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This study was designed to examine the validity of the Cooperative Reading Comprehension Test (CRCT), Form 1A, for advisement purposes. During the period under study, February 1967 through September 1969, 1,020 people took the test, and 39 percent of those tested enrolled at Hofstra University. CRCT scores on the average differentiated those who attended the university from those who did not, but did not differentiate those who were still attending from those who withdrew. No statistical differences were found among the three groups in age or sex, but the mean score for nonattenders was always significantly lower than comparable groups of attenders or withdrawers. For both attenders and withdrawers, total CRCT score correlated low or moderately with selected academic subjects as well as cumulated grade-point average. However, total CRCT scores were able to differentiate those at the low end of academic achievement. No statistically significant advantage for low CRCT scorers from taking a reading course was indicated. Norms were calculated based on the 398 students who attended, and the 20th percentile cutoff for advising a reading course was 162. Tables and references are included. (Author/AW)

For a study of students' reaction to the New College program, questionnaires were sent to 504 students who made up the New College entering classes of 1960-1964. There were 203 respondents to the questionnaire which consisted of: 1) a face sheet designed to obtain information regarding educational experience after New College; 2) a rating scale designed to evaluate experiences both at New College and at other colleges attended; and 3) 2 open-ended questions designed to elicit the 3 most and the 3 least valuable aspects of New College. Results indicated that 96% continued their education after New College, more than 80% at Hofstra, and 76% were still in an institution of higher learning in early 1966. Of 30% who had graduated from college, 44% had gone to graduate school. The respondents had very positive reactions to the New College faculty-student interaction. The major area of dissatisfaction was that of social and extracurricular activities. Though the respondents viewed the atmosphere as intellectually stimulating, they did not perceive any difference in the acquisition of knowledge at New College and other colleges they attended. (AF)

This study compares the performances of team-taught, experimental curriculum classes ("experimental group") with the individually-taught traditional curriculum classes ("control group") on 3 sub-tests of the Cooperative English Test. The sub-tests selected were: grammatical usage, punctuation and capitalization, and sentence structure. Pre- and post-tests were administered in all classes. Test results showed the 2 groups were matched on all except the punctuation and capitalization sub-tests in which the experimental group scored significantly higher on both the pre- and post-tests, though both groups substantially increased their scores on these tests. Some tentative conclusions were: (1) the lack of difference between the experimental and control classes in acquisition of skills tested (i.e. in post-test scores) indicates that the experimental teaching method and curriculum were neither better nor worse than the control teaching method and curriculum; and (2) scores on the objective tests were more closely related to assignment of course grades in the control group than in the experimental group. (AF)

This study was undertaken to determine why students came to Hofstra, and to compare their reasons with those of students who were accepted but chose not to attend. A questionnaire was sent to 856 freshmen entering Hofstra in 1966, asking them to list their reasons for attending Hofstra, list the colleges which accepted them in order of preference, and provide some background achievement data. 535 students or 62% responded. The reasons most frequently listed for attending Hofstra were location, academic program, and financial factors. The academically superior student cited financial reasons more frequently, while the poorer student was more influenced by academic reasons. Better students who perceived Hofstra less favorably, and those for whom Hofstra was not first choice were more likely to be influenced by financial reasons. . Those who made Hofstra first choice were more influenced by academic reasons. Results indicate that in order to attract better students, Hofstra must continue to improve its academic reputation and the quality of its programs, and make more financial aid available. (AF)

To provide information on educational modifications for physically disabled children, a review of over 800 documents was evaluated, extensive interviews were conducted, and correspondence was gathered. The information was compiled and evaluated by the Human Resources Center and presented in five monographs dealing with school design, educational equipment, transportation, staffing, and curriculum and instructional techniques for physically disabled students. Each discussion presents problems and suggests solutions. The conclusions of the total project were that dissemination of this collated information can result in better educational techniques; there is much creative thinking currently, but lack of communication hampers adoption of new techniques; and more surveys of information are needed concerning individual exceptionalities. Summaries of the monographs are provided. (JM)

This report reviews some of the recent literature concerning the prevalence and value of graduate language requirements, and provides information about the requirements of 19 New York colleges and universities. In general, the literature reveals a liberalization of graduate language requirements. At the doctoral level, there are trends toward: increasing the number of acceptable languages, allowing other options to fulfill the requirements (such as proficiency in statistics or advanced mathematics), and allowing departmental control over requirements. At the master's level, the literature reveals conflicting reports, but there appears to be a gradual liberalization here also. Of the 19 New York schools that offered master's degrees, 11% had a university language requirement, 47% allowed departmental discretion, and 42% had no language requirement at this level. Language use in writing doctoral dissertations ranged from 0% in some fields to 35% in others, and in later research from 0% to about 60%. In general, knowledge of foreign languages was deemed important in the physical sciences, economics, English, and history, and was considered unimportant in the social sciences (except economics), the applied sciences, business, and education. The report is available from Center for the Study of Higher Education, Hofstra University, Hempstead, New York. (DS)

Special education and school equipment for handicapped students, particularly for those in wheel chairs, are outlined with suggestions for increasing the quality and effectiveness of special education instruction. Guidelines are given for the provision of an adequate learning environment for handicapped students. Special furniture and equipment is discussed including--(1) tables and desks, (2) bookcases and storage cabinets, (3) chalkboards, (4) audiovisual and communication aids, and (5) mobility and postural equipment. Equipment needs in the different physical and functional areas within the school discussed included--(1) classrooms and laboratories, (2) cafeterias, and (3) recreational facilities. A reference list and appendix are included. (TG)

Guidelines for the transporting of physically handicapped children to school are given along with the types of vehicles, selection and training of drivers, problems of traveling time, and administration and financing of a transportation service. Vehicles described and compared include standard school buses, adapted buses, vans and compact buses, taxis, automobiles, and station wagons. The qualifications, selection, duties, and responsibilities of motor vehicle drivers are outlined. A reference list and appendix is included. (TG)

Elements of modified school design for the physically disabled are considered, including mobility, classrooms, science laboratories, applied skill areas, the library, the swimming pool, and sanitary facilities. Also discussed are the cafeteria (food service, seating, and other considerations), recreational areas (play grounds, gymnasium-auditorium, and auditorium), closets and storage areas (clothing storage, lockers, and supplies and equipment storage), and parking areas (parking lots and loading areas). (JD)

The monograph provides a comprehensive report on recent research related to the measurement of attitudes toward the disabled. A review of the literature traces the development of instruments to measure the attitudes of both disabled and non-disabled persons. The Attitude Toward Disabled Persons (ATDP) scale is discussed, including instructions for administration, scoring, and interpretation. The remaining chapters include many studies which provide validating data. These chapters cover the demographic correlates of attitudes toward disabled persons, including age, sex, nationality, race, and marital status, and also the personality, attitudinal, experiential, and behavioral correlates of attitudes toward disabled persons. Each chapter has a summary and conclusions drawn from the research reported, in addition to a final presentation of the major implications resulting from research with the ATDP. (KW)

This paper examines who was present and voted at an important faculty meeting at Hofstra University convened to consider changes in the Faculty Statutes relating to the structure and function of the University Senate. Full-time faculty members, selected members of the administration, some members of the library staff, and a small number of students were eligible to vote. The findings indicated that 49 percent of those eligible to vote took ballots and 42 percent voted. Relatively high rates of participation were found among the students and the top administrators. Slightly less than 50 percent of the faculty participated. Faculty participation is presented by academic rank, academic unit, and department. The rate of participation was highest for full professors and teaching fellows and lowest for the instructors and adjunct ranks. Among the academic units, the rate was highest among the social scientists and lowest among members of the humanities. (AF)

In January, 1969, Hofstra University launched a program of student evaluations of courses. The evaluations had two aims: (1) to provide a general picture of student opinion of courses, and (2) to help produce more effective teaching by providing feedback to the instructors. The Course Evaluation Program was a cooperative enterprise involving students, faculty, and administration. The questionnaires were processed by the Computer Center and analyzed by the Center for the Study of Higher Education. Results were obtained from 73 percent of the courses taught in the fall semester. Results indicated that a significantly larger percentage of students taking graduate courses reacted favorably to most items than did students taking courses at the undergraduate level. Almost 50 percent of the faculty, and over one quarter of the students found the course evaluations meaningful. The results of the questionnaire are analyzed in detail in this report. (AF)

Freshmen entering Hofstra University in the Fall of 1966 were assigned on a random basis either to the regular Freshman Seminar course, with emphasis on discussion, or to the Modes of Inquiry course, with emphasis on ways of learning and the development of critical thinking. The students responded to a 30-item questionnaire which was designed to assess their reactions to the particular course they had taken. The data obtained indicated that students in both courses would like discussion on a number of topics, and an emphasis on learning to think critically, although the relative emphases to be placed on these two points differed in each group of students. Those in the Freshman Seminar course felt that an ideal course would place more emphasis on discussion, and those in the Modes of Inquiry course perceived an ideal course as one that placed more emphasis on learning, thinking, and ways of knowing. Thus the students' perceptions of an ideal course tended to be similar to the one that they took. Although students in the Freshman Seminar class were most influenced by discussion, they also appreciated learning to think critically. It seems that students should be exposed equally to both courses, or given the right to choose to take either or both of them. (WM)

A study of all Graduate Record Examination (GRE) scores reported to Hofstra University between September 1963 and February 1968 revealed that 27 persons had repeated the verbal part of the GRE, 27 retook the quantitative part, and 39 retook the advanced test. The interval between test and retest ranged from 2 to 40 months. The GRE scores of students who took the examination more than once were compared, and efforts were made to relate changes in the scores to the time that elapsed between the taking and retaking of the examination. The data revealed that a higher score was obtained by 59% of those retaking the verbal portion, 70% of those retaking the quantitative section, and 90% of those repeating the advanced test. Although the results are tentative because of the smallness of the sample, it is concluded that the effect of retaking the GRE varies, depending on the section of the test taken and when it is taken. The average increase in scores on the verbal section was 21, and there was little relationship between the increase and the time period between test and retest. The greatest increase was obtained on the quantitative test when it was retaken after one or two months, and the average increase was 30 points. The increase obtained in the advanced test scores was greater when there was a longer lapse of time between first and second administrations, and the average increase obtained was 64 points. (WM)

Notes popular ideas about workload supported or challenged by recent research and recommends the use of standardized categories that define the components of workload, developed by a task force at the National Center for Higher Education Management Systems (NCHEMA), so that results of workload studies may be compared. (JT)