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This paper is concerned with the impact of faculty attributes on the college environment. The results of this analysis suggest 3 general conclusions of use to future research on college impact: (1) instruments to obtain student-derived assessments of college climate are useful and valid tools for determining intrinsic attributes of college environments; (2) faculty attributes, including measures of faculty quality, have only moderate or little direct effect on college climate, at least a climate having to do with students' feelings of concern for them as individuals at their institution; and (3) the pervasiveness of institutional structural attributes, particularly size, cannot be explained by either the kinds of students or the types of faculty that may be attracted to or recruited by these institutions. These conclusions suggest that there is a continuing need for more research on college impact and college climate that will focus not only on students but also on the role of faculty and of institutional structure. Such research can be directly applied to establishing sound educational policy and new educational programs. (Author/HS)

This document presents the results of a study designed to determine the racial trends in higher education and to compare these findings with a similar study made in 1968. Highlights of the findings include: (1) 53% of the black students and 45% of the nonblack students were women; (2) As in 1968, proportionately twice as many blacks as nonblacks were at least 20 years old when they entered college in 1971; (3) Between 1968 and 1971, the average high school grade averages of both black and nonblack college freshmen rose somewhat; (4) Despite the higher grades, substantial proportions of blacks and nonblacks felt that they needed remedial tutoring, especially in the field of mathematics; (5) Entering black students were more likely than nonblack students to report achievements in extracurricular activities; (6) Typically, blacks and nonblacks were similar in the types of day-to-day activities they engaged in; (7) Proportionately more black freshmen than nonblack freshmen hoped to get a postbaccalaureate degree; and (8) Black students were more likely than were nonblacks to attend institutions that were either very close to home or a great distance away. (HS)

This report describes a research project, developed by the American Council on Education, designed to study how students are affected by the colleges they attend. The survey instrument, a questionnaire, was administered to 185,848 first-time, full-time college students at 252 colleges and a sub-sample of these students for followup study purposes. The survey encompassed degree attainment, degree aspirations, educational persistence, academic achievement, educational financial support, field of study, life objectives, and attitudes. A 20-item bibliography, tables of responses, and appendices of research material are included. (MJM)

This document is a report on a survey of college faculty for 1972-73 compiled from results of a faculty questionnaire. The document is composed of descriptions of the design of the study, the survey form, the national norms, and an overview of the findings. Included as appendixes are the names of institutions represented by faculty respondents, a sample of the questionnaire, and tables of weighted national normative distributions. The overview of the findings indicates the following about the average college faculty member in this country: over 40, tenured, white, male, masters degree recipient, religious, politically conservative, and born of a father with an eighth grade education and a mother who completed high school; also, his previous work experience was not college teaching but research or administrative work or precollege teaching. The report indicates that advances in the employment of blacks and women over a 5-year period have been slight. The tables in the appendix also indicate faculty opinions about current educational issues. (JA)

For the past four years, the American Council on Education has carried out a large-scale annual survey of entering college freshmen. For the last 3 years (1967-1969), questions were asked regarding student attitudes toward various campus and social issues including: (1) the campus, the student, and the role of science; (2) the family and population control; (3) rights of the citizen and the consumer; (4) the military and the draft; (5) crime and the courts; and (6) urban problems, the disadvantaged, and the racial crisis. Information was also collected on high school protest participation and on the percentage of entering freshmen who estimated the chances were very good that they would participate in protest demonstrations. Although, compared to the 1968-1969 academic year, the first half of the 1969-1970 academic year has been marked by relative campus calm, the potential for dissent and the degree of social concern have clearly been increasing among both sexes and in all types of institutions. In addition, there is an increase in students' early protest experience and in their inclination to protest. (AF)

The American Council on Education's Office of Research has instituted a large-scale data bank for research in American higher education. This cross-sectional and longitudinal data bank is available to the general community of scholars and administrators interested in student characteristics, student development, comparative institutional effects, educational trends and related research questions. The purpose of this manual is to provide a research and policy guide to those who wish to employ the resources of the data bank for their own research interests and objectives. The manual describes the sampling design of the data files, the types of information available, the computer hardware and the system software capabilities, and policy guidelines for using the data bank. On the basis of findings from 2 earlier studies, comprehensive full-scale studies of entering students attending a representative sample of more than 300 institutions were begun in 1966. Since then, new surveys of entering freshmen at these and additional institutions have been made annually, and periodic follow-ups of previous freshman classes have been undertaken. Supplemental information on these students has been obtained from several other sources. Copies of this manual may be obtained from The Office of Research, American Council on Education, 1785 Massachusetts Avenue, NW, Washington DC 20036. (Author/JS)

Research findings on the black student and on predominantly Negro institutions of higher education in the US have clarified 2 sets of facts: (1) less than 6% of all students currently enrolled in US colleges are black, whereas almost 12% of the US college-age population are black, and (2) more than two-fifths of the black students attend predominantly Negro institutions, which represent 4% of the current 2,300 US undergraduate institutions. These findings have prompted the planning or implementation of programs at federal, state, and local levels for the purpose of increasing higher educational opportunities for black and other minority group youth. This report provides a black-nonblack comparison, in the form of a summary, of student characteristics by institution, race, and sex. The national norms presented were compiled from data provided by 12,300 black students and 230,582 nonblack students on a Student Information Form. All of the students were entering freshmen at 358 institutions in the fall of 1968. Characteristics included in the summary are age, high school grades, postbaccalaureate degree aspirations, selection of college major, parental education, religious background, family income, college choice influences, financial support for college education, marriage plans and career aspirations, and study habits. The data on which these comparisons are based appear in 24 tables appended to the report. (WM)

At the end of the 1968-1969 academic year, a survey was undertaken to determine the nature and extent of campus protests, how their frequency and types vary, how institutional responses to them differ, what institutional policies and practices have been changed because of them, and other related matters. The survey instrument was a questionnaire which collected data for the entire year on the mode and incidence of protests, major issues, results, consequences, and administrative changes made. The facts in this report represent the first attempt to link campus unrest with a variety of institutional characteristics (control, type, size, selectivity) using a representative national sample of 427 US colleges and universities. Study findings indicate that most institutions are attempting to respond in meaningful ways to major campus protests. Discipline has been a frequent response to violence; but major efforts have been made to modify curricula and racial policies, and to increase the freedom and power of students. The data also show that a majority of institutions, including those where major protests did not occur, made substantive changes in rules and policy during 1968 and 1969. One conclusion of the study is that US campuses, which have always been centers of protest and social criticism, are still likely to experience more unrest in years to come. The questionnaire and an analysis of the data are included. (WM)

The American Council on Education in 1966 began a large scale annual survey of entering college freshmen. This report presents the results of the follow-up studies through normative reports and through individual institutional reports furnished to students and administrative representatives at participating colleges and universities. The original sample used data from 206,865 entering freshmen from 251 institutions--29 junior colleges, 158 four-year colleges, and 64 universities. The follow-up sample in 1967 consisted of 60,017 students, of whom 58% returned the questionnaire. This report analyzes and presents the data contained in the questionnaires. The questions included information on (1) first-year performance and outcomes, including grade point average and educational status; (2) plans and aspirations both in the area of education and occupation; (3) freshman year experiences, such as financial support, residence, activities, and self rating on 21 traits; and (4) evaluation of the first year of college, including courses, the college environment, institutional discipline, and the college itself. The norms for the first year of college: 1966-1967, the 1967 follow-up norm and a sample follow-up report to cooperating institutions are included. (AF)

This report contains statistical information on: (1) demographic and background characteristics of American college and university faculty, by sex, 1969: (2) professional background and academic activity, by sex, 1969: (3) attitudes of college faculty toward education, faculty, and the profession, by sex, 1969: (4) faculty political preferences and attitudes toward major social issues, by sex, 1969, and (5) faculty protest participation and attitudes on campus activism, by sex, 1969. The data were gathered from questionnaires sent to 100,315 faculty members at 303 colleges and universities; 60,028 or 59.8 percent responded. The sampling design and the weighting of the data are described, and the sample and institutional weights used from the data are presented in the first table. The faculty questionnaire, a list of institutions represented by faculty respondents, and the letter of request to the American Council on Education representative for faculty rosters are included in the appendix. (AF)

In May of 1972 the Higher Education Panel (HEP) of the American Council on Education conducted a survey of colleges and universities across the U.S. to determine the type and amount of campus disruption caused by the April 1972 increased bombing effort in North Vietnam by the U.S. It was found that: (1) an estimated 27% of the colleges and universities experienced campus unrest, with the unrest concentrated in the larger universities and the more selective colleges; (2) war protest was more likely to occur at private universities rather than at public universities or 4-year colleges, at institutions located in the Northeast or the West and Southwest rather than in the Southeast or Midwest, and at predominantly white rather than predominantly black colleges; (3) in comparison with previous years, destruction of property during the April 1972 demonstrations was rare, and on fewer than 2% of the campuses was any property damaged; and (4) civil authorities were rarely called in to deal with protests. (HS)

Migration exerts a significant influence in equalizing the distribution of talent, both quantitatively and qualitatively, in the US. The quality of graduate education offered in a region attracts students across regional boundaries. Personal and employment data on doctorate recipients in the physical, biological, and social sciences indicate that (1) those who migrate for their education attend better institutions than those who do not migrate, (2) those who migrate away from the region of graduate education have attended better institutions than those who do not migrate, (3) the most mobile group attends the best institutions, and (4) the least mobile group goes to the poorest institutions. Places where graduate education is the poorest and where little doctoral training is offered are also areas in which migration often helps the most, since Ph.Ds have to be imported for employment. While qualitative differences in migrant and non-migrant groups are significant, the qualitative differences between regions are even greater. It is concluded that regional inequities in the concentration of high-level manpower are likely to persist if migration continues as the primary equilibrium force, and if attempts are not made to correct regional differences in educational quality. (WM)

Research supported by National Institute of Mental Health grant 5-PO-1-HE-06311-06-HEP.

Paper utilizes data collected by Project TALENT, a cooperative effort of the U.S. Office of Education, the University of Pittsburgh, and the American Institutes of Research

Student protests during 1968 and 1969 were most prevalent at large universities, non-sectarian, 4-year colleges, and institutions that accept only students with high average ability and achievement levels. These and other institutional characteristics were found to be linked with campus unrest in a survey of a national sample of 427 institutions. Popular protest issues and university responses to them are summarized. (WM)

Analyzes comparative descriptive data on black and white students to determine what effects the current special assistance programs and revised admissions procedures will have on U.S. institutions of higher education in the future. (WM)

Assessment of four-years' survey data on trends and indicators of students' attitudes toward government policy on social issues. (IR)

The results suggest that the impersonal environments of the large universities may be inherently conducive to the development of disruptive protest, and particularly of protest that involves violence. Furthermore, the large institutions appear to be less responsive than smaller colleges to such protest. (Author)

This is the report from a national sample of institutions for basic facts on campus unrest during the last academic year. (Editor/HS)

A longitudinal survey comparing 3- and 4-year program nursing students in respect to interests and personality, aptitude and achievement, and personal background. Nurses in the two groups were similar in most respects but the 3-year students lacked goal-orientation and economic means to participate in the longer program. (BC)

Discussion of interjections, rhetorical embellishments, and other parenthetical phenomena in colloquial German; master's thesis University of Freiburg (West Germany), 1971. (RS)

Occupational prestige rankings by black and white students and adults in 1972 are compared with 1947 rankings. (Author)

From the results of a national survey, the author concludes that nursing education policies designed to improve the supply of nurses appear to be having an unanticipated effect on the quality of the future supply of nurses. (Editor)

Paper documents how changes in the distribution of black college students are affecting the nation's predominantly black colleges. (Author/CB)

The 5-year project reported in this paper sought initially to examine the home environments both of isolated, intact rural white families and of single parent AFDC Negro families. The information thus gathered was to be compared to what is known about middle class white families in hopes of isolating the differences that result in the poorer academic performance of poor children and developing programs of parent intervention to alleviate this problem. The intervention project is presently being carried on through weekly home visits. These visits have four objectives: (1) to increase the quantity and quality of mother-child verbal interaction, (2) to instill the idea in both the mother and the child that adults are helpful, resource-controlling persons, (3) to shift the behavior control techniques from diffuse nonverbal reinforcement to verbal reinforcement with specific explanations, and (4) to have the mother encourage increased complexity in the child's language. This home teaching program lasts 12 weeks; 9 for the program, 1 for make-up, and 2 for evaluation. Field trips, singing, reading, and a wide variety of games were among the program activities. (MH)

Advocates the coexistence of three types of nursing, education, 3-, 2-, and 4-year programs, until the relative merits of each can be determined, thereby determining quality, not cost. (PG)