I

- “ "r

the Cadre, Mar. 18, 1975, page 10 ' g

Attitudes Toward

being responsive to regional and national priorities in planning educational pro—

, grams.

SOCIAL EGALITARIANISM

this goal area has to do with open admissions and meaningful education for

all admitted,.providing educational experiences relevant to the evolving interests of minority groups and women, and offering re— medial work in basic skills. SOCIAL CRITICISM/ACTIVISM this goal area means provid— ing criticisms of prevailing American values, offering ideas for changing social. institutions judged to be

defective, helping studentsf learn how to bring about change in American society, and being engaged, as an in— stitution, in working for basic changes in America society. /

Processxtioals V

FREEDOM

this goal area is defined as

protecting the_right of fac- ulty to present controversial ideas in the classroom, not

upreventing students from he—

aring controversial points of; view, placing no restrictions

on off-campus political activ4

ities by_faculty or students,

and ensuring faculty and Stu—‘7

Mr

FIGURE 2

. ea... Coma-.353

- dents the freedOm to choose

A}, *

their own life styles}: r DEMOCRATIC”GOVERNANCE’ ' this goal area means decen— tralized*decision-makingaar— rangements by which students, faculty, administrators, and governing board members can all be significantly invol- ved in campus governance; op— portunity for individuals to participate in all decisions affecting them; and govern— ance that is genuinely res— ponsive to the concerns or everyone at the institution. COMMUNITY

this goal area is_defined as

maintaining a climate in which

there is faculty commitment\to the general welfare of the in-

COMPARISON OF FACULTY AND FULLTIME STUDENTS SHOULD BE PROFILES ~

ofno . importance] c not applicable

of of low importance

medium importance

of

of extremely

high importance

high

importance

5

Academic Development

Intelledtual Orientation

individual Personal Development

Humanism/Altruism

' Cultural/Aesthetic Awareness

Traditional Religiousness

1-

Ou’tcomo Goals

Vocational Preparation

Advanced Training

/

Research __

Meeting Local Needs _T‘

Public Service

' Social Egalitarianism

Social Criticism/ Activism

\r

Freedom' ——

Democratic Governance

Communin —~~

lnteUectualflAesthenc __ Environment

lnnOvation Hr

Off-Campus ' Learning

,Troco‘ss finals

Accountability! Efficiency

KEY FACULTY

FULLTIME STUDENTS __________ __

Till

»'ually exciting campus.

rdent was measured by

\four goal statements

,Lstitution, openLand candid 'communication, open and ami‘

cable airing of differenCeS, and.mutua1 trust and respth among students, faculty, and administrators. . _ TNTELLECTUAL/AESTHETIC ENVIRONMENT this goal area meansvaarich program of cultural events, a campus climate that facil- itates student free—time in- volvement ineintellectual and cultural activities, an environment in which stud— ents and faculty can easily interact informally, and a reputation as an intellect—

INNOVATION I

'this goal area is defined as a climate in which continuous innovation is an accepted way Of life; it means established procedures for readily.init- iating durricular or instr— uctional innovations; and,

more specifically: it means experimentation With new ap—

proaches to individualized instruction and to evaluat— ing and grading student per- formance.. V A .OFF—CAMPUS LEARNING

this goal area includes time away from the campus in trav- el,_work-study, VISTA work, etc.; study on Several‘camp— uses during undergraduate programs; awarding degrees for supervised study off the campus; awarding degrees en- tirely on the basis ofiper— fermance on an examination. ACCOUNTABILITY/EFFICIENCY this goal area is defined to include use of cost criteria in deciding among program a1 ternatives,iconcern for pro- gram efficiency, accountab- ility to funding sources for program effectiveness, and regularesubmission of evid- ence that the institution is; achieving stated gOals.

specif— respon- the av- of'the includ— .ed under that goal area. The respondent rated each goal statement in terms of its importance both as he thougN it existed at the University _(is)-and_as he would like it to exiSt (should be) on a 'five—pOint scale ranging ft“ "of no importance" to "of e? tremely high importance" (NCfl :ow = 2; Medium é 5; High =4 Extremely High = 5). Each RE spondent thus had two sets0 ratings for each goal area, an "is" rating and ar"should be" rating. .

Each sub-group of resp' ondents also had an "is" rafl ting and a "should be" raié'j

< for each goal area. the ‘ goal area4ra‘t‘ingw j for a sub-groupggasxq§lcu—_§

The rating of'a ic goal area by each

erage of his ratings

Sipggd by aggragingtt a mean