DOCUMENT-RESUME

ED 077 317 HE 004 033

AUTHOR Lightfield, E. TimothyTITLE Report on 4-1-4 Evaluation Research.INSTITUTION Association for Innovation in Higher Educaticn, St.

Petersburg, Fla.PUB DATE (72]NOTE 75p.

ERRS, PRICE MF-$0.65 BC-$3.29DESCRIPTORS Curriculum Development; *Curriculum Research;

*Evaluation; Evaluation Criteria; Evaluation Methods;*Higher Education; Research; Research Projects;*School Calendars; *Semester Division

IDENTIFIERS *Four One Four Plan

ABSTRACTA total sample of three 4-1-4 calendar/curricbluM

institutions and two control programs were selected for participationin ibis evaluation research project."_Daia were collected in three'separate but related phases: compilation of institutional data,qbeOtichnaire, and interviews. The study concentrated upon the impactof the interim term upon the entire operation and functioning of the-10011ege during-the wing semesters (fall and sprins,. The, major focusof the analysis was the total impact at each college, rather than theSeparate and independent evaluations of -the three interim termprograms.. Findings indicate a favorable reaction to 4-1-4 curriculum;howeVer participating collegeS indicated a lax attitude in definingand operationalizing exactly what the interim term does and shouldaccomplish. Recommendations are suggested. The 4-1-4 evaluationguidelines and phase II, an opinionaire survey, are included asrelated material under separate covers. (FAMI)

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TABLE OF CONTENTS

INTRODUCTION

I. The Responsibility for Evaluationof 4-1-4 Colleges 1

II. The 4-1-4 Conference and Evaluation....3

RESEARCH REPORT

I. Procedures 9

II. Evaluation of 4-1-4 Calendar/Curriculum 12

III.The Interim Term As a Spur TowardInstitutional Change 17

IV. Conclusions and Interpretations 27

V. Recommendations 31

TABLES

Tables 1-1 through Table 3-9 43-52

I. The Responsibility for. Evaluation of 4-1-4Colleges:

Of whatever persuasiou, people are losing faithin American higher education. Attempts by collegesto design and. institute new curriculum and calendarappear as efforts to freshen higher education-andwin back-some lost support. Yet such efforts willfurther -tarnish the image if intentions fall short,if they do not measure up to what are acceptablestandards of performance.

One of the most promising innovations designedfor the improvement of higher learning is the inten-sive learning experience of the modular or shortterra. Alternatively labeled as "intersession,"toainimester," "Winter Term," "Jan Plan," "interterm,"and "interim term," modular term generally refers toa concentrated period of study separated conceptuallyand operationally from the regular semesters or termsof the academic year. It is presuded to be a depar-ture from traditional course objectives, course re-quirements, and instructional offerings by-the insti-tution in its regular semester programs, as well asa variation in usual.teaching/learning methods andbehavioral outcomes.

To some elements of higher education the interimterm has appeared as an easy way to reduce tension.It incorporates,a novel. approach and appeases thosecalling for Change, Innovation, and Relevance. Afterall, it is assumed, the wing-semesters proceed withvery minor adjustments and-the four or five week in-terlude spaced between semesters may satisfy a pushfor change. The 4-1-4 proponents.on the other handrecognize the interim term as an effort to enrich,rejuvenate, change,., or charge their educational pro-grams. An excitement generated as a byproduct ofchange, which serves to spark, further changes, istypically presumed to be resultant from the adoptionof the 4-1-4 calendar and interim term curriculumamong those innovating colleges.

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Promises of innovation, however persuasive, areone thing; conseqUences and effetts are quite another.What appears to be a good idea oh ,the drawing boardmay turn =out to be abadAdea-inprectide. Piesump-tiohs-And=assumptionO,Inelndint-thOSe-abOUt-the4=174-Calendat:ind=in_ teiieithiriChliOn;Tatk

and justification: -.00es,Mhstiedog-

nite-thatheOly-dedignedplana:an&-prog'redt- oftenUnleadh-unanticipated-conseqUentei, acink-ok whichareundesirablei While others-are even antithetical_to the original purposes.

There is a great need to- examine empirically theconsequences-of innovations in calendar/curriculum.We need to know much more about the specifit anato-mies of change so that mistakes will not be repeated.Hard proof as to those aspects of educational inno-

vation whichreallyqOotk and those which go awry,is'difficult to obtain. Student, faculty, and ad-ministrative opinion,is an expeditious hotline forlearning what people find educationally exciting,but it is not necessarily an accurate or validmeasure of what has been accomplished. A mere changein the calendar has ho value in itself. Regularpractices+ not merit support simply because theyare traditional, but neither do new patterns andformats merit support simply because they are novel.

There is a current demand for accountabilitydue to the fact that higher education, in general,

and innovating institutions, in particular, have-failed.to assume voluntarily an obligation to es-tablish goads lbased_upon societal and student needs)and to evaluate success in attaining them., Obli-gations are ignored, while purposes And ptioritiesare diitorted. EValuation is requisite to account-ability in higher education. Educational decision-

makers need information upon which to base importantprogram. changes. eekuse education is a complexphenomenon, it is difficult to evaluate the conse-quences accompanying the introduction of an innova-

tion such as the interim term. As4 result, the

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decisions involved in adoption or rejection of sucha change are credulous, at best, and based upon thesubjective judgment of individuals in charge.

Despite the intimidation of methodological com-plications and research flaws, responsibility demandsthat'the colleges overcome any hesitancy about under-taking evaluation. The challenge of accountabilityfor innovating colleges of the 4 -1 -4 and the accom-panying responsibility, is to establish the educa-tional intentions of the curriculum and the evalua-tion techniques for measuring the desired changesthat occur.. For the innovative 4-1-4 colleges eval-uation can be a welcomed privilege-rather than anobjectionable burden. The concern for effectivenes6Of the-program, continual academic innovation andchange can be furthered, and evaluation can be ameans to overcoming complacency, improving support,strengthening the institution, and maintaining fresh-ness in education.

Reviewing purposes, establishing priorities, andevaluating outccmes should help 4-1-4 colleges main-tain the integrity of those decision-making processesrelated to sthe innovative use of the curriculum andcalendar and the merit of the program. Without theinclusion of goals and the specification of objec-tives, all the noise and bustle of change and inno-vation will not achieve very much. Without evalua-tion, all the guarantees of program excellence re-tain subjective onjecture. The continuous effortto evaluate and thus assume responsibility for

learning, can testify to skeptics, that what mayappear` as a curricular of calendar fad, in reality,

is an innovation of merit and a true source of change.

II. The 4-1-4 Conference and Evaluation:

Evaluation continues to be a major objective forthe 4-1-4 Conference. By stimulating evaluationamong member institutions of th- -_3ociation and by

coordinating such interinstitutional efforts, the

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4-1-4 Conference can responsibly help to judge *hemerits of interim term innovation in higher educa-tion.

By liocuzing upon evaluation oi the intenimtilt*, the 4-1-4 Conference can liacititate deci4ion-making about the_p4Ogitam by pkoviding data-batedconctuzion4 about the,uvAth of varaou4 dimen4.6114

poLowtem and can annotate hypothe4e4 and4oggeation4 about pkoductive change4 in the .cnten.-cm

Interim Term Research Protect -- InterinstitutionalEvaluation:

Recognizing the importance of research on evaluation,the 4-1-4 Conference with the cooperation of selectedcolleges, applied for and received funding from theNational Center of Educational Research and Develop-ment, Office of Education, for a pilot project. ThePurpose of the funded project was to examine empiri-cally the objectives and consequences of the 4-1-4calendar and interim term curriculum on the totalprogram and operations of institutions of highereducation. Would the 4-1-4 be evaluated as a withek-ing fad of higher education or a developing and viablepattern of institutional design and operation? Wouldthe interim term be empirically assessed as a short-fused although novel thrust in higher education,'oran impetus for and spur toward long term reform inthe objectives and operations of the colleges?

Thus the objective of the study was basicallytwofold:

1. To evaluaLs the 4-1-4 calendar/curriculumfor a select d sample of four-year collegesin terms of the specific goals and objec-tives_ set for the interim term;

2. To determine the relationship betweenadoption of the 4-1-4 calendar/curriculum

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_ At R.,1 11,*414., Art$5:14. *. `4,f** ,

Constitution and By-Laws of the Association for

Innovation in Higher Education

ARTICLE I

Name. The name of this organization shall be the Association forInnovation in Higher Education.

ARTICLEPurpose. The purposes Of the association shall be:

1. To encourage- innovation in education, to facilitatecooperation and the Sharing of such experience.

2: To condutt and generally encourage research on mat-ters important to innovational colleges, to provide forcommunication and to digtemiiiate information rela-tive to such concerns.

3. To establish' and strengthen a common bond amonginstitutions committed to innovational reforms and todevelop useful relationships with organizations inter-ested in serving innovational causes.

4. To help'establish guidelines for successful organization,"` operation and evaluation of innovational academic

programs.To.help obtain financial support for research, experi-niental projects, cooperative programs and otherinnovational activities conducted by the Alt Alld itsmembers.

6. To arrange for and conduct annual meetings, work-shops, consulting services and other assistance on mat-ters relevant to innovational calendars and curriculum.

ARTICLE IIIMembership. There shall be three classes of membership: Member,

Affiliate, and Exhibitor.A. Member: Limited to degree granting -institutions or other

institutions recognized by the, Eicectitiye- CoMmittee.Section 1: The membership Shall 60-.1jrriited to the students,

faculty and administrative. officers of memberinstitutions.

a. To become a ;member an eligible.institutionmust submit a-completed application and an-nual dues.

b. Annual dues shall be fikeci by the member-ship attending annual Meetings.

c. One representative of each member institu-tion shall be entitled to,vote at businessmeetings.

Section 2. The members of this Association shall be thoseindividual persons and members of their imme-diate families, who are affiliated with the mem-ber institutions. Such affiliation shall be definedas all currently matriculated and registered stu-dents, and all members of the faCulty and admin-istration currently holding such appointments atthe member institutions.

B. Affiliate: Limited to education-oriented, non-profit organ-izations.

Section 1. A majority of the Executive Committee is- em-powered to act upon applications for Affiliatestatus.

Section 2. After; applications are approved, Affiliates willsubmit dues.

Section 3. Annual dues shall be fixed by the membership-attending annual meeting.

Section 4. Affiliates shall not vote at Business meetings.

C. Exhibitors: Limited to commercial firms and organizations.Section 1. A majority of the Executive Committee isempow-

ered to act upon applications for Exhibitor status.

Section 2. After applications are approved, Exhibitors willsubmit dues.

Section 3. Annual dues shall be fixed by the membershipattending annual meetings.

Section 4. Exhibitors shall not vote at Business meetingi.

ARTICLE IVOfficers.

Section 1. There will be an Executive Committee. wilich con-sists of not more than eight members: the Chair-man of the Conference, the retiring Chairmanserving for a one-year term, and two members tobe elected annually to serve three-year terms.

Section 2. A Chairman of the Association for Innovation inHigher Education shall be elected annually fromamong representatives of member institutions.

Section 3. Officers may not be elected to successive termsfor the same office.

Section 4. The Julies of the Executive Committee shall be:a. The Executive Committee- shall recommend to

the member institutions at least 30 clays in ad-vance of annual meetings, policy to be actedupon.

b. The Executive Committee shall he charged tocarry out policy between annual meetings.

c. The Executive Committee through the chair-man shall elect, hire and direct the Associationfor Innovation in Higher Education staff.

Section 5. The duties of the Chairman shall be:a. To chair the annual meetings of the Atsociation

for Innovation in Higher Education.b. In consultation with members of the Execu-

tive Committee to interpret policy to the staff.c. To provide initiative in the development and

functions of the Association for Innovation inHigher Education.

d. To serve as Chairman of the Executive Commit-tee and to vote in the event of a tie vote.

Meetings.ARTICLE V

Section 1. There shall be an annual meeting of the Associa-tion for Innovation in Higher Education.

Section 2. The time and place of each annual meeting is tobe fixed by the membership one year in advance.

Section 3. The agenda and arrangements. of each annuatmeeting are to be organized by the staWin con-sultation with Chairman and the Executive Com-mittee.

Section 4. The Association for Innovation in Higher Educa-tion shall determine its own policy in actionstaken at annual meetings.

ARTICLE VIParliamentary authority.

Robert's Rules of Order (Revised) shall be the par!iamentaryauthority on the Association for Innovation in Higher Education andits committees.

ARTICLE VII .

Amendments. Amendments to the Constitution and By-Laws maybe proposed at any annual meeting by resolution of theExecutive Committee or by petition of 20 member institu-tions. The consent of 3/4 of the membership present andvoting at such an annual meeting shall be required to adoptany amendment, provided that notice of said amendment beincluded in the notice of the meeting and mailed 30 daysprior to such meeting to all membership.

ARTICLE VIIIRatification. These By-Laws shall go into effect upon approval of

2h of the membership present and voting at the 1970 annualmeeting.

Apa

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and a spur toward change in curricular,instructional, and administrative designand operation of those institutionsstudied, especially in regard to theregular semesters.

The relevance of this research project to thecontemporary concerns of higher education is con-sidered to be the following:

1. With the number of 4-1-4 colleges expandingevery year, there has been a need to developan instrument that could be utilized to eval-uate the interim term program on an inter-institutional basis. Individual schools haveconducted evaluation research with instrumentsdesigned specifically for and by each institu-tion. Consequently, it has not been possibleto generalize to other institutions from dataso compiled. An object of this study, there-fore, was to design and.test a multi-faceteddata gathering instrument with potential foruse among a variety of colleges.

2. While expectations and anecdotal appraisalsfrequently are translated into evidences ofsuccess or failure, there has been littleagreement or understanding as to what con-stitutes "success" or "effectiveness" forthe interim term. There has been a lack ofevidence to indicate the extent to whichtechniques and operations utilized in theinterim term serve as effective means tothe specific goals and objectives for theinterim term. An object of this study;therefore, was to identify philosophies andobjectives of the 4-1-4 calendar/curriculumand then to examine levels of achievementof those objectives by the colleges forpurposes of an evaluation.

3. Vague as some of the assumptions and expec-

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tations may be about the purposes of theinterim term itself, there has been lessknowledge about whht happens in 4-1-4 insti-tutiona during the regular semesters. 'Atten-

tion has been focused upon the "one" (theinterim ,term) almoSt to the exclusion ofthe "fours" (the regular semesters). Towhat degree does a 4-1-4 college,presumablymove to increasingly new and challengingkinds of opportunities and experiencea forits students and faculty because of theimpact of 4-1-4 upon the institution? Anobject of this study,_ therefore, was todiscern the degree to which there might bean overflow effect, manifest or latent, ofthe interim term upon the remainder of theacademic year.

There has been an absence of available evidenceto indicate the extent to which there is a spill-over of innovation from the interim term to theregular semesters, such as in the modification of'instructional learning methods and objectives.There must be empirical infokmation to indicatethe extent to which the 4-1-4 calendar enables andprods integration of other changes, more curricularand adMinistrative in nature than instructional,into the total higher education experience. Whilethe results of the study of the selected 4-1-4colleges could not be generalized as evidence appli-cable to all 4-1-4 colleges, it would at leastfacilitate evaluation research through common pro-cedures which, in turn, would enable more meaning-ful interinstitutional evaluation and comparison.

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RESEARCH REPORT

I. Procedures:

A. Selection of the Colleges:A total sample of five institutions was selected

for participation in the research project. Whilethis sample could not be expected to represent theentire population of institutions operating under a4-1-4 calendar/curriculum, an attempt was made toinvolve colleges forming a microcosm of experienceswith the 4-1-4 as outlined below:

College X: This college has operated under the4-1-4 calendar/curriculum.since its-inception in1960-61, with the "winter term" constituting a four-week period of concentrated study required for allstudents.

College Y: This college was among the firstschools to make the transition from a semester sys-tem to a 4-1-4 calendar, experimenting initiallywith a 3-1-1-3 calendar and then adopting a. five-week interim term format required for all students.

College This college also was among thefirst institutions to make the transition to 4-1-4,experimenting initially with a six-week double termin which students took two courses simultaneouslyand later adopting its present interim system of asingle six-week "minimester" experience.

College A: This college adopted the 4-1-4 cal-endar but discontinued operation under that formatafter a one year's initial experience.

College B: This control college operites on anearly semester pattern in which the semesters cor-respond in length with the wing semesters in the4-1-4 calendar and in which the fall semester iscompleted prior to the Christmas holiday recess.

The colleges also were chosen because they

generally fall within the same basic institutional

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purposes of four-year liberal arts institutions ofindependent sponsorship; still another basis forselection was the proximity ofthe colleged to eachother and the Identification to a contiguous locale.Thus'the.possible effeets of institutional purpose,

sponsorship,And regional variation, upon the collegesunder study were kept to a minimum in order that the4-1-4 calendar/curriculum might be examined as theindependent variable.,

B. Data Collection:The research for this study consisted of three

separate but related phases, as outlined below. Thedifferent data phases were used in order to avoidlocking the evaluations into a particular informationsource. In addition, the three phases were designedto complement each other and so provide indices forchecking data reliability.

Phase I. Compilation of Institutional Data:A set of research directives for use by the

selected colleges in gathering the'necessary insti-tutional data was designed for Phase I data collec-tion. The directives were designed to be explicitlyoperational although flexible enough to allow forthe possibility that each college would not be ableto provide the same exact type of data.

The data records were obtained for two yearspreceding adoption of the 4-1-4 calendar and for'all years since that adoption. Such a procedureenabled an historical comparison of the collegesas a measure of control and a method of analysis.

The.institutional data were gathered on thefollowing general items:

a) Interim term approach--philosophy, objec-tives, history, and development

b) Curriculum--courses, academic majors,, en-rollments

c) Instruction--loads, staffing, student per-formance

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d) Administration--in student life and involve-ment, college relations, admissions, facultyinvolvement.

Phase II. Questionnaire:A questionnaire was designed specifically to

measure the comparison of each item between theregular semesters and the interim term period.Complementary forms for the students and for thefaculty and administrators were designed to enablecomparisons between the various constituents ofthe colleges and so that the questionnaire itemswould be comparable for these different elementsof the college community.

The questionnaire utilized fixed alternativeresponses of a five-point agree-disagree continuum.The initial items were divisable into the threeunits of analysis for this study--curriculum, in-struction, and administration. The final portionof the questionnaire instrument specifically con-cerned the interim term approach and philosophyand was completed only by the participating 4-1-4colleges.

Probability samples of the student populationand of the faculty population at each institutionwere determined, with selected administrators alsobeing surveyed. An overall response rate of 46%for the student samples and of 55% for the facultyand administrator samples was obtained. Thus asample size of 287 students and of 110 faculty andadministrators became the basis for the analysis.

Phase III. Interviews:An interview schedule' was designed to elicit

position responses from the individual administra-tives officers sampled and from selected groups offaculty and of students sampled at each participa-tingcollege. The faculty and student interviewswere group discussions of the values and impact of

the interim term experience and the general calendar

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and curriculum in operation at each college.

The group sessions for students and facultymembers sampled were employed in order that someinteraction and exchange of opinion might be ob-tained. Through this procedure, thoughts and opin-ions were expreised, challenged, and clarified.

C. Analysis of the Data:

The general philosophy of and approaches to theinterim term at each institution became the basisof the evaluations that were made. The study con-centrated upon the impact of the interim term uponthe entire operation and functioning of the collegeduring the wing semesters (fall and spring). Themajor focus of the analysis, therefore, became thetotal impact at each college, rather than the sep-arate and independent evaluations of the three in-terim term programs.

II. Evaluation of 4-1-4 Calendar/Curriculum:

The evaluation of the 4-1-4 calendar/curriculumideally should be based upon the specification ofpurposes and objectives of the interim term as in-dicated by each participating college. This approachwas not entirely possible in this study, because thethree 4-1-4 colleges had not adequately specifiedor operationalized purposes and objectives.

College Y indicated that the interim term was"compatible with" and paralleled overall goals ofthe college; College Z had no expressed objectivesor even a broad statement of purpose for the 4-1-4program. College X stated in a printed borchurethat the interim term is the "period in which ourstudents learn the most about working independently,defining their own study goals, writing long papersin acceptable form, and making rational decisionsabout the use of their time." In its regular cata-logue, College X specifies that the interim term is

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designed "to develop the qualities of self-disci-pline in pursuits requiring the student to be theprime explorer."

It appears that colleges may be unable or un-willing to accept the task of specifying the precisegoals of their programs. Others apparently arewilling to take refuge in broad platitudinous state-ments of purpose that are not fortified by specificprograms to prove their attainment. However, eventhough the researched colleges had not enumeratedclear and comprehensive objectives, they had focusedupon some ends which could be evaluated.

The actual operational prggrams and models dididentify behaviors the colleges condoned, reinforced,and encouraged. The evaluation was also able toconsider and assess the unintentional or latenteffects (either positive or negative) of the interimprograms. The absence of clear and comprehensiveobjectives for the curriculum, while a definite in-hibition to evaluation and even an indication of someirresponsibility by the colleges, was not an absolutebarrier to evaluation.

For Phase I data collection, the colleges wererequested to indicate the reasons which promptedadoption of the 4-1-4 calendar/curriculum. Theirresponses do focus upon potential purposes of theinterim term, although the reasons or explanationswere never considered officially by the Collegesand represent a cumulative interpretations from allthree 4-1-4 colleges in the sample:

1) Force a change in teaching methods andcontent of courses in some departmentsand by some faculty.

2) Encourage excitemen: in the curriculumin order to attract more good students.

3) Provide the opportunity for studentsand faculty to do something differentand exciting in the shorter term--a,change of pace.

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4) Provide the opportunity for off-campusand overseas study.

5) Provide periodic leaves of absence forfaculty during the interim period.

6) Provide the for advancedresearch by students and faculty.

7) Provide the opportunity for studentsand faculty to become better acquaintedwith each other in mutual learning cir-cumstances.

With some exceptions, as noted below, there isnothing in the data accumulated from Phase I,Phase II, or Phase III that would indicate thatthese surrogate goals have not been attained tosome degree. Concerning reason number (2) above,testimony of admission officers and data fromstudent application and admission records at thecolleges do indicate that when the 4-1-4 calendarwas first adopted, it served to attract studentsto the colleges. The information suggests, how-ever, that the attraction Is less direct in morerecent years. In any case, the existence of 4-1-4has not proved to have a particularly attractiveinfluence upon necessarily "good" students either.As determined by college profiles of scholasticaptitudes and high school ranks, all five collegesin the survey showed a slight decline in the over-all profile of the freshman class during the pastfive years.'

The pattern of having each member of the facultyon paid leave every third or fourth interim term,reason (5) above, has failed to become operationalat two of the three 4-1-4 colleges, although it doesremain part of the stated faculty guidelines.

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See a further explanation of the effect of 4-1-4upon admission and student profile in the nextsection--"The Interim Term as a Spur Toward Insti-tutional Change."

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Thus while the above stated reasons have beenmet to a degree, they have not at all been maximized.Their fulffllment varies at each 4-1-4 college andin no case seems to have reached full achievement.

The ways in which the interim term has beenutilized at each of the 4-1-4 colleges also can beconsidered as "goals." (See Table 1-1.) Lack ofconsistency among the four colleges gives credenceto the assumption of 4-1-4 proponents that the in-terim term does lend itself to a variety of inter-pretations in programs.

The sample of institutions was asked for Table 1to note trends that had developed for their college.College Z has moved from interdisciplinary (largesection enrollment) general education courses forfreshmen and sophomores to more specific and spe-cialized departmental courses. All three 4-1-4colleges indicated that off-campus study and inter-national study are increasingly used. In addition,College Y has moved toward more independent study,directed study, and specialized courses and awayfrom offering regular catalogue courses during.theJanuary period.

An important finding, which marks the lack ofsuccess of the participating colleges to maximizethe potentia) for 4-1-4. is revealed from an anal-ysis of communications and procedures followed bythe various colleges before the interim term wasput into practice. Responses to Phase I data in-dicate that the colleges did set various guidelines,hold numerous meetings and workshops. and makeperiodic reports to communicate to faculty and stu-dnets the philosophy and procedures of the interimterm. Yet, such efforts did not prove to be suffi-cient, according to interviews conducted in Phase -

III at two of the three 4-1-4 colleges.

Interviews with faculty who were present at thedifferent colleges during the adoption of the in-terim term, indicated repeatedly that the faculty

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held vague impressions about the interim term con-cept even after it had been adopted by the insiiiu-tion. Such faculty members admitted that they, andsome of their colleagues, had to develop interimterm projects without the understanding and direc-tion they considered sufficient, even necessary.Discussions with more. recently appointed facultyand with student groups revealed a lack of under-standing of the philosophy and procedures of theinterim terms. These 4-1-4 colleges, therefore,still have not been wholely successful in orientingfaculty or students to the procedures and purposesof the interim term, even after several years ofactual operation. A common understanding of thephilosophy, approaches, and procedures of the inter-4m term was not possessed by the majority of thevarious constituents interviewed.

The data from Phase I indicate that the collegesthemselves have been slow to conduct evaluations oftheir respective interim terms, perhaps hindered bythe absence of specific and expressed goals. Whilethe 4-1-4 colleges sampled do encourage individualprofessors to conduct evaluations of their courses,institutional evaluations of the programs and con-sequent learning have not been stressed. College Xdid conduct a survey of faculty and student opinionimmediately after the 1970 interim term. No deriva-tions from the 1970 raw data that could lead to basicunderstandingand evaluation judgements, have beenmade two years later. College Z initiated an assesa-ment of their interim term based upon student sur-veys of the 1972 January term. Its findings andconclusions, however, are not yet known.

Phase I data also revealed that no formal com-parisons of evaluationi or assessments have beenmade by the participating colleges with other 4-1-4colleges. The colleges of this study do comparedescriptive approaches and specific offerings ofthe interim term with other 4-1-4 colleges, although

fall short of providing analytical or evaluativeinformation.

III. The Interim Term as a Spur Toward InstitutionalChange

Research data are divided according to severalcatagories: changes in administrative design andoperation of the colleges, in curriculum, and ininstruction.

A. Changes in Administrative Design and Operation:

Student and Faculty Recruitment:

Institutional data revealed no discernibly strongimpetus following from 4-1-4 adoption upon the vol-ume of student applications for admission, the vol-ume of eventual enrollment, or the profile (apititude,class rank, gradepoint average) of entering freshmenclasses. Yet, student and faculty interviews at thethree 4-1-4 colleges revealed that existence of a4-1-4 program was a mild influence upon their deci-sion to accept admission or a position at the college.Furthermore, the existence of the 4-1-4 calendar/curriculum was found to have a mild but direct in-fluence upoa the decisions of students and facultyto continue to remain at the colleges. Few of theadministrators interviewed, however, who took officesubsequent to adoption of the 4-1-4 calendar/curricu-lum, indicated that the interim term was a factor intheir decision to accept office.

The administrators at the three 4-1-4 collegesexpressed a different option about the influenceof the interim term on students and faculty. Alldirectors of admissions stated that the interim termhad been an advantage in student recruitment, al-though not as much as it was when first adopted bythe college. The three chief academic officerswere of varying opinion: College X academic officer

stated that the existence of the interim term was

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definitely an attractive influence and actuallyserved as an effective device to judge the interestsof the potential faculty member in the academicprogram; College Y academic officer stated that theinterim term was a topic of curiosity for potentialfaculty but not an attracting influence. The CollegeZ counterpart stated that the interim term was prob-ably a deterrent to-piospective faculty who perceivadit as added-academic burden to the regular s-Noesterprograi.

In enumerating reasons for choosing their par-ticular college, students &ad faculty intervieweddid include a number of explanations, only some ofwhich were related to the academic program and cal-ender. A significantly greater number of studentsinterviewed at the 4-1-4 colleges than at the non-4-1-4 colleges did include the academic programamong reasons for making application and acceptingadmittance to the college. Those students and fac-ulty who mentioned the interim term as a contribu-ting factor typically included it among a combin&-tion of general characteristics about the collegerather than mentioning it as an isolated and inde-pendent factor.

A complementary item regarding the interim termas a factor affecting the decision of faculty /sadstudents to attend the college was included in thePhase II questionnaire. This data, as shown inTable 3-1, indicate that the existence of the in-terim term was a significant factor in agreeing toaccept appointment. Students proved more likelyto designate the interim term as a significant fac-tor than did the faculty, although the differencewas not statistically significant. While the ex-istence of the interim term, therefore, was foundnot to have much impact upon the actual volume ofstudent and faculty populations nor upon the char-acteristics of the populations, it was a contribu-ting factor in the decision of a relatively highproportion of student and (to a lesser degree) of

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faculty to join the college.

Public Relations:

Institutional data and interview data were ob-tained to examine the effect of the existence of theinterim term upon the college public relations ef-forts. Interviews with the development officersand the chief fiscal officers at the three 4-1-4colleges revealed that the interim term had aidedthe fund-raising and public relations efforts ofthe colleges initially. Yet, these particularcollege officers did not feel that the interim termany longer had much, if any, positive or negativeeffect in development or public relations.

Developments officer records at all five collegesin the study indicated that the institution's calen-dar and curriculum, whether 4-1-4 or another pattern,were not determining factors for philanthropic sup-port. Furthermore, colleges operating under a 4. 1-4format indicated they had not altered their publicrelations efforts, strategies, or functions due toadoption of 4-1-4 and had not caried the actual op-erations and routines of the offices subsequent toadopting the January period.

Decision-Making:Interviews with students at the 4-1-4 colleges

raised a question pertaining to the impact of theinterim term upon academic decision-making and gov-ernance at the institution. Some students statedthat the experience interim term enabled them tosee how relatively 1:Ittle input the student had tothe decision-making structure of the college. Otherrespondents indicated that the interim period causedone to become isolated in his own concerns and prob-lems and insulated from decisions involving thewhole college.

The faculty also contributed some interesting-aformation on unanticipated and even negative im-pacts of the interim term. Faculty at College Y

19

c

stated that the interim term had become a periodfor extensive and extended committee assignments

and administrative projects, the assumption beingthat all staff would have spare time to considersuch administrative commitments. Yet, faculty atCollege Z stated that committees at that collegelargely ceased to function during the January period,so that faculty could concentrate upon their ownprojects.

When asked to specify the academic term duringwhich they felt highest degree of involvement indecision-making, students and faculty at the 4-1-4colleges ranked the interim term behind the twosemesters.2 (See Table 3-2.) Members of the collegecommunities felt less involved in decision-makingduring the interim term than during either of thesemesters. Part of the difference was emphasized asdue to the different length of the terms, as well asthe absence of many people from the administrativestructure of the college during the interim period.The data gave support to the position that the for-malized apparatus and avenues for participation indecision-making tend to break down during the inter-im period.

Institutional data did not provide support foran assumption of greater involvement of studentsand faculty in overall decision-making and gover-nance at the 4-1-4 colleges than at non 4-1-4 col-leges during the academic year. All participatingcolleges showed an increasing tendency for studentsto be included in the administrative apparatus ofthe college by vocal representation and vote overthe last three years. Increased involvement ofstudents on college committees and representationsto the governing board were noted at each of thecolleges studied. Such findings indicate that the

2Item 102 asked the respondent to select the term

in which involvement in decision-making was the low-est, thus facilitating the ranking suggested here.

20

recent variation in the approach to student involve-ment in decision-making does not reflect the impactof the interim term probably, but rather a"generally

changing educational philosophy with reference to thestatus and role of students.

Student Life:

Institutional data from the three 4-1-4 collegesshowed considerable difference in provisions andpotentials for student life during the interim termas compared to the regular semesters. Interviewswith students and faculty also yielded consistentreference to the lessening of planned activities inthe January period and the consequent dormancy ofactivities, associations, and organizations.

Similarly, questionnaire data indicated thatstudents and faculty differed in sense of involve-ment in social and recreational activities duringthe interim term. The difference was substantiatedby the interviews, which indicated a greater ten-dency for faculty than students to isolate them-selves physically from the college an even sharperlessening of planned faculty act. than plannedstudent activities. Both students and faculty speci-fied a tendency within the interim term for a greaternumber of spontaneous activities initiated by indi-viduals than of planned college activities, with thereverse tendency Occurring during the regular semes-ters.

B. Changes in Curricular Design and Operation:

Academic Major and Plans:Interviews with students of all 4-1-4 campuses

indicated that the interim term experience didaffect their academic and career plans. In someinstances, there was a direct relationship betweenthe interim term and the selection of academic majorin that the student decided to major in a certaindiscipline after a rewarding interim experience. Onother occasions the experience prompted the student

21

to consider semester course work in a particularfield or to become aware of views established byother disciplines related to the major field.

Interview data revealed a clear consensus ofopinion that students were utilizing the concen-trated time period either to broaden purposelytheir area of interest or to narrow down to a spe-cifically interesting topic.

Independent Study:

Institutional data from the 4-1-4 colleges in-dicated a growifig trend over the last four yearsfor students to pursue independent study both withinthe interim term and in subsequent semesters. One4-1-4 college has made it possible for a student,with faculty approval, to take virtually any coursewithin the curriculum, as well as student designedprojects, under an independent study procedure.The trend of increasing opportunities for indepen-dent study within the curriculum was considerablyless apparent at the two non 4-1-4 colleges duringthe time span considered.

Deletion/Addition of Courses and Majors:Institutional data pertaining to the deletion/

addition of course offerings and of academic majorsindicated no discernible trend or tendency amongthe three 4-1-4 colleges versus the control colleges.Rationales for the deletion/addition of courses wererelated more to societal needs and demands, employ-ment, opportunities, and interdisciplinary provisions,as examples, than to the impact from adoption of the4-1-4 calendar/curriculum. It is conceivable thatsuch awareness was partly developed through 4-1-4experience.

Experimentation and Innovation:One questionnaire item concerned the degree to

which respondents felt there had been definitespill-over of experimentation and innovation in thecurriculum from the interim term to the spring semes-

22

ter. (See Table 3-3.) All sampled groups weresplit on the opinion question, with slightly moreof the respondents disagreeing that there was aspill-over of experimentation, particular amongstudents.

C. Changes in Instructional Design and Operation:

Work Pattern and Instructional Methods:

Students and faculty interviewed agreed thatthe interim term necessitated or resulted inchanges in one's work pattern, in methods of in-struction/learning, and in student-faculty rela-tionships. Interim term was perceived as a timewhen the individual could introduce more reflectioninto his work pattern and find opportunity to pursueinterests outside of the courses taken or taught,without slighting responsibilities for studies.The concentration upon one topic was said to reducethe degree to which students and faculty felt a daywas "chopped up" by having various classes and over-lapping responsibilities.

In terms of change in instruction and learning,respondents agreed there was less emphasis uponformal lecturing in the interim term with more em-phasis upon group discussion, individual study, andresearch on a particular topic. Questionnaire dataindicated that utilization of the library resourceswas greater foi both students and faculty/administra-tors during the interim term. (See Table 3-4.)

A developing colleague relationship betweenstudent and professor was felt to be a definitevalue of the interim term at the three 4-1-4 col-leges. Students cited numerous cases of learningto know a professor in a more personal way duringthe interim term period than during the semesters.

Interviewed students and faculty generallyagreed that there was a partial carry-over to thespring semester of the interim term work pattern,

23

methods of instruction/learning, and faculty-student relationships. Student response was morenegative than faculty/administrator response, al-though not significantly. Fewer students felt

-there was an actual spill-over to the spring semes-ter than did faculty. (See Table 3-5.) Facultyopinion indicated that as a result of the interimterm experience, some informality had rubbed offon to the classes taught during the semester, thatsome new approaches to learning were considered oradopted, and that more self-evaluation of teaching/learning did result.

In contrast to the measure of opinion that manyof the work patterns, instructional methods, andfaculty-student relationships of the interim termdo and indeed should carry-over to the regular semes-ters, there was a stronger expression of opinionthat the interim term was nevertheless separate anddistinct from the regular semesters. It was consis-tently noted by both respondent groups that there isa tendency for professors and students to fall backto the regular patterns, methods, and relationshipsof the semesters.

Personal Rewards:Students from the three 4-1-4 colleges cited a

greater degree of personally rewarding achievementfrom their interim term experiences than did studentsfrom the non 4-1-4 colleges about their semesterexperiences. Rewards such as self-satisfaction,growth, and maturity were associated with focusingat length upon one topic and developing confidenceand understanding from the accomplishment.

According to the views expressed by studentsinterviewed there was less institutional emphasisupon grades and student concern for grade achieve-ment in the 4-1-4 colleges than the non 4-1-4 col-leges. (See Table 3-6.) While students felt lesspressure toward achievement in the interim term thanin the regular semesters, actual grade achievement

was higheit during the interim period. (The grade

24'

distributions at all five participating collegesshowed a higher level of grade achievement in thespring semester than in the fall semester.)3

Institutional Objectives:

Students and faculty responded similarly whenasked the degree to which the interim term had animpact upon institutional objectives for education.4The interim term was said to reinforce institutionalobjectives for innovation and experimentation; toenhance the college's ability to meet individualneeds, to encourage individual responsibility, andto emphasize through "learning by doing" and "learn-ing from life" the process rather than the contentof learning.

Motivation:

The questionnaire was designed to test studentand faculty motivation to begin study for the fallsemester, interim term, and spring semester. At allcolleges studied, both groups felt the highest en-thusiasm about the start of the fall semester (SeeTable 3-7), and felt the lowest enthusiasm aboutthe start of the interim period. (See Table 3-8.)

3Comparable data were not available for College Z

because the institution maintains grade records accor-ding to accumulated grade point average; since mostinterim courses there are graded on a pass/fail basisand no quality points are earned, no meaningful re-lationship could be discovered.

4No attempt was made during the interviews to

identify specific objectives of the colleges. Thequestion made it essential that respondents selecta particular objective and consider the impact ofthe interim term upon that goal, even though theselected goal might be quite foreign to the estab-lished institutional objectives.

25

Interviewed respondents suggested that motiva-tion was highest for the fall semester with thefresh start of the academic year. Enthusiasm forstudies generally waned during the term but wouldrise to another but lower peak at the start of theinterimterm and the anticipated change of pace.The end of the interim term and the beginning ofthe spring semester marked another point of transi-tion that was typically welcomed and seemingly re-freshing for all respondents.

D. Paired Comparison Items--Summation of Phase IIData:

The data on Table 3-9 from the 4-1-4 colleges,result from fifty-four items of paired comparisonof the regular semesters versus the interim term.The response from each college was treated as acommunity response for forty of the items, with thesamples of students and faculty combined ratherthan treated separately as in the previous discus-sions. This combination was possible in that thesurvey form for students and for faculty/administra-tors consisted of parallel items for all but sevenitems for each sample group. These remaining sevenitems in each group were devised to be particularlyrelated to each separate groupfor their form. Chisquare statistics were computed from the frequencydistributions of all the items for the three 4-1-4colleges taken together (total) as one combinedgroup and taken independently.

Of the paired comparison between the regularsemesters and the interim term for the 4-1-4 colleges,a total of eighteen chi square statistics out of thefifty-four items computed to be significantly dif-ferent. Five parallel items pertaining to "Changein Curriculum" and twelve parallel items pertainingto "Change in Instruction" proved to be significantfor the combined samples; an additional item in"Change in Instruction," included among the sevennon-parallel items, proved to be statistically sig-

26

nificant among the students. None of the sevennon-parallel items for faculty/administrators andnone of the items pertaining to "Change in Admin-istration" proved statistically significant.

By separately examining the paired comparisonchi square values for each of the three 4-1-4 col-leges, a lesser number of items resulted in astatistically significant difference. Thus, ofthe eighteen items found significant for the com-bined groups of 4-1-4 colleges, seven proved sig-'nificant for College X, nine for College Y, andfour for College Z.

Those eighteen items in the Phase II survey forwhich there was a significant difference between theregular semesters and the interim term for the three4-1-4 colleges taken independently and taken togetheras one total group are exhibited in Table 3-9. Thedirections of the frequency response and the rela-tive strength of the response for the total threecolleges are also indicated,5 so that the interpre-tation of the difference can be made. Examinationof the actual frequency distributions revealed thatthe difference between the observed and expected

frequencies for the interim term and for the regularsemesters were not always in the direction previous-ly assumed. as can be seen from Table 4-10.

IV. Conclusions and Interpretations

The vast majority of students, faculty and ad-ministrators at the participating 4-1-4 collegessaid they would object if the college decided to

51n the case of the individual college in which thedifference is significant, the direction of the rela-tive strength of response is the same as that indi-cated for the total three 4-1-4 colleges.

27

drop it interim term, retaining just the two sem-esters. Even so, these colleges have been lax indefining and operationalizing exactly what it isthe interim term does and should accomplish. Supportfor the interim term, therefore, is derived from avariety of individual but overlapping interpretationsrather than upon general agreement in the attainmentof certain goals. There are clear accomplishmentsof the interim term, but without specific goals andobjectives, it is not possible to separate manifestfrom latent results.

The findings indicate that a significant differ-ence exists between the interim term and regularsemesters of the 4-1-4 colleges for the followingitems. Such outcomes could be operationalized asobjectives for the interim term, at least for thethree colleges studied.

In the interim term, more than the regularsemesters:

1. The curriculum reflects student needs andinterests.

2. The courses do not duplicate what has beencovered in other courses.

3. The courses are taught in such a mannerthat learning becomes personally meaningful.

4. Informal exchanges occur between studentsand faculty.

5. Students are less interested in gettinggood grades than in learning.

6. Students want to think seriously aboutissues raised by the professors.

7. Students and faculty spend time discussingcourse related issues with other studentsand faculty outside of class.

6There were a number of students and faculty members

interviewed who indicated they would not object todropping the 4-1-4 calendar if it would mean the ex-tension of the interim term concept. That is, suchindividuals preferred for their college to adopt amora modular calendar, including two or more interims.

28

8. Instructors arouse student interest in asubject to the point that the student hasread materials beyond requirements.

9. Students do not have proscribed patternsof required courses laid out for them.

10. Students have the freedom to program moreof their own curriculum.

11. Credit is given for non-classroom fieldwork and experiences.

12. Students do not experience academic stressand adverse anxiety about their studies.

13. Learning occurs through time spent in in-dividual study rather than in the classroom.

Because of the significant differences observed forthese items, it can be concluded that the interimterm, in regard to these characteristics is clearlydistinctive from the regular semesters.

The three 4-1-4 (experimental) colleges in thestudy did have specific variations from the non4-1-4 (control) colleges in teaching load, academicload, and in graduation requirements, for example.Such variations apparently exist to compensate forthe addition of the interim term to the calendarand curriculum. However, most students and facultyat the non 4-1-4 colleges characteristically re-marked that they would not want to switch to a 4-1-4format. They argue they do not see the logic ofstudying (working) for an additional month each yearfor similar credit; of paying for an additionalmonth's tuition and board; and, of losing the earn-ings they might accumulate from a summer job duringthat extra month. The 4-1-4 schools will have tosubstantiate and operationalize what they can con-tribute to learning that the semester system (orother format) cannot. With the novelty of the4-1-4 now lost through wide adoption, proponentswill have to come to terms with what the 4-1-4 canbe demonstrated to accomplish over other calendarsand curricula.

29

Specific alterations during the interim termin work patterns, methods of instruction, student-faculty relationships, course offerings, perceivedpersonal rewards, and utilization of learning re-sources, do occur and are recognized by studentsand faculty. With the end of the interim term andthe beginning of the spring semester, however, suchaspects are abandoned and the college typically re-turns to what it was in the fall semester. Thegeneral spill-over of interim term characteristicswas limited or non-existent. Evidence does notsupport the assumption that the interim term is ageneral catalyst influencing curriculum, instructim,and administration in the regular semesters. Whileit may be that the interim term can have this effect,it is clear from the results of the study that itwill not automatically happen in any meaningful way.

While general support and enthusiasm for the4-1-4 calendar/curriculum exists among collegesstudied, the findings indicate a number of failingsin the programs: inequitites in work load for stu-dnets and faculty in various interim term experiences;absence of planned activities both extracurricularand cocurricular; lack of universal faculty andstudent initiative and creativity in proposing anddesigning interim term experiences or courses; un-equal opportunities for certain learning exper-iences due to supplementary charges placed uponoff-campus and overseas study programs; and, thelessening of student and faculty involvement indecision-making during the interim term. In addi-tion, some of the findings suggest consequenceswhich would not be predicted by most advocates ofthe interim term: courses offered were felt to bemore of a "real intellectual challenge" duringthe regular semesters than during the interim term.

On the other hand, some discrepancies may onlyappear to be failures when perceived from tradi-tional, semester oriented values. If one acceptsthe "change of pace" philosophy, these differences

should perhaps be carefully assessed in terms of

30

intensive learning values and, if found desirable,they should be systematically programmed and de-veloped.

V. Recommendations

Although the following recommendationsare basedupon the participating 4-1-4 colleges, they are per-tinent for 4-1-4 institutions generally. The valuesupon which recommendations are based are not thoseof the author, rather, they were implicit, or spe-cifically stated, in responses of interviewees.

1. According to respondents, the single most ad-vantageous aspect of the 4-1-4 system, as opposedto the semester calendar, is the opportunity pro-vided for a change of pace during the one monthsession. Students and faculty look forward to thechange of pace provided by the interim term and thenlook forward.to returning to the semester routineand pattern at the conclusion of the interim ex-perience. Students perceive the concentration onone topic, the opportunity for off-campus and over-seas study and travel, and for exchange with stu-dents from other campuses, as definite changes fromwhat they typically and normally do during theacademic year. Because students do not attach thesame values to on-campus programs, colleges mustmaximize the "change of pace" experience for studentsand faculty who remain at the home institution duringthe January period.

2. The interim term should be a time when the col-lege community can obviate typical course, textbook;and classroom manner of teaching/learning and ratherundertake together distinctive learning experiences.Normal methods of evaluation, disciplinary and class-loom boundaries, and traditional student-facultyroles should be modified, even cast aside in theinterim term. Zealous dedication to discover newand imaginative avenues of learning should becomea foremost concern.

31

3. Offerings for interim term might well be de-scribed as "experiences" or "involvements" ratherthan courses. Aguing titles for the offeringsshould be develot..1 which would defy classificationinto any particular discipline. The titles shouldnot be simply window dressing OT clever expressions,but content too must be equally imaginative and in-triguing. Discipline designations, textbooks, ex-sminations,,designated meeting places, and prere-quisites could be omitted from descriptions in manyinstances.

4. The requirements for the baccalaureate degreeshould separate the given number of courses orcredit hours from the interim term experience.Thus impetus is ad sA to. the philosophy that theinterim term is an experience unique from the regu-lar semesters of the academic year.

5. The interim term gains status if it is consid-ered to be a part of the entire educational packagechat the college offers to students. Tu requireparticipation in less than four interim terms foran incoming freshman (or less that two interimterms for a two-year college transfer), appears tosay that a part of the educational package that theinstitution offers is superfluous.

6. Of growing significance are the programs where-by a student exchanges institutions with anotherstudent for the interim period. Such a program isespecially valuable because it provides the studentwith an experience away from his home college withno additional costs other than transportation, un-like costly off-campus and overseas programs. Inaddition, the ;,i.cchange program cannot help but bringa more cosmopolitan influence to the campus, asstudents from different parts of the country inter-act with the local college community. InstitutionswUch do accept interim term exchange students shouldnot take lightly the reponsibility for orientation

and adjustment of the individual into the localenvironment and community.

32

4'

7. The "change of pace" philosophy should not stopshort of altering normal evaluation-grading prac-tices. If the professor is going to assume a roleof companion in learning with the student and otherprofessors, a complex grading scale seems out ofplace. Thus, a "satisfactory/unsatisfactory" or"completion/noncompletion" approach could be adoptedduring the interim term. In addition, collegesshould experiment with normal testing procedures.It would seem highly appropriate to evaluate facultylearning as well as student learning. Exceptionalwork and progress could be encouraged by '.tters ofcommendation in the student's personal record; orby setting aside an area of the college where out-standing articles of accomplishment could be dis-played. Colleges should seek ways to impress uponthe community that learning is for the sake of learn-ing, not for grade credit and extrinsic reward.

8. There should be a lag of several days betweenthe end of the interim term and the beginning ofthe spring semester. Such a period enables thefaculty to critique the learning of students, eval-uate the interim experience and involvement, andprovide valuable feedback to materials createdduring the interim term. Too short a transitionalperiod finds the professor continuing to evaluatestudents and interim term accomplishments well intothe second semester. The college community needsa period of mental and perhaps p1'' :al recuperation

especially in the case of studen- and faculty onoff-campus travel programs.

9. It was felt that prerequisites for interim termoffering should be eliminated except for moL.ivationand desire to learn. Some students and faculty mightbring certain competencies into the experience, butothers might bring interests rnd desires also essen-tial to a dynamic learning group. Further, by drop-

ping prerequisites, interdisciplinary and non-dis-ciplinary learning experiences would be facilitated.

33

10. There was definitely a felt need among the in-stitutions studied for an Interim Term Director,and administrative position having authority to workwith, advise, and, if necessary, direct students,faculty, and staff in developing interim term pro-grams. Institutions tend to omit the position fromthe organizational structure of the college; tackon the responsibilities and duties to those alreadyassumed by an overseas-study director, summer schoolcoordinator, special programs director, or academicdean. On occasion the Interim Term Director isleft with little or no authority or means with whichto initiate and implement 4-1-4 programs. A recom-mended job description for the Interim Term Dire' ormight include the following:

a. Stimulates and coordinates the efforts ofthe members of the college community tooriginate and develop learning topics,special programs, and evaluation proceduresfor the interim term.

b. Works with the student personnel director,Interim Term Committee, division/department

heads, student government, and other officesin developing social and recreational ac-tivities, supplementary learning experiences,weekend seminars, etc. for the interim term.

c. Serves as a source of reference and as liai-son representative to the 4-1-4 Conferenceand for overseas, off-campus, and on-campusprograms sponsored by other 4-1-4 colleges,and by other agencies and associations.

d. Evaluates the topics of learning pursued,the interim term itself relative to theobjectives specified by the college com-munity, and also those objectives themselvesin terms of the changing environment ofthe overall purposes of the college.

11. The entire college community should be encour-aged to propose interim term experiences. Ratherthan simply having professors develop "courses"they would like to offer, student should be askedto suggest ideas for the interim term, perhaps

34

supplemented with suggestions from faculty, staff,administration, parents, trustees, etc. The pro-fessor would then work with the students interestedto develop such a possibility into a valuable,relevant experience. The fact that the professorhas interests other than in his specific discipline.and is eager to explore and study an area where hedoes not admit expertise, should be highly valuedby the students who are expected to be able tohandle the same kind of learning after graduation.

12. Non-traditional learning opportunities shouldbe utilized for the interim term experiences. Col-leges should arrange for non-teaching staff andcommunity resources to direct "courses" which mightbe offered in dormitory lounges, college union,homes, offices, cafeteria, etc. Such a procedurewould accentuate the idea that learning can anddoes take place in any situat!..on.

13. AS companions in learning, students and profes-sors should be encouraged to plan together for theinterim term offerings through one or more planningsessions prior to the December holiday recess.Greater shared responsibility for planning and im-plementation of learning experiences has the poten-tial to yield a greater appreciation of learningand involvement in education.

14. The college should develop a number of comple-mentary programs, events, and happenings during theinterim term. Illustrative of such programs oractivities are the following:

a. Utilize the talents and skills of the collegecommunity to produce talent events, musicand art lessons, physical and technicalskill exhibitions, etc.

b. Schedule viewing of current movies or playsand provide for shared reactions to the mediaexperience.

c. Encourage faculty and administrative per-

sonnel to visit campus housing facilities

35

to speax informally with groups of studentson topics of mutual interest and concern.

d. Schedule contests, between housing groups orbetween groups taking different interim termofferings.

e. Invite local community leaders to discusscurrent issues with students and faculty.

f. Develop weekend seminars and experiences.g. Establish projects which involve students

in the actual operation of the college.The student can learn valuable skills aswell as grasp deeper understandings of thecomplexity of college operations. Ratherthan being a time when participation indecision-making and operation of the collegeis low, as found from this study, the interimterm should facilitate increased involvement.

h. Schedule placement interviews and testingfor purposes of selecting a vocation.

i. Arrange service projects to beautify somephysical area of the college or surroundingneighborhood.

j. Utilize student and faculty groups forpublic relations and community service.

k. Encourage faculty to spend extra time inthe library and to assist student withtheir reading and learning there.

1. Encourage faculty and administrative per-sonnel to visit places of student gathering- -i.e. cafeteria, union, library, housingfacilities, lounges- -and develop conversa-tions and interactions with interested stu-dents.

m. Schedule periodic discussion sessions,perhaps at the homes of different membersof the faculty, where problems of thecollege, curre.it social, political, oreconomic issues, and personal interestsmight informally be shared and discussed.

15. The entire college community should be involvedin the learning experiences. Professors should be

36

1,7

encouraged to participate in the learning experiencesof offerings other than their own, even if on an

occasional basis. Administrative and staff person-

nel should also be encouraged to participate, inorder to maximize the understanding and appreciationthat learning does not occur only in the classroomsituation.

16. 4-1-4 colleges should reduce the degree of redtape, and consequent frustration, that it takes for

an interim term project to be approved, especially

independent study projects.

17. Students and faculty admit that they have con-siderably more leisure time duridg the interim term

than during the regular semesters. The 4-1-4 col-

leges should look upon "free" time as an opportunity

to provide non-traditional learning experiences and

involvements, rather than perceiving it as a detri-

ment.

18. The colleges should develop more effectiveorientation to the interim term for students and

faculty. Many professors are somewhat lost as to

how to develop an "experience" for the interim

term. Similarly students need to be oriented to

the interim term rather than suddenly thrust into

the experience.

19. The interim term should be a total, integratedexperience aimed at enrichment, rather than at the

number of courses or credit hours one can accumulate.

20. Evaluation of the interim term experience by

the college must be a continuous process. Compara-

tive interinstitutional evaluation is Also to be

desired, though it is hampered when it must rely

upon individuals with primary commitments tc, the

college. Interinstitutional research should be

directed .by staff personnel with direct responsi-

bility for such projects.

37

The 4-1-4: A Potential Yet Unfulfilled

No single solution or collection of recommen-dations can provide incentive for all the potentialfor the interim term. Additional problems will becreated by implementing recommendations cited inthese pages. Yet, if the independent liberal artscollege is to etch a valid place for itself withinthe institution of higher education, the interimterm can be a means through which uniqueness mightbe attained.

The public university can offer a larger quan-tity and variety of courses than can the independentliberal arts college. It can probably do so moreefficiently and at somewhat less expensive studentcharges. Surely the multi-university can play the"credit hours and credentials game" better thansmall colleges. The independent liberal arts col-lege, however, can offer opportunities for individ-ualized instruction and concern, concentration uponlearning for learning, and fostering of human growthand potential. Its size, its freedom from legis-latively initiated mandates and barriers, its con-cern for human development, its individualized in-struction, give the liberal arts college specialadvantages. The interim term can maximize thatdistinction.?

The potential of the interim term for developinga hunger for learning, for learning from life, andfor communicating and interacting with people, areevident in the interpretation and philosophy of theinterim term as a "change of pace" derived from thisstudy. The practical, reality-accepting potentialto help students acquire a job or gain admission to

Further study is needed to determine the degreeto which the 4-1-4 calendar/curriculum can be avehicle for other types of institutions to arriveat their own distinctiveness.

38.

graduate or professional school, however, may besomewhat less obvious. Society today is interestedin the utility of a program of study., of a degree- -"learning to learn is fine, but I need a job whenI graduate!" Competition for employment and forgraduate school is keen; employers are in partlooking for credentials of the persons they hire.But, credentials can be obtained at many institu-tions with many different calendar and curricularsystems. Employers would like something special ina person, something beyond those basic credentials.Reviewing the transcript of a student and notingthat the potential employee has had the experiencesunique to the interim term could be the factor thatseparates and distinguishes the student from othersseeking the position. Most all applicants to grad-uate school have had General Biology 101 or EnglishLiterature 202 or even Introduction to Computers 401.Yet, how many students have had such courses 21.tisthe interim term experiences of "Sing the BodyElectric," "Creaming," "To Teach a Child," or "Fur-niture Design and Construction?"

It appears mankind is moving to a period whenpeople nay have to do more for themselves and whenmodern conveniences and services may be reduced orassumed by the individual. Certainly students arecrying now for technical and practical skills to goalong with the liberal arts and academic skills.Recognizing this we must ask if each offering ofthe interim term must be characterized as a "realintellectual challenge?" The interim term can pro-vide opportunities where skills can be unashamedlyshared and acquired.

The concept of the modular term calendar/curriculumhas grown from one institution in 1960-61, to nearly400 hundred institutions in 1972-73. Yet, in thosetwelve years, the potential contributions of thisphenomenon to education are hardly realized. Thecalendar variation appeals to schools wishing totry something different, but the calendar variation

39

by itself makes a significant contribution asevidence from this study indicates.

The unfulfilled potential of the 4-1-4 hasbecome increasingly obvious to members of theacademic community in those colleges studied.What is needed are fresh, imaginative, creative,and perhaps radical ideas and programs withinand for the interim term. These should be based

upon solid and continuous evaluations, upon con-crete, well-considered learning and program ob-jectives.

Too frequently the colleges which have adoptedthe 4-1-4 calendar /curriculum, including those whichparticipated in this study, have paid lip serviceto the need for originality and creativity in theofferings and experiences of the campus, whilesubtly denying the energies, imagination, and dedi-cation necessary for such a unique and rewardingchange of pace. If the modular term is no morethan a squashed semester, it is no "change ofpace," and it has little future in education.

40

TABLES

TABLE 1-1. DISTRIBUTION OF DESCRIPTIVE APPROACHES TO THE INTERIM TEEMFOR PARTICIPATING 4-1.4 INSTITUTIONS.(PHASE I, SECTION H, !TIN 1)

Descriptive Approach

X Y Z Al

a) Specialized courses within a traditionalacademic discipline designed exclusivelyfor the interim term: YES YES YES NO

b) Specialized courses not readily assignedto a traditional academic discipline de-staned exclusively for the interim term: YES NO YES NO

c) Regular courses from the catalogue...fitted into the interim term: NO YES NO YES

d) Independent study: YES YES YES YES

e) Interdisciplinary study: YES nv YES NO

f) International study: YES YES YES NO

g) Off-campus study: YES YES YES NO

h) Directed study:2 NO YES NO NO

i) Faculty exchange with other colleges YES NO NO NOoperating on a 4-1-4 calendar:

j) Student exchange among other collegesoperating on a 4-1..4 calendar: YES NO YES NO

/The descriptive approaches for College A applied only to the 1968-69academic year when the college operated under a 4-1-4 calendar/curri-culum.

2Directed study for College Y occurs when a member of the faculty di-rects all study efforts of the student in the individual project alongprescribed paths.

43

TABLE 3-1

Item 97.

THE FACT THAT THIS COLLEGE OFFERED THE JANUARY WINTERIM TERM

EXPERIENCE WAS A SIGNIFICANT FACTOR THAT AFFECTED MY DECISION

TO COME HERE.

Total Sample

of Colleges:

Students

Strongly

Strongly

Agree

psree

Uncertain

Disagree

Disagree

Total

17%

28%

10%

29%

16%

100%

Faculty/Administrators

la

21%

11%

26%

27%

100%

Chi Square = 5.10.

Not significant at the .05 level.

TABLE 3-2

Item 101. MY INVOLVEMENT IN DECISION-MAKING,

ADMINISTRATION, AND GOVERNANCE

OF THIS COLLEGE IS HIGHEST DURING WHICH OF THE FOLLOWINGACADEMIC

TERMS:

Total Sample

of Colleges:

Fall Semester

Interim Term

Spring,Semester

Total

Students

49%

Faculty/Administrators

607.

237.

8%

287.

32%

1007.

1007.

Chi square = 5.97.

Not significant at

the .05 level.

TABLE 3-3

Item 95.

THERE IS A DEFINITE SPILL-OVER OF

EXPERIMENTATION AND INNOVATION

IN THE CURRICULUM FROM THE JANUARYWINTER TERM EXPERIENCE TO THE

SPRING SEMESTER OF THE ACADEMIC

YEAR.

Total Sample

Strongly

Strongly

of Colleges:

Agree

Agree

Uncertain

Disagree

Disagree

Total

Students

6%

15%

30%

38%

11%

100%

Faculty/Administrators

12%

24%

24%

307.

10%

1007.

Chi Square = 7.2.

Not significant at the .05 level.

TABLE 3-4

Item 105. I RELY UPON AND UTILIZE THE RESOURCES OF THE LIBRARY

OF THIS COL-

LEGE TO THE GREATEST EXTENT DURING WHICH OF THE FOLLOWING

ACADEMIC

TERMS:

Total Sample

of Colleges:

Fall Semester

Interim Term

Spring Semester

Total

Students

397.

457.

257.

1007.

Faculty/Administrators

417.

467.

137.

'

1001.

4-

Chi square = 4.7.

Not significant at the .05 level.

CO

TABLE 3-5

Item 96.

THERE IS A DEFINITE SPILL-01..R OF EXPERIMENTATION

AND INNOVATION

IN INSTRUCTION AND LEARNING ACTIVITIES FROM THE

JANUARY WINTER

TERM EXPERIENCE TO THE SPRING SEMESTER OF THEACADEMIC YEAR.

Total Sample

of Colleges:

Students

Strongly

Strongly

Agree

Agree

Uncertain

Disagree

Disagree

Total

6%

22%

32%

33%

7%

100%

Faculty/Administrators

11%

36%

26%

20%

7%

100%

Chi square = 8.2.

Not significant at the .05 level.

TABLE 3-6.

PERCENTAGE DISTRIBUTION OF ACADEMIC GRADES BY ACADEMIC TERMS

FOR COLLEGE X AND COLLEGE Y, 1970-71 ACADEMIC YEAR.

(PHASE I, SECTION A, ITEM 4.)

College X:

Grade System

Academic Term

High Pass

Pass

Fail

Fall Semester

33%

62%

5%

100%

Interim Term

44%

54%

2%

100%

Spring Semester

32%

61%

7%

100%

College Y:

Grade System

Academic Term

AB

CD

FOther*

Fall Semester

15%

387°

297

9%

4%

100%

Interim Term

35%

37%

15%

5%

2%

6%

100%

Spring Semester

23%

40%

25%

5%

2%

5%

1007

-p,

*Note:

Included in this category of "Other" are the Incomplete and the

v)

Pass-Fail grades for College Y.

Ui 0

TABLE 3-7

Item 99.

MY ENTHUSIASM TO BEGIN STUDY AND "GET DOWN TO WORK" IS HIGHEST AT

THE BEGINNING OF WHICH OF THE FOLLOWING ACADEMIC TERMS:

Total Sample

of Colleges:

Fall Semester

Interim Term

Spring Semester

Total

Students

57%

19%

24%

100%

Faculty/Administrators

72%

18%

10%

100%

Chi square = 5.8.

Not significant at the .05 level.

TABLE 3-8

Item 100.

MY ENTHUSIASM TO BEGIN STUDY AND "GET DOWN TOWORK" IS LOWEST AT

THE BEGINNING OF WHICH OF THE FOLLOWINGACADEMIC TERMS:

TotaliSample

of Colleges:

Fall Semester

Interim Term

Spring Semester

Total

Students

30%

377.

337.

1007.

Faculty/Adminstrators

97.

567.

357.

1007.

Chi square == 11.8.

Significant at the .05 level.

An

TABLE 3-9

ANALYSIS OF STATISTICALLY SIGNIFICANT

QUESTIONNAIRE ITEMS AND THE DIRECTION AND

RELATIVE STRENGTH OF FREQUENCY DISTRIBUTION

OF THOSE 18 ITEMSREGULAR SEMESTERS

VERSUS INTZE1r. TERM - -PHASE II, ITEMS

1-94.

ITEM

Direction and the

Relative Strength

of Responses:

Agree---Disagree

(+ + 0 - -)

Significant X4

.. ..

.4 .

..e,-.

t.../

v to

61 -. )4

8 t.)

v co 61.... ),

-8

t.)

v co 61 .....

1,1

8 t.)

CURRICULUM:

A.

Courses offered are a real intellectual challenge:

R:I

+I:

0*

**

C.

Curriculum reflects student needs and interests:

R:

+I:

+ +

**

*E.

Students should have Clear pattern of required

courses laid out by the college:

R:

-

I:

- -

*N.

Students should have freedom to program much more

of their own curriculum:

R:

+I:

+ +

**

G'.

Courses duplicate what has been covered in other

courses:

R:

-

I:

- -

**

*INSTRUCTION:

H.

Credit should be given for non-classroom field

work and experiences:

R:

+I:

+ +

*J.

More learning would occur if more time was

spent in

individual study rather than classroom:

R:

+I:

+ +

*M.

Courses are taught in such a way that learning

becomes personally meaningful:

R:

-

I:

+*

**

Q.

Methods of instruction do not allow for much

discussion and reaction:

R:

-

I:

- -

**

1NOTE:

"R"

Regular Semesters,

"I" - Interim Term.

(continued)

TABLE 3-9 (continued)

ITEM

Direction and the

Relative Strength

of Responses:

Agree---Disagree

(+ + 0 - -)

Significant

R.

There are opportunities for informal exchange

between students and faculty:

R: I:

++ +

**

S.

Students are more intereated in getting good

grades than in learning:

R:

I:

+0

**

S'.

Most students are primarily concerned about

grades in their courses:

R:

I:

+0

**

*

U.

The atmosphere of learning activities is

intellectually stimulating:

R:

I:

++ +

C'.

More students "catch-fire" and are turned-on by their

studies than students who "goof-off" and turn-off

their studies:

R:

I:

...

- -

-*

H'.

Most students seem to want to think seriously about

issues raised by the professors:

R:

I:

++ +

**

I'.

Students and faculty spend much time discussing

course related issues with other students and

faculty outside of class:

R: I:

0+

1*

L'.

Students experience considerable academic stress and

adverse anxiety about their studies:

R: I:

0....

-*

*T'.

(Item for student sample exclusive of faculty.)

Instructors have aroused student's interest in subject

to the point that he has read material beyond the

course requirements.

R: I:

0+

**

*