Typology of Western Students in Comparison to Architecture Students

This topic submitted by Nick Frentsos, Sarah Westheimer, Lauren Bohl, Brad Iest (IESTBS@miamioh.edu) at 1:22 AM on 11/4/99. Additions were last made on Wednesday, May 7, 2014. Section: Myers

Nick Frentsos, Sarah Westheimer, Lauren Bohl, Brad IestŪs
Lab Teaching Packet Stuff
I. Abstract:

Typology is the study of personality traits of any one person or a group of people. It is our intent to gain insight into the personality traits of Western College and Architecture/Interior design students. It is possible to see a difference between Architecture students and Western students, but is there an internal difference? We think there is. Perhaps it is the thought process that differs, or the different forms of expression. Our main question is whether there is a convincing difference between the students mentioned above or not. We will enable the use of the Keirsey Temperament Sorter which will reveal the emotional, inter-personal, and social traits of the tested subject. Also, we will ask general questions of the students feelings about Western classes in order to see if both the Western and Architecture students are indeed suited for Western mentality. It is our intent to distribute the questions to thirty Western College majors and thirty Architecture majors with the hope that a noticeable difference between the two groups studied will appear.

II. Hypothesis:

Through the basis of our results, we will prove that the majority of Architects will be introverted, intuitive, thinkers, and perceptive (INTP). We propose that Western students will more likely to have the characteristics of an extrovert, sensor, and perceptive typology. Overall, as a group, we expect to find a wider variety of typologies among Western students as opposed to the Architecture students. Based on the typologies of the tested students, we believe that Western students are in fact suited for the Western teaching style while a small percentage of architects will fit the Western teaching style.

III. Introduction:

Our purpose of testing the typology of students is to scientifically prove the personality difference between the two groups. Research suggests that different typologies denote strengths and weaknesses in many areas from learning styles, to professions, decisions making techniques, even emotional states of being ( Keirsey 69). There are eight categories to which typologies are divided into. The first two are Introvert and Extrovert personalities. The typical extrovert strives on the company of others. Extroverts talk about what they feel with others and search for interaction and involvement. Introverts can be the complete opposite. For Introverts, energy is found from within, ideas, emotions and impressions that are often internalized (Hirsh & Kummerow 9).
The second letters of a typology are S and N, respectively Sensor and iNtuitive. These letters deal with what people pay attention to or what kind of information they gather and what they do with it. The sensor receives information directly through their five senses. They want the actual fact and details of a situation and rely on the information that is practical and has useful applications. The sensor is oriented in the present and lives life as it is. The intuitive relates to paying attention to the world through the žsixth sense,Ó žgut feeling,Ó or žhunch.Ó The intuitive looks for the possibilities in a situation, they seek the underlying meanings. They are oriented in the future and focus on making changes (23).
The third category of a typology are Thinking or Feeling; these preferences deal with how a person reaches decisions on a matter. The thinker makes decisions in a logical and objective way. The thinker tends to think more with his/her head, using truth as their guide. While Thinking types have and use values and emotions to decide, these are only to support their logical conclusions. Thinking types critique their surroundings using hard evidence, and direct truth. They are more likely to be tactful in critiquing their observations. On the other hand, Feeling types decide more with their heart and use logic and reason to support their values (39-50).
The final category consists of personality preferences between Judgment and Perception. Judgment preferences are characterized by a need for order; along with a need to be right. Preferring to reach conclusions, people with judgment preferences work with purpose and exactness. These people have a clear understanding of what needs to be done, how it is to be done, and how they are going to get there. While the perceptive preferences are characterized by an adaptive attitude; learning from experiences. People with perceptive preferences keep schedules open, and find sudden changes enjoyable, rather than irritating. Unlike those with judgment preferences whose work is their life, people with perceptive preferences regard work as an infringement on relationships in life(53-65).

IV. Methods:

In order to gain the information that is needed to sort peopleŪs typologies, the following test is given to each subject and then the answers are categorized and then accordingly labeled as either an Extrovert/Introvert, Sensor/Intuitive, Thinking/Feeling, and Judgment/Perception. This test/sorter will be given to thirty Western College majors and thirty Architecture/Interior Design majors. The subject will answer the questions and then give us the results so that they can be scored and properly sorted. At this point, the subjects results will be sorted into varying categories which will help prove the hypothesis and give further enlightenment into the minds of the Western major and Architect major.
IN CLASS LAB PACKET QUESTIONER:
Keirsey Temperament Sorter
1. At a party do you
(a) interact with many, including strangers
(b) interact with a few, known to you
2. Are you more
(a) realistic (b) philosophically inclined
3. Are you more intrigued by
(a) facts (b) similes
4. Are you usually more
(a) fair minded (b) kind hearted
5. Do you tend to be more
(a) dispassionate (b) sympathetic
6. Do you prefer to work
(a) to deadlines (b) just žwheneverÓ
7. Do you tend to choose
(a) rather carefully (b) rather impulsively
8. At parties do you
(a) stay late, with increasing energy
(b) leave early, with decreased energy
9. Are you a more
(a) sensible person (b) reflective person
10. Are you more drawn to
(a) hard data (b) abstruse ideas
11. Is it more natural for you to be
(a) fair to others (b) nice to others
12. In first approaching others are you more
(a) impersonal and detached (b) personal and engaging
13. Are you usually more
(a) punctual (b) leisurely
14. Does it bother you more having things
(a) incomplete (b) completed
15. In your social groups do you
(a) keep abreast of othersŪ happenings (b) get behind on news
16. Are you usually more interested in
(a) specifics (b) concepts
17. Do you prefer writers who
(a) say what they mean (b) use lots of analogies
18. Are you more naturally
(a) impartial (b) compassionate
19. In judging are you more likely to be
(a) impersonal (b) sentimental
20. Do you usually
(a) settle things (b) keep options open
21. Are you usually rather
(a) quick to agree to a time (b) reluctant to agree to a time
22. In phoning do you
(a) just start talking (b) rehearse what youŪll say
23. Facts
(a) speak for themselves (b) usually require interpretation
24. Do you prefer to work with
(a) practical information (b) abstract ideas
25. Are you inclined to be more
(a) cool headed (b) warm hearted
26. Would you rather be
(a) more just than merciful (b) more merciful than just
27. Are you more comfortable with
(a) setting a schedule (b) putting things off
28. Are you more comfortable with
(a) written agreements (b) handshake agreements
29. In company do you
(a) start conversations (b) wait to be approached
30. Traditional common sense is
(a) usually trustworthy (b) often misleading
31. Children often do not
(a) make themselves useful enough (b) daydream enough
32. Are you usually more
(a) tough minded (b) tender hearted
33. Are you more
(a) firm than gentle (b) gentle than firm
34. Are you more prone to keep things
(a) well organized (b) open-ended
35. Do you put more value on the
(a) definite (b) variable
36. Does new interaction with others
(a) stimulate and energize you (b) tax your reserves
37. Are you more frequently
(a) a practical sort of person (b) an abstract sort of person
38. Which are you drawn to
(a) accurate perception (b) concept formation
39. Which is more satisfying
(a) to discuss an issue thoroughly
(b) to arrive at agreement on an issue
40. Which rules you more
(a) your head (b) your heart
41. Are you more comfortable with work
(a) contracted (b) done on a casual basis
42. Do you prefer things to be
(a) neat and orderly (b) optional
43. Do you prefer
(a) many friends with brief contact
(b) a few friends with longer contact
44. Are you more drawn to
(a) substantial information (b) credible assumption
45. Are you more interested in
(a) production (b) research
46. Are you more comfortable when you are
(a) objective (b) personal
47. Do you value in yourself that you are
(a) unwavering (b) devoted
48. Are you more comfortable with
(a) final statements (b) tentative statements
49. Are you more comfortable
(a) after a decision (b) before a decision
50. Do you
(a) speak easily and at length with strangers
(b) find little to say to strangers
51. Are you usually more interested in the
(a) particular instance (b) general case
52. Do you feel
(a) more practical than ingenious (b) more ingenious than practical
53. Are you typically more a person of
(a) clear reason (b) strong feeling
54. Are you inclined more to be
(a) fair-minded (b) sympathetic
55. Is it preferable mostly to
(a) make sure things are arranged (b) just let things happen
56. Is it your way more to
(a) get things settled (b) put off settlement
57. When the phone rings do you
(a) hasten to get to it first (b) hope someone else will answer
58. Do you prize more in yourself a
(a) good sense of reality (b) good imagination
59. Are you drawn more to
(a) fundamentals (b) overtones
60. In judging are you usually more
(a) neutral (b) charitable
61. Do you consider yourself more
(a) clear headed (b) good willed
62. Are you more prone to
(a) schedule events (b) take things as they come
63. Are you a person that is more
(a) routinized (b) whimsical
64. Are you more inclined to be
(a) easy to approach (b) somewhat reserved
65. Do you have more fun with
(a) hands-on experience (b) blue-sky fantasy
66. In writings do you prefer
(a) the more literal (b) the more figurative
67. Are you usually more
(a) unbiased (b) compassionate
68. Are you typically more
(a) just than lenient (b) lenient than just
69. Is it more like you to
(a) make snap judgments (b) delay making judgments
70. Do you tend to be more
(a) deliberate than spontaneous
(b) spontaneous than deliberate

How Is Western Suiting Your Educational Needs?
1. Do Western classes interest you?

2. Do you enjoy how the classes are taught?

3. Have the classes expanded your basic knowledge on the topic?

4. Do you feel that Western classes have challenged the way you view the world?

5. What is your overall feeling about Western classes (short answer please)?

V. Results/Analysis:

Data for the typology of Western College majors and Architecture/Interior Design majors will be collected through the use of the Keirsey Temperament Sorter. The answers to the questions given by the subjects will be separated into various categories including those which will show the differences in the typology of the two majors as well as show some similarities in certain temperaments. More specifically, data tables will be set up to show the results that pertain to the eight major temperament types: extrovert, introvert, sensor, intuitive, thinking, feeling, judgment, and perception. Also, certain questions/answers will be analyzed to show how certain people may have specific reactions to a particular situation. We are in the process of creating these questions geared towards answering whether the Western College Program suits the various and or typical learning styles of the Western Student and the Architecture student. Through analysis of these two sets of questions not only will we find the personality types of the aforementioned students, but we will be able to identify the causes for the failure of the Architect to reach full potential with the Western Program teaching style.

VI. References:

1) Chandler, Daniel. žA Typology Divergence in Narrative InterpretationÓ. Web Page Abstract. http://www.aber.ac.uk/~eduwww/undergrad/ED31710/living1.html. 26 Sept. 1999.

2) Hirsh, Sandra and Kummerow, Jean. Life Types. New York: Warner Books, 1989.

3) Keirsey, David and Bates, Marilyn. Please Understand Me. Del Mar, CA: Prometheus Nemesis Book Company, 1978.

4) Magolda, Peter Mark. žA Quest for Community: An Ethnographic Study of a Residential College.Ó Diss. Indiana University, 1994.

5) Miner, John B. žA Psychological Typology of Successful Entrepreneurs.Ó Web Page Abstract. http://info.greenwood,com/books/1567201156.html. 26 Sept. 1999.

6) Padjen, Chris. žTypologyÓ. Web Page. http://www.coins.nd.edu/~theo/glossary/typology.html. 25 Sept. 1999.

7) Sharp, Daryl. Personality Types: JungŪs Model of Typology. Toronto: Inner City Books, 1987

8) žSibling Relationships in Early Adulthood: A TypologyÓ. Web Page Abstract. http://www.acs.oakland.edu/~stewart/sibtype.html. 25 Sept. 1999.

9) žU.S. County TypologiesÓ. Web Page. http://waffle.nal.usda.gov/agdb/usctytop.html. 26 Sept. 1999.

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