Pa50608 Oec-6.40-447 Errs Pr:Ce Mf-$0.18 Hc-$2.,60 65P

NO80-630 ERIC REPORT RESUME

ED 010 103 1-.06-..67 24 (REV) THE COLLEGE SUGSESTORp A DATA RETRIEVALDEVICE FOR USE AS A GUIDE TO COLLEGE CHOICE, FINAL REPORT. MATHIS, B. CLAUDE PXM53750 N6RTH4ES1 RN UNIV., EVAPSTON PA50608 OEC-6.40-447 ERRS PR:CE MF-$0.18 HC-$2.,60 65P.

*COLLEGES, UIVERSITIESp JUNIOR COLLEGES, COLLEGE PLANNING SYSTEMS DEVELOPMENT, 41(tFORMATION RETRIEVAL,*GUIDES, *INDIVIDUAL NEEDS$ .VMEGE PROGRAMS,HIGHER EDUCATION, INFORMATION DISSEMItiATION, INDIVIDUALCHARACTERISTICS, EVANSTON, ILLINOIS, COLLEGE SUGGESTOR SYSTEM

A UNIQUE DEVICE PTHE COLLEGE SUGGESTORnWAS DEVELOPED FOR CLASSIFYING FOR INSTANT RETRIEVAL CHARACTERISTICINFORMATION ON SOME 1,930 JUNICtR COLLEGES, COLLEGES, ANDUNIVERSITIES IN TUE UNITED STATES AND ITS TERRITORIES. IN USING ITAN INDIVIDUAL WOULD IDENTIFY THOSE INSTITUTIONAL CHARACTERISTICS,CLOSELY RELATED TO HIS PERSONAL ABILITIES, INTERESTS, AND NEEDS. HECOULD ACCOMPLISH THIS UNDER COUNSELOR GUIDANCE OR AS AN INDEPENDENTACTIVITY. THE INDIVIDUAL WOULD THEN FOLLOW THE FOLLOWING PROCEDURES(1)SELECT CARDS FROM "THE COLLE-GE SUGGESTOR" DESCRIPTIVEOF THE CHARACTERISTICS IN WHICH HE IS INTERESTED, (2) SQUARE OFFTHE CHOSEN CARD DECK, (3) HOLD THE DECK AGAINST A LIGHT SOURCE, AND (4)IDENTIFY BY CODE NUMBER THOSE INSTITUTIONS WHICH HAVE THE COMBINEDCHARACTERISTICS, PERTAINING TO HIS PREIDENTIFIED INTERESTS. COLLEGECHARACTERISTICS WERE ORGANIZED INTO THE FOLLOWING CLASSIFICATION(1)LOCATION, (2) SUET, (3) CONTROL, (4) PREREQUISITES, (5) ADMISSIONINFORMATION, (6) COSTS, IT) FINANCIAL AID, (8) PROGRAMS (9)STUDENT BODY CHARACTERISTICS, (10) FACULTY CHARACTERISTICS, (11) "AVAILABLEDEGREE MAJORS, AND (12) AVAILABLE OCCUPATIONAL PROfRA?IS. THEDEVICE HAD YET TO BE FIELD TESTED. PLANS AND OBJECTIVES FOR SUCHA TEST PROGRAM WERE DESCRIBED. (REFER TO ACCESSION NUMBERS ED 010 104,ED 010 105, AND ED 010 106 FOR SUPPLEMENTAL DOCUMENTS TO THIS REPORT.)(JH) r _ , .&eilmemeam- Asimemonawsrlmwel kftt

CD HEALTH, EDUCATIONAND WELFARE U. S.DEPARTMENT OF Office ofEduci:abri C:) as rec6Ivedfrom the heeti reproducede This doeurdent tins it. PCn1S ofview or opinions person or 0r:,3112;1:o:I resent officialOffice ofEducation 1.1.1 stated do r)tnecessarily rep position or policy.

* * * FINAL REPORT * * *

THE COLLEGE SUGGESTOR

A Da%Retrieval Device for Use as a

Guide to College Choice

Department of Health9 Educations ard We'.fare

Office of Education

Project No X-014 Contract No. 0E-6-1G-147

Submitted by

NORTHWESTERNUNIVERSITY,

with the cooperation of

EDUCATIONAL TESTING SERVICE

Project Director

B. Claude Mathis Project No: 5-0608B. Claude Mathis A Data Retrieval Device OE-6-10-147 Northwestern for Use as a Guide to University College Choice Chicago, Illinois

The Office of Education permits and accepts the following disclaimer clause

"The prime and subcontractor who participated in the collection and organization of thid data disclaim any advocacy as to the 'alue or usefulness of the data or its current (11-21-66), or complete accuracy, at this stage of its development.

Herbert Dufgy Acting Director Contracts and (;onstruction Service U.S. Office of Education Department of Health, Education, and Welfare

A The development of the College Suggestor, a data retrieval device

for use as a guide to college choice, was proposed to the Office

of Education during the Spring of 1964 by Northwestern University

and the Educational Testing Scrvice. Interest in the development

was initiated by the Office of Education through informal con4er-

sations between Francis Keppel, then Commissioner of Education,

and others on his staff at that time. Northwestern University

and the Educational Testing Vervice submitted a proposal and were

funded to accomplish the following objectives:

1. Determine the college and university characteristics

which are important to counselors, parents, Auld students.

2. Collect the desired information about the colleges and

universities throughout the United States.

3. Develop one sez of reproflucible masters of the device

which will apply the principle of optical coincidence.

4, Convene an advisory committee to evaluate the activities

involved in the development of the prototype and to offer

advice and recommendations concerning the use, evaluation,

and further development of the College Suggestor,

4, 1 The narrative which follows delineates the accomplishment of these objectives by presenting 1) an explanation of the retrieval system,

2) a description of the procedures involved in the assemblying of the characteristics, 3) the preparation of the reproducible masters,

4) the proceedings of the meeting of the National Advisory Committee, and 5) the recommendations of. this Committee and of the staff personnel involved in the project.

The College Suggestor is a manual optical coincidence, inverted file card sort system. It does not involve the use of machines.

The system is made up of transparent plastic cards underprinted with opaque and translucent inks.Each card describes a single characteristic and contains a mark to identAky each college with that given characteristic. Each college has the identical grid position

.n every card. When a college has present within it the characte:istin represented by a specific card, a "hole" is laced in the college's position on the card. Thus, a "hole" indicates the presence of a characteristic at a college, and all colleges with a given characteristic are identified by "holes" in that characteristiccard.*

To retrieve data from the system, the optical coincidence principal is used. Individual cards are selected by hane representing college characteristics available and of interest. The selected cards are

*Theorganization of inforattia by characteristic rather than by college constitutes inverted filing. Use cf "holes" to identify colleges conctttutea optical coincidence. 1111,...... 1444. otikaliftwas,

- 3 -

superimposed one on the other.Where 'holes" in the cards are coincident, points of light are visible.The coincidence

producos points of liev' constitnron amatch of stored information with respect to a search questionconcerning colleges with given characteri.4ics.These light dots, then, representcolleges having theselected" characteristics in common. At the position of the light dots, reference numbers areavailable. These are used to identify by name thecolleges which have been turned up as a result of the search.

The College Suggestor classifies forinstant retrieval information characterizing some 1,931 junior colleges,colleges and universities.

The system can be used either throughprior planning of college characteristics of interest, or by browsingin order to determine

those characteristics which are relevant..in a given situation.

In uee, a student would identifythose characteristics of colleges

related to his own abilities, interestsand needs. He would do

this either under guidance by acounselor or as an independent

activity. He selects cards from theCollege Suggestor descriptive

of to characteristics in'which he is interested, squares off his

deck of cards, holds the deckagainst a light source, and thereby

identifies by code nu;r those colleges whichcombine all of the

characteristics he has identified asof interest to him.

As is implied above, one of the strongerfeaisures of optical co-

incider-le is its browsing mode. If the individual turns up too ID 4

many colleges, he may addadditional characteristics cards; if he

feels the need for a larger selection ofcolleges, he may reE AI

cards representing overly restrictivecharacteristics which are

of secondary importance to him.

On having turned up a reasonablenumber of points of light, he

identifies the college.; by name by decodingthe numbers surround-

Lag those light spots. On completing this task, he returnsthe

cards he has been working with tothe main deck, and the College

suggestor is then ready for its next user.

With a slate of colleges to study in greaterdetail, then, the

student turns to handbooks, guides,and college catalogues in order

to learn enough aboutthe respective institutions to narrowdown

his choices to the very few to whichapplications for admission

and/or placement will be filed.

Ccllege characteristics are organizedinto twelve classifications

as. follows location, size, control, prerequisites,admission

information, costs, financial aid, program,characteristics of

student body, characteristics offaculty, degree majors available,

and occupational programsavailable. The full list of 217 college

characteristics appears at Appendix3.

The developmental activity wasinitiated with a search of the

literature, specifically to ascertain thosecriteria of college

choice which have been found tobe significant with respect to

decisions reached by or on behalf ofthe college-bound. Further

individual descriptors of collegecharacteristics were composed -,5-

and organized into groups such that the total file of information would yield meaningful and significant "profiles" of the colleges.

At -A. Leal& -sr 41ft^ osealo%nehet wArto49% netmvatf'a.Y. £WVU 1Z04.1. IJI. L.11= Jsill.W&Imia& vac ussqc c.,wao~ files in the United States Office of Education. Duplicate files of these data were assembled.The data were organized on

Educational Testing Service computers into the College Suggestor format. One hundred nineteen characteristics in the College

Suggestor were processed in this manner.This information, on print-out manifolds, was sent to each institution forverifi- catica. In order to collect the remaining information for the

College Suggestor, a special Questionnaire was designed.The

College, Suggestor Questionnaire is shown at Appendix2. This questionnaire was designed to supply data for the remaining

98 chweacteristics.An attempt was made in designing this questionnaire so insure that the information asked for wasreadilyavaila- ble Ls the respondent. The Director of Admissions was requested

to complete the questionnaire. It was pretested by mail, and

some admissions officers wereinterviewed to ascertain their

reactions to the questions.

The President of each institution was sent a copyof the question-

naire, so that he would be aware of the projectand also to advise

him of the information that was being requestedfrom his school.

Each questionnaire returned was reviewed for omissions.When

csnIsciss were found, a copy ofthe page containing the omission

was returned to theinstitution with a request for a prompt reply. ar...... wm.w.mmmmg,.uftdIWMWmo.M..mmmllm..tmr*omw.ftftu%mftk. Oar

(

A follow-up Letter was mailed as a reminder tothose who had failed to reply to our original request forfilling out the quastion-

111,01-44-vtinn naite. AA Lnaum-youA-1- 1- letter was sent ,, expressing our appreciation for the time theytook to participate in the project.

The questionnaire was sent to 2,154junior colleges, colleges, and universities in 50 states, PuertoRico, Guam, and the Panama

Canal Zone. The universe represented a modifiedLitiaberklusltloq,

Part III listing supplied by the Officeof Education.As questionnaires were returned, many werediscovered which did not belong in the universe represented bythe College Suggestor.Graduate schools and seminaries closed to thegeneral public constituted the majority of such institutions. Some schools were no longer operating. One college had evert 'oecome ahigh school. The final universe totals 1,931 institutionsfrom a net return of 1,647.

A high proportion of those notresponding are community junior

colleges.

Table I shows the distributionof returned questionnaires by state.

Table II shows the schedule followed in the collection of the

questionnaire data and the conveningof the National Advisory

Committee. A list of colleges not responding tothe question-

naire is presented at Appendix4.

Questionnaire returns were key punchedinto cards, the information

through this means was fed into the computersand processed into

the College Suggestor format. Ninety-eight characteristics were

added to the College Suggestor inthis manner. -7-

TABLE I -- RESPONSE TO COLLEGE SUGGESTOR QUESTIONNAIRE

State Number Responded Did Not Rees., gli

Alabama 23 4 Alaska 2 1 Arizona 5 1 Arkansas 14 5 140 IC uullroruLts 4.4.17 Colorado 18 1 Connecticut 22 4 Delaware 4 0 Washington, D. C. 14 2 Florida 37 9 Georgia 42 2 Hawaii 3 1 Idaho 7 , 1 Illinois 83 8 Indiana 36 1 Towa 47 4 Kansas 41 3 Kentucky 27 4 Louisiana 17 0 Maine 19 2 Maryland 29 10 Massachusetts 74 13 Michigan 49 7 Minnesota 37 4 Mississippi 29 16 Missouri 42 11 1 Montana . 10 Nebraska 20 2 Nevada 1 0 New Hampshire 12 0 New Jersey 26 3 New Mexico 8 1 New York 139 15 North Carolina 48 11 North Dakota 12 2 Ohio 61 1 Oklahoma 28 1 Oregon 22 5 Pennsylvania 97 11 Rhode Island 10 1 South Carolina 25 3 South Dakota 12 3 Tennessee 39 6 Texas 82 11 Utah 6 2 Vermont 15 1 Virginia 37 4 Washington 23 5 West Virginia 17 4 Wisconsin 42 15 Wyoming 5 1 Canal Zone A1 0 Guam 1 0 Puerto Rico 4 1 Virgin Islands 1 0 TABLE II -- COLLEGE SUGGESTOR SCHEDULE

Questionnaire mailed Last of October - first of November, 19:65

Omission letters sent Through November and December, 1965

Follow-up letter and- December 3, 1965 description sent ,to 450 colleges

Thank-you letter and December 17, 1965 two-page description sent to 1700 colleges

Second follow-up sent January 7, 1966 to ten "important" colleges who partially filled out questionnaire invitations sent to January 31, 1966 Advisory Committee

Final thank-you. letter February 3, 1966 to 150 colleges

Meeting of Advisory Committee, February 28 - March 1, 1966. IF

I 9 I 11 Prom the characteristics iist the graphic: arts materialshave

been prepared. hus, there is now in existence a reproducible II master for an optical coin:tdence card foreach doscriptor in

the College Suggestor system.These reproducible masters are

11 on file at Northwestern University. The effort :Involved in the

preparation of these reproducible masters has beenconsiderable.

The preparation of the masters was staggered throughoutthe terms II of the agreement.Working lists for groups of college character-

istics were released for preparation into masters as soon as

quality control procedurea assured the accuracy of theinformation

11 coded onto those lists. The preparation of reproducible masters

from which optical coincieence cards can bemanufactured has

II been in progress virtually throughout the tenureof the agreement.

A photographic reproduction of a CollegeSuggestor card made from

a reproducible master isshown at Appendix 7.

Reproducible masters for the'217 collegecharacteristics to be

included in the College Suggestor system, along withthis report,

constitute the end-products of the developmentalactivity

herein described.

Two kinds of "hard copy" lists and a magnetic tapecomprise the

11 output of computer processing. A"college list" is organized by

college and contains under each college name thecharacteristic

statements built into the systemfor that particular college. The

"characteristics list" is organized by characteristic andcontains _l0

under each characteristic the code numbers of colleges towhich that particular characteristic applies.The latter list has been written to magnetic tape.

Attention is now turned to matters relating to thedesign of the individual College Suggestor card and of the retrieval systeminto which the card fits.

Each criterion card is 8 1/2" x 103/4% to be fabricated of flexible, sturdy plastic', and to have"holes" and black identifying numbers in black rectanglesdisplayed across the body of the card. The "holes" are to be createdby surrounding a spot of clear plastic with colored opaque ink.

Tabs along the top edges of thecards and colored inks in the body of the cards are to be used toenhance the organization of the system and to expediterefiling of the cards after use. A number of "blank" cards will beissued with each set to permit the encoding and introduction intothe system of additional college characteristics of interest to counselorsfor which they themselves will assemble the information to beencodeA. They will encode

their information by punt_!!tngholes into the blank cards au which

there will be a solid"spread" of nolored ink.

The design cells for 217 cardsand 3 blancards to constitute the

system; that is, 220 cards inall. These are to be organized in

groups of twenty asshown in Awndix 3. All cards will have grids,

numbers, and headings printed inblack. Each group of twenty cards will be printed in a different second color with elever huesin all. These are to be organized in groups of twenty as shown in

Appendix 3.All cards will have grids, numbers, and headings printed in black. Each group of twenty cards will use printed in a different second color witheleven hues in all. COlcr differ- entiation will help make it easier to keep the systemLi good order. Within each group of twenty, there are to be stepped die cut tabs, serially numbered 1through 220. The combination ccdor and tab will assure easy location of a givencare and its rapid return to file after Use.

The 220 cards together with an instructionsheet and a college code list are to be housed inside aself-supporting box. The container will serve also as a functionalork center. Designs for all these components of the system,and for an inexpensive light box to be made locally, have beencompleted.

or field testing purposes,project personnel are ready at a mvment's notice to set into motion the actions necessaryto convert

these designs into the followingmanufactured end products.

1. Plastic College Characteristics Sheets - 220 Unumber.

2. An instruction card printed on plasticstock.

3. A college code list presented on cardstock.

4. A self-supporting plastic surface container.

It is contemplated that fewer than 500 setsof the device are to

be made to implement field testingobjective's (contingent uponhe

funding of a field test). -12-

That the various characteristics which the College Suggestor

proposes to incorporatA within the gratom are important in

regulating the lace of a college has long been established in

1 the literature. Such general references as those of Sanford

and McConnell indicate the selectivity of institutions of

higher education. Colleges with similar characteristics tend to

have similar student bodies. Conversely, similar students tend

to go to similar institutions. Heist and others found, for ex-

ample, that personality is associated with college choice.

Recent studies by actinusing samples of Merit Scholars indicate

that the characteristics of the college attendedwere an important

5 6 factor in determining attendance.Astin and Holland, and Astin,

have used data from the National. Merit Stholarship Corporation

to develop a technique for the measurement of college environments.

1Sanford, Nevitt(ed.), The American Collega,New York, John. Wiley & Sons, Inc., 1962.

2 McConnell,T. R., and others, "Higher Education", Review of EducatioralResearch, 30 (4), 1960.

3Heist, P.,McConnell, T. R., Matsler, Frank, and Williams, Phoebe, "Personalityand Scholarships", Science, 133, 1961 362-367.

4Astin,Alexander, W., "An Empirical Characterization of Higher Education Institutions", Journal of Educational Pucholgax, 53 (5), 1962, 224-235.

5 Astin, Alexande, W., and Holland, John L., "The Environmental Assessment TechrOque: A Way to Measure College Environments". Jourpl of Ecitici..Px1EirEolgazi32 (6), 1961, 308-316. -13-

The Environmental Assessment Technique measures eight character-

istics of colleges such as student body, size, average intelligence of students and additional personal variables. Such data as theirs

7 8 9 and that of Pace, Stern, and Thistlethwaitcindicate clearly the

importance of the "character" of a college in determining who goes

there. The differential characteristics of institutions of higher education have a potent stimulus value in controllingattendance

at these institutions.For this reason, knowledge of these character-

istics is of tremendous value in the selection of a "best fit"

college to attend.

Several publications describing the characteristics of selected

colleges and universities are currently available for use in edu-

cational guidance. These guides include:

Burckel, The College Blue Book

Miller and Brown, National ElEectory of Schools and Vocations

Gleazer, American Junior Colleges

6Astin, Alexander W0, "Further Validation of the Environmental Assessment Technique", Journal of Educational Psychology. 54 (4), 1963, 217-226.

7Pace, C. Robert, 'Implications of Differences in CampusAtmosphere for Evaluation and Planning of College Programs", inSutherland, R. Le Holtzman, W. H., Kale, E. A., and Smith, B. K.(eds.), Persclity:Factors on the College Campus:Review of a Symosium, Austiq, Texas, Hogg Foundation for Mental Health. 1962, pp.43-61.

8Stern, George C., "Characteristics of the IntellectualClimate in College Environments", Harvard Educational Review, 33(1), 1963, 5-41.

9Thistlethweite, Donald L., Effects of College Upon Student Aspirations, Cooperative Research Project No. D-098, Office of Education,Department of Health, Education and Welfare, Washington, D. C. 1965 0.4 AIIIIINNINOIMANOWN=1...... 11111Fa AdI1111.Wara*Wilrie....satajir.F.264.144imimt

-14-

College Entrance Examination Board, The Co11(m Handbook

Lovejoy, College Guide

Educational Research Corpuratioti, Cotlek-eAdraissionikData Services

Lehman, Ramsey, and Jefferson, A Handbook for theCounselors of college Bound Students. association Adraission Counselors)

One of the typical characteristics of thesepublications is the

fact that they permit the recovery of only asmall number of character-

istics associated with American colleges anduniversities. The re-

covery of these characteristicsusually involves the perusal of data

associated with individual inptitutions, primarilythrough the use

of cross-index systems. In no instance do these types of data-

retrieval systems permit the identification ofcolleges and universi-

ties having large multiple combinationsof characteristics, except

as each individualcharacteristic can be identified through the

Index aya

The College Suggestor has at least twoprimary advantages not shared

by the college information systet listed above.

The College Suggestor:

1. Permits the systematic classificationof relevant characteristics of American colleges anduniversities in a number not heretofore possible in a simplified dataretrieval system.

2. Permits these large numbers ofrelevant characteristics to be'classified in a system which potentiallyallows for the expeditious recovery of both single andmultiple characteristics together with the names of collegesand universities having these characteristics. In addition, the College Suggestor represents a superior compromisebetween parsimony of effort in the recovery of data and the amountof data available for recovery. 45-

The optical coincidence principle has a number of operating applications for data storage and retrieval in government, science, and industry, None are known yet to be operable in education, however, although there are several applications in process of development. Relative to information storage and retrieval, Shiff

10 and Negus have reported on the recently developed concept of inverted filing, a way of compacting information in manual or machine

11 storage for ease of retrieval.Stern of the National Bureau of

Standards, has reported on the optical coincidence principle (which may be applied either to erect or inverted files) and its applica- bility to information retrieval problems in the physical and Mo- logical sciences, problems which are akin to those dealt with here. 12 Stern with Wildback also have reviewed patents issued and pending

=11 .CIwaiMorvaliMiamoms 10 Shift, R. A., Negus, Alan G., "Indexing for Optimum Retrieval", Administrative Mangement MaggaLle, Vol. 25: 24-47, August, 1964.

litern, J. "An Application of the Peek-A-Boo Principleto Information Retrieval", Proceedings - Symposium on Materials Informati n Retrieval. Aeronautical Systems Division. Wright Paterson Air Force Base, Dayton, Ohio. November, 1952. 12

Stern, J., Wildback, W. "The Peel,-A -Boo System - Optical Coincidence Subject Cards in Information Searching" Chapter 6 in Punched Cards, 2d Edition, Edited by Casy, Perry, Kent and Berry. New York: Rheinhold, 1958 1-..-..1~61~0~4/811ICINFogiftgiatigwoogoMPIVralewarw-../alloMayiNOW/iodiagNIIIMIIIMININIO.Allilf.ENfty' t ge, g

-16-

related to the optical coincidence search mechanism, havingtraced the first application of optical coincidence to aelaasification of birds in 1915, subsequent applications tomineral classification

(1920), personnel records (1923 in France), patent files(1947 in

England), etc. 13 More recently, Marshall has filed application for patents by which it becomes technically feasible to manufactureoptical coincidence cards in great quantity at very low cost, once a master card for each term or characteristic has been completed. Thus, a master card is prepared to identify agiven term (i.e. college characteristic) and to indicate the presence of that term in each of the sources (i.e. colleges) in the universe byplacing a hole in the card at the coordinate position on thecard dedicated to that source. With this done, the information stored in the ce :d can be reproduced in quantitywith high speed, low cost sad great durability.

The inventions involved employ the specializedcapabilities in the

graphic arts of printing with ink on plastics usinghigh-speed and

precision-registered printing presses such as those used by the

Army Map Service.Where typical optical coincidepce requires the

drilling or punching of holes, the present technique creates the

13 Marshall, Roger IL (Inventor) System, 5196 An Application for?dtent now Pending. Strauch, Nolan and Neale, Attorneys. Undated. -17-

the "holes" through the absence of ink at dedicated "hole" positions and the presence of ink in the surround areas.

It is the amalgamation of three areas of research and development within the larger area of information storage and retrieval which makes the College Suggestor a noteworthy development: inverted filing, optical coincidence .and mass production of optical coincidence cards.

The highest degree of sophistication in optical coincidence systems has been achieved at the National 3ureau of Standards. A multi- dimensional classification of measurement terms has been developed; retrieval-reference terms have been drawn from a dictionary and structured into a file.Thirty-six thousand scientific and technical documents and articles have been encoded into holes within this file, the file having some 2,000 term cards. As would be the case in any application of this system, the presence of a given term or subject within the given reference leads to the placemmt of a hole in the term card identifying by coordinate the reference cited.

To use the system, a scientist a °' the terms from the diction-

-; having terms which define the areas he wishes to search. Term cards are pulled from file and squared on a light box. Holes through which light shows are "addressed" by moving 7,i axis and y axis indicators to an intersection at the hole. The four-digit numb-4r identifying the reference encoded at that hole position is ;:f2 -=.#...trammaimirrerNmaiftewardaratOi .medaommayte. 1111111WiliMillIVLAWNIIIIVIIYAm41.11Mtall tiM,C;i:?;;a3fic

read as an x - y coordinate,thus bringing the documentidentified

or a 3" x 5" cardannotation of the document onmicrofilm within

immediate reach.

The Air Force Systems Commandhas a "random access sourceselection

deck" of optical coincidence cards in asystem whi,:h classifies

potential contractors according totheir technical oompetences.

Each area of competence isidentified on a card, and thosepotential

contractors who haveidentified themselves as competent towork

in the area are encoded asappropriate on the cards in the system.

Twelve Air Force facilities usethis system in order readily to

identify potential contractors whomight be asked to submit bids

for specific research anddevelopment tasks.

There are retrieval systemsbuilt on optical coincidence inthe

diverse applications of analyticalchemistry, biology, medicine,

textiles, plastics, personneladministration and law.

Professor James Finn at theUniversity t,f Southeast California

plans to build an opticalcoincidence data retrieval systemfor

the cataloging of technologicalinnovations and new media ineducation,

this under an Office ofEducation grant. For details on this project

reference should be made to StaffPensk. 2 in the Instructional

Technology and Media Project authoredby B. M. Bolvin and J. D.Finn,

dated, June, 1964,

An Advisory Committee was appointedand convened during thelatter

stages of the developmentof the College 3uggestor toexamine the

device and the possible uses andmisuses which it intf,ht have within -19-

the educational community. Membership for this Committee is given at Appendix 1.

The Advisory Committee for the College Suggestor met at North- western University on February 28 and March 1, 1966.

Table 3 presents the agenda indicating the order of business for these two days. After greetings from Dean B. H. Chandler of the

School of Education, the Committee selected as chairman

Dr. George C. Giles, Jr., of the Department of Education, Congress

Circle Campus, University of Illinois, Chicago.

Dr. Mathis, the principal investigator of the projects opened the discussion by presenting the background leading to the Office of

Education funding. He stated that the Office of Education had initiated discussions with Educational Testing Service and North- western University concernimg the College Suggestor, so that the project itself was essentially an invitational undertaking.

Publicity for the project was discussed with particular reference to the releases in the Wail Street Journal and the Christian

Science Monitor. Several inaccuracies were corrected,The publicity release from the Northwestern University Department of

Public Relations appears at Appendix 5. Examples of publicity appear at Appendix 6. Dr. Mathis pointed out that the interests of the Educational Testing Service and of Northwestern University were clearly oriented toward the research and development necessary for the production of a prototype model. Questions relating to !MI

-20-

-- TABLE Oa --

THE SCHOOL OV EDUCATION Northwestern University

National Committee Advisory to the College Suggestor Project

Monday, February 28, 1966 Parkes Hall 2 p.m. Room 215

AGENDA

1. Greetings Dean B. J. Chandler

2. Selection of Chairman Dean B. J. Chandler

3. Overview of the Project. Dr. B. Claude MaLhis

4. A Discussion of the Data Going Mrs. Betty D. White Into the College Suggestor

5. A First Effort to Incorporate Mr. J. Robert Cleary College Environment Information in the College Suggestor

6. Technical Considerations in the Mr. Rover Marshall College Suggestor System

7. Issues on Which Counsel is Need.zd Dr. B. Claude Mathis Dr. Wesley W. Melton

Tuesday, March 1, 1966 Parkes Hall 9 a.m. Roan 215

AGENDA

I. Announcement and Project . Chairman Refresher

2. Review Plans for Field Test Dr. B. Claude Mathis, Dr. Wesley W. Walton

3. Discussion, Clarification and at Chairman Least Partial Resolution of Issues

* * 12:00 - LunchOrrington Hotel, * *

4. Final Discussion (1:30 - 3:00) marketing and etstributiowill need to be answered by the

Office of Education through procedureswhich it will need to define. In reviewing the College Suggestor, Dr.Mathis indicated

that the device is intended only as asupplement to other aids

presently used in the college selection process. The device

provides a method of rapid identificationand screening of

colleges which a student may judge desirablefor attendance.

The student would use the informationfrom the College Suggestor

to guide him toward other sourcessuch as college guides and

catalogs. The device could be used in acounseling situation;

independently by the student; or by the studentwith his parents.

Additionally, the College Suggestor has apotential use in train-

ing programs for high school counselors.

Dr. Wesley li. Walton of theEducational Testing Service described

the design of the device. He indicated the ner in which the

printing was done on the plasticsheets; the optical coincidence

technique, which employs use of theoverlay of plastic sheets, and

the possibilities for futurerefinements of the device.

Several questions were asked concerning the typeof data going into

the College Suggestor. Dr. Flat was particularly concernedthat

the type of information appeared toemphasize questions which a

middle class population might ask aboutcolleges. He indicated

that he felt it would be necessary at somepoint to consider the

special point of view which the culturallyand economically dis-

advantaged youth holds toward college. Many of the questions -22-

which these users have about college attendance would notbe the questions important to a person who is economically advantaged.

Dr. Walton discussed the possibility of adapting the systesi tothe needs of the culturally and economically disadvantagedby including additional information for this type of consumer. He stressed the ease with which the College Suggestorcould be modified or different audiences by the inclusion of various typesof information.

Dr. Pace indicated that the size of the university maybe a factor in the accuracy of the characteristics contained in theC liege

Suggestor. He remarked that the 217 characteristicsproposed may reflect a more accurate representation of the smallerliberal arts college than of the university.An examination of the list of colleges not responding to the questionnaire indicate that

community colleges and junior colleges werethe most frequent

non - responders. Dr. Pace suggested that someattention be given

to a check of the validityof the information given in thequestion-

naire. Mfrs. White pointed out that somedifficulty in filling

out the questionnaire wasreported by a few Mmissions Officers

in large universities.One question raised for consideration was

whether the number of characteristicssolicited from colleges and

universities were actually the nt44Lerneeded to make the College

Suggestor an effectis device. Perhaps fewer characteristics

would be equally effective.

Dr. Mathis indicated that a field testis zgently needed to

determine what characteristics are mostfrequently used by the jej -,,(,:: , EN=C;or WORaNnof&WISIfta. II

-23-

college bound student seeking information from the College

Suggestor.

Mr. Couper diseussed SOME tn. Luc prvuLcmc wuLcu umsus. me encountered

in the use of the device in a counseling setting in a high school.

He indicated that high school counselors do not always have the

best materials available to them. He felt that the College Sug-

gestor could be both good and bad for the college advisement situation, depending upon the use made of it by the counselors. 1 Dr. Hummel suggested that school counselors are really at the

mercy of the information available to them. It would be of

tremendous importance to indicate to the counselor the limitations

of the College Suggestor, so that the counselor does not impute

to it a power it does not possess.

Dr. Mathis discussed the proposed field test.He indicated that

the design will give as much feed-back as possible for the correction

of developmental errors in the College Suggestor.

Father O'Brien suggested that the image which a college has of

itself would most certainly influence the information which a

college gives in a questionnaire. The College Suggestor should

include more items of a qualitative nature whicl tend to present

this type of information in some way other than through the usual

statistical profiles.

Dr. Pace discussed some concern that the company marketing the

College Suggestor should assume responsibility for updating and -24-

revising the various characteristics as more information be-

comes available about colleges. He suggested that a whole

new concept in college admissioncounseling could emerge from the

use of the College Suggestor.

Both Dr. Walton and Dr. Mathis expressed concern over the market-

ing of the College Suggestor without adequate field testing.

They feel that the Educational Testing Service and Northwestern

Universityhavea commitment_ta_salicit_thivice_.ofthe

4dvisory Committee and to recommend to the Office of Ed ------

marketing guide lines based on this advice.

AMMO 10.../Mi-a Dr. Pace stated that the device should be useful to manypeople.

It is a way of reducing a great deal of information into usable

units. One advantage is that it identifies for the student an

counselor those institutions which may not have previously been

considered. The College Suggestor should suggest to the student

and parent much more than the counselor could do alone.The

College Suggestor could help a poor coun,,alor more than a good

one. In addition the College Suggestor should be a valuable

research tool for the person who needs to identify sample

populations consisting of schools with similar multiple charac-

teristics.

Table 4 presents some questions which guided portions of Committee

discussion.

During the two day meeting of the Committee the following state-

ments were formally and unanimously approved as indicative of -25-

TABLE IV v - NATIONAL ADVISORY COMMITTEE

The College Suggestor March 1, 1966

TCQHVA wrim nTRrmgrnm

1. Does it seem to you that the College Suggestor addresses itself to a present and significant need in higher education? If so, could the need be served more effectively through some other means?

2. Does pushing forward with the project seem to you to bejustified? If so, on what grounds? If not, are there alternative explorations which should be made as to the organization of information in higher education? Or present schemeswith which it should be merged?

3. What is your estimate as to the amount of information the College Suggestor night convey to the school counselor?Could all the information 1)e used in a positive way? Might some of it be used in a negative way? What safeguards could be instituted to mini- mize the latter?

4. What additional classifications of information and categories within classifications have you to suggest?Are there classifications or categories of information in th- prototype to which you would care to raiseobjections? Are there some whose inclusion you would care to commend?

5. Are there research needs in higher education whichcould be satisfied via the College Suggestor system? What arethese? How could the system be of most help as a tool foreducational research?

6. Assuming an on-going College Suggestor system,would biennial "updating" of the bulk of the information be adequate? What data would require more frequent updating?

7. How could information for the system best begathered? Could more than thisproject's needs be satisfied in the gathering of information for incorporation in future versionsof the device? Are there organizations which might be willing to cooperatein the multi-purpose collection of higher educationinformation?

8. How open can a =liege profile be?Now open need a college profile be?How can this project accelerate acceptance on the part of the several colleges to compile and topermit publication 7W31liiV146.1eGrAitla:athaielafilt14..3

25a-

mAvraft -re* aXIM2JM J.V Vh:VUL.AWLIAU/g

9. How might tilt pnciject best take cognizance ofobjections to the systm "audibly" voiced by the educationcommunity? How can it be nade sensitive to objections whinh areordinari- ly "inaudible?"

10. To how much of a field test should the system be exposed prior to its limited or its widesprealdistribution? Toward what kinds of ob;ectives should a field testfor a device of this type be pointed? re \'041,

-26-

Committee reaction to, and concern for, the CollegeSuggestor:

uy 4*A. n RSwA rein* -;ern to the inclusion of the College Suggestor in the public domain without adequate controls to insure its valid and reliable use within the educational community. The Committee recommends to the Office of Education that some form of licensing agreement be entered into for the distribution of the College Suggestor and that this licensing agreement involve the direct partici- pation of a representative group from the educational community, chartered for the purpose of establishing policies with respect to distribution, use, marketing and revision of the device.

The Committee feels that developments in the College Suggestor project to date are most commendable; however, the project is of sufficient importance to make further development mandatory. Afield test and evaluation are imperati-'e to the use of theCollege Suggestor.

The College Ouggestor device will be a significantly instructive

tool when used by and for students as they construct their edu-

cational plans study beyond high school. For this recson, models

of the device should be tested in counselor-counIelee situations

and in counselor-independent situations to. determine the nature

and extent of use by students and counselors in connection with

the college selection planning process, and the extent ofchange

attributable to the use of the device.

The prime objective of a field test is to evaluate the effective-

ness of the College Sugge,Aor inside andoutside the counseling

situation as an aid for broadening the vistas of high school

students concerning their future educational opportunities. -27-

Of major interest is the extentto which use of College Suggestor

will influence college choice practicesamong high school students.

It is of especial interest to measure theuse by a variety of

students in counseling situations presented both inurban and non-

urban school systems.Among the questions for whichanswers are

sought are the follcwing:

Will a greater number of college characteristics be considered by students as they narrow college choices?

Will a greater number of cloljeges be considered by studentsaz they settle on those to which they will apply?

Will students learn lat more depth what the colleges suggested to students are like?

Will the geographical radii to colleges under consideration by students increase through use of the device?

In what 4thr re3pect are changes in college choice practices observed to be a function of College Suggestor availability and use?

To what extent will students attempt to learnmore about colleges between scheduled sessions with the counseloror independent of counselor?

To what extent are students' educational plans rudemore explicit, detailed and insightful?

Can the device be used effectively in group guidance activities designed to encourage planning to take advantage of educational opportunities beyond the high school?

By College Suggestor browsing can the individual student derive sufficient insight concerning colleges related to his interests to go to subsequent steps in college guides, handbooks and catalogues?

The secondary objective is to identify from field experience with

the College Suggestor the .modifications in content, configuration and operating characteristics to be incorporatedas improvements I

-28-

to the device. Before the U. S. Office of Education authorizes manufacture and marketing the device, it will be necessary to make improvements which are found to be necessary as a result of field experience with it. Improvements are contemplated in content, with respect both to the college characteristics, and universeof the colleges for which characteristics are shown. A second kind of improvement is expecc in design specifications of the equip- ment. Finally,refinements should be 1:3,':fiedof as to ways in which the device is operated and as to tie instructionsissued for its operation.Among questions to be mswerel are the following: I What college characteristics need to be added, to theCollege Suggestor? Which ones discarded?

Of the college caaracteristics included in the device,how should the differentiating information be structured toreflect the way information about colleges is found to be most usefullydisplayed?

Are colleges willing to have their characteristicsencoded into the system and able to prwride the information?

What improvements can be node in the design of thecollege characteristics card?How can it: be made to operate moreeasily?

What changes can be made in the design of the deckof cards making up the system?How can the cards be more easilyrefi'ed?

How can the packaging be improved? What kind oftemplate is needed for squaring the deck of cards?What kind of light box should be recommended?

How can operating characteristics be improved?What improvements are needed in instructions issued inconnection with the operation of the system? What needed accspry materials h- e not been provided? -29-

The experiences of NorthwesternUniversity, and the Educational

Testing Service, together withthe advice and counsel of the

National Advisory Committee,relative to the development of rho prototype of the College Suggestorstrongly support the following recommendations concerningthe future of the device:

1, That authorisation forthe manufacture of notmore

than 500 sets of theprototype model of the College

Suggestor be issuedat the very earliest practicable

date and that funds be allocatedfor the purpose.

2. That subsequent authorizationbe issued for a field

test to involtre experimentaluse of the prototype

models amid that fundsin part to support thesere-

search and developmentefforts be allocated for the

purpose.

3. That the Office of Education giveserious consideration

to a provision for licensing thisdevice in comaction

with its commercial distribution,and that it evolve a

means for enforcing desirable controlsthrough a repre-

sentative group of educatorschartered especially for

this purpose.

4. Finally, That the Office ofEducation sensitize itself

to the possible commercial exploitationof the College

Suggestor and to the special needfor protecting the

potential users of the device fromundesirable effects

of actions basedon considerations other than those

taken in the best interest ofthe educational community. APPENDIX I

Advisory Committee for the College Suggestor

February 28, March 1, 1966 Parkes Hall - Resm 215

Dr. B. Claude Mathis

Project Director

Mr. Ted Cooper College Counselor, Denver Public Schools

Dr. George C. Giles, Jr. Division of Education, University of Illinois, Chicago Circie Campus

Dr. Roland J. Hinz Director of Admissions, Northwestern University

Dr. Dean T1. Humm Chairman of Guidance, Counseling, and Studcnt Personnel, Ohio Uvivereity

Dr. Richard McKee Acting Director, Research, Ball State University

Reverend Thaddeus J. O'Brien, 0. Caren. Principal, Mt. Carmel High School, Chicago

Dr. C. RobertPace" Professor of Higher Education, University of California, Los Angeles

Dr. Blanche Paulson Director, Bureau of Pupil Personnel Services, Chicago Board of Education

Dr. Richard L. Plaut ?resident, National Szlarship Service and Fund for Negro Students, New York

Dr. John A. Schmitt Director, Office of Testing Services, Boston College

11141.=4711111

EDUCATIONAL TESTING SERVICE

Dr. Wesley W.Walton' Director, Developmental Programs & Services Mrs. Betty D. White Professional Associate, Midwest Office Mr. J. Robert Cleary Director, Advisory Services, Midwest Office

Mr. Roger harshen Consultant to Educational Testing Service college

suggestor

questionnaire

EDUCATIONAL TESTING SERVICE PRINCETON, NEW JERSEY BERKELEY, CALIFORNIA EVANSTON, ILLINOIS

COLLEGE ;31GGESTOR.

DIRECTIONS

The purpose of this questionnaire is to assemble descriptive information about the 2,160 junior colleges, colleges and universities in the United States. The information will be processed into the COLLEGE SUGGESTOR,an information retrieval systtmtfor by theschoolsasanAidto counselors and to s its -use, they will b- able to learn mere about colleges to help them make realistic plans for education beyond high school.

Completion and return of this questionnaire, then, is particularly important.The information supplied will make possible a highly useful and ouch needed guidance tool. From your return, a description of your college will be stored in an information system of some four hundred thousand descriptive statements concerning American junio7 colleges, colleges and universities. Failure to respond to a certain item will make it appear in the systemas though your institution lacks that particular characteristic:, and thus,you may be eliminated from the conside-ation of many prospective students.

With the Admissions Officeris copy of this form will be founda manifold upon which a series of descriptive statements concerning your institution have been listed. These have been drawn into the information system from public files andE-:e scheduled for inclusion in their present form as part of the first edition of the COMEGE SUGGESTOR device. We are asking that you review these statements and sendus com- ments along with the completed questionnaire. If you discover teat your tuition and fees and total costs are missing, please add these figuree to the bottom of the questionnaire.

The research reported herein is under the direction of Northwestern University with the cooperation and technical support of the Educational Testing Servioe,

We are asisingthgthe Admissions Officer assume ceapauihpdIykalooENloa mtionnaire. Please answer all questions in the ections that are applicable for your institution. A check mark in the space provided before the appropriate alternative will usually be sufficient. Information descriptive of your student body should be related to the incoming class of 1964. Other responses should represent the situation, that will pertain to the academicyear 1965-66.

Your cooperation will be very much appreciated.Reports of progress concerning the development of the COLLEGE. SUGGESTOR will be released at regular intervals.

After completing the instrument, place it, together with commentsas may be appropriate, in the prepaid envelope provided, and mail it to

Educational Testing Service 610 Church Street Evanston, Illinois 60201

B. Claude ilathis, Ph.D. Professor of Education and Psychology Northwestern University Principal investigator

3 ALL_INSTITUTIONS SHOULD ANSWER THE Foulam_gopTiows

2. Which of the following population 6. Is at least one year of a laboratory categories best describes the science required for admission? location of your institution? 21) Yes 41M=IMIIIWAL.011MIPAMML (2) No (1) Town of less than 10.000 7, How many years of a foreign language (2) City or town of 10,000 to are required for admission? 49,999 (3) City, not a suburb, 50,000. (1) Less than 2 years to 499,999 (2) At least 2 years

____(4) City, not a suburb, 500,000 (3) No foreign la wage required and over 8. What is the recommended date for A5) Suburb of metropolitan area receiving admission applications? of 100,000 and over (1) Between September and February 1 In answering questions 2 through 8 on (2) Between September and April 1 admission requirements, please indicate those presently used in admission pro- (3) Between September and July 31 cedures and not necessarily those listed in the catalog. (4) No recommended date or other than above

2. What number of secondary school units are required for admission? 9. Are admissions made on a rolling basis? (i.e., qualified applicants tendered (1) Less than 12 admission as they apply) (2) 12-14 (1) Yes (2) Nc (3) 15 or more 10. Is early admission granted? (i.e., (4) Unspecified number unusually qualified students admitted 3. Is admission based on specific to freehnen class before completion courses taken in secondary school? of secondary school program) (1) Yes '(2) No (1) Yes (2) No 11. Are early decisions made in the case 4. How many years of English are required for admission? of well-qualified applicants?

(I) Less than 3 years (1) Yes (2) No (2) 3 years 12. Check the percent of cad applicants you offered admission in - (3) 4 years the academic year 1964-65. (4.) Unspecified Mw7V,MEMMa (1) Less than 10%

5. Are at least 2 years of college (2) 10%-19% preparatory mathematics required for admission? ..(3) 20%-29%

(1) Yes (2) No (4) 30%-39% 40%-49% 50%-59%

(7) 60% and over

4 13. Check the percent of all appli- 20. Check all levels at which you will cants you offered admission in ordinarily accept transfers. the academic year 1964-65. (1) Freshman __(1) Less than 10% (2) Sophomore

(2) 100 -19% 0.1 1.11.L.LU

...... (3) 20%--29% (4) Senior

____.(4) 30%-39% (5) Will not accept transfers I ____(5) 40%-49% 21. Which of the following categories -_(6) (6) 50%-59% indicates the annual average under- ...(7) 60% and over graduate student financial aid award given by the institution? (Include 14. Is an admission test required for single and packaged aids and divide entrance? (Include any tests, by number of students actually whether institutional; CEEB, ACT receiving aid) or other) .(1) $100-$4n3 Yes (2) No (2) $500-$999

15. Will you consider non-high r,chool (3) $1;000-$1,499 graduates? (4) $1,500 and over (1) Yes (2) No 22. Which of the following proportions 16. Will you consider applicants from best approximates the number of the lower half of a graduating freshmen receiving financial aid class under certain circumstances? from :your institution? (Include single and packaged aids) (1) Yes (2) No (1) Less than 1/4 17. Do you admit freshmen other than _(2) 1/4 to 1/2 in the fall? (3) 1/2 to 3/4 (1) Yes (2) No (4) 3/4 or more 18. Do you admit transfers other than ln the fall? 23. Do you have a guaranteed tuLion base (i.e.; tuition remains stable during (1) Yes (2) No normal stay of student) (1) Yes (2) No 19. Is a summer trial session available 401M'iVIBNINYPIWNO applicants who are pramIcAng but have some form of deficiency? (1) les 22) No

5 24. Is there satisfactory opportunity 34. Listed below are'three institutional for off- campus employment near-by? orientations. Place a "1" before the emphasis you feel best describes Yes (2) NO your undergraduate institution. Then rank 25. Are average earnings of under- the other alternatives; leaving blank graduate students! campus jobs any that do not pertain to your institution at all. $3noor more per :Tees? (1) Here the interest is mainly in (1) Yes (2) No giving the student a basic lib- 26. Is a work -studyprogram available? eral arts education stressing a curiosity about new knowledge (1) Yes (2) No and ideas and help in self- understanding.Abstract and 27. Is advanced placement given for theoretical ideas are emphasized college level work co.-apleted in (2) This is the scientific-minded secondary schoo.4.? institute with excellent lab- (1) Yes _(2) No oratory facilities and an interest 5n regearch. The sti dents areon 28. Is college credit given for their own to take advantage ofsuch college level. work completed in facilities. There may be a good secondary school? deal of competitiveness here (1) Yes (2) No (3) Here occupational training is stressed. While academic experi- 29. Is college credit a4or placement ences are providedj applied and given for college level workon the practical matters are stressed in basis of an exardnation? contract to the theoretical. Students are usually committed to (1) Yes (2) No some particular field and have cane 30. Are formal counseling services for training in thatarea available? 35. Check how many of your full time faculty (1) Yes (2) No hI've earned degrees at the Ph.D. level or its equivalent. 31. Is pre- admission counseling available? (1) Less than 1/4 (2) (1) Yes (2) No Between 1/4 and 1/2 (3) etween 1/2 and 3/4 32. Are indep,Adent :tut-courses available? (4) 3/4 or over

(1) Yes (2) No 36. Check how many ofyour full-time faculty have earned degrees beyond 33. Are departmental honorprograms the baccalaureate. available? _21) Less than 1/4 (1) Yes (2) No (2) Between 1/4 and 1/2 ___23) Between 1/2 and 3/4 24) 3/4 or over

6 37. What is the percent of your 1964-65 41. Estimate below the percent ofyour freshman class that graduated in the 1963-64 entering classthat returned top fifth of their respective during the academicyear 1964-65. secondary school class? (1) Less than 50% _Xi) Under 20% (2) 50%-59% (2) 23-39% (3) 60%-69% C3) 40%-59% (4) 70%-79% (4) 60% or more _(5) 80%49% 38. The CEEB SAT Verbalmean score for (6) 90% and over your 1964-65 entering class was in the following range: 42. Cheek the residential facilities (1) Under 400 available. (2) 400-499 (1) Almost all residential facilities are oncampus C3) 500-599 (2) Almost all residential facilities (4) 600-649 are off campus (5) 650 and over (3) Fraternities have housing (6) Does not apply facilities (4) Sororities have housing 39. The CEEB SAT Mathematicalmean facilities score for your 1964-65 entering (5) class was in the followingrange: Facilities for women only (1) Under 400 (6) Facilities for men only (2) 400-499 (7) No residential facilities available (3)500-599 (4) 600-649 43. Estimate the percent ofyour student body that belongs to social fraternities/ (5) 650 andover sororities.

(6) Does not apply (1) Under 10%

40. The ACT mean compositescore for (2) 10%-19 your 1964-65 entering classwas C3) 20%-29% in the followingrange: (4) 301 -30 (L) Under 12 (5) 40% -49% (2) 12-15

(6) 50% or over - (3) 16-21 (7) Does not apply (4) 22-25 (5) 26 or over (6) Does not apply

7 44. Which of the following best 45. Do more than 1/2 of your full time describes the manner in which students commute? your undergraduate students (1) Yes (2) No engage in the various activities of campus life at your institution? 46. Do you seek a geographically diverse (1) Academic achievement and pur- student body': suit of knowledge for its own (1) Yes (2) No sake are the preoccupation of 4....=0....^73.noraml.w....7111Py Social and students here. 47. Are cultural activities (plays, institutional activities are concerts, art exhibits, etc.) informal and students tend to readily available for students pursue these informally and by frequent public transportation? individually (l) Yes (2) No (2) Although students are fully engaged in the academic side 48. Are cultural activities (plays, of campus life here; the concerts, art exhibits, etc.) importance of extra-curricular centered mainly on campus? activities is well recognized, formally orgarchned, and viewed (1) Yes (2) No by most students as important parts of their leelopment 49. Check to show whether you offer certification programs in the (3) "Togebherness" iTpifies this following fields, even if you do Students and faculty campus. not offer a major in education. work closely together in all phases of campus life, Students (1) Elementary education show concern for social respon- Secondary education sibility and social action (3) Neither elementary nor Students stress the importance (4) secondary education of establishing interpersonal relationships on campus and of working within the "system" to attain a degree of status. Student leadership and school spirit are quite evident

FOUR YEAR. INSTITUTIONS ONLY SHOULD ANSWER QUESTIONS 50 THROUGH 6. JUNIOR COLLEGES GO ON TOggzioLuz.

50. Is ROTC required? 52. May a student complete all baccalaureate degree requirements in (2) No (1) Yes less than 4 calendar years? 51. Check the ROTC programs that are (1) Yes (2) No available. 530 Do you have a formal program __21) Army available for study abroad? (2) Navy (1) Yes (2) No (3) Air Force

Norm

8 54. What percent of your total enroll- 56. How many male graduatesgo on to mert are graduate students? graduate or professional study?

.(1) No graduate students Less than 1/4 Less than 10% Between 1/4 and 1/2 10%-19% 1/2or more 20%-29% Does not apply 30%-39% 40%-49% 50% or more

55. How many women graduates go on to graduate or professional study? Less than 1/4 Between 1/4 and 1/2 1/2 or more Does not apply

JUNIOR COLLEGE3 ONLY SHOULD ANSWER THE FOLLOWING TWO QUESTIONS

57. How many women graduates go on to 58e How many male graduates go on to il-year colleges or some other type 4-year colleges or some other type of formal education? of formal education? (1) Less than 1/4 Less than 1/4 (2) Betweed 1/4 and 1/2 between 1/4 and 1/2 __(3) 1/2or more 1/2or more (4) Does not apply Does not apply

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APPENDIX TV

Colleges Not Responding To Questionnaire

Alabama A & M College Daniel Payne College, Alabama Huntingdon College, Alabama Livingston State College, Alabama Alaska Methodist University Agricultural, Mechanical and Normal College, Arkansas Arkansas College Ouachita Baptist College, Arkansas Shorter College, Arkansas Southern Baptist College, Arkansas Armstrong College, California Art Center School, California Bakersfield College, California California Concord2a College California Lutheran College California Western University Chaffey College, California College of the Siskiyous, California Dominican College San Rafael, California Glendale College, California Heald Engineering College, California La Sierra College, California Long Beath City College, California* Los Angeles Baptist College & Theological Seminary Montrey Institution for Foreign Study, California Monterey Peninsula College, California Mount Sar, Antonio College, California Pacific Oaks College, California Ftwerdine College, California Riverside City College, California St. Marys College-California San Diego College for Women San Jose State College, California Shasta College, California Whittier College, California Regis College, Coicrado Central Conn. State College, Conn, Danbury State College, Conn. Mitchall College, Conn. St. Joseph College, Con. Immaculata Juktioe College, Washington, D. C. Central Florida Junior College, Florida Edwards Waters College, Florida Encury-niddle Aero institute, Florida Gibbs Junior CollegeFicrida Joh2son JurO.or College, rlorida ii

Lincoln Junior College, Florida Palm Beach Junior College, Florida Roosevelt Junior. College, Florida Wshingron Junior College, -Florida Agnes Scott College, Georgia La Grange College, Georgia American Conservatory of Music, Illinois Centralia Junior College, Illinois Cosmopolitan School of Music, Illinois Devry Technological Institute, Illinois George Williams College, Illinois Morton Junior College, Illinois Mundelein College, Illinois St. Josephs Seminary, Illinois Valparaiso University, Indiana Clinton Junior College, Iowa Emmetsburg Community College, Iowa Fort Dodge Community College, Iowa Keokuk Community College, Iowa Webster City Junior College, Iowa El Dorado Junior College, Kansas Hutdhinson Junior College, vansas St. Johns College, Kansas University of Kansas Lees Junior College, Kentucky Midway Junior College, Kentucky St. Catharine Junior College, Kent.Icky Western Kentucky State College Auburn Maine School of Commerce, Maine Northern Conservatory of Music,Maine Anne Arundel Community College, 'aryland Baltimore College of Commerce Baltimore Junior College Bowie State '3ollege, Maryland Eastern College, Maryland Frostburg State College, Maryland Ner Israel Rabbinical College, Maryland Peabody Institute of Baltimore St. Marys Seminary & Junior College, Maryland University of Baltimore University of Maryland State College Berkshire Community College, Massachusetts Bouve Boston School, Mass. Bradford Durfee College of Technology, Mass. Cambridge Junior College Cardinal Cushing College, Mass. Garland Junior College, Mass. New England Conservatory of Music, Mass. Perry Normal School, Mass. Queen Apostles College & Seminary, Mass. St. Columbans College & Seminary, Mars. t. Hyacinth College and Seminary, ka5S. State College at Lowell, Hess. Worcester Junior College Cleary College, Michigan iii

Cranbrook Academy of Art, Michigan Delta College, Mi,:higan Detroit Business Institute Detroit Institute of Musical Art Duns Scotus College, Michigan Merrill Palmer Institute, Mich. Western Michigan University Ely Junior College, Minnesota Northwestern Lutheran Theological Seminary, Minn. Clarke Memorial College, Miss. Copiah Lincoln Junior College, Miss. East Mississippi Junior College Gulf Park College, Miss. Itawamba Junior College, lilLss. J. P. Campbell College, Miss. Meridian Municipal Junior College, Miss. Mississippi Indua College Mississippi State College for Women' Natchez Junior College, Miss. Okolona College, Hiss. Prentiss Norm Industrial Institute, Miss. Rust College, Miss. Saints Junior College, Miss. Southwestern Mississippi Junior College T J Harris Junior College, Miss. Central Bible Instit,ne, Mo.

Eder Theological Seminary, 1,1 . Harris Teachers College, Mo. Joplin Junior College, Mo, Kansas City College of Osteopathy, Mo. Mercy Junior College, Mo. Missouri Val ley College Moberly Junior College National College, Mo. St. Joseph Junior College, Mo. St. Pauls College, Mo. Trenton Junior College, Mo. William Woods College* Custer County Junior College, Montana Grace Bible Institute, Neb. Municipal University of Omaha Don Bosco College, New Jersey Monmouth College, N. J. Rutgers The State University, N.J. Shelton College, N. J. New Mexico Highlands University, New Mexico Biblical Seminary in New York Colgate Rochester Divinity School, N. Y. Concord .a Junior College, N. Y. ImmaculiLta College, N. Y. Iona College, N. Y. Mannes 1;ollege of Music, V. Y. Maria Cillege of Albany, New York Mohawk valley Technological Institute, N. Y. iy

Nazareth College of Rochester New York Institute of Technology St. Thomas Aquinas College, N. Y. Sarah Lawrence College, New York Suny at Postsdam, New York Suny at Stony Brook, New York Suny at Buffalo Elizabeth City State College, North Carolina Guilford College, North Carolina High Point College, North Carolina Lees Mcrae College, N. C. Mecklenburg College, N. C. North Carolina College ec Durham North Carolina Wesleyan. College, Inc. Oak Ridge Military Institute, N. C. Peace College, North Carolina Piedmont Bible College, Inc., North Carolina Sacred Heart Junior College and Academy, N. C. Bismarck Junior College, North Dakota Minot State College, North Dakota Wilberforce Univereity, Ohio Northern Oklahoma Juniez College Oklahoma ChristLai College Oklahoma School ,of Business, Accounting, Finance and Law. Poteau Community College, Oklahoma Seminole Junior College, Oklahoma Cascade College, Oregon Mount Angel College, Oregon Multnomah College, Oregon Museum Art School, Oregon Warner Pacific College, Oregon Christ the Saviour Seminary, Penn. Combs College of Music, Pa. Del Val College of Science and Agriculture, Penn, Kilroe Seminary Sacred Heart, Penn. Kutztown State College, Penn. Mary Immaculate Seminary, Penn. Pennsylvania Military College Philadelphia College of Osteopathy St. Charles Bcrromeo Seminary, Penn. St. Fidelis College E. Seminary, Penn. Seminary of our Lady of Pray'. Rhode Island Allen University, South Carolina Morris College, South Carolina Northreenville Junior College, S.C. Freeman Junior College, South iakota Presentation Junior College, S. D. Sioux Falls College, S. D. Cumberland College of Tennessee George Peabody College for Teachers, Tenn. Milligan College, Tenn. Morristown College, Tenn. Trevecca Nazarene College, Tenn. William J. Bryan College, Tenn. Alvin Junior College, Texas Blinn College, Texas Decatur Baptist colleges Texas Kilgore College, Texas Lubbock Christian College, Taxed &Murry College, Texas Panola County Junior College, Texas St. Philips College, exas Stephen F. Austin State College, Texas Texas Womans University Tyler Junior College, Texas Latter-Day Saints Business College, Utah Stevens Manager College, Utah Goddard College, Vermont Apprentice School, Virginia Eastern Mennonite College, 'Virginia Virginia Southern College Virginia Theological Seminary and College Highline College, Washington Northwestern College, Washington Pacific Lutheran University, Washington Seattle Pacific College University of Puget Sound, Washington Alerson Broaddus College, West Virginia Bluefield State College, West Virginia Fairmont State College, West Virginia Greenbrier College, West Virginia Barron County Teachers College, Wisconsin Buffalo County Teachers College, Wisconsin Columbia County Teachers College Door Kewaunee County Teachers College, Wis. Edgewood College of the Sacred Heart, Wis. Immaculate Conception College, Wis. Juneau County Teachers College, Wis. Langlade County Teachers College, Wis. Marinette County Teachers College, Wis. Milton College, Wis. Polk County-Teachers College, Wis. Sauk County Teachers College, Wis. Sheboygan County Teachers College, Wis. Vernon County Teachers College, Wis. Wisconsin Conservatory, Inc., Wis. Western Wyoming Junior College, Wyoming U. S. Army Language School, Calif. Inter American University of Puerto Rico APPENDIX V.

For further information: December 8, 1965 Robert Laney 492-500 (312) IMMEDIATE

ANew and Simple Device That Will Tell a Bigh SchoolCounselor In a Few Minutes Which of More Than 2,000 CollegesBest Fit a Student's Needsisikkg1.1.e.evelood AtNorthwasterntjakmdly Countless lifetime decisions are made by highschool students and their counselors on the basis of meagre informationpieced together from a few collegebulletins.

Too often, this "search"leaves little time forserious discussion about basic as and the close matching ofa college's many characteristics with the needsand desires of the student. This is especially true when the student'srequirements are out of theordinary.

A simple device thatwill tell the counselorin a few minutes which of 2,160 universities, colleges, and junior collegesbest fit the student'srequirements isnow being developed at Northwestern University.

Called the CollegeSuggestor, the device isbeing developed by Northwestern undera 855,077 grant from the U. S. Officeof Education and in cooperation with the Educational TestingService, Princeton, N. 3.

Plans call fora prototype of the CollegeSuggestor to be completed this winter and to be tested in 1966, andfor production modelsto be made avaiiable in 1967. The price probably will be under$50.00 Not only will the College Suggestor help to put most of thecountry's colleges and universitiesinto the selectionprocess, but it will also increase the student'schoice of characteristics fromthe usual three or fourto a possible 220.

"We see theCollege Suggestoras a valuable tool for collegebound students, counselors, andultimately for research in thefield of higher education," saidB. Claude Mathis, professor ofeducation and psychology andassistant dean of the Graduate School,at Northwestern University.

Mathis is the principalinvestigator under the Office ofEducation grant for the College Suggestor,which will be developed incooper- ation with Wesley W.Walton, director of developmentalprograms for the EducationalTesting Service. ti

APPENDIX 17, (continurs0

"By providing for muchmore rapid emanation of data about colleges than you can obtain throughthe usual types of school bulletins, the College Suggestor willsave valuable time which the counsminr will be able touse in iclose exanination nf the specific problems of college eeiection with theindividual student,' paid V Mathis.

"Our hope,' he said, "is that theuse of the device will also encovrage counselors to examine colleges from the standpointof multiple characteristics.rather thanfrom the usual approach of only a few.Repeated use will tend to increase therange of colleges and characteristics that the counseloris familiar with."

The College Suggestor utilizes the techniqueof optical coincidence, which has previously not been used for thispurpose, according to Mathis.

The device consists of plastic cards thesite of a sheet of typing paper. Each card represents a single characteristicor category such as "tuition under $1,000."All 2,160 collegesare represented on each card.

When a specific college has thecharacteristic represented by the card, there is a clearspace on the card at that college's perma- nent position. If it does not have the characteristic,the space is opaque.

To retrieve data from the CollegeSuggestor, individual cards representing the desired characteristicsare selected form the pack of 220 cards. These are superimposed oneon the other.

Where spaces on the cardsare coincident, points of 114ht are visible. These dots o' light represent collegeshaving all the desired characteristics. In the spaces, reference numbersare printed. These numbers identify specific colleges inan accompanying code book.

The ease 'pith which the College Suggestoris used is suggested by this exaople:

The student wanes a college with libraryscience as s major field (1), located in the Midwest (2), wher'a aid is available0), a coeducational institution (4), with tuition charges under $1,000(5), in e suburb- an ccimmunity (6), with an enrollment between 1,000 and 2,499 (7), having a low Audent-faculty ratio (8), and where75 percent of the faculty have Ph.D.'s (9).

ii APPENDIX V. (contitcued)

The cards representing the nine characteristicsare stacked together and rtveal ,through the dots of light those colleges that =Ant thATA rawitliramantm; Tha raoaaa taleas a ^Anple cf minutes at, the most.

Itithis said that by the tame the College Suggeetor isput Zito production it may offer is many as 300 to 35C characteristicsin contrast to the prototype'kl 220.

Data on the 2,160 colleges Is being g*thered froma number of sources iacluding principally the annual surveys of the U. S. Office of Education ani a questionnaire being sentto each 44 the colleges.

The Educational Testing Servi4e already has beguna thorough search of educational literature to determine college chars:teristics that are usable and Available.

The College Suggeetor will, incorporate an up-dating feature consisting of cards not yet programmed said Ibthis, whosees the device as a further attempt to introduce efficiency into the educational process. , - a4aramilosiltharikaliSt

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