IT l • h LJ; I Sm Reflected in | I • - • v;,*' ; t - :ifr '' ' fl ■ L- 1 . T TTr X f fx -■ j . .Iviph ' 1 [ ! f 1 ' ! 1. • : ' ■ it ; X 1 ■ - • '• ^ f'-1 T 1 • i : ' 1 Interest Revealed in F I •i . . : i*< jt m, ft# s, \m isxlt s n • | --— •n ot Guidance ey Remarks l: H 14 In .Septeniber^ 19 By FH-iNK WELCH ^administered by the: Vete: ificallylto help stujlertia v about their choice; of! This guidanceiproj ien‘ dir w t t) eilr » ceived vtry little pubjlicit' a result of the: service ofijersd , many A&M students, both; veteran ;«nd non-veteran, hav^ been aqle to choose thpir field of si better understanding o itiea. f* , j ‘ J After ;neaTlyf t tli«te y(P»rp oi vice to over a thousfaijid t>tu(|eilts, 1 the office sent out (piest omiaihes 7 recently;! to all men [who redeived t eounselipg between - Lprill 1> 1947, ^ * ' 19' 7. y luestioniirtia what atodints Whoi hid reeeived guidance ai d counsiliig thoughit of the Servjice. The^stu ita were asked [not to jsiin; teir names to th^ -remarks uh mS2?E be |iV. 9 indicated what stud ■P- appeared at A&M a service Administration designed spec- vrere either confused oj: upsure ession. , [ (Veterans Appraisal Service) re- (ss they desired to, do, so. . Many sfudbnts Whi had re- «iVed: counseling felt that iuch a s|n|ice should be offered for all fre&rfie students. Typical! examples dre: “I believe that tbei Veteran 5 Ap- ' praisal Service shoulll be an nteg ral part of the college program especially' for bojfsf enWrinf |;ol part of the ; college jprogri naHy for bojls f entOtin| :< lege dijrectfyj frohi high ichooU Without the help pf| sonie sprl of v appraisal servieej few bovs alt that age reilly know iwiat icoutse to follow .fin their college chr- j “I feel that a guidance should -most certainjy be . j -part of, the orientation set A incoming freshmep. It shoi j invaluable for anj iindotnijjig . to start in the field that j he suited "for-. . . would avert t! Sibility of losing aj lbt_of ti ywrk” j */i I | f '| j | :■.] “Moat freshmen afe taking cour ses suggested by:parents; J was and I did not; care If4r thle cqiiurte. ;! inly j to fplbase need ta bb hi struggled along ip: my folks. I knewf different field,: b which one, nor her feel sure that, ^a earlier, a few ye could have been pu | , “I firmly beUe { should be made; av|>iial[Ie when 4ney first jentei .! Many are not certain las exact! field they Voul satisfied!, in. a wi ' * this service early “I haVe recently L*^|twhich fcopforms ta [• aelieve that TjB^c ' ‘railurts and cours< be avoided if all Ifrei have the,benefit pf the wrong course 1 , f it I feel certain that the would! have helped m ! mistake.*’ j. • Jl T , > | s'' [ rf j 1 Other students reported benefits frbm the* prpgi SL—-*—*— : —- { • - h '- (did not kjnow to find| oiit, ijl I been; t^tdd rs of Expense to bef T T le I this a m jab sHm*n (jould doidd I [took eap alvd st| I |tobk' avaid Jthkt 4- A&M ‘after some regretted that they had not received counseling earlier. “Helped me to better appreciate my own inclinations toward a course of study. If I had hdd this service earlier, I am sujre that it would have helped me tp choose a course of study that I would have enjoyed much more. I heartily vote for this service to become a re quirement for all men entering A&M.” “I changed my course from engineering to architecture. Not too enthusiastic about freshmen test, but guidance should be more accurate and indicative of poten tialities because of the personal-^ ized and informal testing.’’ “Upon re-pntering discharge from the service, I had a difficult time getting; back into the swing. Results of appraisal tests. . . . lifted my morale out of the dumps. ... Grades since (test ing reflect the boost. . j * ! . ★ j L Restoring of confidence, motiva tion to do better work, and'a better understanding of interjests were reported by some studefnts as the chief benefit gained from guid ance. • i ‘ J,J “I am deeply grateful fior the guidance and testing which helped me to restore my confidence. Al though. .... I wanted to change courses, I was not sure of my abil ities in thj alternate course selec ted. Testing assured me that I could do the work . . . Grades have gone from low to high.*! “I believe the guidance program should be expanded and more no tice given to it Too mapy students that I have talked wjith do not know we have a guidaaice service on the qampus.” “I do not believe guidance jno- tjvated me to do betteil work J! jsfii 11 m ii. m j imm, ■iSS 1 m : k R. H. HUGHES, Director of the Veterans Appraisal Service. FOUR ROOMS IN HART HALL Appraisal Service Director Interviews Each Man Twice 1 personal ram,| ajid The Kuiler Preference Record Each student who applies for testing and guidarice at the Veterans Appraisal Service is interviewed twice by R. H. Hughes, director. v„ ^ Before the first interview, the student fills out special buTV do believe^that'my work has forms which gave the counselor a brief biographical back been better due to the: cctafidence ground, given me by the results of the tests. I believe every person that enters school should take these tests and have the results explain ed. . ,, Confidence gained a great help. . . ” ; ’» Guidance would help all young men to evaluate their capabilities, and interests. -, “. . . Guidance is a time-saver for both students and instructors." “I sincerely believe that every student should receive this guid ance and council. I believe (that the tests should be carried on even past the initial testing se|rvice- to compare advances stqdehts have made.” i wammmrrwmm'wm&n WEt caiT*?!^8Bii*'iai8rar I’ll *» U l,l, l / l, W l * . -v a ssss»ss wpnnwi* BBSi (■■niaiEBtt«Bis«aunSS mmET 'The Kuder ‘Prfefeifence [Record, pictured above, is only one of the methods usfd at Abe Appraisal SerVice ; to deter mine-student apltitudes, gh is The' imaginary student} represented above rated 1(90) on the Scientific «si, ind 85 on the Literary test. I, lower (10). T Bycheckih* SociaJ Service sdore was Ibw (20) and his Clerical test • 'ir Iz-u/w 'r ; II ii 1 . ^ — - . on a 'file of occupations to fit the student j with .these inter^st^ thi cbu1)seler finds that the student has the rfectesarv L * 1 editor, an entc Frust tiefns to become a scientific journal ?&[literary critic, or a meteorologist. Aggie Joe Finds heck His Aptitude Bj|cHU^K MAISEL Joe Aggie ^vasi a hiath major. But Jpe had taken 101 three times and still hid hot broken a 45 average, rf *1 wonderi^ jc* JlQifehi, “if I’m cut out to be a math main*.” *U ^ ' A T-H/T l\ ohar Siervi I Si • A /!( major.” ■ .ft Joe had a erans;; Appraisal Stervice h aptitude test. ! f f . •! After getting ) erniissi|n from .e Veterans Adv&or^JoetBklpped to the office of h»*. m? general inti up thi ded to tude descri ai. utheiad ere, Hugh' c, hides, of general int ill Joe .passed up this lias test And decided to take in math aptitu- Joe was happiljr tume< one o/l>« T :o find out. He could go to the Vet- -ndstake* jj to be administered the test. This he sweated out and handed back in to be, graded on the grading- machine owned, by v th^ ,service. After one week, Joe returned to have his test interpreted. He was told of his limitations and capaci ties in the chosen field and inter ests were pointed out. However, Hughes never suggested for a min ute that Joe go jump ofjLthe water tower. Any decision madd from the- test is made by Joe himself. Hughes only showed him the facts and Joe made up his own mind. Joe was happy to find that his non-veteran .roommate cpuld also take the tests. Joe secretly h°P e d he would try the test in “Desert Island Coconut Growing.” Joe’s test, to his relief, was kept stricUy confidential except that final results had to he sent to the Veteran's Administration. Today, Joe is delighted with his new job which was the ope found best suited for a man of his in terests and aptitudes. After all, everybody can’t* bei a mathematician. :j m , ; | . ‘- l : ' > into gave ilabe shoole . such mi- rer to LOUIS MORGAN > In the first interview, the stu dent chooses the tests he wants to take with the advice of the counseler. After the tests have been com pleted, results are carefully stud ied by Hughes, and u profile, bas ed on the student’s interests and aptitudes, is drawn up. ? Hughes explains the results of the tests, and counsels with the itudent regarding his interests, aptitudes and abilities as reflec ted by the tests. Different occu pational and educational objectives are then discussed with the stu dent in order that he may make further investigation bh his own initiative. ; ' j! ' An A&M graduate of the Class of .’37* Hughes does not believe that “anybody can do anything he wants to if he wants too bad enough.” Results pf tasting and counseling, he believes, have proven this addage to be falla cious; ’ * j> Hughes received an M.S. De gree in Genetic from A&M in 1940. He has also completed enough work in education and psychology for a Master’s Degree. ■ He spVBt five*years-iy the Army, most of that time during World War If.' He was with the Coast Artillery for a time, but later transferred to the Air Corps 'and became a pilot; He served over seas in Africa and Italy. After discharge from service, > Hughes returned to his home in College Station and worked a year with the Athletic, Depart ment, plus one semester with the Biology Department. His fath er, W. L. Hughes, now retired, was head of the Education and Hughes was made director of the Veterans Appraisal Service in February, 194t> x Since that time, he has busied hintself helping stu dents find the occupation for which they are best suited. More than a thousand A&M students nive re ceived testing and guidance ser vice in the four rooms of Hart Hall set aside for that purpose. ^ The secretaries at the Apprai sal Service, Mrs. J. R. Stretet, and Mrs. C. M. Boatwright, are both wives of veterans attending A&M. Mrs. Street has been with the Service since January, 1947, and Mrs. Boatwright was employed in November, 1947. Mrs. Street, from Jucksoh, Mis sissippi, is doing graduate \Vork at A&M in Education while -h^r hus band, Joe ’ Street, Navy yeterun from Waco,-[is working toward degree in electricAl engineering. Mrs. Street hi»'complete4 sevent hours of wopk ;at A&M and is en rolled for three hours this {semes ter. In addition to giving tests and timing students, the secretaries look after the files and grade the tests. A grading macWne^vrtKtL &dded to 1 the equipment tii&’l Before that time pH paperp were graded individually. When asked how the rtachine operated, Mrs. Boatwright said, “It works fine when it is set on the ’right key.” Tests for checking mechanical aptitude are also included in the Appraisal Service equipment. In these tests, the stiudent’s ability to handle handle hand tools is checked. Testing results are sent to the Veterans Administration {Office. Psychology Department hare for | Otherwise, results are strictly con- £5 years. [ fidential. 5r T Records of Over Two Hundred Students Included in Survey : , . ■ Have you passed a Hart Hall doorway over which hangs a sign which reads “Veterans Administration Appraisal Ser vice”? That doorway leads to one of the newest and fas test growing services to the students at A&M. nee the innaugeration of the Service, which is de voted to giving vocational guidance to all students, hundreds of mep have been counseled and in many cases, guided into the fifelds for which they were better suited. Bv H. Hughes, director of the service, recently prepared a report on the results of the guidance program and it shows that, despite its present success, it is still in its early stages of development at A&M. For the information of the many interested students Hughes’ report on the effectiveness of the program, as de termined by the men who have taken the tests, is reprinted belovtti . i. • | ! | • This report ds a resume of one part of an effort to eval uate the effectiveness of the Guidance program as now con stituted. At present the Guidance program at A&M Col lege is small and completely subsidized by the Veterans Ad ministration. The fact that our program is far too small, and that we have no personnel to handle cases in the Emo tional area, must be taken into consideration. In making the analysis, the author determined that not only objective data should be taken into consideration in any evaluation of this type but also subjective opinion by the stu dents who have voluntarily sought the services offered by the Guidance program. ^ * J The survey includes all of the students who voluntarily came to this office for testing and counseling from April 1, 1947, through August 31, 1947. There were approximately 212 students in all. Of this number 145 were still in school, in the spring of 1948. The other 87 had either graduated or dropped from school. The survey was in the form of a questionnaire, and the student was instructed to answer truthfully and frankly the questions asked. He was directed against signing his name unless he so desired. It is believed, therefore, that the re sults are colored by as little prejudice as it is possible to ob tain. Out of the possible number of 145 (students still in school) a total of 117 responses were received. This response of 80 percent is large enough to be significant. i ] j Attention is called to the fact that this is only the first draft of this study showing the prima facie evidence. Further study will be made in the hope of revealing all the ramifications of the data. Case studies will be made and objective evidence collected in the future. : f One of the first objectives of Guidance is to help the student evaluate his capacities and limitations in such a manner as to enable him to make wiser choices in all areas of his life. { I: There are three major areas 1 in which college students find a need for guidance. These are Educational, Vocational, and Epnotional. There is really no sharp line of demarcation but rather an interrelationship ofitae three areas. ^ • ' • • . 1 . In Educational guidance the objective is to find the student’s capabilities and limitations regarding academic work. The study of individual differences leads us to believe the old philosophy “that any body can do anything he wants to do if he wants to do it badly enough” • {{L. j • r. . . . jj y. T ‘, ’] { !f We readily recognize and admit physical differences but are slower in admitting mental differences. Some students find the abstract courses like Mathematics and Physics much easier than others. x On the other hand, some students do well only in content courses like^ English, History, and Natural Sciences. Before the student tries study in either of these lines, it is well to find his limitations as nearly as possible and to counsel with him. A slip; here may lead to maladjust ment in both of the other areas. The Vocational area is one in .vihich ,the ..ptpdent’s background, college study, capabilities,_and limitations; plus other occupational features, come into in the case of those given more and more cotinseling ia needed .. i 4. i 55*5=-Pag* a < - 1 • i ! , > !'T>. 'Mm -.f m ’ r ¥ 3 Jq ■IliPfl MRS. (left), Appr minster the ter since J In Novem STREET’ Service . MRS. try, 1947, 1947. offered by this institution / [ I Question: Please! i| course of study since tesjtii changed your major). ] I i. »nd rii 1 U tal ■t RS. C. My BOATWRIGHT care of the files and ad- irked at theXfiuidance Ceh- 'WRIGHT joined the staff xr- the testing add counseling s ?fwice. I tjhis |ts true, it certainly to thp conclusion that nillf 5en’i less satisfied, thosie students are Siti the najority. These claimed they tfijjdr pri *nt cfl urse for a change to bo prac- ptior I hey t lought they had either b< ‘ ^ bad *been able to !-f imtiiji u* st In th the ii fith n bdents Sholas^iially VO »|i thle it th ii method. The (defeatist a t (ude, tj < inferiority complex and the loss of motivation would only bei few j I the psychological effects. Any such method th^t leads to mi il i!|ijus|Bir| ■ it is (indefensible ^Question: Undeijlibje one service: Motivated Caused yoi |yM( to db ^ r think fj Answer Yes. No Uncertain Percent 33 • K 143 xi . .“Sorry, Mia* Hill, your aptitude test does not indicate that you •ro cut out to bo an engineer!” •X *•*•. iX f- - •') . X rt—- From Table I it will be noted that; a greater percentage of the Students had either decided to change course or were uncertain as to the advisability of this action. Most of the students answering this ouestioji ip toe affirmative had 1 either already changed courses oiv were definitely leaning toward vans particular course of study. Study reveals an erratic evaluation of the program by these students as shown by the answers to the other questions. Only two of toe students answering this question in the negative changed their course of study, but these two claimed to have benefited greatly and to be more satisfied with the new course. * • ; r. f X The uncertain students showed approximately an $yen distribu tion in changing and not changing courses. This would lead us td chal lenge one often encountered criticism, the accusation that guidance is trying to make the student change his course of study. On the contrary, care is taken p> see that the student makes up his own mind. I j . TABLE II * l ’ ' I ! * i * Question: A. Did you change your course of study? ft hfc’l | B. If so, was‘it a result of the testing service? Answer Percent • . A. Yes ‘ "Ii 52 No 48 Table II will again bear out the |above challenge when it is noted that the distribution' of students changing course is approxi mated equal. Of those that changed, approximately one-half did so as p result of testing. With one exception these claimed to have benefited of study 01, ' c Pn*i The sixth question js diffi’ult to;put into tabular form because quite a few of the. stm e: ij s und(*iilined Ipiore than one of the answers. In general, a great majui.y unde rlined 1(2) Caused you to think about and investigate mope se ri xpsly yo|i r future objective? Additioi 1 , , 'ff* , The student cla K 'vi«w' of his capabilitiisf X '! Tlje student! cla * which he could do the » TlyC space left f n pressed a wisp that the yljjould l|ti thought this service wo|ilj| help would be a definite aid to college. One student thoi cause of the many per n in some cases. Agqin v e where the lack of facil it); students. Others {Would counseling'with ! rejgsrd In conclusion, a sonnel in certain area; sponse to this survey discussions it seems ertr been helped considera il further steps to insure 1 iffectsi lest jo ust lead t being j. ■ »(>'*'] he studeqts, in general, seem qne- choost* electives i LE Vf ■i- 1 Percent I 98 • •! • | ' | . I tqs thje students’ thoughts on Guid- rnts underlined the yes and followed I inace left foi- remarks. Part of the fstion in the negative thought guid- la*t|l:»ree ftars of college. iponsaito this question is overlooked, Jyng (fihoi't of criminal negligence to aise)4 the question ’whether to ficilent or help him find some tteii course of action, of iiome individuals not fitted vefquite a .few students who- V This tjie jniiova! -i , re ■ s4|ie athdf cun jjculum well. This is a waste of if jthje personality of the students as ;t()j the wisdom of the expulsion ir muto. Ito you think the: v d facj (ace the |s and doubt, le him more confidence in his ability l Hdance itional choice ((added iitrthe space left for that purpose were theser! [:i-J ■ jl '! i The studenti-cl^iiin^il itlga to do hip college worlj. !| j* ' ii < abled him to take a more objective, nd iiu tutiohs. it hilped him find the cqurse of study in and c: ince the most interest. Jremar 11 yiel (ed a very good response in a majority trf the cases. n| ihe pe iarks bade by student* nearly all re iterated their belief in tljl need ^f hav hg u Guidance* program during the freshman yeaj;. jjj !' | In geheralxatui e|iji8 belayed tltet a comprehenfeive Guidance, program would,to aHar ^‘textent iave students from'’entering into some course of stu(|p fpr wfi|| th^yj |ad hji aptitude or ability. Mahy ex- ;hos« ^io hape no idea why they are coming