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This document presents a symposium of papers concerning campus disorder. Papers are divided into three sections: background, actions, and tools at hand. Articles present the problems facing police officers and their reactions and solutions to campus disturbances. (MJM)

These invitational papers submitted by ETS staff members to the Select Education Subcommittee discuss various aspects of educational change and improvement, planning and evaluation. Papers include: "Open Education: Changing Schools for Children," (Edward A. Chittenden); "Planning for New Students to Higher Education in the 70's," (K. Patricia Cross); "The Desegregation/Integration Dilemma in Higher Education: Implications for Research from Minority Student Experiences," (Junius A. Davis); "Statewide Assessment: Its Future and Potential for Educational Reform" (Henry S. Dyer, Robert J. Solomon); "Mass Higher Education and the Economic Benefits of a College Degree," (Rodney T. Hartnett); "Learning to Learn in Infancy: The Development of Competence Motivation," (Michael Lewis);"Teaching in the Knowledge Society," (Frederick J. McDonald); "Credit by Examination and the External Degree," (Robert J. Solomon, John R. Valley); and "Meeting the Measurement Needs of Education," (William W. Turnbull). Most of the papers include bibliographical references. (CK)

This paper discusses the implications of drug usage for higher education. Drug use is not new. However, today there are several problems associated with drug usage: (1) ignorance, (2) semantics, (3) communication, and (4) change as a constant in the world. The reasons for student drug use are discussed. Students use drugs because: (1) they are preconditioned to the legitimacy of drug usage; (2) they want to rebel; (3) they want to escape; (4) they are encouraged by peer group influence; and (5) they are searching for spiritual discovery. Some of the cultural contextual factors include: (1) the generation gap; (2) the educational level of students; (3) the effect of mass communication media; and (4) the awareness of poverty and injustice. Recognizing the various factors, institutions can respond by: (1) creating a climate of openness and trust; (2) making sure information is available; (3) providing source credibility; (4) assisting in the dessemination of alternatives; and (5) attacking the basic problem. (KJ)

Three hundred and seventy-seven research papers by graduates and undergraduates are listed in this bibliography, which both teachers and researchers are likely to find useful. All the papers deal with some aspect of Louisiana, but many contain implications and information of quite general application, such as "The Relationship of Socioeconomic Status and Musical Ability" (No. 231) and "A Study of the Use of Sociograms to Help the Unaccepted Child" (No.27). Many items of Louisiana history are included, as well as studies done in particular school systems in Louisiana and various papers on Louisiana geography, demography, etc. Undergraduate papers are included only if they present findings that are otherwise unavailable. The items are listed by item number, and include author, title of paper, and year. An index gives access by author, title, subject, and course number. A microfilm copy of each paper is retained by item number at the Russell Library, Northwestern State University. (JLB)

It is suggested that greater attention be given to psychological development assessment in the selection of students for cross-cultural exchange programs. To date little effort has been made to evaluate such program objectives as: (1) fostering international understanding, and (2) attainment of educational experiences not available domestically. Thus, the program's effects on: (1) students, (2) host cultures, and (3) origin county of students are not known. Some identified student reactions are: (1) immobilization (inability to interact in the host country) resulting in early return or emotional breakdown, (2) overidentification with the host culture resulting in severe readjustment problems, (3) underinvolvement resulting in rejection of the host culture, pursuit of familiar cues and ultimate self-recrimination or disillusionment, and (4) viable integration, the most common reaction (student accomodates his own and host country's values) resulting in profound respect for the integrity of the host culture. The most successful exchange student, however, transcends his cultural parachialism and during a transitional phase, termed cosmopolitanism, he achieves cultural and temporal relativity and self-objectification. (NG)

The multivariate effect of task sequence, memory support, and state anxiety was investigated using a nonverbal concept acquisition task. Ninety-five Indian college students were randomly assigned to four treatment conditions resulting from the task sequences of 1) easy-to-hard and 2) hard-to-easy and from memory support versus nonmemory support. Results showed that subjects receiving the easy-to-hard sequence did significantly better on the performance test than did those receiving the hard-to-easy sequence. Also, the memory support treatment groups had significantly fewer errors on the performance test than did the nonmemory support groups. The instructional condition of easy-to-hard sequence plus memory support was the optimal treatment and provided manipulatable variables for applied usage. (Author)

Determining the earning patterns of 2 major Southwestern groups--Anglos and Chicanos--the study assessed the relative values of higher education to each group. Male alumni between the ages of 22 to 55 from New Mexico State University were studied. Of the 30% response return in December 1972, approximately 89% were from Anglos and 11% from Chicanos. Data were compared for average salary according to age and year of entry into the university. The study found that recent Chicano graduates were earning less than Anglo graduates, although the difference disappeared in less than 10 years. It also concluded that less than a 4-year college education provided the Chicano with only marginal economic benefits, since those with 1 to 3 years of college earned only 10% more than high school graduates. Much of this might be explained by a dual labor market and low salary expectations, although evidence suggested that the financial ill effects of discrimination disappear with job experience. (KM)

SELF-DESCRIPTIVE ESSAYS WRITTEN BY BUSINESS-SCHOOL STUDENTS WHO WERE SUBSEQUENTLY SUCCESSFUL (N=13) WERE COMPARED WITH THOSE WRITTEN BY STUDENTS UNSUCCESSFUL (N=11) IN ATTAINING PERSONAL CHANGE GOALS DURING SEMESTER-LONG, SELF-ANALYTIC GROUPS. A NEW METHOD FOR SELF-DIRECTED BEHAVIOR CHANGE WAS USED. CONTENT ANALYSIS COMPARISONS OF THE GROUPS REVEALED THREE SIGNIFICANT DIFFERENCES--(1) HIGH-CHANGE SUBJECTS MORE FREQUENTLY STATED GOALS WITH IMPLICIT RECOGNITION THAT THE GOAL HAD NOT YET BEEN ATTAINED, (2) LOW-CHANGE SUBJECTS MORE FREQUENTLY DESCRIBED THEMSELVES WITH LITTLE RECOGNITION OF ALTERNATE POSSIBILITIES, AND (3) LOW-CHANGE SUBJECTS WERE HIGHER IN TENTATIVENESS AND UNCERTAINTY ABOUT THEMSELVES, EXHIBITING IDENTITY DIFFUSION. THESE FINDINGS WERE CROSS-VALIDATED IN A SECOND SAMPLE OF STUDENTS WHO WERE SUCCESSFUL (N=9) AND UNSUCCESSFUL (N=22) IN REACHING THEIR CHANGE GOALS. THE RESULTS SUGGEST THAT SUCCESSFUL SELF-DIRECTED PERSONAL CHANGE IS MOTIVATED BY AWARENESS OF COGNITIVE DISSONANCE CREATED WHEN AN INDIVIDUAL COMMITS HIMSELF TO A VALUED GOAL PERCEIVED AS DIFFERING FROM HIS PRESENT BEHAVIOR. THE LOW-CHANGE SUBJECT IS ONE WHO DOES NOT CREATE COGNITIVE DISSONANCE IN THE PROCESS OF SETTING PERSONAL GOALS EITHER (1) BECAUSE THE GOAL IS IMPERFECTLY DIFFERENTIATED FROM PRESENT BEHAVIOR, OR (2) BECAUSE HE CAN TOLERATE AN UNUSUALLY GREAT AMOUNT OF INTERNAL SELF CONTRADICTION WITHOUT EXPERIENCING DISSONANCE. (AUTHORS/SK)

On May 7, 1971, the Eastern Michigan University library was host to the first annual conference on library Orientation for Academic Libraries. The purpose of the conference was to explore solutions to such problems as: how to motivate students to use the library, how to teach proper methods of research, and how to assist the faculty in the maximum usage of library resources for curriculum planning. The four papers presented at the conference are contained in this volume. "Why academic library instruction?" provides a theoretical basis for library orientation. The topic of whether a separate course in bibliography or course-related library instruction is needed is discussed in "Question: a separate course in bibliography or course-related library instruction?""Motivating students and faculty" focuses on the problem of how to encourage use of the library. The final paper, "Library orientation is reaching out to people," is a discussion of the library outreach program at Eastern Michigan University by the two orientation librarians. (Author/SJ)

The National Student Association (NSA) presents its position on student drug involvement in part 1 of this collection. A resolution calling for re-investigation of existing marijuana laws and guaranteed rights to the privacy of students was passed by NSA in August, 1966. This resolution is discussed. In part 2, papers presented at the National Association of Student Personnel Administrators Drug Education Conference are included. These cover various perspectives form which drug use may be viewed; (1) historical, (2) sociological, (3) medical, (4) psychological, and (5) legal. (NS)

UNIVERSITY UNDERGRADUATES IN POLITICAL SCIENCE WERE SUBJECTED TO TWO TYPES OF TEACHING TECHNIQUES-SIMULATION (GAME PLAYING) AND CASE STUDY. PERSONALITY FACTORS OF MOTIVATION AND COGNITIVE STYLE WERE DETERMINED FOR THE STUDENTS IN EACH GROUP. THESE WERE CONSIDERED THE INTERVENING VARIABLES. THE STUDENTS WERE TESTED BEFORE AND AFTER THE COURSE OF KNOWLEDGE OF FACTS AND PRINCIPLES. RESULTS WERE LARGELY INCONCLUSIVE, ALTHOUGH TWO IMPORTANT FINDINGS CAN BE STATED--BEHAVIORAL MEASURES OF INTEREST REVEAL SIMULATION TO BE MORE INVOLVING AND INTERESTING THAN CASE STUDIES, AND SIMULATION OFFERS MUCH MORE STUDENT-TO-STUDENT FEEDBACK THAN CASE DISCUSSION SECTIONS. MANY REASONS WERE GIVEN FOR BELIEVING THAT TRADITIONAL METHODS OF PRESENTING SUBJECT MATTER MIGHT BE REEXAMINED. SIMULATION MAY OFFER A RELATIVELY RICH SET OF POSSIBILITIES FOR ACCOMMODATING THE NEEDS IN TERMS OF REEVALUATED GOALS OF EDUCATION AND TESTING PROCEDURE.