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