An experimental college program has been developed to provide a different, less structured program for the first two undergraduate years for 150 students at the University of California. Program content is focused on the study of four periods of crisis and change in western civilization. Students and faculty will read from primary sources, holding discussions in small seminars; faculty will respond to assigned papers either in written comments or in individual meetings with the students. Grades and examinations were eliminated. This research reports investigation of the personality development experienced by participating students compared to that of non-participating students attending more structured courses. The primary objectives of the study are to determine (1) personality characteristics of students selecting each of these programs; (2) nature of students' development in one or another of these educational structures, (3) whether particular characteristics of students and of the college experience tend to facilitate development, and (4) various ways young people develop while they are students in college. Secondary objectives include study of dropout rate from the experimental program, and of the effect of the possible "hot-house" atmosphere of the experimental program on the students. (DS)