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  • Abstracts of Papers Presented at the ASHE Annual Meeting6–9 November 1997
    Albuquerque, New Mexico

Each year contributors at the annual meeting are rquested to submit their papers for review and possible inclusion in a special ERIC collection of ASHE presentations. Included in this issue of The Review are summaries of selected papers. These papers are indexed in the Resources in Education (RIE) Subject Index under “ASHE Annual Meeting’ with a publication date of 1997.

Microfiche (MF) or paper copies (PC) of individual papers can be ordered through the ERIC Document Reproduction Service (7420 Fullerton Road, Suite 100, Springfield, VA 22153-2852). VISA and MasterCard orders will be accepted at 1-800-443-ERIC. Prices quoted are not postpaid.

John C. Smart
University of Memphis

Academic Subenvironments and Differential Patterns of Self-Perceived Growth during College: A Test of Holland’s Theory. This paper analyzed data from the Cooperative Institutional Research Program on 2,036 students in terms of Holland’s model of occupational choice. Found wide variation in students’ self-reported patterns of growth over a four-year period as a function of specific academic subenvironments thus strongly supporting the model. (ERIC ED 402 813, 25 pp., MF $1.38, PC $4.08 + postage.)

Rita Karwacki Bode
Rehabilitation Institute of Chicago

Collegiality Encountered by New Faculty. This paper analyzed survey results of 258 new faculty at five institutions and interviewed 92 new faculty using the Rasch analytic technique. Found that most new faculty rated their institutions as moderately collegial, no gender differences in perceived collegiality; new faculty at two-year institutions rated their institutions as more collegial than those at four-year institutions. (ERIC ED 402 814, 18 pp., MF $1.38, PC $4.08 + postage.)

Foroozandeh Faghihi, Corinna A. Ethington
University of Memphis

The Effect of Doctoral Students’ Background, Involvement, and Perception of Growth on Their Intention to Persist. A survey of 570 doctoral students found that student involvement in their departments, especially involvement with faculty and intellectual involvement, directly influenced students’ intention to persist. Older students and female students indicated higher intellectual involvement. (ERIC ED 402 815, 27 pp., MF $1.38, PC $8.16 + postage.)

Constance E. Cook, Gertrude L. Arnold
University of Michigan

How Different Types of Colleges and Universities Represent Themselves in Washington: Perspectives and Tactics. This paper analyzed a survey of 1,554 college presidents. Found that control (public or private) was the principal factor affecting relations to the federal government with institution size and Carnegie classification also influential in shaping institutional attitudes and practices toward federal relations. (ERIC ED 402 816, 29 pp., MF $1.38, PC $8.16 + postage.)

Melissa Eljamal, Sally Sharp, Joan Stark, Gertrude Arnold, Malcolm Lowther
University of Michigan

Listening for Disciplinary Differences in Faculty Goals. This paper reported a survey of 2,105 faculty and interviews with 62 to examine how goal statements for students differ among disciplines. Effective thinking goals were spoken of in different ways in different disciplines and expressed in conjunction with other goals such as basic skills acquisition, intellectual development, and knowledge acquisition. (ERIC ED 402 817, 44 pp., MF $1.38, PC $8.16 + postage.)

Susan Lewis English
University of Michigan

College Influence on Student Intentions toward International Competence. This paper used Lambert’s model of global competence to evaluate students’ intentions toward international competence. Analysis of interviews with 22 students found psychosocial factors, gender, college experience, travel experience, and field of study predicted intentions. (ERIC ED 402 818, 46 pp., MF $1.38, PC $8.16 + postage.)

Ethelene Whitmire
University of Michigan

Undergraduate Students’ Development of Critical Thinking Skills: An Institutional and Disciplinary Analysis and Comparison with Academic Library Use and Other Measures. This paper analyzed national data on 9,361 students for influences on gains in critical thinking skills. Found that a student’s perception of the college environment (as more or less scholarly) was the best predictor of estimated gains in critical thinking skills. Student use of the library and background characteristics were not predictive. (ERIC ED 402 819, 29 pp., MF $1.38, PC $8.16 + postage.)

Laura W. Perna
Frederick D. Patterson Research Institute

The Contribution of Financial Aid to the Price of Four-Year Institutions...

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