The purpose of the study was to determine the extent to which the original objectives for the Carmichael Residential Instruction Project at Ball State University have been met through the mid-to-late seventies, the relative differences in effectiveness between the Carmichael Project and the larger university in meeting the objectives claimed for the Carmichael Project, and the extent to which Ball State students of the mid-to-late seventies reflect national trends in college student characteristics as described in the relevant literature.To achieve the purposes of the study a major null hypothesis and four null sub-hypotheses were developed concerning the Carmichael Project objectives. The objectives evaluated in the study concerned (1) promoting a "comfortable community of learning," (2) developing "close working relationships with faculty," (3) creating "a small, comfortable classroom environment," and (4) providing the opportunity for "shared educational experiences and a common identity."Two questionnaire instruments were developed to determine the extent to which Carmichael Project objectives have been met in the mid-to-late seventies and to determine whether the objectives of the Carmichael Project have been met more effectively by the Project thanby the larger university. The questionnaires were administered to two groups of students selected by a random process. One group was composed of present and former Carmichael Project participants divided into four sub-groups according to academic classification, i.e., freshman, sophomore, junior, senior. The second group, the control group, was composed of general university or non-Carmichael students also divided into four sub-groups according to academic classification.After the questionnaire data were subjected to an F ratio and t test, it was found that the mean scores of the Carmichael Project participant groups were significantly higher than the mean scores of the corresponding control groups for questionnaire items relating to the first three Carmichael Project objectives, but the mean scores of the control groups were significantly higher than the mean scores of the corresponding Carmichael groups for questionnaire items relating to the fourth Carmichael Project objective. The major null hypothesis and all four null sub-hypotheses were rejected.It was determined through the review of related literature that college student characteristics have changed since the late sixties and that Ball State students in the mid-to-late seventies have reflected the national trends in college student characteristics. Among other changes in college student characteristics since the sixties, it was determined, for example, that college students in the 1970's have been more "career-minded," more moderate or conservative in political views, and more "liberal" in social attitudes than were college students of the late 1960's. It was determined. that Ball State students have generally reflected the national college student characteristics but have been more politically moderate and less socially "liberal" than have college students nationally during the mid-to-late seventies.It was concluded that the Carmichael Project at Ball State University should be continued only if modifications are made. It was recommended that if the decision is made to continue the Carmichael Project, Ball State officials should, after appropriate study, develop a very clear set of goals and objectives for the Project, provide a program of studies which specifically meets the needs of students in the late 1970's and early 1980's, develop in-service programs for Carmichael faculty to insure understanding of and commitment to the goals and objectives of the Project, develop specific evaluative procedures and carry out a continuing program of evaluation, and make modifications in the Project as new or changed needs are determined as a result of evaluation procedures.

The purpose of the study was to compile, measure, and then compare the judgments of four groups--undergraduate students, graduate students, faculty, and administrators--on the goals of Ball State University. This work investigated the groups' judgments, as to what the University's goals "are" presently (perceived goals) and also what the University's goals "should be" (preferred goals). In order to examine these judgments, three related hypotheses were constructed. These hypotheses were designed to test for the amount. of agreement on goals between these four groups. The method used in proving the hypotheses was a statistical technique, analysis of variance, which computed the differences between squares of means.The null forms of the hypotheses are stated below:Hypothesis I. There will be no significant difference in how undergraduate students, graduate students, faculty, and administrators perceive the priority given to 20 goals by the University presently. (Is scores)Hypothesis II. There will be no significant difference in how undergraduate students, graduate students, faculty, and administrators perceive what goals the University ought to emphasize. (Should Be scores)Hypothesis III. There will be no significant difference in how undergraduate students, graduate students, faculty, and administrators perceive what priority now is given to certain goals and what they think ought to be given. (Should Be-Is Discrepancy)The study's population of 60 undergraduate students, 33 graduate students, 40 faculty, and 14 administrators was randomly selected. The groups responded to the Institutional Goals Inventory (IGI), a questionnaire prepared by the Educational Testing Service.The data were obtained from a sample of 147 questionnaires. The IGI had 90 goal statements. Each of these goal statements was rated on a 5 point scale from 1 to 5, five being of extremely high importance and 1 of no importance or not applicable. Ten goal statements were ungrouped; the remaining 80 were grouped in 20 goal areas comprising 4 goal statements each. Then, means of the responses in each goal area were computed for each of the 4 responding groups, "Is" and "Should Be" means were derived from the entire population, Next, the "Is" means were subtracted from the "Should Be" means, providing discrepancy scores.An F-ratio of 2.68 was used as the point for significant difference between the "Is" means, the "Should Be" means, and for the difference between these two means for each of the 4 responding groups. The F -ratio was computed at the .05 level using these factors; (1) the difference between and within the means of the four groups, (2) sum of squares, (3) a degree of freedom of 3/143, and (4) mean squares. The statistical analysis was done by the computer.Null Hypothesis I, II, and III were supported or rejected separately for each of the study's 20 goal areas. These 20 goals were broken into two categories; Output and Process goals. Output goalswere the substantive objectives, such as intellectual development, vocational preparation, or public service programs. Process goals were the objectives that related for the most part to educational process and campus climate.The research did not provide a clear-cut answer to Hypothesis I. In 11 cases Hypothesis I held true; in 9 cases it did not. In 6 out of 13 output goals the hypothesis proved correct and in 3 out of 7 process goals the same results obtained.There were significant differences among the groups' perception of the importance to the University of the selected goals. The administrators judged all of the 20 goals to be more important to the University than the remaining 3 groups did. The faculty judged 4 out of 20 goals to be more important to the University than did the undergraduate and graduate students. The graduate students judged 3 out of 20 goals to be more important to the University than did the undergraduates. The undergraduate students judged 17 out of the 20 goals to be more important to the University than the faculty. The administrators and the undergraduate students perceived the University as assigning more importance to goal areas than did faculty or graduate students.The research did not provide a clear-cut answer to Hypothesis II. In 11 cases Hypothesis II held true; in 9 cases it did not. In .5-out of 13 output goals the hypothesis proved incorrect and in out of the 7 process goals the same result obtained.There were significant differences among the groups' judgments concerning what importance "Should Be" assigned to selected goals. The graduate students judged 12 out of the 20 "Should Be" goal areas to be more important than the remaining 3 groups. The administrators judged 7 out of the 20 "Should Be" goals areas to be more important than the 2 remaining groups. The undergraduate students judged 1 out of the 20 "Should Be" goal areas to be more important than did the other 3 groups. The faculty judged none of the 20 "Should Be" goal areas to be more important than the other 3 groups.The research most nearly supported Hypothesis III. In 14 cases Hypothesis III held true; in 6 cases it did not. In 3 out of the process goals the hypothesis proved incorrect and in 3 out of the 7 process goals the same result obtained.There were significant discrepancies among the groups' judgments as to the current importance of goals at Ball State University, compared to what they judged "Should Be" their importance. In all 20 goal areas there was always a gap between a lower "Is" score, reflecting perceptions of the present situation, and a higher "Should Be" score, reflecting hopes for another situation. This meant the discrepancy was always a positive one. The graduate students' scores revealed the greatest amount of discrepancy in 14 of 20 goal areas between what they thought the University's goals were and what they wished them to be. The faculty and undergraduate students were basically in agreement about the size of the discrepancy between what they believed the goals to be and what they thought the goals should be, with only 3 out of 20 goal areas higher in discrepancy than the other groups. The administrators had no discrepancy factor higher than any of the other groups. The graduate students saw the University as different from what they wished it to be by a considerable margin, while the administrators perceived the priorities of the University to be much closer to what their own would be.

The purpose of the study was to analyze the perceptions of teacher trainees, first and second year practicing teachers, college educators, and public school administrators regarding the effectiveness of the undergraduate teacher preparation programs at Ball State University, Muncie, Indiana; and Western Michigan University, Kalamazoo, Michigan. The analysis of the programs may possibly be applied to teacher preparation programs in Sierra Leone, West Africa.In the study an attempt was made to discover new concepts and practices and potential approaches that would strengthen the undergraduate teacher preparation programs at Ball State University and Western Michigan University. To secure evidence concerning the existing conditions, the following population was randomly selected.(a) Two hundred teacher trainees, two hundred first and second year practicing teachers, fifty-five college educators, and fifty-five public school administrators from Ball State University.(b) Two hundred teacher trainees, two hundred first and second year practicing teachers, fifty college educators, and fifty public school administrators from Western Michigan University.The questionnaire method for obtaining data was determined to be the proper technique and some direct observation of each program was also made. The sampling included every third person in all four main groups. Based on the number of returned and usable questionnaires,(a) the perceptions of one hundred and sixty-five teacher trainees, one hundred first and second year practicing teachers, fifty-one college educators, and fifty-four public school administrators from Ball State University were tabulated, computed, described and analyzed.(b) the perceptions of seventy-nine teacher trainees, forty-eight first and second year practicing teachers, twenty-two college educators and eighteen public school administrators from Western Michigan University were tabulated, computed, described and analyzed.Significant variables also included sex, professional experience, and teaching/administrative positions.The results of the findings revealed that despite the varied expectations of what constitutes an effective teacher preparation program, a high degree of consensus was obtained among the respondents that most of the activities and practices carried out at Ball State University and Western Michigan University were effective. In most instances, the respondents indicated the items as outstanding and/or above average.Supportive and favorable remarks were expressed for specific programs such as special education programs for the handicapped and the disabled; the TOD programs; the multi-cultural programs; and the adult and continuing education program at Ball State University.Based on the findings of the study the following conclusions were made:1. The instructional programs in terms of the curricular content and instructional strategies or modules were effective.2. The supervisory and other related activities such as classroom observation, testing, grading, communication patterns in the pre-student and student teaching in-service programs were effective.3. The personal relationship between the teaching staff and the students was effective.4. The college policies and administrative procedures were effective.5. The motivation, rewards, and sanctions provided forpersonal and institutional growth were effective.6. The evaluative process in terms of staff and studentratings was effective and consistent in general.7. The total evaluative program in terms of the mechanisms of adaptability and flexibility was effective.8. The teaching, research and public services providedwere effective.Areas of concern that may need some examination were general studies; micro-teaching and laboratory experience; student advising in the area of course selection; the selection process in the pre-student and student teaching stages; activities relating to sensitivity/group dynamics; understanding the relationship with the opposite sexes; learning and respecting other cultures; student involvement in the selection of courses; and, communication patterns between college staff, students and teaching staff and the administrative staff.