This study was designed to compare elementary teacher preparation programs at Utah State University as a basis for evaluation of the SODIA program. SODIA is the acronym for a new elementary teacher preparation program initiated in the Fall of 1972 which was designed to be field centered and competency based. The population of the study consisted of 104 elementary student teachers enrolled in student teaching during Fall and Winter Quarters of the 1973-74 academic year. There were four groups identified by the type of preparation program they had experienced. The groups were SODIA (the new program for preparing elementary teachers), Former (the program for preparing elementary teachers prior to the inception of SODIA), Sophomore Bloc Only (the program that was the former program except that the student had Sophomore Bloc of the SODIA program), and Junior Bloc Only (the program that was the former program except that the student had Junior Bloc of the SODIA program). There were five instruments used to collect data. They were the School Personnel Research and Evaluation Services tests (a form of the National Teacher Exam), Rokeach Dogmatism Scale, Minnesota Teacher Attitude Inventory, Purdue Student-Teacher Opinionnaire, and Teaching Skills Self Rating Scale. A one-way analysis of variance was used to test for significant differences between groups. There were no significant differences found with the exception of the Sophomore Bloc Only group scoring significantly lower on the Science-Mathematics, Common Weighted Examination, and Education in the Elementary School sub-sections of the School Personnel Research and Evaluation Services test. The recommendations of the study were: 1. It is suggested that further analysis of performance of student teachers be made to provide a basis for continuing evaluation of the SODIA elementary teacher preparation program. 2. It is suggested that an additional study be undertaken considering the limitations of the present study as described in the Discussion section (Chapter V). 3. It is suggested that an analysis of success of first year teachers, who were trained in the SODIA program, be made to provide a basis for continuing evaluation of the SODIA program. 4. It is suggested that a five year longitudinal study be made to assess long term effects of the SODIA program.

The evaluation of student achievement in college has only recently become an important area of research. The main focus of this study was to determine the achievement of students in introductory social science courses offered by the College of Humanities, Arts, and Social Sciences at Utah State University. Several other variables were considered throughout the study including (1) the achievement of students in introductory courses offered by other colleges than the College of Humanities, Arts, and Social Sciences, (2) the effects of using standardized and teacher-made tests in measuring achievement, and (3) the achievement gain/loss of students tested two months after the completion of the course. The students in four introductory courses--Political Science 111, Sociology 101, Geology 101, and Economics 200--were tested. The students in Political Science 111 and Economics 200 were tested with standardized tests specific to the subject area. The students in Sociology 101 and Geology 101 were tested with teacher-made tests. All students were given a pretest at the beginning of the course and a posttest at the conclusion of the course. The students in Sociology 101 and Geology 101 were tested a third time two months after the termination of the course to measure long term retention. Null hypotheses were used in the study. The analysis of variance with the F-test of significance was employed at the .01 level of significance for the primary hypothesis and the .05 level for the subsidiary hypotheses. In conclusion, the data indicated that students in introductory social science courses offered by the College of Humanities, Arts, and Social Sciences--Political Science 111 and Sociology 101--showed an increase in knowledge after taking those courses. The data also showed increases in knowledge of those students laking introductory courses--Geology 101 and Economics 200--which were offered by colleges other than the College of Humanities, Arts, and Social Sciences. The data in relation to the subsidiary hypotheses indicated that (1) students in introductory courses offered by other colleges at USU showed larger knowledge gains than the students in the introductory social science courses offered by the College of Humanities, Arts, and Social Sciences, (2) students in courses measured with teacher-made tests scored higher than the students in courses measured with standardized tests, and (3) an interaction existed between the method of testing and the college offering the course. Finally, the students in the two courses--Sociology 101 and Geology 101--who were tested two months after the completion of the course continued to show positive achievement gains.

Institutions of higher learning are presently experiencing budget constraints unparalleled in recent times. The desire to reduce unnecessary expenditures has extended from administrators to the faculty and even to students. However, one of the greatest difficulties seems to be in identifying those specific areas where economies might be effected. Business and industry have experienced the critical need for effective methods of analyzing their costs in order to survive in a competitive economy. Cost accounting techniques have been developed and have assisted in pinpointing both strengths and weaknesses. However, the administrator in higher education has been reluctant to accept similar approaches for expenditure analysis. The compelling "budget crunch" forces today's institutional leaders to use the available methods of analysis, even with their inherent limitations. The unit cost technique, as utilized in this study, is one of the reputable current methods of finance management that might well serve today's university administrator as an aid in the budget-making and regulating process. Because the cost of graduate instruction is generally acknowledged as higher than that of undergraduate teaching, the prospect for a contribution to cost reduction in the conduct of graduate programs seemed promising. Limited data for instructional costs at the graduate level encouraged the selection of this study. The student-credit-hour method of expenditure analysis was therefore employed, because of its credibility, in ascertaining unit costs of graduate instruction at Utah State University for the three principal quarters of the academic year 1970-71. All graduate courses taught during the selected period were studied by calculating the instructor's salary allocated for graduate instruction and the production of student credit hours. Only students completing graduate courses were considered in the student credit hours produced. No undergraduate credit hours were included even though graduate students were enrolled in undergraduate level classes. The specific costs for each university instructor who taught graduate courses were calculated. The analyses revealed a range of such instructional costs in terms of student credit hours produced to be $1.73 to $7,900.00. Salaries and SCHP for all instructors affiliated with a particular department were totaled to obtain the instructional costs for graduate work in that department. The range per student credit hour of departmental costs was $18.45 to $263.96. Costs for each of the eight colleges, as a result of combining departments assigned to a college, were %59.11 to $124.45. The total salaries, as calculated, allocated for graduate instruction in the university was $1,728,577.00, divided by the SCHP of 21,918, yielded an average university-wide unit cost of $78.87. The literature reviewed and the results of the study seem to warrant the encouragement of continued analyses and exploratory efforts in the identification of not only cost data, but significant related aspects of graduate instruction.

The purpose of this study was to determine if there were any differences in faculty members; and administrators; perceptions of those factors which should be influential and those factors which are actually accounted for in making decisions pertaining to salary increases at Utah State University. The data for this study was collected from 55 administrators and 303 faculty members at Utah State University. A total of 21 factors, which were identified as being influential and/or determinants of faculty salary increases at Utah State University, were analyzed through the testing of four hypotheses using the chi square tests for independence. The critical region for the testing of all four hypotheses was set at the .05 level. Analysis of the data Hypothesis one. (there is no difference in the perceptions of administrators of those factors which are perceived as being of importance in awarding salary increases and those factors perceived by faculty members as actually being used in determining salary increases at Utah State University.) Hypothesis one was rejected on six of the factors. Sex, college within the university, race, fulfillment of role expectation, testing excellence, and student teaching yielded significant values of chi square. Hypothesis two. (There is no difference in the perceptions of faculty members of those factors which are perceived as being of importance in awarding salary increases and those factors perceived by faculty members as actually being used in determining salary increases at Utah State University.) Hypothesis two was rejected on 19 of the 21 factors. Research and the quality of graduate school attended were the only two factors which did not yield significant values of chi square. Hypothesis three. (There is no difference between the perceptions of faculty members an the perceptions of administrators of those factors which are of importance in awarding salary increases at Utah State University.) Hypothesis three was rejected for five of the 21 factors. Number of years at the institution, fulfillment of role expectations, extension services, writing and publication record, and grant proposals funded were the five factors with significant values of chi square. Hypothesis four. (There is no difference between the perceptions of faculty members and the perceptions of administrators of those factors which are actually used in awarding salary increases at Utah State University.) Hypothesis four was rejected for nine of the factors. Sex, years of service at the institution, tenure, rank, and quality of graduate school attended are perceived by faculty members as actually being used in determining salary increases. Administrators' perceptions were found non-congruent with faculty members' perceptions and in fact administrators indicated that they perceive fulfillment of role expectations, teaching excellence, extension services, student advisement as factors usually used in determining salary increases at Utah State University. The primary conclusion of this study is that there is a high degree of congruency between the perceptions of administrators and faculty members of those factors which are perceived to be of importance in determining salary increases. There is nevertheless, non-congruency between faculty members' and administrators' perceptions of those factors perceived to be actually used in determining salary increases at Utah State University. Although administrators as well as faculty members perceive certain factors (e.g., sex, race) as not being of importance in determining salary increases, administrators nevertheless, because of pressure, personal and institutional commitment, actually use such factors in determining salary increases.

Salary differentials by rank were studied at the University of Utah and Utah State University on a departmental basis. Multiple regression equations were developed from criteria at Utah State University which were used to predict individual salaries for professional staff members at the University of Utah. Thirteen of the fourteen multiple regression equations developed showed statistical significance at the .05 level and twelve departments were significant at the .01 level. Salary comparisons by rank were considerably reduced as a result of the department by department analysis.

The purpose of this research was to measure the attitudes of Thai students at Utah State University toward the American political system, favorably or unfavorably. The method of this study was an opinion or attitude survey. Copies of the questionnaires were personally delivered to and collected from Thai students by the writer. Ninety-four questionnaires or 97.92 percent of the total ninety-six were returned The conclusion of this study indicated that: Thai students' attitudes toward the American political system were more favorable than unfavorable. Moreover, the period of time spent in the United States caused little difference in change of their attitude. The respondents absolutely do not desire to change the Thai political system to the American system although they thought well of the American system.

Purpose and Procedures The purpose of this paper was to construct and validate an instrument which could effectively identify students enrolled in the elementary teacher training program a t Utah State University whose mathematical competency equals or exceeds the standard for completion of the required math content courses prior to taking those courses. It was the hope of the writer that such students would be allowed to waive those courses and substitute courses representing areas of greater need for the individual student. Care was taken in the construction and validation of the instrument to assure content validity with college-level texts designed for such courses and elementary texts which the teacher is expected to use in the teaching situation. Preliminary forms of the instrument constructed in the study were administered to pilot groups. An item analysis was performed to determine the level of difficulty and discriminating power of individual test items as well as the ability of the distractors to distract. The final form consisted of 58 multiple-choice test items. Results Using Kuder-Richardson reliability formula number 20, the reliability coefficient of the instrument was .87, which indicates a high level of reliability for a screening test. The variance was 82.72, resulting in a standard deviation of 9.10. Correlating the test results, when used as a pretest in the above-mentioned courses, with final grades in the course resulted in a correlation coefficient which was significant at the .01 level of significance, indicating high predictive validity of the instrument with actual success int he course.

This study presents a historical account of intercollegiate wrestling at Utah State University, from its introduction into the athletic program in 1921 until the school year of 1966. Data were gathered by use of historical research methods and personal interviews. The intercollegiate wrestling program at Utah State University has shown steady growth and development since its introduction in 1922. The primary motivating force behind the wrestling program was George "Doc" Nelson. The expanding of all phases of collegiate athletics has necessitated a more complex program. Wrestling at U.S.U. has followed this national trend in program development and has in the past two years gained national recognition.

This study was an attempt to determine through a survey of opinions to what extent the objectives, methods and procedures were effectively being accomplished in the professional preparation of student teachers in physical education at Utah State University. A questionnaire was developed and administered to student teachers who were currently completing their student teaching experience, and mailed to graduates who had completed their preparation program between 1966 and 1971. The areas surveyed, the pre-student teaching preparation, the assistance given by the university supervisor and the assistance rendered by the cooperating teacher were for the most part found to be adequate according to a majority of the opinions returned. The areas considered to be below adequate in the preparation program regarding the pre-student teacher preparation were items involving the school services and how they affect the student teaching assignment, techniques in self-disciplining student groups, communicating with parents, understanding social and cultural background of students and general techniques of discipline. The assistance provided by the university supervisor was considered be low adequate in the areas related to extra duties expected of teachers, fostering an understanding of a full year program, and locating and utilizing teaching materials. The cooperating teacher assistance was considered below adequate in areas regarding opportunities to observe other teachers in the school, developing teaching materials, selecting appropriate media for methods used, working professionally with other colleagues, and providing teaching situations that would link theory with practice. The supervisory assistance, according to a comparison of male and female opinion, seems to indicate that the university supervisor responsible for the male student teachers experienced a more effective accomplishment. The male cooperating teachers were found to be more effective in many of the areas considered than were the female cooperating teachers.

Purpose and Procedures The purpose of this study was to construct and validate an assessment instrument which could effectively measure the impact of implementing an environmental education component to the Level III program of the elementary teacher training program at Utah State University. It was the hope of this researcher that the test would also be administered to Level III students upon completion in subsequent quarters to indicate individual competence in the environmental education. Care was taken in the construction of the instrument to assure content validity of concepts considered important by local, university, and state environmental education reviewers. A preliminary form of the instrument constructed in the study was administered to a pilot group. An item analysis was performed to determine the level of difficulty as well as the ability of the distractors to distract. The final form of the test consisted of 36 multiple-choice items. The final form was administered twice to a second group of Level III students. Data from these two administrations were used to establish the internal reliability of the instrument by using the Marshall-Haertel reliability formula. The reliability of stability between administrations was established by using the test-retest formula. Results Using the Marshall-Haertel reliability formula, the reliability coefficient of the instrument for the first testing was .81. The variance of this administration was 10.96, resulting in a standard deviation of 3.31. The second testing had a reliability coefficient of .78. This second administration had a variance and standard deviation of 11.42 and 3.38 respectively. In examining the test results of the first and second administrations, the mean raw scores show a positive impact in learning gains occurring between the two testings. Using the test-retest reliability formula, the Pearson-product-moment correlation was .8191. A content validity was established through a review of the items by critical reviewers who had background in environmental education. Each reviewer was given a copy of the objectives of the environmental education component and a copy of the item pool. Based on individual judgement, each reviewer matched test items to the objective in which they felt it was testing. The final test form consisted only of those items receiving a 100% agreement in the item pool review.