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A study of vocational guidance in twenty non-state supported colleges and universities.

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A study of vocational guidance in twenty non-state supported colleges and universities.

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Content A STUDY OF VOCATIONAL GUIDANCE IN TWENTY NON STATE SUPPORTED COLLEGES AND UNIVERSITIES 6c L 3 ^ € > ° \ I A Thesis Presented to the Faculty of the Department of Education University of Southern California In Partial Fulfillment o'f the Requirements for the Degree Master of Science in Education *>y Ina Sires Eggeling May 1934 UMI Number: EP57373 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Dissertation Pubi sh»ng UMI EP57373 Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 T his thesis, w ritte n under the d ire ctio n of the Chairm an of the candidate’s Guidance Com m ittee and approved by all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillm ent of the requirements for the degree of M aster of Science in Education. ~ ; June 14, 1934 Date.........: ..... Dean Guidance Committee D. W. Lefever Chairman Wm. G. Campbell Wm. H. Burton TABLE OP CONTENTS CHAPTER PAGE I. THE PROBLEM'V 1 I. STATEMENT OP THE PROBLEM ....... 1 II. IMPORTABLE OP THE PROBLEM............... 1 III. REEL POR VOCATIONAL GUIDANCE............. 4 IV. ORGANIZATION OP THE REMAINDER OP THE THESIS 6 . II. HISTORY OP THE VOCATIONAL GUIDANCE MOVEMENT ... 7 I. PRANK PARSONS AMD THE EARLY VOCATIONAL GUIDANCE MOVEMENT . ................ 7 The beginning in Boston ........ 7 The Harvard Vocational Bureau .... 8 The National Vocational Guidance Association organized ............ 9 II. RECENT SIGNIFICANT DEVELOPMENTS OP THE VOCATIONAL GUIDANCE MOVEMENT ...... 10 National Occupational Conference organized ......... .......... 11 National Occupational Conference an integrating force . . . . .............. 12 The college and university unit in the National Occupational Conference ... 13 III. RELATED STUDIES ............ 15 I. REPORT ON THE.INVESTIGATION INTO VOCATIONAL GUIDANCE MADE AT STANFORD UNIVERSITY ... 15 CHAPTER PAGE II. MAVERICK’S STUDY OP VOCATIONAL GUIDANCE OE COLLEGE STUDENTS......... . . 17 III. A SURVEY OE TECHNIQUES OE VOCATIONAL GUIDANCE IN- AMERICAN COLLEGES ............ 19 IV. SIGNIFICANCE OE COLLEGE GUIDANCE............ 20 IV. PROCEDURE ............. 22 I. THE QUESTIONNAIRE EXPLAINED................. 23 V. REPORT OE THE; TWENTY UNIVERSITIES AND COLLEGES INVESTIGATED . . ......... 34 I. BOSTON UNIVERSITY .............. 34- Guidance in the nine colleges ...... The college of Business Administration . . II. COLUMBIA UNIVERSITY . . . III. CHICAGO UNIVERSITY . . . . IV. NEW YORK UNIVERSITY . . . V. UNIVERSITY OE PENNSYLVANIA VI. CORNELL UNIVERSITY . ................. 60 VII. HARVARD UNIVERSITY . . . . ................ 61 VIII. NORTHWESTERN UNIVERSITY . . ............. 62 The Staff ........... 63 IX. UNIVERSITY OE SOUTHERN CALIFORNIA.......... 67 X. YALE UNIVERSITY ............... 70 XI. BUCKNELL UNIVERSITY......... 74 XII. COLGATE COLLEGE .......... 75 34 38 39 44 51 53 CHAPTER PAGE XIII. PRINCETON UNIVERSITY.......................... 79 XIV. SMITH COLLEGE................................ 82 XV. STANFORD UNIVERSITY . . * ...................... 85 XVI. ANTIOCH COLLEGE.............■ .................. 89 The cooperative plan. ............... . 90 The quality and achievements of students .... 92 Occupational fields which offer cooperative johs 94 XVII. BEREA COLLEGE ............ ....... 100 XVIII. GOUCHER COLLEGE............................ 101 XIX. WESLEYAN UNIVERSITY .............................' 104 XX. WITTENBERG COLLEGE.......................... 107 VI. SUMMARY AND RECOMMENDATIONS....................... 110 BIBLIOGRAPHY.............................. 115 APPENDIX.................................................- 124 CHAPTER I THE PROBUM I. STATEMENT OF THE PROBLEM The particular purpose of this study is to find out what universities and colleges are doing in the field of vocational guidance a,nd how they are doing it# The investi gation is based on a library study in connection with a ques tionnaire sent to forty non-state supported universities and colleges. The questionnaire was so constructed that the in formation gathered will answer the following questions: (l) What is the set-up for occupational guidance in the institu tion? (2) How is the expense borne? (3) By whom is vocation al guidance given? (4) In what way does the institution meet the following five of the six recognized elements in vocation- 1 al guidance: analysis of the individual, study of occupations, counseling, placement, and follow-up? Preparation for the occupation selected is the element not considered in this study. II. IMPORTANCE OP THE PROBLEM Vocational maladjustment and waste are very evident in . - Arthur P. Payne, Organization of Vocational guidance. (Hew York: McGraw-Hill Book Company, 1925), pp. 113 - 26. 2 the public schools and in the colleges and universities as well as in all phases of endeavor where the work of man is required. The extent and character of this waste have been of sufficient importance during the last quarter century to cause educators and business and industrial leaders alike to study the situation. In the public school in this country fully 50 per cent of the children leave school by the end of the sixth grade; 25 per cent more by the end of grammar school and more than 2 half of those who enter high school leave before graduation. The college and university enrollment while composed of highly selected groups sustains similar loses. It is estimated that about 35 per cenV of the students who are admitted yearly to college fail to achieve the goal for which they enter college. This means that a third of each college class are the victims of poor educational administration, if the estimate is approx- 3 imately correct. There is good reason to believe that fully one third of those who fail to achieve the goal for which they entered college, fail outright to pass the academic work. A study made by Ensign of eight large colleges and universities in 1922 2 National Vocational Guidance Association, The Princi ples of Vocational Guidance, as formulated and adopted 1924. Ben D. Wood, Relation of College Curriculum to Bduca tional and Vocational Guidance, School Life 10: 127 March 1927. 3 showed that the failures in the freshman classes averaged 4 11.7 per cent in that year. The data were collected from the registrars. A more recent study by Vogt of failures in a state university with an enrollment of almost five thousand correlated closely with Ensign’s study. Vogt gives the per- 5 centage of failures for this particular university as 11.41. The universities and colleges studied seem to he typi cal of the institutions of higher learning in the United States. They are made up of both state and private institutions and are scattered over a large section of the United States. Vogt’s study, which was made six years after that of Ensign, seems to indicate that the situation did not change during that time. The recent unprecedented activity in higher education only adds to the story of appalling waste. Por twenty-five years preceding the world war the number of colleges and 6 universities remained practically constant. In 1920 there were 670 universities and colleges with an enrollment of 462,445. In 1928 the number of universities and colleges had 4 R. M. Ensign, "Vocational Guidance in Universities" School and Society 17:700, June 1923. 5 . L. P. Vogt, "Why Students Pail", School and Society 30:847-8 December 21, 1929. 6 TIbe United States Office of Education, Biennial Sur vey of Education 1928-30, Vol. I, Chapter XIII, p.. 458. increased to 1076, which is an increase of more than sixty •percent. The enrollment increased from 462,445 to6868,793. ■ . 7 This represents an increase of 88 per cent in attendance. A complete story of vocational maladjustment among college students is not told by computing the number of failures, or even the failures and the students who for vari ous reasons leave before graduation. A survey made by Yoakum calls attention to statistical studies made at the larger engineering colleges which show that from sixty to sixty-five per cent of the graduates are found in other occupations 'than 8 engineering five years after graduation. III. HEED FOR VOCATIONAL GUIDANCE The great gains in attendance at the universities represent a heterogeneous group with a wide range of differ ences in capacities, interests, and objectives. This in crease in the extent of individual differences has made nesessary the development of a varied and extensive program of studies.. Vocational guidance has an important part to play in assisting this cosmopolitan group to find itself. 7 Ibid., p. 460. 8 C. S. Yoakum, “Experimental Psychology in Personnel Problems," Bulletin of the Taylor Society, Vol. X, No.. 3, 1925 cited by George E. Myers. . . . 5 The American universities and colleges have accepted the responsibilityvfor educating students presenting differ ent abilities, and with all types of interests and for dis tributing them to appropriate educational and vocational 9 activities• Ben D. Wood, Professor at Columbia University, com ments pointedly on the part vocational guidance must assume in view of the high percentage of failures, semi-failures, and withdrawals for unknown causes and transfers from one course of study to another. The waste of educational effort, and the sacrifice of human energy and happiness that these imply is a constant reminder of the inescapable demand for 10 vocational guidance. The third of the students who leave college without attaining a*'goal has other baneful affects 10 than those suffered by the students. Wood says: When we consider the reflex influence which this predestined third has on the other two-thirds in dragging standards of scholarship downward, in diverting a dispro portionate large faction of the teaching energy to the institutions from fertile soil to barren, but not other wise- irreclaimable land, and the general lowering of the moral of the whole community, the crucial‘character of the need for an immediate and comprehensive attack on the guidance problem is clear. 9 Ben D. Wood, up. cit., p. 127 10 Loc. cit. 6 IV. ORGANIZATION OE THE REMAINDER OE THE THESIS The^remainder of the subject matter of this thesis will he treated in the following chapter divisions with appropriate chapter heads and subheads. Chapter II contains a history of the vocational guidance movement, in connection with recent significant developments. Chapter III is devoted to related investigations; cha.pter IV has to do with the procedure; chap ter V contains the analyses of the questionnaire returns from twenty of the universities and colleges investigated. Chapter VI contains a summary of the findings and presents suggestions for further study. CHAPTER II HISTORY OE THE VOCATIONAL GUIDANCE MOVEMENT I. ERANK PARSONS AND THE EARLY VOCATIONAL GUIDANCE MOVEMENT * The beginning: in Boston* The beginning of the vocation al guidance movement was in Boston. Frank Parsons began the work at the Civil Service house, 112 Salem Street in 1908. The work was made possible by the benefice of Mrs. Q,uincy A. Shaw, 1 the daughter of agassiz. A vocational bureau was formed with Parsons as its director. He made his first report in May 1908, and in it used the term "vocational guidance" which was the 2 first time the term was known to have appeared in print. The general aims of the bureau were stated as follows: 1. To study the causes of the waste which attend the passing of unguided and untrained young people from school to work, and to assist in experimentstto prevent waste. 2. To help parents, teachers, children, and others in problems of thoughtful choosing, preparing for, and ad vancing in a chosen life work. 3. To work out programs of cooperation between the schools and the occupations, for the purpose of enabling both to make a more socially profitable use of human tal ents ans opportunities. 4. To publish vocational studies from the view- 1 Frank Parsons, Choosing a, Vocation, (New York: Houghton Mifflin Co., 1909) p. 92. 2 Arthur F. Payne, Organization of Vocational Guidance, (New York:Mcgraw-Hill Book Company, Inc., 1925) p. 25. 8 point of their educational and other efficiency require ments, and their career-building possibilities* 5* To conduct a training course for qualified men and women who desire to prepare themselves for vocational guidance in the public school system, philanthropic insti tutions and in-business establishments• 6. To maintain a clearing house of information deal ing with life problems. ° One year after the vocational bureau was formed, the Boston School Committee asked the bureau to outline a program 4 of vocational guidance for the public schools of Boston* A program was outlined which has been in effect with modifica tions ever since. In 1914 Boston University established a department of 5 vocational guidance, the first of its kind, All this activity in vocational guidance was a direct outgrowth of the vocation al bureau and its director, Frank Parsons, his successor Meyer Bloomfield, and his assistant Frederick J. Allen* The Harvard Yocational Bureau* When Meyer Bloomfield, went into war work in 1917, the bureau was transferred to the 6 Division of Education at Harvard University* The graduate school of business cooperated in the management of the bureau 3 Loc. cit * 4 Frederick J* Allen, “The Yocational Bureau and the Boston School System," National Municipal Review 2:108-11 January, 1911. 5 Loc * cit * 6 ^ Arthur F. Payne, op* cat., p. 26. 9 "by appointing two menbers of its faculty to assist in its direction* ¥/hile Harvard did not have a bureau until 1917f the work was not entirely nevf. During the summer session of 1911 a summer course of ten lectures were offered. This course formed the basis of a variety of regular and summer session courses at Harvard. The aims of the Bureau were stated as 20 f ollows: 1. To become a center of information on the move ment for vocational guidance. 2. To serve Harvard men and others in the problems of choosing, preparing for, and entering on a vocation. 3. To continue occupational research and publication. 4. To conduct surveys in schools, in various lines of business, and in the industries, with a view to estab lishing or promoting effective vocational guidance. 5. To train vocational counselors for service to young people in the public schools and elsev/here. 6. To cooperate uT htthetemploymentomahagardmavement• 7. To aid and cooperate with other vocational guid ance organizations. 8. To be of individual and public service in the organization of employment conditions arising from the war. 7 The National Vocational Guidance Association Organized. Under the joint auspices of the Vocational Bureau and the Cham ber of Commerce of Boston, the first conference dealing spe cifically and exclusively with vocational guidance was held in 7 Loc. cit 10 8 in 1910. No records were kept and no proceedings published# Two years later the second national conference was held in New York in October and the proceedings were published. Since then the Vocational Guidance Association has held conferences regularly# Their activities have been recorded either as proceedings or in the official organ of publicity which was originally called the Vocational Guidance Bulletin later the Vocational Guidance Magazine, and since June 1933 Occupations# the Vocational Guidance Magazine. This last name was brought about because of a double function the magazine is to play# It is noYtf the official organ of a new organization, the Nation al Occupational Conference, as well as the Vocational Guidance 9 Association. II. ■ RECENT SIGNIFICANT DEVELOPMENTS IN THE VOCATIONAL GUIDANCE MOVEMENT. Since the inception of vocational guidance in the Civil Service House in Boston, and the inaugeration of a vocation al guidance program in the Boston public school system the following year, the public schools and leaders in higher edu cation have tended to be the most potent factor in the guid- - . Benjamin C.Gruenberg, Proceedings of the Second Con ference of Vocational Guidance, 1915# 9 Franklin J. Keller, et ai., 1 1 A Conference within a Conference.” Occupations, the Vocational Guidance Magazine , 12:31, June 1933# 11 anee movement. This is logical since the public school sys tem represents one of the hest organized agents of society. During the last few years, however, there has been an ever-widening circle of those interested (social agents) in vocational guidance. This fact was strikingly evident at the annual convention of the National Vocational Guidance Associa tion which met in Washington in February 1933. Nearly thirty 10 per cent of the registrants were non-school people. The president of the National Vocational Guidance Association re ports that among this number were representatives from thirty- seven different non-school organizations. Such organizations as the following were represented: the State Department of La bor, the Personnel Research Federation, the Heating and Pipe Contractors National Association, Rotary International, Western 11 Unions and the Vocational Adjustment and Placement Bureau. National Occupational Conference organized. Another evidence of this ever-widening interest in vocational guidance is manifest in the organization of the National Occupational Conference. In April of this year the American Association for Adult Education, through its director, Morse A. Cartwright announced the formation of the National Occupational Confer- Mildred E. Lincoln, "Objectives of the National As sociation." Vocational Guidance Magazine 11:212, January 1933. 11 Loc• cit. 12 ence. . This new organization operates under a grant from the Carnegie Corporation of Hew York and has its headquarters . 12 office at 522 Fifth Avenue, Hew York. The Hational Occupational Conference an integrating: factor. The purpose of the national Occupational Conference is stated as follows by its director, Franklin J• Kellers The national Occupational Conference is essenti ally a cooperative effort in the field of vocational guidance and of personal adjustment to occupational life. It was created to assist, foster, and stimulate already existing organizations, whose members, have contributed so much tov/ard a better understanding of the relation of education to the job. .... The conference hopes to evolve new procedures and to create new knowledge, but these will only eventuate as it represents a synthesis of existing facilities, and a mobilization of the best thought• Both in compositionsand projected range of service the con ference is nation wide. The members consist of men and women who are directly concerned with the varied problems connected with occupational guidance and adjustment. While guidance and adjustment are key words to the functional aim of the national Occupational Conference, it is clear that the occupational problems thereby suggested can neither be understood nor solved apart from educational purposes and agencies; hence an inevitable bracketing of guidance and education;,is the task before the conference# 12 Ibid., p. 213. 13 Franklin J. Keller, et al., opi.@it'#i - p* 31 # 14 Ibid., pp.31-32. 13 The membership of the National Occupational Conference is composed of sixty-seven outstanding men and women. Again an expanding interest in the vocational guidance movement is shown by the diverse leadership represented in the 15 following organization units: (l) colleges and universi ties, (2) public school administration, (3) vocational edu cation, (4) parent, (5) rural guidance,(6) industry and business, (7) labor, (8) school and education. The college and university unit in the National Oc cupational Conference. A group of leaders from colleges and universities under the chairmanship of Edward C. Elliot, Pres ident of Purdue University called attention to-the following- specific problems: 1. Methods for the better selection of students, according to native ability, for higher occupational training. 2. Organization of pre-freshman occupational institutes• 3. Modernizing the Liberal Arts curriculum to fit the new economic situation. 4. Elimination of obsolete material from techni cal courses. 5. Emergency educational activities for the young- we unemployed alumni. 6. Probable results of current economic changes on professional opportunities for women. L6 15 Ibid., p. 33. 16 Ibid., p. 29-30. 14 The committee recommended that the National Occupational Con«* ference: 1. Take immediate steps to assemble and distribute material relating to plans and methods whereby educational opportunities of college and university grades may be made available to unemployed alumni; and that it point out to colleges and universities the importance of enlarging such opportunities as a major responsibility of their leadership during the present emergency* 2* Study the problem of employment agencies dealing with persons on the executive and professional level, con sider various plans that have been formulated in recent years and especially the problem of integrating the work of such agencies with state and federal agencies also on the wage earner level* 3. Study, and if found desirable, help organize pre freshman occupational institutes, vocational and education al guidance camps, and the like, in a variety of occupation al fields and in well distributed localities* 4* Approve and promote the present tendency in col leges and universities, whereby liberal and vocational education approach each other in methods and objectives. 5. Consider the responsigility of utilizing through organized activities yet to be developed, the energies and abilities of educated men and women in service that will be socially useful. Such development of service is of growing importance as opportunities in productive industry become relatively fewer. The public should be educated to ap preciate this need* CHAPTER III RELATED STUDIES Eew studies of vocational guidance on the college level have been made. Ear more work has been done in the grammar and secondary schools. There are however, four studies which should be reviewed briefly. These are (l) The report of the investigation into vocational guidance made at Stanford Uni versity in 1911-1913; (2) A study of vocational guidancecof college students made by Lewis A. Maverick; (3) A survey of techniques of vocational guidance in American colleges by Ered 0. Smith; and (4) The significance of college guidance by C. G. Huston. I. REPORT OH THE INVESTIGATION INTO VOCATIONAL GUIDANCE MADE AT STANFORD UNIVERSITY. To Stanford University belongs credit for making the 1 first study of vocational guidance of college students. This study was made by a committee appointed for that purpose in 1911, 1912, and 1913. The studies completed were the followings 1. An inquiry addressed to the colleges and uni versities of the country to learn what they were doing in the field of individual training and vocational guidance. 1 Lewis A. Maverick, The Vocational Guidance of College Students (Cambridge: Harvard University Press, 1926*7, P« 16 2. A study into the honor system, particularly into the provision made hy colleges and universities for addi tional individual instruction for superior students* 3. A study of preceptorial methods of instruction in the United States and abroad. 4. An inquiry into the advisory system employed at Harvard University, and certain suggestions made there for a bureau of vocational guidance. In addition to the four studies mentioned each member of the Stanford committee also made a study of the activities of his own department in the fields of individual training and voca tional guidance* Since the committee was composed of a mem ber from each department, the study resulted in a comprehen sive study of individual training and vocational guidance* This study of the Stanford University departments and that of the guidance activities of other higher institutions of the country apply,most directly to the present study* The conclusions reached through the former study were that while vocational guidance was carried on in some departments in a satisfactory measure, a great number of students needed guidance which the departments could not give. This lack was especially evident for students majoring in subjects for other than vocational reasons, The comittee recommended that a standing committee of the faculty on vocational guidance be 3 appointed. — — . Ibid., p. 8. 3 Ibid., p. 19. 17 Inquiry into the provisions made "by the colleges and universities of t h e country for vocational guidance of their students resulted in the following generalization: In general review of its findings, the committee found it necessary to state that in spite of the interest manifest in many places, very few institutions has studied the problems of individual training, and vocational guid ance in such a way that definite results were available in the way of reports that might be consulted by outsiders* II. MAVERICK1S STUDY OE VOCATIONAL GUIDANCE OE COLLEGE STUDENTS# The data for this study were secured (l) by sending out a questionnaire through the cooperation of the United States Bureau of Education, in 1929, and (2) by visiting twenty col leges and universities in 1924-25. The questionnaire was con structed to secure information as to: (l) Whether vocational guidance was given; (2) How it was given; (3) The methods used; (4) The placement service maintained, if any: (5) The testing program; and (6) The forms and blanks used. Maverickfs conclu sions were listed under the six topics listed above and were as follows: (l) The development of vocational guidance in nearly all institutions was partial; (2) Vocational guidance was given by some officer of the college of the university who already held interviews with the students; very few counselors bore Ibid., p. 24. 18 t’ hat name; (3) The, development of vocational guidance had "been in response to some locally felt need, and the need was felt more hy the officers than others of the faculty; for this reason a study of the growth of guidance reveals hoth the local needs and the Mas of the sponsor; (4) Although the larg er institutions have some type of appointment service, the ad ministration of these officers are highly variable; (5) The information concerning intelligence testing was extremely meag er, (6) Personnel research with its concern for vocational psy chology, the study of special abilities, and of the records of 5 students was just beginning in an organized fashion. Maverick points out that J,the two outstanding develop ments from 1920 to 1925 are intercollegiate cooperation in- vocational guidance and research by college faculties, and 6 mental hygiene.1 1 In the conclusion of this study the author outlines plans showing (l) administrative arrangements for guidance within the liberal ants college, and (2) the guidance activities with which the student may come in contact in the college. This phase, however, is not within the scope of this study* 5 Ibid *, pp. 53-61. 6 Ibid *, p. 61. •5 19 III. A SURVEY OE TECHNIQUES OE VOCATIONAL GUIDANCE IN AMERICAN COLLEGES. This study is "based on a questionnaire survey which was prepared with a Yiew to statistical treatment by Ered C. Smith, 7 director of placement, Harvard University. He says that the outstanding conclusion he is compelled to make is regarding the lack of unaniminity in the concept of what constitutes vo cational guidance. Smith, however, believes he has sufficient evidence when combined with other known data to warrant 'the following conclusions: Vocational guidance in the college field has made progress in the last ten years, but the majority of college educators in America are yet to be convinced that occupation' al adjustment is of sufficient importance to warrant a great amount of emphasis at this time. It is safe to say that in the thousand or more uni versities and colleges employing over 60,000 teachers and catering to the educational needs of nearly a million young people (50 per cent earning part of their way and must work) less than 25 per cent make definite systematic provision for vocational guidance. The conception of an adequate guidance program on the college level is not yet sufficiently established or universally accepted, to justify an aggressive campaign of national scope for a recognized college guidance pro gram. Our greatest need now is intelligent cooperation on the part of every person interested in college guidance to end that we may more completely pool our experiences and 7 Ered G. Smith, f , A survey of Techniques of Vocational Guidance in American Colleges.” The Personnel Journal, 10:34-38 20 picture not a standard procedure at least an orthodox one. We appreciate the value of individual experimenta tion and research, hut there comes a time when sufficient experience has heen accumulated to warrant acceptance of a procedure. I believe we can definitely state our ob jectives and suggest techniques which will give reasonable assurance of success. • IV. SIGNIFICANCE OF COLLEGE GUIDANCE. 0. G. Huston, dean of Grand Junction ^tate Junior College, sent questionnaires to sixty universities and colleges which range from small state and endowed institutions to larger ones having enrollments of over ten thousand, and they are located in all parts of the United States. He received forty-three replies. The purpose of Huston1s questionnaire was to secure information as to (l) whether the university made inquires regarding vocational interests of students, (2) the means used to make the inquiry (3) the kind of information collected, (4) the use made of the information, (5) by whom the information was used, and (d) as to the significance attached to college guidance. As a result of his survey Huston makes the following deductions: 1. On the whole vocational guidance in the univer sities and colleges surveyed are in a state of confusion. 2. There seems to be no agreement regarding the 8 Ibid., p. 37-38. 21 significance of vocational choices made by students nor any agreement regarding plans to take care of vocational choice made wherever they are grafted to he of signifi cance* 3. There is little indication of any semblance of uniformity in guidance plans. Counselors often seem to lack a well thought out plan, which in many cases is very probably due to lack of training for this special work. 4. In too many cases vocational guidance does not know where it is going nor does it know the way* 5. There seems to be a vital need for a confer ence of counselors which will undertake to work out some thing like a standardization of plans for experimental use over a certain period of time. 9 C. G. Huston, "Significance of College Guidance", The Vocational Guidance Magazine* 11:31-34, October 1933. CHAPTER IV PROCEDURE Shortly after the subject had been selected for this thesis investigation, it came to the writer’s attention that the Council on Occupational Guidance at the University of Southern California was planning a similar study* To avoid duplication of effort the writer offered to conduct the study for the Council using its prestige, if the Council would per mit her to use the findings and results in her thesis. The proposal was accepted# The technique, the work of collecting the data, the ar rangement of materials in the thesis form, the discussions, and the conclusions are, however, all hers* The investigation v/as confined to non-state supported colleges and universities, as their problem in vocational guidance is somewhat different from the state supported in stitutions that must serve the needs of the students of an entire state where there is less freedom in the matter of selecting students. While colleges and universities depend ing upon tuitions and philanthropies may suffer more from lack of resources in a period of depression than state sup ported institutions, it is possible that they have greater freedom in making changes in standardized academic procedure# Erom literature on the subject it was clear that no 23 standardized process or organization on vocational guidance would be found. It did seem evident, however, that sufficient knowledge of principles and techniques are known to reveal a variety of practices where vocational guidance really functions. Since no predetermined organization pattern was expected, the questionnaire was prepared so that the answer might include mention of the greatly varying methods of handling vocational guidance in this field. Many of the data submitted were given a rather liberal interpretation# Caution, however, has been used as enthusiastic guidance programs often represent aspera- tions rather than accomplished facts. I* THE QUEST IOfflAIRE EXPLAINED* In order that an interpretation of the data gathered may be clearly understood, a brief explanation of thequestionnaire is given with the aims of each question stated and discussed. A full set of the questionnaire is given in appendix A# 1. Describe here (or send published material at our expense) the set-up for occupational guidance in your uni versity if there is a paid Bureau, Division, Office, or of ficial devoted to this work. Is the expense borne by the university out of its budget, by the students patronizing the service, by the Alumni Association, or by some other agency or combination of agencies? If the set-up is offie-;V,l cial but has no budgetary allowance or other direct financi al support, describe it below. In Principles and Practices of Vocational Guidance attention is called to the necessity of having a special department 24 1 or separate bureau to secure the greatest efficiency. Since the entire student body is affected by the vocational guidance department, it is also desirable that the administrative relation be one of maximum coordination with other agencies of the school. For this reason it seems proper that the first question should be concerning the set-up and methods of financ ing. , 2. Is vocational guidance given by the dean of men (or women), by a general counselor of students, by the registrar or admission officer, by certain instructors designated as counselors, by committees of faculty members, or by persons paid for other work but doing guidance as their general contribution to the welfare of the universi ty and its students? Is any other means of guidance used than the ones mentioned? For its effectiveness the value of the guidance program depends largely on the special qualifications and special training of the counselor plus the time available for the work. Very few authorities claim that an attempt should be made to use all college teachers as counselors. Smith found in his survey that 78 per cent of the colleges say that "Every college pro fessor is by virtue of his position a good counselor,” is a fallacy and that only 10 per cent were eager to use all the 2 faculty as counselors. It is not illogical for professors to do both teaching and counseling, but the best results 1 national Vocational Guidance Association, The Frinci pies of Vocational Guidance, as formulated and adopted 1924. 2 Fred 0. Smith, 1 1 A Survey of Techniques of Vocational Guidance in American Colleges,” The Personnel Journal 10:36, June 1931. 25 cannot be expected where a full time teaching load is carried and counseling is an added burden. It was not expected that the answers to the question should show that counseling is given as a standardized process by any one of the agencies named. The larger institutions may use a combination of the agencies listed in the organization of an effective vocation al guidance program. 3. Describe the methods used in occupational guid ance in your institution, particularly as to whether it is carried on as (a) counseling, (b) classroom instruction (possibly as occupational economics, orientation), (c) as sisting in program making for students, (d) talks by out siders to groups of students, (e) conferences, (f) con versations with professional men at their offices, (g) studentsS investigation of an occupation. Write in any methods which you use, if it is not mentioned. In inquiring into the methods used in occupational guidance, there was special interest in securing information on items (b) and (g). Occupational information is one of the first steps in the guidance program. Recent literature on vocational guidance calls attention to the advantages of giving information through organized classes. One reason for organized classes is economy. The common and necessary facts about educational opportunities and occupational life are so numerous that to repeat them in a succession of personal interviews is a waste of time. Further, and more important, classroom instruction and dis cussion promote the development of that wisdom, those methods of study, and those attitudes which help the young person to plan and manage his own career. 3 White House Conference on Child Health Protection, Report of the Subcommittee on Vocational Guidance ( Hew Yorks The Century Company, 1932), p. 139. 26 Item (c) of this question may be considered by some authorities as educational guidance. In this study, however, vocational guidance is accepted as the broader of the terms* Gohen makes the following differentiation between educational and vocational guidances Vocational guidance assists the individual to make a v/ise choice of occupations and to progress in the work selected. Educational guidance helps him to decide con cerning his educational program. Vocational guidanceiis more comprehensive than educational guidance and often includes it. In other wor&s an institution may have educational guidance without* having vocational guidance. The orthodox conception of the scope of vocational guidance as found in the Princi ples of Vocational Guidance is as follows: There are four principles which govern all voca tional guidance activities: {l) The recognition of indi vidual differences, (2) an appreciation of the complexity of modern occupational life, 13) the acknowledgement of the right of the individual to make his own choices, and (4) the realization that the adjustment of an individual to his occupation is an ever changing situation. ^ 4. Please list your forms for (a) having students report on investigations of occupations made by them, (b) student self-analysis, (c) guidance of an outsider in mak- ingtalks to groups of students, (d) guidance of an out sider in talking with an individual student about the for mer’s profession or business, etc., etc. The forms called for here have to do with the guidance of the 4 I.David Gohen, Principles and Practices of Vocational Guidance, (ifew York: The Century Company, 1929) p. 54. 5 Report of the committee on the revision of the "Prin ciples of Vocational Guidance," Vocational Guidance Magazine 8:227-8, February, 1930. 27 individual student• If a student has a definite outline of the information to he considered or collected, it serves as a compass to prevent aimless wandering. Item (e), “guidance of outsiders in talking with an individual student about the former’s profession or business, “ has as its object securing information on how certain problems are met. If the speaker enjoys his work, and is a good speaker there is danger of the student receiving a prejudiced view of the occupation through the enthusiastic portrayal of the congenial work and lucra tive rewards. Talks of this caliber are just as harmful as discourses by less successful men who picture only the dis advantages. If the speaker is given an outline of the points to be covered before hand, both problems can at least be minimized. A similar outline in the hands of the student serve equally important purposes. Ho matter how well in formed the speaker is, or how faithfully he calls attention to the advantages and disadvantages of the occupation under consideration the student will profit most from the lectures if he either "writes-up” the lecture or fills in the outline. In this event he has the material for future references. 5. Please list or inclose office forms for test ing, interviewing, recording data, reporting counselor’s recommendation to the student, and instruction sheets for conferences. As is evident from the above discussion, question four is to make inquiry into the methods of dissiminating occupational 28 information; question five has to do with the, analysis of the .individual* Hull says that on these two points most college 6 vocational guidance is weakest. Adequate vocational guidance can only he achieved /when two sets of facts are definitely known: !f(l) & fairly complete schedule and evaluation of the individual’s outstanding individual differences hoth affective and intellectual; (2) A complete schedule of the principal # ,7 human requirements for the typical vocations. The analysis of the individual must take into consideration the factors of health, temperament, character, and social and economic life, in addition to the mental and special abilities. Brewer, of Harvard, reports in his study that out of 4,375 cases of dis charge from industrial establishments 62 per cent were because of failure in human relations and character qualities rather 8 than through lack of skill or technical knowledge. Question five serves a double purpose: (l) to discover what data are considered essential for individual analysis, and (2) v/ays of effectively recording the data. Many univer sities are in need of a comprehensive personnel record of stu dents and alumni to supplant present systems under v/hich too 6 E. Hayden Hull, l f Some Factors in College Vocational Guidance,’ 1 Vocational Guidance Magazine, 7:333, May 1929. 7 Loc. cit. 8 . John D. Brewer, ’ ’Recent Progress in Problems of Voca tional Guidance. ” School and Society, 23:68, January 16, 1926. 29 much valuable information has no other depository than heads of the deans and counselors. Adequate records are essential not only for educational research, but also for the daily oper ation of the university or college, The Committee on Person nel Methods of the American Council on Education sayss Records that are accumulated painstakingly and recorded systematically and interpreted intelligently will not only reflect the whole point of view of the educational scheme but [ w i l l ] also furnish the basis for detecting the existing weaknesses of the system and point the way for its improvement. Ben D. Wood, of Columbia, believes that the loss in effective ness in teaching is sufficiently great to justify the expend iture of one fourth of the budget for the maintenance and use of complete personnel records. The investment of the 25 per cent in this work would so improve the classification and motivation of students, and the examinations and teaching devices, that the remaining 75 per cent expended upon instruction would be much more effective than is the 100 per cent 9 now expended upon improperly graded and motivated classes. With the foremost educational leaders putting so much empha sis on records, the whole field of objective measurement gains an ever widening scope in the field of research. Continual ly there-will be investigations of all devices to determine the reliability. 8 Measurement. 1 and^ Guidahc e- • of. Oellcege',Btudents, Eirst Report of the Committee on Personnel Methods of the American Council on Education. Published for the American Council on Education by Williams and Wilkins Company, 1933 9 The Vocational Guidance of College Students, Harvard University Press, 1925, cited by Lewis A. Maverick, p. 94. 30 6. Describe here your set-up for placement of your graduates* Mow (1934) when the occupational world is in such abysmal chaos, colleges and universities must find the problem of placement greatly magnified. The purpose of question six is to secure information on the manner in which this crisis is being handled. Most institutions have a teachers1 place ment bureau, but this question was designed to gather data on placement in all positions for which universities train* 7. Describe your set-up for guiding and assisting alumni in their individual and business problems* Since vocational guidance has to do with "helping persons to choose, prepare for, enter upon, and make progress in occu pations," the vocational guidance program is not complete Y/hen 10 the young graduate has his first position. The answer to this question should furnish information as to the kind of set-up the institution uses in keeping track of its alumni, as well as information as to the methods the alma mater uses to extend a helping hand in such turbulent times as these. Vocational guidance is a continuous process of adjustment, therefore, the implications are that an adequate vocational guidance program 11 will include a definite follow-up system. — National Vocational Guidance Association, The Princi ples of Vocational Guidance, as formulated and adopted in 1924. 11 Loc. Cit* 31 8. If there is other pertinent guidance information not listed elsewhere, please outline it here. This question was designed to afford opportunity for listing any information that seemed not to he called for in any of the other questions. As has been stated, it was evident from the beginning that a standardized vocational guidance procedure would not be found. The questionnaire was sent to forty-eight non-state supported colleges and universities. Thirty-three institu tions filled in the questionnaire and returned it; nine made no reply; six acknowledged the questionnaire and wrote letters, excerps from the letters are given below: 1. One of the great needs of the university is a department of vocational guidance. 2. I regret that I can make no contribution to your survey, as this university does little or no personnel work. 3. This university does not sponser a set-up for vocational guidance, since most of the students who at tend this institution have already made up their minds as to which type of work they wish to follow. 4. We have no university organization for vocation al guidance. All matters of that nature are handled through the deans, or committees of members of the faculty appoint ed by them. 5. The president has appointed a committee to study the matter of the question of vocational guidance at --- Unfortunately our work has not been sufficiently advanced to enable me to make any satisfactory reply to your ques tionnaire. 6. has no organized agencies or methods for providing occupational guidance and counseling. We try to serve our students, and the alumni office has made 32 fitful efforts to serve alumni desiring to change or find positions* Some of the institutions returning questionnaires w ere making little use of the five elements .of vocational guidance that this survey was designed to investigate; for this reason the twenty institutions that seemed to have the best develop ed systems were selected for analysis and discussion* Possi bly some institutions are doing more guidance than was reported* The ones that are discussed most fully sent considerable lit erature and printed ma.tter in addition to the information con tained in the questionnaire* The factors determining which institutions were to be included in.the questionnaire survey were: (l) Those that have reported some phase of vocational guidance in recent period icals; (2) A selection that would include institutions located in all sections of the United States; and (3) Institutions with both large and small enrollments. Use was made of this last factor in deciding the order of analysis. According to enrollment the universities and colleges are classified in groups of five. American Universities and Colleges* prepared by John Henry MacCraken for the American Council on Education 12 is the authority consulted for the figures used. A complete John Henry MacCracken, American Universities and Colleges. (Baltimore: The Williams and Wilkin Company* 1932) 33 list of the universities and colleges replying tionnaire are given in appendix B. In chapter grouped according to enrollment are as follows: with 15»000 or more 1* Boston University 2. Columbia University 3. University of Chicago 4; University of Pennsylvania 5. New York University Prom 5>000 to 10»000 6# Cornell University 7* Harvard University 8.^Northwestern University 9. University of Southern California 10. Yale University Prom 1,000 to 5,000 11. Bucknell University 12. Colgate College 13. Princeton University 14* Smith College 15. Stanford University Less than 1 9000 16. Antioch College 17. Berea College 18* Goucher College 19. Wesleyan University 20. Wittenberg College to the ques- V institutions institutions CHAPTER V REPORT OP THE TWENTY INSTITUTIONS INVESTIGATED I . BOSTON UNIVERSITY. 1 Boston University is composed of ten colleges. The vocational guidance work of these colleges of the university with the exception of Business Administration is administered through the department of student counseling and religious activities, an all-university organization with a centralized "bureau of appointments. Guidance in the nine colleges. The department of student counseling and religious activities functions through its stu- dent-faculty committee, which is composed of one student rep resentative from each department of the university together with representatives from the Protestant, Catholic and Jewish groups• The general purpose of the department is: (l) To as sist individual students who may desire personal counseling on problems arising in university life, (2) To aid students in making a choice of a life career, and determining a life philosophy, and (3) To foster and cultivate the spiritual, religious, and moral influences of the university upon a non sectarian basis. This is accomplished through cooperation 1 Boston University Catalogue, p. 16, 1933-34 issue. with the different departments and student religious groups of all faiths who are interested in Boston churches and syn agogues, and informal student-facuity groups* The work of this department is conducted hy the follow ing seven sub-committees: 1. Student counsel which aims to assist students with their vocational and other personal problems. This committee cooperates with faculty representatives of each of the departments of the university. The resources of this group are available to any student who may desire counseling upon his or her problems. 2. Inter-religious work which seek® to promote better understanding and appreciation of the different religious faiths and relates students to the churches and synagogues of their preference. 3. Student Social service, which seek to have students share in university and community enterprises for civic and social betterment. 4. Research and curriculum, which seeks to dis cover students religious needs and recommendto the ad ministration changes or additions in the curriculum that would more adequately meet these needs. 5. Student-faculty relations, which considers spon taneous and informal groupings of students and interested faculty members who will lead discussions of student inter est. 6. International and inter-racial, which seek to bring about an intelligent understanding and apprecia tion of the various national and racial groups found in the university. 7. Student forum, which secures outstanding nation al leaders to present significant problems to the students 36 The centralized bureau of appointments. The bureau of appointments funcion through the director of placement and his official staff. The latter consists of representatives from various departments of the university. All students who wish assistance in finding a part-time or a full-time job register with the bureau of appointments except students in the College of Business Administration, who are taken care of by the vocational department of that college through a sepa rate placement bureau. The bureau of appointments also con ducts a personal plan whereby guidance is correlated so as to prepare a way for full-time appointments. The Boston Univ ersity Alumni Association, which was organized in 1928 and has affiliated with it forty-five Boston University clubs lo cated in the United States and in several foreign countries,is of considerable importance as a factor in the placement service. Boston University uses an eight page form called "Aids to the Vocational Interview,M which was published in 1931 by the Psychology Corporation. Page one contains the following data: Vocational planning and decisions call for a know ledge of occupations - a survey of opportunities, demands, and requirements in various fields of work, and of the re wards which these callings offer* It is equally important to appraise the individual in relation to. these occupations, consider his suitability for them, i. e., his background, circumstances, training, experience, physique and health, general and special abilities, interests and aptitudes. Responsibility for decisions rests with the individual but discussion of his problem with a counselor may enable him to plan more wisely than he could unaided. The purpose of 37 this blank is to bring into relief some of the more im portant factors pertinent to vocational planning* It is not to be expected that everything of signi ficance can be recorded in a single blank, nor that all problems can be solved in a single interview* Vocational adjustment is a continuous process. Prolonged indecision and lack of planning, however, are hindrances to self-con fidence and progress. Hence the chief objective in voca tional interviews is to consider how facts about the indi- are related to facts about various occupations. To the person seeking counsel. Interviews with a counselor are more profitable when based on such infor mation as called for in this blank. Hence, where possi ble, persons seeking counsel are asked to fill out the first five pages of the blank conscientiously in advance of the interview and to note in the spaces provided for remarks any difficulties or special points they wish to consider with the counselor. The subject matter gathered from the person desiring counsel ing is assimilated under the following seven headings: (l) Hature of the problem, (2) Interests, (3) Health, (4) Educa tional history, (5) Work history, (6) Occupational preference, and (7) Abilities and Traits. The last three pages of "Aids to the Vocational Inter view’ 1 are for the use of the counselor. Space is available for recording (l) test scores, personality and interest in ventories, (2) counselors or; examiners notes and comments, (3) comments and opinions of others { reffcrencesy parentsj'r teachers, employers etc.). Page seven provides space for a summary of the information gathered. It is as follows: (TO BE PILLED III BY THE COUNSELOR') Summary of record of Record of Interview:- Discuss re lation of information assembled to special problems and to occupations* Systematize by outline below. Present points for decision, planning, and definite action. 38 College of Business Administration. Vocational guid ance is carried on in the College of Business Administration by the vocational guidance department, a regularly organized department of the college. The personnel consists of five fac ulty members and two secretaries who give their entire time to the function of the department. An organized group of 250 graduates assist in the guidance work. They interview stu dents, address groups, and conduct conferences. The expense is borne by the college, Students are required to take vocation al courses, therefore, the department is income producing. The methods used are (a) counseling, (b) classroom in struction, (c) assisting with program making, (d) talks by outsiders to groups of students, (e) conferences, (f) conversa tion with professional men at their offices, and (g) student investigation of an occupation# The placement bureau of the College of Business Admin istration operates under the vocational guidance department. It maintains both a part-time and a full-time placement ser vice for its students and graduates. The placement officer, makes use of all cumulative information provided by the system. The student files a brief application card to bring his heeds*--- to the attention of the placement officer, and the graduate brings his employment record up-to-date. The College of Bus iness Administration in addition ‘ to the regular four years of college work .requires a fifth year of supervised employment 39 before conferring degrees. After this fifth year there is no organized follow-up of alumni. The alumni, however,’ ..have access to the facilities of the university without cost. The tests and forms used are: Allport’s Ascendency and Submission Test Moss, Hunt, and Gruwake, Social Intelligence Test Bernreuter’s Personality Inventory Psychological Corporation’s Mental Alertness Test VI Form A Hepner’s Vocationa-1 Interest Tests Psychological Corporations ’ ’ Aid to a Vocational Inter view,” Record,Form A. ii. c joom rnim m sivm siTY Doctor W. Emerson Gentzler, secretary of appointments, who answered the questionnaire from Columbia, did not give specific information as to the set-up for vocational guidance, but he gave instead the persons who give occupational guidance. These are (l) the secretary of appointments and the assistant secretary of appointments, (2) the dean and assistant deans of the respective schools, (3) program advisers to students, and (4) an organized corps of alumni representatives. All the agencies mentioned except the alumni representatives carry on occupational guidance activities as part of their regular 2 duties. From the "Report of the Secretary of Appointments” for 1932, which was returned with the questionnaire, it is 2 W. Emerson Gentzler, Report of the Secretary of Ap pointments for 1932, to the President. Published for the University by the Columbia Press. 40 evident that vocational guidance is a function coordinated with the personnel department. In addition to the placement activities, it is the duty of the office of the secretary of appointments to aid students in their vocational choice hy supplying occupation al information and advice. One medium employed is the Ap pointment Office Bulletin, which is published bi-weekly dur ing the academic year by the appointment office. Each issue covers an important field of endeavor and presents two dis tinct viewpoints: the educational side which is covered by a member of the staff of the university; and the practical side which is covered by a specialist from the business world. These bulletins also ca,rry reviews and other notes pertaining to vocational information. The quotation given is a copy of the Appointment Office Bulletin on the subject of Accountancy, which gives an idea of the style and the treatment of the sub- j ect * ACCOUNTANCY By Ralph T. Biokell, Instructor in Accounting. The student who knows early in life what line of work he wants to follow unquestionably has an advantage over his fellows who have no definite ideas concerning their preference. Obviously it is difficult for any one to choose a line of business or a profession without some specific knowledge of the kind of work the different ac tivities require. Even a tentative decision lends point, direction, and interest to the necessary study. Probably the safest method of arriving at a conclusion is to imderthkeltoe&ist the lines of endeavor which are genuinely distasteful, 41 those of which one is ignorant, and those for which one has a liking, real or fancied. A hit of inquiry ahout the last two groups will narrow the list of possibilities to relatively few* If one then considers his disposition, and his special aptitides in relation to the demands of the remaining possible occupations, some choice can be made: Hot necessarily a final determination, but one to give impetus and possibly even zest to study, which then becomes a preliminary to the job itself* Accountancy, by the very nature of its activity, requires certain special^qualifications which- broadly speaking are as follows: natural aptitude for analysis and a respect for mathematical accuracy; appreciation of the necessity for conscientious, painstaking and accurate labor; ability to assemble, interpret, and express con clusions clearly and concisely; the sense of perspective which will not be distorted by minor details; poise, tact and breadth of view which will induce respect from ones associatees; ability to retain confidential information* "ACCOUNTANCY — " (Prom a booklet by the American Institute of Accountants) Naturally, in this kind of work there is a great amount of detail labor to be performed* There is no lack of men to execute these routine duties; indeed, the field is saturated with accountants who are capable of fulfilling the mechanical needs of the profession* But there is definite demand for broadly educated men who are potentially able, after familiarizing themselves with the preliminary work of the accountant, to conceive the solu tions to important problems and to plan and direct the execution of them* Such men must have cultured minds which will per mit the survey of complicated problems in complete per spective; they must have well proportioned judgement to discriminate between significant and inconsequential de tails; they must have the linguistic ability to express clearly the results of analysis* Intellectual confidence, which is the product of experience with formal inevitable, intimate relations of public accountants with the leaders the enterprises which they serve.” Accountancy is the medium by which the results of commercial transactions, industrial operations and finan cial relationships are controlled and interpreted* The service of public accountants are indispensable in the 42 complex ramifications of modern commerce and industry# They are specialist in the financial relations of busi- ness and their functions constitute a tremendously im portant factor in commercial operations, in offerings of securities and reorganizations and consolidations, as well as in a multitude of other ways*’ 1 Columbia makesuse of the seven methods enumerated in the questionnaires (a) counseling, (b) classroom instruction, (c) Assisting in program-making for students, (d) talks by outsiders to groups of students, (e) conferences, (f) conver sations with professional men at their off ices,:, an$ (g) and student investigations of occupations# kor several years a well organized course in contemporary civilization has been given# The course has been the object of much constructive effort, and frequent revisions have been the result# Gentzler says of the course, ! , Our courses in Contemporary Civilization required of all students in the freshman and sophomore years are probably as helpful for orienting students as any found anywhere in our American educational system.1 1 While no forms were listed in answer to the inquiry as to recording data etc#, the Report of the Secretary of Appointments show that theavocatlonaldgu-id- ance department realizes the necessity for close examination of the students who come to Columbia, particularly those who must earn a portion or all of their expenses, or who are the re cipients of loans from the Student Loan S’ und# Gentzler says: Again it seems that in these days of economic un certainty a university such as Columbia, which has been a blazer of new trails should find it advisable to discover 43 even further ways to encourage with whatever financial aid might "be required, any good student who wishes to enroll, ^hose entering who would need such help should he tested in whatever way the admission office should consider advisable to see whether they meet the highest standards in leadership, scholarship, and character. Those applicants not measuring up to such tests should he limited hoth in number and in^the assistance they would receive from the university. 3 Earlier in the report Gentzler raised the question as to whether or not students should he allowed to go too heavily in debt. He believes it may be a handicap for young people to finish a university, 1 1 especially in these changing times with a large financial obligation to be paid after graduation, when a young man or woman needs strength and courage to meet 4 the demands of the recently entered business world.f f The ap pointment office serves as an employment exchange for the alum ni and the new graduates as well as for those students who earn a portion of their expenses. Gentzler says in regard to the graduates: Our system for placing graduates is very simple# This is so because of our situation here in the Metropo litan district. In other words, in close proximity to a huge employment center. The registration part of the ap- ointment office is handled by an 8x5 registration card on which all the necessary information about a particular candidate is recorded. The contact work is done by per sonal calls, telephone, or letter. In practically every case when a call comes to us a candidate for the position is sent to the employer for a personal interview. 3 Ibid., p. 9. 4 Ibid., p. 8. 44 The report states that the university with the unuaal demands on its income during these depression years has made the work of the appointment office for its students almost a primary consideration, and has furnished by far the largest propor tion of the opportunities for self-support. III. CHICAGO UNIVERSITY. At the University of Chicago the whole problem of oc cupational guidance is under the supervision of Robert C. Woellner, who is executive secretary of the board of vocation al guidance and placement • The board is composed of twenty- seven members of the—faculty, most of whom are chairmen of de partments. The executive secretary of the board is also a member of the faculty. The board of vocational guidance and placement is cthe.'.administrative unit which is charged with three major functions: (A) Placement of students, former students, and graduates of the university in full-time positions, (B) Vocational guidance, (Ct) Part-time placement of self-supporting students. The last named function places the responsibility for supervision of students* agencies on the bureau of voca tional guidance and placement. This bureau supplies informa tion to advisers in the College who in turn contact students. It also deals with special cases referred to it by the counse lors and advisors. The methods used in occupational guidance are chiefly 45 counseling and a course entitled Vocations in connection with a series of talks on business vocations and professions which is given by alumni. The board of vocational guidance and placement sponsers a vocational guidance series of leaflets which are edited by Woellner. These leaflets call attention to the work available to students majoring in specific fields. The series include a preliminary pamphlet on general education and the problem and procedure in selecting a vocation. To date leaflets have been printed on business, chemistry, education, English, history, home economics, political science, social service, and sociology. Other subjects are being prepared. Since there is often criticism as to the reliability of vocational guidance material available for student and class use, it may be well to examine the method of approach used by Chicago University, also the material selected as essential to the student desiring information. The leaflet examined is on Chemistry with aisubhead, Vocations for those Interested in rt. The discussion is by Professor Julius Steiglitz. The following quotation illustrate the method of approach: A young man or woman sufficiently interested in chemistry to contemplate chemistry as a profession should keep the following considerations in mind. l..Por the right person with the right training, the profession of chemistry is full of.the most attrac tive opportunities. As the fundamental science of the 46 transformation of matter, it is essential for progress in practically every branch of industry, in agriculture, in biology and medicine, through its searching analyti cal methods and its complimentary powers of synthasis, it is a tool of endless possibilities in almost every branch of effort with material things. 2. In general a person succeeds best, and is hap piest, in a field of work that is not primarily a pros pect for financial return but is chosen because it is thoroughly congenial and full of exciting interest to him. The hard work essential to success usually means simply drudgery in the first case; in the second case, it partakes of the attractiveness and stimulus of a sport. 3. Entering any profession, a person should aspire to get to the top <sr as near as possible to it. To do this in chemistry requires in these days complete profes sional training, the best Ph. D. training or high-class training in chemical engineering, including some post*! graduate work. The Ph. D. training emphasizes fundamental principles and theory and stirs the scientific imagination with its possibilities for the future --engineering train ing usually emphasizes accuracy and breadth of technique and practical results. All high-grade academic inquiries for chemists from universities and colleges specify re search (Ph. D.) training; all the best inquiries from the industries and government research departments demand the same training or its equivalent in chemical engineering, There is evidence of a definite trend in demand to^rard the highly trained Ph. D# with his grasp of fundamentals for the great research laboratories of the country. A chem ist’s strongest competitors have this training, and to be fair to himself he must plan to put himself on a par with the best* 4. Like every science, chemistry is a difficult study, but because it interprets what is seen by means of invisible, intangible units (atoms, molecules, etc#), conceptions arrived at by strict logical theorizing, it puts from the outset of the study, an unusually great demand on the intellectual imagination and reasoning powers of the student. Some of the most important branches of chemistry also demand, now, high mathematical training and ability, and any chemist should be prepared to take advantage of the power resulting from this precise mathematical treatment. 47 Students whose minds are practical only, and not "both practical and imaginative, students who have carried their hit of high-school and college mathematics with difficulty, students who are in a hurry, should not at tempt chemistry. 5. As in every walk of life ultimate success in chemistry in any field will depend in final instance on personal characteristics such as the brain power, capacity for hard work and for concentrated effort, on character and personality. But the university furnishes the tools, the highly specialized professional knowledge and technique v/hich the man even of outstanding ability needs to enable him to rise to the top of his profession. The remainder of the subject' is outlined as follows: University Brenaration for Professional Work Undergraduate Work I. General Preparation A. General Outline of College Work B. Sequence of fundamental Courses in Chemistry II. Preparation for Teaching .III. Preparation for Technological Work IV. Preparation for Government Work I .Graduatec-Work I. Preparation for teaching in University and College Positions I I . Preparation for Technical and' Government Work A bibliography on the following subjects is given: (l) Vo cations and Chemistry, (2). Agriculture, (3) Industry,'(4) liedicine, (5) Teaching, and (7) Government Work. A sample of the type lecture sponsored by the alumni association was included with the printed .matter sent. The lecture, Chain Stores, by E. H. Powell, treasurer and secre tary of Sears Robuck and Company, is fifteen mimeograph pages in length. It was delivered to undergraduates. The first page 48 gives a “ brief review of the history of the chain stores which dates their beginning back to the Homan Pmpire. The extent of the operation of chain stores is shown by naming certain American chain stores that operate in foreign countries. The volume of business done, and the advantages the chain store has over the independent store is discussed* The address con cludes with a review of the opportunities in the retail busi ness with Sears Roebuck, for young men who wish to do such work. A definite system of promotion is pointed out. The set-up for placement of graduates and alumni is through the bureau of vocational guidance and placement. Placement is affected bys (A) A number of means of making con tacts, (B) Registrations of students and graduates, (C) Se lecting of students for recommendation on vacancies, (D) No tifying students when they have been recommended. Pour series of forms for recording personnal informa tion are used by the bureau of vocational guidance and place ment. They are as follows: (l) Teaching positions, (2) Bus iness positions, (3) Part-time positions, and (4) Tutoring* The first two types of positions use the following series: 1. A sheet of registration instructions 2. Registration form 3. Reactive form 4. Report of vacancy 5. Placement credential (form for securing recor dation 6. Notification of position open (This form also pro vides space for the report of the outcome) 49 The university instructor is asked to check his degree of acquaintance with the student in a space provided which is as follows: r-r acquainted personally outside of the classroom. know him well as a student. know him only as a member of a rather large class. do not remember him at all. Mien information is desired regarding the teaching ex perience of teachers a special form is sent. After a few intro ductory statements the recipient of the form is requested to A. Write a brief general statement which we may use as a recommendation in the place provided. B. Characterize the person named below as provided. Please be sure to include both favorable and unfavorable characteristics. Your observations will be treated most confidentially and will not be used outside this office. Space is allowed under (A) for a general statement of re commendation, and (B) a statement of confidential characteri zations. A check list for the latter enumerates the following six characteristics: (l) teaching ability, (2) intellectual endowment, (3) social bearing, (4) work habits, (5) temperament, (6) cooperation with teachers and officers, which are to be rated by the appropriate descriptive terms — excellent, good, average, fair, and poor. Three forms are used for part-time positions: (a) report of part-time vacancy, (b) notification of part-time position, and (c) a registration blank which,- in addition to the regular identification data, has a check list of fifty occupations ar- 50 ranged alphabetically. The student is to check the type of work in which he has had experience. There is space provided to write-in any type of virork not listed. The student indicates the hours he has available for work. He also states whether he is interested in v/orking for board, room, cash, Saturday work, or summer work. This registration blank is the size of a sheet of typewriter paper and it is printed on a light flex ible cardboard. The right hand side of the blank as well as the reverse side of the card is ruled for data on-jobs. Al together space is provided for 100 entries. The data is re corded in four columns:data, vacancy, number, job resume and outcome. The blank provided for applicants who wish work as a tutor or translator list the required information under four heads: personal data, summary of education, summary of exper ience, tutoring or translating desired. The student is asked to cross out the item in which he is not interested. When this form is properly approved the applicant is enrolled up- onthe university*s tutoring and translation list. Confidential information is written on seven sheets of paper 7-J- x 8- J - inches vdiich is clipped in a neat binder This information has, as a cover, a supplementary sheet with a space on the left side for a picture and underneath is space for the following: 51 The work of this Board is conducted by its exec utive secretary in cooperation with representatives of the academic departments in which candidates have done their work. When you have finished with these papers please return them to us. On the right side this: These credentials contain in summary form the fol lowing information concerning the candidate: 1. Personal data 2. Educational experience 3. Academic training 4. Letters of recommendation from: (a) University of Chicago instructors (b) Other college and university instructors (c) Present and former supervisors The "board of vocational guidance and placement furnishes each applicant a folder, "Suggestions to those applying for a position." The subject matter is discussed under three head ings: (l) Personal application, (2) Application by letter, and (3) G-eneral consideration. IV. NEW YORK. UHIVERSLTY#'' ; * . Y ‘ Vocational guidance at New York University is done in formally# A personal service on a purely voluntary basis is available for all students in any division of the institution who desire it. The catalogue states as follows: "The School of Education has a student personnel service under the direc tion- of Professor Anna Y. Reid, which is available for any student enrolled in the university," This is the only organ ized, available service open to all students. The expense is 52 "borne "by-the university in so far as regular members of the faculty do advisory work. Additional expense is borne by the Hational Personnel Service, a private agency. University College and the College of Engineering spon- ser a series of talks in Freshman Chapel which have as their primary objective an explanation of the various professions and vocations for which these two colleges train men. The professors Yfho talk have clearly defined outlines in which they give the history of the field to be covered, a general outline of the requirements, explanation of the aptitudes necessary, and an indication of the possibilities in that field. Each speaker in this series is available for consul tation throughout the remainder of the year on any phase of the subject which he covered. Frequently speakers are brought to the university who contribute in a general way to vocation al guidance. The placement work is carried on through two regular placement bureaus. One is for general occupations and the other is.for teaching. This service is also open to alumni who desire it. In answer to the inquiry as to forms used for testing, interviewing etc., the following reply was given: Interviews do not follow stereotyped forms. We do not believe in the “standardized interview.1 ' The per sonnel office keeps an informal record which is blank ex cept for routine data, name, etc., and is filled out ac cording to the material Y/hich might be needed later. V* UNIVERSITY OF PENNSYLVANIA. Vocational guidance at the University of Pennsylvania is integrated with the personnel work, the vocational guidance clinic, the educational guidance clinic, and the university ■placement service. Doctor R. A. Brotemarkle, personnel offi cer, says in a letter which accompanied the returned question naire: I Y/ould call your attention to two specific pieces of work at the university. In connection with the six undergraduate schools we have a great deal of vocational guidance involved in the personnel work. The Wharton School of finance, the College, and the School of Education each have a specific personnel department where the individual is assisted in gaining vocational informa tion and contacts and where the problem of educational guidance is coordinated with the problem of vocational direction. The School of Pine Arts, the Moore School of Electrical Engineering, and the Towne Scientific School (Civil Engineering and Chemical Engineering) are smaller and the Dean in person takes care of the specific person nel work stated above. The second type of work of interest to you is carried on by the Psychological Clinic which is a distinct organization connected with the Department of Psychology. Under the Psychological Clinic are two specific clinics open to the public and dealing with the problem in which you are interested. The Vocational Guidance Clinic, in charge of Doctor Morris S. Viteles, takes care of two or three cases a week of the secondary school, college, and adult level, using specific clinical and psychological point of v ie w in approach to the problem. The education al guidance clinic, in charge of the writer, takes care weekly of two or three cases of the secondary school, college, and adult level in the problems of personality adjustment, education, and vocation. As you are well aware, it is impossible to separate these problems. Fre quently, however, the exchange or reference of cases has been found advisable because of the difference of approach in these clinics. 54 The university placement service is maintained as a regular unit in the University of Pennsylvania administration* It is a well organized department, which functions directly under the President’s office. The director of theyplacement service is an executive officer of the university, a member of the university faculty, and chairman of the committee on university placement*’ This department consists of thirty- one departmental placement officers, in the various schools, and thirteen advisory members, who cooperate with the' central clearance office. The work of the placement service is organ ized into the following nine sub-divisions, namely; 1. Tutorial and Substitute Teacher Placements 2. Alumni Placement Division 3* Appointments for Women in Industry 4. University of Pennsylvania Placement Review 5* Educational Appointments 6. Senior Placement 7. University Placement Service Endowment Fund 8. Student Employment Fund 9. Student Aid Department The Alumni Divisions of the placement service are self- supporting through registration and placement fees. The Stu dent Aid Department is partly self-supporting through the surplus earnings of the student agencies. The placement ser vice as a whole operates on the basis of a regular university budget, but is provided with regulations governing registra tion and placement fees. Doctor Thomas S. Gates, President of the University of Pennsylvania, says of the placement service in printed matter included: 55 ” The formation of the University of Pennsylvania Placement Service in 1926, marked a new era in the rela tion of the University to its students and graduates. ‘ ’ ~ With the assistance of thirty-one faculty Placement Offi cers, representing every school of the University,! the central Department at 3400 Walnut Street, serves as an of fice of clearance for calls which reach the University for its Alumni for filling positions in almost all the indus trial, professional, and educational fields. Moreover, the University’s committee on Student Aid has achieved re markable results, since its appointment in 1931, in system atizing the help rendered through the Student Aid Depart ment to self-supporting students. The department, as a whole has been asveryodefihite influence -in fostering a closer unity of interest as between the University and its students and graduates.” In 1931 the channels of student aid were coordinated by the formation of a university committee on student aid, com posed of the Director of Scholarships and Student Finances, the Director of Student Welfare, the Assistant Director of Intercollegiate Athletics, the University Chaplain and the Director of the Student Aid Department. In this way the five agencies set up for aiding students financially are represented in one committee. Following the establishment of theecommit tee on student .aid, a nev/ university division known, as the Student Aid Department was created with its own.budget. All forms of part-time work for self-supporting students are cleared in this division, under the direct supervision of the committee on student aid and operated as a part of the Univer sity Placement Service. This committee was also authorized to establish and operate certain student agencies, and a new fund was set-up, known as the Student Employment Fund. The Univer 56 sity Placement Review, says of the five coordinated agencies: In the main, these agencies involve only work of a necessary or helpful character on the campus. Among' quite a number of these, one of the largest and most prof itable has been thatnof the entire parking of automobiles on university property. At present there are two impor tant parking squads, the one for parking automobiles at the athletic events, and the other for handling the park ing on university property at all other events. This work affords employment for a fairly large number of stu dents. In addition to the vocational guidance vtf-ork carried on by the thirty-one departmental placement officers} the univer- makes use of vocational talks by members of the faculty and outside speakers. Interviews between representatives of firms and students are encouraged. In the spring of 1933, invita tions were sent to 1,300 firms .and corporations extending the facilities of the university for such interviews. The Central Placement Office has a shelf of occupational books and leaf lets. These books are available to both students and alumni. Moody*s Manual is used in negotiations with firms. Alumni have access to these manuals, when they desire to find the status of given industries* The placement service of the university issues two bul letins. One is regarding regulations covering registration and placement fees; the other concerns rules which govern registration and negotiation. Now when many universities and colleges are working on limited budgets, the University of 6 G. W. McClelland, "Some Aspects of the Coordination of the Student Aid Problem," University Placement Review ITovember 1932. p. 9* • 57 Pennsylvania is meeting the emergency hy providing specific fees. The following-quotation from the bulletin, Regulations Covering Registration and Placement Pees, shows the university’s ultimate aims The University of Pennsylvania would prefer and plans to render this service in the future free of charge to seniors and graduates, hut the exigencies of its pres ent financial condition do not permit it to do so at this time. Three years ago there was established- the Univer sity Placement Service Endowment Fund, which has received numerous additions through gifts from friends andbenefic- iaries of the service. The purpose of this fund is to put the service eventually on an entirely free basis. Under the present arrangements the Executive Board of the Trustees, has authorized the Director to apply any annual revenue, in excess of actual operating expenses, to this fund, thus definitely providing a means for increasing the endowment. -In addition, special gifts to the fund from Alumni and others will be welcome. The plan of operation and the fees charged are quoted below from the same bulletins Student Employment. Aside from all the other acti vities of the University Placement Service, that function relating to part-time and summer work for students to aid them in meeting their educational expenses would, in itself, fully justify the existence of the department. Based upon actual records of student earnings at the University of Pennsylvania, it is estimated that students have earned ap proximately a quarter of a million dollars toward their ex penses directly and indirectly through the assistance of the department. This has been of the very greatest value to the University as a whole. It is the intent of these Regulations that students of the University so situated that they have only a part of their time during day hours free from classes for remuner ative employment towards their educational expenses, and like students in search of summer work, are entitled to the services of the Student Employment Division without charge of any kind* Students who have, or who seek full-time em ployment, but who desire to improve themselves intellectu ally or otherwise by part-time educational work, are sub- 58 ject to a registration fee as well as the university fee for placement* The director, however, has discretionary power to remit any charge in extreme cases on a welfare "basis* Senior Placement* Seniors who seek their first posi- tions following graduation through the aid of the universi ty are not required to pay a registration fee, hut in case a university placement, as hereafter defined, are required to pay a fee of #15.00 in case of women, and #20.00 in case of men, within ninety days after starting work in the new position. This university regulation applies to seniors in all the undergraduate schools, including the dollege, the Whar- tonSchool, the School of Education, the School of Pine Arts, the Towne Scientific School and the Moore School ofriSngineer- ing. In the Lav/, Dental, Veterinary and Medical Schools, the director is given authority to follow a cooperative plan of procedure so as to take account of the various methods hy which the graduates of these schools make the start into pro fessional life* Alumni Placement* Graduates, graduate students, and former students may register in the university placement service upon the payment of a registration fee of two dol lars to cover the clerical expenses of compiling the com plete credentials and of placing the name of the candidate in the' appropriate files of the department. In case of a university placement, hereafter defined, a fe©cequivalent to one week’s salary is payable within ninety days after starting work. In case a university placement, as hereafter defined, involves work on a commission basis, a fee of twenty-five dollars is payable within ninety days after starting work. In case of part-time or temporary work for Alumni a fee of ten per cent of the money earned is payable with in thirty days after completing the work, except that when ten per cent of the money earned, for full-time or approx imately full-time temporary positions, is larger than one week’s salary, the latter shall be taken as the measure of the fee. Renewal gee* For graduates and former students who desire to have their names in the files of the university placement service continuously so as to receive notifica- 59 tions of positions from time to time, a renewal fee of one dol-lar is required once each year starting with the univer sity fiscal year immediately following the year of the ini tial ’ registration. In the fall of 1932 the University of Pennsylvania named, an Executive Committee on University Placement of seven members. The functions of the Executive Committee are as follows: (a) To act throughout the year on behalf of the main committee on university placement; (b) To keep the members of the main com mittee informed of the business transacted by the Executive Committee; (c) To encourage members of the main committee to correspond with the secretary in the form of discussion upon any of the items of business transacted by the Executive Com mittee; (d) To review the policies under fahichlthenplaceraentco service functions, from time to time; and (e) To promote the efficiency of the work by constantly developing the cooperative relations between the placement officers and the offices of placement• Doctor C. E. Clewell, director, says that in this impor tant business of finding work for those who wish it, the uni versity placement service uses as many as fifty forms of var ious kinds. Pour of the more important forms were returned with- the questionnaire. They are; (l) Registration blank for a teaching position, (2) Registration blank for the alumni industrial division, (3) A follow-up form for teachers, and (4) a form for collecting data on experience to be used for 60 further recommending candidates and for the completion of the files. The latter form provides space for the data required headed with the following: In helping students and alumni of the University of Pennsylvania to secure appointments in “ business and industrial organization, and educational institutions, the placement service desires such information regarding the candidate named “ below as may “ be copied and sent to "business executives or educational administrators where references are necessary. Specific information is de sired concerning outstanding points of strength or weak ness, scholarship, judgement, leadership, initiative, personality, ability to take suggestions, ability to get along with people, and success in present or previous positions. Please give only information of which you can be reasonably certain. The reverse side of this blank is for confidential information which you may wish to give for the guidance o£ the placement service only, and not to be sent to the prospective employers. Your coop eration is appreciated* Note to Employers * This request does not always indicate that the person concerned is seeking another position, but the desire of the placement service to keep full and accurate records of graduates and students of the university* The note to employers is given in italics* VI. C0OTEEL UNIVERSITY. Occupational guidance at Cornell is assumed by the de partments and is given informally. Most of the work is place ment. Each of the several colleges has its own placement of fice, with a faculty member as director or with a director who performs other functions ashwell, however, Cornell is forming a central placement bureau Y/hich will be under the direction of a man who will give his full time to the work. Support 61 comes from the university and the alumni* The Cornell club of New York has a placement office and other Cornell clubs do placement through interested members. Occupational guidance is best developed in the college of Engineering where the faculty-student relationship is fair ly close* Use is made of the Personality and Vocational rating scale recommended by the committee on Personality Measurement* published by the American Council on Education. The informa tion on the rating sheets are kept confidential and are avail able to the student alone. The personnel director, however, interprets these ratings Y/hen needed for credentials. The student is rated by five students and five faculty members. VII.' HARVARD UNIVERSITY. The set-up for vocational guidance at Harvard consists of a consultant on careers and two assistants. The expense is borne by the university out of its budget. Harvardfs system of vocational guidance is entirely voluntary. Con ferences take place in comfortable chairs. The atmosphere is that of a friendly talk between equals interested in a, com mon problem. Methods used in occupational guidance are con ferences, followed by recommended readings and conversations with professional men at their offices. While the^placement service has a paid director and 62 two assistant; directors, one of whom is stationed in Hew York City. This service handles /business positions. Pees are charged for placement, so this office is partially self-sup porting. The deficit is made up by alumni contributions• VIII. UORTHWESTSRB UHIVBRS.3TY* Guidance at northwestern University is administered through the university personnel office. Since this is one of the earliest and best known development of a central guid ance agency and there is recent authoritative] material^on’it the northwestern system will be discussed in detail. The per sonnel office coordinated the activities of academic advisers, personnel deans, dormitory directors and other persons and agencies. The office provides individual student counseling 1 but has no authoritative relationship with them. The pres ent system had its beginning in 1922 under the leadership of B. B. Hopkins. In some unpublished notes he outlined the basis of a well balanced personnel administration as: 1. An interest in individuals. 2. An appreciation of the methods of science, us opposed to unsupported personal convictions, feelings, or class prejudices. 3. Utilization of scientific methods and scientif ic knowledge in personnel procedure. ----------------------y ------------- ■■■■■■ Karl W. Cnthank, “Guidance Staff and Organization in Higher Institutions,” Occupationsthe Vocati,qnal Guidan; ce Magazine 12:93, March 1934. 63 4. The coordination of the Y/ork of all agencies within the institution participating in^either personnel service or personnel research or hoth. The staff* The personnel staff consists of the follow- nine full-time members: the director, three assistants, and an assistant director of women with a staff of four women members. Their duties are as follov/s: 1. The director counsels students who seek interviews; (2) works with outside agencies which are related to undergrad uate students; (3) and devotes time to conferring with other personnel officers in the university, and to discussions of special problems with deans, other administrative officers and faculty about curricula, about students who present special problems, about selecting new instructors, classroom methods, examination procedure, and experimentations•-■ 2. The first assidtant (a Doctor of Philosophy in psy chology) has the chief responsibility for the statistical re search undertaken. He also directs the testing program, is in charge of admission for the College of Liberal Arts, and holds interviews with undergraduate men students. 3. The second assistant is a graduate of the preceding year who is chosen by the director, because he is one of the most outstanding, intelligent, and popular men in his class. He joins the staff with the understanding that his appoint- 8 Sster Lloyd Jones, Student Personnel Work { Hew York: Harper and Brothers, J.929), p. 19. 64 ment is for one year only. His duties ares (l) to interview undergraduates, (2) to carry on studies for the office, (3) to interpret the opinion of the undergraduate men to the di rector. 4. The thirdassistant gives his full time to student part-time employment on the Evanston campus. 5. The assistant director fdr~GWomen is a recent grad uate of the university, familiar with all campus activities and traditions. She has also heen a member of various out side agencies interested in college women, such as the Nation al Association and the Chicago Collegiate Bureau of Occupations. Her duties ares (l) to maintain close contacts with the women undergraduate students as individuals and as groups; (2) to work closely with the dean of women, the counselor for women, the women’s physician, and the Y. W. C. A. secretary. 6. The other four members are women who are recent popular graduates, chosen because of desirable personal qual ifications. Each possess the ability to meet students well, and each has had special training in stenography, office management, social cas£ work, record keeping, or educational research. In addition to the above nine full-time employees the staff has had two part-time members. One of these a-'*young woman who has previously worked as a member of the regular staff, is employed in making surveys of occupational oppor- portunities for women college graduates in lousiness and indus tries in Chicago. The other part-time employee is a clinical psychologist from the psychology department. His duties are (l) to act as consultant in all special cases; (2) to attend the regular meetings of the office staff and give instruction and counsel for interviewing procedure; (3) to "bring into the every day work of the office a constant insistance on the mental hygene point of view in all work done with individuals* The cost of the personnel work on the Evanston campus is #18,000 and on the McKlintock campus #5000 additional. This is about three per cent of that of the instruction of the students in the schools served. The School of Music, Medicine, Law, Dentistry, and Nursing are not included in the set-up for personnel work. All the methods listed in the questionnaire are used in giving occupational guidance except class instruction. While outside speakers are used, Northwestern says that this method has not proved particularly successful, although it is of some value in disseminating information. No vocation al tests are used. The collecting and giving of information receive more emphasis than any other phase of the vocational guidance work. A vocational library shelf of standard books on vocations is maintained just outside the interviewing booths. Thelcollege librarian cooperates in compiling lists of vocational readings. When students make inquiries concerning business or ganizations about which the personnel office has no informa tion, the following letter is sent: To the President of Business Organizations: This office among other things, is concerned with giving our prospective graduates as much information as possible about the organizations with whom they are con sidering making a connection. One or more of this year’s senior class has asked us for information concerning your company. I fully ap preciate the difficulty of furnishing information except in terms of the vaguest generalities; nevertheless, I wonder if you will be willing to cooperate with us to the extent of telling us: Pirst. How many employees have you in your entire organization? Second., What percentage of these employees are college men or women? Third.. How many college men or women do you bring into the organization- annually, and in what departments are they employed? Pourth. What provision is made for training and ■follow-up of college graduates in your various departments? Pifth. Have you determined upon the successive steps of promotion and the types of positions to v/hich these suc cessive steps lead for college graduates starting their bus iness careers with your company? Sixth. Have you any literature defining the nature of your product, the field of service covered by your com pany, the territory served, the company’s history and its policy in relation with its employees? Hot every corporation or business concern is given the privilege of interviewing students, for northwestern be lieves there are those'who do not know h5w to educate the mmtrntim * '"'i Xw ifctf 9 students or how to utilize their abilities to the fullest. Placement work as a whole is coordinated under the director of personnel who is also director of placement for the entire university. IX. UNIVERSITY OP SOUTHERN CALIFORNIA. The University of Southern California has developed an effective guidance program under relatively detached agencies, with no visible specialized guidance set-up. Por two years the university carried on an intensive program of instruction and guidance antivities of an experimental nature, which was based upon diagnostic information concerning the abilities and handicaps revealed by a study of test records of specially admitted students. These data together with considerable information gained through eight years of use of the Thorndike Intelligence Exam ination for high school graduates furnished the basis for the organization of the University Junior College which was es tablished as one- of the several divisions of the university with the opening of the first semester September 2 5 , 1933. The Junior College is one of the strongest guidance agencies at the University of Southern California* Most of the vocational guidance is done through the orientation department* Two professors give their full-time to this work. One gives his time to work with students in the 68 junior college; the other gives his time to the freshmen of the university proper. The dean of men and the dean of women with their staffs work directly under the vice-president of the university, who has charge of the educational program of the university. The deans of the several colleges do guidance informally. The cost of the guidance work is home hy the university. Since hoth counselors teach classes in orientation, the depart ment is income producing through tuitions paid for these courses. The students, however, pay a nominal fee to. cover the cost of material and the cost of scoring tests. The methods used in occupational guidance are counseling, classes in orientation, assistance in program-making for students, conferences, and student investigation of occupations. Placement- work is carried on hy the appointment offioe and the bureau of employment. The appointment office is main tained hy the university to assist graduates of the university who desire positions as teachers. It functions directly under the president’s office. A five dollar registration fee is charged for registration, hut no further fee is charged for placement• The bureau of employmnet is conducted hy the G-eneral Alumni Association to furnish part-time and full-time employ ment for all students and graduates of the university except those who desire to enter the teaching profession. A fee of two dollars is charged for the placing of an applicant in a full-time position* The bureau of employment operates under the dean of men with a director who gives his full time to the work. Information about vocations is available to students at the bureau of employment• Students who apply for entrance to the University of Southern California are required to take the scholastic apti tude tests. These tests seek to measure the student’s abil- • ity in (l) Mastery of English Vocabulary, (2) Heading com prehension, (3) Language usuage, and (4) Mathematics• The 0 tests used are as follows: 1. Reading Comprehension: Thorndike A Iowa 1 Iowa 3 2. Rate of Reading Iowa 6 3. Linguistic Ability Thorndike B Thurstone I Thurstone V Iowa 2 Inglis Total 4. Mathematics Thorndike C Thurstone IV 5. Miscellaneous Iowa 4 Iowa 5 Thurstone II Thurstone III 6. Personality Bernreuter Other forms used are (a) A personality ranting blank, and (b) A rating scale for factors influencing college success. In order that the data assimilated may be of the great est possible value, the results of the scholastic aptitude test reports are sent to the principal of all highr.s'chools-.-whgsecstu dents enter the University of Southern California. a form letter is sent which explains the purpose of the test and its interpretation. A form is also sent to the student with his score and directions for interpreting • The following six forms used at the University of Southern California are of sufficient importance to justify their inclusion in this thesis: 1. Form letter to principals of contributing schools, 2.Memoranda showing placement records in certain tests Z* of scholastic aptitude for the. principal, 3. Memoranda showing placement records in certain tests of scholastic aptitude for the student, 4. Rating blank of factors influencing college success, 5. Personal fating blank, , 6. Analysis of scholastic equipment. Copies of these forms may be found in appendix C* X. YALE UNIVERSITY* Occupational guidance of students of Yale is one of the functions of the department of personnel study. It is financed by the university from a special endowment fund created by the gift of an alumnus. Vocational guidance is carried on by members of the department staff who act as vo- 7T cational counselors, and to some extent toy faculty members, acting officially or unofficially as counselors. The depart ment of personnel study and the "bureau of appointments pub lish a "book, J , The Choice of an Occupation, to assist students who are uncertain atoout their future. "While Yale is carrying on an extensive research program, which makes a contribution to guidance, neither the questionnaire nor the printed matter sent shows that Yale has a definite program to help students decide why one profession or job is more suitable for him than some other. Two of the major areas of research explored are (l) The measurement and prediction of scholastic success, and (2) The discovery and measurement of aptitudes for different subjects. Yale reports that considerable progress has been made in devel opment of methods for predicting scholastic success and in the 10 analysis of various criteria for its measurement. Two years ago the department published its findings in respect to the validity of College Board entrance examinations. The conclu sions reached were that the evidence indicates that "College Board averages do not satisfactorily measure general scholas tic ability and that this is better measured by other avail- 11 able criteria, particularly the so-called General Prediction." 10 A. B. Crawford, Report of the Director of Personnel Study and Bureau of Appointments, 1931-32. 11 A. B. Crawford and P. S. Burnham,"Entrance Examina tion and College Achievement," School and Society Vol. 36, Bos. 924-25, September 10 and 17. 72 In regard to the measurement of aptitude subjects, the college hoard examinations yielded disappointingly low corre lations with freshman work whether measured either by the gen eral average in all first year subjects or by achievement in the same individual subjects as the examinations have been specifically intended to test* Other research problems which are being investigated ares (l) through the study of the scholastic and mathemati cal aptitude tests how well can certain special educational abilities or aptitudes be forecast, (2) studies of the marking system involving the reliability and distribution of grades, and (3) the development of a legal aptitude test* Last year the Yale Personnel Study participated in the Cooperative Test Service, operating under the auspices of the Carnegie Foundation and the American Council of Education. This survey showed that Yale freshmen as a group excel three quarters of the sophomores with whom they have been compared, Doctor Crawford, director of personnel study and bureau of ap pointments in his report to the President, makes the following comments This particular test is being widely used, and its validity as a measure of intellectual promise and cultur al background has been generally accepted. While results elsewhere have indicated a considerable overlap in gen eral between the scores of freshmen and of upper class men, the data presented above nevertheless indicate the cate the high degree of selection characterizing Yale undergraduates. 12 The personnel department at Yale believes that there is an increasingly apparent need for more and better objective" in formation on which to base educational and vocational counsel* It states that tests which are reported to give splendid re sults in one situation may not prove reliable in another* "so that it is essential for such tests to be validated in the Yale situation before dependence should be placed upon them in 13 the educational or vocational guidance of our students*'1 The placement service is of the usual kind. Students register and are interviewed by staff members, who endeavor to ascertain their interests and give counsel wherever advis able. The department, through correspondence and personal solicitation seeks opportunities for registrants and make contacts for interviews with prospective employers. Until last year Yale maintained a graduate placement bureau in Hew York City. This was financed by the Alumni Association. This graduate placement bureau had been operating for six years and performed the following functions: (l) The information and experience of the graduate bureau provided the university with _ A. B. Crawford, Report of the Director of Personnel Study and Bureau of Appointments, 1931-32. p. 20 13 Ibid., p. 22 a natural medium for later follow-up, and (2) It serves as a laboratory in which the university’s guidance, placement, and training facilities might be tested. XI. BUOEEELL UNIVERSITY. Vocational guidance at Bucknell id administered by a vocational counselor who is appointed under the dean of students, and has oversight over all personnel Yrork in the institution. In occupational guidance the methods used are counsel ing, class-room instruction, assistance in program making, talks by outsiders to groups of students, conferences, con versations with professional men at their offices and students investigation of an occupation. For the latter special out lines are provided. Bibliographies of occupational materials are available to students. The Bnoknel 1 - i n.n r f.h & weekly stu dent publication conducts a column on the choice of a voca tion. Some of the articles are by the counselor and others are the result of studies made by students interested in some vocational field. Outside speakers are given an outline of the informa tion to be covered in talks. Use is made of "Aids to the Vo cational Interview*1 / plhis^f.orm is also used by Boston Univer sity. The department of education maintains a placement bureaux for those preparing to teach. Other departments offer- 75 ing a special vocationalcurriculum look after the placement of their own graduates. XII. COLGATE COLLEGE Colgate College did not return the questionnaire hut sent instead a reprint from the Colgate Alumni Hews for December 1932 which gives information regarding vocational guidance at Colgate. These data supplemented by data from the Vocational Guidance Magazine for February 1928 under the title “A Hew Vocational Guidance Department at Colgate College*' written by G. H. Estabrook is the basis of this report. Esta- brook, who is director of the placement bureau is also respon sible for the reprint from the Colgate' Alumni Hews. The new vocational guidance department was put into ef fect in 1927-28. The director, who gives half his time to vo cational guidance and placement, has a full time secretary. Two seniors who are taking courses in experimental psychology give three hours a day three times a week to research work, there is also a freshman assistant who puts in an average of three hours a week. The work falls into two broad groups: (l) consulting seniors as to vocational future and interview ing freshmen, and (2) experimental work proper. Every senior and freshman is interviev/ed before the end of the first sem ester. The object in interviewing seniors is to have the problem in hand and fealize the material available before the 76 the actual work of placement begins in the spring. The inter view with the freshmen forms the basis for vocational guidance. Vocational monographs are kept on a special shelf with a small select group in the placement office. In regard to giving in formation Estabrook says: We can help him (the student) by outside;, speakers , conferences with various people who excel in certain fields, personal interviews, and other minor devices but the real service is rendered through the classes in vocational psy chology and the various vocational monographs of which we have an excellent selection. The classes in question con sist of a large group which meet the first semester, and. a smaller group of ten selected seniors who siget in the “Vocational Laboratory” the second semester. This Vocational Laboratory funcions as a seminar. Its purpose is to give practical knowledge in vocational guidance by bringing the seniors face to face with placement problems. Under the leadership of the placement officer this seminar group actually do the placement work. Estabrook believes that the best single device used in the placement work, is a "write up” card which is the size of an ordinary postal card. On it is mounted a 2 x 2-g- picture of a senior, and beneath is a brief write-up. A sample of the information given on one of these “word pictures” is as follows: Chief interests: Selling and sales promotion; pub lic utilities. Prefers to be located in Cleveland or Dew York City* He.has done very good work in economics, which is his major subject, and he wrote an honor thesis in this field. He has also had actual business experience, do- 14 Or. H. Estabrook, “How Colgate Performs the Difficult Task of Einding Jobs for Seniors,” Colgate Alumni Hews Dec. 1932 77 ing survey work for the National Survey Service of Cleve land during three summer vacations. He "belongs to two honor societies, one of which is the honor economics society, and in this field he has held the offices of secretary and treasurer. He also as sisted the head of the economics department hy grading papers in this department. He is president of his fraternity, and has taken part in college athletics. He is 21, five feet eleven, v/eighs 185 pounds and is in good health. He was horn in Cleveland, and is a Methodist. Everything possible is done to make the matter of place ment a cooperative project involving the whole senior class, working through the seminar group under the leadership of the placement officer. Some of the work done is (l) to send out "write-ups’ 1 with other publicity matter to a large mailing list of business firms, schools, and universities; (2) to issue a bulletin to upper-classmen once every two weeks; (3) to keep the senior class informed as to the actual placement situation; (4) to inform particular individuals as to specific openings in which they are interested; (5) to take charge of outside speakers, and (6) to arrange for interviews in New York City and other centers during such times as Easter vaca tion. Colgate is a liberal arts college, and since theoreti cally liberal arts colleges are not enthusiastic about voca tional guidance it is interesting to note Estabrook1s attitude tOY/ard it. He says: So far as our institution is concerned, education for intellegent citizenship, for cultural appreciation, and 78 for a satisfying use of leisure time must be our main goals; but education in the art of making one's living also has its place* The responsibilities here assumed are of a serious nature* Vocational guidance and placement involve'a proc ess which should begin in the freshman year. The task is one of interpretation, as well as actual placement. We must interpret the world of affairs to the college man and the college man to himself. Just what can he do on graduation? How is he to make an intelligent choice of his life’s -work? Even more important, what are those qual ities Y/hich make for success in this world of ours, and those which make for failure, Y/hat combination of these positive and negative virtues does he possess and what can he do to obtain a more favorable grouping? Estabrook says that psychological tests do not seem to help a great deal in their present stage, and that much remains to be done before such tests become effective. After vocational information has been given and counseling in the choice of an occupation the solution to the remainder of the vocational guidance program is one which involves repeated personal interviews. He concludes his philosophy of voca tional guidance by pointing out what he believes is the most difficult problem. Then we have the very difficult problem of guid ing the student towards those personal qualities which are essential to success and happiness, in other words the whole matter of personality development. This is pro bably the most important phase of our entire work and the one in which least progress has been made. The reason is fairly obvious. The world cannot tell us what personal qualities really make for success and even it it could, the matter of personality education is very difficult. 14 G. H. Estabrook, "How Colgate Performs the Difficult Task of Pinding Jobs for Seniors," Colgate Alumni Hews, December 1932. 79 XIII. PRINCETON UNIVERSITY. Occupational guidance at Princeton University is ad ministered through the personnel department which consists of a director and two assistants. It is a division of the university administrative set-up and operates on the univer sity "budget. The personnel department also serves as a clear ing-house for all student employment activities of the under graduates, as well as for seniors and young alumni. Vocational guidance is carried on chiefly "by a gener al counselor. The director of the personnel department, Doctor William B. Von Alstyne sayss In general we are offering a voluntary service to the undergraduates who come to me for discussion of their plans with regard to their future careers. Owing to the somewhat limited staff'we are unable to carry it back into the freshman and sophomore years as much as I should like to • We find that the interview covering from one-half hour to an hour is much more effective than any reading or other method which we have tried. In only one or two instances have I found the talks given by men of prominence very successful. In the first place, it is difficult to locate men who are old -enough to have the perspective but at the same time young enough to appreciate the point of view of the undergraduate. In the second place, having found such men it is frequently difficult to guide^them so that they will either not talk entirely for or entirely against the particular occupation which they represent. In the placement work, the director keeps cumulative records of the student*s school and work history. A rating card is sent to advisors by the personnel department to se- 80 cure ratings on students whom the department endeavors to aid. This card gathers information as to (l).amount of student em ployment , (2) tuition loan, and (3) scholarship. In addition the following check list is submitted: Please check the following! Limited Extensive Interests: Intellectual • • • • ________ _________ Extra-curricular . • ____ _________ Athletic ...... ____ _ _ _________ Yes Eo Personality: Reticent • • • • . ________ _________ Aggressive . . . ._________ _______ Pleasing • • • • . ___________ _ _ _ _ _ Character: Dependability . • Good Pair Poor Would you recommend him • • • • Reservedly Unreservedly Qualifying remarks : ---------------* ------------------------ (Please return to the department of personnel) Princeton uses separate office forms for students who will occupy teaching positions and those who will go into the business or industrial fields. The personnel department sends out forms to the June graduates the following September. In addition to space allow ed for identification the form sent out is as follows: The department of personnel is endeavoring to keep an accurate and up-to-date record of what recent Princeton graduates are doing. As you probably realize, a study of type is of little value unless it is complete. We would appreciate it if you would take the trouble to fill out this blank and return it to us as soon as possible. We assure you that all information will be treated in absolute confidence*- 81 Are you continuing study? •• Traveling-?....... If so, what? ............ . Where? ...........-....... Have you a job? .............What? ............. ....... Where? ......................Salary? ................... Did you get your job through: Own efforts ......... Friends...... Family connections Agency (Please name)....... ............................. Department of Personnel, Princeton University.......... Princeton sends out another form to both students and alumni. On this form are' the following questions: Have you decided on a vocation? ......................... If so, what? .................................... . If you have obtained a definite position, with what com pany? ............................... ...................... What capacity? ............................................ If this choice should not prove feasible what would be your second choice? ..... ................................ The receiver of the form is asked to check any of the following fields in which he is interested: ACCOUNTING- ADVERTISING Law Medicine BANKING Ministry Credit Teaching Commercial (What subject) Investment------------------------------------ CHEMISTRY (Commercial only) PUBLIC UTILITIES (State field in which ENGINEERING You are 2 3 0 interested) ( State branch in which you are most interested) REAL ESTATE SALES FOREIGN SERVICE Management Trade Selling Diplomatic Service TRANSPORTATION JOURNALISM Aeronautical Magazine Automobiles Newspaper Railroads Steamships 82 mafueacturihg (State "branch in which you are most interested) MI S C ELLAMEOUS (List "below any fields not already named) On the reverse side under the caption "Confidential" the same If the interest warrants it the Department of Personnel contemplates inviting men from the industries and pro fessions listed below to Princeton to discuss informally their particular fields. After these meetings there will be opportunity to meet and talk with the speakers. Please check those which interest you, and which you wish to attend. XIV. SMITH COLLEGE. Vocational guidance is administered at Smith College by the vocational division of the personnel office. The per sonnel department consists of a Director, vocational secretary and two assistants. The expense is borne by the college and to a small degree by the students, as they pay $1.25 registra tion fee, which pays the expense of securing and copying let ters of recommendation. The function of the vocational office is both guidance and placement work. Interviews are held with students of all classes to assist them in selecting their future occupation and in relating their college courses of study to these occu pations • The methods used in vocational guidance are counseling classroom instruction, conferences and vocational opportunity •classes. These classes consist of a series of lectures on list is given under this headings the various fields of work open to women, and are held each week during the autumn and winter term# Por the year 1931-. lectures on the following subjects were givens This Business of Broadcasting Mr. Prank A. Arnold Director of Development National Broadcasting Go#, Inc. Hew York City After College What? Dr. John M. Brewer Director,IfBuSeaueof Vocational Guidance Graduate School of Education Harvard University Teaching in Progressive Schools Mr. Eugene R. Smith Headmaster, Beaver Country Day School Chesternut Hill, Mass. ■ Opportunities for Women in Wall Street Mr. George H. Sibley J. and ■¥. Seligman & Co. Hew York City Women in Politics Miss Thelma Parkinson, *21 Member, Hew Jersey Democratic Committee Trenton, H. J. Graduate Study Miss Marjorie Hicolson Dean, Smith College Summer Work Mrs Marjory P. Hield Smith College Vocational Secretary Department Store Work Miss Gladys C. Gilmore,’08 The Gilmore Training Service for Retail Stores Hew York City Social Work Mr. Everett Kimball Director, Smith College for Social Work 84 Journalism Mrs. William Brown Meloney Editor, Sunday Magazine The Herald Tribune Hew York, U. Y. Science Symposium Under the direction of Miss Elizabeth Genung Associate Professor of Bacteriology, Smith College Some of the office forms used are (l) a form 3-fx8 is sent out with the credentials of students who are seeking posi tions. In addition to identification data is the follov/ing Enclosed are the credentials which we were re quested to send you. Will you kindly let us know if the candidate is accepted? If so, at any time you wish candidates for a posi tion we shall be glad to suggest them to you. Vocational Secretary. (2) When credentials are not returned promptly this form is used: O n sent you the credentials of ..... ....... ...... If you are through with these we shall ap preciate your returning them to us at your earliest con venience. Vocational Secretary. Smith College uses three forms in gathering the infor- r* tinn ncccss',ry to make :'o nation necessary to make up the student’s credentials. The forms sent to instructors and to the head of the house in which the student lives, are similar. The space for data is divided by a line. The person is asked to write above the line what he is willing'to have quoted to prospective employ- 85 ers, scholarship committees, etc., “ below the line the space is to he used for confidential information only* The instruct or is asked to give his opinion of the student in regard to scholastic attainment, initiative, reaction to criticism, and personality; the head of the house is to comment on person ality, appearance and manner, emotional stability, and response to house rules and regulations. The third form is used to check on the work experience of students. It is as follows: The Personnel Office desires to keep on file in-' formation concerning the work of Miss ................ as................ during ............................ We shall he graceful if you will write helow any estimate of her success in this position, her personality and social adaptability, which you are willing to have quoted above your signature to employers or agencies* Please add on the reverse side of this sheet any confidential information which you think the Personnel Office ought to have. Testimonials are not shown nor given to candidates. Signature _______________ Official Title________________ Date A d d r e s s _____________________ XV. STAFFORD UNIVERSITY* At Stanford University vocational guidance functions through a faculty committee of eleven: the dean of men, the dean of women, the registrar, the assistant registrar, the reference librarian, and five professors under the direction of an executive secretary, who gives his full time. The other 86 members of the committee do guidance work in connection with other university duties. The executive secretary, who is the personnel counsel or has his office in the registrar1s office in reach of the central student records, the dean’s office, and the President’s office. Some guidance work is also done hy the associated student^! union under the chairmanship of the faculty commit tee. The salary and "budget of the personnel counselor is cared for "by the President’s office and the registrar’s office. The methods used in giving occupational guidance are counseling, assisting in program making for students, talks by outsiders to groups of students, and interviews with professional men at their office. A growing list of off- campus business and professional men, who serve as advisors, is a valuable feature of the Stanford guidance program. Placement for seniors and aluni is affected through the appointment service, which is located in the registrar’s office. The students1'employment service is also in the reg istrars office, but it is a separate office. The teachers’ placement work is coordinated between the school and appoint ment service under the leadership of a designated man in the School of Education. The chairman of the faculty vocational guidance com mittee reported the following accomplishments to the President in his annual report in 1932: 87 1. A primary phase of the yearis work was the large number .of student interviews held by the secretary. A total of 745 student and alumni interviews were held during the year, an increase, of 62 percent over the pre ceding year and 120 percent over the first yearfs work, of the secretary. 2. The Vocational Guidance Office and its secretary merely acted as a clearing house for the university, facul ty members, and administrative officers sending students for whom they did not have readily available information or students who had rather involved vocational or other ajustment problems. 3. Vocational guidance includes many phases.of ed ucational and curriculum guidance and many problems of personality and personal adjustment. The principle ad hered to is that the students have an inalienable right to self-determination. Information on self-analysis and vocational analysis, guidance of the students thinking to the salient phases of his problem and suggestions as to immediate procedure are all legitimate procedure, but the ' student must be not only allowed but persuaded to make his own decision, 4. In connection with such counseling, consider able attention was given to building up material to as sist students in both self-analysis and vocational analy sis. About 225 standardized tests were given students, an increase of something like IGOOper cent over the pre ceding year. 5. A large quantity of memeographed material de vised by Mr. ¥/renn was also used, such as check of voca tions, a four-page study of activity preferences, a pre interview blank, and a check list of study habits. All these aids to self-analysis are designed to give the stu dent objective information on his interests, trends, per sonality characteristics, salient points in the curricula interests or weak spots in his study habits. 6. Through the cooperation of another department, a subscription was secured l-ast year to an institute for research on careers from which data can be secured on vo cational information not in print. Mr. Wren has collected a large variety of information for students through cor respondence with institutions and individuals, and has at hand a considerable body of pamphlets and books for 88 direct use and loan from the office. These supplement the vocational section in the library. They were made possi ble by a grant of #100 from the President’s office two years ago* Stanford University carried on several research studies' on local personnel problems, by utilizing the interest of graduate students. Some of the studies were: (l) A study made of the vocations of the alumni from items included on the Alum ni Directory blank sent out in 1931; (2) Sub-studies of these data are two theses on the stability of vocational choices, and an analysis of the guidance given alumni by the different schools and departments of the university* Pour other studies made are: 1. A study of the adjustment problems of new stu dents which revealed, among other findings, that fully half of both, freshmen and junior transfers definitely wanted vocational guidance. About the same proportion asked also for assistance on problems of scholarship and study procedures* 2* Another project was a carefully controlled study of the differences in study habits of high scholar ship and low scholarship students of the same Thorndike ability. These data are not yet completely analyzed but will prove very valuable. 3* A compilation and analysis was made of biogra phy and fiction works of vocational value. All of these projects were directed by Mr. Wren under the guidance of the chairman. 4. Mr. Wrenn also prepared a carefully condensed set of study principles and procedures for the use of students. These are published by the Stanford Press in a sixteen page brochure and are sold at the University Bookstore for 15 cents* The Stanford Register for 1932-34 on pages 153 and 154 states.the purpose for which the vocational guidance committee 89 is maintained. It also contains this paragraph on service available to prospective students: Prospective students have the privilege of writ ing the personnel counselor or the chairman of the com mittee for reading suggestions on particular vocations or for aid on other possible guidance or adjustment problems. A guidance committee of the Associated Student Body further assists the new student in getting adjusted. XVI. ANTIOCH COLLEGE. Antioch is not a conventional type college. Vocation- al guidance functions through a cooperative plan of practice on a job, and study in the college. Perhaps the Antioch plan will be best understood if prefaced by a short history of the school and a brief survey of its aims. Antioch College was founded in 1853, and it has the distinction of having had Horace Mann as its first President. In his inaugural address what he expressed was then a revo lutionary conception of the American college. He believed C that a college was to be not only a home of scholarship and a school for the learned professions, but also a^ place for all the latent qualities, physical, intellectual, and spir itual of both men and women. Horace Mannfs ideas were op posed on every hand; he died with his dream unrealized in 1859. Although Antioch continued for"a half-century as a small college similar in aims and methods to other colleges of the central states, the traditions and influence of Horace 90 Mann were destined to bear fruit* Arthur E. Morgan, who is ijow president, was elected in 1920 and completely.reorgan ized Antioch* This reorganization has as its aims the embod iment of the educational philosophy of Horace Mann adapted to the needs of the present day. The 1932-33 catalogue states: The purpose of Antioch is to promote the develop ment, in good proportion, of every element of personal ity. Antioch deliberately undertakes to unify the human ities and the sciences, the vocational and the cultural, the practical and the beautiful, the good and the necessa ry. Life is one. A good life includes all these elements. They should be regarded as essential and harmonious parts of a well-proportioned whole, and not as independent of, or in conflict with each other. Although this aim is never completely achieved, the degree to which it is realized measures the success of the Antioch undertaking. This pattern of human character should include good health; economic sense, both personal and social; vocation al competence; social interest, skill, and responsibility; a disposition to appropriate the culture and wisdom of the race; and effectiveness in using all these for solving one’s own problems and those of society. It should include the ability and the habit of using both disciplined discrimin ation and creative imagination, in ethical decision, in critical and scientific thinking, in aesthetic appreciation, and in practical taste and judgement. The cooperative plan. The cooperative plan, which is the back-bone of Antioch College is administered by the Extra-Mural School. This school or staff consists of a director, four as sociates, a secretary and an office assistant, all of whom de vote their full time to the guidance and placement work. Under this system two students are assigned to every job: one studies while the other works. At the end of every five week period the students change places. If the job is 250 miles or more 91 from Antioch, or is of such a character that a longer period of work is essential (as in teaching or in laboratory work) the exchange was made every ten weeks. Positions filled throughout the year allow each student five weeks of vacation in the summer. The term of employment is long enough to pay employ ers' for breaking in two students. Students work, as far as possible, as regular employees. In order that a student may receive the widest experience possible employers often ar range training programs involving frequent transfers from one department to another. A graded scale of compensation is then provided under what is similar to an apprenticeship plan. The table given below gives the average pay rate range for the years indicated. Freshmen ^Seniors Men Women Men Women |20.35 |16.05 $27.79 $20.98 1929-30 17 .'62 16.42 24.48 20.64 1930-31 15.67 14.50 23.00 19.46 1931-32 While the staff of the Extra Mural School makes the contacts with the business world for the student,-'.the super visors of students1 cooperative workshop for men, librarians, school principals, department heads in retail stores, and personnel officers of the varied industries are indispensable and valued members of the college teaching staff. They are often referred to as the field faculty. During the five years, the average number of jobs held 92 "by each student is four* The work that is normally done in four years by a standard college or university is outlined to be done in six years on the cooperative plan at Antioch. Most students, however, finish in five years.- Q.uality and achievement of students. Antioch caters to superior students. More emphasis is placed on character and native ability in prospective students than on formal qualifications. The quality and achievement of Antioch stu dents is given as follows: For the past seven years freshmen entering Antioch have taken the Ohio State University -Psychological Test and a series of standard high-school content tests. Each year the results have indicated high standing of Antioch . students in both training and mental ability* Results of the 1932 Antioch freshmen on the Ohio Psychological Test may be compared with the standards established in 1930 by the Ohio College Association for 2,345 college freshmen enrolled in 18 colleges in the state. Of the Antioch group, 81 percent ranked in the established upper quarter of the state group, and 95 per cent were in the upper half. In 1932 the American Council on Education, through . the Carnegie Foundation, gave a series of tests to sopho more students in 139 colleges located in 38 states. Third- year Antioch students, who had approximately ten weeks less of college study than the participants in other colleges, took the test. The Antioch group tied for place in gener al intelligence, ranked seventh in general culture, and eighth in the total score, which combined the results of various tests of training in basic fields of study. 15 Vocational guidance is carried on informally by the director and his four assistants. A select group of faculty 15 Antioch College Bulletin, Vol. XXIX, IIo. 4, January 1933, p. 6. 93 members and upper class students act as advisers to new stu dents as a means -of facilitating their adjustment to the col lege and environment* In. the freshman year Antioch requires the following courses: (l) College Aims* (2) Industrial Aims, and (3) Per sonal Finance. "College Aims" provides an introduction to the self-directed methods of study which the student should ac quire in college* By lecture he is acquainted with Antioch standards in study, in cooperative work, in social life, in extra curricular activities,, and in recreational readingjand with some of the more fundamental problems which must be met if he is to live a full life as a human being. cussions on these lectures are held in small groups. In the catalogue "Industrial Aims'* is described: This course is designated to introduce freshmen to the industrial world into which they may be sent-as workers under the Antioch cooperative program. The course has two main purposes: first, to help the stu dent in making an intelligent choice of a suitable life vocation; and second, to acquaint him with some of the more important problems that confront the individual in the working world. l r 7 "Personal Finance'* has as one of its major aims (l) to teach the student to prepare budgets for his expenditures by it through the year. The content of the course is^given: ~ This course deals with the elementary principles of accounting and financial administration, and touches on those phases of the subject with which each person 16 Antioch College Bulletin, General Catalogue, Vol. XXVIII, Ho• 8, 1932-1933. p.49. 17 B O C . C11 . 94 must deal in his everyday life. Bookkeeping, accounting theory, "budgeting, commercial law, and other economic sub jects are "briefly discussed to acquaint the student with this general field. 18 These courses carry two credit hours each. The course on "College Aims" is completed the first semester, bptt the other two courses are carried during the entire freshman year. The Extramural School, which has the same relation to Antioch as the personnel department has to most colleges and universities, does no testing. Whenever test information is desired the psychology department is consulted. Before a student is admitted a psychological examination is required, in addition to the regular scholastic record, "biographical sketch ana references. Occupational fields which offer cooperative , i obs. The following occupational fields offer cooperative jobs: 9. Statistical, Clerical, Secretarial Work 10. Advertising, Publicity, Journalism 11. Merchandising -- department■Stores 12. Physical Education and Health Work 13. Manufacturing and general business 14. Teaching progressive and public schools 15. Civil Engineering — building construction, highways, railroads 16. Aviation — manufacturing, U. S. Government fields 18. Electrical and mechanical engineering - 1. Accounting 2. Banking 3. Agriculture 4. Horticulture 5. Hospitals and Clinics 6. Library Work 7. Architecture 8. Printing and Publishing 18 Lo c. cut. 95 19. Research and control laboratories -- in pure science and industry 20. Personnel administration -- in education and industry 21. Social Service -- settlements, institutions for correction, charity organizations The students work for 175 employers in fourteen states. Sixty-eight of these employers have employed Antioch students for three years or longer* In 1929-30 Antioch’s 579 students were placed in the following cooperative positions: Men Women Total ACCOUNTING AFP STATISTICS----------- 26 6 32 Auditor, Bank Clerk, Budget Investi gator, Cost Clerk, Junior Account ant, Statistical Research Worker ADVERTISING, PUBLICITY, AMD JOURNALISM 7 3 10 Copy Writer, Publicity Worker, Re search Worker, Reporter AVIATION--------------- 7 0 7 Assembler, Draftsman, Mechanic’s Helper, Requisition Clerk, Laborato- ry Aid AGBICULTURE AND HORTICULTURE---------- 28 7 35 Dairyman, Experiment Station Work er, General Laborer, Labor Foreman, Furs eryman CIVIL ENGINEERING AND CONSTRUCT ION - 23 0 23 Clerical Worker, Engineering Fore man, Layout Man, Rodman, Section Hand, Surveyor, Timekeeper, Carpen ter, Draftsman CLERICAL AND SECRETARIAL 15 35 50 Dictaphone Operator, Filing Clerk, Office Routine Clerk, Secretary, Stenographer, Typist EDUCATION 15 20 35 Assistant Teacher, Classroom Teach-:, er, Handicraft Instructor, Museum Worker, Teacher’s Assistant Men ELECTRICAL ENGINEERING-------- 32 Assembler, Repairman, Checker, Plant Engineering Recorder, Connect? or, Electrician’s Helper, Inspector, Lineman, Power Plant Engineer, Stock Tracer, Telephone Installer, Tester, Laboratory Assistant HOUSEHOLD ECONOMICS AND RELATED ARTS 1 Cafeteria Worker, Waitress, Cook, Baker, Dietitian, Waiter LABORATORY AND RESEARCH---------- 55 Chemist, Laboratory Assistant, Me tallographer, Physical Research Worker, Sanitary Control Worker, Student Labatory Inspector, Tele phone Laboratory Worker MANUFACTURING-------------- 51 Assembler, Factory Foreman, Inspec tor, Laborer, Production Clerk, Ma chine Operator, Sales Clerk, Stock Room Worker, Stock Tracer, Order Tracer, Trucker MECHANICAL ENGINEERING -------- 54 Blueprint Worker, Draftsman, Inspec tor, Machine Operator, Millwright’s Assistant, Tester, Toolmaker’s Ap prentice MERCHANDISING------------------------ 62 Complaint Department Worker, Credit and Collection Clerk, Floor Manager, Section Manager, Sales Person, Sales Promotion Worker, Stock Clerk, Deliv ery Man, Receiver, Supply Store Man ager, Wrapper PERSONNEL ADMINISTRATION SOCIAL 'SERVICE 14 Governess, Institutional Worker, Per sonnel Department Worker, Policewomen- an’s Assistant, Settlement House Work er PHYSICAL EDUCATION AND HEALTH WORK 5 Clinical Assistant, Nurse, Physical Education Instructor 97 Men Women Total PRINTING, PUBLISHING AND LIBRARY WORK 12 5 17 Bookbinder, Compositor’s Assistant, Pressroom Worker, Proofreader, Li- '.•jbrsryAassaStatit 407 172 579 Since the cooperative program has been in effect the Antioch graduates are distributed into the following fields: Business Number Per Cent Advertising and selling 38 Pinance and accounting 45 Manufacturing 14 Personnel 10 Miscellaneous 28 135 37.6 Education 77 21.4 Engineering 38 10.5 Graduate and professional study 25 6.9 Married women in the home-------------- 21 5.8 Scientific pursuits 16 4.4 Social work ----7-------* 8 2.2 Artistic pursuits 7 1.9 Journalism 5 1.3 Dietetics----- 5 1.3 Law-------------------------------------- 4 1.1 Medicine 3 .8 Library work------------------ 3 .8 Deceased--------------------------------- 2 .5 Unknown or unoccupied-----------------— 10 3.5 359 100.0 Antioch is carrying on research and associated projects. Some of the more important are: (l) a ten-year study of chlo rophyll and photosynthesis, (2) a fifteen year study of pre natal and postnatal environmental influences, (3) casting of bronze art objects by the "lost wax' 1 process, and (4) commer cial printing and fine book publishing. An eight year inves tigation and development of correct health shoes for women has been completed recently. 98 The director of the Extramural School, Mr. Rack, has charge of placement* He says that in normal times there is no placement problem* Each year more than fifty percent of the graduares going into business and industry continus with firms for whom they have worked as cooperative students. An- tioch keeps accurate and up-to-date records of alumni. There is very little placement problem of alumni through the coop erative plan. Antioch sent tY/o cards used by employers to report students work. The first card provided space for the follow ing: (l) employing firm, (2) department, (3) nature of work, (4) name of immediate superior, (5) starting time, (6) closing, (7) average weekly earnings, (8) rate of pay, (9) times late, (10) times absent. This is in addition to the necessary iden tification data. Space is also available for remarks by the employer. The other card is used for rating the following five items stated as questions on the check list given below: (1) Was the quality of the work satisfactory? 1. Outstanding 2. Good 3. Average 4. indifferent 5. Thouroughly unsatisfactory (2) .Was the quality adequate? 1. More than expected • 2. All that was expected 3. As much as the average person1s 4. Barely met the requirements 5. Seriously deficient 99 (3) Could this student take responsibility? 1. Able and willing to take responsibility 2. Worked well with little supervision 3. Reasonably reliable with normal supervision 4. Heeded too much supervision 5. Distinctly irresponsible (4) Did he show good judgement? 1* Unusually mature judgment 2. Good judgment 3. Fair amount of common sense 4* Made immature decisions 5, Seriously lacking in judgment (d) Did he cooperate with other employees? 1. Went out of his way to cooperate 2. Good team worker 3* Worked well with others when properly approached 4. Resented requests to cooperate 5. Would not cooperate In 1932 the students who attended Antioch came from 41 states, District of Columbia, Hawaii, and six foreign countries• Only 21 percent of the students came from Ohio, This is one of the few colleges that definitely aims to remain a small col lege. It places its limit at 650. Antioch1s own appraisal of the first ten years on the reorganization basis is: The success of the reorganization has thus far been most gratifying. Hew buildings have been erected; the fa culty has been greatly enlarged and the curriculum enriched; research projects affiliated with the institution have been Initiated;./the'-soundness' of:' the! , underlyinglideasuis being demostrated -by increasingly larger groups of graduates and cooperative students. 19 19 Ibid., p. 8 100 XVII. BEREA GOLLEG-E . Berea College is reorganizing its personnel department this year (1933-34)• All the agencies of the college which participate in student personnel work are Being coordinated under the leadership of the director of the bureau of guid ance and records. The reorganization of the department is an effort to eliminate duplication of effort and to add need ed services. The director of guidance and records is one of the administrative officers of the college. His salary is a a part of the regular budget, likewise the expense of the of fice. He has as assistants, the college secretary, registrar, appointment secretary, and faculty advisors. The methods used in occupational guidance are counsel ing, assisting in program making, talks by outsiders to groups of students, conferences, and students investigation of occu pations. Berea has the usual type of college placement ser vice: a secretary and necessary clerks, who collect data con cerning candidates, and send credentials to people seeking employees. The same placement service functions for both grad uates and alumni. In the guidance work the following tests are used: 1. The Kentucky Classification Test is given to high school seniors and the results are sent to the col leges and universities with the high school record. 101 2. Thurstone* Psychological Test is given to all freshmen. 3. Iowa English Placement Test and the Kentucky Classification Test are given during "Preshman Days" at the opening of school.; 4. Por the past two years Berea has participated in the program for the testing of sophomores sponsored hy the American Council on Education. The test scores of each student are kept in a folder* filed in the registrars office with other data that has hearing on the students life and work. XVIII. COUCHEH COLLEGE. Vocational guidance at Goucher College is administered through the bureau of vocational guidance and research which consists of a vocational secretary, an alumni, and an assist ant. Both give full time and are paid by the college. Con tributions to the guidance program are also made by chairman of the departments in which-students are majoring. The bu reau has the cooperation of the professor of educational psy chology and social science. All that has to do with the life-careers of the stu dents is within the scope of the bureau of vocational guid- 20 ance and research. It studies (l) special opportunities for graduates, (2) scholarships, (3) fellowships, (3) member ship in cooperation with national and international organiza- 20 - Iva L. Peters, f , A College Vocational Guidance Pro gram',1 School and Society 20:201, January 1928. 102 tions which study and give opportunity to the specially gifted, (5) collecting and distributing vocational information to students and faculty. Examples of specific work of the bureau ares (l) col lecting timely information as to the rate of absorption in a field, (2) calling attention to important and neglected fields, (3) gathering material dealing with the situation in modern languages - followed the dwindling demand for Spanish students in commercial houses, (4) stresses the increased ne cessity for return to the study of German,, (5) collected statistics with reference to the amount and importance of the opportunity for those prepared in the several departments, (6) studied placement to avoid mistakes made in placement in the future. Of the several methods used in occupational guidance, Goucher does not make use of classroom instruction. Use is made of counseling, interviewing, assisting with program making, student investigations of an occupation, and conferences with experts in various occupations. Very few interest tests are given, but an attempt is made to ascertain the fitness of the students for given occupations or professions by the studentTs performance in related fields and in skills which may be trans ferred. The bureau of vocational guidance and research is avail able alike to alumni and students. The placement service takes 103 care of tooth, part-time and full-time jobs for students and graduates. The placement service is the usual type: creden tials of students are prepared and sent on request to either student or employing officer, and arrangements for interviews are made either at the college or at some outside point. A personnel rating sheet is used. The person rating the student is asked to record an instant that supports his judgment. Eollow-up work is done in connection with the placement ser vice. The form given toelow is sent to employers who have on their staff Goucher graduates. My dear- The Bureau of Appointments and Vocational Guidance of Goucher College desires to keep on file information concerning the vocational success of our graduates, for their Benefit and that of their employers. We are there fore writing to ask if you will toe kind enough to send us a confidential statement as to the work of Miss -----. Will you please underline any of the traits we have listed toelow which seem to you especially characteristic of her and add any statement which seems to you to describe her work and personality more accurately. . Very truly yours, APPOI33TMENT BUREAU per Traits: Reliability; enthusiasm; perseverance; energy; ac curacy; inventiveness; efficiency; executive abil ity; command of English; logical thought; intellec tual curiosity. Eurther remarks: 104 XIX. W m m jA M UNIVERSITY. The vocational bureau at Wesleyan University functions through a committee of seven: a college professor* without portfolio* as chairman; the president; the dean of the univer sity; the dean of freshmen; the librarian; a professor of eco nomics; and a professor who cooperates with the librarian in handling the vocational library. This committee has asso ciated with it a sub-committee of three students -- a senior, a junior, and a sophomore. One is appointed each year and one retires, thus each serves three years. The appointments are officially made by the president of the student body. This committee operates with a budget of $700. The vocation- an committee's l-ibra,ry allotment is $50 annually. This is not deducted from the $700. The vocational counseling is done chiefly by the placement officer. The tests used for educa tional and vocational guidance at Wesleyan include: (1) I.E.R. Intelligence Test* C.A.V.D., Levels M to Q,. This test is administered to incoming freshmen and transfer students, and has been found to be very satisfac tory for diagnostic and prognostic use. (2) E. K. Strongfs Vocational Interest Test* which is given to seniors and sophomores upon their application. This is used in vocational counseling. (3) Miscellaneous tests which are in the experi mental stage and cannot readily be listed since they are not used regularly. 105 An experienced counselor from the University Club of Boston comes to the campus twice a year. In November he talks to seniors by appointment about their desires as to vocations and positions in a vocation. Before the senior receives an appointment with the vocational counselor, he fills out a form, 1 1 Information Heeded for Vocational Counsel and Placement.1 ' and lists his free hours. The interviews are scheduled to meet the student's convenience and to last one-half hour. The same counselor visits the seniors again in March. This time he deals specifically with placement. He talks to all interested on "After the contact --What?" Wesleyan makes use of five or six carefully selected speakers a year. Each is selected to deal with a subject in which a number of students have evidenced an interest. Students are asked to indicate three vocational preferences in the order of their choice, when they register. Prom this. list students of all four classes are sent invitations to at tend a dinner which the secretary of the Christian Association arranges• The dinner is served buffet style at some fraternity house at six o'clock; at seven the group meets informally a- round a fire-place where a t student chairman introduces the speaker. He talks about twenty-five minutes on the subject under consideration in which time he deals with preparation, getting an opening location, financial return, social position 106 possibility of advancement, time a man’s value ceases or seri ously diminishes. The remainder of the hour is given to an swering questions. The meeting is adjourned promptly at eight;o’clock. The speaker is, however, available for an hour or longer to answer less publicly the questions of the retiring students. Special effort is made to keep this type of meeting snappy and enthusiastic. These speakers get ex penses only and usually are alumni. Circulating clubs in medicine, chemistry, etc., are encouraged. The chairman of the vocational bureau, says: The committee annually runs a smoker for sopho mores to acquaint them with the services the committee offers, and to emphasize that a broad, cultural, college course is the best preparation for most vocations and professions• The secretary of the Alumni Association has charge of senior placement in business. Ho charge is made for this ser vice except a dollar registration fee. Teaching positions are taken care of by the various departments and the dean. The senior placement service is also available to Alumni, who are in need of placement help. In addition to the regular data collected, the placement bureau collects information in regard to registrant’s athletic record and his habits of meeting fi nancial obligations. The university provides a personnel in formation blank for sale to seniors who wish to make their own approach to prospective employers. XX. WITTENBERG COLLEGE. Vocational guidance at Wittenberg College is one of the five divisions of the personnel department. The divisions are as follows: (l) educational guidance, (2) vocational guidance, (3) placement, (4) assistance Of the deans, and (5) research. The personnel department, which was established in 1927-28 has a director, who teaches half-time, and a full-time assist ant. As it was stated earlier, this study considers vocation al guidance in its broader aspects, which would include edu cational guidance and placement as part of vocational guidance. However, since the director organizes his report of the work of the personnel department on the basis of the above five divisions, each will be considered separately. A leaflet, , r The Purpose of the Personnel Department,’ 1 is distributed among the students calling their attention to its services. The personnel department is maintained for the following purpose: The objective of Wittenberg College is to help every student develop himself or herself to the fullness of his or her capacity. To accomplish this, Wittenberg endeavors to provide every possible facility. An exceptionally well- trained faculty, a rich curriculum,rappropriate and proper ly controlled extra-class activities are at hand to make their contribution to the student1s developing personality. Paced by a profusion of opportunities, the immature student finds himself frequently confused and perplexed as to a proper distribution of time and effort. To aid him in making a wise selection and a, proper adjustment, the service of a group of deans are provided. It is the work 1£-8m of the personnel department to aid these deans “ by gather ing useful information as to_personality, training, apti tudes, and purposes, in the light of which individual students may he most effectively guided and helped. Freshmen and seniors, chiefly utilize educational guidance as it is administered by the personnel department. Freshmen are given two types of tests: intelligence and Eng lish achievement. The findings of these tests are entered on information cards and used as a basis for determining the load of class work to be carried by each freshman. The last semester the seniors are given advice concerning the selec tion of schools for graduate and professional students. All freshmen who do not indicate a vocational prefer ence on the application blank for college admission are inter viewed. The purpose of the interview is to attempt to stim ulate the student to do some serious thinking on a definite vocation. All freshmen hear a lecture on the nature and need of a definite vocational philosophy. A course entitled -"Vo cational Choice," is given primarily for sophomores. However, juniors and seniors are permitted to enroll if no vocational choice has been made. This course carries three semester hourscof'credit. In this course each student makes a detailed study of one or more occupations orprofessions in which he is interested. The studentis given an outline for the study of the occupation. An analysis is made which surveys the fol lowing eight points:, (l) Mature, description, and history of 109 the occupation, (2) Qualifications and training needed, (30 Remuneration, (40 Advantages, (5) Disadvantages, (6) Physical and working conditions, (7) Social conditions, and (8) Ethi cal standards. This, study is supplemented hy an outline for the study of the biographies of men emineht in the occupation or profession chosen. Twenty-six different items are listed on the three-page mimeographed outline which calls attention to the eminent man's family and social history, factors that influenced the decision, time decision was made, and line of promotion. While this course, Vocational Choice, is in prog ress the educational director constructs a profile for each student. The data for such profiles are collected through in telligence, interest, and aptitude tests; achievement marks; personal ratings and interviews. A special shelf for voca tional literature is provided in the college library. Since Wittenberg College maintains a separate place ment bureau, the personnel department devotes its time to the placing of those students who are going into the profession of teaching. At. the beginning of the second semester the seniors who wish the assistance of the personnel department register and are interviewed by the director who endeavors to make contacts with, representatives of different types of industries and of business concerns. CHAPTER VI SUMMARY AMD RECOMMEMDATIOMS In this study ans'attempt has "been made to describe the vocational guidance practices as found in twenty non-state- supported colleges and universities. The recognized elements of vocational guidance included in this survey have "been dis cussed with reference to the institutions being considered. As stated in the first chapter the six recognized elements of vocational guidance ares analysis of the individual, study of occupations, counseling, preparation for the occupation se lected, and follow-up. Preparation for the occupation select-', ed is the element not considered in this study. It was not thought advisable to follow any definite outline in analyzing and discussing the vocational guidance, procedure of the various institutions considered for the rea son that there is no standardized set-up or procedure. In this study an attempt has been made to discuss, and to give sufficient illustrations of procedures and practices to pro vide an accurate conception of vocational guidance activities on the college level at this time. With the data supplied by extensive reading and the returned questionnaires as a basis, the following conclusions seem pertinents 1. Vocational guidance is continually taking on great er importance on the college and university level. I l l 2. A great interest is being manifested in discovering methods of gaining and recording information in a manner more scientific than has been possible in the past* 3* Colleges and universities are much concerned in dis covering ways and means to offer their students information^ which is more accurate and helpful, concerning their capaci ties for various vocations* This implies a knowledge of tem perament, character, cultural backgrown, and its relation to work situations* 4* Interest is being shown in developing and using - standardized tests that afford accurate measurements of de fined achievements expressed in terms of units which have definite meaning to educators* 5* The various means of dissiminating occupational in formation, are being critically surveyed* Regardless of whether the method used is the lecture, an interview with a person successful in a vocation or profession, a vocational monograph, or any of the other methods, there is concern as to whether the advantages and disadvantages of the occupation are accurately, presented. 6* An increasing amount of attention is being given students who must earn all or a portion of their expenses* The following points are being carefully considered: (l) How much outside work in terms of hours may a student with cer tain abilities and capacities do and still do good academic 10:2 work; (2() How can placement be made for this part-time work so that it will function in conditioning the studentTs oc cupational choice; (3) How can the increasing number of students who must earn a portion or all of their expenses while in school be limited in a manner compatable with social justice; and (4) How far in debt should students be encouraged or allowed to go in securing a college education in this per iod of economic distress and seeming lack of remunerative po sitions after graduation. 7. Those who are responsible for vocational guidance and personnel work believe that counseling should be sought by the student, and not imposed, to be most effective. 8. There should be guidance of the student’s thinking to the salient phases of his problem and suggestions as to procedure, but the student should not only be allowed but per suaded to make his own decision. 9. Greater responsibility for placement of graduates is being assumed by educational institutions, and follow-up activities are receiving an increasing amount of attention. I, SUGGESTI0HS FOR FURTHER STUDY. Other students might 'well undertake one of the follow ing fields of investigation: 1. Vocational adjustment on the job is of such impor tance that a study of means and methods of making such ad- justments would Toe very valuable. 2. While considerable study has been made of the in dividual as to his abilities, interests, etc., fromethe edu cators point of view, there is a great need for scientific studies of the requirements of industry and a survey of voca tional guidance from the employers point of view. 3. The present chaos in industry and the great social waste, from unemployment, point to the value of a study of the number of people the various occupations will be able to absorb, as well as means to c.ontrol over-supply in highly skilled occupations. These-data will-laid in giving more intelligent vocational guidance. 4. Since yearly a larger number of students in insti tutions of higher learning are earning all or a portion of their expenses, a study of ways to cooperate more closely with industry to the end that v/orking students may gain a better understanding of the changing occupational world is desirable• BIBLIOGRAPHY 115 SELECTED BIBLIOGRAPHY A. BOOKS 1. Allen, Prederick I., editor, Principles and Problems in Vocational Guidance. Hew York: McGraw-Hill Book Co., 1927 . -.'390 pp.' Material is presented on various phases of the question by experts in the field of guidance; the subject is dealt with in its relation*to the high school, evening schools, colleges and universities, and industry. 2......... Practice in Vocational Guidance. Mew York: McGraw-Hill Book Co., 1927. 306 pp. Treats of the organization of guidance work, of occupa tional studies, of research work in occupations, of the use of tests and measurements in guidance, and of plans for placement and follow-up programs. 3. Allen, R. D., Common Problems in Group Guidance. Mew York: Inor Publishing Co., 1933. 186 pp. Analyzes 60 problems in terms of pupil objectives, giv ing helpful bibliographies and appendix of sample units from a group-guidance curriculum. 4. . . . ., Case-Conference Problems in Group Guidance. Mew York: Inor Publishing Co., 1933. 151 pp. Describes typical life situations intendedfforiinstruet- tion through group discussions. Urges the necessity of teachers assuming the role of conference leaders. 5. Bennett, M. E., College and - life. Mew York: McGraw-Hill Book Co., 1933. 456 pp. Problems covering life planning, self-development, social development, and mental hygiene are analyzed. A comprehensive system of group guidance combined with individual counseling is presented. 6*-Bernay&^-wEdviard jLi',hledi'tor.,' AntOutline df ^Careers .Garden City, Mew York: Doubleday, Doran and Co., 1929. 304 pp. Chapters on accountancy, advertising, agriculture architecture, a.rt, automobiles, civil service, cloth ing etc., written by thirty-eight eminent Americans. 116 7. Blake, Maybelle B., Guidance of College Women. Hew York: D. Appleton and Co., 1926. 285 pp. Report of a study of the needs of college women with respect to guidance for "both educationa.1 and vocational purposes. The data presented are the result hoth of a questionnaire and field studies. An account is given of the guidance work in a number of colleges. Outlines three administrative policies for conducting a guidance program. 8. Bragdon, Helen D., Counseling the College Student. Cam bridge, Mass. s Harvard University Press, 1329* 162 pp. An analysis of the problems and process of counseling, particularly the problems arising from student inter views held during a period by eight personnel officers in five women’s colleges. 9. Brew/er, John M. and others, Cases in the Administration of Guidance. Hew York: The McGraw-Hill Book Co., 1929. 304 pp. A study which includes both educational and vocational guidance. The latter deals with the discovery of inter ests and abilities, providing vocational information, guidance during vocational courses, securing work, place ment and follow-up, the personnel and equipment for guid ance, and the. selection of counselors. 10. Cohen, I. David. Principles and Practices of Vocational Guidance. Hew/ York: The Century'Co., 1929. 471 pp. The author describes the modern educational and indus trial systems, the origin and history of khervocational guidance movement, and the method of organization and • administration. Occupations and aptitudes for them are discussed, and special problems of placement, follow-up, child labor and legislation, etc. 11. Crawford, A. B. and S. H. Clement. The Choice of an Occupa tion. Pub. by the Personnel Study Dept., Yale Universi ty, 1932. 495 pp. Introductory chapters on “Occupations and People," Aids to Analysis," etc. Contains descriptions of opportun ities in 72 occupant ions • 117 12. Eikenberry, B. H., An Introduction to Guidance. Published by Ohio State University, Columbus, Ohio, 1930. 349 pp. The first of a series of manuals _to be prepared for teach ers and administrators of Ohio schools. A general manual setting forth the philosophy of guidance, and the various approaches to the problem. 13. Elliot, Margaret and Grace R. Manson, Earnings of Women in Business and the Professions. Published by University of Michigan, School of Business Administration, Bureau of Business Research, Ann Arbor, Michigan, 1930. 215 pp. A thorough research concerning the occupational achieve ments of business and professional women, based on a study of 14,073 individuals. It contains valuable Information for counselors of girls and women. 14. Jones, A. J., Princinles of Guidance. New York:.The McGraw- Hill Book Co., 1930. 385 pp. Excellent treatment of the entire subject of guidance; subject clearly defined. Of value as to facts regarding best method of approach. Reviews failures as well as successes In this field. 15. Kitson, Harry D., The Psychology of' Vocational Adjustment. Philadelphia: J. B. Lippincott Co., 1925. 274 pp. A consideration of the problems arising after leaving school. Gives brief bibliographies at the chapter end ings and the appendix a number of tests for specific aptitudes, etc. 16. . . • ., Trends in Vocational Guidance. in Edwin S. Lee, editor, Objectives and Problems of Vocational Education. New York: McGraw-Hill Book Co, 1928. pp. 287-310. Points out certain, outstanding trends in -the past ten . years, showing .a new conception of guidance' and its func tions, as especially developed in public schools and colleges; suggests courses in occupations; discusses organizing the activities of guidance , the work of coun selors, tests for special aptitudes, etc. 17. Maverick, Lewis A. The Vocational Guidance of.College Stu dents * Cambridge: Harvard University Press, 1926. 251 pp. Offers a plan for vocational guidance in the college of liberal arts. Reports upon the plans in use in Ameri can colleges and universities visited up to 1925. 118 18. Lemon, Allan Clark, An Experimental Study of Guidance and Placement of Hreshmen in the Lowest Decile of the Iowa Qualifying Examination, 1925. University of Iowa, Iowa City. (University of Iowa Studies in Education, Vol. III.) Reports a carefully controlled experiment conducted as an individual study, giving data on home life, religion, reading interests, study habits, etc. Analyzes causes and the results attained. 19. Lloyd-Jones, Ester M., Student Personnel Work. Hew York: Harper Brothers, 1929. 252 pp. A report of the methods . that have been used, the results accomplished, and the improved lines of procedure indi cated by six years of experiment at northwestern Univer sity. The study is divided as follows: Organization of personnel work; Personnel service; personnel research. 20. Koos, L. V. and G. U. Kefauver, Guidance in Secondary Schools. Hew York: The MacMillian Co., 1932. 640 pp. Based on a - study of guidance practiced in almost 400 secon dary schools. Discusses: informing students concerning opportunities; securing information concerning students; guiding the individual student; and organizing the guid ance service. 21. Measurement and Guidance of College Students. Published for the American Gouncii 0n Education.!;..‘ Baltimore: Wil liams and ^ilkins Co., 1933. 199 pp. The book is the work of five sub-committees and contains the following five chapters: The Personnel Record Card; Achievement Tests; Vocational Monographs; Pactors In the Character development of College Students. Valuable as a scientific approach to the problem of guidance. 22. Odell, C. W., Prognosis and Guidance. In his Educational Measurement in High School. Hew York: The Century Co., 1930. pp. 520-43. In this chapter the author holds that educational and vocational guidance should be dealt with as one subject being closely related. Presents material on the need for prognosis and guidance, bases of prediction, deter mination of success, vocational-guidance scales and tests, interest blanks, etc. 119 23. Payne, Arthur P., Organization of Vocational Guidance. Few York: . McGraw-Hill -Booh Co. , 1925. pp. 438. Describes the evolution of the vocational guidance idea, its present terminoloty, the principles and assumptions of guidance- in all units, a schedule of operations sources of information for the counselor, tests and testings, and discusses some unsolved problems of guidance.. 24. Proctor, William Martin, Educational and Vocational Guidance. Boston: Houghton Mifflin Go., 1925. 352 pp. Presents the subject of vocational and educational guid ance from the viewpoint of one who has been a counselor. Discusses functions of guidance, the use of mental tests, in guidance, special interests and abilities, organiza tion and administrationcurricula, character-building activities, vocational choices, vocational information and methods, guidance personnel, etc. 25. . • . ., Vocations. Eurnishes information regarding op portunities for training and income for the various oc cupations . Cites sources of supplemental reading in short biographies after each chapter. 26. Stuart, Milo H. and Dewitt S. Morgan. Guidance at Work. Hew York: McGraw-Hill Book Co., 1931. 104 pp. It assumes that guidance of youth is the major function of the secondary school* A detailed account is given of the guidance work carried on in the Arsenal technical school of Indianapolis • It describes the plan for coun seling all beginning students, for educational direction, and for placement'and. follow-up work. 27. White House Conference on Child Health and Protection, Section III Education and Training; Vocational Guidance. Mew York: The Century Company, 1932. 396 pp." A most comprehensive and authoritative survey of the vocational guidance movement in the United States. Dis cusses the individual’s adjustment to some work in life and the preparation for it, and classifies types of occu pations and professions. Contains a most extensive and up-to-date bibliography of occupational pamphlets. 120 B. PERIODICAL ARTICLES 1. Brewer, John M., "Recent Progress and Problems of Vocation- ■ al Guidance." Scliool and Society 23: 62-70, January, 1926* 'Reviews progress made; discusses problems yet to "be . solved; urges the necessity of fighting wrong, methods used etc. 2. • • • •> "Use of Occupational Information," Occupations ' The Vocational Guidance Magazine, 12: 49-52, June 1933. Stresses the need for occupational information for se lecting the right occupation and for cultural reasons; suggests that colleges must give it as much place in the curriculum as any other.subject• 3......... "Vocational Guidance: What It Is," Vocational Guid ance Magazine, 11:3-6 Eebruary 1933. Theme is- included in this quotation:"Vocational guid ance is a plan and procedure for achieving two aims; the aim of helping to secure individual success, and the so cial aim of fitting pupils gradually to create a better world of work." 4.Belman, Harry S., "The Collection and Use of Occupational Material in a Vocational Guidance Program." Industrial Arts Magazine, 18:450-4, December 1929. The difficulty of securing adequate and accurate mater ial is stressed, and the problem of collection is pre sented together with the subject of its preparation, and its use afterwards, in the classroom. A suggestion * for organization of work is given as follows; administra tion, research, instruction, counseling, placement and follow-up. . 5. Cunliffe, R. B., "The Study of Occupations in College." Vocational Guidance Magazine, 7:153-8, January 1929. ■ Outlines the material to be included in a course of oc cupations for college students. Suggests methods of approach and a study of other problems of vocational lif e. 6. Coxe, W# v7#, "The Reliability of Vocational Choices of High School Students. School and Society, 32:816-18 December 13, 1930. 121 7. Edgerton, A. H., "Evaluating the Effectiveness of Guidance Practices." ‘ .Fations Schools, 3:28-42, June 1929. "Eight-yea.r investigation reveals that hit-or-miss coun sel for secondary school pupils is being replaced by direct, systematic and expert advice that concerns it self chiefly with the problems of individual self-adjust ment." 8. Ensign, R. M., "Vocational Guidance in the Universities," School and Society, 3 0 . : 847-8, December 21, 1929. A study, which analyzes causes of failures in the Univer sity of Oklahoma. Result of the investigation seems to indicate that the cause is largely lack of adjustment to college conditions. 9.Estabrooks, G. H., "A hew Vocational Guidance Department at Colgate University." Vocational Guidance Magazine, 6:232-33, Eebruary, 1928. Describe the set-up for vocational guidance, the methods used, and the aims of the vocational guidance department of Colgate University. 10. Hull, E. Hayden, "Some Eactors in College Vocational Guid ance," Vocational Guidance Magazine, 7: 337-40, May 1929. Discusses the need of vocational guidance, the philoso phy and technique, and the objectives to be attained. 11. Huston, C. G., "Significance of College Guidance." Vocation' al Guidance Magazine, .11:31-4, October, 1933. A survey of vocational Guidance in 43 universities which resulted in the conclusion that in college "vocational guidance does not know where it is going, nor does it know the way." 12. Keller, Erank3.in J. and others, "A Conference within a Conference." Occupations, The Vocational Guidance Maga zine •lwl2.. 31-46, June 1933. A report of the organization of the ITational Occupation al Conference. A statement of its aims as integrating factor for other guidance organizations. 122 13. Land, S. Lewis, "The Organization and Administration of Vocational Guidance." Vocational Guidance Magazine, 4:143-52, January, 1926. Discusses the basis of vocational guidance: aims, the counselor, his preparation, his work, and a comprehen sive guidance program. 14. Lincoln, Mil'dred S., "Objectives of the national Asso ciation." Vocational Guidance Magazine, 11:211-33, January,. 1933. A concise authoritative statement and discussion of the aims of the national Vocational Guidance Association. 15. Peters, Iva L., "The Practice of Vocational Guidance at Goucher College." Vocational Guidance Magazine, 2: 151-5 March 1924. Describes the set-up for vocational guidance at Goucher College, and discusses experiments and research prob- 1 g i u s . 16. Teeter, Verl A., "The Study of Occupations." Vocational Guidance Magazine, 7:55-61, October, 1928. Discusses the Aims of such a course and describes the qualifications of a teacher of occupations. 17. Smith, Pred C., "A Survey of Techniques of Vocational Guidance in American Colleges." The Personnel Jour nal, 10?34-8, June, 1931. A report based on the returns of 60 questionnaires designed to discover the techniques used in vocation al guidance in colleges and universities. Wood, Ben D., "Relation of College Curriculum to Education al and Vocational Guidance." School and Society, .21:508-12, April 25, 1925. "Modern attitude toward college courses .... con siders them as a means for displaying particular abil ities and effective interests." Must have better col lege and precoollege records. "Admission may then become active selection rather than passive acceptance of the best of those who happen.to apply for admission to college" APPEEDIX APPENDIX A INSTITUTIONS THAT REPLIED TO THE QUESTIONNAIRE Brigham Young UniYersity 10. Columbia UniYersity 11. Chicago UniYersity 12. Carnegie Institute 13. Goucher College 14. George Washington UniYersity 15. Harvard- University 16. Hew York University 117. Newcomb College 18. northwestern University 19. Pittsburg University 20. Princeton University 21. Reed College 22. Stanford University 31. Southern Methodist University 2§. Smith College 25. Temple University 26. University of Southern California 2$. University of Pennsylvania 28. Vanderbilt University 29. Vassar College 30. Washington University (St. Louis) 31. Wesleyan University 32. Western Reserve University 33* Wittenberg College Antioch College Boston University Baylor University Bucknell University 6. Berea College 7. Cornell University 8. Colgate College 9. Cleveland College APPENDIX B UNIVERSITY O F SO U T H E R N CALIFORNIA UNIVERSITY PARK LOS ANGELES De c L r President The Council on Occupational Guidance at the UniYersity' of Southern California, is trying to prepare a plan for guid ance of both students and alumni at the University. It is trying seriously to find out what other institutions are do ing and how they are doing it. Will you kindly see that this letter reaches the persons in charge of occupational guidance in your institution, and ask that they fill in the blanks be low, giving facts, even if they do not measure up to your personally approved standards? •1. Describe here (or send published material at our ex pense) the set-up for occupational guidance in your universi ty if there is a paid Bureau, Division, Office, or official devoted to this work. Is the expense borne by the university out of its budget, by the students patronizing the service, by the Alumni Association, or by ,som'af other agency or combi nation of agencies? If the set-up is official but has no budgetary allowance or other direct financial support, de scribe it . 2. Is vocational guidance given by a Dean of Men (or Women), by a genera,! Counselor of Students, by the Registrar or Admission Officer, by certain instructors designated as counselors, by committees of faculty members, or by other per sons paid for other work but doing guidance as their general contribution to the welfare of the university and its students Is any other means of guidance used than the ones mentioned? 126 3. Describe the methods used in occupational guidance in your institution, particularly as to whether it is car ried on as (a) counseling, (b) classroom instruction (c) assisting in program-making for students, (d) talks by out siders to groups of students, (e). conferences, (f) conversa tions with professional men at their offices, (g) students investigations of an occupation* Write in any method which you use, if it is not mentioned. 4. Please list your forms for (a) having students re port on investigat ions of occupations made by them,'.(b) student self-analysis, (c) guidance of an outsider in'making talks to groups of students, (d) guidance of an out-sider‘ in talking, with an individual student about the former’s pro fession or business, etc., etc. 5. Please list or inclose.office forms for testing, interviewing, recording data, reporting counselor’s recoin-- mendation to the student and instruction sheets for confer ences. 127 . i ' 6 * . ©.escribe here-^yourY-set-hp-‘ f ©r placeme&t M'.tyoixr graduates. * 7. Describe your set-up for guiding and assisting alum ni in their individual and business problems. 8. If there is other pertinent guidance information not listed elsewhere» ; please outline it here. I thank you sincerely for the information you have given and I assure you it will be used-for the good of oc-. cupational guidance. You may have a digest of our findings if you wish it. Very sincerely yours. Southern California Council on Occupational Guidance Chairman on these items of student equipment as our files contain. These data are sent in the spirit of mutual helpfulness and not in any sense in either ad verse criticism or approval of the scholastic1 preparation of freshman en trants from the several secondary schools. Through guidance procedures and through instruction hased on known differential capacities of students, each student from a secondary school is urged to achieve in his college work at the University of Southern Cali fornia in proportion to his aptitudes and abilities. Assuring you of our sincere interest in the scholastic achievement of entrants from the several secondary schools, I am Respectfully yours, Prank C. Touton, Vice-President and Director of the Educational Program# Approved: R. B. von KleinSmid, President. APPENDIX G UNIVERSITY 01 SOUTHERN CALIFORNIA UNIVERSITY PARK Los Angeles OFFICE 01 THE VICE-PRESIDENT November 29, 1933 To Principals of Contributing Senior High Schools: Topic: Scholastic Aptitudes Records of Applicants for Admission to Freshman and Junior College Standings. It is our belief that you and your faculties are interested in one feature of the program of Educational Guidance used at the University of Southern California, since through it an attempt is made to utilize in col legiate instruction the principle of Minstruction based on observed differ ential capacities of students,” which has found an accepted place in the methods used in our most progressive institutions of secondary and higher ed ucation* As you doubtless know, all freshman entrants at our University for the past ten years have taken, as.an entrance requirement, the Thorndike Intelligence Examination for High School Graduates. This practice is employed by nearly one hundred colleges and universities, in some of which students are informed of their examination scores, while in a majority of cases the indi vidual scores are a matter of official record only. A significant feature of our guidance program is that of reporting to each student the results of scholastic aptitude tests in such a way as to give to each student such information as the examinations afford on his present equipment for scholastic success. Through comparison of his scores with those attained by the members of a large unselected group of freshman entrants, his position in that large group .is determined. The report given to the student includes his placement records in each of the following abilities: English Vocabulary, Reading Comprehension, Linguistic Ability, and Mathematical Abili ty (arithmetic and algebra). In the report made to each entrant, in interpre tations made in our orientation classes, and in individual conferences, sug- gestions are given as to the significance of the several placement records in indicating the probable levels of college achievement in various fields of academic and professional achievement. Shortly after the examinations are scored, the placement records for the entire entering group are sent to all instructors of lower division classes with the suggestion that evidence of superior ability on the part of a student calls for high-grade achievement, while evidence of relatively less ability may indicate the need for remedial treatment, to the end that handi caps may be removed and that maximum levels of college scholastic success may be attained by the several students. From our files it is possible at this time to report to you the place ment records in the abilities mentioned above for the several former students of your school who were applicants for admission to our freshman and junior college classes. It should be borne in mind that the placements reported indi cate the relative initial equipments of students for college scholastic suc cess, as expressed in terms of the abilities of the members of a large unse lected group of freshman entrants. Since our researches show that the equip ments here reported condition the achievement of college scholastic success, it is our practice to offer to contributing secondary schools such information on these items of student equipment as our files contain® These data are sent in the spirit of mutual helpfulness and not in any sense in either ad verse criticism or approval of the scholastic preparation of freshman en trants from the several secondary schools. Through guidance procedures and through instruction "based on known differential capacities of students, each student from a secondary school is urged to achieve in his college work at the University of Southern Cali fornia in proportion to his aptitudes and abilities. Assuring you of our sincere interest in the scholastic achievement of entrants from the several secondary schools, I am Respectfully yours, Prank C. Touton, Vice-President and Director of the Educational Program* Approved: R. B. von KleinSmid, President. UNIVERSITY OF SOUTHERN CALIFORNIA UNIVERSITY PARK LOS ANGELES OFFICE OF THE VICE-PRESIDENT Date Memoranda Showing Placement Records in Certain Tests of Scholastic Aptitude To Principal__________________________ ■ _______________________________________ ________________ High School,_________________________________ _________ In applying for entrance to the University of Southern California the follow ing former students of your school took as one of our entrance procedures certain Scholastic Aptitude Tests for College Entrants. The scores made by these students in several parts of that examination, when compared with the scores made by the members of a large unselected group of freshman entrants, show that they held the following ■ placements in the abilities on which information was given through the examination^ This report is not to be construed as reflecting in any way upon the scho lastic standards of your school. It is a diagnostic record of each of the several entrants graduated from your school. Each record is reported to the student himself and to the members of our staff who give instruction in lower division courses. The record given below is to be read as follows: Abilities Tested Placement Records E.V. designates mastery of English Vocabulary R.C. " ability in Reading Comprehension L.A. H « n Language Usage M.A. 1 1 n ' ' * Mathematics (Arithme tic and Algebra) A indicates placement in the high est 7 per cent of a large unse lected group of entrants in the ability designated; B, in the next' 2U per cent; C, in the middle 38 per cent; D, in the next 2^- per cent; and E, in the lowest 7 Per cent. Names of Applicants for Admission Placement in: Placement by Total Score on Thorndike Exam ination E.V. R.C. L.A. M.A. .. ... ! Report compiled by____________ _ Signed ___________ Director of the Educational Program UNIVERSITY OF SOUTHERN CALIFORNIA UNIVERSITY PARK LOS ANGELES OFFICE OF THE VICE-PRESIDENT Date Memoranda Showing Placement Records in Certain Tests of Scholastic Aptitude To In applying for entrance to the University of Southern California, you took as one of your entrance requirements the Scholastic Aptitude Tests for College Entrants. The scores made by you in the several parts of that examination, when compared with and expressed in terms of the scores made by a large unselected group of entrants show that you held the following placements in the abilities which are measured by the tests: The record given below is to be read as follows: Abilities Tested Placement Records E.V. R.C. L.A. M.A. designates mastery of English Vocabulary " ability in Reading Comprehension " “ M Language Usage " 1 1 M Mathematics (Arithmetic and Algebra) A indicates placement in the highest 5 per cent of a large unselected group in the ability designated; B, in the next 25 per cent; C, in the middle 50 per cent; D, in the next 15 per cent; and E, in the lowest 5 per cent. Ability, by type E.V. R.C. L.A. 1 M.A. PLACEdENT RECORDS: Placements Real success in your college work depends in a high degree on the full use of your scholastic abilities. High placements in the above abilities indicate the fact that well planned and conscientious effort should result in superior achievement in the college courses for which the several abilities are essential. In the same sense placenents of C and D should suggest that considerable improvement is possible in both scholastic preparation and study habits, and that until such improvement is shown, close application to your course work will be necessary in order that even average scholarship grades may be earned. For many students holding placements of D and for practically all in placement E, better study habits should be learned and considerably more than fifty hours per week should be spent in classroom work and study, if a full program of collefi' work is carried and real progress toward gradua tion is to be achieved. A study of the record of your ability placements as given above will in many cases suggest to you the need for improvement in your scholastic equipment and should make you conscious of the obligation which you owe to yourself, that is, increasingly to achieve mastery through the maximum use of your native capacities. The above are basic considerations for achieving collegiate success, Faithfully yours, Approved: R. B. von KleinSmid President Vice-President and Director of Educational Program. FACTORS INFLUENCING- COLLEGE SUCCESS Subject:___________ A Rating Scale for______________________ (name of student) Instructor:________________ It is respectfully requested that you indicate, by placing a (X) at the appropri ate place on the proper line, your opinion of this student in the qualities specified. Please indicate your judgment of the student in each of the nine major items. The suggestions below the line are to assist you in making this judgment. If you have had no opportunity to observe this student, please so indicate. 1. Ability to learn. Consider ease and rapidity of under standing and mas tering routine as signments. Dull and Learns and Average in Learns and Learns with unadaptable, adapts learning adapts exceptional slowly. and adapt- readily. ease, and ability. rapidity. No opportunity to observe 2. Attitude toward Subject. Consider voluntary interest, effort, and class part ic ipat ion. Unconcerned, Interest uAverage Interest Shows keen no voluntary and effort interest and effort interest and effort and below ave- and ef- above ave- wholehearted inattentive.* rage. fort. rage. effort. No opportunity to observe Preparation. Con sider preparation of outside assign ments as well as for class work. Assignments Sometimes Work shows Generally Always late, sel- unprepared, average thorough thorough dom fully Is not preparation.and well and fully prepared. thorough. prepared. prepared No opportunity to observe H. Speed. Consider . both in thinking and in rate of work. Very slow. Sluggish Average. Quick to Exceptional- and respond ly rapid, plodding. and fast. No opportunity to observe 5. Accuracy. Consider errors in work. Exactness. Slovenly Inexact Average Careful Exceptional- and in- and in- accuracy and sel- ly precise accurate% clined to and care. dom makes and ac- error. errors. curate. No opportunity to observe 6. Skill in Organiza tion. Consider ability to organize and report on sub ject matter. Work indi- Some abil- Average Important Exceptional cates com- ity but ability to points are ability in plete lack misses im- organize noted. organiza- or organi- portant and state Work well tion. zation. items. facts. organized. No opportunity to observe (See also items on other side of this sheet.) 7* Nervous Stability. Consider control of emotions Apathetic Under Well hal- Inclined Very nervous, and un- responsive, anced and to he Poor emotional responsive. responsive, nervous, control.. No opportunity to observe S. physical Fitness. Consider general health and hodily strength. • Marked Poor Average. Athletic Exceptional physical physical type. physical defects. develop- Above development, ment. average. No opportunity to observe 9. Fitness for Tyne of Subject. Con sider prospects for success in this and related- - subjects. Not adapted Will have Average. Somewhat Exception- and should more than above ally well not con- ordinary average. fitted, tinue. difficulty. No opportunity to observe Please use this space for. any comments' which may he of use in the guidance of .this student. You may he sure that such comments will he greatly appreciated. 4 UNIVERSITY OF SOUTHERN CALIFORNIA LOS ANGELES Personal Rating Blank THE INFORMATION ON THIS SHEET WIFE BE HEED AS STRICTEY CONFIDENTIAE Name of candidate..................................j...............................................................H igh School attended.......................................................................................... The Committee on Admission is desirous of having confidential inform ation regarding candidates for admission, particularly as to the qualities and characteristics listed below: (1) from the high school principal and from the teachers in senior subjects for first-year students; or from college officers and teachers, for students w ith advanced standing; and (2) from others qualified to judge. To the rater: You will greatly assist the student named if you will give a rating with respect to each question by placing a check m ark on the appropriate horizontal line at any point which represents your candid evaluation. It is not necessary to locate it at any of the division points or above a descriptive phrase. If you have had no opportunity to observe the student with respect to a given characteristic, please place a check m ark in the space at the extrem e right of the line. N o o p p o r tu n ity to o b serv e and appearance affect you? A voided b y o th ers T o le rate d by o th e rs L ittle n o tic ed b y o th e rs W ell liked by o th ers S o u g h t b y o th e rs 2. Does he need constant 1 1 1 1 • 1 1 1 1 ' 1 prodding or does he go ahead with his w ork without being told ? N eeds m uch p ro d d in g in d o ing o rd in a ry a ssig n m e n ts N eeds o c casio n al p ro d d in g D oes ordi- . n a ry a ss ig n m e n ts of h is ow n accord C om pletes su g g ested s u p p lem en ta ry w ork S eeks and sets fo r him self a d d itio n al ta s k s 3. Does he get others to do w hat he wishes? 1 1 1 1 1 1 1 1 1 P ro b a b ly u n a b le to lead h is fellow s L e ts o th e rs ta k e lead S om etim es lead s in m in o r affairs S om etim es leads in im p o rta n t affairs D isp lay s m a rk e d ab il ity to lead h is fellow s ; m ak es th in g s go 4. How does he control 1 1 his emotions? T oo easily m oved to a n g er or fits of d ep ressio n , etc. 1 T e n d s to be o v er e m o tio n al 1 1 1 1 1 - 1 1 1 U su a lly well b alan ced W ell b alan ce d U n u su a l b a la n ce of re sp o n siv en e ss U n re sp o n sive, a p ath etic T e n d s to be u n resp o n siv e an d c o n tro l 5. H as he a program with definite purposes in term s of which he distributes his time and energy? 1 i i 1 1 1 I 1 A im less trifle r Seem s satisfied ju s t to “ g et b y ” H a s v aguely form ed o b jectiv es D ire c ts en erg ies effectively w ith fairly definite p ro g ra m E n g ro sse d in re a liz in g well fo rm u la ted o b jec tiv es How well do you know this p W hat special training does the candidate possess as the result of travel, employment. or business experience ? W hat do you consider as the candidate’s chief weakness?. W hat characteristics do you consider need special development?. The candidate has: ( Underline suitable phrase) Superior physique, athletic ability, norm al health and strength, frequent sickness, some physical disability. If you wish to express your judgm ent as to the applicant’s probable success in the University, please do so freely, using the other side of this sheet. (S ig n ed ).............................................................................................................. (P osition). (D a te ).............................................................................................................. (A d d ress)................................................................................. As it is d e sired to k eep th is in fo rm a tio n s tric tly co n fid en tial, please send th is b lan k d ire c tly to T H E O F F IC E O F A D M IS S IO N S U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a Eos A n g e l e s , C a l i f o r n i a J n u .» X i.u x M X W u v / u u x i t i g i 1 U X J ^ U X X ’ W iCji'J X Name JJC tS 0 .» $ X . S « UA XuA a • .ating Norm ile A B C D E 1 / Heading Comprehension: Thorndike A Iowa 1 ( ) Iowa ^ Bate of Heading: Iowa 6 ^ Linguistic Ability: Thorndike B 1 Thurstone I Thurstone V Iowa 2 Inglis Total iV ! Mathematics: Thorndike C Thurstone IV Miscellaneous: Iowa k fsentence mean. ) (use of index) - Iowa 5 (artif. lang.) - Thurstone II (analogies) Thurstone III Personality: Bl-N (Bernreuter) B2-S B VI B^-D Success Factors: 1. Ability (Summary from 2. Attitude Graphic Scales) 7 i . Preparation h. Speed Accuracy 6. Organization 7. Nervous Stability 8. Physical Fitness 9. Vocational Fitness 10. i Thorn.Tot. Norm. ThuXs.Tot. Norm. Qrxjuj-au rxiujmx-LUiM ijttuur Age________ Date Graphic Scale 0 10 2 _ 0 _ W 1*0 *50 60 70 80 QO TOO * Iowa Tot. Norm. STUDENT RECORD SPECIAL PROBATION GROUP Name Mr. Miss Date of Birth. College______ Class On probation .sem. 19_ .sem. 19_ sem. 19 Records High School Examinations Entrance Date------ - Subject Rec. Non-rec... Type — .. Score $ile Score $ile English Inglis For. Lang. Read.Como. Ling.Abil. Lab.Sci.: Math.Abil. Thorn.Total Algebra Thurs.Total Geometry Iowa Total Other subjects RECORD WHILE ON SPECIAL PROBATION First Semester: from to Course Instr. Units H weeks Gr. G.P. 10 weeks Gr. G.P. Semester Gr. G.P. Total G,P.A,. . Second Semester: from to Course Instr. Units k weeks Gr.. G.P. 10 weeks Gr. G.P. Semester Gr. G.P* Total G.P.A. Other Records Date: Subject Un.Gr. Subject Un.Gr. Subject Un»Gr. Subject Un.Gr. Subject Un.Gr. Subject Uh.Gr. OCT 4 1934

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Asset Metadata

Creator Eggeling, Ina Sires (author)

Core Title A study of vocational guidance in twenty non-state supported colleges and universities.

School School of Education

Degree Master of Science

Degree Program Education

Degree Conferral Date 1934-05

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, guidance and counseling,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Lefever, D. W. (committee chair), Burton, William H. (committee member), Campbell, William G. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c30-151909

Unique identifier UC11219497

Identifier usctheses-c30-151909 (legacy record id)

Legacy Identifier EP57373.pdf

Dmrecord 151909

Document Type Thesis

Rights Eggeling, Ina Sires

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA