Class. ^ Book Gop>Tight^N?. COPYRIGHT DEPOSIT. S: ! Record Aids IN College Management Helpful Record Forms In Use by Colleges Compiled and Edited by GEORGIA G. RALPH WILLIAM H. ALLEN With Aid From 52 Colleges INSTITUTE FOR PUBLIC SERVICE 51 CHAMBERS ST., NEW YORK CITY November, 1916 Colleges and Universities 7K-3 Which Sent Records for Study 1 — Bryn Mawr College 2 — California, University of 3 — Carnegie Institute of Tech- nology 4 — Chicago, University of 5 — Cincinnati, University of 6 — College of the City of New York 7 — Colorado College 8 — Columbia University 9 — Cornell University 10 — Elmira College 11 — Harvard University 12 — Haverford College 13_Hobart College 14 — Howard University 15 — Hunter College 16 — Idaho, University of 17 — Indiana, University of 18 — Jamestown College 19 — Kansas State Agricultural College 20 — Kansas, University of 21 — Lafayette College 22 — Lawrence College 23— Lake Forest College 24 — McKendree College 25 — Maine, University of 26 — Massachusetts Agricultural College 27 — Miami University 28 — Minnesota, University of 29 — Missouri, University of 30— Mt. Holyoke College 31 — New York University 32 — Northwestern University 33 — Pennsylvania, University of 34 — Polytechnic Institute of Brooklyn 35 — Pratt Institute 36— Radcliffe College 37 — Rhode Island State College 38 — Rochester, University of 39 — Smith College 40 — Stevens Institute 41 — Syracuse University 42 — Union College 43 — Vassar College 44 — Vermont, University of 45 — Washburn College 46 — Washington, State College of 47 — Washington, University of :48 — Wellesley College 49— Wells College 50 — William Smith College 51 — Wisconsin, University of 52 — Yale University y>~ Copyright 1916 by the Institute for Public Service ©CI.A445966 DEC -6 1916 v <32 £ Table of Contents Educational reasons for college records 5 Admission records 7 Forms 1-9 Individual records for students after admission 17 Forms 10-14 Student progress in scholarship 22 Forms 15-19 Character and personality of students 29 Forms 20-30 Student health 40 Forms 31-40 Attendance 53 Forms 41-43 Why students drop out 55 Forms 44-45 Scholarship records 58 Forms 46-52 Studying how instructors grade 63 Forms 53-54 Student budgets of expenses and resources 65 Forms 55-56 Time budgets for students 70 Form 57 Facts about graduates 72 Form 58 [3] 4 Table of Contents Use of college space 75 Forms 59-62 Written agreements with staff 81 Forms 63-65 Teaching load of faculty 85 Forms 66-67 Extra-teaching time distribution 88 Forms 68-72 Budget making for higher education 95 Forms 73-88 Supervision of student organizations 106 Forms 89-90 Appointment bureau records 109 Forms 91-101 Miscellaneous aids 123 Index 124 Map of colleges, universities and normal schools. . . . 128 In many instances only parts of forms have been reproduced as the purpose is to emphasize helpful questions in use rather than forms complete Size of form is noted at the top of illustrations where this fact seemed helpful Educational Reasons for College Records The purpose of this cooperative study was threefold 1. To indicate some progressive tendencies in education as reflected in college records 2. To point out some ways in which meaningful records are being used to promote student welfare and edu- cational efficiency 3. To help extend and universalize record keeping by colleges that will lighten the labor of college offi- cers, enhance student benefits and answer Demo- cracy's questions about higher education The phenomenal growth of education in recent years has made systematic record keeping a physical, social and economic necessity In numbers, colleges have grown from institutions with at most a few hundred students to great institutions of which one hundred now count their students by the thousand. It is becoming difficult if not impossible for the many instructors to know intimately all of their stu- dents—and even for presidents to know their faculties— and simple justice requires that impressions and memories be reinforced by ample records In scope,_ higher education has evolved from formal instruc- tion in a few subjects to more comprehensive and rapidly expanding curricula often supplemented by research de- partments and extension service Increasing demands are being made upon colleges by students and the public, many time honored practices are being challenged, and competition for support is growing keener. To meet these demands and challenges consist- ently and intelligently is possible only if meaningful rec- ords are kept with which to test their relative value and their reasonableness. Educational foundations, public de- partments of education, the colleges themselves are voic- ing a need for better record keeping as a guide in steering the course of education and meeting its bills Will readers please keep in mind the limited scope of this ma- terial in order that it may not be mistaken for what it does not purport to be? It is a selective not an exhaustive study. College record forms are still largely in the making, and while many colleges are doing progressive work in record keeping, little has been done in this field by colleges as a whole and no gen- eral policies with regard to it have been agreed upon. For [5] 6 Record Aids in College Management this reason it has seemed more helpful to make available early in the college year a nucleus of thought-provoking records of general interest than to attempt an exhaustive study of forms and methods which would include many repetitions of forms that no longer satisfy the colleges which now use them The forms presented here with suggestions are in use now. They were obtained between April and September of this year (1916) through the cooperation of one or more offices of the fifty-two colleges and universities listed on the second page The inquiry addressed to colleges included a request for rec- ords used for various purposes by presidents, deans, regis- trars, health officers, appointment secretaries, alumni sec- retaries and others. In most colleges, however, records are not yet centralized and the inquiry in few cases brought forms from all of these officers From the material received, the most suggestive and helpful record forms and practices have been arranged for study, modification and use by administrative officers Liberal blank spaces have been allowed for jotting down criticisms and suggestions. Many college officials will doubtless know of forms and practices which are better than those presented here or which supplement them. Colleges can help each other and promote progress in record keeping by sending criticisms, forms and sugges- tions to the Institute for Public Service, 51 Chambers St., New York City Better methods, additional forms, criticisms and helpful sug- gestions received will be made available from time to time as material warrants and opportunity offers If requests justify, the Institute for Public Service will co- operate in making studies of records employed by any college either by an examination on the ground or by analysis of record forms that may be sent to it for ex- -amination and suggestion Admission Records Recent modifications of admission records show a decided shift of emphasis in the admission requirements of col- leges toward the recognition that quantitative scholarship tests and good moral character are not in themselves ade- quate guarantee of student ability to carry on successful college work The examination reports and certificates generally used (1) emphasize the time spent on each subject, the date of completion, the quantity of text covered and the grades received Form 1— Usual application blank SUBJECT ■a 3 TEXT BOOKS d J. s22 o m M ^ a> ber of tation riods week O u ft 5 O 2 * CD 1 T3 £ u < 1) -J 4) IS s H B o s JS u a H N In TJ 10 e > 10 -0 a ■a . in E ( i J j 1 1 1 1 S 1 x z ! i et at j V o.. c a> ^ c o % D 3 R ■> g ■ g ,2 H3 ■o < | < S a. a a. a. " o < < * i 1 cv. o ■o o o u -c: a i 1 S u * £ B fc, o S UU X UJ<3 Ss 4 fc 3 £ 3 UJ W „ „ " j " 1 w ^ u ■* .0 « £ s s s ,5 § « = •= « ~ E = = < •*) >< UU > X S j - e 3 fT .fi a a 3 It O < £ H i in Hit id < tao] m \ J lu![ -> 1A , nou o u A * CO § f*. O I* 8 to |1 •S 8 i | UJ O 3 Z ^> co -. JoO CO < t3 t3 t3 to to to g g S ~ 5. - see l g g fill 111 CO f *"» g to u ^ », to -5 o « a s 2 "« e ^ §| * § g §• - to a *» to +~ 2 w » 6 2 * g to to to s. § 9 to s . to ft C5 g © Aft S. "* •» B ~* to *- too,® fe « ^ to ^S as to to o a S3 J to to *£ to ^ w Ph W: 2 2 W 2 FhW- 2 Ph W fen- A4 S3 o> O OS <35 pqpq U fiW C^H S g^{H o Fh ?a o o rt VI cfl P es rri ^ CD +-> P PI B CD rP -*-> sm o ci -t-> Ph CD ID rt r3 P* 24 Record Aids in College Management It was interesting to discover that the majority of those stu- dents who needed disciplining for bad habits were consist- ently reported as delinquent One of the disappointments of the plan lay in the indifference of some of the Faculty toward it. On the whole the men faithfully reported delinquents but in many cases no reason was assigned for the failure, which means, of course, that either the student's case was a very complex one or that the instructor was too indifferent to try to understand it. .And the fact that frequently the commn under "Assistance given" remained blank, would indicate that the instructor was un- concerned with really correcting causes of failure. I must say, however, that the plan is a new one at Lafayette and we hope to have it increase in effectiveness Warnings, rewarnings and ultimatums to students who are in danger of failing are found in many wordings and many degrees of formality and informality Vassar informs a student via a neatly printed sheet 8y 2 x 11 that her work has been reported by the Committee on Student Records as unsatisfactory in two categories, doubtful and deficient. The warning concludes failure in courses other than those indicated may result in the stu- dent's necessity for withdrawal Syracuse, by a card 2> l / 2 x 5^4, lists deficiencies in entrance work and college work, unexcused absence and average, the card being headed No student will be considered a candidate for graduation if he has *ny deficiencies at the beginning of the second semester of the senior year Below grade in and on the danger line in are divisions reported by the College of Engineering, University of Minnesota ; the mimeographed letter concludes This is to urge you to utilize fully the remaining weeks to bring up your work. A later typed warning may be received : You are reported on the danger line. Please see me between The registration of any student failing to interview me on the above date will be cancelled. An attempt to see me will not take the place of an actual interview Parents are asked to cooperate by several colleges, notably the Departments of Agriculture in the Universities of Minne- sota and Wisconsin. Minnesota employs a series of foi- low-up letters. Wisconsin writes many personal letters including letters which ask parents for suggestions that may be of help to advisers and other letters reporting excellent records, i. e. for the ten best in each class The College of the City of New York reports students' grades to parents each month (16) besides sending notice of de- ficiency (16a) Student Progress in Scholarship 25 Form 16—3x5 card Qlnlbge nf % Qlitg nf Nm f 0rk ACADEMIC DEPARTMENT Parent's Signature 1st Month 2nd Month 3rd Month 4th Month Parents are requested to examine this report carefully and to sign and return it promptly It is strongly advised that the student give special attention to the subjects in which he is deficient, BUT NOT TO THE NEGLECT OF THE OTHER STUDIES At least three hours should be devoted daily to the preparation of lessons at home JOHN R. SIM Professor in Charge Form 16a — Deficiency notice — 3x5 card QUl* Qtolkg* of % Qlttg of £fotu fork Dear Sir: Your son is reported as seriously deficient in He should be urged to much greater effort if he is to complete the term's work successfully Yours very truly, Carleton L. Brownson Dean 26 Record Aids in College Management Contrasted with earlier provisions for learning only about the excessively dull or the excessively bright or the disorderly and negligent, are three forms used by Dean Keppel of Columbia who interprets the scholarship records received four times a year, for each student in the light of supple- mentary records filled out by the student (17), the ad- viser (18), and the dean (19) Scholarship reports from the registrar are carefully checked over. Deficient students are summoned for spe- cial interviews and students who are doing exceptionally high grade work are personally commended. Each stu- dent is interviewed at least once a year. Dean Keppel believes that much might be done to develop latent possi- bilities in what he calls mediocre students if more per- sonal work could be undertaken and he believes that col- leges should aim to do this Student Progress in Scholarship 27 Form 17, face COLUMBIA COLLEGE— DEAN'S MEMORANDUM Date Please read this carefully before underlining and filling: out and bring it yourself to the DEAN'S HOUSE, 415 West 117 Street, between 3 and 5 o'clock, on Monday, Oct. 4, If this date is not practicable, make another appointment by mail Name Coming from School College Business with entrance conditions if any units Candidate for A.B. B.S. intending to graduate ) Feb. in the year j Sept. If candidate for a degree with honors give honors sequences proposed Planning to begin professional study in Jr. year Sr. year After grad. in Engineering Graduate Faculties Education Architecture Theology Journalism Law Medicine Regular ) emDloyment held during hours per week Incidental ) * " needed Other outside engagements (music, etc) Members of family or close relations previously at Columbia (give names) Additional facts which Adviser and Dean should know may be submitted on a memorandum to accompany this card (Over) Form 17, reverse PRESENT COURSES NAME OF Student's Choice (Include Extension if any) INSTRUCTOR For Adviser (If you don't know it, Choice ask him) Indicate 1st 2nd, 3rd choice in coiumn (Ordinarily the instructor in the student's favorite subject should be the adviser. If you prefer other officers than those above give names) Form 18 — Columbia — 1915-16 — 3x5 card Adviser's report (copied) concerning James Smith Impression as to preparation — d Intelligence — shaky Industry — ? Sincerity and earnestness — superficial Promise of future usefulness — doubtful Other matters — seems in poor physical condition. Has very poor mid-term report Adviser 28 Record Aids in College Management 03 •i-i P 03 O o a> rP 8~ 03 •■_! i— i _Q Ph . 05 -4J CD (h H3 n3 id 03 «■> to P 4IH S 4) QUO CD ►> 03 fn r*4Pn o aT * fl Ph-S * co O o o > & g 03 o o a> 1/2 03 p r-J 03 2 3 p" a 3 v O bfl 0) o3 P. Phcq 03 t3 03 o3 P S o o g a ** S-i CO rj p ^ CO CO 03 P W o3 o3 .S w 3 ^ § 3 CO w P 2 ° .2 a w ,3 bfl CD ' P g ■ o O ■ 03 Pi 3 a o> • 4) V • bfl T3 . cu .2 S^.J-g S S H* £ £ •g o a o p Ph O Initials of Instructor . ^ General Average Mark on Scale of 10 [29] 30 Record Aids in College Management Frequent complaints are made by colleges that students come to them seriously deficient in personality training. If history repeats itself, it may be expected that recognition of this need will be followed by definite steps to meet it The character and personality records already used by several colleges as a guide in recommending students for posi- tions seem prophetic of a conscious effort on the part of colleges to discover and train student personality In making reports upon personality and character there is a temptation for instructors, especially when they have many students, to slur over details and to make meaning- less generalizations. For this reason a form which lists the main points and degrees of them about which informa- tion is wanted makes reporting easier for the instructor and is likely to bring more satisfactory results Since the aim of personality records is to help the student overcome defects, the more concretely the defect is pre- sented the more clearly will he see what he needs to cor- rect instead of being made vaguely conscious that in some way which he does not understand he has failed to meet approval A comparison of seven personality records (21-27) will show how the breaking up of general terms makes for greater clearness and compels analysis A Teacher Personality card (24) devised by the Institute for Public Service has been so extensively ordered by super- intendents, principals, deans of women, for selfmarking by supervisor, teacher and pupil as to suggest that students will welcome opportunity to factor — alone or with advis- er's aid — their strong and weak points Character and Personality of Students 31 Form 21 — Pratt Personality Record — un factored — 3x5 card DIVISION DATE SUBJECT GENERAL MARK NOTE BOOK LABORATORY PERSONALITY IMPRESSION WEAK POINTS STRONG POINTS NEEDS INSTRUCTOR Form 22 — Personality Factors Noted by Employment Bureau, C. I. T. Mental calibre Tenacity Self-reliance Promptness Leadership Hustle Accuracy Address Initiative Form 23 — 3x5 slip CHARACTER AND PERSONALITY RECORD Division of Engineering Kansas State Agricultural College Name„ „_ „ _ , Course Date. REMARKS Ability „ Accuracy Cooperation _ ... Disposition Industry,. „_ Initiative. Judgment Personal Appearance . Reliability _ Use of English , E G E G E G E G E G E G E G E G E G E G This form is to be changed in '16. "It has been found of enough value to warrant development" Information furnished by. Character and Personality of Students 33 Form 24, face — 3x634 card To help teachers and i TV^^I r*Y\£±V ) To heI P supervisors supervisors locate their ) * ^^C*w* J. W- JL f own strong and weak \ r>^^ |» ■_ / ne, P where help is characteristics f A CF SOllcllliy ) most needed For checking and rechecking by teachers, supervisors, normal schools before admission and during course, /m. would-be employers, placement and guidance bureaus, teachers' agencies and surveyors Check (VJ after items which describe conditions Use _? if a further visit is needed before marking Appearance of room g) g £ 3 1. Order... notable fair poor disorderly 2.h 55. g 2. Decoration attractive overdone unattractive lacking g- n 5 - ? 3. Windows open — yes no clean unclean P ; H a I 4. Air... fresh fair stale """""" j | ; j 5. Blackboards much used —little used unused tidy untidy I 6. Number of pupils overcrowded ....full _ vacant seats I Teacher's voice 1. Pleasing . har . sh . shrill nagging j j j 2 - C' ear indistinct foreign pronounciation bad grammar ! ! : 3. Low medium too high Teacher's physical appearance 1. Vigorous passable weak timid I ; • I 2. Healthy healthy but tired ...anaemic sick j ! 3. Well poised medium nervous ; I I 4. At ease... medium embarrassed I 5. Correct, erect posture.. ..stooping, bad habits slouching I I I 6 - Neat tolerably bad taste slovenly hyper-cosmetic. : I' '' > Form 24, reverse Personality characteristics of teacher 1. Pleasing very tolerably un-pleasing displeasing 2. Courteous very moderately little discourteous 3. Cheerful very moderately little gloomy, sullen 4. Industrious very tolerably lazy 5. Sympathetic very moderately unsympathetic....unkind „ 6. Enthusiastic very moderately little lacking. 7. Dignified very moderately little undignified 8. "Well bred", oolite. notahlv arrpnfnhlv "rm rtonrav'i ;11 »««»,«« Well bred", polite notably ....acceptably "on the way" ill mannered... 9. Tactful very tolerably blundering 10. Stimulating very moderately lacking 11. Humorous very moderately little lacking 12. Encouraging very moderately discouraging nagging 13. Scholarly very fair too technical unscholarly "."." 14. Resourceful very fair unresourceful unimaginative. 15. Systematic in thought very tolerably unsystematic 16. Strict very moderately lax irritable ..'Z 17. Wins cooperation,.. easily fairly antagonizes 18. Self controlled very moderately little *. 19. Ambitious professionally., quite not yet seems to be lacking ~~.~™. ►, 20 - Teachable quite with difficulty....doubtful material "Z 3 Comment of teacher or supervisor— verbal or written but confidential INSTITUTE FOR PUBLIC SERVICE, 51 Chambers St., N. Y. City 5 for 10c; 10 for 15c; 50 for 50c; per 100, 75c; per 1000, $5.00— Postpaid 34 Record Aids in College Management In certain technical schools where students are given oppor- tunity for practice work their adaptability to different types of work is tested and a record made. This is espe- cially desirable where a field offers several different lines of activity which may require persons with quite different qualifications The score card used by the Department of Home Economics, Cornell, illustrates the principle. Students taking certain courses are required to live for a week in the "practice apartment" and on the work done they are ranked for 13 points under four general heads (25) Form 25— Practice work, home economics — Cornell Score Card I. Neatness 20 1. Person 2. Room 3. Apartment II. Efficiency 30 1. Skill 2. Speed 3. Co-operation 4. Resourcefulness 5. Promptness III. Conservation of Energy 30 1. Quietness 2. Saving of labor 3. Organization IV. Social Obligations 20 1. Toward the group 2. Toward the guests The card (26) used by Preceptress Hazeltine of the Wiscon- sin Library School for noting evidence of professional fit- ness of students on field assignments illustrates the factor- ing method which can be readily adapted to other lines. 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