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Reflected in
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Interest Revealed in F
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•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 <j ic Veterans Ap-
raisil Service located Jn Hart
all. There he v as mgtiby twb
young ladies, Mr i. J. Rf $tre«
and Sirs! C. M. BfatfWglit, tecirtf-
taries to R. ,H. Hughes, -ehijef of
e Veterans Appraisal Strylcb. ;
Tia; secretarie i «*ire Np- m
caaMiJilstory fer&kf
Thiri; confidential
delved into Joe’s ba
- environment,
y had to. , do
family and
thou^it best
i ! ThUi.i Joe
lughes office.
informal
ests and let
lie proper one
ould* fin<
c^find how he stood
Vil dexterity, persona
4Sh>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<je| |due;!the students are
TABlj.fe IV | 1
licate! ]rour -feelings concerning your
and! j^ujdanfe, (whether or not ydu have
Table
Answer
Mode
!C
tisfi *
tisfiisl
cdlferen x
iy is also se: f
to be more Satisfied wit! t|
Nearly all the students ivjii
better satisfied. Of the si:
who did not change oourjsf
were too far advanced in
tical. However, without e
fited greatly "or consider^
more wisely. !
Question: Do
available to all student i
yfnif! think jcuidadcf services should be made
Adjuring (fieir freshman year?
I
Answ e ■
Yes
No
play. The pressing need for terminal education
students who are not college material- should be
,
tudes, academic work, and interest*. Then it is desirable to discuss with
him the various types of occupations in wibich^ip could successfully be
trained. A - ? . "x -j _ *'
trained. ’ . A. • 4 . x ..X ’4 ; i'-’
, The Emotional area/is the most (Jiffici
roost delicate one to handle. This should be <
fessional men trained !in Mental Hygiene!. _ T
believe his problem is only educational pr y
factor is too often disregarded.
to diagnose/and the
done by' competent pro-
studeht may sincerely
rational. The emotional
jf I'/ X . ’ X' Table I : j X- X\ ■
Question: When you to thej.Veterans Appraisal Service
did you intend to change your course of study?.
Table V most clei
ance. A great majority,o
it up by further comment
two percentiyho answers pie q
ance should be given in tp
If the significance
then we mpst be charge I
our incoming first year
expel the sjtudent who is
suitable curriculum or \o
[ The jfirst may lea i
for academic work but js
have the capacity to do
mental potentiality.
The psychologica
expelled would pose
r
xplarlnlfory.
My. Thi
j ta
«ir cbirse ol study regardless of change.’
chan; ;ed course of-study appeared to be
^ncent ’ ho ar> 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<fcfaWjjj ajM'ftiort fatfjtfifcd yUh therr riew course
The other one-half that changed courses stated they did not do
to as a result of the testing and counseling service. They claimed to
have already decided what course to change to and just wanted verifi
cations of their choice. This would lead us to believe that .their motives
in seeking testing and counseling were different. A definite leaning to-
there were seven who benefited some
none.
TABLE III
• | i 1 -i
Question: Whether or not you
do you feel that you benefited from
your coarse of study,
ince service?
1
Answer
Percent
it
I!
Greatly
• | - - - 28
i
I -
Considerably
53
1
Some
18
-.i
;!
None
k 1 ;
L '
4-
u r
. However, a large majority of all
greatly or considerably. Consi
line that
would be reasonable to assume
•“THr
an insight
table in
claimed to have benefit-
this fact carefully, it
its could benefit from
fe/yf'»|*. sq-lir.tal..*£«•■•
better work?
hbout ind investigate
more serioMfy your future objective?
Influenced yuur chdie of study?.
Helped yoi n any o;ier way (please list),?
I J‘ ! >
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
<?
lole program was a waste of time be-
(rs in”plved. This is undoubtedly, true
prob pm of emotional mal&fljui&jlment
personnel hinders the helping <TF such
ge ha J guidance earlier, the students .
e frenpman develop an objective. This
have beenfited more if they had had
em[6tS|cnal problems.
takii|; into consideration the lack of per-
(id thdlilacilites with whk’h to work, the re--
’ery_ hjeartenitig. From the above tables and
most lof the students concerned have
seem [most -eager to see A&M take
guidance of students..
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above w
raisal Serrlpo
results are
:
•trittiy
go * intu a
itli .
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Phillips. Texas, poses *
« is used by the Ap-
merhanir work, Testing.
.
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