The attitudes of 43 faculty members at Harcum Junior College (Pennsylvania) and of 1,069 faculty members at six diverse colleges and universities concerning student participation in academic and social policy-making are compared in this report. A majority of both faculty groups favor student participation in the formation of social regulations, though the Harcum group registers more traditional and conservative views towards, for example, students being granted sole regulatory responsibility on campus dress regulation. Both groups also favor some student participation in academic policy formulation, and this time the Harcum group's responses are comparatively more liberal. Most members of both groups disapprove of even non-voting student membership on academic policy committees. Comparing the activities and opinions of groups at Harcum and other institutions who favored an "equal-vote" membership of students on academic policy committees with those of the groups favoring a "no-role" approach reveals the following: "equal-vote" groups evidence more extra-academic contacts with students, greater political activity, and an increased concern with campus reform than do the "no-role" groups; both groups, however, are similar in that they indicate teaching as a major source of satisfaction, feel teaching effectiveness very important in evaluating instructor performance, and advocate similar teaching techniques. (JO)