andbe able to trace their genesis and development.

IV. Mathematical Tools and Skills

1. Be able to use the tools of verification--evidence and logic--todetermine whether to accept or reject a hypothesis as a basis foraction.

2. Understand both the power of data and models in analysis anddesign, and also their limitations as representations of"reality." Be able to explain this on paper.

3. Be able to answer correctly the following questions with respectto a given example of statistical evidence:

a) was the evidence gathered properly?b) are the units compared actually comparable?c) are the statistics really indicative of what you want to

know or learn?d) are the statistics presented in their most meaningful form?e) are the statistics complete?f) are the statistics reliable?g) how could the statistics be misleading?

4. Be able to define and demonstrate understanding of the concepts:

central tendencymeanmedianmode

variancestandard deviationtest of significancecorrelationerrorvalidityreliabilitysignificance levelconfidence level

regression coefficientexpected valuelaw of large numberscentral limit theorempercentilespurious correlationrepresentativesample size in relation tovariability

stratificationpopulationstatistic

parameter

5. Explain the meaning and importance of Bayes' theorem.

6. Demonstrate a command of the basic ideas and uses of thesemathematical concepts: element, set, relation, subset, propersubset, product, sum, identity, vector, matrix, add, multiply,measure, function, etc. 40

7. Be able to describe, diagram, and represent mathematically theconcept of feedback.

8. Distinguish between positive and negative feedbacks, andexemplify each.

9. Be able to show how the concept of feedback appears importantlyin at least three different professional fields.

10. Write a linear program for a specified problem.

11. Produce a "decision L.2e" for a specified decision problem, andshow how to "solve" it.

12. Show literacy in at least one computer language.

13. Show evidence of having successfully used the university computer.

l4. Be able to describe and identify the limits to the usefulness ofthe cost-benefit approach.

15. Cost benefit considerations: Be able to identify the cost tosociety in terms of alternatives foregone of adopting aparticular solution to a problem.

a) identify the monetary outlays associated with a particularsolution (specified)

b) identify the second best alternative to which each of theresources could have been put

Estimate what the given solution offers to society in the short,intermediate, and long run, including both the prospectivebenefits and disbenefits.

16. Describe the concepts of extrapolation, prediction, and forecast-ing, and show how they can be used to improve the operation of atleast three complex sociotechnical systems.

17. Be able to describe at least six methods or techniques useful forforecasting or futures-anticipation. Be able to apply at leasttwo of them in a given situation.

18. Show an adequate familiarity with the concepts of the differen-tial and integral calculus. Given a real or hypothetical system,be able to represent dynamic processes with fundamental modelsbased on differential equations, and be able to internalize themeaning of such a representation.

19. Possess an adequate level of numeracy, the ability to perceivenumbers in their meanings. To perceive numbers as descriptorsas adjectives, rather than as mysterious symbols to be manipu-lated. Be able to estimate common and uncommon magnitudes ofphysical things. Believe that math is often as easy way todescribe something.

41

20. Show an adequate familiarity with the rudiments of probabilityand probabilistic modeling. Given a real or hypothetical system,be able to assign reasonable probability estimates to potentialoutcomes and use the estimates for other decision processes.

21. Be able to understand the structure of logical arguments. Havean adequate familiarity with the basics of formal logic. Be ableto understand arguments based on indirect demonstrations of truth,e.g., disproving the contrapositive. Understand and be able touse the concept of implication wiiout causal implication:correlation does not imply causation.

V. Non-Quantitative and Semi-Quantitative Tools & Skills

1. Be able to define and explain the relevance of the terms"systems," subsystem, element, environment, complexity, related-ness, teleology, cybernetics, entropy.

2. Be able to state, define, and explain the relevance of theterminology of problem-solving and systems analysis.

3. Have gained practical experience in at least one major communica-tions medium (e.g., newspaper, radio, TV, theater, recording,film).

4. Demonstrate command of basic economic concepts. Describe therelations between supply, demand, price, etc. of a commodity.Enumerate the elements of cost of production.

5. Show how to dc.;cle when to replace a piece of equipment, (e.g.,an automobile). Indicate the considerations involved, how toquantify them, and what information you need but don't have.

6. Be comfortable reasoning by analogy, especially about the form ofproblems acress fields. Show ability to find useful analogies,and to detect dissimilarities and points of doubt in theirapplicability.

7. Given a specific problem context, be able to discern the relevantinformation in a mass of facts containing a great deal ofirrelevant information.

8. Be able to sketch or otherwise graphically portray the relevantstructure of a problem situation or system,

a) to demonstrate understanding, andb) to communicate with others

9. Given a project plan, write a credible budget.

10. Define and discuss the term "overhead" in a budgeting context.

11. Given a project description, write a simple PERT chart (or42

20. Show an adequate familiarity with the rudiments of probabilityand probabilistic modeling. Given a real or hypothetical system,be able to assign reasonable probability estimates to potentialoutcomes and use the estimates for other decision processes.

21. Be able to understand the structure of logical arguments. Havean adequate familiarity with the basics of formal logic. Be ableto understand arguments based on indirect demonstrations of truth,e.g., disproving the contrapositive. Understand and be able touse the concept of implication without causal implication:correlation does not imply causation.

V. Non-Quantitative and Semi-Quantitative Tools & Skills

1. Be able to define and explain the relevance of the terms"systems," subsystem, element, environment, complexity, related-ness, teleology, cybernetics, entropy.

2. Be able to state, definc, and explain the relevance of theterminology of problem - solving and systems analysis.

3. Have gained practical experience in at least one major communica-tions medium (e.g., newspaper, radio, TV, theater, recording,film).

4. Demonstrate command of basic economic concepts. Describe therelations between supply, demand, price, etc. of a commodity.Enumerate the elements of cost of production.

5. Show how to decide when to replace a piece of equipment, (e.g.,an automobile). Indicate the considerations involved, how toquantify them, and what information you need but don't have.

6. Be comfortable reasoning by analogy, especially about the form ofproblems acress fields. Show ability to find useful analogies,and to detect dissimilarities and points of doubt in theirapplicability.

7. Given a specific problem context, be able to discern the relevantinformation in a mass of facts containing a great deal ofirrelevant information.

8. Be able to sketch or otherwise graphically portray the relevantstructure of a problem situation or system,

a) to demonstrate understanding, andb) to communicate with others

9. Given a project plan, write a credible budget.

10. Define and discuss the term "overhead" in a budgeting context.

11. Given a project description, write a simple PERT chart (or42

Iequivalent in some other system of critical-path programming).

12. Be able to describe the relationship of a given problem to atheoretical framework or to previous research.

13. Be'ahle to classify correctly a given instance under one or moreof several alternative, possibly applicable, rules, or categories.

14. Be able to answer correctly the following questions with respectto a given example of deductive reasoning:

a) are the premises well formed?b) are they valid?0 does the conclusion necessarily follow from the premises?

15. Be able to answer correctly the following questions with respectto a given example of inductive reasoning:

a) how many instances have been observed?b) is this a large or a small number? why?c) Are there any counterexamples? exceptions?d) are the instances fairly representative of their class?e) have they been chosen to support a preconceived idea?f) can you construct an experimental situation which you think

would produce a counterexample?g) what other evidence tends to support the probable validity of

the generalization?

16. Be able to acquit himself creditably in an adversary proceeding.

17. Be able to answer correctly the following questions with respectto a given example of opinion evidence:

a) is the authority an expert in this field? does he have to be,to be credible?

b) is the authority prejudiced?c) is the reference to the authority specific? (i.e., is the

reference a citation or a paraphrase?)d) is the authority aware of the significance of his opinion?e) is the authority supported by factual evidence?f) is the citation taken out of context? how different might it

be in context?

18. Given a field with which he is unfamiliar at the outset, in agiven period of time (e.g., 1 week) demonstrate a satisfactorylevel of familiarity with its general character, what is known init, what its methods are, and what relevance it has to someprofessional or social concern of the student (e.g., a given tax,the law on some subject, laser technology).

19. Be able to partition a given complex problem in at least twogood ways, and demonstrate how the solutions reached differ andresemble each other.

43

20. Be able to "A-R-Q"

Analyze a scenario by translating it into a statement that canbe expressed and examined quantitatively;

Resolve the analysis in terms of a policy or other decision;

Qualify the decision in terms of possibly different results thatcou171 result from:

a) a restatement of the model used to formualte the problem, orb) different estimation techniques, orc) imagination in considering previously unanticipated outcomes

deriving from the decision

This should all be done in a fixed period of time.

VI. Personal and Group Approaches

1. Be able to state the effect of specified body processes uponmental control.

2. Be able to state the effects of various nutritional habits onbody processes.

3. Be able to describe various methods for reducing anxiety andmental anguish.

4. Be able to state several alternative methods for:

clearing the mindfocusing attention

extending attention spanincreasing concentration

5. Be able to state personally effective techniques for increasingor reducing perceptual awareness.

6. Be able to employ techniques of association and grouping forremembering quantities of factual information. Hence, be able toremember more such material than non-program students.

7. Be able to document at least two different experiences as aparticipant in a computer-based simulation exercise; describe thelearning, if any, that occurred in each instance.

8. Identify a major area of belief or value that has been substan-tially influenced by the curriculum, and indicate precisely whatthe change has been. This can mean a change or a reinforcement,but the effect must be documented and explained.

9. Be able to describe himself in terms of several differingpsychological viewpoints.

44

10. Document at least two important instances in which he sharedwith others some information about himself and a problem he washaving. Describe each event, indicate the feelings and emotionsthat accompanied it, and describe the learning or other result.

11. Similarly describe at lesat two occasions on which other sharedsimilar information with him, etc. ...

12. Become increasingly tolerant of and comfortable with courses thatare not highly structured, and material that is not highlyorganized a priori, as measured by attitude survey and courseevaluation forms.

13. Be able to contribute at least one suggestion, that is consideredimportant, to the evolution of this program.

14. Concerning thinking, memory, attention, cognition, be conversantwith the psychological literature in these fields to a reasonabledegree, and be able to describe some late theories of how theseprocesses work, citing some of the evidence.

15. Be able to describe some of the processes he uses to improvethese functions in himself.

16. Be able to describe his own limitations in these functions andwhat he is doing about them.

17. Document participation in a formal role-playing exercise.

18. Document at least one object, system, program, or process designfor which he was principally responsible. Describe the motiva-tion and the rationale, as well as the result.

19. Understand that individuals identify with multiple groups,communities, interests, etc., so that they experience actual orpotential incompatibilities among actions/decisions.

20. Be able to state the influence of multi-level purposes (and othersources of intrapersonal conflicts) on decision behavior.

21. Be able to state the effects of perceptual distortion andselectivity, bias, goal gradient, projection, and other sourcesof personalization of perception on judgment or decision-making.Be able to describe means for protecting against their illeffects.

22. Be mentioned by at least one other student as outstanding in atleast one aspect of decision-making or problem-solving.

VII. Problem-Solving Approaches in Various Fields

1. Show acquaintance with a range of conceptual models applicable tohis field of professional interest, and the assumptions,

45

capabilities, limitations, and resources available with respectto each.

2. Given the names of two professional fields, be able to describehow they are the same, and how they are different. The descrip-tions are to be non-trivial, and include comparison of methodsand techniques used.

3. Describe how computers are used in at least three differentprofessional fields or fields of social concern (e.g., education,health professions, transportation, retailing, law enforcement,linguistics).

4. Be able to state how it is sometimes useful to bridge the inter-disciplinary and interprofessional boundaries in pursuit of thesolution of a problem; be able to give examples which show thatthe interdisciplinary boundary involves sometimes the sameproblems formulated in several languages; sometimes the samelanguage applied to different problems; to overcome one's ownchauvinism in terms of learning new "languages."

5. Be able to demonstrate that solving a problem is frequently morethan simply applying a rule or set of rules; that this is true ofthe law, business, education, public administration, etc. Giveexamples in at least two fields.

VIII. A Focused Problem-Solving Experience (Bringing the above togetherinto a practical experience - in one of four forms. (Required]):

1. Describe at least one formal proposal for action 'r policy orprogram change that he originated, led, or partic.patedprominently in. Describe the outcome, and explain it.

2. Be able to document at least one "substantial" experience workingas an employee or intern in a government, business, or otherorganization in a problem-solving capacity.

3. Be able to produce evidence of having solved or worked productive-ly on the solution of at least two problems of moderatecomplexity and difficulty in different fields of application.

4. Be able to organize and effectively direct a group of his peersin group projects.

5. Given the description of a complex, problem-rich situation:

a) be able to select those problems that should be worked onfirst, and justify his choice satisfactorily,

b) be able to identify those problems that are amenable toamelioration or solution within the state of the art,

c) be able to formulate at least one such problem in a w:y thatmakes the course of solution clear to others,

d) be able to identify the issues inherent in the solution or46

C

amelioration of the problem,e) be able to separate the.more from the less important parts

of the problem,f) be able to estimate the time and resources needed,g) make a convincing case for the benefits to be obtained via a

stipulated solution/amelioration procedure,h) be able to establish the limits of goodness of the expected

result and show the expected disbenefits,i) define the major contingencies in the situation,j) identify the various interests involved and the positions

they might take with respect to the major design alternatives,k) identify at least one reasonable alternative formulation of

the problem,1) list the design criteria to be satisfied,m) indicate the evaluation measures and procedures to be used.

47

Task 4. Develop Student-Attitude-Measuring Instruments

Task 6. Develop Instruments to Measure Student Attitudes TowardUniversity Education

Task 11. Pilot Use of Instruments with Participating Students

These tasks were combined during the project. It became apparent thatinundating students, even with their consent, with too many quesion-naires to fill out was unwise, so that to the extent possible, itemsrelating to attitudes toward university education should be added toinstruments intended to measure attitudes toward courses, instructors,and the program.

Preliminary Data on Students

Appendix 1 is the form that has been developed to gather informationabout students upon their entry into the program. This form wasconstructed based upon a) a desire to learn about students as they enterthe program, and b) a desire to give students a chance to ventilatetheir attitudes and ,elf-views, and to show an interest in informationabout them that the kinds of forms they are usually asked to fill outdo not explore. it is fairly extensive, and is used as a screeningdevice in two wzys: 1) it is a slight obstacle, so that students whoare not interested enough in the program to fill it out turn awaypromptly; 2) it provides information on which judgments may be made asto student readiness for various parts of the curriculum, or for anypart of ic. No single item is used by itself as a screening item, buta judgment is made on the basis of the form as a whole. An interviewer,who meets each student before admission, having read the student'sform, can use his or her time well in discussing directions to be taken.The forms are also useful in detecting change or movement between entryinto the program and departure from it.

Despite the length and complexity of the preliminary data sheet, it willcontinue to be used in its present form for some time, since it hasproved useful so far. Student reactions to it seem generally favorable.It may have a slight discriminatory effect, by discouraging students whocan't easily tolerate what appears to them to be administrative redtape; however, that does not seem to be as serious a price to pay as nothaving the kind of information the forms provide. And we try tominimize any aversion by the language of the form itself.

Student Evaluation of Courses/Instructors/Program

The form that was developed for student evaluation of courses,instructors, and program variables is given in Appendix 2. The form isrelatively self-explaratory. Note that Part II lends itself to directanalysis using computer methods. The analysis has been done for eightof the courses given last year for which data were available. Thesummary results are given in Appendix 3. Table 1 in that Appendix

48

gives the key to interpretation of the computer printout, while Table 2is a copy of that summary printout by course. The last page of thatTable, on page 113, is a sample of the computer printout of informationprovided by each student for each course. (A single copy of a completeprintout of both course and student summary information is transmittedwith this report. Its bulk makes the desirability of submitting multiplecopies questionable.) On page 113, note the plot of individual responsepairs differences, which shows, for each of the 35 items, the disparitybetween desired and actual levels of performance, and demonstrates thatthis student found some features of the course exceeded his desiredlevel, while the rest split about evenly in meeting it and falling short.Normally, the detailed information on each item, and totals, would beused, both in adjusting courses, and in counseling students. Both thelevels and disparities carry diagnostic information, as indicated inTable 1 of the main body of this report.

So far, no tests of significance have been applied to these data.Certain conclusions are possible nevertheless:

Generally speaking, students have high expectations of the program.For the most part, their actual experience is not far from their

desired level, although it is generally somewhat lower. There are manycases, however, where actual ratings exceeded desired levels.

From comparison of the several sections of one of the courses, itappears that students' ratings of a course may depend to a significantdegree on the instructor, rather than on the course structure, object-ives, or textbook, which were constant. Hence, the procedure we havebeen using, of recruiting carefully selected faculty participants, ispreferable to asking departments for courses, or specifying courses andhaving them manned by departments "as available."

Thus, evaluation to date, on this pilot basis, is encouraging,although there is room for improvement.

The Center for the Study of Evaluation at UCLA has developed a HigherEduce' pn Measurement and Evaluation Kit, which contains brief studentquestionnaire forms for use by colleges and universities in variousconnections. Many of the forms refer tc variables that we are inter-ested in. They have the advantage that they are very brief, they arereadily storable, and most importantly, they have been standardized onboth a UCLA and a national sample of students. They have the disadvan-tage, in some cases, of referring to situations which are not quitelike ours, so some of them are not usable for our purposes. Duringthis coming year, we will experiment with the use of certain of thesescales in the program.

149

They are based on a very important departure in viewpoint towardevaluation of higher education: that student evaluation of instructorsand courses, while desirable for some purposes, may tend to putinstructors and administrators on the defens;ve, which is not necessar-ily desirable. The value of their materials is that they are existen-tial rather than judgmental, and constitute an important part of anyplan of evaluation in our estimation. We intend to work with theCenter to select the scales that have most applicability to thisprogram. Tentative selections are given in Appendix 5.

Task 5. Devise forms for faculty members.

Table 6 is the form devised to elicit the response of faculty membersparticipating in the program. Note the emphasis on diagnosis andsuggestions, plus the encouragement to scrutinize the experience, andto relate one's own rating of the course with the students'. Afro n--the request for measurable indices.

50

1

I TABLE 6

Instructor's Course Evaluation Form - Creative Problem-SolvingCurriculum

Course:

Section:

Instructor: Date:

1. In terms of the objectives stated at the outset of the course, howsuccessful do you feel the course was (Circle one.)

Very

UnsuccessfulVery

Successful

i 2 3 4 5 6 7 8 9 10

2. On the whole, how do you think the students will rate this course?

3. What(Number,

1 2 3 4 5 6

were the principal determiners

7 8 9 10

of how the course went:as many as apply.)in order of importance,

( ) Your own preparation ( ) Students' abilities( ) Your grasp of the material ( ) Students' motivation( ) Your choice of format and ( ) Students' diversity

procedure ( ) Students' background in the( ) Your personal style and program

interaction ( j Counselling( ) Your acquaintance with the ( ) Availability of assistance

rest of the program ( ) Textbooks, media, and/or( ) Ambitiousness of the course library services( ) Scheduling, including

length of term ( ) Other (specify)

Please comment on the three or four most important ones

i.

2.

3.

4.

Additional comments:

31

4. What would you do differently next time?

5. What suggestions have you derived for the program as a whole?

6. List the measurable changes you think may have occurred in thestudents as a result of this course, and indicate how you suggesteach change might be measured in the future.

7. List some measurable changes you think should be attended to byother parts of the curriculum that may not be occurring now, andindicate how you think they should be attendee to. Also pleaseindicate the measures you would use to ascertain that they haveoccurred.

52

Tas:. 7. Generate an advisory group for the program.

Table 7 lists the advisory board members who have agreed to serve.They have been chosen for their range of relevant experience and thequality of their judgment, as well as their expressed interest in theprogram. Inasmuch as we wish to use their services in a systematicway without imposing too greatly on their time, we have devised anAdvisory Board Member's Evaluation Form (Table 8). In return for theirefforts, and to facilitate them, Board members will receive documenta-tion on the program as it develops, summaries of evaluation reports,and occasional samples of student products. We plan to have annualmeetings where they are brought up to date on developments and canparticipate in the process of evolution at first hand.

53

TABLE 7: PROGRAM ADVISORY GROUP*

Bickner, Robert, Public Policy Research Organization, University ofCalifornia, Irvine

Churchman, C. West, Research Philosopher, Space Sciences Laboratoryand Professor of Business Administration, University ofCalifornia, Berkeley.

David, Henry, Executive Secretary, Division of Behavioral Sciences,National Academy of Sciences - National Research Council.

Michael, Donald N., Professor of Psychology, Professor of Planningand Public Policy, and Program Director, Center for Researchon Utilization of Scientific Knowledge of the Institute forSocial Research, University of Michigan; Visiting Fellow,Institute of International Studies, University of California,Berkeley

Mood, Alexander, Director, Public Policy Research Organization, Uni-versity of California, Irvine

Pace, C. Robert, Professor of Education, University of California,Los Angeles

Park, Rosemary, Professor of Education, University of California,Los Angeles

Ratoosh, Phil, Professor of Psychology, San Francisco State University;faculty member, Wright Institute, Berkeley

Schon, Donald A., President, Organization for Social and TechnologicalInnovation, Professor, Massachusetts Institute of Technology

Tribus, Myron, Vice President, Xerox Corporati-

Note: These people have kindly agreed to serve the program in anadvisory capacity. Their agreement does not imply that they have seenor appoved this report, nor that they have participated in the pro-gram co this date.

These advisors are in Addition to the following Deans at UCLA: theseven graduate professional school deans: Lester Breslow, PublicHealth, Maurice Connery, Social Welfare; John Goodlad, Education;Harvey Perloff, Architecture and Urban Planning; Charles Speroni,Fine Arts; Chauncey Starr, Engineering and Applied Science; Kenr:ethTrueblood, Letters and Science; Harold Williams, Graduate School ofManagement

54

TABLE 8

Advisory Board Member s Program Evaluation Form - Creative Problem-

Solving Program

Advisor's name: Date:

Affiliation:

1. Please review the curriculum objectives and suggest changes you mayfeel to be necessary or desirable. Please explain.

2. Please review the course descriptions and comment upon how well,and how thoroughly, they apoear to meet the objectives. Suggest

any addition, deletions, or modifications you )uld like to see.

3. Please review the evaluation results of the program so far. What

conclusions do they suggest as to a) the effectiveness of theprogram; and b) desirable changes.

4. What additional information would you like to have about theprogram to facilitate the formulation of your own advice?

5. Whom would you suggest we add to our advisory panel for theprogram? Why?

6. To whom should we send information about the program? What kindsof information should be sent in each case, and what is theprospective recipient's reason for interest?

7. What programs at other institutions might have experiences thatwould be useful for us to know about?

8. Additional comments. Please feel free to comment at any lengthabout any aspects of the program.

56

Task 9. Develop a factor-analytic procedure based on Q-Technique.

In this context, factor analysis may be useful in providing someunderlying conceptual order to the profusion of interrelationshipsamong the many variables involved. Another way to look at it is thatit can simplify the domain, which at first sight appears extremelycomplex. There are, of course, a number of kinds of analysis thatmight be performed. Q-Technique deals with the intercorrelationsamong persons, so that the structure that emerges describes thepopulation of persons rather than variables.

Several computer program packages exist on this campus to performfatter analysis. The two in most common use are the BioMedical Division(BMD) program system, and the Statistical Package for the SocialSciaaces (SPSS). Appendix 6 is a report on these two systems, andcomes out in favor of BMD. The interested reader is referred to thetwo program system manuals for further 'nformation:

"Statistical Package for the Social Sciences," by Norman H. Nie, DaleH. Bent, and C. Hadlai Hull. New York, McGraw-Hill, 1970. pp. 208-244.

"BMD Biomedical Computer Programs, X-series Supplement," W. J. Dixon,Editor. Berkeley, University of California Press, 1970. pp. 90-103.

Given the report, we have elected to use the BMD X72 program. We

expect to try several ways of filling the major diagonal, and severalmethods of rotation to see if the structures that emerge are substan-tially different, and if so, whether they lead to different insights.

It will be particularly interesting to trace the factor stucture as afunction of time as the curriculum matures.

Task 10. Develop a statistical design.

The descriptive statistics to be used have been described previously.The complexity of the information system and the measures of perfor-mance now make the design of the inferential procedureslmore complicatedthan had been thought. Analysis of variance and covariance will bepart of the scheme, but more work needs to be done before a set oftests can be determined.

CONCLUSIONS

The following conclusions have arisen from this study:

1. Evaluation procedures are part of the essential genetic material ofa program of curriculum development. They also serve as a vital topicof dialogue among participants.

2. Course descriptions must be couched, at least partly, in terms ofintended effects upon students, and how the effects are to be measured.This information will be used to modify Tables I and 5 as it emerges.

3. An analysis must now be made of costs of this plan, and sources ofsupport found for implementing it.

4. It is possible to recruit program students into the process of curr-iculum evolution; although not all of them show equal involvement, someof them become detply involved.

5. It is very difficult to generate satisfactory performance & behavior-al objectives for the kind of program being developed here. Yet a starthas to be made. Any list of such objectives must be viewed as subject torevision as experience, advice, and interaction accrue.

6. There are important kinds of desired outcomes that cannot necessarily

be articulated in readily measurable form, and those that are measurablemay come to receive inordinate amounts of attention if care is not used.

7. At least some faculty members are willing and able to think in behav-ioral terms for-their courses and the program as a whole, although theytend to'express reservations such as those in 5 and 6 above.

8. Generally speaking, students have high expectations of the program.

9. For the most part, students' ratings of their actual experience arenot far from their desired ratings. Although generally somewhat lowerthan "desired," "actual" ratings were higher in many cases.

10. From the several sections of one of the courses, where objectives,structure, and textbooks were the same, it appears that students' rat-ings of a course may depend to a significant extent on the instructor.Hence, the procedure we have been using, of recruiting carefully select-ed faculty members, is preferable to asking departments for courses, orspecifying courses and having them manned "as available."

APPENDIX I

UNDERGRADUATE STUDIES IN COMPLEX PROBLEM SOLVING

PRELIMINARY DATA SHEET

To enable us to understand the educational plans of applicants tothis program, and to provide counseling in as usefu a manner aspossible, we need some preliminary information. This will alsohelp in the conduct of the personal interview. In turn, the questionsmay give you some insight into our approaches.

Although you will find requests for grade average and other numericalfigures, we place emphasis on the qualitative fa:tors and attitudesof people, which cannot be accurately measured through objectivetests alone. Consequently, your candid and considered responses tothe data sheet are important and will be appreciated.

You may take the form home to complete when you can. Admittance toa course is by consent of the instructor after this form and a per-sonal interview have been completed. The course is part of a programin complex problem solving and we are looking particularly at whatour students have to say. So please feel free to be as imaginativeand free-wheeling as you wish.

59

THE RAW FACTS ARE:

My name is:

The date I completed this form is:

for quarter, 197.

My permanent address is:

My mailing address is:

You may telephone me at:

My age is:

Currently I am: single

(area code) phone

married

divorced

widowed

I work hours/week after school because:

60

EDUCATIONAL SITUATION

I am classified as:

2.

Fresh. Soph. Jr. Sr.

My major is:

I would like my major to be:

CrAments:

I have previously attended

List if more than one:

I completed

college or University

name

I took the SAT and scored

high school incity and year graduated

math verbal

I would like the opportunity to take it over: and/or

yes no

because:

61

-3-

Thus far, I have an overall GPA of

and a GPA in my major.

I would like to comment on my GPA, as follows:

I have received honors or exceptional recognition for my pastwork, such as

62.

-.4-

I have been involved in the following extra curricular service activities:

I have gained positive or negative recognition in my past schooling whichI would like you to know about:

Critically evaluate your previous education.

My main motivation in joining the Problem Solving Program is:

64

I

L

-6-

I am interested in taking the following courses in the "momentum program"because:

I am considering attending the following professional school(s) because:

65

I

-7-

I think this program, in studying :-.11e dimensions of complex problems,may be worth pursuing because:

66

APPLICANT SELF EVALUATION FORM

(Please add any additional materials or papers you feel you want to use)What qualities of personality and intellect do you like and dislike aboutyourself? What qualities do you most admire in others?

If you were to select application materials about yourself to submit fora position you wanted, what would you choose? and which would you wantthe selection committee to weigh most heavily? which would you want dis-counted and why?

67

What experiences have had the most significant impact on your growthand how have they affected it?

If the above answers do not fully express what you would like to sayabout yourself, please use the space below to formulate what you feelto be more relevant or complete, in any way you wish.

68

-3-

How might we improve this form and/or the admittance procedure?

How would you go about evaluating an applicant to a position or program?

69

APPENDIX 2

Enclosed you will find an evaluation form designed to inform us aboutyour ideas and attitudes regarding your course experiences in the mo-mentum phase of the Creative Problem Solving Program. As we discussedin person, your cooperation in this evaluation process is essential, andwas agreed to when you were admitted to the course. Please rememberthat this is not yet a fully actualized program. The courses representfirst year offerings, intended as a start-up set of experiences, ratherthan a finished program. To allow the University to benefit most fromhaving done this and to help us design the program for the future weneed careful and conscientious feed-back from you.

The evaluation form is in three parts. Please complete the form as itis arranged, starting with Part I, going on to Part II, and ending withPart III. Do not let the reverse numbers of the questions in Part IIdisturb you. The numbering will expedite our scoring procedure with a4omputer program.

You should be able to complete the form in about two hours. Beforestarting, you might like to look at Part I only, and consider the questionscarefully for a couple of days before sitting down to write the entireform. Once you begin to write your responses, please finish the entireevaluation in order, at one sitting.

Your answers will be kept confidential to whatever degree you request.Kindly indicate, on the first page, your feelings regarding this issue.In any case, grades will be turned in before we examine these responses.

Everyone must return the forms on or before Monday, March 29, 1972 in anyof the following ways: In person, by regular post, or through the campusmail (free). Send completed forms to:

Nancy Arnold Towers

Architecture and Urban Planning - 1118UCLA, Los Angeles, CA 90024

In the near future, we will hold a meeting for the students and facultywho have been in the program. Your invitation to the meeting and informationon time, date, and place will be handled either through a cooperative net-work of phone calls or postcards,and information will be posted on my door.

Thank you for your interest, intelligence, and help inall these matters.It is proving very rewarding to work with you, and we look forward tofurther collaboration. If you have any questions or comments, please con-tact me at x54994, or leave a message at x53791.

Good luck!

Nancy Arnold Towers

70

NAME:

ADDRESS:

TELEPHONE:

CREATIVE PROBLEM SOLVING CURRICULUMSTUDENT EVALUATION FORMS

ZIP

COURSE(S) TAKEN:1971

PROFESSOR(S):

AGE: MAJOR: YEAR: FR, SOPH, JR, SR.

(CIRCLE)

* If additional space is required, for any part of the questionnaire,please use back of page. .

71

CPART I

The rationale for the questions in Part I is as follows: Evaluators,as well as instructors, hold particular perspectives of the skills re-quired for graduate training. Moreover, each has his own model forproblem solving effectiveness. So, while we may be able to evaluatestudents against skill criteria which fit our models, we cannot des-cribe the meanings students attribute to their learning activities.We want to try and remedy this by monitor-Pig-The growth processes orchanges you feel you have undergone as a result of your participationin this program. It should not only be a collection of stresses.Nor ought it to be a passive acceptance of all that occurred. We

hope you will discuss the way the classes proceded, pointing out theareas of differences (or problems) and areas of strengths -- as youexperienced them. With this introduction in mind, please answer thefollowing:

1) What are your bases for judging the course? i.e. in highly personalterms, list the specific criteria (as many as you wish) that you woulduse in judging the meaning this course seems to hold for your life.

2) Evaluate this course on the personal criteria you listed.a) In what way was the course most successful?b) In what way was the course least successful?

72

(

(

PART II

The preceding section involved a highly personal "think-piece", designedto organize your feelings and ideas in writing and create a mind-setfor your replies. Now we have a chance to see whether and if so how,your perspective converts to ours.

Part II requires your thoughtful responses by circling or numberingthe appropriate answers. Please read the directions carefully beforeproceeding.

Also, please omit those questions that are preceded bya check mark (X).

Thank you.

73

IESTRUCTOR/COURSE EVALUATION FORM

The attached list of questions is the

Background Information

imperfect result of concentrated effort

on the part of a group

working on Course

Course number (3 digits only):

evaluations.

Many suggestions have been

e.g. "105" not "CED 105"

incorporated into this version of the

Section:

evaluation form.

We will continue to

12

34

solicit ideas and comments from students

and faculty alike.

The blank page at

the end of this form is to enable and

Quarter and year: (F=1, W=2, S=3; 71=1, 72=2)a.g.

1/1

encourage your comments.

Course Title:

The information you provide serves

several purposes:

(1) instructor feed

Instructor(s):

back for improving teaching effective

nese, (2) assessing the role of a course

Grade expected in course:

4-

in our curriculum, (3) as an aid in coun

A=4,

B=3,

C=2,

Inc.=1

selling students about courses.

Degree objective:

The questions are clustered around the

Ph.D. -3,

MA=2,

BA/BS=1

following dimensions:

(1) organization,

evaluation, feedback, (2) interpersonal

Year at U.C.L.A.

orientation of instructor, (3) methods of

Fr=1,

Soph=2,

Jr=3,

Sr=4

Other=0

presenting material, leading discussions,

seminars, (4) development of critical

Total number of quarters completed at UCLA

(including this

thinking skills, and (5) course benefits,

quarter):

Major:

write in please

Previous Majors:

Do you feel that you were adequately

prepared in concepts

and skills to .nter this course?

Would you recommend prerequisites

for this course ih

the future?

If so, whAt kinds of

courses?

Directions.

For each item, Please do the follawing.--Ptret,.considering the

subj=itTris course, rank in importance the desirability, of the item (first

column of numbers).

A '51.( means. very desirable (or very important.) and a "1"

means not desirable (or not important).

Next, rank the degree to whist, each

item was actually realized in the course (last column of numbers).

Idealli.

your ratings on the pctuak scale should not be influenced by your ratings on

the desirable scale.

7,

To what extend did your instructor:

1.

Present a well organized course with lecture, discussion, (studio) and

reading related to one another?

.

1.

54

3 2

10

S 4

32

10

i i

2.

Involve students in setting or revising course objectives?

..

2.

54

3 2

10

5 4

32

10

3.

Indicate where useful additional information could be found?

35

43 2

10

5 4

32

10

4.

Comment individually on papers and examinations, orally or in writing?

45

43'2

10

5 4

32

10

5.

Integrate his own research interests into the course?

5.

54

3 2

10

5 4

32

10

6.

Inquire as to whether or not he was being understood by the class?

6.

54

3 2

10

5 4

32

10

i

7.

Seem to keep in touch with the progress of the class?

:7

54

3 2

10

5 4

32

10

8.

Maintain continuity from one presentation to the next?

854

3 2

10

5 4

32

10

9'.

Make himself accessible to students outside of class?

95

43 2

10

5 4

32

10

10.

Invite criticism of his own ideas?

10

54

3 2

10

5 4

32

10

11.. Show interest andconcern for the quality of his teaching

11

54

3 2

10

5 4

32

10

12.

Make students feel at ease in discussions?

12

54

3 2

10

5 4

32

10

13.

Demonstrate a genuine interest in students via questions and comments?

13

54

3 2

10

5 4

32

10

14.

Express enthusiasm in his subject?

14

54

3 2

10

5 4

32

10

15.

Encourage students to share their knowledge and experience?

15

54

3 2

10

5 4

32

10

16.

Ask meaningful questions which helped you to think?

16

54

3 2

10

5 4

32

10

Looking over the items on this page, which one would you say distinguished your

instructor or course the most?

Strong Points

Item #

.Weak Points

Item 4

Best

Worst

Second Best

Second Worst

Third Best

Third Worst

.

Directinns..For each item, please do the following.

First, consiC.zing the

subject of

course, wank in ia.portance.the.yesirabi/ity of the item (fleet

icolumn Of nurer9).

A "5" "cans very desirable

very important)and a."1"

means not desirable (or not important).

Next rank the degree to which each

item was actually realized in the course (last column of numbers).* Ideally,

your ratings on the actual scale should not be influenced by your ratings on

the desirable scale.

Conlerning presentations and discussions, to what extent did your instructor:

17.

Make the basic principles of the subject clear?

17

18.

Discuss the practical significance and social implications of the subject?

10

'19.

Illustrate ideas with examples?

19

20.

Discuss recent developments in the field

20

21.

Stimulate your imagination?

23

22.

Discuss objectively points of view other than his own?

22

23.

Have an engaging style of presentation?

23

24.

Identify what he considered important?

24

25.

Isolate the assumptions behind a comment?

25

26:

Contribute insights without delivering lengthy monologues?

2,5

27.

Listen carefully and take sincere comments seriously?

27

28. .Restate a student's comment in different ways to facilitate understanding?

29

29.

Point out the generalization implied by a comment?

29

30.

Ask the student for- evidence to support his own generalization?

30

31.

Guide discussion toward analytical and fruitful areas of iaquiry?

31

33.

Effectively limit students with tendencies to monopolize discu.lion?

33

Looking over the items on this page, which ones would you say distinguished your

instructor or course the most?

Strong Points

Item #-

Weak Points

Item#

Best

Worst

Second Best

Second Worst

Third Best

Third Worst

5 4 3 2 1 0

,5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

543 2 1 0

5 4 3 2 1 0

54

3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2.1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

Directions.

For each item, please do the following.

First, considering the

subject of this course, rank in importance the desirability of the item (first

column of numbers).

A "5" means very desirable (or very important) and a "1"

means not desirable (or not important:.

Next, rank the degree to which each

item was actually realized in the course (last column of numbers).

A "5" means

actually realized very well and a "1" means not actually realized.

Ideally,

your ratings.on the tssualscale should not be influenced by your ratings on

the desirable scale.

To w

36.

35.

36.

37.

38.

39.

40.

41.

42.

Looki

your

at extent did this course and instructor help you:

5 5 5 5 5 5 5 5 5

4 4 4 4 4 4 4 4 4

3 3 3 3 3 . 3 3 3 3

2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1

0 0 0 0 0 0 0 0 0

15 5 5 5 5 5 5 5 5

4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1

0 0 0 0 0 0 0 0 0

Develop the ability to recognize assumptions--stated,unstated, supported,

34

unsupported, and irrelevant?

Develop intellectual curiosity--interest in discovering and understanding

35

problems?

Develop the ability to define problems--breaking into elements, formulating

relationships and questions which are testable?

.36

Develop the ability to select information relevant to the problem--disting-

uishing reliable information and sources?

37

Develop open-mindedness-withholding judgement, examining contrary views,

changing one's opinion in the light of factual evidence?

38

,

Develop intellectual honesty and objectivity--seeking the best possible

answers, accepting the consequences of inquiry and reporting the findings

accurately and without intentional distortion?

39

Develop the ability to draw conclusions from the facts and assumptions?

4q

Develop the ability to recognize problems on your own?

41

Develop the ability to find applications for conclusions?

42

ng over the items on this page, which ones would you say distinguished

instructor or course the most?

Strong Points

Item #

Weak Points

Item #

Best

Worst

Second Best

Second Worst

Third Best

Third Worst

1Directions.

For each item, please do the following.

First, considering the

subject of this course, rank in importance the desirability.of the item (first

column of numbers).

A "5" means very desirable (or very important) and a "1"

means not desirable (or not important).

Next, rank the degree.to which each

item was actually realized in the course (last column of numbers).

A "5 means

actually realized very well and a "1" means not actually realized.

Ideally

your ratings on the actual scale should not be influenced by your ratings on

the desirable scale.

#

Key:

5 no Very Much

4Quite a bit

3A moderate amount

2So-ae

1Little or none

0Don't know or

Does not apply

To what extent has this course:

43.

Been so interesting that you would rs:commend it to others with interests

43

similar to your own?

44. -Been challenging to you intellectually?

45.

Been valuable to your personal (psychological and social) development?

45

46.

Stimulated you to do extra non-required reading, or follow up the

46

interest generated in other ways?

47.

Been valuable to your academic plans?

48.

Been so interesting you wanted it to last longer?

49.

Been valuable to your professional plans?

50.

Provided you with an opportunity to work on a project or Peer which

50

you consider meaningful?

44

47

A8

49

Looking over the items on this page, which ones would you say distinguished your

instructor or course the most?

Strong Points

Item I

Best

Second Best

Third Best

Weak Points

Item

Worst

Second Worst

Third Worst

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

PART III

The following questions will require written answers. Please answerthem as fully as you wish, keeping in mind that we are looking forhonest, direct, and thoughtful replies. Please don't try to interpretwhat you think we want to hear. There are no sanctions (for or against)nor prescriptions for a "right" answer. They are asked in order toprovide information on how to better organize the program; design thenext stages; and build a more responsive curriculum. If additionalspace is required, please use additional paper.

Thank you.

1. Are you pleased you took the course(s) that you did?

2. Do you want another "follow up" course based upon the learning exper-iences in this course?

What design?

With which Professor(s) on campus?

3. Are you interested in taking more courses of the kind this programpromises? Which courses and why?

4. Are you willing to gi't. "dee= m time" to the creation of learningexperiences for the program?

5. Have your profesAohal plans or expectations changed or been modifiedat all as a re .,ult of your experience in this course? If yes, how or why?If not, why not?

79

6. What kind of work do you intend to do upon graduation?

7. Do you see this program as benefitting you in your long range plans?If so, how? If not, why not?

8. Have you changed your mind regarding the size and complexity of problemsyou find challenging? If so, why? and if not, why not?

9. Communicating information about the program, on a campus-wide basis,is a continuing problem for us. Can you suggest feasible methods for changingthis? Are you interested in helping in this process?

lu. We want to recruit outstanding faculty on campus into the program. Pleaselist the names of those members of the faculty (from all departments) whom youmost esteem, would enjoy working with, and who might be interesteJ in our program.

Thank you.

80

APPENDIX 3: TABLE 1Key to Computer Printout of Student Course Evaluations

I. Table I; response codes, responses, and computed, desired, actual, andtotal frequencies and percentage frequencies:

A. code; response type code numberB. FQA; total response frequency of an "actual" responseC. % FQA; percentage total response frequency of an "actual" responseD. FDQ; total response frequency of a "desired" responseE. % FDQ; percentage total response frequency of a "desired" responseF. FQT; total response frequency of both an "actual" and a "desired"

responseG. % FQT; percentage total response frequency of both an 'ctual" and

a "desired" responseH. Response; response type syntax

II. Table II; course question statistics summary:

A. ADM DF; (actual-desired) mean differenceB. CODE; response type code nut berC. FREQ; response frequencyD. % FREQ; percentage response frequencyE. MN ACT; "actual" response meanF. MN DES; "desired" response meanG. MSE ACT; "actual" response mean standard errorH. MSE DES; "desired" response mean standard errorI. STD ACT; "actual" response standard deviationJ. STD DES; "desired" response standard deviationK. VAR ACT; "actual" response varianceL. VAR DES' "desired" response variance

III. Table III; student statistics summary:

A. AR; "actual responseB. ARM; "actual" response meanC. ARMSE; "actual" response mean standard errorD. ARSTD; "actual" response standard deviationE. ARVAR; "actual" response varianceF. CODE; response type code numberG. % DIS; percentage ( "actual"- "desired ") response disparityH. DR; "desired" responseI. DRM; "desired" response meanJ. DRMSE; "desired' response mean standard errorK. DRSTD; "desired" response standard deviationL. DRVAR; "desired" response varianceM. FPEQ; response frequencyN. % FREQ; percentage response frequency0. MR; mean responseP. MRDIF; mean ("actual"-"desired") response differenceQ. Q; question numberR. RD; ("actual"-"desired") respo8inse difference

IV. Summary;

A. QUESTIONS; question syntaxB. II QUEST; question numberC. MN ACT RESP; mean "actual" responseD. MN A-D RSP DF; mean ("actual"-"desired") response differenceE. MN DES RESP; mean "desired" response

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APPENDIX 4

AVAILABILITY OF FACTOR ANALYSIS PACKAGES AT

UCLA CAMPUS COMPUTING NETWORK (CCN) AND

BASIC STATISTICAL SYSTEM DESIGN CONSIDERATIONS

FOR THE CREATIVE PROBLEM-SOLVING PROGRAM EVALUATION SYSTEM

Kenneth Sime

June 1972

School of Architecture and Urban Planning

UCLA

114

At present, two general purpose statistical packages with factor

analys-'s modules on the CCN IBM 360/91 are available:

1. Statistical Package for the Social Sciences (SPSS, subprogram

FACTOR).

2. Biomedical Computer Programs (BMD, subprograms BM03M and BMDX72).

Unfortunately, the more powerful SPSS factor analysis module has a

history of confirmed and suspected numerical instabilities. Consequently,

FACTOR generated results are highly suspicious in terms of validity and

reliability. The SPSS designers currently claim the factor analysis module

has been stabilized. However, this claim has yet to be established by

independent tests with any acceptable degree of assurance. Some UCLA

investigators feel subprogram FACTOR is now reliable while others claim

internal problems still exist. Therefore, in considering the probable

high expenditure of computer funds and man-hours and the sensitivity of the

decision-making requirements, the risk in utilizing subprogram FACTOR does

not seem warranted. These circumstances are indeed unfortunate because

SPSS control syntax and general structure have been designed with the

non-computer-oriented user in mind.

While the BMD package is not as sophisticated as SPSS in terms of

control syntax, the subprograms Lave a long history of numerical stability.

Consequently, BMDO3M and BMDX72 may be used with a high degree of assurance.

As far as numerical procedures and methodology are concerned, BMD and SPSS

are equivalent; therefore, the user is not making a trade-off between

reliability and procedural flexibility. For a brief description of the

mathematical treatment, control syntax, and general rules of usage for

FACTOR, BMDO3M, and BMDX72 refer to sections two, three, and four respectively.115

I

A third choice is possible. With consideration given to the

specific requirements of the user agency, the development of a separate

factor analysis module may be feasible. If factor analysis only is

considered as the key decision-making statistical method, then only the

BMD or SPSS modules need be considered. However, if factor analysis will

be only one of a series of methods, then a scheme or general system design

has to be considered. Highlights of this general system are as follows:

1. Job Control Language (JCL)

2. User procedures and docuzentation

3. User control syntax

4. File generation and manipulation

5. Data gathering

6. Preliminary data preparation

7. Preliminary or marginal statistics

8. Descriptive statistics

9. Inferential statistics

10. Report generators

11. System transportability to a non-IBM configuration

12. Source code availability

116

(

c

!

%

GENERALIZED STATISTICALEVALUATION SYSTEM FLOWCHART

QUESTION -

NAIRES

RAWDATA

REQUIREDINTERMEDIATEDATA FILE

IREQUIREDINTERMEDIATEDATA FILE

IREQUIREDINTERMEDIATEDATA FILE

REQUIREDINTERMEDIATEDATA FILE

117

START

DATAGATHERING

DATA

PREPARATIONMODULE

RAW

DATA

PREPARED

DATA FILE

DATAPREPARATION

REP

MARGINAL GENERATED

STATISTICS INTERMEDIATEMODULE DATA FILE

DESCRIPTIVESTATISTICSMODULE

MARGINALSTATISTICSREPOR

GENERATEDINTERMEDIATEDATA FILE

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INFERENTIAL GENERATED

STATISTICS INTERMEDIATEMODULE DATA FILE

SUMMARYMODULE

STOP

INFERENTIALSTATISTICSREP01%.7--%

GENERATEDSUMMARY

DATA FILE

SUMMARYiREPORT

With any program or system usage, very careful attention has to

be given to the IBM 360 OS Job Control Language (JCL) as it applies to

CC..'s configuration. Nothing can be more frustrating to the new or

inexperience user than trying to interact with the computer via a JCL

scheme that is incomplete, not documents, or poorly designed.

Consequently, the user must be provided with a transparent JCL scheme

that is easily used and fault free. This requirement concerns both the

use of existing packages and a tailored system.

User-oriented documentation describing all aspects of program or

systel usage is of paramount importance. Such a dccument should include

the following:

1. JCL scheme.

2. Error messages and interpretation.

3. Data management.

4. File management.

5. System order and flow.

6. Module descriptions.

7. General and specific system description.

A prime cause of program or system failure with respect to the

user is usually caused by a lack of or poorly edited documentation.

Normally, the "cookbook" approach is the safest course.

Data gathering and preliminary preparation is normally the first

required action by the user. The reliability of any statistical methodology

is directly proportional to the care taken by the user in the generation

of his data.

118

CPreparation would include the following:

1. Identification.

2. Error scanning.

3. Sample selection.

4. "Massaging"

In many cases, computer funds and personnel time are optimized

by a well designed use of file generation and usage. Most available

statistical pac%ages allow the use of intermediate data structures

rather than starting with raw data in every case; a tailored configuration

can be easily designed with the same facility. The following should be

considered with reference to file management:

1. Identification

2. System/program interface.

3. Structure.

4. Device type.

5. Security.

The choice of marginal, descriptive, and inferential statistics

depends entirely upon the user requirements. In this report, only factor

analysis has been given consideration; however, other equally powerful

methods are available. The particular methods chosen should allow the

user to examine intermediate results before continuing to the next

computational phase. This procedure gives the user a chance to detect

and deal with subtle errors or suspicious results.

In considering the class or user involved and the application,

generated reports must be carefully constructed in such a fashion as to

119

C provide maximum information with relatively little paper work. This

approach offsets the possibility of data "overkill. "' Unfortunately, the

report format structure of BMD leaves much to be desired; SPSS is only a

little more acceptable. Consequently, tailored reports will probably have

to be developed no matter what pakcage is chosen or what system is developed.

If either BMD or SPSS is chosen, the question of source program

availability becomes critical. In general, SPSS source code is not

available to the general public. However, this department possesses the

most current source modules for all available BMD subprograms. Although

source code availability is less critical with respect to a generated

system, considerable funds and time may be conserved by utilizing whatever

available source programs may be easily integrated in the design phase.

System transportability need only be considered if implementation

upon a machine configuration other than CCN's is required. Normally, the

effects fall into the following areas.

1. JCL.

2. File management.

3. Source code compatability.

If the system is to remain resident at UCLA, full advantage can be

taken of CCN's unique characteristics. However, if the system is also to

be implemented elsewhere, overall design might well be generalized to a

greater degree initially to avoid need for costly modifications by others

in the future.

In summary, BMDO3M or BMDX72 is more attractive than FACTOR in

terms of numerical stability. However, the SPSS package has a more

120

flexible control syntax than BMD. With all things considered, the

generation of a system as briefly described may, in fact, be the wisest

choice. For a brief description of the SPSS and BMD subprograms

availability, refer to sections five and six respectively.

121

APPENDIX 5

Selected scales from "Higher Education Measurement and Evaluation Kit,Field Edition 1972" prepared by the staff of the Higher EducationEvaluation Program, Center for the Study of Evaluation, UCLA GraduateSchool of Education.

Note: The rationales and norms for the various scales are provided inthe Kit.

122

%Br

%we

EDUCATIONAL BENEFITS

Vocational

Directions: In thinking over your experiences in college up tonow, to what extent do you feel that you have made progress orbeen benefited in each of the following areas? Indicate yourrating by placing a check in the space under the number whichbest describes (a) the ACTUAL and (b) the PREFERABLE amountsof progress or benefit.

1. Background and specifica-tion for further educationin some professional,scientific or scholarlyfield.

2. Bases for improved socialand economic status.

3. Vocabulary, terminology,and facts in various fieldsof knowledge.

. Vocational trainingskillsand techniques directlyapplicable to a job.

Key: 5 = Very much4 = Quite a bit3 = A moderate amount2 = Same1 = Little or none

ACTUAL

5 4 3 2

PREFERABLE

4 3 2 1

123

(b)

EDUCATIONAL BENEFITS

Humanistic

Directions: In thinking over your experiences in college upto now, to what extent do you feel that you have made progressor been benefited in each of the following areas? Indicate yourrating by placing a check in the space ender the number whichbest describes (a) the ACTUAL and (b) the PREFERABLE amounts ofprogress or benefit.

. Awareness of different

philosophies, cultures,and ways of life.

Broadened literary ac-quaintance and apprecia-tion.

. Aesthetic sensitivity--appreciation and enjoymentof art, music, drama.

Writing and speaking- -

clear, correct, effectivecommunication.

Key: 5 = Very much4 = Quite a bit3 = A moderate amount2 = Some1 = Little or none

ACTUAL

5 4 3 2

PREFERABLE

4 3 2 1

124

(b)

EDUCATIONAL BENEFITS

Critical Thinking

Directions: In thinking over your experiences in college up to now, to whatextent do you feel that you have made progress or been benefited in each ofthe following areas? Indicate your rating by placing a check in the ssppaceunder the number which best describes (a) the ACTUAL and (b) the PREFERABLEamounts of progress or benefit.

1. Develop intellectual curiosity-interest in discovering and under-standing problems.

2. Develop intellectual honesty andobjectivity--seeking the bestpossible answer, accepting the con-sequences of the inquiry, and re-porting the findings accuratelyand without intentional distortion.

3. Develop open-mindedness--withholdingjudgment, examining contrary views,changing one's opinion in thelight of the facts.

4. Develop a desire for persistenceand order--searching for systematicrelationships even when a solutionis not immediately clear.

5. Develop the ability to define problems- -breaking into elements, formulating re-lationships and questions which aretestable.

6. Develop the ability to recognizeassumptions--stated, unstated,supported, and irrelevant.

7. Develop the ability to select infor-mation relevant to the problems-distinguishing reliable informationand sources.

8. Quantitative thinking--understandingconcepts of probability, proportion,margin of error, etc.

9. Develop an understanding of the natureof science, experimentation, and theory.

Key: 5 = Very much4 = Quite a bit3 = A moderate amount2 = Some

1 = Little or none

ACTUAL PREFERABLE

5 4 3 2 1 I 5 4 3 2 1

125(b)

EDUCATIONAL BENEFITS

Human Relations

Directions: In thinking over your experiences in college up tonow, to what extent do you feel that you have made progress orbeen benefited in each of the following areas? Indicate yourrating by placing a check in the space under the number whichbest describes (a) the ACTUAL and (b) the PREFERABLE amountsof progress or benefit.

Personal development- -understanding one'sabilities and limitations,interests, and standardsof behakdor.

. Development of friendshipsand loyalties of lastingvalue.

3. Appreciation of individual-ity and independence ofthought and action.

4. Social development--experi-ence and skill in relatingto other people.

5. Tolerance and understandingof other people and theirviews.

6. Appreciation of religion- -moral and ethical standards.

Key: 5 = Very much4 = Quite a bit3 = A moderate amount2 = Some1 = Little or none

ACTUAL PREFERABLE

5 4 3 2 1 5 4 3 2

126 (b)

IWOLVB4ENT IN CAMS REFORMS

Directions: Check (X) each activity you have engaged in duringthe past year.

During the past year:

11111=

11.M.111011,

11.0

1. I voted in a campus election

2. I campaigned for certain issues or people in a campuselection

3. I served on a student or college committee dealing withsome campus reform--rules, courses, etc.

4. I participated in student government

S. I was an active member of a campus service organization

6. I passed out literature on some campus issue

7. I contacted an administrative officer about a campus issue

8. I supported or participated in a group protest over somecampus problem

STYLE OF LEARNING: ACADEMIC

Directions: Please check 00 each activity you engaged in duringthe most recent "typical" week.

During a typical week:

1. I participated in a class discussion.

2. I had a conversation, lasting a half-hour or longer,with one or more of my professors.

3. I discussed with other students for an hour or longerthe subject-matter of one or more of my courses.

mmmoisima

4. I spent a concentrated period of time--three hours orlonger without interruption--studying for one of mycourses.

S. I studied at least four hours or longer during theweekend.

6. I read a book related to one of my courses but thatwas not an assigned reading for the course.

7. I spent five or more hours writing papers.

8. I spent some time just browsing in the library orbookstore.

9. I participated in a research project.

10. I spent five hours or more looking up references in thelibrary and taking notes.

128

STYLE OF LEARNING: EXPERIENTIAL

Directions: Check (X) each activity you have engaged in during thepast term.

During the past term:

1. I participated in a sensitivity group.

2. I became well acquainted, personally and socially, witha student whose race is different than mine.

3. I became well acquainted with a foreign student.

4. I did some work with children or parents in a neighborhooddifferent from mine.

5. I had one or more long and private conversations with aprofessor or counselor.

6. I was in an informal social gathering where studentsand faculty members cane to know one another personally(not just superficially).

7. I had the experience of being in a marathon encountergroup.

8. I helped a student who was having difficulty in a course.

129

VARIETY OF INSTRUCTIONAL AM) LEARNING EXPERIENCES

Directions: For each of the following instructional or learning experiences,please indicate, by placing a check (X) in the appropriate column, (a) if youhave had the experience, (b) if you have not but would like or not like to havethe experience, and (c).if you have had the experience, the degree to which itwas satisfying to you, using the key on the left.

Key: HS = highly satisfiedS = satisfiedN = neutral,D = dissatisfiedHD = highly dissatisfied

WaULD LIKEHAVE HAD THIS TO HAVE THISEXPERIENCE EXPERIENCE

yes yes nd

1. Small class with instructor-led discussions'

2. Large lecture classes Mr

3. Lecture class with scheduleddiscussions sections

4. Video-taped lectures ,M

5. Team teaching-to or more instructors teaching a course Mi IIMm

6. Group projects, as part ofcourse work

.1=MI1M.

7. Individual research, aspart of course work

8. Group'researdh, as part ofcourse work

9. Student-led discussion groups

10. Courses involving communityexperiences

MINOAN.

11. Part or all of the coursework conducted off-campus .

12. Interdepartmental course(course involving instruc-tors or materials from morethan one department)

=/// ,13. A laboratory course

14. Independent studyNMVI

DEGREE OFSATISFACTION

HS S N D HD

130

C%we

NOTABLE DEPERIDEFS

What stands out in your mind so far about your college experience?(Check as !Ex as apply.)

1. Living away from hone.

2. Informal discussions with other students.

3. Participation in sports.

4. Being involved in some extra-curricular activity such asmusic, drama, politics, etc.

S. The experience of leadership in some campus activity.

6. Particular professors who have taken a personal interestin me.

7. Particular professors who encouraged me in my work.

8. Particular courses that opened up new interests for me.

9. Some lectures that were particularly stimulating.

10. Realizing what the demands of good scholarship really are.

%. 131

AREAS AND AGENTS OF CHANGE DURING COLLEGE

Directions: For each of the foliating areas, please indicate how much you havechanged while in college, and had much influence each of the "agents" have beenin that change. Place a check (X) in the space below the number which mostaccurately reflects (A) the overall amount of change, and (B) the amount of in-fluence each "agent" has had in bringing about that change.

Key: 3 = very much2 = sale A. OVERALL)

1 = little/none CHANGE

AREAS OF CHANGE

. Development of aworld view andpersonal philoso-phy

. Development of aninterest in newfields of learn-ing

Development ofgeneral thinkingskills

Development ofan identity andsense of self-confidence

Development ofsocial skills

. Development ofcareer plansand skills

. Development ofa positiveattitude to-wards thiscollege

B. AGENTS OF CHANGE

Fellad General Work ex-Courses Faculty students maturity periences

1

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Om.

3 2 1

=MP

3 3 2 3 2 1

132

GENERAL SATISFACTIONtam 03LLEGE

1. How well do you like college? (Check One)

1. I don't like it.2. I am more or less neutral about it.3. I like it.4. I an enthusiastic about it.

2. If you could start over again, would you go to the sane collegeyou are now attending? (Check One)

1. No, definitely2. Probably no3. Probably yes4. Yes, -lefinitely

3. Regardless of any vocational benefit.college may have for you,do you think that being in college at this time in your life isa very important and beneficial experience? (Check One)

1. Definitely no2. flaierally no3. Gener rly yes4. Definitely yes

133

INTELLECTUAL ORIENTATION

Directions: We all have different preferences and personal characteristics.Beside each item, on the right, please indicate how characteristic the state-ment is of you. (Response key: VM . very much, QB . quite a bit, S = some,NA = not at all).

VM QB S NA1. Appreciate original work

2. Enjoy dealing with new or strange ideas

3. Like original research work .1 MININ

4. Prefer to draw my own conclusions .1 .5. Like to think critically about theories

6. Li..e people interested in ideas=MOON,

7. Often question authoritative opinion.11011M .1111.10.

8. Experiment with ideasNMINIMMO GOMM..

9. Enjoy seeking knowledge for its own sake im

10. Have diverse interests

11. Play with a variety of ideas

12. Use my imagination Imi

13. Try to connect seemingly unrelated ideas .. ..14. Examine ideas regardless of their practicality

Mmi lami

15. Discover new ways of doing things1111.

134

CRITICAL THINKING ORIENTATION

Directions: We all have different preferences and personal characteristics.Beside each item, on the right, please indicate how characteristic the state-ment is of you. (Response key: VM = very much, QB = quite a bit, S = some,NA = not at all).

1.

2.

3.

4.

S.

Enjoy solving long complex problems

Enjoy detecting faulty reasoning

Enjoy searching for systematic relationshipseven when a solution is not immediatelyapparent

Enjoy examining contrary views

Think about the accuracy of informationI receive

VM

a.m..

gaga,.

QB S

Ima.wiaMIM

NA

emeemm

MINM.

6. Withhold my opinion until careful consi-deration of the facts and opposing opinions

7. Examine statements criticallyeiMME

8. Question people when they present new ideasymt

9. Like to contemplate the future of societyMMINIIIM aisIN 1111.1.

10. Argue different sides of an issue

11. Recognize the assumptions behind an argument

12. Like to seek the best possible answer,even if it takes quite a long time

0111111 =1110 =MI/10M

13. Enjoy discovering new problems to thinkabout

135

SCIENTIFIC CRIENTATICN

Directions: We all have different preferences and personal characteristics.Beside each item, on the right, please indicate how characteristic the state-ment is of you. (Response key: VM - very much, QB - quite a bit, S = some,NA = not at all).

1.

2.

Enjoy scieice and mathematics

Enjoy diFzovering how things work

VM

INIO

QB S NA

3. Looking at scientific displays=aNINIM

4. Solving puzzles

5. Like to formulate my own hypotheses aboutthings

daIm

6. Like to take things apart to see how theywork

0.111111 .011w

7. Like to conduct my own experiments

8. Enjoy observing things and thinking abouthow they work or occur 1 =1M el/

136

FEELINGS ABOUT SF.I.F

Directions: We all have different preferences and personal characteristics.Beside each item, on the right, please indicate hod characteristic the state-ment is of you. (Response key: VM = very much, QB = quite a bit, S = sane,NA = not at all).

. When people say nice things about me, I findit difficult to believe they really mean it.

. I look on most of the feelings and impulsesI have toward people as being quite naturaland acceptable.

I feel different from other people. I'd liketo have the feeling of security that canesfrom knowing I'm not too different fromothers.

. I am frequently bothered by feelings ofinferiority.

. In order to get along and be liked, I tendto be what people expect me to be ratherthan anything else.

. I seem to have a real inner strength inhandling things.

. Very often I don't try to be friendlywith people because I think they won'tlike me.

. I feel that I'm a person of worth, on anequal plane with others.

. I live too much by other peoples'standards.

10. When I have to address a group, I getself-conscious and have difficulty sayingthings well.

VM QB S NA

137

FEELINGS ABOUT OTHER PEOPLE

Directions: We all have different preferences and personal character-istics. Beside each item, on the right, please indicate how character-istic the statement is of you. (Response key: VM = very much, QBquite a bit, S = some, NA = not at all).

1. I find it hard to talk with people who hold

opinions quite different fro my own.

2. I find it exciting to meet people quitedifferent from myself.

3. I can become so absorbed in the work I'mdoing that it doesn't bother me not to haveany intimate friends.

4. I have found that people have to be prettymuch like me if we are going to strike upa friendship.

S. There are few times when I compliment peoplefor their talents or jobs they've done,

6. I try to get people to do what I want thanto do, in one way or another,

7. There's no sense in compromising. Whenpeople have valves I don't like, I just don'tcare to have much to do with them..

8. I enjoy doing little favors for people evenif I don't know them well.

9. I enjoy myself most when I'm alone, awayfrom other people.

10. I can be friendly with people who do thingsof which I don't approve.

VM QB S NA

=111

AMMO.. misl

agmamma

mIll

138

FEELINGS ABCUT THE FUTURE

Directions: Belau you will find some pairs ofstatements. Read each statement in the pair,then circle the letter of the pair that youmost nearly agree with. Even though it may bedifficult, please make a choice. On the rightindicate how sure you feel about the choiceyou made.

Key: VS = very sureMS = moderately sureNS = not sure

1. A I have often found that what is goingto happe-A will happen.

B Trusting to fate has never turned outas well for me as making a decision totake a definite course of action.

2. A that happens to me is my own doing.

B Sometimes I feel that I don't have enoughcontrol over the direction my life is taking.

3. A When I make plans, I am almost certainthat I can make them work.

B It is not always wise to plan too farahead because many things turn_ out to bea matter of good or bad fortune anyhow.

4. A In my case, getting what I want has little ornothing to do with luck.

B Many times we might just as well decide whatto do by flipping a coin.

5. A Many times I feel that I have little influenceover the things that happen to me.

B It is impossible for me to believe that chanceor luck play an important role in my life.

VS MS NS

.ml=ma m

M=0.

11.

Irararalims

MWIlm. !rag.

!Mg

NNW 134

GENERAL VALUES AND IDEOLOGIES

As you read each of the words listed below, what sort of associations cometo your mind? Are these inpromptu and immediate associations to the word (whatit stands for in your mind) generally positive? generally negative? or mixed?After each word check your first reaction to it.

1. Spirituality

2. Perspective

3. Idealism

4. Altruism

5. Mysticism

6. Reverence

7. Freedon

8. Spontaneity

9. Creativity

10. Participation

11. Perceptiveness

12. Sensory awareness

13. Moderation

14. Thoughtfulness

15. Flexibility

Positive Mixed Negative

16. Calculation

17. Planning

18. Prudence

19. Loyalty

20. Tradition

21. Organization

22. Obedience

23. Self-Sacrifice

24. Justice

25. Salvation

26. Righteousness

27. Worship

28. Dignity

29. Submission

30. Revelation

Positive Mixed Negative

111111/11

140

SOCIETAL PRIORITIES

The statements below describe goals, purposes, and achievements that variouspeople believe to be important in our society. %hat is. your own view aboutthe importance of these goals?. And what view do you think is held by themajority of people in our society? To the left of each statement, indicateyour priority by checking the appropriate space; and to the right of eachstatement, indicate what priority you think the majority of people wouldgive to the statement.

`ICOR PRIORITY MAJORITY

High Low High Low

5 4 3 2 15 4 3 2 1

1.

2.

3.

4.

5.

6.

7.

8.

9.

10./VP. MOONED

COW.,11.

Promote hammy and understandingamong nations.

Help each person develop and usehis personal talents.

Enhance the health, education,and welfare of all people.

Achieve a balance between manand the environment.

Explore distant planets andouter space.

Increase man's control overnature through technology.

Develop the resources of theoceans.

Advance civilization throughscience and reason.

Help everyone attain materialgoods, economy, and status.

Enrich life through spiritualrenewal and dedication.

Insure the military and economicstrength of the nation.

EUCATIONAL PRIORITIES

The statements below describe goals, purposes, and achievements that variouspeople believe to be important in higher education. that is your own viewabout the importance of these goals for colleges and universities? And whatview do you think is held by the majority of people in our society? To theleft of each statement, indicate your priority by checking the appropriate space;and to the right of each statement, indicate what priority you think the majorityof people would give to the statement.

YOUR PRIORITY MAJORITY

High Low High Law

5 4 3 2 1 5 4 3 2 1

1. Prepare people for usefuloccupations.

2. Provide leaders for society.

3. Transmit basic cultural values.

4. Serve the economic needs ofsociety.

5. Develop a person's self-awareness.

6. Broaden the students' perspective.=0.

7. Enrich the students' lifeculturally.

8. Seek and disseminate new knowledge.

9. Help solve societal problems- -

pollution, etc.

10. Serve as a critic of the society.M.M1 11. NIIM

11. Promote understanding amongdifferent peoples.

12. Assist students in developinga personal philosophy of life.

142