Wilson 447-13 Jones — FACTS TO AID STUDENT CONSIDERATION OF THE UNIVERSITY OF ILLINOIS AT URBANA- CHAMPAIGN Office of Admissions and Records University of Illinois at Urbana-Champaign September 1978 Formerly The Handbook for Better Student Choice The policy of the University of Illinois is to comply fully with applicable federal and state nondiscrimination and equal opportunity laws, orders, and regulations. The Uni- versity of Illinois will not discriminate in its programs and activities against any person because of race, color, national origin, ancestry, religion, age, sex, handicap, or status as a disabled veteran or veteran of the Vietnam era. This nondiscrimination policy applies to admissions, employ- ment, treatment of individuals, and access to programs. Vice-President Ronald W. Brady has been designated as the University equal opportunity officer. For additional information on the equal opportunity and affirmative action policies of the University of Illinois at Urbana- Champaign, please contact: Office of the Assistant Chancellor and Director, Affirmative Action, 107 Coble Hall, Champaign, IL 61820, (217) 333-0574. ii c JlGuTA I'll? TABLE OF CONTENTS Foreword , , x ± I. THE UNIVERSITY AND THE COMMUNITY 1 A. Location and Transportation ...,....,..,,,. 1 B. The Twin Cities 1 C. Administrative Organization 2 D. Enrollment Statistics ..... 3 E. Student Body 5 F. Budget , . 7 G. Calendar 7 II. INSTRUCTION 8 A. Faculty 8 B. Graduate Teaching Assistants 9 C. PLATO 9 D. Course and Instructor Evaluation . , 10 E. Student Satisfaction 10 F. Class Size , 10 III. ACADEMIC ADVISING , 11 A. Advisers ..,.........,.,..,..,.... 11 B. Advance Enrollment ......... 11 C. Course Load ..... t ................ . 11 D. Courses ....,,.,..,..,,.,,.,..... 12 IV. ORIENTATION 12 A, Advance Enrollment for New Students , 12 B. New Student Week 12 V. EXPENSES AND REFUNDS , . , 12 VI. FINANCIAL AIDS 14 A, Procedure: Preliminary 14 1. Family Contribution ......... 14 2. Student Contribution 15 3. Expected Contributions and Actual Costs 16 B, Procedure: Specific Steps . . . . „ 16 1. By the Office of Student Financial Aids ,,.,,.. 16 2. Specific Steps by the Students 17 3. Preparing the Financial Aid Package ...,.,... 18 iii C. A' le D. 21 I • 21 21 t 22 4 . . . . .23 VII. SPEC] 24 A - Ca 24 B. Ei L ting I 24 C H( fessions Office 24 D. Prelaw Coui g 24 F. Psychological and Coun- Center 25 F. Reading and Study Methods Clinic 25 G - Reha! cion-E- er 25 H. Speech :iinic . . . 25 I. Office of Veterans Aff 26 J. The Physical Fitness Clinic and Exercise Therapy Clinic . 26 VIII. SPECIAL ACADEMIC PROGRAMS 26 A. Educational Opportunities Program 26 B. Individual Plans of Study 26 C. General Curriculum 27 D. James Scholar Undergraduate Honors Program , . 27 E. Study Abroad 28 IX. CAMPUS FACILITIES 29 A. Illini Union 29 B. Library 29 C. Krannert Center for the Performing Arts 30 D. Museums 30 E. Intramural and Recreation Facilities 30 F. Health Service 31 G. U. of I. Willard Airport 31 X. HOUSING , 31 A. Housing Regulations 31 B. Living Patterns 31 iv C. University Residence Halls 31 1. Variety of Life-styles .... 31 2. Accommodations ...,,..,.,. 32 3. Room Assignments , , 32 4. Meals 32 5. Activities 32 6. Rates , . . . . 33 7. Contract 33 D. University Cooperatives . 33 E. Private Housing , , 33 1. Certified Private Residence Halls , , , , , 34 2. Certified Private Cooperatives 34 3. Certified Private Student Homes 35 4. Sororities and Fraternities ............. 35 F. University Family Housing ... 37 XI. OUT-OF-CLASS ACTIVITIES 38 A. University Calendar ,.,,.,,. 38 B. Plays and Concerts , 38 C. Lectures 39 D. Films 39 E. Student Representative Organizations . . .... 39 1. Urbana-Champaign Senate ... , , . . 39 2. Undergraduate Student Association .......... 39 F. Campus Media ... ........... 39 G . Dance 40 H. Music 40 I, Theatre 40 J. Sports ,..,.,,... 41 1. Intramurals 41 2. Club Sports 42 3. Women's Intercollegiate Sports .,...,..,. 42 4. Men's Intercollegiate Sports ........ 42 5. AA Cards 42 XII. STUDENT ORGANIZATIONS 43 A. Honor Societies 43 B. Interest Organizations . . , ............ 50 C. Political Organizations ... 54 D. Professional Societies 56 E. Religious Organizations SA F. Service Organizations 66 G. Social Organizations 71 II. Sport Organizations 83 I. Student Governing Organizations 86 XIII. FOR FURTHER INFORMATION 90 A. Campus Information Centers 90 1. Student Assistance Center . 90 2. Campus Information Center 90 B. Information Tapes 90 C. Campus Visit 90 D. Resource Materials 90 1. Catalogs 90 2. Timetable 91 3. Admission Publications , , 91 XIV. ACADEMIC AND EDUCATIONAL OUTCOMES .... 92 A, Introduction 92 1. Indicators of Academic and Professional Success ... 92 2. Program Groups , 93 3. How to Use the Academic and Professional Outcomes Information ..... 93 B, Program Group 1 ..... 95 Institute of Aviation - Aircraft maintenance and combined flight-maintenance, professional pilot College of Education - Technical education specialties College of Applied Life Studies - Community health education, physical education, public safety education, recreation and park administration, recreation — outdoor, recreation program specialist, recreation — therapeutic, school health education, school safety education C, Program Group 2 106 College of Agriculture - Home economics, home economics education, interior design College of Education - Early childhood education, elementary education, teaching of mentally handicapped children College of Fine and Applied Arts - Art — crafts, art education art — general curriculum, art — graphic design, art — history, art — industrial design, art — medical, art — painting, art — sculpture, dance, music — composition, music education, vi music — history, music — instrumental, music — voice, teaching of dance, theatre — acting, theatre — directing and playwriting, theatre — technology and design, urban and regional planning College of Liberal Arts and Sciences - Art history, general curriculum, home economics, music, occupational therapy School of Social Work - Social work D. Program Group 3 117 College of Liberal Arts and Sciences - Asian studies, French, Germanic languages and literature, Italian, linguistics, Portuguese, Russian, Russian language and Eastern European area studies, Spanish, speech and hearing science, teacher education curricula in: French, German, Russian, Spanish, speech, speech and hearing science E. Program Group A 128 College of Communications - Advertising, news-editorial College of Education - Teaching of English, teaching of social studies College of Liberal Arts and Sciences - Anthropology, classics, comparative literature, English, geography, history, humani- ties, medical laboratory sciences, medical records adminis- tration, philosophy, political science, psychology, religious studies, rhetoric, sociology, speech communications, teacher education curricula in: English, geography, Latin, social studies F. Program Group 5 139 College of Agriculture - Core curriculum, agricultural commu- nications, agricultural economics, agricultural industries, animal science, dairy science, food industry, food science, forest science, general agriculture, horticulture, orna- mental horticulture, teaching of agricultural occupations, wood science College of Fine and Applied Arts - Landscape architecture G. Program Group 6 , 150 College of Agriculture - Restaurant management College of Commerce and Business Administration - curriculum unassigned, accountancy, business administration, economics, finance College of Education - Business education College of Liberal Arts and Sciences - Economics, finance H. Program Group 7 161 College of Agriculture - Agricultural mechanization College of Education - Teaching of general science, teaching of life science* teaching of physical science VII College of Liberal Arts and Sciences - Astronomy, bio- chemistry, biology, biophysics, botany, earth science, ecology and ethology, entomology, genetics and develop- ment, geology, microbiology, physiology, teacher education curricula in: biology, earth science I. Program Group 8 172 College of Agriculture - Agricultural science, agronomy College of Education - Teaching of mathematics College of Engineering - Aeronautical and astronautical engineering, agricultural engineering, ceramic engineer- ing, civil engineering, computer engineering, computer science, electrical engineering, engineering mechanics, engineering physics, general engineering, industrial engineering, mechanical engineering, metallurgical engi- neering, nuclear engineering College of Fine and Applied Arts - Architectural studies College of Liberal Arts and Sciences - Actuarial science, chemical engineering, chemistry, mathematics, mathematics and computer science, physics, statistics, teacher education curricula in: chemistry, mathematics, physics APPENDIX A. ACT-SAT Equivalencies 183 APPENDIX B. Placement and Proficiency Information 185 APPENDIX C. University of Illinois Grading Scale 187 APPENDIX D. Graduate and Professional School Entrance Examination Data 188 vm LIST OF TABLES TABLE 1 Program Group 1: Average (Mean) ACT Scores 96 2 Program Group 1: Percentage of Students with Particular Combinations of ACT Composite and High School Percentile Rank 96 3 Program Group 1 : Percentage of Freshmen Placing into Mathematics and Chemistry Courses . , . , 97 4 Program Group 1: Percentage of Students Eligible for Credit based on CLEP Examinations 98 5 Program Group 1: First Semester Freshman Grade-Point Averages by Combination of ACT Composite and High School Percentile Rank 99 6 Program Group 1: Data for Transfer Students 99 7 Program Group 1: Academic Status of Students after 2, 4, 6, 8, 10 Semesters 100 8 Program Group 1: Percentage of Students on Probation (second semester) by Combination of ACT and HSPR . , , . 101 9 Program Group 1 : Percentage of Students on Drop Status (second semester) by Combination of ACT and HSPR .... 102 10 Program Group 1: Percentage of Students Graduating after 8 Semesters by Combination of ACT and HSPR 103 11 Program Group 1: Percentage of Students Graduating after 10 Semesters by Combination of ACT and HSPR 103 12 Program Group 1: Percentage of Hours Taught by Graduate Teaching Assistants and Faculty ....... 104 13 Employment Classifications for Group 1 Graduates 105 The above tables are presented with data for each of the other 7 pro- gram groups. Table in APPENDIX B 1 College Policies for CLEP Credit, Fall 1978 . , 186 Tables in APPENDIX D 1 GRE Results 188 2 New MCAT Averages 189 3 MCAT Averages from U of I Students Applying to Medical School for Fall 1977 .... 190 4 Conversion from DAT Score to Percentile .,..,,.,,. 191 5 1977 DAT Averages for U of I Students 192 IX 6 Additional VAT Statistics on U of I College of Veterinary Medicine Applicants 193 7 Number of Applicants/Number of Students Accepted for School A for 1977-78 194 8 Number of Applicants/Number of Students Accepted for the U of I, as of 6/8/77, Excluding Minority Students, 96% of Applicants 195 9 Number of Applications/Number of Students Accepted for School B as of 6/15/77, 80% of Applicants Included ... 196 10 Distribution of 1977 U of I LSAT Scores ..... 197 11 GMAT Average Scores for 366 U of I Students 197 FOREWORD The purpose of this publication is to provide information about the University of Illinois at Urbana-Champaign (UIUC) that can aid the prospective undergraduate student in deciding if UIUC may satisfy his or her educational and personal needs. The information provided is as current as possible at the time of publication; it is of course possible that conditions will change. This reference contains two basic sections. The first is a descriptive section designed to give insight into campus life and the resources available at this large and complex state university. The second section provides information on the success of previous students in areas such as graduation, job placement, and in scores on tests used for admission to graduate and professional schools. Prospective students can get an idea of their chance for success in various academic programs by examining the academic and professional outcomes of previous students with academic qualifications similar to their own. Admission requirements, application dates, and application pro- cedures are described in a separate publication, Undergraduate Admissions Information , which is a part of the application packet. Undergraduate Programs , the University's catalog, contains descriptions of the campus' specific academic programs and their degree requirements. This catalog is made available to all Illinois high schools and community colleges and most Illinois public libraries. Compatibility between a student and the college/university is of major importance in determining how long the student stays at the insti- tution and whether the educational experience is rewarding. Hopefully, this information will facilitate a better match between the University of Illinois at Urbana-Champaign and its students. xi 6 Additional VAT Statistics on U of I College of Veterinary Medicine Applicants 193 7 Number of Applicants/Number of Students Accepted for School A for 1977-78 194 8 Number of Applicants/Number of Students Accepted for the U of I, as of 6/8/77, Excluding Minority Students, 96% of Applicants 195 9 Number of Applications/Number of Students Accepted for School B as of 6/15/77, 80% of Applicants Included ... 196 10 Distribution of 1977 U of I LSAT Scores 197 11 GMAT Average Scores for 366 U of I Students 197 FOREWORD The purpose of this publication is to provide information about the University of Illinois at Urbana-Champaign (UIUC) that can aid the prospective undergraduate student in deciding if UIUC may satisfy his or her educational and personal needs. The information provided is as current as possible at the time of publication; it is of course possible that conditions will change. This reference contains two basic sections. The first is a descriptive section designed to give insight into campus life and the resources available at this large and complex state university. The second section provides information on the success of previous students in areas such as graduation, job placement, and in scores on tests used for admission to graduate and professional schools. Prospective students can get an idea of their chance for success in various academic programs by examining the academic and professional outcomes of previous students with academic qualifications similar to their own. Admission requirements, application dates, and application pro- cedures are described in a separate publication, Undergraduate Admissions Information , which is a part of the application packet. Undergraduate Programs , the University's catalog, contains descriptions of the campus' specific academic programs and their degree requirements. This catalog is made available to all Illinois high schools and community colleges and most Illinois public libraries. Compatibility between a student and the college/university is of major importance in determining how long the student stays at the insti- tution and whether the educational experience is rewarding. Hopefully, this information will facilitate a better match between the University of Illinois at Urbana-Champaign and its students. XI I. THE UNIVERSITY AND THE COMMUNITY The University of Illinois, the State's only land grant institution, is composed of three autonomous campuses: Urbana-Champaign, the oldest and largest campus; the Medical Center in Chicago, including the professional colleges of medicine, dentistry, pharmacy, and nursing, and the school of associated medical sciences; and Chicago Circle, a 118-acre commuter campus west of Chicago's loop. A. Location and Transportation The Urbana-Champaign campus is located in the fertile prairie of east central Illinois, 136 miles south of Chicago and 86 miles, east of Springfield. Transportation between Urbana-Champaign and major cities is provided by Ozark Air Lines, Amtrak passenger trains, Greyhound bus lines, and Interstate Highways 57, 72, and 74. The Associated Student Travel Service operates a special weekend bus service from the campus to the Chicago area, for the convenience of students. Students may have cars on campus, but parking is limited. Bikes are the most efficient means of transportation, as bike paths connect the major campus buildings. B. The Twin Cities The twin cities of Urbana and Champaign have a total estimated population of about 100,000. Although the majority of residents work for state and local government agencies, the area is a distribution center for central Illinois, includes several light industries and some of the richest corn and soybean producing farms in the United States. Available within the twin cities are two public libraries, Parkland Community College, Illinois Commercial College, ninety churches representing all major denominations, thirty-six city parks, four television stations with cable T.V. to be initiated in late 1978, thirteen motion picture theatres, four bowling alleys, five golf courses, and six major shopping areas, one contiguous to campus. Access to these facilities is provided by the Champaign-Urbana Mass Transit District, several of whose lines pass through or near the campus. Nearby are several parks — Lake-of-the-Woods , Homer Lake, Kickapoo, Fox Ridge, and Allerton — with places to hike, camp, picnic, or fish. Lake Shelbyville, a feasible one-day outing from the twin cities, provides opportunities for boating, fishing, waterskiing, and sailing, as well as a drive through the Amish settlements of central Illinois. -1- -2- C. Administrative Organi/.it UIUC consists of eight undergraduate colleges, a school, and an insti- tute which administer approximately 150 academic programs at the under- graduate level. All offer baccalaureate degree programs, usually con- sisting of four years of study, except for the Institute of Aviation, which offers two-year certificate programs in the areas of aircraft flight and maintenance. Attachment I at the end of this publication lists the undergraduate academic programs. Graduate and professional education is offered through the Graduate College and eighty-eight graduate departments. The College of Law offers the three years of professional legal training, and the College of Veterinary Medicine, one of twenty-two such schools in the nation, offers a four- year professional curriculum leading to the degree of Doctorate of Veterinary Medicine. In addition, branches of the University of Illinois Medical Center on the Urbana-Champaign campus include the Schools of Basic Medical Sciences and Clinical Medicine, in which approximately 120 students are presently enrolled. Approximately 40 students are enrolled in the RN baccalaureate completion program, and 40 in allied health science pro- grams, which include medical art, medical dietetics, and occupational therapy. The campus has an administrative staff of slightly over 300, an academic staff of over 6,000, and a non-academic of slightly over 5,000. Enrollment Statistics - see next page -3- Enrollment Statistics - Fall 1977 College Enrollments by Class Level College Beg Fresh Fresh Soph Jr Sr ND 2 SB 3 Total Agriculture 522 667 545 592 659 22 11 2496 Applied Life Studies 136 185 130 206 243 23 2 789 Institute of Aviation 41 54 43 40 14 7 1 159 Commerce and Business Administration 744 1004 804 972 758 22 6 3566 Communications 11 158 186 355 Education 137 174 120 228 276 12 2 812 Engineering 1146 1325 960 1142 1162 25 30 4644 Fine and Applied Arts 429 505 441 483 650 41 29 2149 Liberal Arts and Sciences 2837 3489 2388 2192 1996 139 20 10,224 Social Work 2 68 55 125 • 4 Nursing 8 9 5 1 12 28 Total Undergraduate (Ug) 6000 4 7412 5449 6082 6011 292 101 25,347 101 646 334 Basic Medical Sciences 101 Law 241 210 195 Veterinary Medicine 88 75 84 87 Total Professional (Prof) Graduate (Grad) Total 1081 7518 33,946 "Beginning freshmen are all new students and included in Freshman count "ND = Nondegree SB = Second Bachelor's Degree Students are admitted through the Medical Center Campus -4- i SL.it - F.ill 1977 Enrollment by Marital Status and Sex Single 17,' Married 2,804 Total 20,457 Women Total 12,204 29,857 1,285 4,089 13,489 33,946 Geographic Enrollment Under- graduate Pro f esslonal Graduate Illinois 24,557 1,036 4,938 Other United States 579 45 1,454 Other Countries 211 - 1,126 Full and Part Time Enrollment Part time 983 Full time 24,364 37 1,044 2,300 5,218 Ethnic Enrollment American Indian Spanish Surname American Oriental American Black Caucasian Foreign Unavailable Under- graduate 89 232 451 946 23,311 196 122 Professional and Graduate Total 34 123 112 344 155 606 299 1,175 6,803 30,114 1,047 1,243 219 341 -5- E. Student Body Students admitted to the University of Illinois at Urbana-Champaign are scholastically well above average. Since 1968 the average freshman has had a composite ACT of 26 (the national average is 18) and has ranked in the top 15 percent of his or her high school class. The typical transfer student enters the University with a 4.0 grade-point average (A = 5.0). Each fall approximately 5,800 new freshmen and 1,000 junior transfer students register. Admission of lower-division transfer students is limited by space availability, which has varied from year to year. Each year the American Council on Education and the University of California, Los Angeles, complete a cooperative institutional research program on entering freshmen. Approximately 5,000 students participated in Fall 1977 from the University of Illinois at Urbana-Champaign. Their responses to a selected set of the questions asked are listed and compared to national norms for universities below. Responses of Freshmen to ACE/UCLA Questionnaire Item University Of Illinois Universities Natl Norms Description This College is Student's first choice second choice third choice less than third choice Number of Other Colleges Applied to for Admission this Year none 46.4 43.0 44.9 34.9 36.5 35.6 one 22.2 26.3 24.0 17.3 19.6 18.4 two 17.1 17.5 17.3 17.4 17.8 17.6 three or more 14.4 13.3 13.9 30.4 26.0 28.4 Male Female 87.7 Total 86.8 Male Female Total 86.1 76.5 78.0 77.2 11.9 10.5 11.3 17.9 17.8 17.9 1.6 1.7 1.6 3.9 3.1 3.5 0.4 0.2 0.3 1.7 1.1 1.5 Reasons Noted as Very Important in Selecting this College has a good academic reputation 81.2 85.8 83.2 56.8 64.1 60.2 offers special educ . programs 23.4 32.5 27.4 24.9 35.1 29.7 has low tuition 19.1 16.9 18.1 16.7 16.3 16.5 advice of someone who attended 15.4 21.3 18.0 14.7 16.7 15.6 Highest Degree Planned Anywhere none 0.6 0.6 0.6 1.0 1.1 1.0 associate (A. A. or equivalent) 0.3 0.8 0.5 0.8 1.5 1.1 bachelor's (B.A, , B.S.) 23.3 28.9 25.7 29.0 36.7 32.6 master's (M.A. , M.S. ) 35.3 35.6 35.4 31.3 34.0 32.5 Ph.D. or Ed.D. 16.2 12.4 14.5 14.2 10.6 12.5 professional 23.4 20.8 22.3 22.2 14.7 18.6 other 0.8 1.0 0.9 1.5 1.4 1.5 -6- Item Univers lty Of Illinois Universities Natl Norms Description Male Female Total Male Female Total Average Grade in High School A or A+ 19.5 23.9 21.5 13.2 16.8 14 • A- 24. A 28.0 26.0 14.8 19.4 17.0 B+ 29.6 30.1 29.8 22.5 26.7 24.5 B 19.1 15.0 17.3 24.9 23.7 24.3 below B 7.3 2.9 5.5 24.5 13.5 19.4 Need Remedial Work in English 5.6 4.3 5.1 11.6 8.9 10.4 reading 3.7 3.3 3.5 5.7 4.5 5.1 mathematics 6.8 14.4 10.1 15.8 24.8 20.0 social studies 1.0 1.7 1.3 1.3 2.0 1.6 science 3.8 7.9 5.6 5.9 12.7 9.1 foreign language 7.3 6.0 6.7 10.2 9.1 9.7 Estimated Parental Income less than 10,000 7.6 8.0 7.8 10.2 12.7 11.2 10,000 - 19,999 28.6 28.1 28.4 32.8 33.2 32.9 20,000 - 29,999 33.7 31.1 32.2 27.4 25.6 26.6 30,000 - 39,999 16.0 18.9 17.2 14.1 14.3 14.1 40,000 + 14.1 14.8 14.4 15.6 14.5 15.1 Racial Background (1) White /Caucasian 93.7 92.3 93.0 92.2 90.1 91.3 Black/Negro/ Afro- American 3.1 4.7 3.8 4.8 7.3 6.0 American Indian 0.3 0.2 0.2 0.6 0.6 0.6 Oriental 2.1 2.3 2.2 1.6 1.4 1.5 Mexican-American/Chicano 0.7 0.9 0.8 0.5 0.4 0.5 Puerto Ri can-American 0.1 0.1 0.1 0.4 0.4 0.4 Other 1.3 0.6 1.0 1.5 0.9 1.2 Political Orientation far left 1.5 0.5 1.1 1.8 1.1 1.5 liberal 29.4 28.7 29.1 29.0 27.6 28.4 middle-of-the-road 48.9 57.5 52.7 48.9 57.4 52.8 conservative 19.2 13.2 16.6 19.5 13.6 16.8 far right 0.9 0.1 0.5 0.7 0.3 0.5 -7- F. Budget The total University of Illinois budget for 1977-78 was approximately $525,087,495. About 48 percent of the University's income was derived from the State, 20 percent from gifts, grants, and contracts including those from the federal government, 13 percent from auxiliary enterprises such as residence halls, 13 percent from miscellaneous sources, and 6 percent from student fees. Funds were allocated in the following way: about 30 percent for instructional activities, 12 percent for sponsored research, 13 percent for auxiliary enterprises, 12 percent for independent operations, 8.5 percent for operation of physical plant, 9 percent for general ad- ministration and retirement, 7.5 percent for statewide extension and public services, and 8 percent for University libraries, museums, student services, and scholarship aid. G. Calendar The University of Illinois at Urbana-Champaign operates on an academic calendar of two sixteen-week semesters and an eight-week summer session. Intersessions of shorter length were introduced in 1978. The fall semester begins in mid-August; the spring semester in mid-January. The summer session extends from early June to August. Classes are taught basically on an 8:00 a.m. to 5:00 p.m. schedule. There are few evening classes, the majority of which are for graduate students. -8- II. INSTRUCTION A. Faculty Great care is exercised in the selection and promotion of the faculty at the University of Illinois at Urbana-Champaign. Only individuals who demonstrate the potential for becoming nationally recognized teacher- scholars or creative artists are offered faculty positions. The criteria of excellence, innovation, creativity, and scholarship are applied in re- viewing faculty for promotion and tenure. Excellence in teaching is weighed heavily in promotion decisions; however, it is rarely sufficient for promotion or indefinite tenure. There must also be significant evi- dence that the individual is involved in the creation of new knowledge. The majority of faculty at Urbana-Champaign hold the highest level degree in their field (i.e., a Ph.D., M.D., D.V.M., Law, or Ed.D. degree). In the fall of 1977, 73 percent of the assistant professors, 75 percent of the associate professors, and 85 percent of the professors held the high- est level degree in their field. Generally, the more advanced the course, the higher the academic rank of the staff or faculty member teaching the class. In the fall of 1977, 33 percent of all introductory class hours (100 level) were taught by faculty with the rank of assistant professor or higher; most of the remainder were taught by graduate teaching assistants. In contrast, approximately 60 percent of all intermediate class hours (200 level) and 84 percent of all advanced class hours (300 level) were taught by faculty with the rank of assistant professor, associate professor, or professor, the remainder being taught by instructors or graduate teaching assistants. Additional information on this topic is given in the Academic and Professional Outcomes section of this handbook. It may seem that 33 percent is a low figure for teaching by the professorial ranks at the 100 level, so the following historical informa- tion may serve to put this figure in perspective. Although the data are not directly comparable for reasons discussed below, it is interesting to note that in the fall of 1926, only 15% of the instruction received by an average freshman at Urbana was from the profes- sorial (assistant, associate, or full professor) ranks. The comparable percentages for sophomores, juniors, and seniors were 28.7%, 39.7%, and 54.7% respectively. At first glance, the data might seem to prove that modern students have more contacts with professors, but these older data are not directly comparable to the recent data, because the older data are by student level (freshman, sophomore, etc.) whereas the recent data are by course level (100, 200, etc.). Additionally, the recent data refer to percentages of hours taught, and thus attempt to take section size into account. However, the older data refer to the average student's load, and thus correctly account for section size. Other differences include 'a rank, in the old data, "Associate" which has no direct counterpart today, although the professorial ranks should be roughly comparable. However, since the overall average in 1926 was 31.8% of instruction taught -9- by the professorial ranks, it seems quite likely that current students do have more contact with professors, since even at the 100 level they teach more than 31.8% of the hours. The table below shows the percent of instruction received from faculty members of professorial rank by the level of the average student enrolled in each Urbana undergraduate college in the Fall of 1926. COLLEGE PERCENTAGE OF INSTRUCTION TAUGHT BY THE PROFESSORIAL RANKS IN FALL 1926 STUDENT LEVEL eshmen Sophomores Juniors Seniors 13.5 27.6 38.3 50.6 21.4 32.1 37.6 61.2 19.9 36.3 50.9 69.4 28.2 24.7 41.2 53.4 27.8 29.7 46.5 16.4 29.3 39.0 42.1 20.0 15.7 10.0 17.3 15.0 28.7 39.7 54.7 LAS Commerce Engineering Agriculture Education Music Physical Welfare (now Applied Life Studies) Average B. Graduate Teaching Assistants Graduate teaching assistants are used in a variety of instructional roles at the University of Illinois at Urbana-Champaign, ranging from total re- sponsibility for a section of a course to grading papers. They are chosen for their academic achievements, demonstrated mastery of the material, and basic communication skills. A minimum of a bachelor's degree is required. A majority of the teaching assistants hold a master's degree. C . PLATO In some courses, students have the option of individualized instruction via PLATO IV, a unique, computer-based teaching system developed by the Computer- based Education Research Laboratory. Through over 200 graphic display ter- minals on campus, students have access to about 4,000 hours of instructional materials in over 100 subject areas. -10- D. Course and Instructor Evaluation Faculty nominated for promotion or for tenure submit with their promotion papers the results of student evaluations. They may have their students evaluate their course and instruction by the campus-wide Instructor and Course Evaluation System (ICES) or by a departmental evaluation instrument. An "Incomplete List of Teachers Listed as Excellent by Their Students" is published in the student newspaper, the Daily I llini , each semester. This list recognizes teachers who have been rated highly by students and who have consented to the publication of their names. To recognize outstanding efforts in undergraduate teaching, the University established in 1975 the Award for Excellence in Undergraduate Teaching. A review committee selects four faculty members and two graduate teaching assistants each year to receive the award. Nominations are made by students, faculty, and administrators. Each of the four faculty members selected receives a $1,000 cash award and an additional $1,000 to his or her departmental budget to spend for instructional materials and equipment. E. Student Satisfaction Student satisfaction with course content and instructors may be partially judged by responses to the campuswide Instructor and Course Evaluation System (ICES). In 1977-78 approximately 6,100 University class sections completed the voluntary questionnaire. This represented more than 50 per- cent of the total class sections on the campus. When rating instructors, about 50 percent were rated very good to excellent, and another 40 percent were rated good to very good. When rating the courses, about 30 percent were very good to excellent, and another 54 percent were rated from good to very good. F. Class Size Classes at the Urbana-Champaign campus range in size from one to 100 or more students. The average registration per class section in fall 1977 was 25 students. Introductory courses in many subjects are offered as large group lectures with students participating in smaller required discussion or laboratory groups each week. Other courses such as music practice, thesis, and special projects are taught on an individual basis. Below is the fall 1977 distribution of class enrollment. PERCENTAGE OF ALL CLASS SECTIONS HAVING VARIOUS REGISTRATIONS 0v< Class size 1-5 6-9 10-14 15-19 20-29 30-39 40-49 50-99 9« Percent of sections 13.1 9.7 13.4 12.6 28.6 11.2 4.0 5.2 2 -11- III. ACADEMIC ADVISING A. Advisers Each student is assigned an academic adviser by his or her college or de- partment. The adviser may be a counselor-adviser or faculty member in the student's major field of study. The adviser's role is to help the student plan and carry through a program of studies which will meet his or her educational and career goals and also satisfy requirements for graduation. Advisers are available for consultation throughout the year. During ad- vance enrollment (a time set aside each semester for preenrollment in courses) or registration students confer with their advisers to determine which courses to take for the following semester. Sophomores and above in the College of Liberal Arts and Sciences and the College of Commerce and Business Administration are self-advising, which means they may select their courses without an adviser's help or consent. Self-advising students are expected to be familiar with the graduation requirements of their college and to plan a program of studies which fulfills those requirements. An informal peer advising system exists to supplement the formal advising structure. Continuing students volunteer to counsel interested students on course selections, instructors, and so forth during advance enrollment and registration periods. B. Advance Enrollment Students who preenroll in courses save themselves much trouble at registra- tion and are more likely to get into classes they want. Currently, about 94 percent of the undergraduates at the Urbana-Champaign campus participate in Advance Enrollment. Of the undergraduates who preenrolled in courses for fall, 1977, about 79 percent received the courses they requested. New freshmen are given priority in course scheduling, and their rate of com- plete schedules is even more impressive — 94.5 percent of those who ad- vance enrolled during the summer for fall 1977, received the courses they requested. C. Course Load Credit for undergraduate courses is counted in semester hours. A semester, hour typically represents the work of one classroom period for fifty minutes each week through one semester. Courses vary in credit hours. The majority of courses are offered for 3 or 4 semester hours of credit, thus meeting for one fifty-minute classroom period 3 or 4 times a week. A student must register for a minimum of 12 semester hours to be considered a full-time student. Most full-time undergraduates, however, enroll for 15 to 16 semester hours (4 or 5 courses). A minimum of 120 semester hours is required for the bachelor's degree. The normal time period for completing a bachelor's degree is eight semesters. Students who change their majors may need an additional semester or two to complete degree requirements. -12- D. Courses Over 4,500 different courses at all levels, from freshman through post- graduate, are offered at Urbana-Champaign. Descriptions of courses are provided in the Courses Catalog . Not all of the courses described are of- fered every semester or even every year. The Timetable lists the time and meeting place of courses offered for a particular semester. Priority for registration in courses with limited enrollment is based on the student's major. No common first year of course work exists at the University; course requirements are determined by the student's college and curriculum. By consulting the Undergraduate Programs catalog, students can discern the principal differences in course requirements for various programs. IV. ORIENTATION A. Advance Enrollment for New Students New and readmitted students have an opportunity to meet their academic advisers and to preenroll in fall classes during the summer. Details on the preenrollment programs, participation requirements, and a request form are mailed to students with their notice of admission, (See III B also, p. 11) B. New Student Week The week prior to the beginning of fall classes is designated as New Student Week. For students who have participated in the summer preenrollment program, New Student Week provides an opportunity to get settled, become acquainted with the campus, and meet fellow students. Many social events are planned for New Student Week to acquaint students with each other, the residence halls, and the campus. Continuing students volunteer to serve as Illini Guides to assist students with their adjustment. Those new students who have not enrolled in courses during the summer must take required placement tests and consult with an academic adviser to arrange their course schedule during New Student Week. Registration with the University occurs during this week. The campus is planning registration by mail but course changes and other matters will still be resolved during New Student Week. A calendar of New Student Week and registration activities is mailed to all new students in late July or early August. V. EXPENSES AND REFUNDS A. Expenses The cost for Illinois residents attending the University of Illinois at Urbana-Champaign is approximately $3,540 per academic year (based on charges for 1978-79). A complete breakdown of expenses follows. Students may arrange during registration to pay tuition, fees, and University residence hall charges on an installment basis for a $2.00 fee. The first of approxi- mately four equal payments is due at registration. -13- ESTIMATED EXPENSES FOR ONE ACADEMIC YEAR (BASED ON 1978-79) (Subject to change) Illinois Residents Nonresidents Tuition and fees $ 846 $2,018 Books and supplies 232 232 Room and board 1,726 1,726 Travel allowance 120 120* Personal expenses 616 616 Total, two semesters $3,540 $4,712 *Additional $120 travel allowance for students from states not adjacent to Illinois. B. Refunds A continuing student who pays tuition and fees for any semester, term, or session and who subsequently cancels his or her registration prior to the first day of classes of that semester, term, or session shall be refunded the full amount of his or her payment, including the usually nonrefundable charge. A student who has paid tuition and/or fees, and who is dismissed from the University or withdraws from the University for reasons other than active duty in the armed services or other approved national defense service, during any refund period, shall be assessed a nonrefundable charge in the amount of one-half of the service fee, plus the hospital-medical- surgical fee (rounded if necessary to the next higher even dollar) or $30, whichever is greater. The student who withdraws continues to be covered by the health insurance and health services provisions of the hospital- medical-surgical fee, if originally paid, until the close of the term. For students who have not paid the hospital-medical-surgical fee, the nonrefundable charge shall be reduced by the amount of that fee. Refund periods are as follows: — In a semester, twelve-week term, or eleven-week summer law program, full refund, except for the nonrefundable charge, during the first ten days of instruction; no refund thereafter. — In an eight-week summer session, full refund, except for the nonrefundable charge, during the first five days of instruction; no refund thereafter. — University terms of different lengths, refund periods are determined proportionately in accordance with the above principles Students who have been permitted to pay their tuition and fee charges on the installment basis and later withdraw from the University or reduce their registration to a lower credit range after the established refund deadline date are liable for the full tuition and fee charges assessed. -14- VI. FINANCIAL AIDS General Introduction The decision to pursue a postsecondary education requires a strong com- mitment on the part of the individual student. Rather than entering the job market after graduation from high school, the student foregoes im- mediate financial gains from full-time employment and elects, instead, to invest time, energy and talents in continued study and, ultimately, the future. Such a decision demands still more from the individual — the expenditure of money to pay for that investment. While the student is the primary beneficiary of such an investment, society as a whole also benefits. And while the student and the family must assume primary responsibility for financing that education, society provides assistance in the form of financial aid programs. Governmental departments, educational institutions, community agencies, businesses, and private organizations administer a variety of aid programs designed to supplement, not to replace, what the student and the family pay toward higher education costs. At the Urbana-Champaign campus, the responsibility for coordinating the multitude of efforts and programs and making appro- priate awards to individual applicants rests with the Office of Student Financial Aids. A. Procedure: Preliminary Basic to any assessment of the amount of financial assistance a student may anticipate receiving through the University is the need analysis — in other words, what amount of money does the student need to finance his/her educa- tion? Both the individual student and the family are expected to contri- bute towards paying educational costs; these anticipated contributions then are subtracted from the institution's estimated total costs per academic year. (See page 13 for costs based on 1978-79 figures.) The difference between the total costs and student and family contributions results in the "unmet need" — the amount of financial aid necessary for an individual student. 1. Family Contribution To measure the family's capacity for contributing, the federal government has established guidelines which provide a uniform methodology applicable at institutions nationwide. Since expenses vary among institutions, the financial assistance needed also varies. That is, while the expected family contribution remains uniform regardless of the college or univer- sity the student attends, the amount of financial aid which a student may anticipate does not. Within these guidelines, a financial need analysis organization col- lects information from the family and student applicant and calculates fi- nancial assistance needed. Two organizations which provide this service are the American College Testing (ACT) Program which produces the Family Financial Statement (FFS) and the College Scholarship Service (CSS) which produces the Financial Aid Form (FAF). -15- Using either form, the family and student provide information similar to that required in filing federal income tax forms. The need analysis service then computes the parents' contribution essentially on the basis of income and net assets. Allowances are made for the following: a. fixed costs (those over which the family has no control, such as taxes); b. family living costs (based on uniform cost of living scales); c. unusual expenses (such as debts resulting from theft or serious illness) ; d. housekeeping expenses (such as child care costs). In addition, while assets are considered in determining parents' contri- butions, a formula is used to determine an allowance for. asset protection, depending primarily upon the age of the family's main wage earner. Although a definitive description of the entire process is not feasible here, any student may obtain a copy of "A Guide for Students and Parents for the Family Financial Statement". This guide describes the pro- cedure (which is essentially the same for the FAF) and provides a sample form whereby the individual family may compute its expected contribution toward the student's educational costs. Using this sample form, the family may calculate according to its individual circumstances rather than com- paring its financial condition with a "typical" example. The "Guide for Students and Parents" is available free of charge from American College Testing Publications, P.O. Box 168, Iowa City, Iowa 52240. 2. Student Contribution In addition to the anticipated family contribution, each student is expected to provide at least a minimum amount toward educational costs. Student con- tributions are determined on the basis of summer earnings, part-time employ- ment, and assets (such as a personal savings account). If the student is married, his/her spouse's earnings also are considered. Minimum Student Contributions for 1978-79 Status: Dependent Status: Married Status: Independent All Students: $1,220 Freshman: $500 Spouse ' s : $3,650* Sophomore : 600 Student' s: 1,220 Junior: 700 $4,870 Senior: 700 Graduate: 700 *This figure assumes only one of the couple is a student. If both are students, each would be expected to contribute $1,220. -16- Independent Status . Under certain conditions a student may apply for and receive financial assistance independent of his/her parents' fi- nancial situation. The circumstances under which a student may apply as a self-supporting/independent student are determined by the federal govern- ment and are as follows for the 1978-79 academic year: An applicant will be considered an independent student for finan- cial aid purposes under the following conditions: a. During the calendar year for which aid is requested or either of the preceding two years, the applicant was not and will not be claimed as an exemption on the parents' U.S. income tax returns. b. During the calendar year for which aid is requested or the pre- ceding year, the applicant did not and will not receive $750 or more of financial assistance from the parents, and the appli- cant did not and will not live with the parents for more than six weeks in either year. 3. Expected Contributions and Actual Costs It should be kept in mind that the above expected — or minimum — contributions from both the family and student are based upon a uniform methodology. As mentioned earlier, costs vary among institutions, and while each institution attempts to meet a student's financial requirements, none is obligated to do so through "gift aid" (outright awards which do not have to be repaid or earned through employment). As costs vary, so do the capacities of various insti- tutions to provide certain types of financial assistance. The individual student must consider many personal factors in assessing his/her ability to pay for an education at a particular college or university. While the institution can utilize a methodology for determining anti- cipated costs, expected contributions from family and student, and the final "unmet need" amount, only the individual can determine accurately what his/ her personal needs and obligations are. Although one student may be able to work several hours a week in addi- tion to attending classes and studying, another may not. An individual's situation may be such that even while a student, he/she may be expected to contribute to the family income. And, while an individual may have worked part-time while in high school, the money earned may have been used pri- marily for recreation. Such extra earnings may have to be diverted to basic necessities not applicable while living at home: laundry, separate utili- ties (such as telephone), car maintenance, and travel between campus and home. An institution has guidelines with which to assess students' financial situations. Only the individual student, however, can provide the unique factors to render that assessment realistic enough to answer the question, "Can I afford to attend this particular institution?" B. Procedure: Specific Steps 1. By the Office of Student Financial Aids -17- After assessing the "unmet need" — the estimated total amount of financial aid a student will need — the financial aids staff proceeds to compile a "financial aid package" which fills this need. This financial aid package may include all, some, or any one of the following types of assistance: scholarships, grants, loans, employment. Scholarships and grants are considered "gift aid" and are not to be repaid. Loans vary in amounts depending upon individual circumstances and source of the loan, but generally carry a low interest rate and are not repayable un- til after the student has graduated or left school for other reasons. Em- ployment opportunities are extensive and offer a variety of opportunities for work experience while the student is still in school; in addition, work schedules often conform to the student's higher priority scheduling of classes and study time. (For a more detailed description of types of aid available through the financial aids office, please see pages 21 through 23 of this handbook. ) When this "financial aid package" is complete, the student will receive an award letter which specifies the types and amounts of financial aid being offered. The student may then choose to accept or decline all or any part of the financial aid offered. In some instances an applicant is denied univer- sity-processed financial assistance, in which case a letter is sent inform- ing the student accordingly. 2. Specific Steps by the Student In order to be considered for any institutionally administered financial aid, a student must complete certain required forms. Specific Applications: What They Are and Where To Get Them (numbers in parentheses indicate handbook page on which award is explained) a. Basic Educational Opportunity Grant: BEOG (21) — see FFS/FAF Available from: U.S. Office of Education, Basic Grant Division, Washington, D.C. 20044 b. Illinois State Scholarship Commission: ISSC (21) Available from: ISSC Office, 102 Wilmot Road, Deerfield, Illinois, 60015 c. Family Financial Statement (FFS) prepared by American College Testing Service Available from: Student Assistance Programs, P.O. Box 1000, Iowa City, Iowa 52240 OR Financial Aid Form (FAF) prepared by College Scholarship Service Available from: CSS, Box 380, Berkeley, California 94701 d. UIUC Application for Financial Aid (AFA) Available from: Office of Student Financial Aids, 420 Student Services Building, Champaign, Illinois 61820 -18- Students applying through the financial aids office at the Urbana- Champaign campus may obtain BEOG, ISSC, FFS , and AFA forms in the "brown packet" of information which is provided upon request. A financial aid applicant must complete the following forms according to his/her classification: Undergraduate Illinois Resident: BEOG, ISSC, FFS* and AFA Undergraduate Non-Illinois Resident: BEOG, FFS* and AFA Graduate/Professional Resident or Nonresident: FFS and AFA *Either the FFS or the FAF is acceptable; however, at UIUC the FFS is pre- ferred. The Family Financial Statement and the Financial Aid Form serve the same function — obtaining information from the student and his/her parents to determine eligibility for a variety of aid programs. While either form is acceptable, the Office of Student Financial Aids at Urbana-Champaign prefers an applicant to use the Family Financial Statement, primarily be- cause it conforms more readily to the UIUC computer system. In addition to providing essential information for financial aid need analysis, a student may, by responding "yes" on either form, simultaneously apply for a Basic Educational Opportunity Grant. The UIUC Application for Financial Aid requests additional information for institutional purposes. 3. Preparing the Financial Aid Package When all required information has been received by the financial aids office, staff members then package the aid for each eligible applicant. Again, they return to the University-prepared budgets (samples from 1978-79 appear be- low). These budgets are composed of two main elements: basic living allow- ance (room, board, travel, personal and miscellaneous expenses) and basic educational costs (tuition, fees, and books). Budget for 1978-79 Academic Year: Dependent Student Basic Living Allowance $2,462 Basic Educational Costs 1 ,078 RESIDENT BUDGET $3,540 Nonresident additional tuition . . . $1,172 NONRESIDENT BUDGET $4,712 -19- Budget for Academic Year 1978-79: Independent Student Basic Living Allowance $3,182 Basic Educational Costs 1,078 RESIDENT BUDGET $4,260 Nonresident additional tuition $1,172 NONRESIDENT BUDGET $5,432 Budget for Academic Year 1978-79: Married Student Number of Children None One Two* Basic Living Allowance $5,612 $6,512 $7,262 Basic Educational Costs 1,078 1,078 1,078 RESIDENT BUDGET $6,690 $7,590 $8,340 *$900 added for first child; $750 for each additional child. It should be noted that while these budgets (as well as those ap- pearing earlier in this handbook on page 13 ) may serve as a guide for the student estimating costs for two semesters at UIUC, they have been prepared primarily for equitable distribution of aid dollars and as such, are based upon average costs. Although some fluctuation in costs of books and supplies may occur, basic educational costs are fixed for residents and nonresidents. However, the basic living allowance reflects average expenses based upon criteria which may not apply precisely to all students in all circumstances. Personal or miscellaneous expenses may vary greatly. Travel costs naturally depend upon not only the distance between Champaign-Urbana and destination and the anticipated number of trips to be made, but also the means of transporta- tion. The travel allowance of $120 which appears in the University's bud- get (see page 13 ) applies to residents and nonresidents from states adja- cent to Illinois. Other nonresidents are allowed an additional $120 for travel. As mentioned earlier, each individual student should carefully prepare his/her own budget, taking into account as many personal factors as possible, and use the University's budget as a general guide. C. After Estimating Costs, Estimating Possible Financial Assistance Since numerous factors are taken into consideration to prepare each applicant's financial aid package, no specific guidelines can be provided for a student to determine the amount of aid he/she will receive. Although only one factor among many, the family income level frequently is a fair indicator of possibilities of receiving financial assistance. Again, the -20- tables below should be viewed merely as general guidelines. Assistance Provided by Illinois State Scholarship Commission Parental/Applicant Income Ranges 1976-77 Announced Winners: Maximum and Partial Awards* Family Income Number of Number of Percentage Range (dollars) Winners Applicants of Winners $ 8,000- 8,999 3,507 3,754 93.4 9,000- 9,999 9,734 4,051 92.2 10,000-10,999 3,576 3,936 90.9 11,000-11,999 3,519 3,853 91.3 12,000-12,999 3,650 4.042 90.3 13,000-13,999 3,981 4,513 88.2 14,000-14,999 3,920 4,500 87.1 15,000-15,999 3,545 4,325 82.0 16,000-16,999 3,289 4,210 78.1 17,000-17,999 3,349 4,508 74.3 18,000-18,999 2,621 3,847 68.1 19,000-19,999 2,301 3,567 64.5 20,000-20,999 1,864 3,111 59.9 21,000-21,999 1,462 2,698 54.2 22,000-22,999 1,240 2,416 51.3 23,000-23,999 952 2,033 46.8 24,000-24,999 814 1,730 47.1 (*) The overall average ISSC award at the University of Illinois at Urbana- Champaign was $607 in 1976-77. Full tuition and fees at UIUC for 1976-77 was $712. Representative University of Illinois Administered Programs for 1976-77 (latest data available) Awards Made to Undergraduate, Single, Dependent Students Ave raj ;e Average Average Family National Direct Supplemental Ed ucational College Income Level Student $712 Loan Opportunity Grant Work-Study $ 0-2,999 $321 $389 3,000-5,999 843 392 369 6,000-7,499 900 415 479 7,500-8,999 812 406 447 9,000-11,999 787 447 445 over $12,000 695 421 451 NOTE: It is not possible to add columns and arrive at an average total award from the three sources by income level. -21- The Basic Educational Opportunity Grant program provided assistance to approximately 2,400 UIUC students in 1977-78. The awards ranged from $226 to $1,162 with the average award equaling $826. D. Kinds of Assistance Available The University of Illinois at Urbana-Champaign participates in a variety of aid programs which include federal, state, local, and institutional assistance. In addition to the aid sources described below, UIUC awards aid from approximately 250 individual scholarship and grant funds which are described in the Undergraduate Programs catalogue. A student does not apply directly for one of these specific scholarships or grants; rather, the financial aid office staff draws from these funds to fulfill part of the applicant's financial aid package. 1. Grants . These are nonrepayable awards based solely on need. Grants range from $200 to $1,500 a year depending upon financial need. Eligibil- ity must be reestablished annually by completing the aid application process a. Basic Educational Opportunity Grant (BEOG) is a federally funded program. Awarded on the basis of demonstrated financial need, a BEOG may be used to meet educationally related expenses at most colleges. Eligibil- ity must be reestablished annually by filing a new BEOG application. b. Supplemental Educational Opportunity Grant (SEOG) is a federal program providing gift aid to undergraduate students who demonstrate ex- ceptional financial need. Grants range from $200 to $1,500 a year. c. Illinois State Scholarship Commission Monetary Award (ISSC) is available to undergraduate students who are residents of Illinois. The nonrepayable grant, which provides up to the full cost of tuition and fees not exceeding $1,500 a year, may be used at more than two hundred post- secondary schools in Illinois. Eligibility must be reestablished annually by filing a new ISSC application. d. Institutional Grants and Waivers . The University of Illinois has a limited number of grants and tuition waivers awarded on the basis of demonstrated need. In addition, the following awards are available to students attending one of the three University campuses. 2. Scholarships . These are nonrepayable awards. Most scholarship awards are based on a combination of academic achievement and demonstrated finan- cial need. These most often are awarded by the Office of Student Financial Aids. It is also possible to receive an honorary scholarship in a case where there is academic excellence but no financial need. Honorary scholar- ships generally are awarded in cooperation with academic departments. Some examples are: -22- a Avery Brundage Scholarships , applicable at any of the three campuses, available to outstanding amateur athletes with superior scholastic records; 1978-79 awards were $600 to each recipient; applications available at student financial aids office at each campus. b . Children of Veterans Scholarships , applicable at any of the three campuses, available to children of veterans of World War I, World War II, or the Korean conflict; covers tuition; applications available from the county Superintendent of Educational Service Region. c. Verdell-Frazier-Young Awards , applicable only at the Urbana- Champaign campus, available to women who have had an interruption in their postsecondary academic careers; grants up to $500; through the Office for Women's Resources and Services at UIUC. d. Fred S. Bailey Scholarships , applicable only at the Urbana- Champaign campus, available to men and women with superior scholarship and financial need; amounts vary; through the University's Young Men's Christian Association in Champaign. 3. Loans. These low-interest loans are repaid after the student ceases to be enrolled in an institution of higher education. Loans often are part of a financial aid package. They provide an opportunity to defer the cost of education by borrowing now and paying later. Interest rates vary from 3 percent to 7 percent per year. a. National Direct Student Loan . This federal program provides long- term loans to U.S. citizens and permanent residents. The amounts awarded vary depending upon financial need but cannot exceed $2,500 for the first two years and a total of $5,000 for undergraduates. Graduate students may borrow an aggregate of $10,000 including loans received as an undergraduate. No interest is charged, nor is repayment required, while the borrower is en- rolled in at least one-half of the institution's normal academic load. In- terest of 3 percent a year begins nine months after the borrower ceases to be enrolled, and repayment of the entire loan must be completed within a ten year period. b. University of Illinois Long-Term Loan . Provisions are similar to those for the National Direct Student Loan. The major differences are (1) a cosigner is required; (2) repayment of principal and interest may begin as early as four months after a student ceases full-time study; (3) amount bo'rrowed may not exceed $1,000 in one academic year. c. Guaranteed Loan Program . This loan program is state supported and approved through participating local banks or other lending agencies. U.S. citizens or permanent residents are eligible. The maximum loan is $2,500 per year for a freshman; $2,500 per year for a sophomore; and $2,500 per year for a junior or a senior. On the basis of a recommendation from the Office of Student Financial Aids, the lender determines whether or not the government will pay the 7 percent interest on the loan while the appli- cant is enrolled in school. An undergraduate student may borrow up to $10,000, including any loans he/she may have received as an undergraduate. Applications are available from any participating lender. -23- 4. Employment . Student employment often is part of a financial aid package. Employment provides the opportunity to pay for living costs as they are incurred. It also helps to avoid a large loan debt that will have to be re- paid after the student leaves school. Jobs are available both on and off campus. This type of part-time work can add to the total educational ex- perience and be a valuable asset when seeking employment after graduation. a. Federal College Work-Study Program . This federally funded pro- gram provides part-time employment for U.S. citizens and permanent resi- dents who are full-time students and who demonstrate financial need. The maximum amount a student can earn in this program is determined by financial need . b. University Work-Study Program . The provisions of this program are the same as the Federal College Work-Study Program except that noncitizens are eligible to participate. c. General Student Employment . Without establishing financial need, students may seek employment both on and off campus through the employment section of the Office of Student Financial Aids. To assist the family and student in pursuing financial assistance, the Office of Student Financial Aids offers the services of a counseling unit and aid administrators trained in all aspects of financial aid programs. Expertise in the areas of employment, ISSC procedures, BEOG practices, money manage- ment, loan counseling, and a multitude of other financial concerns is available. In addition, the financial aid office staff offers services to resi- dence halls and minority cultural centers through aid application workshops and information sessions. Staff members also make presentations during summer advance enrollment and student visitation days and assist during registration. Daily appointments and walk-in assistance are available from 9:00 a.m. to noon and from 1:00 p.m. to 4:00 p.m. Monday through Friday, except campus holidays and weekends. The office is located in Room 420 of the Student Services Building, 620 East John Street, Champaign; telephone: (217) 333-0100. -24- VII. SPECIALIZED SERVICES The University of Illinois at Urbana-Champaign provides a number of special services to help students adjust to the campus, improve their academic performance, solve personal problems, or find a job upon graduation. These services are usually available without charge. Students may seek help on their own initiative or be referred by an instructor or college dean. A. Career Development and Placement The Office of Career Development and Placement, 2 Student Services Building, provides individual career counseling, an undergraduate course on career exploration, produces a quarterly career newsletter printed in the Daily Illini (the campus newspaper), seminars on job interviewing and job search strategies, a credentials service, on-campus interviewing with prospective employers, and a job vacancy bulletin. These services are available to any University student or alumni. B. English Writing Clinic The English Writing Clinic, 311 English Building, offers assistance on an individual basis to any student who has a writing problem such as spelling organization, or punctuation. C. Health Professions Office The Health Professions Office, 2 Student Services Building, provides individual counseling to University students interested in a medical or dental profession. Information on health careers (medicine, dentistry, optometry, osteopathic medicine, pharmacy and podiatry), professional programs, and specific schools; guidance in applying to professional schools; and a credentials service are also available. The School of Life Sciences, 393 Morrill Hall, is responsible for advising students in the preprofessional health programs as to the appropriate courses to take while enrolled at the University and also counsels students on allied health careers. D. Prelaw Counseling The assistant dean for law advising, College of Liberal Arts and Sciences, 270 Lincoln Hall, provides information to any student interested in a career in the legal profession. Included is information about specific law schools, application procedures, interviews with representatives from various law schools, planning an academic program, career opportunities, and alternative careers. -25- E. Psychological and Counseling Center The Psychological and Counseling Center, 206 Student Services Building, has a professional staff of approximately sixteen clinical and counsel- ing psychologists to help students with personal problems or psycho- logical difficulties. The center offers individual, educational, and vocational counseling, psychotherapy, and some group therapy. All records are confidential. The center also administers, for a minimal fee, standardized tests of scholastic aptitude, vocational interests, personality, and educational achievement . F. Reading and Study Methods Clinic The Reading and Study Methods Clinic, 206 Student Services Building, provides training in developmental and remedial reading and efficient study methods. No academic credit is awarded for the work. There is charge for these services. G. Rehabilitation-Education Center Recognized internationally for its pioneering efforts in the field of rehabilitation-education, the center makes it possible for academically qualified individuals with severe permanent physical disabilities to attend the University. Students live in University residence halls and attend the same classes as other students. In the fall of 1977, 140 students were enrolled (71 in wheelchairs) in over seventy curricula in ten colleges and schools. The center, located at Oak Street and Stadium Drive, provides physical therapy, functional training, occupational therapy, medical services, counseling, services to the blind and deaf, and transportation. A variety of adapted sports and recreational activities is offered in- cluding swimming, bowling, square dancing, baseball, football, basketball, archery, deck tennis, track and field, and many others. As of May 1977, approximately 822 students had graduated from the program. The graduates have nearly a 100 percent job placement rate. H. Speech and Hearing Clinic The Speech and Hearing Clinic, 901 S. Sixth Street, Champaign, offers free diagnostic and rehabilitation services for University students with im- paired hearing, speech deviations, or language problems. In addition, a special course (SPSHS 105) is available to students who wish to correct a communication disorder which is not severe enough to warrant individual therapy. The clinic also provides clinical experience for advanced under- graduate and graduate students studying to be audiologists or speech pathol- ogists . -26- I. Office of Veterans Affairs The Office of Veterans Affairs in the Student Services Building offers general counseling to veterans and assistance in obtaining federal and state benefits. J. The Physical Fitness Clinic and the Exercise Therapy Clinic The Physical Fitness Clinic, 305 Huff Gymnasium, and the Exercise Therapy Clinic, 106 Kenney Gymnasium Annex, are open to students, faculty, and staff on the recommendation of a physician. The Physical Fitness Clinic is concerned with the development of physical fitness through exercise. The Exercise Therapy Clinic is devoted to reducing, correcting, or rehabi- litating physical deficiences. VIII. SPECIAL ACADEMIC PROGRAMS A. Educational Opportunities Program The Educational Opportunities Program is designed to attract students from groups which because of educational or economic handicap have traditionally not enrolled at the University of Illinois at Urbana-Champaign and to in- sure, so far as is possible, their success and graduation. Only beginning freshmen from Illinois are eligible to apply for admission through the Educational Opportunities Program. Participants in the program may receive financial support, based on need, to help defray their expenses. The program provides academic support to students in the form of specially designed introductory course work, graduate advisers, tutorial service, and monitoring of academic progress. To learn more about the program, contact the Educational Opportunities Program, 130 Student Services Building B. Individual Plans of Study Through Individual Plans of Study, highly motivated students within the College of Liberal Arts and Sciences have the opportunity to design, with faculty assistance, their own field of concentration by combining University course offerings, work/study, and travel/study arrangements. Approximately 100 students are currently enrolled in this program. Some of the unique majors which have been approved are cinematography, environmental law, and zoological management. Interested students must be admitted to the College of Liberal Arts and Sciences in a traditional curriculum before they can apply to the Individual Plans of Study program. For further information, contact Individual Plans of Study, 912 S. Fifth Street, Champaign. A qualified student in the College of Fine and Applied Arts who has specific professional goals which are not met by the curricular offerings of the college may request an individual program of studies selected from courses offered by the University. To obtain approval for an individual study pro- gram, the student must submit his or her proposal in writing during his or her sophomore or junior year to the department or school concerned with the degree. -27- C. General Curriculum The General Curriculum is a program in the College of Liberal Arts and Sciences for freshman and sophomore students who have not yet decided upon a major field of concentration. (Prospective transfers to nursing, urban and regional planning, pharmacy, occupational therapy, allied health fields, social welfare and communications spend their first 30-60 hours in the General Curriculum.) Students entering as freshmen may spend two years in the pro- gram and the office will serve them as both college office and a departmental office. Students enrolled in this curriculum, since they are not committed to any subject matter area, are assigned to academic advisers who will assist them in planning courses for subsequent semes- ters, in making adjustments to the university and in selecting appro- priate fields of concentration. For these purposes, the office calls in each student at least once a semester to assist the student in developing a strategy for making the appropriate decision about a field of study. The office maintains a display of brochures and pamphlets relating to various fields of concentration and careers and a collec- tion of cassette tapes which describe various undergraduate fields at the UIUC and career opportunities in these fields. Students in the program are able to explore possible majors through selection of courses and discussion with departmental representatives at the same time as they satisfy requirements for general education and other college re- quirements. Students must declare a field of concentration after they have completed 56 academic hours but may declare sooner if they wish. However, students who elect the General Curriculum may not always be able to transfer to the concentration, curriculum or college of their choice; some programs are over-subscribed and are not open to transfers. D. James Scholar Undergraduate Honors Program The James Scholar Honors Program is open to freshmen through seniors in all colleges. Each college establishes its own criteria for eligibility. Although there is no monetary award, James Scholars have academic privi- leges including enrollment in honors courses and special seminars; honors advisers; independent study arrangements for transforming, with faculty consent, a regular course to an honors course; earning a degree with honors; and extended use of library facilities. James Scholars are expected to undertake at least one honors activity each semester (i.e., honors course or independent study) . Students wishing to self-nominate for the program should inquire at their college office after admission to the University. Freshmen usually enter as James Scholar Designates, and their records are reviewed after one or two semesters for continuation in the program. -28- E. Study Abroad Under the Individual Study Abroad Option, qualified undergraduate students may directly enroll in a foreign university or participate in foreign study programs sponsored by American colleges and universities. In addition, group study abroad programs organized by UIUC colleges and depart- ments are available. Over the past five years, University undergraduates have studied varied subjects in more than 30 different nations. Students may earn up to 30 hours of credit during one academic year toward their degree and retain full University of Illinois status while abroad. Requirements for foreign study vary with the program selected. The student must be in good standing, motivated, and have the approval of appropriate faculty advisers, college deans, and the director of the study abroad program selected. Students often choose to study abroad during their junior year. The Study Abroad Resource Center, located in Room 3024 Foreign Languages Building, contains bound volumes of foreign study literature for graduate and undergraduate students. -29- IX. CAMPUS FACILITIES The campus covers 703 acres and includes 179 major buildings. Even without a spectacular physical setting, the Urbana-Charapaign campus is an attractive and stimulating place to study because of its many specialized facilities. A forest plantation, an observatory, PLATO terminals, scenery and costume shops, a child development laboratory, greenhouses, an electron microscope laboratory, music practice rooms, and a leisure behavior research laboratory are only a few of the resources for learning. A. Illini Union The Illini Union is the University's student center. It houses dining facilities, bowling lanes, a billiard room, art galleries, a browsing library, a bookstore, student organization offices, a campus information office, a check cashing service, a ticket sales counter, lounges, a hotel, and numerous multipurpose rooms for luncheons, dinners, dances, and meet- ings. The Illini Union Board (IUB) sponsors a program of activities designed to compliment the cultural, recreational, and social life of the campus. There are sixty-two IUB sponsored activities — among them Dad's Day, Mom's Day, Homecoming, International Fair, Spring Musical, College Bowl and Trivia Bowl, concerts on the Quad, Union All-Niters, Copacabana, and the Student Film Festival. B. Library The University Library is the third largest among U.S. university libraries. Its collections now exceed five million bound volumes plus over three million other items including microtexts , manuscripts, music scores, sound recordings, maps, and aerial photographs. The library complex includes the main library building, the Undergraduate Library building, and twenty de- partmental libraries located in other buildings across the campus. A central card catalog on the second floor of the main library lists all books in every library on campus and their location. Special features of the library include an audio visual area with audio and visual cassettes and microfilms, a popular literature browsing room, typing and study carrels, and a Rare Book Room in the main library. Brochures are available at the main reference desk which will acquaint students with the library system and assist them in using it. -30- C. Krannert Center for the Performing Arts The Krannert Center for the Performing Arts is both a nationally recognized cultural center and an educational facility for University students in dance, music, and theatre. It consists of four indoor theatres: The Great Hall, a concert hall seating 2,094; the Festival Theatre seating 979; the Playhouse seating 678; the Studio Theatre seating 150; plus an open-air amphitheatre seating 560. Last year over 350 performances were presented, including the Chicago Symphony, Luciano Pavarotti, Kabuki Theatre, Nutcracker ballet, the Paul Taylor Dance Company, the Jose Limon Dance Company, Isaac Stern, La Tosca , Much Ado About Nothing , Equus , Juilliard String Quartet, and Misha Dichter. D. Museums There are three main museums on campus: the Krannert Art Museum, the Natural History Museum, and the World Heritage Museum. The Krannert Art Museum provides galleries for the University's permanent art collections and special exhibitions. The Natural History Museum's displays cover the fields of anthropology, botany, geology, and zoology. The museum also has some of the largest university research collections in North America. Collections of reptiles, amphibians, mammals birds, and mollusks provide research materials for graduate students and faculty. The World Heritage Museum's collections include Babylonian clay tablets; Egyptian, Greek, and Roman pottery, glass figurines, and accurate reproductions of masterpieces in sculpture; medieval manuscripts; early printed books; arms and armor; ship models; European china; medieval European wood carvings; and African masks, cloth, and traditional jewelry. E. Intramural and Recreational Facilities The Intramural-Physical Education Building (IMPE) provides facilities for student recreation and intramural sports. The building contains four gymnasiums, handball-racquetball courts, squash courts, a game room, in- door and outdoor fifty-meter swimming pools, an archery range, a golf driving and putting room, a combative room, exercise rooms, saunas, and an outdoor ice rink-tennis court combination. Scattered across the campus are four other gymnasiums, numerous outdoor playing fields, an ice rink, three golf courses, and two University parks for student enjoyment. -31- F. Health Service The services of McKinley Health Service are available to any student in residence at the Urb ana-Champaign campus who is enrolled in credit courses Four basic types of care are provided: office treatment, hospital care, emergency treatment, and mental health consultation. The health service is supported by student fees. G. U. of I. Willard Airport The University owns and operates its own commercial airport, which is usually the second or third busiest airport in the State. Students may receive flight training and/or maintenance training at the Institute of Aviation located at the airport. X. HOUSING A. Housing Regulations Housing to suit a wide variety of life-styles and financial situations is available on or near the Urbana-Champaign campus. Current University housing regulations require all single undergraduates with fewer than 60 hours of academic credit and under age twenty-one by August 15 of the academic year to live the entire academic year in University certified housing. Approximately seventy-five fraternities and sororities, many private housing facilities, and the University residence halls are de- signated as certified housing. The staff of the Housing Information Office, 420 Student Services Building, is available to help students choose housing that best fits their needs and preferences. Students should make their housing arrangements as soon as they are admitted. B. Living Patterns Of the 33,946 students enrolled for the first semester 1977-78, 30 percent lived in University residence halls, 11 percent in sororities and fraterni- ties, 10 percent in privately owned University-certified housing, 30 per- cent in uncertified apartments, 11 percent in uncertified private houses in the community, and 8 percent, including commuters, in various other facilities. C. University Residence Halls 1. Variety of Life-styles. There are twenty-seven University residence halls on campus which range in size from 150 to 675 residents and accommo- date approximately 9,000 single undergraduates. About 56 percent of the residents are freshman, 30 percent are sophomores, 11 percent are juniors, and 5 percent are seniors. A variety of life-styles is offered in the residence halls. Some halls accommodate all men or all women; others are coed by building, layered floor, or split floor. Some floors have visita- tion policies permitting residents to entertain students of the opposite -32- sex in their rooms up to a maximum of twenty- four hours, but a few floors are designated as nonvisitation floors. Seven of the eight residence hall areas have libraries; four have photo darkrooms; three have computer termi- nals; five have study carrels; and six keep a dining room open evenings as a study area. All halls have laundry rooms, vending facilities, and television rooms. Some also have kitchenettes, music practice rooms, physical development facilities, and sewing rooms. Allen Hall offers a unique living and learning program called Unit One. Visiting artists and writers live in the residence hall for two to six weeks and conduct seminars and workshops for the students. There are also opportunities for independent study with University faculty members. Rates for Allen Hall are $25 more per semester than the regular rates. Further information is available from the Unit One Office, 70 Allen Hall. 2. Accommodations. Within the undergraduate residence halls, 80 percent of the students live in double rooms, 17 percent in triples, and 3 percent in singles. The limited number of single rooms are mostly assigned to con- tinuing residents. The University furnishes all rooms with basic furniture, draperies, study lamps, and telephones. Students may individualize their rooms with furnishings that suit their tastes. Refrigerators up to three cubic feet, televisions, stereos, and radios, etc., are permitted. Optional maid service by room, which includes weekly linens, bedmaking, and cleaning, is available for an additional charge. 3. Room Assignments. In making room assignments, mutual roommate requests are honored as long as space permits. At mid-semester, residents have an opportunity to request a room change for the next semester. Roommate changes are considered prior to the reassignment period if circumstances merit it. 4. Meals. The residence halls provide a twenty-meals-a-week contract. All meals are provided except the Sunday evening meal. Additional servings are available on most items. Meal service begins the first day of instruc- tion and ends the last day of semester examinations. A special package meal plan is offered during New Student Week. To accommodate student schedules, the residence halls offer, in addition to regular meals, a continental breakfast, a hamburger lunch line, lunch transfers to other halls, and sack lunches. No provisions can be made for special diets. Most halls have a Food Service Committee to collect student suggestions concerning the food service. 5. Activities. In addition to room and board, the residence halls sponsor a broad range of programs and activities. Special programs are planned for New Student Week to help students get acquainted. Examples of con- tinuing programs in the residence halls are: classes in Health Education and Human Relations; receptions for black visiting scholar lecturers; mime, figure control, and basic personal defense classes; weekly feature film series; and dinner with the deans. Other opportunities include a learn- to-dance program, winter-spring Olympics, foreign language tables, casino nights, craft fairs, and tournaments in Ping-Pong, chess, whist, and bridge. Students also sponsor service projects such as blood drives, paper recy- cling, and the PAL program. -33- Each residence hall has a student governing unit whose responsibi- lities include establishing study hours, implementing floor visitation policies, formulating guest regulations, and handling misconduct charges. 6. Rates. Room and board charges for a double room for the 1978-79 academic year are $1,590. The $4 per semester Residence Hall Student Government Dues is not included in the above residence hall rate. Possible additional expenses include optional maid service ($60 per academic year). The Florida Avenue and Illinois Street Residence Halls, the four newest halls, cost $64 more per year because of air conditioning. 7. Contract. A University residence hall contract is mailed automatically to each student with his or her notice of admission to the University. To complete arrangements for University residence hall housing, the student must fill out the Assignment Card, sign the Contract Card, and return both with an advance payment of $100 ($50 of which is refundable if the contract is cancelled in writing before July 21) to the Office of Business Affairs. Hall and room assignments are made in late summer. D. University Cooperatives One University house for women (Alpha) offers room only with kitchen privi- leges. Gamma is for men. Alpha rates are $580-$632, and Gamma rates are $580 for the 1977-78 academic year. The University owns one cooperative house (Delta) which offers room and board for twenty-eight single undergraduate women. Each student works approximately seven hours per week performing household duties. In return, the residents pay a lower room and board rate ($850 for the 1977-78 academic year). French House, also a cooperative, accommodates men and women. Assignments are made in consultation with the Department of French. Room and board at French House is $1,230 for the 1977-78 academic year. E. Private Housing There are five basic types of certified private housing units: sororities, fraternities, student homes, cooperatives, and residence halls. Privately owned, University-certified housing accommodates nearly 6,000 students. Each unit differs in price, appearance, convenience, services offered, and atmosphere. The facilities are inspected regularly to assure that the units meet University and city safety, fire, and general housing standards. List- ings of certified privately owned units are maintained and available for examination in the Housing Information Office, 420 Student Services Building, from 8:00 a.m. to noon and from 1:00 p.m. to 5:00 p.m., Monday through Friday (excluding campus holidays). In most instances, it is not helpful to mail a list of private housing units currently available, as many of these would be rented by the time the owner could be contacted. Students are advised to visit the campus to examine the listings, confer with a housing consultant for suggestions, and inspect any unit under consideration prior to negotiating a contract or lease with a landlord. -34- 1. Certified Private Residence Halls. There are six privately owned certified residence halls close to campus: Armory House, Bromley Hall, Europa House, Hendrick House, Illini Tower, and Newman Hall. These residence halls are similar in many respects to the University residence halls, but vary in design, layout, and certain other features such as air conditioning, carpeting, parking, meal plans, libraries, theatres, or swimming pools. All are within walking distance of University buildings Each hall is staffed by counselors who are interviewed and screened by the Office of Student Services and the Housing Information Office. The larger residence halls are very activity oriented. Most participate in intramurals, social activities, and some service projects. Costs vary, depending on the individual unit and services offered. Generally, room and board rates range from $1,600 to $2,100 for an academic year. A brief description of these certified private residence halls follows : Armory House, coed, 94 students, air conditioned, room and board, two-room suites with bath in between. Bromley Hall, coed, 575 residents, air conditioned, room and board, two-room suites with bath in between, indoor swimming pool, library, typing rooms, study lounges, scholarships for top male and female scholars. Europa House, women only, 72 residents, two-bedroom apartments, air conditioned, no meal contract, swimming pool. Hendrick House, coed, 240 residents, air conditioned, room and board, two-room suites with bath in between, library, tutorial program, references required, cash awards to students earning 5.0 each semester, scholarship dinner each year. Illini Tower, coed, 600 residents, air conditioned, apartment- type accommodations, modified meal plan, lounges, theatre, and recreation rooms. Newman Hall, men only, 300 residents, room and board, two of four floors air conditioned, one block from main library. Newman House, a separate building, accommodates 20 women students who take their meals in Newman Hall. 2. Certified Private Cooperatives. Cooperatives offer a specialized living situation in which residents work six to eight hours per week preparing meals and maintaining the facility in exchange for a lower room and board rate. There are three privately owned cooperatives for men — Illi-Del, Nabor House, and Koinonia; and three for women — Stratford House, 4-H House, and Wescoga. Some of the cooperatives are restricted to students in a particular curriculum and have many more applicants than vacancies each year. -35- 3. Certified Private Student Homes. Students desiring to live in a quiet, comparatively small house may choose a housing unit in this category. Most homes accommodate from five to fifty students and have very convenient locations. Students are able to economize by preparing their own meals or obtaining a meal job. These housing units offer a variety of living arrangements and are usually less activity oriented than the larger residence halls. "Room only" facilities range from $75 to $100 per month. 4. Sororities and Fraternities. The University of Illinois at Urbana- Champaign has the largest number of national sorority and fraternity chapters of any campus. There are fifty-two fraternities, and twenty- six sororities. Of these, forty-eight fraternities and twenty-two sororities have houses. At the present, the four black fraternities and four black sororities do not have houses; their members live in University residence halls and private housing in the community. Greek membership has been increasing since the 1960s. Currently, about 19 percent of the campus undergraduate population belong to fraternities and sororities. Fraternities and sororities provide students the opportunity to live in a close-knit group with people who share many of the same interests. Each house has special rituals and traditions which it observes. Activities include participation in Homecoming, Greek Week, Greek summer reunion, exchanges, formal dances, and many campus organi- zations. Fraternities have their own intramural league. Houses pro- vide academic support to members through informal tutoring sessions and course reference files assembled by members who have previously taken the courses . The Interfraternity Council and Panhellenic, the two coordinating bodies of all fraternities and sororities on campus, as well as individual chapter houses, have sponsored plant sales, dance marathons, swimathons, hockey tournaments, etc., to raise money for various campus and community organizations. Donations have recently been made to Gemini House, the community's drug rehabilitation center, Women Against Rape, Volunteer Illini Projects, the Heart Fund, and Muscular Dystrophy. Panhellenic has also sponsored several women's conferences and a career day for women. Sororities. Approximately 1,200 women live in sorority houses. Houses average fifty-five residents. Membership in a sorority is by invitation, with formal rush (a structured introduction to all sororities on campus) held in the fall. Freshman pledges move into sorority houses at the beginning of their sophomore year. Sorority expenses average $175 per month for room, board, social dues, and fees. Pledge initiation fees -36- average approximately $300. Dates of sorority rush and a description of rushing activities may be obtained from Panhellenic Council, 274 Illini Union (South). SORORITIES AT THE UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN Alpha Chi Omega Chi Omega Kappa Kappa Gamma Alpha Delta Pi Delta Delta Delta Phi Mu Alpha Epsilon Phi Delta Gamma Phi Sigma Sigma Alpha Gamma Delta Delta Phi Epsilon Pi Beta Phi *Alpha Kappa Alpha *Delta Sigma Theta Sigma Delta Tau Alpha Omicron Pi Delta Zeta *Sigma Gamma Rho Alpha Phi Gamma Phi Beta Sigma Kappa Alpha Xi Delta Kappa Alpha Theta *Zeta Phi Beta Dappa Delta Zeta Tau Alpha *No house Fraternities. The fraternity system has approximately 2,300 men living in houses that range in size from ten to ninety men. Most houses are about $750 per semester for room, board, and social fees. Each member is also charged a pledge and initiation fee by his fraternity, and some houses assess members for new building costs. Membership in a fraternity is by invitation. Fraternities have a formal rush in the spring every year. High school seniors are invited to the spring rush weekend and go to twelve houses. Those who pledge may move into their fraternity houses as freshmen. Fraternities also have informal rush throughout the year, during which interested University students are contacted by individual fraternities and invited to lunch, dinner, or parties. For additional information, contact the Interfraternity Council, 274 Illini Union (South), -37- FRATERNITIES AT THE UNIVERSITY OF ILLINOIS AT URB ANA- CHAMPAIGN Acacia Alpha Chi Rho Alpha Delta Phi Alpha Epsilon Pi Alpha Gamma Rho Alpha Kappa Lambda -'Alpha Phi Alpha Alpha Rho Chi Alpha Sigma Phi Alpha Tau Omega Beta Sigma Psi Beta Theta Pi Chi Psi Delta Chi Delta Kappa Epsilon Delta Phi Delta Sigma Phi Delta Tau Delta Delta Upsilon Evans Scholars Farm House Kappa Delta Rho Kappa Sigma Lambda Chi Alpha *Omega Psi Phi *Phi Beta Sigma Phi Delta Theta Phi Gamma Delta Phi Kappa Psi Phi Kappa Sigma Phi Kappa Tau Phi Kappa Theta Phi Sigma Kappa Pi Kappa Alpha Pi Kappa Phi Psi Upsilon Sigma Alpha Epsilon Sigma Alpha Mu Sigma Chi Sigma Nu Sigma Phi Delta Sigma Phi Epsilon Sigma Pi Sigma Tau Gamma Tau Delta Pi Lam Tau Epsilon Phi Tau Kappa Epsilon Theta Xi Triangle "Wine Psi Phi Zeta Beta Tau Zeta Psi *No House F. University Family Housing The University has approximately 1,000 apartments units — efficiencies, one- and two-bedroom units — for married students. Some two-bedroom units are unfurnished. Rental rates range from $96 to $152 per month for the 1977-78 academic year. The University family housing area at Orchard Downs includes laundry facilities, playgrounds, garden plots, a community center, a nursery school, and a cooperative day care center. Applications are available from the Housing Information Office, 420 Student Services Building. -38- XI. OUT-OF-CLASS ACTIVITIES The campus offers students many alternatives for leisure activities-- racquetball at the IMPE Building, basketball at the Assembly Hall, a play at Krannert, ballroom dancing at the Illini Union, or a midnight movie at the Auditorium. A. University Calendar The best guide to what's happening on campus is the University Calendar. It gives a day-by-day schedule of events and is published every Thursday in the Daily Illini , the student newspaper. B. Plays and Concerts A glance at one month's calendar for the Krannert Center gives an idea of the variety, frequency, and quality of performances offered during an academic year. MARCH AT KRANNERT 2-5 ILLINOIS OPERA THEATRE /"THE MARRIAGE OF FIGARO" 3-5 ILLINOIS DANCE THEATRE CONCERT 5 JOEL SHAPIRO, PIANIST 8-12 FESTIVAL OF CONTEMPORARY PERFORMING ARTS/"AS I LAY DYING' by William Faulkner 10-11 PAUL TAYLOR DANCE COMPANY 11-12 UNIVERSITY OF ILLINOIS BANDS /38th ANNIVERSARY CONCERTS 12 UNIVERSITY OF ILLINOIS CHAMBER ORCHESTRA 14 EDUARD MELKUS, VIOLINIST 14 UNIVERSITY OF ILLINOIS JAZZ BAND 15 WILLIAM HEILES, PIANIST 16 AN EVENING OF CONTEMPORARY MUSIC 16 "BALLET IN GREAT BRITAIN"/P .W. MANCHESTER 27 SAVANNAH STATE COLLEGE CONCERT CHOIR 28 ELECTRONIC MUSIC CONCERT 28 DAVID HICKMAN, TRUMPET 31 MISHA DICHTER, PIANIST Each season the Assembly Hall presents popular entertainers. Recent seasons' programs have included: Jackson Browne; America; The Beach Boys; Chicago- "My Fair Lady;" Dolly Parton; Earth, Wind and Fire; Kenny Loggins; Olivia Newton- John; Dave Mason; Karla Bonoff; and the Harlem Globetrotters. The Ice Capades and the Ringling Brothers and Barnum and Bailey Circus are annual favorites of Assembly Hall audiences. -39- C. Lectures Many lectures are presented on campus each year. Some are sponsored by the University, many by academic departments, and others by student organizations Some of the better-known lecture series are the Afro-American Lecture Series, the George A. Miller Lectures, and the YMCA-YWCA Forum. Some of the recent visiting lecturers at Urbana-Champaign have been Margaret Mead, anthropo- logist; Noam Chomsky, linguist; Adrienne Rich, poet; Warren Farell, author; and George Will, columnist, New York Times. D. Films The Film Society, Quasimodo Film Society, Science Fiction, Illini Union Student Activities, and YMCA are a few of many groups that sponsor campus film series at reduced prices. E. Student Representative Organizations 1. Urbana-Champaign Senate. The Senate, which is composed of fifty students elected from constituencies divided along college and curriculum lines and 200 faculty members, works primarily through its numerous committees. The Senate rules on many academic matters which directly affect students, such as changes in academic programs, grading policies, student discipline and governance, and tenure of faculty. Senate meetings are held the second Monday of every month during the fall and spring semesters. All fifty student senators belong to the Student Senate Association. This organization develops strategies for debate on the floor of the Senate to help student-oriented proposals get Senate approval. 2. The Undergraduate Student Association (UGSA) . Established in 1969, UGSA is composed of an elected Steering Committee of ten students and a chair- person. Elections for positions on the UGSA Steering Committee are held each spring. UGSA has no governing power. It functions as an advocate of services for the student body. UGSA is responsible for the creation of a number of special student services including Legal Service, Tenant Union, rides service, learning exchange, and refrigerator rental service. It has worked to promote greater emphasis on teaching in faculty promotion deci- sions and has lobbied against tuition increases. UGSA's weekly meetings are open to all undergraduates. F. Campus Media The Daily Illini , now in its 107th year of publication, is the official student newspaper. It is published five mornings a week during the aca- demic year and features University, community, state, and national news. The Illio is the student yearbook. Both are written, edited, and produced by students and provide an opportunity for professionally oriented work experiences . -40- WPGU-FM is a student-operated radio station with a twenty-four- hour progressive rock format. WPGU-AM is carried through the electrical outlets in the University dorms and features mainly news. WILL-AM/FM is owned and operated by the University. WILL-AM' s program format is news, public affairs, and a variety of music; WILL-FM's format is classical music. WILL-TV, a University-owned station, offers programs of the Public Broadcasting System. G. Dance Students interested in dance have the opportunity to take classes in Ballet and Modern dance and Dance History, and to view live dance performances in the Krannert Center for the Performing Arts. The Illinois Dance Theatre, under the sponsorship of the Department of Dance, produces two mainstage concerts each year featuring choreography by UIUC Dance Faculty and guest choreographers. Four concerts per year of student and faculty works are performed in the Studio Theatre. H. Music An extensive ensemble program is maintained by the School of Music to provide performance opportunities to all qualified students within the University. Membership in the various groups is based upon auditions or consent of the instructor. The major ensembles include the University Chorus (several sections), Oratorio Society, University Chorale, Concert Choir, Women's Glee Club, Varsity Men's Glee Club, Madrigal Singers, University Symphony Orchestra, Wind Ensemble, Jazz Bands (several sections), Contemporary Chamber Group, and the Illinois Opera Theatre which presents four fully-staged productions each year (the 1977-78 season featured "Mignon", "Tosca", "The Marriage of Figaro", and "The Mikado".) Interested students may contact the School of Music office, 3030 Music Building, for detailed information regarding auditions. I. Theatre The Department of Theatre presents three series of play productions annually under the aegis of the University Theatre. Students may purchase individual tickets or season subscriptions at reduced rates, and participation in the productions is open to all students on the campus who compete successfully for positions as production workers or actors. The series include five productions in the large Playhouse Theatre, one of them a childrens play; six in the small Studio Theatre; three in a rotating Summer Repertory — all these being staged in the Krannert Center for the Performing Arts. In addition a series of student-originated shows is done in the Armory Free Theatre. Productions in the past year included Scapino! , Madwoman of Chail - lot , Peg 0' My_ Heart , The Cherry Orchard , As I Lay Dying , and Much Ado About Nothing . The Summer Repertory presented Charley' s Aunt , Hay Fever , and Equus . For more information see the bulletin boards outside the Theatre Office, 4th Level, Krannert Center for the Performing Arts. An annual Open Theatre Meeting on Wednesday evening of New Student Week is held in the Playhouse Theatre to describe plans for the coming year. -41- J. Sports 1. Intramural s . The Division of Campus Recreation conducts an extensive intramural program. The Intramural Calendar for the first semester 1978-79 has been reproduced and included below to provide an overview of intramural activities. In addition to intramural sports, informal recreation oppor- tunities are offered such as roller skating, rental of outdoor camping equipment, talent shows, boxing events, folk festivals, the Chancellor's Decathlon Tournament, and the Illini Century Club which awards T-shirts to anyone who jogs or pushes 100, 250, 500, 750, or 1000 miles, or who swims 50, 75, 100, 250, or 500 miles, or who cycles 500, 1000, or 2000 miles. For further information contact the Division of Campus Recreation, 170-172 In- tramural-Physical Education Building. I-M CALENDAR FIRST SEMESTER 1978-79 Co-Rec Sports Women's Sports Volleyball Football Basketball Table Tennis Badminton Inner Tube Basketball Indoor Track and Turkey Run Broomball Hockey Touch Football Soccer Tennis (singles and doubles) Bowling Volleyball Badminton (singles and doubles) IM Sports Rally Indoor Track Carnival Basketball Free Throw Squash (second semester) Basketball (second semester) Undergraduate Men's Sports Touch Football Volleyball Soccer Golf Divisional Competition Handball Water Polo Wrestling Basketball (second semester) Pledge Touch Football "B" Touch Football 160 lb. and Under Football U.I. Touch Football U.I. Volleyball Two Pitch Softball Handball (singles and doubles) Badminton (singles and doubles) Cross Country Cycling Riflery Open Competition U.I. Water Polo Racquetball (singles and doubles) "A" and "B" Basketball Indoor Track Relay Carnival Free-Throw Shooting U.I. Ice Hockey (second semester) "B" Basketball (second semester) Pledge Basketball (second semester) U.I. Basketball (second semester) 5 '9" and Under Basketball (second semester) -42- 2. Club Sports. There are several club sports on campus: hockey, soccer, lacrosse, rugby, and others. The Daily Illini , the student news- paper, publishes notices of meetings and tryouts. 3. Women's Intercollegiate Sports. The women's athletic program includes eight intercollegiate sports: basketball, cross country, golf, gymnastics, swimming/diving, tennis, track, and volleyball. The University is a member of the Association of Intercollegiate Athletics for Women on the state, midwest, and national levels. All entering freshmen are eligible to try out for an intercollegiate team. A general orientation meeting for all prospective athletes is held the first week of classes, and tryouts for each team are conducted at the beginning of the season for each sport. Approximately 142 athletes are selected to represent the University on the seven varsity teams. Athletic Grants-In-Aid are awarded to individuals who, in addition to their academic qualifications, show exceptional athletic promise. Under AIAW regulations student athletes are eligible for financial aid consisting of tuition and fees, room, board, and loan of books. Names of coaches, try- out dates, and additional information are available from the Athletic Associa- tion, Assembly Hall. 4. Men's Intercollegiate Sports. The University is a member of the National Collegiate Athletic Association and competes as a member of the Big Ten Conference. Men's intercollegiate sports include baseball, basketball, cross-country, fencing, football, golf, gymnastics, swimming, tennis, track, and wrestling. Grants-in-aid are awarded to individuals who, in addition to their academic qualifications, show exceptional athletic promise. Under NCAA, and conference regulations, student athletes are eligible fcr financial aid consisting of tuition and fees, room, board, and loan of books. Inquiries should be directed to the Athletic Association, 114 Assembly Hall. 5. AA Cards. Students interested in attending intercollegiate athletic events may purchase AA cards. The card entitles the holder to a reserved seat for all home football games and reduced admission prices on all other regularly scheduled athletic events except basketball. Basketball tickets are also avail- able on a season ticket basis at a reduced cost. Schedules for intercollegiate sports are available from the Athletic Association, 115 Assembly Hall. -43- XII. STUDENT ORGANIZATIONS There are approximately 500 professional, social, religious, scholastic, and special interest organizations on campus. During spring 1978, the Office of Admissions and Records requested the Office of Campus Programs and Services to list the organizations and their objectives, recent acti- vities, and membership criteria. This information is summarized in the following chart. Students may obtain further information about these clubs and organizations by contacting the Office of Campus Programs and Services, 110 Student Services Building. HONOR SOCIETIES Name Purpose Activities Membership criteria Alpha Epsilon Alpha Epsilon Delta Alpha Eta Rho Alpha Lambda Delta Recognition of high academic achievement Practical experience and service Further the cause of aviation in all its branches Recognition of high academic achievement Provide scholar- ship, tutor engi- neering students Field trips and tours of hospitals and medical schools Invitation, junior or senior Pre-health field of study Chapter meetings are held twice a month on a regular schedule. Sponsored events include In- stitute of Aviation Open House and Fly- In, with a breakfast, field trips, guest speakers and banquet Undergraduate students actively involved in some phase of aviation Initiation Invitation, freshmen Alpha Pi Mu Recognition of high academic achievement in industrial engi- neering Juniors/seniors, gpa , Graduate students and honorary members also selected Alpha Sigma Mu Recognition of high academic achievement Invitation, metal- lurgy, gpa Alpha Zeta Recognition of high academic achievement, leadership, character and fellowship Enrollment in College of Agriculture; gpa, leadership activities in University and College of Agriculture -44- HONOR SOCIETIES (cont'd) Name Purpose Activities Membershi p criteria Atius — Sophomore Honorary Beta Alpha Psi Chi Epsilon Fraternity Chi Gamma Iota Recognition of high academic achievement, leadership and in- volvement Recognition of high academic achievement Recognition of high academic achievement Promote scholarship; promote the under- standing and use of veterans' rights and privileges, promote closer relationship, understanding, and cooperation between all members Delta Sigma Rho Recognition of foren- sic achievement Delta Phi Alpha Recognition of aca- demic achievement Dobro Slovo, Na- Recognition of aca- tional Slavic demic achievement Honorary Society Eta Beta Rho Eta Kappa Nu Eta Sigma Gamma Recognition of aca- demic achievement Recognition of aca- demic achievement Promotion of health science activities Gamma Epsilon Recognition of aca- demic achievement Atius-Sachem sing Petition, campus leadership, gpa Field trips to accounting firm, banquet Honor's banquet Nominate student speaker of the year, attend na- tional conference Initiation, achievement awards Initiation ceremony Engineering plant tours Community and school health service, scholar- ship; social; placement; college and departmental representation, curriculum and faculty evaluation Banquets, assist in teaching de- sign to high school industrial arts students Accounting, gpa Civil engineering, gpa Students who are veterans of Advanced ROTC, Officers Reseni Corps, Enlisted Reseni Corps, or National Guard with an all University record at the U. of I, gpa Invitation, gpa, junior or senior German studies, gpa Russian, gpa Invitation, Hebrew, gpa Invitation, electri- cal engineering Major or minor in health education and related fields; gpa Invitation, general engineering, gpa -45- HONOR SOCIETIES (cont'd) Name Purpose Activities Membership criteria Gamma Sigma Delta Gargoyle Society Kappa Delta Pi Kappa Tau Alpha Keramos Encourage high stand- ards of scholarship in all branches of agricultural science and education and a high degree of excel- lence in the practice of agricultural pur- suit Recognition of aca- demic achievement Recognition of aca- demic achievement Recognition of aca- demic achievement Recognition of outstanding aca- demic performance; freshman, junior and senior scho- lastic awards; award of merit and distinguished service awards for outstanding con- tributions to agri- culture Initiation ban- quet, freshman and faculty awards Speakers program Banquet Promote scholastic achievement and re- sponsiveness to engi- neering ideals among ceramics and ceramic engineering students in universities and colleges of the United States and Canada; pro- mote and emphasize scholarship and charac- ter in the development of ceramic students; stimulate scholarly achievement ; and promote art, technology, and engineering for the betterment of the society Architecture, gpa , senior or graduate Education, gpa, senior or graduate Commerce , gpa , junior or senior Scholastic achievement, sophomores, juniors and seniors. Honorary membership to those making an outstanding contribution to the field of ceramics -46- HONOR SOCIETIES (cont'd) Name Mortar Board Purpose Promote scholarship, leadership and ser- vice. Encourage and support the advance- ment of the status of students Activities Initiation Membership criteria Students must have minimum gpa and show distinguished ability and achievement in leadership and service. Selection is based on a review of acti- vities, service and scholarship by pre- sent members Omicron Delta Epsilon Omicron Delta Kappa Omicron Nu Phi Alpha Theta Recognition of aca- demic achievement Economics, gpa Recognize students who 7-8 meetings every Juniors/seniors, gpa have attained a high year in a faculty standard of efficien- member's home with cy in collegiate a guest speaker activities and in- spire others to strive for conspicuous attain- ments along similar lines. Informal meet- ings encourage faculty/ student interaction Promote graduate study Omicron Nu News- and research and sti- letter mulate scholarship and leadership toward the well-being of individuals and fami- lies throughout the world Unite undergraduate majors and graduate students in an organi- zation which promotes the study of history and promotes good fellowship and co- operation among the members of the society The Historian Newsletter Junior/ senior stu- dents majoring in home economics who have maintained a minimum gpa Gpa, undergraduates and graduate stu- dents in history. Initiations are usually issued in the fall and spring semesters Phi Beta Kappa Recognition of aca- demic achievement Scholarship fund Invitation, gpa / -47- HONOR SOCIETIES (cont'd) Name Purpose Activities Membership criteria Phi Eta Sigma Phi Kappa Phi Phi Lambda Upsilon Phi Upsilon Omicron Phi Alpha Xi Pi Delta Phi Pi Kappa Lambda Encourage and reward Tutoring service high scholastic attainment among freshman in institutions of higher learning Recognition of aca- demic achievement Freshmen, gpa The promotion of high scholarship and ori- ginal investigation of all branches of pure and applied chemistry Sponsors speaker series; job and graduate study orientation; safety program within the depart- ment; and national and chapter awards Invitation, civil engineering Chemistry or chemical engineering students Professional and service projects vary from year to year Sophomores, juniors and seniors active in home economics on this campus or nationally. Nomination by advisory council Advance home econom- ics and be of ser- vice to the profes- sion; organize a group of home econom- ic majors with simi- lar ideals and profes- sional interests, and aid them in becoming effective leaders; encourage the intel- lectual and professional development of the mem- bers; and establish lasting friendships and foster high pro- fessional ethics among the members To encourage high Check with advisor Check with advisor scholarship and foster good fellowship among floriculture students and to increase the efficiency of the pro- fession, and to promote cordial relations be- tween students, educators and professionals Recognition of aca- demic achievement Recognition of aca- demic achievement Initiation and dinner, lecture Fund raising faculty concert Invitation, foreign languages , gpa Invitation -48- HONOR SOCIETIES (cont'd) Name Purpose Activities Membership criteria Pi Mu Epsilon Pi Sigma Alpha Pi Tau Sigma Psi Chi Sachem Shorter Board Promotion of mathe- matical scholarship among students in university- level academic institutions Recognition of high academic achievement Recognition of high academic achievement Acquaint members with psychology opportuni- ties Monthly guest lectures and coffee hours; yearly picnic Engineering open house, banquet Initiation ban- quet, colloquium speakers , peer advising Recognize and encour- age students who have proven by their per- sonal attributes and by their participation in University activi- ties that they are leaders in thought and action. Sachem seeks to unite these students so they will be able to influence and direct student sentiment and encourage personal integrity and leader- ship abilities Honor seniors who have shown outstanding ser- vice and leadership in the extra-curricular activities of the University; plan and carry out at least one project or service each year that will be of value to the University or community; further friendship among the activity students on the campus Atius-Sachera Sing during Mothers Day Weekend on campus Juniors/seniors ; must have completed at least three math courses beyond cal- culus. New members initiated each se- mester Invitation, politi- cal science, gpa Mechanical engineering, junior or senior Psychology, 9 hours minimum, gpa, second semester sophomore Must be of junior standing. Student organizations are requested to send in names of juniors who are leaders in the campus organizations. Sachem officers ex- amine qualifications of applicants and make selection of new members Senior standing (elected as juniors), gpa. Per- sons are nominated by organizations and housing units -49- HONOR SOCIETIES (cont'd) Name Purpose Activities Sigma Alpha Iota Form bodies of repre- sentatives who will, by their influence and musical interest, uphold the highest ideals of a musical education; raise the standards of produc- tive musical work among the students of colleges, conservatories and universities; further the development of music in America and assist in the development of a stronger bond of musical interest and standing between foreign countries and America Membership criteria Music major or minor, cumulative gpa. Spring rush -with Mu Phi Epsilon Sigma Gamma Tau Sigma Iota Epsilon Sigma Delta Pi Recognize and honor individuals in the field of aeronau- tics who have, through scholarship, integrity, and outstanding achieve- ment, been a credit to their profession. The society seeks to foster a high standard of ethics and professional practices and create a spirit of loyalty and fellowship, particularly among students of aero- nautical engineering Stimulate interest and achievement in the field of management; stimulate scholarship in management through the scientific approach to the solution of management problems. Mach Newsletter Recognition of high academic achievement Initiation Juniors/seniors, gpa, with one semester of resident study Graduate students having completed a minimum of three units with a gpa Spanish, gpa Tau Beta Phi All engineering honor Engineering open society house Invitation, engineering students, gpa -50- HONOR SOCIETIES (cont'd) Name Purpose Activities Membership criteria Torch Xi Sigma Pi Coordinating council for activities of other groups The objectives of this fraternity shall be to secure and main- tain a high standard of scholarship in forestry education; work for the promotion of the profession of forestry; and promote fraternal relations among earnest workers engaged in forestry activities Rummage sale, banquet Invitation, sophomon women Undergraduate; last 60 hours, juniors and seniors. Graduate students. Selected by vote of member- ship B. INTEREST ORGANIZATIONS Name Purpose Activities Membership criteria Agricultural Economics Club Practical experience in one' s field of study Various contests related to agri- cultural econom- ics, exchanges with clubs at other universities Any student Agricultural Mechanization Club Agriculture Education Club Practical experience in one's field of study Practical experience in one's field of study Club banquet, field trips, pro- grams , seminars Distribution of soil samples to high schools, spring speech contest Any student Agriculture education students Associated General Con- tractors Technical society interested in con- struction Field trips to local construc- tion projects, attend convention Civil engineering Association for Human Computer Symbiosis Campus Scouts Education and innovation in com- puter science ap- plications Community service recreation A seminar program, Any student expedition to Idaho Lead girl scout troops, sell girl scout cookies Any student -51- INTEREST ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Chinese So- ciality and Science Club Concert Choir Community service and social activi- ties Making and per- fecting music Introduction of different aca- demic fields, in- troduction of special skilled techniques Concert tours in the state of Illinois Any student Any student by audition Conflict Simulations Society Cooperative Extension Club Military history, organize and pro- vide a place for wargamers to meet Service to the 4-H program Weekly meetings, organize wargame convention be- tween states Any student Training programs Any student and workshops for 4-H groups across the state Craft Guild Dad's Association dB Club Practical experience in one's field of study Provide activities to benefit students, parents, and U. of I. Practical experience in one's field of study Field and Furrow Practical experience Agronomy Club in agronomy The Film Society Make classic and foreign films avail- able on campus German Club Gregory Drive Camera Club Social activities and practical experience in one' s field of study Recreation Any student Fathers of students Craft exhibition and sale, Paul Soldner workshop Conduct orienta- tion meetings on campus for parents of new students, finance emergency loans PAL program and Education of deaf bowling for local students deaf children Conventions , making crop seed sets and monolith trays, recreational activities Any student Regular film series each week, visit by Frank Capra Any student Oktoberfest, Fasching Sponsor a basic photo class Any student Any student with pre- vious darkroom experi- ence -YZ- ENTI2REST ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Home Economics Education Seminar Horticulture Club Illini Aikido Club Practical experience Bazaar, conference Any student in in one's field of study home economics Practical experience Flower show on Horticulture in one's field of Mom's Day, guest students study speakers Practical experience in one's field of study, Budo-Aikido Train in Aikido and understand oneself through Aikido Any student Illini Forensic Association Illini Union Student Asso- ciation Illinois Techne- graph (Engineer- ing magazine) Interior Design Club Irish Historical Society Kalligraphia Linguistics Seminar Prairie Group of the Sierra Club To promote public dis- Debates against cussions and debate Oxford, DePauw, in Illinois Princeton and also community groups Any student Social activities Quad Day, movies, Petition international fair, bridge clubs, Home- coming Publish magazine four ECMA national con- Any student times a year ference, staff picnic Practical experience in one's field of study Interest - Irish art Interest - calligraphy Provide a forum for students and faculty to discuss ideas about language through the study of linguistics Community service Field trips, residential lighting workshop Expanding organi- zation library, MSS research Expansion of organization li- brary, research Any student Invitation Any student Students and faculty present lectures on lan- guage, linguistics, and applied linguis- tics Any student Opposition to Mid- Any student die Fork Reservoir, hiking and canoe trips -53- INTEREST ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria The Pre-Veter- inary Club Practical experience for students inter- ested in veterinary medicine Co-sponsor campus Any student pet show, assist in the College of Veterinary Medicine's annual open house, seminars Psychology Consolidating Graduate Student graduate interests Organization and influence Russian Club Social and practical experience in one's field of study Society for Ceremonial Druidic Studies Synton Radio Club Maintain a student station Television Work- Practical experience shop in one's field of study Terrapin Syn- chronized Swim Club Recreation Transfer Students Social and service Association organization Twin Town Trick- Workshops on conjur- sters ing Undergraduate Social Workers Association Educational policy review and reform Department head Psychology graduate search committee, students graduate study com- mittee, annual picnic Annual Slavic din- Any student ner , New Year' s party Ceremonies research Recreation TV workshop Invitation Any student Any student Mother's Day week- Skill level end show, tryouts Illini road rally, Transfer students letters to new transfers Guest lecturer, exchange with a Decatur magicians club Social work workshop, news- letter Any student Social work students The Varsity Men's Performance of both Dad's Day perfor- Any student passing Glee Club classical and popular mance, spring con- the qualifying music written for cert performances singing audition men's choirs The Women' s Forum Review of women's interests on campus Meetings each month Any student ■54- C. POLITICAL ORGANIZATIONS Name Purpose Activities Membership criteria American Civil Liberties Union - I 1 1 Division- U of I American Profes- sors for Peace in the Middle East American Students for Israel Champaign County Women's Politi- cal Caucus C-U ERA Coali- tion To support and defend Fund raising, the rights and liber- information dis- ties guaranteed by tribution the Const Ltut ion of the United States of America Organize lectures and Lectures provide scholarly research materials per- taining to the question of peace in the Middle East Israel-oriented activities and information College Republi- cans Committee to Sup- port the Farm Workers Common Cause Friends of Bill Brooks To promote Israel- oriented activities and information on Israel To promote and dis- perse information concerning women candidates Distribution of educa- Fund raising tional materials and events, informa- development of pro- grams relevant to passage of the Equal Rights Amendment Political assimilation Debates, Spring- field tours tion disperse- ment Gay People's Alliance Support for United Farm Workers Political reform To further the cause of the E.R.A. by helping Bill Brooks Political and social activities Fund raising, information dis- tribution Legislative lob- bying, political campaign, monitor Fund raising events Gay switchboard, coffee houses U of I staff, faculty, and spouses U of I staff, faculty, and spouses U of I students, staff, faculty U of I students, staff, faculty U of I students, staff, faculty Any student Any student Any student ing U of I students, staff, faculty Any student -55- POLITICAL ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria To re-educate people as to how food is pro- duced Movie showing To raise consciousness about historical oc- currences during the Viet Nam War era Political and cultural Raise political con- sciousness To promote awareness of and change in the role of science and technology in our society; to increase political awareness in the scientific and technical community Students for En- Political activism vironmental Con- cerns Illinois Food Committee ICD Films Independent Kent State Support Committee Israeli Student's Organization Revolutionary Student Brigade Science for the People C-U Information dis- tribution Fund raising, information distribution Fund raising, information distribution Anti U. N. reso- lution rally Bicentennial campaign Fund raising, information distribution Earth week, en- vironmental ed- ucation Students for Pro- To promote the progress fund raising gress Student-Staff Democrats Women Students' Union slate in the upcoming UGSA elections To encourage political Information dis- awareness to involve- tribution ment on campus Community service Women's health care, equal rights amendment USLA Justice Com- Defense of human mittee rights in Latin America fund raising, information distribution U of I students, staff, faculty Any student U of I students, faculty, staff, and spouses only Israeli nationality Any student U of I students only Any student U of I students only U of I staff, faculty, and spouses only Any student U of I students, staff, faculty -56- POLITICAL ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Young Libertari- To promote the anti- Fund raising, infor- U of I staff, faculty, an Alliance political philosophy mation distribution and spouses only of individual liberty Young Socialist Political activity Socialist educational Any student Alliance discussion series D. PROFESSIONAL SOCIETIES Name Purpose Activities Membership criteria Advertising Club Professional and so- cial organization for students in adver- tising who plan to work in the field AFROTC Detach- ment 190 Drill Team Agricultural Economics Club Agricultural Education Club Agricultural Mechanization Club Air Force ROTC Activity Council Alpha Chi Sigma Alpha Epsilon Delta Alpha Kappa Psi To promote spirit Drill Meets and leadership with- in AFROTC, and to represent U of I and AFROTC at drill meets To promote the pro- fession of agriculture To promote the pro- fession of agricultural education To inform anyone in- terested in agricultural mechanization about op- portunities and de- velopments in this field Professional society Help with disadvan- taged children Professional chemis- try fraternity Pre-medical honor society and pre- health professions society Practical experience Field trips, student in one's field of faculty luncheons study Any student Any student Any student Any student U of I students Petition, gpa U of I students, staff, faculty U of I students in pre-med or pre-health only - Commerce students -57- PROFESSIONAL SOCIETIES (cont'd) Name Purpose Activities Membership criteria Alpha Pi Lambda Club Alpha Sigma Nu Alpha Tau Alpha To help interested students pursue a career in accounting and its related gradu- ate fields Recognize juniors and seniors in physical education, who have maintained an outstanding scholastic record, demon- strated leadership, been involved in research, written scholarly papers or given outstanding service to the field of physical education To foster a fraternal spirit among teachers and teacher trainees in vocational agriculture U of I students, staff, faculty Students enrolled in the College of Applied Life Studies U of I students, staff; faculty UIUC Chapter of the American As- sociation of University Pro- fessors American Chemi- cal Society American Chemi- cal Society Student Affili- ates American Found- rymen's Society To maintain and improve the academic environment at the University of Illinois so that faculty members may effectively discharge their profes- sional responsibilities To sponsor outside Guest Speakers speakers in the fields of chemistry, biochemis- try, and chemical engi- neering Unites students with similar academic and professional pursuits ( chemical or related fields). Participates in local and national projects: career sym- posia, conventions, tours, etc. To promote material and material processing U of I staff, faculty, and spouses only U of I staff, students , faculty Participates in Any student in the local and national field of chemistry projects: career or related fields symposia , con- ventions, tours Any students -58- PROFESSIONAL SOCIETIES (cont'd) Name Purpose Activities Membership criteria American Insti- tute of Aeronau- tics and Astro- nautics Student Branch American Insti- tute of Chemical Engineers (Stu- dent Chapter) American Market- ing Association American Insti- tute of Indus- trial Engineers American Nuclear Society American Society of Agricultural Engineers American Society of Civil Engi- neers American Society of Mechanical Engineers Associated Stu- dent Chapter of the American In- stitute of Archi- tects Association of Food Technol- ogists Social activities Aviation ground school, engineer- ing open house Any student To provide opportuni- ties for professional development of students in chemical engineering To further marketing knowledge To develop profession- alism in industrial engineering To inform and spread nuclear knowledge Practical experience in one's field of study Practical experience in one's field of study Practical experience in one's field of study Practical experience in one' s field of study U of I students only Field trip, en- gineering open house U of I students, staff, faculty U of I students , staff, faculty U of I students, staff, faculty Engineering students Concrete canoe Any student races, engineering open house Field trips, en- Any student gineering open house Participation in national ASC/AIA convention Any student Practical experience in one' s field of study American Veteri- To provide an addi- nary Medical As- tional opportunity for sociation Student the members to gain Chapter professional knowledge and make available op- portunities by the American Veterinary Medical Association Homecoming lun- Food science students cheon, picnic for students and staff U of I students only -59- PROFESSIONAL SOCIETIES (cont'd) Name Purpose Activities Membership criteria Chapter of the Social and educa- National Student tional activities Speech and Hearing Association Illini Foresters To unify students in the forestry curri- culum, and provide career assistance and social activi- ties Speakers, clinic Speech and hearing Christmas party science students U of I students only Illi-Sota Educational Parent's day hon- Occupational therapy ors recognition students brunch Illini Recrea- tion and Park Association Industrial Educational Society Institute of Electrical and Electronic En- gineers Student Chapter of American Society of In- terior Design Iota Phi Lambda Sorority Practical experience in one' s field of study, educational policy and reform, social activities Enrich the experience of industrial education majors by working with each other To promote interest in and provide services for the U of I electri- cal engineering student body To promote profession- alism of interior design students Provide input con- Recreation and leisure cerning curricu- studies students lum, banquet To promote interest in business education among high school and college women through planned programs and scholarship Scholarship, lec- turers U of I students, staff, faculty U of I students enrolled in the Electrical Engineering Department U of I students only -60- PROFESSIONAL SOCIETIES (cont'd) Name Purpose Activities Membership criteria International Law Society To maintain contacts Sponsor this school's U of I students only with foreign law students Keramos Master of Ac- counting Science Association MBA Association Metallurgical Society Music Educators National Con- ference Naval ROTC Drill Team To promote and em- phasize scholarship and character in the development of ce- ramic students To foster professional growth of students in the Master of Account- ing Science Program; to develop ties, and to exchange knowledge and ideas through programs and acti- vities To promote the so- cial academic and professional in- terests of MBA' s entry in the Inter- national (Inter School) Moot Court Law Competition, provide speakers, supply information on international law jobs, organize social activities Scholarship U of I students only U of I students only Social activities Engineering open house U of I students only Metallurgy and mining engineering students Practical experience Meetings, programs, Music students s field of guest lectures Nutritional Sciences Gradu- ate Student Association in one study To develop an out- Drill Meets standing team for drill competitions so as to represent the U of I at Drill Meets sponsored by ROTC programs through- out the U.S. To promote interaction of students in inter- departmental program U of I students only U of I students only -61- PROFESSIONAL SOCIETIES (cont'd) Name Purpose Activities Membership criteria Phi Alpha Delta Law Fraternity Phi Gamma Nu Phi Lambda Upsilon Phi Mu Alpha Singonia Phi Upsilon Omicron Physics Society Practical experience in one's field of study Practical experience in field of study Recognition of high academic achievement Seminar on Karen Anne Quinlin's case, "brown bag" program Guest speakers, spring formal Albert Noyes lec- ture , employment and job interview seminars Musical concerts Lectures, field trips, projects, movies Pre-Dental Stu- dent's Society Pre-Veterinary Club Printmakers Club Psychology Graduate Student Organization Professional organi- zation for music students to promote music to the school and the community To serve and advance the home economics profession, to stimu- late intelligent participation in civic affairs, to aid members in becoming effective leaders To introduce stu- dents to the many fields of physics through lectures, field trips, pro- jects, movies and other activities Promote social events for U of I pre-dental students with services and planned events To help pre-vets and demonstrate aspects of Veterinary Medicine To bring printmakers Buying materials in together and to re- bulk duce cost of materi- als by buying in bulk Promote interests of graduate students in psychology Law students Commerce students Chemical science students U of I students, staff, and faculty U of I students only U of I students only U of I students only U of I students only U of I students only U of I graduate student in Psychology -62- PROFESSIONAL SOCIETIES (cont'd) Name Purpose Activities Membership criteria Ricker Reader Rho Epsilon Pro- fessional Real Estate Fraternity Sigma Alpha Iota Sigma Delta Chi Sigma Iota Delta Sigma XI Society of Automotive Engineers Student Associa- tion for Compu- ting Machinery Student branch of the American Ceramic Society Society of Co- operative Engi- neers Society of Automotive Engineers Society of Gen- eral Engineers Expand coverage of departmental and architectural items To promote involvement in real estate frater- nity Advancement of music Practical experience in one' s field of study Betterment of profes- sionalism and scholar- ship Object of this society is to encourage ori- ginal investigation in science, pure and applied Practical experience in one's field of study Practical experience in one' s field of study Professional society Newsletter, De- partment of Archi- tecture Played and sang for local nursing homes , bake sales Awards banquet, The Tumor Scholarship Individual re- search Trike race, rally, seminars Picnic and month- ly seminars Open house, pig roast Promote profession- alism and student in- volvement in engineering activities To keep students tech- nically informed of current automotive developments, to pro- vide a bridge between academic education and its application in in- dustry Professional and social involvement among general engineering students Architecture student! U of I students , staff, faculty Music, gpa, female students Journalism students U of I students , staff, faculty U of I students, staff, faculty Any student Computer science and and engineering students Any student U of I students only U of I students , staff, faculty U of I students only -63- PROFESSIONAL SOCIETIES (cont'd) Name Purpose Activities Membership criteria Society of Pro- fessional Jour- nalists (Sigma Delta Chi) To give students in- terested in journal- ism exposure to pro- fessional media and encourage their par- ticipation in print journalism and radio- television U of I students only Society of Women Engineers To inform women of the Meetings, work- opportunities avail- shops and field able in engineering trips through meetings, workshops and field trips Student Advocate Newspaper publication Student Bar Association Student Planning Organization Student Dance Action Group Textiles and Clothing Club Trident Union of Pro- fessional Em- ployees Provide services (so- cial and academic) for mic events members of the Stu- dent Bar Association, which is all registered law students To further educate those wishing to enter planning related pro- fessions and to promote broad participation in planning Newspaper publica- U of I students, tion staff, faculty Social and acade- U of I students only U of I students only Promote growth of dance To promote profes- sional activities relating to textiles and clothing Social activities To serve academic staff and faculty Concerts and shows U of I students, staff, faculty Tours U of I students only NROTC members U of I staff, faculty -64- PROFESSIONAL SOCIETIES (cont'd) Name Purpose Activities Membership criteria Veterinary Medi- To promote academic cine Junior interests and pro- Class Co-opera- fessionalism in tive veterinary medicine Veterinary Medi- Coordination of ser- cine Class of vices and activities '81 for members U of I students only U of I students only Women in Com- Practical experience Tour WCIA-TV facili- Students interested munications, Inc. lities, monthly in communications newsletter Xi Sigma Pi Professional honorary Banquet, awards National Forestry Fraternity Forestry, invitation, gpa E. RELIGIOUS ORGANIZATIONS Name Purpose Activities Membership criteria A'Nanda Ma'rga Advent is t Campus Apostolic Chris- tian Bible Class Spiritual growth, so- cial service and teach- ing meditation Share and promote Ad- ventist concepts of health and better living in accordance with Biblical prin- ciples To promote among the Bible study group a greater know- ledge of the Bible, a better understanding and appreciation of the Lord Students, staff, faculty Students, staff, faculty Students Bahai Club Baptist Student Union Calvin Student Foundation Campus Community Christian Fel- lowship Promote unity and knowledge To lead students in the Christian life To serve the religious interests and needs of students and faculty membership To give a christian witness to campus and community Activities day booth Any student Any student Weekly meeting, volunteer work parties, retreats Any student U of I students, staff, and faculty -65- RELIGIOUS ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Campus Crusade for Christ Campus Life Channing-Murray Campus Club Christian Science Organization Church of Christ Campus Center Fellowship of Christian Ath- letes Free Methodist Student Founda- tion Graduate Christ- ian Fellowship Chinese Chris- tian Fellowship Latter-Day Saint Student Associa- tion To foster a personal knowledge of Jesus Christ and Biblical Christianity among the students at the U of I To encourage a balance in the four critical areas of life: physical, social, mental, and spiritual; to share how Christ can fit into each person's life A club for students wishing to explore and participate in the various aspects of liberal religion Center for Christian Scientists to meet and study To provide spiritual guidance and Christian fellowship Fellowship and growth in relationship to other athletes, and commitment to Jesus Christ, the Son of God Spiritual encourage- ment Weekly Bible studies, fall picnic To provide fellowship and outreach oppor- tunities for Christian graduate students Share their beliefs with Chinese com- munity The LDSSA is a social- religious association for Latter-Day Saint students and staff and faculty Musical evangel- ical meeting, miniretreat Any student Any student U of I staff, faculty, and spouses only U of I students, staff and faculty U of I students, staff, faculty Any student Any student U of I students, staff, faculty Any student interested in Christianity and Chinese U of I students, staff, faculty -66- RELIGIOUS ORGANIZATIONS (cont'd) Name Purpose Activities The Lord's Place, To glorify the Lord Muslim Students Association Navigators Newman Club Son City Students of Light Students for Pro- gressive Judaism Studies in the Word The Way Biblical Research and Teaching Ministry To provide the re- ligious, social, cultural facilities for its members To help others grow in Christian life Social Fellowship and evangelism Religious study To provide liberal Jewish students access to viable Jewish pro- gramming To study, discuss, and share with others The Word of God Evangelism SERVICE ORGANIZATIONS Conference trips Special liturgies, discussion groups, hayrides Weekly meetings, conferences Weekly meetings Membership criteria U of I students, staff, faculty Any student Any student Any student Any student Any student Any student U of I students, staff, faculty Any student Name Purpose Activities Membership criteria Acacia Fraternity Alpha Phi Omega Arnold Air Society Auxiliary to the Student Chapter of the American Veterinary Medi- cal Association Philanthropy project- Swim marathon for Any student Swim marathon for Muscular Dystrophy Muscular Dystrophy To promote service on campus and in the com- munity Community service Service to the stu- dent chapter Any student Airplane wash, help Air Force ROTC handicapped children Dog obedience Spouses of veterinary training, educa- medicine students tional symposium -67- SERVICE ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Campus Chest Champaign County Audubon Society Circle K Classified Em- ployees Associa- tion DADS Association Delta Sigma Omicron Family Housing Council Health Advocates Illini Guides Community service Community service Community service Establish voice in the U of I for its members as individuals as well as members of CEA, gain further knowledge of U of I affairs and the way in which they affect us, and establish fellowship among members Promote best interests of students, parents, and university Fund-raising bal- Any student loon sale Natural history field trips Kiwanis Peanut Day, Thanksgiving food baskets Monthly meetings, CEA bulletins Any student Any student U of I staff, faculty, and spouses Dads Day week-end, Anyone monthly meetings, aid to students, parent liaison group, annual Allerton Conference, Summer Advance Enrollment Parents Meetings, Outreach Help disabled students Help residents and to organize social acti- vities Promote health con- cerns New student orienta- tion Public awareness project Regulate and as- sign garden plots organize a co-op Any student with some physical limitation Married families re- siding in Orchard Downs Any student Quad Day, New Stu- Must petition and be dent Week resid- selected ence hall activities -68- SERVICE ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Illini Union Board Illio Advisory Council Knights of Col- umbus, Illini Council 2782 Krannert Center Student Associa- tion Advisory to Union Dir. on policy; pro- vides social, re- creational, educa- tional, and cultural programs of all cam- pus nature for Uni- versity community U of I students , staff, faculty Sponsors wide range of activi- ties administered, organized, and directed by the Illini Union Board, composed of thirteen stu- dents, three faculty members, and Union Directors; Block I, movies, College Bowl, Trivia Bowl, con- certs, Dad's Day Program, Fine Arts committee, Founders Day, Stage show, Illioskee, Interna- tional Fair, Mom's Day, Chess Club, Bridge Club, Mu Musicals; special interest groups The Illio Advisory The Illio Yearly Any student Council provides in- put to the Illio. The Illio is a maga- zine-style yearbook published annually by the Illini Publishing Co. , and is managed by a student editorial and business staff Promoting and conduct- ing educational, chari- table, religious, social welfare and social and intellectual contacts among membership and for benefit of community Community service Provide ushers, Any student tour guides , and U of I students, staff, faculty technical assistants -69- SERVICE ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria L5 (Space Indus- trialization and Settlement) La Casa Cultural Latina Leadership Four Minority Organi- zation for Pre- Medical Students Mothers Associa- tion Nonacademic Em- ployees Council Nonacademic Dis- count Associa- tion Orchard Co-op Nursery School To inform the public and do research in the areas of space indus- trialization and set- tlement To provide intellec- tual, cultural, and Intellectual, cul- tural, social and social activities for recreational acti- Latino students at vities the University of Illinois Leadership develop- Labor Day Week-end ment at Allerton House for officers of organizations Lectures U of I students, staff, faculty U of I students, staff, faculty To meet the special needs of minority students in pre-health fields Service to the uni- versity and its students. Service to parents U of I staff and spouses Any student faculty, Mom's Day week-end, Anyone monthly meetings, aid to students, parent liaison group , annual Summer Advance En- rollment Parents meetings, Outreach Advisory to Director of Personnel To provide a mailing service for staff, faculty and spouses of discount offers from non-university sources Nursery school Discount offers from non-univer- sity sources U of I staff only U of I staff, faculty and spouses U of I students, staff, faculty -70- SERVICE ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Preservation Association Self Help Students for En- vironmental Con- cerns Lobbying for preser- vation legislation at state and nation- al levels and programs and projects at local and campus levels To promote the shar- ing of knowledge and information regarding women's health care and related areas; to provide forums to facilitate that shar- ing The purpose of SECS is to improve the environment through education and action U of I students, staff, faculty U of I students, staff, faculty U of I students, staff, faculty Students' Inter- Community service national Medita- tion Society Transfer Student To be of service to Association and provide social activities for the transfer student Introductory lee- Any student tures , conferences U of I students, staff, faculty UGSA/GSA Student Legal Service Legal advice and re- presentation for U of I students U of I students only UGSA Tenant Union Community service University High School Student Activities Volunteer Illini Projects (VIP) Counseling and edu- Any student cation on housing problems To promote and fur- ther student acti- vities of University High School student body To provide volunteer services to Champaign- Urbana and surrounding communities University High schoo. students only U of I students only -71- SERVICE ORGANIZATIONS (cont'd) Name Whistle Stop YMCA Student Group YWCA/YMCA Pal Program Purpose Activities Prevent crime on cam- pus Membership criteria U of I staff, faculty, and spouses only Fulfill program needs Plant club, mini- Any student of students course series Educational U of I students, staff, faculty G. SOCIAL ORGANIZATIONS Name Purpose Activities Membership criteria Acacia Frater- nity Illini Aikiki Alpha Alpha Alpha Alpha Delta Pi Alpha Kappa Alpha Alpha Epsilon Phi Alpha Gamma Delta Alpha Kappa Lambda Alpha Omicron Pi Alpha Phi Alpha Alpha Rho Chi Alpha Xi Delta Andalousian Film Society Social fraternity To learn, promote, and understand Aikido Sigma Phi Phun Sorority- academic, social, and other areas of interest in sports, campus programs, etc. Non-profit organiza- tion working toward the promotion of all programs benefitting black college women locally and national- iy Social sorority Social organization Social fraternity Muscular dystro- phy "swimathon" Invitation U of I students, staff, faculty U of I staff, faculty and spouses only U of I students only Fund raising events to help NAACP, United Negro College Fund, Alpha Kappa Alpha National Headquarters U of I students only U of I students only U of I students only U of I students only Social sorority Social fraternity U of I students only Fund raising events U of I students only Unite architecture Student artwork students in fellowship displays Social organization To show high-quality Fund raising films on campus for movies the benefit of those people who are interested in motion pictures Achitecture students, FAA U of I students only U of I students only -72- SOCIAL ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Armed Forces Ball To provide an organi- Guarantee Fund Army ROTC Rifle Club Arts Coalition Associated Archers zation to facilitate the three ROTC units' meet- ings to discuss ROTC activities at the University To promote good sports- manship, enhance rifle marksmanship ability and provide recreation and financial support for the Army ROTC rifle team Communication within the various art options Social organization to bring together fellow arch- ers and to plan activities Backgammon Club Discussion Ballroom Dance Club Beta Sigma Psi Beta Theta Pi Black Chorus Black Greek Letters Associa- tion Black Student Government P.A.R. The Botany Club Burundanga To provide wholesome activity for students during their leisure time Social fraternity Social fraternity University chorus 261-C class U of I students only U of I students only Mom's Day program, tours , fund raising events To improve the quality Fund raising of Black social life events on campus Academic, cultural and Fund raising social achievement events To promote botanical activities on campus To publish a multi- lingual magazine (literary) five times a year Literary magazine publishing U of I students, staff, faculty U of I students staff, faculty U of I students, staff faculty U of I students, staff, faculty U of I students only U of I students only U of I students only U of I students only U of I students only U of I staff, faculty, and spouses only U of I students, staff, faculty -73- SOCIAL ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Business Adm. 210-Section D Celebration Company Central Planning Board Champaign Residence Hall All-Nighter Challenge Year- book Champaign-Urbana Science Fiction Association Chemist Recrea- tional Organiza- tion Chi Psi Frater- nity Chinese Student Social Science Club Cinemania Classic Guitar Society Companion Animal Club Concert Choir Undergraduate class, to teach organiza- tional and manage- ment skills and techniques Play production U of I students only Play production To organize, plan, and coordinate all- nighter for Cham- paign residence halls To publish Naval ROTC Naval ROTC unit unit yearbook yearbook Making science fie- Science fiction tion material avail- movies able to the univer- sity and community Recreation Social fraternity To enhance the friend- ship and better the knowledge of social sciences among members To show films rarely Movie showings seen on this campus Provide a meeting place and interaction for people interested in the classical guitar To enhance the educa- tional and social in- terests of students at the University of Illinois A nonprofit perfor- mance group for edu- cational and recrea- tional purposes Concert perfor- mances U of I students, staff, faculty U of I students only U of I students only U of I students, staff, faculty U of I students, staff, faculty U of I students only U of I students U of I students, staff, faculty U of I students, staff, faculty U of I staff, faculty, and spouses only U of I students only -74- SOCIAL ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Conflict Simula- tion Society Cow Pi Moo Craft Guild To promote gaming, and let gamers meet one another on campus To provide social ac- Illini Guides and tivities to enable fund raising students to meet new events acquaintances , to organize the 4th St. Illini Guides and contribute to charities To promote knowledge and participation in the crafts on an aca- demic and professional level and to involve the whole community U of I staff, faculty and spouses only U of I students, staff, faculty U of I students, staff, faculty Delta Delta Delta Delta Sigma Theta Sorority Fund raising events for scholarships Delta Tau Delta Delta Upsilon Fraternity Dog House Eckankar Inter- national Student Society Engineering Open House Eusa Nia Public service so- rority Men's social fraternity Fund raising events Brotherhood Promote scholastic, athletic, and social interactions between students and faculty Dissemination of the works of Eckankar among the students To organize and execute engineering open house Charity basketball tournament U of I students only U of I students, staff, faculty U of I students only Invitation U of I students, staff, faculty U of I students, staff, faculty U of I students only To bring together the Fund raising events U of I students only black students in Allen Hall, and to provide for their social and cultural needs Evans Scholars Scholarship organiza- Scholarship tion U of I students only -75- SOCIAL ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria F.A.R. Camera To provide a darkroom Club with equipment and to give all interested students a chance to learn about photo- graphy U of I students only Family Housing Council To represent and pro- Community Garden, U of I married students mote the interests of Day Care School and their families married students and their families Fei Mou Li Film Society To bring the student, Sports, and movies U of I students, staff, and faculty to- gether by means of sports events, movies, etc. The study and appre- ciation of the motion picture in its artis- tic, cultural, social, historical, and techni- cal aspects, through regular exhibitions of motion pictures Regular exhibi- tions of motion pictures Formosan Student Social Club Flying Illini, Safe, economical fly- Inc . ing Gamma Phi Beta Social Lunar New Year celebration staff, faculty U of I students staff, faculty Native Taiwanese Economical flying U of I students, staff, faculty Raise money for the heart fund Invitation Illini Folk Dance Recreational dancing Society Gay Illini Illini Glider Club, Inc. Gay Illini is an or- ganization devoted to legitimacy, respectability, and freedom in same- sex relationships Own and operate air- craft for instruc- tion, proficiency, and research by mem- bers ; sponsor and conduct contests; conduct demonstrations and be of service at aviation events Recreational danc- U of I students, ing staff, faculty Fund raising events, telephone answering service Sponsors and con- ducts contests; codemonstrations and services at aviation events U of I students, staff, faculty U of I staff, faculty, and spouses only, Non-University associated events -76- SOCIAL ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Gregory Drive Camera Club Group Against Smokers' Pollu- tion To offer darkroom facilities to members Promote rights of non- Fund raising smokers events U of I students, staff, faculty U of I students, faculty, staff Illini Hockey Club Howdy Doody Ser- vices Promote, play hockey To provide program- ming and services to all residents of the residence halls as directed by the Council of Presidents Hockey tourna- ments U of I students only U of I students only Illini Ice Dance To promote Ice Dance Club and provide ice danc- ing opportunities to the university com- munity Illi-Dell Co- operative Fra- ternity Illini Gymnas- tics Club Agricultural co-opera- tive fraternity The promotion of gymnastics in the community and univer- sity and to provide social and recrea- tional experience through gymnastics Illini Orienteer- Promote interest in ing Club orienteering and de- velop map reading and land navigation skills Ice dancing op- portunities Orienteering and developing map reading and land navigation skills U of I students , staff, faculty U of I students only U of I students, staff, faculty Illini Squares Promotion of square dancing in the Cham- paign-Urbana area, especially with students Square dancing U of I students , staff, faculty Irish Historical To foster understand- Society ing and appreciation of Irish civilization history, and arts ISR Photography Club To provide darkroom facilities for the residents of ISR U of I staff, faculty, and spouses only U of I students only ■//- SOCIAL ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Japan Karate As- sociation Illini Judo Club Instructional Karate To serve the greater Champaign-Urbana area by promoting judo as an Olympic sport, mar- tial art, and a means of personal defense Kalligraphia To foster the science Study group of paleography and the art of calligraphy Kappa Kappa Gamma Social sorority U of I students, staff, faculty U of I students, staff, faculty Illini Karate Club India Students Association Latecomers Volleyball Club Linguistics Club Teaching and training Teaching in karate in the martial art of karate for personal and physical development U of I staff, faculty, and spouses only U of I students only U of I students, staff, faculty Cultural and social activities Show Hindu movies Indian national Linguistics Seminar To promote women's Volleyball volleyball To invite guest speak- Linguistics ers from within this seminars University and from other universities to speak in the area of linguistics Presentation of papers Presentation of in our discipline by papers in our graduate students, Linguistic Stu- dent Organization Magnum Fours faculty, and visit- ing scholars Further the under- standing of linguistics Provide activities for members discipline by graduate students, faculty, and visiting scholars U of I students, staff, faculty U of I students, staff, faculty U of I students, staff, faculty U of I students only U of I students only Maji Social activities Black History Week tribute Invitation, black students Material Science Graduate Student Association To promote profession- al and social inter- action between graduate students involved in materials research in the various disci- plines on campus U of I students, staff, faculty -78- SOCIAL ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Varsity Men' s Glee Club Nabor House Fraternity National Women's Musical Festival New Games Un- limited To promote musical and artistic excel- lence through re- hearsal and performance Performing musical U of I students only group Independent agricul- ture cooperative To explore and pro- National Women's mote women in music Music Festival and the music in women held each year To lead, develop, and play new games. To al- low maximum partici- pation, full enjoyment and socialization through games Homecoming, Mom's Agriculture students Day U of I students, staff, faculty U of I students, staff, faculty Non-Academic Dis- To benefit non-aca- count Association demic employees NPN Chinese Fra- Sponsoring social ternity functions for Chinese communities; inter- acting with other ethnic groups on campus Fund raising events NROTC Drill Team Omega Psi Phi Orange Crunch Organization of Arab Students Perform drill routines Drill meets To bring together Fund raising undergraduate men who events have similar interests and ideas as goals Cheer on, and lead the enthusiasm of the school and town behind the Fighting Illini Social Pakistan Students Social activities Association Phi Beta Sigma To promote brother- hood, scholarship and service for the com- munity and university Picnics and lec- tures about the Arab World Weekly talks and social programs Fund raising events U of I staff, and spouses U of I students only NROTC members U of I students only U of I students , staff, faculty Arab students Pakistan citizenship U of I students , staff, faculty -79- SOCIAL ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Phi Delta Theta Social Phi Mu Fraternity Social Phi Sigma Sigma Pi Beta Phi Sisterhood To work for the best interests of our college and indivi- dual members through scholarship, service and social involvement Volunteer work at Invitation Champaign County Historical Society Planning of dances, Invitation, business Project Hope cha- majors rity Panhellenic Coun- Invitation cil, women's wheels U of I students only Pi Kappa Alpha Photo-Cine Coop Plowboy Prom Prairie Cycle Club Psycho-Ward Players and Psycho-Ward Sisters Illini Quarter- back Club Quasimodo Film Society Social fraternity To purchase and cir- culate equipment, books , and newspaper involved with photo- graphy and cinema To organize all-Ag banquet and Plow- boy Prom Recreational bicy- cling To promote a healthy and active social life while putting special emphasis on academic achievement. We believe: Social fulfillment is im- portant but a secure future requires aca- demic perservance To support the foot- ball program Plowboy Prom Bicycling U of I students only U of I students only U of I students, staff, faculty U of I staff, faculty, and spouses only U of I students only U of I staff, faculty, and spouses only To show and make films Movie showings and U of I students only film makings -80- SOCIAL ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Quicksteppers Revel Players Ricker Reader Russian Choir Scuba Club The Secretariat Sherman Hall Steering Commit- tee Sierra Club-Prai- rie Group Sigma Alpha Epsi- lon Sigma Alpha Mu Kappa Kappa of Sigma Chi Sigma Gamma Rho Sigma Phi Epsi- lon Sigma Tau Gamma To offer professional Ballroom dance in- ballroom dance in- structions struction To encourage partici- pation in and enjoy- ment of the theater To expand coverage of Architecture De- departmental and partment newsletter architectural items Perform Russian choral music Promote diving in the Skin diving area To stimulate profes- Monthly meetings sional attainment, and luncheons good fellowship, and high standard of ethics Organize social and educational functions U of I students, staff, faculty U of I students, staff, faculty Architecture students U of I students , staff, faculty U of I staff, faculty, and spouses only U of I staff, faculty, and spouses only U of I students only To promote conserva- tion of the environ- ment Social fraternity Outings, activities U of I students, concerned with en- staff, faculty vironmental con- servation U of I students only Social fraternity Heart fund — hockey Invitation tourney, blood drive Social fraternity To promote sisterhood and provide service to the community Promote ideals of vir- tue, diligence, and brotherly love To promote scholarship, social advancement, and general good relations among our members and associates U of I students only U of I students only U of I students only U of I students only -81- SOCIAL ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Single Parents at To fulfill the unique U. of I Society for Dru- idic Studies Illini Sport Parachute Club and various needs of single parents and families To foster study of druidic arts and the historical contributions of druids Foster skydiving Study sessions Square Dance Club To promote square dancing Star Trek Federa- Social tion Strat-O-Matic Bring together Strat- Game Club O-Matic games players Synton Radio Club Hobby (amateur radio) and public service Skydiving Square dancing Science fiction art show. Star Trek trivia bowl Amateur radio Tau Epsilon Phi Television Work- shop The Tennis Club Theta Xi Fra- ternity Town and Area To promote brotherhood To provide extra-cur- ricula experiences in television production for U of I students , primarily those in College of Communications To provide organized Tennis management and main- tenance of a unique (Rubico surfaced) and high quality tennis facility for the enjoyment of U of I staff and students Fraternity organization, nonprofit social Television pro- duction Social Weekly dinner guest, Thanks- giving dinner for Chanute airmen U of I students, staff, faculty U of I staff, faculty and spouses only U of I students, staff, faculty U of I staff, faculty, and spouses only Any student U of I staff, faculty, and spouses only U of I students, staff, faculty U of I students only U of I students, staff, faculty U of I staff, students , faculty U of I students only Local residents attending the Univer- sity of Illinois -82- SOCIAL ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Track Club Twin Town Trick- sters Undergraduate Anthropology Student Associa- tion Undergraduate Philosophy Club US-China Peoples Friendship As- sociation Tennis matches To promote running for fitness and casual competition To promote the perfor- Magic shows mance of magic and interest in it To provide students with information concerning anthro- pology and the de- partment To discuss philo- sophy University Dames Club To build active and lasting friendship based on mutual un- derstanding between the people of the United States and the people of China The objectives of this society shall be to promote the spirit of friendliness, to provide a basis for social activities, to stimulate general culture among its members, and to be of service to the school and community Fund raising events Veterinary Circle Social Waterpolo Club Wine Psi Phi Women's Club Recreational, inter- Waterpolo collegiate competition Social service organi- Fund raising zation Social events Two scholarships awarded U of I students , staff, faculty U of I students only U of I students only U of I students only U of I students , staf faculty, and spouses only U of I staff, faculty and spouses only U of I staff, facultj and spouses only U of I students only U of I students only Faculty spouses -83- SOCIAL ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Women's Glee Club Women Students Union University YMCA Student Group Young American Mothers Zeta Beta Tau Zeta Phi Beta Zeta Tau Alpha For the learning, re- Music hearsal, study, and performance of choral music written for women's voices Social, informational, and resource center to promote the status of women on campus To provide an atmos- phere of unlimited search for religious meaning in facing re- sponsibilities in the university and in society A general purpose or- ganization to publish material to publicize the goals of the members Social fraternity Campus Chest-ZBT Dance Marathon to benefit re- tarded citizens Service for mankind U of I students only U of I students, staff, faculty U of I students, staff, faculty U of I staff, faculty, and spouses only U of I students only U of I students only To serve the community Philanthropic pro- U of I students only jects H. SPORT ORGANIZATIONS Name Purpose Activities Membership criteria Army ROTC Rifle Club To promote good sports- manship, enhance rifle marksmanship ability, and provide recreation and financial support for the Army ROTC rifle team Associated Archers Social organization to bring together fellow archers and plan activities Backgammon Club Discussion U of I students only U of I students, staff, faculty U of I students, staff, faculty -84- SPORT ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Flying Illini, Inc. Hockey Club Illini Ice Dance Club Illini Folk Dance Society Practical experience Flying Any student in flying Promote, play hockey Hockey games Any student Promote ice dancing and provide ice dancing opportunities to the university community Recreation, social A teaching work- Any student shop, performances at International Fair U of I students , staff, faculty Illini Glider Club, Inc. Illini Gymnastics Club Recreation Flight training Any student The promotion of gym- Recreational ex- nastics in the com- perience munity and university and to provide social and recreational ex- perience through gymnastics Illini Kempoo Club Illini Racquet- ball Club Illini Sport Parachute Club Illini Weight Lifting Club Illinois La- crosse Club Illinois Track Club Japan Karate Association Judo Club To practice Shorin- Temple-kick- Boxing Together Recreation Recreation U of I students, staff, faculty Club tournaments Any student National and re- Any student gional parachuting meets Promote weight lifting Intercollegiate Any student on campus and intramural meets Recreation Play games with Any student other colleges Recreation Long-distance Any student running Instructional Karate To serve the greater Champaign-Urbana area by promoting judo as an Olympic sport, martial art, and a means of personal defense U of I students , staff, faculty U of I students, staff, faculty -85- SPORT ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Karate Club Latecomers Teaching and training in the martial art of Karate for personal and physical development Promote volleyball Host tournaments, raise funds Men's Volleyball Competitive volley- Club ball NROTC Rifle Team Recreation Recreation Rifle meets Spring and fall 100 mile rides Prairie Cycle Club Intramural Riding To promote, educate, Club and stimulate interest in the horse industry among the campus com- munity Rodeo Club at the To promote and better U of I U-C the sport of rodeo, stressing college rodeo Rugby Club Provide an athletic and social experience through Rugby Illinois Sailing To teach and enjoy re- Club creational and competitive sailing Scuba Club Recreation Trip to Bahamas, training in scuba diving Shinshin Toitsu Aikido Club Simian Outing Society Illini Ski Club To instruct Aikido and teach people to learn in union with the Ki of the universe To provide a forum for organization of expeditions for pur- poses of mountain climbing, rock climbing , and ice climbing Promote an interest in Sponsored trips the sport of skiing each semester U of I students, staff, faculty Any student U of I students, staff, faculty NROTC members Any student U of I students, staff, faculty U of I students, staff, faculty U of I students, staff, faculty U of I students, staff, faculty Any student U of I students, staff, faculty U of I students, staff, faculty U of I students, staff, faculty -86- SPORT ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Sod Buster Ski To promote an ap- preciation for various recreational sports through sporting tours of the United States Sporting tours of U of I students, the United States staff, faculty Tai-Chi and Kung Fu Club Tennis Club Terrapin Swim Club University Soccer Club Women's Soccer Club To provide an excel- lent opportunity to develop an under- standing of body dynamics and improve mental and physical vigor thru sound ex- cercise and martial arts techniques Recreation Play tennis To provide recreation- Water Ballet dur- al activity and par- ing Mom's Day ticipate in Mom's Day weekend weekend Recreation Recreation Play soccer, taffy apple sale U of I staff, faculty, and spouses only Any student U of I students only Any student Organize and play Any student soccer with other teams STUDENT GOVERNING ORGANIZATIONS Name Purpose Activities Membership criteria Agriculture Coun- Improve the College cil of Agriculture for the students in it AFROTC Det. 190 Activity Fund U. S. Army ROTC B i 1 ingua 1 /Mu 1 1 i- cultural Educa- tion Student Association Promote military camaraderie To teach military leadership To better prepare fu- ture educators in the field of bilingual education, and also to develop an aware- ness among those edu- cators currently un- aware of the goals and philosophy of bi- lingual/multicultural education Fund raising events Any student enrolled in the College of Agriculture U of I students only U of I students only U of I students only -87- STUDENT GOVERNING ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Bromley Hall Student Govern- ment Chinese Student Club To provide activities U of I students only for Bromley Hall re- sidents and act as a liaison between the building manager and the residents Social and recreation International fair Chinese students Commerce Council Student governing unit Sponsored a career Commerce students. Council of Presi- dents Governing and coordi- nating seminar, newslet- ter Organizing Engineering Coun- The purpose of Engi- cil neering Council is to represent the engineer- ing student through administrative poli- cies and the various activities sponsored by the Council Engineering Open Manage engineering House Central open house Committee petition Limited to residence hall residents U of I students only Publicity, tours Engineering students FAR Joint Coun- cil Forbes Hall Council To improve the quality of residence hall life by fostering greater fellowship among students and acting as a resource for student problems and comments To foster greater fellowship and develop group initiative U of I students only U of I students staff, faculty Graduate Student Voice for graduate and Provide consumer Association professional students information, ap- in university affairs pointments to university committee Graduate and profes- sional students -88- STUDENT GOVERNING ORGANIZATIONS (cont Name Purpose Activities Membership criteria HRFS Student Council Illinois Street Residence Hall Council Centralize all option clubs in HRFS; com- munication with faculty Govern the students of ISR U of I students only U of I students only Inter fraternity Council Service to fraterni- ties Fraternity rush , publish Illini Greek Campus fraternities ISR Executive Council Serve the students of ISR, act as a liaison between staff and students U of I students only Liberal Arts and Voice student opinions Sciences Council on matters concerning the school of LAS and the university as a whole LAR Beautiful and Function as Black U of I students only Together Sisters Maji McKinley Health Center Board Navy Council Nutritional Sciences Gradu- ate Student As- sociation Panhellenic Council student government in Lincoln Avenue resi- dence halls To serve Black stu- dents in the Cham- paign residence halls Advise the director as to how student funds should be spent Coordinating council Educational policy review and reform Policy making; govern- ing for sororities Fund raising events U of I students , staff, faculty U of I students, staff, faculty Student Advisory Coordinating council Council Survey to obtain Petition soft-tissue dental care for students Battalion picnic NROTC members and party Newsletter, social Nutritional sciences gatherings graduate students Sorority formal All national sorori- rush, plant sale ties on campus philanthropy Fulfill membership Medical students obligations to medical college committees , Christmas dance -89- STUDENT GOVERNING ORGANIZATIONS (cont'd) Name Purpose Activities Membership criteria Student Bar As- sociation Urbana-Champaign Senate Student Association Liaison with law Referendum on school administration grading policy To foster the interest of the students at the Urbana-Champaign campus of the University of Illinois in the U-C Faculty-Student Senate Law students U of I students only Undergraduate Student Associa- tion Community service and Tenant union with Undergraduate student educational policy common ground petition review and reform (mini interest courses ) Weston Tav Floor registered to allow Campus Chest co-sponsorship of Monte Carlo charity casino Monte Carlo cha- rity casino U of I students, staff, faculty -90- XIII. FOR FURTHER INFORMATION A. Campus Information Centers 1. Student Assistance Center, Lobby, Student Services Building, telephone (217) 333-4630. 2. Campus Information Center, north entrance to the Illini Union, telephone (217) 333-4666. B. Information Tapes Information on a variety of topics (e.g., CLEP and proficiency tests, campus recreation, student organizations, intellectual and cultural programs, parking and bicycle regulations) is available by calling (217) 333-2627 from 8:00 a.m. to 5:00 p.m., Monday through Friday. A student at the Student Assistance Center will play the requested tape directly into the telephone. C. Campus Visits Student Visitation Programs are offered each Monday and Friday from September 18 through November 17 (except September 29 and November 3 and 6) at 10:00 a.m, and at 1:00 p.m. Information is presented by representatives from the Office of Admissions and Records, Student Financial Aids, and Housing. Space is limited so reservations should be made by calling (217) 333-0302. A Transfer Student Day is held on the campus each February. Resource people from admissions, housing, financial aids, and the various college offices are available to answer the questions of potential transfer appli- cants. Details on this program are sent to all Illinois community colleges. Admissions officers are also available to counsel students on an appointment basis Monday through Friday from 8:30 a.m. to 12:00 noon and from 1:00 p.m. to 4:30 p.m. except holidays and December 25 through January 1 (telephone: (217) 333-0302). Campus tours are conducted in the fall and spring Monday through Friday at 11:00 a.m. and at 2:00 p.m. when classes are in session and weather permits. For further information contact the Office of Admissions and Records. D. Resource Materials 1. Catalogs. The Undergraduate Programs catalog describes the University's admission policies and provides detailed information about each college, curriculum, and field of concentration, including general education and graduation requirements and sample course schedules for satisfying these requirements. The Courses Catalog describes courses available at the Univer- sity. Reference copies of these catalogs are available at Illinois high school and community college counseling offices and at Illinois libraries. Individual copies may be purchased from the Illini Union Bookstore by sending a check or money order for $2.00 ($1.00 is to cover postages) to: Illini Union Bookstore, 715 South Wright Street, Champaign, Illinois 61820. -91- 2. Timetab l e . Published each semester, the Timetab le lists those courses being taught with their class meeting times and locations, and provides in- structions for advance enrollment and registration. Copies are distributed to students without charge prior to advance enrollment from the Campus Information Center, north entrance to the Illini Union, and from the Student Assistance Center, lobby, Student Services Building. 3. Admissions Publications (a) Undergrauda te Education This brochure gives an overview of the University- its students, faculty, curricula, and facilities. Copies are available from the office of Admissions and Records. ( b ) Transfer Handbook for Junior College Students, Academic Advisor, and Counselors This handbook outlines suggested two-year transfer programs for all curricula on our campus. Reference copies are available at Illinois high school and community college counseling offices. A course outline of a specific academic program may be obtained by writing to the Office of Admissions and Records. (c) Information for Prospective Students from Other Countries This brochure provides general information about the campus, instruction, expenses, aca- demic programs, and application procedures for international students. -92- XIV. ACADEMIC AND PROFESSIONAL OUTCOMES INFORMATION A. Introduction In choosing a college or university, prospective students are naturally concerned about their chances for staying in school and getting a job after graduation. Questions about these and other similar concerns are answered in this section of the handbook. By examining the performance of previous students with similar abilities and academic interests, prospective students can get an idea of their own chances for success at the University of Illinois at Urbana-Champaign, To aid you in these comparisons, the information listed in 1. below has been gathered and discussed separately for each of eight program groups (briefly described in 2. below) in sections B through I. 1. Indicators of Academic and Professional Success. The following criteria have been selected as indicators of academic and professional success . Academic success indicators a) Combination of ACT composite score and high school percentile rank (HSPR) b) Placement into freshman courses c) Proficiency credit d) Grade-point average after the first semester e) Academic status after the freshman year (i.e., good standing, probation, or dropped) f) Graduation after 8 or 10 semesters Professional success indicators a) Employment rates b) Salaries c) Performance on graduate and professional school entrance examinations (see Appendix D) -93- 2. Program Groups. For convenience, the undergraduate fields of study (curricula) at the Urbana-Champaign campus have been consol- idated into eight Program Groups. A complete listing of the fields of study in each Program Group is presented at the beginning of each Program Group section, and an abbreviated description appears below. Program Groups 1, 2, 3, and 4 lean toward the humanities and social sciences; Groups 5, 6, 7, and 8 are oriented more toward the sciences and mathematics. The Program Groups also differ from each other in the abilities, verbal and quantitative, and in the academic competitive- ness of the students enrolled in them. (See Table 1.) The ability level of students in each Program Group is defined in terms of admission test score (either ACT composite or SAT total) and high school percentile rank (HSPR) . Program Group Fields of Study 1 Health, Recreation, Physical Education, Aviation 2 Elementary Education, Home Economics, Fine and Applied Arts 3 Languages, Speech and Hearing 4 Communications, Classics, Social Science, English 5 General Agriculture, Horticulture, Landf -ape Architecture 6 Restaurant Management, Business, Econc ics 7 Agricultural Mechanization, Teaching of Mathematics and Science, Biological and Earth Sciences 8 Engineering, Chemistry, Mathematics, Physics, Agronomy, Agricultural Science, Architecture 3. How to Use the Academic and Professional Out "^mcs Information. To effectively use the Academic and Professiona i Outcomes Information, students must have the following information aoout themselves: a) Scores on the ACT or SAT (see Appendix A for ACT-SAT equivalencies) ; b) High school percentile rank; c) Probable field of study. Knowing this personal data, students can locate their field of study in one of the Program Groups and draw some conclusions from the data about their probable performance at the University of Illinois at Urbana-Champaign. Students who are undecided on a major field of study may want to examine the information in the Program Groups closest to their basic interests. -94- Table 1. Program Group Composition and Averages on Academic and Success Indicators Type of Information Group Number Data from Fall 1977 New Freshmen Number of students 191 1350 69 564 378 834 924 1785 Percent male 54 31 19 43 64 61 47 82 High school percentile rank 71 84 88 86 79 87 90 87 ACT English 20 22 24 24 21 22 23 23 ACT Mathematics 23 24 24 25 25 27 27 29 ACT Social Science 21 23 24 26 23 25 25 25 ACT Natural Science 24 26 26 27 26 27 28 29 ACT Composite 22 24 25 26 24 25 26 27 Data from Fall 1972 dew Freshmen Percent drops after 10 semesters 1 9 6 Percent graduates after 10 semesters 53 62 Data from Survey of 1976 Graduates Percent employed full-time Percent employed part-time Percent in graduate/ professional school and not employed 81 13 69 1 76 54 12 22 erage salary for those with full- time jobs: Men 12400 9200 8300 Women 8900 8500 8800 60 21 12 62 14 14 13 63 62 13 65 57 78 77 32 71 14 11 3 13 47 15 10000 11000 12600 10700 13800 8900 9400 11200 8900 11700 -95- B. Program Group 1 Program Group 1 includes the following fields of study (arranged by col- lege to facilitate use of the Undergraduate Programs catalog). In 1977, 191 beginning freshmen (54 percent male, 46 percent female) were enrolled in the fields of study included in Program Group 1. INSTITUTE OF AVIATION Aircraft maintenance and combined flight-maintenance Professional pilot COLLEGE OF EDUCATION Technical education specialties COLLEGE OF APPLIED LIFE STUDIES Community health education Physical education Public safety education Recreation and park administration Recreation — outdoor Recreation program specialist Recreation — therapeutic School health education School safety education -96- Q. How strong are the a udents em d in i Ik se fields of study? A. Considering the freshmen who entered these programs in 1977, the average ACT composite was 22, and the average high school percentile rank (HSPK) was 71. Their highest subtest scores on the American College Tests (ACT) were in the areas of mathematics and natural science. (See Appendix A for explanation of ACT and national average scores.) Prospective students can judge their competitive- ness with previous students in Program Group 1 by examining the following two tables. For example, Table 2 shows that 3.1 percent of the freshmen who entered Program Group 1 had an ACT composite above 27 and ranked in the upper 10 percent of their graduating class. The table also shows that 5.7 percent of the freshmen had an ACT composite above 27 and that 15.2 percent ranked in the upper 10 percent of their class when ACT composite and HSPR are considered separately. (See total columns.) TABLE 1. Program Gr oup 1: Average (Mean) ACT Scores English Mathematics Social Science Natural Science Composite 20 23 21 24 22 TABLE 2. Program Group 1: Percentage of Students with Particular Combinations of ACT Composite and High School Percentile Rank HSPR ACT Composite 90-99 80-89 70-79 Below 70 Totals (%) (%) (%) (%) (%) Above 30 0.5 - - - 0.5 28-30 2.6 1.0 - 1.6 5.2 25-27 5.8 4.7 3.1 7.3 20.9 22-24 3.1 8.4 4.7 17.3 33.5 Below 22 3.1 7.9 11.0 17.8 39.8 Totals 15.2 22.0 18.8 44.0 100.0 -97- Q. Into which (if any) mathematics and chemistry courses do students in Program Group 1 place? A. Mathematics and initial Chemistry placements are determined on the basis of standardized University placement examinations. Forty-seven percent of the 191 students who entered Program Group 1 in Fall 1977 placed into Basic Mathematics, while most students (51%) did not take the Chemistry exam. Table 3 below gives more details on placement in Chemistry and Mathematics. Appendix B gives descriptions of placement exams. TABLE 3. Program Group 1: Percentage of Freshmen Placing into Mathematics and Chemistry Courses Mathematics Course Placement % Placing Introductory Mathematics (Math 101, 104, or 111) 47 College Algebra or Trigonometry 25 Calculus 9 Freshmen Not Testing 19 Chemistry Course Placement * Introductory Chemistry (no previous high school 8 chemistry presumed) General Chemistry (requires some prior knowledge of 38 chemistry) General Chemistry (requires one year of high school 3 chemistry with grade of A or B; these students were also eligible to take advanced placement test in chemistry.) Freshmen Not Testing 51 *Chemistry courses also have mathematics prerequisites which should be checked before a student enrolls. -98- Q. Are students in Program Group 1 successful in prof iciencying any required courses? (A student who proficiencies a course receives credit toward graduation and a waiver of the specific degree requirement. By prof iciencying required course work, students may reduce the time and ex- pense required to earn a college degree, or may have the opportunity to take elective or advanced course work. ) A. Students may earn proficiency credit in the following ways at UIUC: 1. ACT English Subtest. Through successful performance on this examina- tion, students may satisfy the University Rhetoric requirement and receive 4 hours credit. About 1 percent of the freshmen in 1977 in this group received proficiency credit for Rhetoric. 2. Advanced Placement Examinations (AP) . High school students enrolled in AP courses are eligible to take national examinations for college credit. Each department at the University establishes standards for granting proficiency credit for the various examinations. 3. Departmental Examinations. Departments offer proficiency examina- tions in most courses open to freshmen and sophomores. Students who pass these examinations are given credit for the amount regu- larly allowed in the course. 4. College Level Examination Program (CLEP) . These examinations differ from the Advanced Placement and departmental proficiency examinations in that they test knowledge in a general subject rather than the sub- ject matter of any particular course. The policy for granting CLEP credit varies by the college in which a student enrolls. Policies range from no credit to up to six hours credit and a waiver of the general education requirement in the subject area. Table 4 gives, for each subject area on the CLEP examinations, the per- centage of students in Program Group 1 whose scores were high enough for credit consideration. The student's college must decide whether to award the credit. See appendix B for the CLEP policies of your college. TABLE 4. Program Group 1: Percentage of Students Eligible for Credit based on CLEP Examinations Not Score Eligible for No Three Hours Six Hours Subject Area Testing Credit Cre dit* Credit* Physical Science 86 9 4 1 Biological Science 86 12 2 1 Humanities 91 7 2 Social Science 86 10 3 *See Appendix B for colleges' CLEP credit policies ■99- Q. How high a grade-point average do freshmen in Program Group 1 typically earn their first semester? A. The grad men are related to ranks (HSPRs) . Pro semester GPAs by lo in Table 5 , which g For example, studen an ACT of 25-27 had a B. (See Appendix students should use e-point averages (GPAs) which students earn as fresh- their ACT composite scores and high school percentile spective students for Group 1 can estimate their first eating their combinations of HSPR and ACT composite ives the data for students who entered in fall 1977. ts in the upper 10% of their high school class with an average first semester GPA of 4.1 or slightly above C for an explanation of GPA calculations.) Transfer Table 6. TABLE 5. Program Group 1: First Semester Freshman Grade-Point Averages by Combination of ACT Composite and High School Percentile Rank HSPR ACT Composite 90-99 80-89 70-79 Below 70 Av erage GPA Above 30 4.2 - - - 4.2 28-30 3.9 4.4 - 3.4 3.8 25-27 4.1 3.7 3.4 3.6 3.7 22-24 3.6 3.6 3.5 3.5 3.6 Below 22 3.8 3.4 3.6 3.3 3.4 Average GPA 3.9 3.6 3.5 3.4 3.6 TABLE 6. Program Group 1: Data for Transfer Students Average ACT Composite Average High School Percentile Rank Average Transfer Hours 23 62 50 Average Transfer GPA Average First Semester Hours Average First Semester GPA 4.1 13 3.75 -100- Q. What are students' chances of being in good academic standing after their freshman year and of graduating? (A student's academic standing is determined at the end of each semester by his or her colli office and is based primarily upon the student's cumulative grade-point average. Clear status means a student can return the next semester without any academic conditions. Probationary status indicates a stu- dent can return but must earn a specified grade-point average that semester in order to continue enrollment. Dropped status means the student is academically ineligible to return the next semester.) A. The information in Table 7 shows that of the 261 students who began as freshmen in 1972 in Program Group 1, only 5 percent were academically ineligible to return after their freshman year and that 53 percent had graduated at the end of ten semesters. TABLE 7. Program Group 1: Academic Status of Students after 2, 4, 6, 8, 10 Semesters Semester _2 Jt _6 __8 10 Clear (%) 81 72 62 16 3 Probation (%) 10 4 3 2 0.4 Dropped (%) 5 10 9 10 9 Withdrawn (%) 4 15 23 30 34 Graduated (%) 2 43 53 -101- Q. What are students' chances of being on probation at the end of the freshman year if they are enrolled in Program Group 1? A. Generally, freshmen who rank high in their high school graduating class and who score well on the ACT are less likely to be on probation. By locating the combination of their high school per- centile rank and ACT composite score in Table 8, prospective students can get an idea of their chances of being on probation after two semesters. For example, none of the freshmen with an ACT com- posite of 28-30 and high school percent rank of 90 or higher were on probation. Considering only high school percentile rank, 7 percent of the students with a high school percentile rank of 90 or better were on probation after the first two semesters. Ten percent of all students who entered Program Group 1 were on probation at the end of the second semester. TABLE 8. Program Group 1: Percentage of Students on Probation (second semester) by Combination of ACT and HSPR HSPR ACT Composite 90-99 80-89 70-79 Below 70 (%) Totals (%) Above 30 28-30 25-27 22-24 Below 22 Total 33 11 11 12 15 5 13 10 13 7 18 9 7 9 14 10 7 12 8 11 10 Q. What are students' chances of being dropped from the Univer- sity? (Dropped status means a student is academically ineligible to return the next semester.) -102- A. Generally, the lower a student's HSPR and ACT composite, the greater the likelihood of being dropped from the University. I example, 9 percent of the students in Program Group 1 with a high school percentile rank below 70 were dropped from the University after two semesters compared to none who had a high school percentile rank of 90 or better. Considering the entire group, 5 percent of the students who entered Program Group 1 were dropped from the University after the second semester. (See Table 9.) TABLE 9. Program Group 1: Percentage of Students on Drop Status (second semester) by Combination of ACT and HSPR HSPR ACT Composite 90-99 " (%) 80-89 (%) 70-79 (%) Below 70 (%) Totals Above 30 28-30 25-27 22-24 Below 22 Total 5 5 7 5 5 2 13 9 9 Q. Is there a correlation between students' high school rank, ACT composite score, and completion of a bachelor's degree? A. Generally, students with a high ACT composite score and superior high school percentile rank combination are more likely to graduate than students with a lower test score and high school percentile rank combination, although this relationship was not strictly maintained in this group. For example, 43 percent of the students who entered Program Group 1 in 1972 with an ACT composite above 27 and a high school percentile rank of 90-99 graduated after ten semesters compared to only 35 percent who had an ACT composite below 22 and a high school percentile rank below 70. The graduation rate after eight semesters for Program Group 1 was 43 percent. After ten semesters, the rate had increased to 53 percent. (See Tables 10 and 11.) Although degree requirements for most fields of study can be completed by carrying 16 semester hours per semester for eight semesters, many students take an additional semester or two to complete their degree. -103- TABLE 10. Program Group 1: Percentage of Students Graduating after 8 Semesters by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below 70 (%) Totals (%) Above 30 - - - - - 28-30 43 20 25-27 53 47 35 46 46 22-24 70 55 56 43 51 Below 22 13 50 45 30 36 Total 48 48 48 36 43 TABLE 11. Program Group 1: Percentage of Students Graduating after 10 Semesters by Combination of ACT and HSPR HSPR ACT Composite 90-99 80-89 70-79 Below 70 Totals (%) (%) (%) (%) (%) Above 30 - - - - - 28-30 43 20 25-27 68 53 53 54 57 22-24 90 68 75 45 61 Below 22 38 71 59 35 47 Total 64 60 60 45 53 -104- Q. Do many students entering Program Group 1 change their major before graduating? A. About 38% of the students who entered Program Group 1 in 1972 changed their Program Group by their eighth semester of enrollment. Students in Program Group 1 tended to transfer to Program Group 4, a social science group. For those students who did transfer, the highest rate of graduation (75%) was from Program Group 4. University policy requires freshmen to stay in the academic program of admission for the first full year of attendance. Then students may request a transfer to a different academic program. Approval of requests to change majors is determined by the availability of space and the student's college grade-point average. Students who change their major may need an additional semester or two to complete degree requirements. Q. Who teaches the undergraduate courses in Program Group 1? A. Over 50 percent of the introductory (100 level) hours taught in Program Group 1 are taught by graduate teaching assistants, while at the advanced (300) level over 70% are taught by professors. By reviewing Table 12, prospective students can get an idea of the percentage of graduate teaching assistants they will have for courses. TABLE 12. Program Group 1: Percentage of Hours Taught by Graduate Teaching Assistants and Faculty Graduate Course Teaching Assistant Associate Full Level Assistant Professor Professor Professor Other % % % % % Introductory 54 12 8 1 24 (100 level) Intermediate (200 level) 38 23 16 14 Advanced (300 level) 47 22 27 Graduate 19 29 48 -105- Q. What are the graduates of Program Group 1 doing? A. A 1977 University survey of 1976 bachelor's degree graduates yielded 125 respondents from this group. Of these, 81% were employed full- time, and 13% were employed part-time, 2% were unemployed but seeking employment, and 4% were unemployed but not seeking employment (60% of this latter group were in school, working for advanced degrees). Table 13 indicates where the graduates were employed. TABLE 13. Employment Classifications for Group 1 Graduates Classification % Classification %_ Self-Employed 1 Other Educational 34 Industrial/Business Firm 23 Health-Related Agency 11 Professional Firm 1 Governmental Agency (inc. military) 13 College and University 9 Other 8 For those graduates who were employed full-time, the average salaries were about $8,900 for 64 women and $12,400 for 36 men. Seventy-eight percent of the women and 72 percent of the men had jobs related to their majors in college. Q. What advanced degrees are the graduates pursuing? A. Of the 15 people still in school (full- or part-time) , 80% were in Master's programs and none were pursuing higher degrees. Q. Were the students satisfied with their education at the University of Illinois at Urbana-Champaign? A. Of all the graduates surveyed from this group, 94 percent stated that they had a positive attitude toward the U of I in general, and 82 percent had a positive attitude toward their major field of study. -106- C. Program Group 2 Program Group 2 includes the following fields of study (arranged by college to facilitate use of the Undergraduate Programs catalog) . In 1977, 1,350 beginning freshmen (31 percent male, 69 percent female-; were enrolled in the fields of study included in Program Group 2. COLLEGE OF AGRICULTURE COLLEGE OF LIBERAL ARTS AND SCIENCES Home economics Home economics education Interior design COLLEGE OF EDUCATION Art history General curriculum Home economics Music Occupational therapy Early childhood education Elementary education Teaching of mentally handicapped children SCHOOL OF SOCIAL WORK Social Work COLLEGE OF FINE AND APPLIED ARTS Art — crafts Art education Art — general curriculum Art — graphic design Art — history Art — industrial design Art — medical Art — painting Art — sculpture Dance Music — composition Music education Music — history Music — instrumental Music — voice Teaching of dance Theatre — acting Theatre — directing and playwritinj; Theatre — technology and design Urban and regional planning -107- Q. How strong are the academic records of students enrolled in these fields of study? A. Considering the freshmen who entered these programs in 1977, the average ACT composite was 24 and the average high school percentile rank (HSPR) was 84. Their highest subtest scores on the American College Tests (ACT) were in the areas of mathematics and natural science. (See Appendix A for explanation of ACT and national average scores.) Prospective students can judge their competitive- ness with previous students in Program Group 2 by examining the following two tables. For example, Table 2 shows that 14.3 percent of the freshmen who entered Program Group 2 had an ACT composite above 27 and ranked in the upper 10 percent of their graduating class. The table also shows that 21.8 percent of the freshmen had an ACT composite above 27 and that 43.9 percent ranked in the upper 10 percent of their class when ACT composite and HSPR are considered separately. (See total columns.) TABLE 1. Program Group 2: Average (Mean) ACT Scores English Mathematics Social Science Natural Science Composite 22 24 23 26 24 TABLE 2. Program Group 2: Percentage of Students with Particular Combinations of ACT Composite and High School Percentile Rank HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below 70 (%) Totals (%) Above 30 2.8 .4 .1 .1 3.5 28-30 11.5 3.4 1.6 1.8 18.3 25-27 12.8 8.0 5.6 2.7 29.0 22-24 9.3 6.7 5.3 3.1 24.3 Below 22 7.5 8.2 5.0 4.1 24.9 Totals 43.9 26.7 17.6 11.9 100.0 -108- Q. Into which (if any) mathematics and chemistry courses do students in Program Group 2 place? A. Mathematics and initial Chemistry placements are determined on the basis of standardized University placement examinations. Thirty-three percent of the 1350 students who entered Program Group 2 in Fall 1977 placed into Basic Mathematics, while many students (47%) did not take the Chemistry exam. Table 3 below gives more details on placement in Chemistry and Mathematics. Appendix B gives descriptions of placement exams . TABLE 3. Program Group 2: Percentage of Freshmen Placing into Mathematics and Chemistry Courses Mathematics Course Placement % Placing Introductory Mathematics (Math 101, 104, or 111) 33 College Algebra or Trigonometry 24 Calculus 19 Freshmen Not Testing 24 Chemistry Course Placement * Introductory Chemistry (no previous high school 9 chemistry presumed) General Chemistry (requires some prior knowledge of 35 chemistry) General Chemistry (requires one year of high school 9 chemistry with grade of A or B; these students were also eligible to take advanced placement test in chemistry. ) Freshmen Not Testing 47 *Chemistry courses also have mathematics prerequisites which should be checked before a student enrolls. -109- Q. Are students in Program Group 2 successful in prof iciencying any required courses? (A student who proficiencies a course receives credit toward graduation and a waiver of the specific degree requirement. By prof iciencying required course work, students may reduce the time and ex- pense required to earn a college degree, or may have the opportunity to take elective or advanced course work.) A. Students may earn proficiency credit in the following ways at UIUC: 1. ACT English Subtest. Through successful performance on this examina- tion, students may satisfy the University Rhetoric requirement and receive 4 hours credit. About 10 percent of the freshmen in 1977 in this group received proficiency credit for Rhetoric. 2. Advanced Placement Examinations (AP) . High school students enrolled in AP courses are eligible to take national examinations for college credit. Each department at the University establishes standards for granting proficiency credit for the various examinations. 3. Departmental Examinations. Departments offer proficiency examina- tions in most courses open to freshmen and sophomores. Students who pass these examinations are given credit for the amount regu- larly allowed in the course. 4. College Level Examination Program (CLEP) . These examinations differ from the Advanced Placement and departmental proficiency examinations in that they test knowledge in a general subject rather than the sub- ject matter of any particular course. The policy for granting CLEP credit varies by the college in which a student enrolls. Policies range from no credit to up to six hours credit and a waiver of the general education requirement in the subject area. Table 4 gives, for each subject area on the CLEP examinations, the per- centage of students in Program Group 2 whose scores were high enough for credit consideration. The student's college must decide whether to award the credit. See appendix B for the CLEP policies of your college. TABLE 4. Program Group 2: Percentage of Students Eligible for Credit based on CLEP Examinations Not Testing Score Eligible for Subject Area No Credit Three Hours Credit* Six Hours Credit* Physical Science 86 9 4 2 Biological Science 86 11 2 2 Humanities 82 15 2 1 Social Science 80 16 4 1 *See Appendix B for colleges' CLEP credit policies -110- Q. How high a grade-point average do freshmen in Program Group 2 typically earn their first semester? A. The grade-point averages (GPAs) which students earn as fresh- men are related to their ACT composite scores and high school percentile ranks (HSPRs). Prospective students for Group 2 can estimate their first semester GPAs by locating their combinations of HSPR and ACT composite in Table 5, which gives the data for students who entered in fall 1977. For example, students in the upper 10% of their high school class with an ACT of 25-27 had an average first semester GPA of 4.1 or slightly above a B. (See Appendix C for an explanation of GPA calculations.) Transfer stu- dents should use Table 6. TABLE 5. Program Group 2: First Semester Freshman Grade-Point Averages by Combination of ACT Composite and High School Percentile Rank HSPR ACT Composite 90-99 80-89 Above 30 4.6 4.4 3.6 4.1 28-30 4.4 4.3 3.7 3.3 25-27 4.1 3.8 3.7 3.5 22-24 3.9 3.8 3.6 3.5 Below 22 3.5 3.5 3.4 3.2 Average GPA 4.1 3.8 3.6 3.4 70-79 Below 70 Average GPA 4.6 4.2 3.9 3.8 3.4 3.8 TABLE 6. Program Group 2: Data for Transfer Students Average ACT Composite Average High School Percentile Rank Average Transfer Hours 23 75 50 Average Transfer GPA Average First Semester Hours Average First Semester GPA 4.2 14 4.0 -111- Q. What are students' chances of being in good academic standing after their freshman year and of graduating? (A student's academic standing is determined at the end of each semester by his or her college office and is based primarily upon the student's cumulative grade-point average. Clear status means a student can return the next semester without any academic conditions. Probationary status indicates a stu- dent can return but must earn a specified grade-point average that semester in order to continue enrollment. Dropped status means the student is academically ineligible to return the next semester.) A. The information in Table 7 shows that of the 1665 students who began as freshmen in 1972 in Program Group 2, only 2 percent were academically ineligible to return after their freshman year and that 62 percent had graduated at the end of ten semesters. TABLE 7. Program Group 2: Academic Status of Students after 2, 4, 6, 8, 10 Semesters Semester _2 _4 _6 _8 10 Clear (%) 88 77 64 13 2 Probation (%) 6 5 3 1 0.4 Dropped (%) 2 4 5 6 6 Withdrawn (%) 3 15 26 28 30 Graduated (%) - - 3 53 62 -112- Q. What are students' chances of being on probation at the end of the freshman year if they are enrolled in Program Group 2? A. Generally, freshmen who rank high in their high school graduating class and who score well on the- ACT are less likely to be on probation. By locating the combination of their high school per- centile rank and ACT composite score in Table 8, prospective students can get an idea of their chances of being on probation after two semesters. For example, 4% of the freshmen with an ACT com- posite of 28-30 and high school percent rank of 90 or higher were on probation. Considering only high school percentile rank, 4 percent of the students with a high school percentile rank of 90 or better were on probation after the first two semesters. Six percent of all students who entered Program Group 2 were on probation at the end of the second semester. TABLE 8. Program Group 2: Percentage of Students on Probation (second semester) by Combination of ACT and H SPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 " (%) " Below 70 Totals (%) (%) Above 30 3 33 3 28-30 4 2 14 4 25-27 1 4 5 10 3 22-24 4 4 9 24 7 Below 22 17 17 28 21 20 Total 4 6 11 19 6 Q. What are students' chances of being dropped from the Univer- sity? (Dropped status means a student is academically ineligible to return the next semester.) -113- A. Generally, the lower a student's HSPR and ACT composite, the greater the likelihood of being dropped from the University. For example, 4 percent of the students in Program Group 2 with a high school percentile rank below 70 were dropped from the University after two semesters compared to 1 percent who had a high school percentile rank of 90 or better. Considering the entire group, 2 percent of the students who entered Program Group 2 were dropped from the University after the second semester. (See Table 9.) TABLE 9. Program Group 2: Percentage of Students on Drop Status (second semester) by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below (%) 70 Totals (%) Above 30 1 20 2 28-30 1 4 10 2 25-27 2 1 1 22-24 1 2 4 6 2 Below 22 3 8 5 5 Total 1 3 2 4 2 Q. Is there a correlation between students' high school rank, ACT composite score, and completion of a bachelor's degree? A. Generally, students with a high ACT composite score and superior high school percentile rank combination are more likely to graduate than students with a lower test score and high school percentile rank combination, although this relationship was not strictly maintained in this group. For example, 71 percent of the students who entered Program Group 2 in 1972 with an ACT composite above 27 and a high school percentile rank of 90-99 graduated after ten semesters compared to only 30 percent who had an ACT composite below 22 and a high school percentile rank below 70. The graduation rate after eight semesters for Program Group 2 was 53 percent. After ten semesters, the rate had increased to 62 percent. (See Tables 10 and 11.) Although degree requirements for most fields of study can be completed by carrying 16 semester hours per semester for eight semesters, many students take an additional semester or two to complete their degree. -114- TABLE 10. Program Group 2: Percentage of Students Graduating after 8 Semesters by Combination of ACT and HSPR HSPR ACT Composite Above 30 28-30 25-27 22-24 Below 22 Total 90-99 60 64 59 55 34 58 80-89 70-79 (%) (%) 80 33 64 45 50 52 53 44 30 40 51 46 Below 70 Totals (%) (%) 59 57 63 38 55 45 52 24 31 33 53 TABLE 11. Program Group 2: Percentage of Students Graduating after 10 Semesters by Combination of ACT and HSPR ACT Composite Above 30 28-30 25-27 22-24 Below 22 Total 90-99 80-89 HSPR 70-79 (%) (%) (%) 68 80 33 72 73 50 65 65 57 68 60 58 49 44 40 67 62 53 Below 70 (%) 71 57 45 30 41 Totals (%) 66 71 64 62 41 62 -115- Q. Do many students entering Program Group 2 change their major before graduating? A. About 64% of the students who entered Program Group 2 in 1972 changed their Program Group by their eighth semester of enrollment. Students in Program Group 2 tended to transfer to Program Group 4, a social science group. For those students who did transfer, the highest rate of graduation (91%) was from Program Group 7. University policy requires freshmen to stay in the academic program of admission for the first full year of attendance. Then students may request a transfer to a different academic program. Approval of requests to change majors is determined by the availability of space and the student's college grade-point average. Students who change their major may need an additional semester or two to complete degree requirements. Q. Who teaches the undergraduate courses in Program Group 2? A. Over 25 percent of the introductory (100 level) hours taught in Program Group 2 are taught by graduate teaching assistants, while at the advanced (300) level 85% are taught by professors. By reviewing Table 12, prospective students can get an idea of the percentage of graduate teaching assistants they will have for courses. TABLE 12. Program Group 2: Percentage of Hours Taught by Graduate Teaching Assistants and Faculty Course Level Graduate Teaching Assistant % Assistant Professor % Associate Professor % Full Professor % Other % Introductory (100 level) 29 26 12 14 19 Intermediate (200 level) 24 21 19 13 22 Advanced (300 level) 9 33 22 30 7 Graduate - 19 27 46 9 -116- Q. What are the graduates of Program Group 2 doing? A. A 1977 University survey of 1976 bachelor's degree graduates yielded 482 respondents from this group. Of these, 69% were employed fulltime, and 16% were employed part-time, 5% were unemployed but seeking employment, and 10% were unemployed but not seeking employment (54% of this latter group were in school, working for advanced degrees) . Table 13 indicates where the graduates were employed. TABLE 13. Employment Classifications for Group 2 Graduates Classification Self-Employed 3 Industrial/Business Firm 33 Professional Firm 6 College and University 10 Classification 1 33 4 Other Educational Health-Related Agency Governmental Agency (inc. military) 7 Other 3 For those graduates who were employed full-time, the average salaries were about $8,500 for 266 women and $9,200 for 51 men. Seventy-six percent of the women and 71 percent of the men had jobs related to their majors in college. Q. What advanced degrees are the graduates pursuing? A. Of the 101 people still in school (full- or part-time), 75% were in Master's programs, and 3% were in law school. Q. Were the students satisfied with their education at the University of Illinois at Urbana-Champaign? A. Of all the graduates surveyed from this group, 96 percent stated that they had a positive attitude toward the U of I in general, and 76 percent had a positive attitude toward their major field of study, -117- D. Program Group 3 Program Group 3 includes the following fields of study (arranged by college to facilitate use of the Undergraduate Programs catalog) In 1977, 69 beginning freshmen (19 percent male, 81 percent female) were enrolled in the fields of study included in Program Group 3. COLLEGE OF LIBERAL ARTS AND SCIENCES Asian studies French Germanic languages and literature Italian Linguistics Portuguese Russian Russian language and Eastern European area studies Spanish Speech and hearing science Teacher Education Curricula in: French German Russian Spanish Speech Speech and hearing science -118- Q. How strong are the academic records of students enrolled in these fields of study? A. Considering the freshmen who entered these programs in 1977, the average ACT composite was 25 and the average high school percentile rank (HSPR) was 88. Their highest subtest scores on the American College Tests (ACT) were in the areas of natural science and English. (See Appendix A for explanation of ACT and national average scores.) Prospective students can judge their competitive- ness with previous students in Program Group 3 by examining the following two tables. For example, Table 2 shows that 11.6 percent of the freshmen who entered Program Group 3 had an ACT composite above 27 and ranked in the upper 10 percent of their graduating class. The table also shows that 18.8 percent of the freshmen had an ACT composite above 27 and that 53.6 percent ranked in the upper 10 percent of their class when ACT composite and HSPR are considered separately. (See total columns. ) TABLE 1. Program Group 3: Average (Mean) ACT Scores English Mathematics Social Science Natural Science Composite 24 24 24 26 25 TABLE 2. Program Group 3: Percentage of Students with Particular Combinations of ACT Composite and High School Percentile Rank HSPR ACT Composite Above 30 28-30 25-27 22-24 Below 22 Totals 90-99 (%) 11.6 17.4 17.4 7.2 53.6 80-89 4.3 14.5 5.8 10.1 34.8 70-79 1.4 2.9 4.3 1.4 10.1 Below 70 Totals (%) (%) 1.4 1.4 - 17.4 - 34.8 - 27.5 - 18.8 1.4 100.0 -119- Q. Into which (if any) mathematics and chemistry courses do students in Program Group 3 place? A. Mathematics and initial Chemistry placements are determined on the basis of standardized University placement examinations. Forty-three percent of the 69 students who entered Program Group 3 in Fall 197 7 did not take the mathematics examination, and eighty percent did not take the chemistry exam. Table 3 below gives more details on placement in Chemistry and Mathematics. Appendix B gives descriptions of placement exams. TABLE 3. Program Group 3: Percentage of Freshmen Placing into Mathematics and Chemistry Courses Mathematics Course Placement % Placing Introductory Mathematics (Math 101, 104, or 111) 23 College Algebra or Trigonometry 22 Calculus 12 Freshmen Not Testing 43 Chemistry Course Placement * Introductory Chemistry (no previous high school 4 chemistry presumed) General Chemistry (requires some prior knowledge of 13 chemistry) General Chemistry (requires one year of high school 3 chemistry with grade of A or B; these students were also eligible to take advanced placement test in chemistry. ) F reshmen Not Testing 80 *Chemistry courses also have mathematics prerequisites which should be checked before a student enrolls. -120- Q. Are students in Program Group 3 successful in prof iciencying any required courses? (A student who proficiencies a course receives credit toward graduation and a waiver of the specific degree requirement. By prof iciencying required course work, students may reduce the time and ex- pense required to earn a college degree, or may have the opportunity to take elective or advanced course work.) A. Students may earn proficiency credit in the following ways at UIUC: 1. ACT English Subtest. Through successful performance on this examina- tion, students may satisfy the University Rhetoric requirement and receive 4 hours credit. About 19 percent of the freshmen in 1977 in this group received proficiency credit for Rhetoric. 2. Advanced Placement Examinations (AP) . High school students enrolled in AP courses are eligible to take national examinations for college credit. Each department at the University establishes standards for granting proficiency credit for the various examinations. 3. Departmental Examinations. Departments offer proficiency examina- tions in most courses open to freshmen and sophomores. Students who pass these examinations are given credit for the amount regu- larly allowed in the course. 4. College Level Examination Program (CLEP) . These examinations differ from the Advanced Placement and departmental proficiency examinations in that they test knowledge in a general subject rather than the sub- ject matter of any particular course. The policy for granting CLEP credit varies by the college in which a student enrolls. Policies range from no credit to up to six hours credit and a waiver of the general education requirement in the subject area. Table 4 gives, for each subject area on the CLEP examinations, the per- centage of students in Program Group 3 whose scores were high enough for credit consideration. The student's college must decide whether to award the credit. See appendix B for the CLEP policies of your college. TABLE 4. Program Group 3: Percentage of Students Eligible for Credit based on CLEP Examinations Not Testing Score Eligi ble for Subject Area No Credit Three Hours Credit* Six Hours Credit* Physical Science 91 7 1 Biological Science 91 9 Humanities 65 22 10 3 Social Science 78 17 4 *See Appendix B for colleges' CLEP credit policies -121- Q. How high a grade-point average do freshmen in Program Group 3 typically earn their first semester? A. The grade-point averages (GPAs) which students earn as fresh- men are related to their ACT composite scores and high school percentile ranks (HSPRs). Prospective students for Group 3 can estimate their first semester GPAs by locating their combinations of HSPR and ACT composite in Table 5, which gives the data for students who entered in fall 1977. For example, students in the upper 10% of their high school class with an ACT of 25-27 had an average first semester GPA of 4.3 or slightly above a B. (See Appendix C for an explanation of GPA calculations.) Transfer students should use Table 6. TABLE 5. Program Group 3: First Semester Freshman Grade-Point Averages by Combination of ACT Composite and High School Percentile Rank HSPR ACT Composite 90-99 80-89 70-79 Below 70 Above 30 28-30 4.5 3.9 4.5 25-27 4.3 4.1 4.1 22-24 3.7 4.4 3.8 Below 22 3.5 3.9 3.9 3.0 Average GPA 4.1 4.0 4.0 3.0 Average GPA 4.3 4.2 3.9 3.7 4.0 TABLE 6. Program Group 3: Data for Transfer Students Average ACT Composite Average High School Percentile Rank Average Transfer Hours 23 71 44 Average Transfer GPA Average First Semester Hours Average First Semester GPA 4.4 13 3.9 -122- Q. What are students' chances of being in good academic standing after their freshman year and of graduating? (A student's academic standing is determined at the end of each semester by his or her college office and is based primarily upon the student's cumulative grade-point average. Clear status means a student can return the next semester without any academic conditions. Probationary status indicates a stu- dent can return but must earn a specified grade-point average that semester in order to continue enrollment. Dropped status means the student is academically ineligible to return the next semester.) A. The information in Table 7 shows that of the 111 students who began as freshmen in 1972 in Program Group 3, only 3 percent were academically ineligible to return after their freshman year and that 76 percent had graduated at the end of ten semesters. TABLE 7. Program Group 3: Academic Status of Students after 2, 4, 6, 8, 10 Semesters Semester _2 _4 _6 __8 10 Clear (%) 94 87 63 13 4 Probation (%) 4 111- Dropped (%) 3 1111 Withdrawn (%) - 11 31 19 20 Graduated (%) - - 5 67 76 -123- Q. What are students' chances of being on probation at the end of the freshman year if they are enrolled in Program Group 3? A. Generally, freshmen who rank high in their high school graduating class and who score well on the ACT are less likely to be on probation. By locating the combination of their high school per- centile rank and ACT composite score in Table 8, prospective students can get an idea of their chances of being on probation after two semesters. For example, none of the freshmen with an ACT com- posite of 28-30 and high school percent rank of 90 or higher were on probation. Considering only high school percentile rank, 1 percent of the students with a high school percentile rank of 90 or better were on probation after the first two semesters. Four percent of all students who entered Program Group 3 were on probation at the end of the second semester. TABLE 8. Program Group 3: Percentage of Students on Probation (second semester) by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below 70 Totals (%) (%) Above 30 - - - 28-30 - 25-27 17 25 - 5 22-24 6 13 - - 8 Below 22 - Total 1 12 14 - 4 Q. What are students' chances of being dropped from the Univer- sity? (Dropped status means a student is academically ineligible to return the next semester.) -124- A. Generally, the lower a student's HSPR and ACT composite, the greater the likelihood of being drooped from the University. However, there were no students on probation in Group 3 after two semesters. (See Table 9.) TABLE 9. Program Group 3: Percentage of Students on Drop Status (second semester) by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below (%) 70 Totals (%) Above 30 - - - 28-30 - 25-27 - 22-24 - - Below 22 - Total - Q. Is there a correlation between students' high school rank, ACT composite score, and completion of a bachelor's degree? A. Generally, students with a high ACT composite score and superior high school percentile rank combination are more likely to graduate than students with a lower test score and high school percentile rank combination, although this relationship was not strictly maintained in this group. For example, 84 percent of the students who entered Program Group 3 in 1972 with an ACT composite above 27 and a high school percentile rank of 90-99 graduated after ten semesters compared to only 71 percent who had an ACT composite below 22 and a high school percentile rank below 80. The graduation rate after eight semesters for Program Group 3 was 67 percent. After ten semesters, the rate had increased to 76 percent. (See Tables 10 and 11.) Although degree requirements for most fields of study can be completed by carrying 16 semester hours per semester for eight semesters, many students take an additional semester or two to complete their degree. -125- TABLE 10. Program Group 3: Percentage of Students Graduating after 8 Semesters by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below 70 (%) Totals (%) Above 30 71 - - - 71 28-30 73 100 100 - 75 25-27 58 67 50 - 59 22-24 69 75 - - 71 Below 22 100 50 - 57 Total 68 65 57 - 67 TABLE 11. Program Group 3: Percentage of Students Graduating after 10 Semesters by Combination of ACT and HSPR HSPR ACT Composite 90-99 80-89 70-79 Below 70 Totals (%) (%) (%) (%) (%) Above 30 71 - - - 71 28-30 87 100 100 - 88 25-27 68 100 75 - 73 22-24 69 75 - - 71 Below 22 100 50 - 57 Total 76 77 71 - 76 Q. Do many students entering Program Group 3 change their major before graduating? A. About 26% of the students who entered Program (.roup 3 in 1972 changed their Program Croup by their eighth semester of enrollment. Students in Program Group 3 tended to transfer to Program Group 4, a social science group. For those students who did transfer, the highest rate of graduation (75%) was from Program Group 4. University policy requires freshmen to stay in the academic program of admission for the first full year of attendance. Then students may request a transfer to a different academic program. Approval of requests to change majors is determined by the availability of space and the student's college grade-point average. Students who change their major may need an additional semester or two to complete degree requirements. Q. Who teaches the undergraduate courses in Program Group 3? A. Over 80 percent of the introductory (100 level) hours taught in Program Group 3 are taught by graduate teaching assistants, while at the advanced (300) level over 80% are taught by professors. By reviewing Table 12, prospective students can get an idea of the percentage of graduate teaching assistants they will have for courses. TABLE 12. Program Group 3: Percentage of Hours Taught by Graduate Teaching Assistants and Faculty Graduate Course Teaching Assistant Associate Full Level Assistant Professor Professor Professor Other % % % % % Introductory 84 8 3 3 3 (100 level) Intermediate (200 level) 25 22 39 13 Advanced (300 level) 23 30 38 Graduate 12 23 32 32 -127- Q. What are the graduates of Program Group 3 doing? A. A 1977 University survey of 1976 bachelor's degree graduates yielded 113 respondents from this group. Of these, 54% were employed full- time, and 12% were employed part-time, 12% were unemployed but seeking employment, and 22% were unemployed but not seeking employment (92% of this latter group were in school, working for advanced degrees). Table 13 indicates where the graduates were employed. TABLE 13. Employment Classifications for Group 3 Graduates Classification % Classification %_ Self-Employed Other Educational 45 Industrial/Business Firm 31 Health-Related Agency 3 Professional Firm 5 Governmental Agency (inc. military) College and University 15 Other 1 For those graduates who were employed full-time, the average salaries were about $8,800 for 52 women and $8,300 for 5 men. Sixty-one percent of the women and 57 percent of the men had jobs related to their majors in college. Q. What advanced degrees are the graduates pursuing? A. Of the 52 people still in school (full- or part-time), 81% were in Master's programs, and 12% were in law school. Q. Were the students satisfied with their education at the University of Illinois at Urbana-Champaign? A. Of all the graduates surveyed from this group, 93 percent stated that they had a positive attitude toward the U of I in general, and 85 percent had a positive attitude toward their major field of study. -128- E. Program Group 4 Program Group 4 includes the following fields of study (arranged by college to facilitate use of the Undergraduate Pr ograms catalog; . In 1977, 564 beginning freshmen (43 percent male, 07 percent female) were enrolled in the fields of study included in Progarm Group COLLEGE OF COMMUNICATIONS Advertising News-editorial (journalism) COLLEGE OF EDUCATION Teaching of English Teaching of social studies COLLEGE OF LIBERAL ARTS AND SCIENCES Anthropology Classics (includes Greek, Latin, and classical civilization) Comparative literature English Geography History Humanities (includes American civilization, history and philosophy of science, medieval civilization, and renaissance studies) Medical laboratory sciences Medical records administration Philosophy Political science Psychology Religious studies Rhetoric Sociology Speech communications Teacher Education Curricula in: English Geography Latin Social Studies -129- Q. How strong are the academic records of students enrolled in these fields of study? A. Considering the freshmen who entered these programs in 1977, the average ACT composite was 26 and the average high school percentile rank (HSPR) was 86. Their highest subtest scores on the American College Tests (ACT) were in the areas of natural science and social science. (See Appendix A for explanation of ACT and nation- al average scores.) Prospective students can judge their competitive- ness with previous students in Program Group 4 by examining the following two tables. For example, Table 2 shows that 18.8 percent of the freshmen who entered Program Group 4 had an ACT composite above 27 and ranked in the upper 10 percent of their graduating class. The table also shows that 29.4 percent of the freshmen had an ACT composite above 27 and that 47.9 percent ranked in the upper 10 percent of their class when ACT composite and HSPR are considered separately. (See total columns.) TABLE 1. Program Group 4: Average (Mean) ACT Scores English Mathematics Social Science Natural Science Composite 24 25 26 27 26 TABLE 2. Program Group 4: Percentage of Students with Particular Combinations of ACT Composite and High School Percentile Rank ACT Composite Above 30 28-30 25-27 22-24 Below 22 Totals 90-99 (%) 3.2 15.6 15.6 8.5 5.0 47.9 80-89 (%) • 2 6 4 10 6 6 7 3 27. HSPR 70-79 (%) .2 2.1 8.7 5.7 1.4 18.0 Below 70 Totals (%) (%) .2 3.7 1.6 25.7 2.7 37.6 .7 21.6 2.0 11.3 7.1 100.0 -130- Q. Into which (if any) mathematics and chemistry courses do students in Program Group A place? A. Mathematics and initial Chemistry placements are determined on the basis of standardized University placement examinations. Thirty-six percent of the 564 students who entered Program Group A in Fall 1977 placed into Basic Mathematics, while most students (66%) did not take the Chemistry exam. Table 3 below gives more details on placement in Chemistry and Mathematics. Appendix B gives descriptions of placement exams . TABLE 3. Program Group A: Percentage of Freshmen Placing into Mathematics and Chemistry Courses Mathematics Course Placement % Placing Introductory Mathematics (Math 101, 10A , or 111) 36 College Algebra or Trigonometry 26 Calculus 20 Freshmen Not Testing 19 Chemistry Course Placement* Introductory Chemistry (no previous high school 5 chemistry presumed) General Chemistry (requires some prior knowledge of 23 chemistry) General Chemistry (requires one year of high school 6 chemistry with grade of A or B; these students were also eligible to take advanced placement test in chemistry. ) Freshmen Not Testing 66 ^Chemistry courses also have mathematics prerequisites which should be checked before a student enrolls. -131- Q. Are students in Program Group 4 successful in prof iciencying any required courses? (A student who proficiencies a course receives credit toward graduation and a waiver of the specific degree requirement. By prof iciencying required course work, students may reduce the time and ex- pense required to earn a college degree, or may have the opportunity to take elective or advanced course work.) A. Students may earn proficiency credit in the following ways at UIUC: 1. ACT English Subtest. Through successful performance on this examina- tion, students may satisfy the University Rhetoric requirement and receive 4 hours credit. About 14 percent of the freshmen in 1977 in this group received proficiency credit for Rhetoric. 2. Advanced Placement Examinations (AP) . High school students enrolled in AP courses are eligible to take national examinations for college credit. Each department at the University establishes standards for granting proficiency credit for the various examinations. 3. Departmental Examinations. Departments offer proficiency examina- tions in most courses open to freshmen and sophomores. Students who pass these examinations are given credit for the amount regu- larly allowed in the course. 4. College Level Examination Program (CLEP). These examinations differ from the Advanced Placement and departmental proficiency examinations in that they test knowledge in a general subject rather than the sub- ject matter of any particular course. The policy for granting CLEP credit varies by the college in which a student enrolls. Policies range from no credit to up to six hours credit and a waiver of the general education requirement in the subject area. Table 4 gives, for each subject area on the CLEP examinations, the per- centage of students in Program Group 4 whose scores were high enough for credit consideration. The student's college must decide whether to award the credit. See appendix B for the CLEP policies of your college. TABLE 4. Program Group 4: Percentage of Students Eligible for Credit based on CLEP Examinations Score Eligible for Not No Three Hours Six Hours Subject Area Testing Credit Credit* Credit* Physical Science 87 8 4 1 Biological Science 87 11 2 1 Humanities 76 17 3 4 Social Science 67 23 6 4 *See Appendix B for colleges' CLEP credit policies -132- Q. How high a grade-point average do freshmen in Program Group 4 typically earn their first semester? A. The grade-point averages (GPAs) which students earn as fresh- men are related to their ACT composite scores and high school percentile ranks (HSPRs) . Prospective students for Group 4 can estimate their first semester GPAs by locating their combinations of HSPR and ACT composite in Table 5, which gives the data for students who entered in fall 1977. For example, students in the upper 10% of their high school class with an ACT of 25-27 had an average first semester GPA of 4.2 or slightly above a B. (See Appendix C for an explanation of GPA calculations.) Transfer stu- dents should use Table 6. TABLE 5. Program Group 4: First Semester Freshman Grade-Point Averages by Combination of ACT Composite and High School Percentile Rank HSPR ACT Composite 90-99 80-89 70-79 Below 70 Average GPA Above 30 4.3 3.8 4.4 3.8 4.2 28-30 4.3 4.1 4.0 3.5 4.2 25-27 4.2 3.9 3.8 3.6 4.0 22-24 4.0 4.0 3.6 3.9 3.9 Below 22 3.4 3.7 3.1 3.3 3.4 Average GPA 4.1 3.9 3.7 3.6 4.0 TABLE 6. Program Group 4: Data for Transfer Students Average ACT Composite Average High School Percentile Rank Average Transfer Hours 23 68 51 Average Transfer GPA Average First Semester Hours Average First Semester GPA 4.2 14 3.9 -133- Q. What are students' chances of being in good academic standing after their freshman year and of graduating? (A student's academic standing is determined at the end of each semester by his or her college office and is based primarily upon the student's cumulative grade-point average. Clear status means a student can return the next semester without any academic conditions. Probationary status indicates a stu- dent can return but must earn a specified grade-point average that semester in order to continue enrollment. Dropped status means the student is academically ineligible to return the next semester.) A. The information in Table 7 shows that of the 543 students who began as freshmen in 1972 in Program Group 4, only 3 percent were academically ineligible to return after their freshman year and that 60 percent had graduated at the end of ten semesters. TABLE 7. Program Group 4: Academic Status of Students after 2, 4, 6, 8, 10 S emesters Semester 2 4 6 8 10 Clear (%) 89 73 60 10 2 Probation (%) 3 3 2 1 0.2 Dropped (%) 3 5 5 5 5 Withdrawn (%) 5 20 26 30 33 Graduated (%) _ _ 6 54 60 -134- Q. What are students' chances of being on probation at the end of the freshman year if they are enrolled in Program Group 4? A. Generally, freshmen who rank high in their high school graduating class and who score well on the ACT are less likely to be on probation. By locating the combination of their high school per- centile rank and ACT composite score in Table 8, prospective students can get an idea of their chances of being on probation after two semesters. For example, none of the freshmen with an ACT com- posite of 28-30 and high school percent rank of 90 or higher were on probation. Considering only high school percentile rank, 1 percent of the students with a high school percentile rank of 90 or better were on probation after the first two semesters. Three percent of all students who entered Program Group 4 were on probation at the end of the second semester. TABLE 8. Program Group 4: Percentage of Students on Probation (second semester) by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below 70 (%) Totals (%) Above 30 - 28-30 - 25-27 2 5 6 3 22-24 3 11 13 6 Below 22 11 15 14 20 15 Total 1 5 8 14 3 Q. What are students' chances of being dropped from the Univer- sity? (Dropped status means a student is academically ineligible to return the next semester.) -135- A. Generally, the lower a student's HSPR and ACT composite, the greater the likelihood of being dropped from the University. For example, 14 percent of the students in Program Group 4 with a high school percentile rank below 70 were dropped from the University after two semesters compared to 1 percent who had a high school percentile rank of 90 or better. Considering the entire group, 3 percent of the students who entered Program Group 4 were dropped from the University after the second semester. (See Table 9.) TABLE 9. Program Group 4: Percentage of Students on Drop Status (second semester) by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below (%) 70 Totals (%) Above 30 100 - 2 28-30 1 - 1 25-27 3 5 3 22-24 3 11 5 Below 22 15 20 9 Total 1 5 3 14 3 Q. Is there a correlation between students' high school rank, ACT composite score, and completion of a bachelor's degree? A. Generally, students with a high ACT composite score and superior high school percentile rank combination are more likely to graduate than students with a lower test score and high school percentile rank combination, although this relationship was not strictly maintained in this group. For example, 66 percent of the students who entered Program Group 4 in 1972 with an ACT composite above 27 and a high school percentile rank of 90-99 graduated after ten semesters compared to only 13 percent who had an ACT composite below 22 and a high school percentile rank below 70. The graduation rate after eight semesters for Program Group 4 was 54 percent. After ten semesters, the rate had increased to 60 percent. (See Tables 10 and 11.) Although degree requirements for most fields of study can be completed by carrying 16 semester hours per semester for eight semesters, many students take an additional semester or two to complete their degree. -136- TABLE 10. Program Group 4: Percentage of Students Graduating after 8 Semesters by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below 70 (%) Totals (%) Above 30 64 88 - 67 28-30 61 53 71 - 60 25-27 52 53 59 50 53 22-24 62 44 25 67 53 Below 22 39 38 14 25 Total 57 53 45 18 54 TABLE 11. Program Group 4: Percentage of Students Graduating after 10 Semesters by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below 70 (%) Totals (%) Above 30 72 88 - 73 28-30 64 67 71 - 65 25-27 57 58 71 50 59 22-24 73 44 25 67 59 Below 22 39 38 29 13 30 Total 63 59 53 27 60 -137- Q. Do many students entering Program Group 4 change their major before graduating? A. About 29% of the students who entered Program Group 4 in 1972 changed their Program Group by their eighth semester of enrollment. Students in Program Group 4 tended to transfer to Program Group 6, a business group. For those students who did transfer, the highest rate of graduation (90%) was from Program Group 2. University policy requires freshmen to stay in the academic program of admission for the first full year of attendance. Then students may request a transfer to a different academic program. Approval of requests to change majors is determined by the availability of space and the student's college grade-point average. Students who change their major may need an additional semester or two to complete degree requirements. Q. Who teaches the undergraduate courses in Program Group 4? A. Over 65 percent of the introductory (100 level) hours taught in Program Group 4 are taught by graduate teaching assistants, while at the advanced (300) level over 85% are taught by professors. By reviewing Table 12, prospective students can get an idea of the percentage of graduate teaching assistants they will have for courses. TABLE 12. Program Group 4: Percentage of Hours Taught by Graduate Teaching Assistants and Faculty Graduate Course Teaching Assistant Associate Full Level Assistant Professor Professor Professor Other A /o Vo fo fa Introductory 68 7 12 7 6 (100 level) Intermediate 31 19 31 14 5 (200 level) Advanced 8 24 31 33 4 (300 level) Graduate 1 14 34 50 1 -138- Q. What are the graduates of Program Group 4 doing? A. A 1977 University survey of 1976 bachelor's degree graduates yielded 719 respondents from this group. Of these, 57% were employed full- time, and 14% were employed part-time, 5% were unemployed but seeking employment, and 24% were unemployed but not seeking employment (86% of this latter group were in school, working for advanced degrees). Table 13 indicates where the graduates were employed. TABLE 13. Employment Classifications for Group 4 Graduates Classification % Classification %_ Self-Employed 3 Other Educational 8 Industrial/Business Firm 48 Health-Related Agency 4 Professional Firm 9 Governmental Agency (inc. military) 9 College and University 14 Other 5 For those graduates who were employed full-time, the average salaries were about $8,900 for 256 women and $10,000 for 130 men. Fifty-two percent of the women and 48 percent of the men had jobs related to their majors in college. Q. What advanced degrees are the graduates pursuing? A. Of the 287 people still in school (full- or part-time), 47% were in Master's programs, 34% were in law school, 5% were in doctoral programs, 4% were in medical school, and 1% were in dental school. Q. Were the students satisfied with their education at the University of Illinois at Urbana-Champaign? A. Of all the graduates surveyed from this group, 93 percent stated that they had a positive attitude toward the U of I in general, and 75 percent had a positive attitude toward their major field of study, -139- F. Program Group 5 Program Group 5 includes the following fields of study (arranged by college to facilitate use of the Undergraduate Programs catalog.) In 1977, 378 beginning freshmen (64 percent male, 36 percent female) were enrolled in the fields of study included in Program Group 5. COLLEGE OF AGRICULTURE Core curriculum Agricultural communications Agricultural economics Agricultural industries Animal science Dairy science Food industry Food science Forest science General agriculture Horticulture Ornamental horticulture Teaching of agricultural occupations Wood science COLLEGE OF FINE AND APPLIED ARTS Landscape architecture -140- Q. How strong are the academic records of students enrolled in these fields of study? A. Considering the freshmen who entered these programs in 1977, the average ACT composite was 24 and the average high school percentile rank (HSPR) was 79. Their highest subtest scores on the American College Tests (ACT) were in the areas of natural science and mathematics. (See Appendix A for explanation of ACT and national average scores.) Prospective students can judge their competitive- ness with previous students in Program Group 5 by examining the following two tables. For example, Table 2 shows that 8.9 percent of the freshmen who entered Program Group 5 had an ACT composite above 27 and ranked in the upper 10 percent of their graduating class. The table also shows that 13.5 percent of the freshmen had an ACT composite above 27 and that 31.2 percent ranked in the upper 10 percent of their class when ACT composite and HSPR are considered separately. (See total columns.) TABLE 1. Program Group 5: Average (Mean) ACT Scores English Mathematics Social Science Natural Science Composite 21 25 23 26 24 TABLE 2. Program Group 5: Percentage of Students with Particular Combinations of ACT Composite and High School Percentile Rank HSPR ACT Composite Above 30 28-30 25-27 22-24 Below 22. Totals 90-99 (%) 1.0 7.9 12.7 6.6 2.9 31.2 80-89 (%) .3 2.6 7.4 6.9 6.1 23.3 70-79 .5 5.8 6.1 5.8 18.3 Below 70 Totals (%) (%) - 1.3 1.1 12.2 7.1 33.1 9.8 29.4 9.3 24.1 27.2 100.0 -141- Q. Into which (if any) mathematics and chemistry courses do students in Program Group 5 place? A. Mathematics and initial Chemistry placements are determined on the basis of standardized University placement examinations. Forty-six percent of the 378 students who entered Program Group 5 in Fall 1977 placed into Basic Mathematics, while most students (56%) had some know- ledge of Chemistry. Table 3 below gives more details on placement in Chemistry and Mathematics. Appendix B gives descriptions of placement exams . TABLE 3. Program Group 5: Percentage of Freshmen Placing into Mathematics and Chemistry Courses Mathematics Course Placement % Placing Introductory Mathematics (Math 101, 104, or 111) 46 College Algebra or Trigonometry 33 Calculus 19 Freshmen Not Testing 3 Chemistry Course Placement * Introductory Chemistry (no previous high school 14 chemistry presumed) General Chemistry (requires some prior knowledge of 56 chemistry) General Chemistry (requires one year of high school 13 chemistry with grade of A or B; these students were also eligible to take advanced placement test in chemistry.) Freshmen Not Testing 17 *Chemistry courses also have mathematics prerequisites which should be checked before a student enrolls. -142- Q. Are students in Program Group 5 successful in prof iciencying any required courses? (A student who proficiencies a course receives credit toward graduation and a waiver of the specific degree requirement. By prof iciencying required course work, students may reduce the time and ex- pense required to earn a college degree, or may have the opportunity to take elective or advanced course work. ) Students may earn proficiency credit in the following ways at UIUC 1. ACT English Subtest. Through successful performance on this examina- tion, students may satisfy the University Rhetoric requirement and receive 4 hours credit. About 3 percent of the freshmen in 1977 in this group received proficiency credit for Rhetoric. 2. Advanced Placement Examinations (AP) . High school students enrolled in AP courses are eligible to take national examinations for college credit. Each department at the University establishes standards for granting proficiency credit for the various examinations. 3. Departmental Examinations. Departments offer proficiency examina- tions in most courses open to freshmen and sophomores. Students who pass these examinations are given credit for the amount regu- larly allowed in the course. 4. College Level Examination Program (CLEP) . These examinations differ from the Advanced Placement and departmental proficiency examinations in that they test knowledge in a general subject rather than the sub- ject matter of any particular course. The policy for granting CLEP credit varies by the college in which a student enrolls. Policies range from no credit to up to six hours credit and a waiver of the general education requirement in the subject area. Table 4 gives, for each subject area on the CLEP examinations, the per- centage of students in Program Group 5 whose scores were high enough for credit consideration. The student's college must decide whether to award the credit. See appendix B for the CLEP policies of your college. TABLE 4. Program Group 5: Percentage of Students Eligible for Credit based on CLEP Examinations Subject Area Physical Science Biological Science Humanities Social Science Not Testing Score Eligible for 93 93 82 74 No Three Hours Six Hours Credit Credit* Credit* 5 7 17 25 1 * See Appendix B for colleges' CLEP credit policies -143- Q. How high a grade-point average do freshmen in Program Group 5 typically earn their first semester? A. The grade-point averages (GPAs) which students earn as fresh- men are related to their ACT composite scores and high school percentile ranks (HSPRs) . Prospective students for Group 5 can estimate their first semester GPAs by locating their combinations of HSPR and ACT composite in Table 5, which gives the data for students who entered in fall 1977. For example, students in the upper 10% of their high school class with an ACT of 25-27 had an average first semester GPA of 4.01 or slightly above a B. (See Appendix C for an explanation of GPA calculations.) Transfer students should use Table 6. TABLE 5. Program Group 5: First Semester Freshman Grade-Point Averages by Combination of ACT Co mposite and Hig h Sc hool Perce ntile Rank HSPR ACT Composite 90-99 80-89 70-79 Below 70 Average GPA Above 30 4.4 1.6 3.9 28-30 4.3 4.0 4.2 3.2 4.2 25-27 4.0 3.6 3.2 3.3 3.6 22-24 3.8 3.5 3.3 2.9 3.3 Below 22 3.7 3.3 3.1 2.9 3.2 Average GPA 4.0 3.5 3.3 3.0 3.5 TABLE 6. Program Group 5: Data for Transfer Students Average ACT Average High School Average Composite Percentile Rank Transfer Hours 23 75 54 Average Average First Average First Transfer GPA Semester Hours Semester GPA 4.1 14 3.7 -144- Q. What are students' chances of being in good academic standing after their freshman year and of graduating? (A student's academic standing is determined at the end of each semester by his or her college office and is based primarily upon the student's cumulative grade-point average. Clear status means a student can return the next semester without any academic conditions. Probationary status indicates a stu- dent can return but must earn a specified grade-point average that semester in order to continue enrollment. Dropped status means the student is academically ineligible to return the next semester.) A. The information in Table 7 shows that of the 248 students who began as freshmen in 1972 in Program Group 5, only 6 percent were academically ineligible to return after their freshman year and that 62 percent had graduated at the end of ten semesters. TABLE 7. Program Group 5: Academic Status of Students after 2, 4, 6, 8, 10 Semesters Semester _2 Jl _6 _8 10 Clear (%) 77 68 64 13 2 Probation (%) 11 6 4 4 1 Dropped (%) 6 10 12 12 12 Withdrawn (%) 6 15 19 19 23 Graduated (%) - - 1 52 62 145- Q. What are students' chances of being on probation at the end of the freshman year if they are enrolled in Program Group 5? A. Generally, freshmen who rank high in their high school graduating class and who score well on the ACT are less likely to be on probation. By locating the combination of their high school per- centile rank and ACT composite score in Table 8, prospective students can get an idea of their chances of being on probation after two semesters. For example, none of the freshmen with an ACT com- posite of 28-30 and high school percent rank of 90 or higher were on probation. Considering only high school percentile rank, 2 percent of the students with a high school percentile rank of 90 or better were on probation after the first two semesters. Eleven percent of all students who entered Program Group 5 were on probation at the end of the second semester. TABLE 8. Program Group 5: Percentage of Students on Probation (second semester) by C ombination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 ' (%) 70-79 (%) Below (%) 70 Totals (%) Above 30 - - - 28-30 33 17 7 25-27 5 13 9 11 9 22-24 16 4 35 14 Below 22 15 33 17 18 Total 2 13 13 19 11 Q. What are students' chances of being dropped from the Univer- sity? (Dropped status means a student is academically ineligible to return the next semester.) -146- A. Generally, the lower a student's HSPR and ACT composite, the greater the likelihood of being dropped from the University. For example, 12 percent of the students in Program Group 5 with a high school percentile rank below 70 were dropped from the University after two semesters compared to none who had a high school percentile rank of 90 or better. Considering the entire group, 6 percent of the students who entered Program Group 5 were dropped from the University after the second semester. (See Table 9.) TABLE 9. Program Group 5: Percentage of Students on Drop Status (second semester) by Combinat i on of ACT and H SPR HSPR ACT Composite 90-99 80-89 70-79 Below 70 Totals (%) (%) (%) (%) (%) Above 30 - - - 28-30 17 33 7 25-27 9 7 4 22-24 4 12 4 Below 22 23 17 12 Total 5 7 12 6 Q. Is there a correlation between students' high school rank, ACT composite score, and completion of a bachelor's degree? A. Generally, students with a high ACT composite score and superior high school percentile rank combination are more likely to graduate than students with a lower test score and high school percentile rank combination, although this relationship was not strictly maintained in this group. For example, 81 percent of the students who entered Program Group 5 in 1972 with an ACT composite above 27 and a high school percentile rank of 90-99 graduated after ten semesters compared to only 50 percent who had an ACT composite below 22 and a high school percentile rank below 70. The graduation rate after eight semesters for Program Group 5 was 52 percent. After ten semesters, the rate had increased to 62 percent. (See Tables 10 and 11.) Although degree requirements for most fields of study can be completed by carrying 16 semester hours per semester for eight semesters, many students take an additional semester or two to complete their degree. -147- TABLE 10. Program Group 5: Percentage of Students Graduating after 8 Semesters by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below 70 (%) Totals (%) Above 30 100 - - - 100 28-30 70 88 50 67 70 25-27 71 63 43 26 50 22-24 58 42 33 41 42 Below 22 83 46 44 33 50 Total 71 56 40 37 52 TABLE 11. Program Group 5: Percentage of Students Graduating after 10 Se mest ers by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 <%) 70-79 (%) Below 70 (%) Totals (%) Above 30 100 - - - 100 28-30 78 88 50 67 74 25-27 81 67 57 50 63 22-24 67 42 54 65 56 Below 22 83 46 56 50 56 Total 79 58 55 56 62 -148- Q. Do many students entering Program Group 5 change their major before graduating? A. About 42% of the students who entered Program Group 5 in 1972 changed their Program Group by their eighth semester of enrollment. Students in Program Group 5 tended to transfer to Program Group 8, an engineering group. For those students who did transfer, the highest rate of graduation (81%) was from Program Group 8. University policy requires freshmen to stay in the academic program of admission for the first full year of attendance. Then students may request a transfer to a different academic program. Approval of requests to change majors is determined by the availability of space and the student's college grade-point average. Students who change their major may need an additional semester or two to complete degree requirements. Q. Who teaches the undergraduate courses in Program Group 5? A. About 14 percent of the introductory (100 level) hours taught in Program Group 5 are taught by graduate teaching assistants, while at the advanced (300) level over 92% are taught by professors. By reviewing Table 12, prospective students can get an idea of the percentage of graduate teaching assistants they will have for courses. TABLE 12. Program Group 5: Percentage of Hours Taught by Graduate Teaching Assistants and Faculty Graduate Course Teaching Assistant Associate Full Level Assistant Professor Professor Professor Other % % % % % Introductory 14 25 13 28 20 (100 level) Intermediate (200 level) 16 27 36 14 Advanced (300 level) 18 28 47 Graduate 21 17 58 -149- Q. What are the graduates of Program Group 5 doing? A. A 1977 University survey of 1976 bachelor's degree graduates yielded 189 respondents from this group. Of these, 78% were employed full- time, and 14% were employed part-time, 4% were unemployed but seeking employment, and 4% were unemployed but not seeking employment (57% of this latter group were in school, working for advanced degrees). Table 13 indicates where the graduates were employed. TABLE 13. Employment Classifications for Group 5 Graduates Classification % Classification %_ Self-Employed 17 Other Educational 5 Industrial/Business Firm 42 Health-Related Agency 1 Professional Firm 10 Governmental Agency (inc. military) 10 College and University 11 Other 3 For those graduates who were employed full-time, the average salaries were about $9,400 for 18 women and $11,000 for 117 men. Seventy-seven percent of the women and 88 percent of the men had jobs related to their majors in college. Q. What advanced degrees are the graduates pursuing? A. Of the 40 people still in school (full- or part-time) , 73% were in Master's programs, and 1 was in a doctor of veterinary medicine program. Q. Were the students satisfied with their education at the University of Illinois at Urbana-Champaign? A. Of all the graduates surveyed from this group, 95 percent stated that they had a positive attitude toward the U of I in general, and 86 percent had a positive attitude toward their major field of study, -150- G. Program Group 6 Program Group 6 includes the following fields of study (arranged by college to facilitate use of the Undergraduate Programs catalog) . In 1977, 834 beginning freshmen (61 percent male, 39 percent female) were enrolled in the fields of study included in Program Group 6. COLLEGE OF AGRICULTURE Restaurant management COLLEGE OF COMMERCE AND BUSINESS ADMINISTRATION Curriculum unassigned Accountancy Business administration Economics Finance COLLEGE OF EDUCATION Business education COLLEGE OF LIBERAL ARTS AND SCIENCES Economics Finance -151- Q. How strong are the academic records of students enrolled in these fields of study? A. Considering the freshmen who entered these programs in 1977, the average ACT composite was 25 and the average high school percentile rank (HSPR) was 87. Their highest subtest scores on the American College Tests (ACT) were in the areas of mathematics and natural science. (See Appendix A for explanation of ACT and national average scores.) Prospective students can judge their competitive- ness with previous students in Program Group 6 by examining the following two tables. For example, Table 2 shows that 18.9 percent of the freshmen who entered Program Group 6 had an ACT composite above 27 and ranked in the upper 10 percent of their graduating class. The table also shows that 29 percent of the freshmen had an ACT composite above 27 and that 51.2 percent ranked in the upper 10 percent of their class when ACT composite and HSPR are considered separately. (See total columns.) TABLE 1. Program Group 6: Average (Mean) ACT Scores English Mathematics Social Science Natural Science Composite 22 27 25 27 25 TABLE 2. Program Group 6: Percentage of Students with Particular Combinations of ACT Composite and High School Percentile Rank HSPR ACT Composite Above 30 28-30 25-27 22-24 Below 22 Totals 90-99 80-89 (%) (%) 2.4 .5 16.5 6.1 17.7 14.6 9.1 7.2 5.4 1.9 51.2 30.3 70-79 (%) 2.9 5.8 1.1 1.6 11.3 Below 70 Totals (%) (%) .2 3.1 .4 25.9 1.2 39.3 1.6 18.9 3.8 12.7 7.2 100.0 -152- Q. Into which (if any) mathematics and chemistry courses do students in Program Group 6 place? A. Mathematics and initial Chemistry placements are determined on the basis of standardized University placement examinations. Thirty-eight percent of the 834 students who entered Program Group 6 in Fall 1977 placed into Calculus, while the vast majority (87%) did not take the Chemistry exam. Table 3 below gives more details on placement in Chemistry and Mathematics. Appendix B gives descriptions of placement exams. TABLE 3. Program Group 6: Percentage of Freshmen Placing into Mathematics and Chemistry Courses Mathematics Course Placement Introductory Mathematics (Math 101, 104, or 111) College Algebra or Trigonometry C alculus Freshmen Not Testing % Placing 28 33 38 2 Chemistry Course Placement * Introductory Chemistry (no previous high school chemistry presumed) General Chemistry (requires some prior knowledge of chemistry) General Chemistry (requires one year of high school chemistry with grade of A or B; these students were also eligible to take advanced placement test in chemistry. ) Freshmen Not Testing 87 *Chemistry courses also have mathematics prerequisites which should be checked before a student enrolls. -153- Q. Are students in Program Group 6 successful in prof iciencying any required courses? (A student who proficiencies a course receives credit toward graduation and a waiver of the specific degree requirement. By prof iciencying required course work, students may reduce the time and ex- pense required to earn a college degree, or may have the opportunity to take elective or advanced course work. ) A. Students may earn proficiency credit in the following ways at UIUC: 1. ACT English Subtest. Through successful performance on this examina- tion, students may satisfy the University Rhetoric requirement and receive 4 hours credit. About 9 percent of the freshmen in 1977 in this group received proficiency credit for Rhetoric. 2. Advanced Placement Examinations (AP) . High school students enrolled in AP courses are eligible to take national examinations for college credit. Each department at the University establishes standards for granting proficiency credit for the various examinations. 3. Departmental Examinations. Departments offer proficiency examina- tions in most courses open to freshmen and sophomores. Students who pass these examinations are given credit for the amount regu- larly allowed in the course. 4. College Level Examination Program (CLEP) . These examinations differ from the Advanced Placement and departmental proficiency examinations in that they test knowledge in a general subject rather than the sub- ject matter of any particular course. The policy for granting CLEP credit varies by the college in which a student enrolls. Policies range from no credit to up to six hours credit and a waiver of the general education requirement in the subject area. Table 4 gives, for each subject area on the CLEP examinations, the per- centage of students in Program Group 6 whose scores were high enough for credit consideration. The student's college must decide whether to award the credit. See appendix B for the CLEP policies of your college. TABLE 4. Program Group 6: Percentage of Students Eligible for Credit based on CLEP Examinations Not Score Eligible for No Three Hours Six Hours Subject Area Testing Credit Credit* Credit* Physical Science 78 16 5 1 Biological Science 78 19 2 1 Humanities 95 4 Social Science 92 6 1 1 *See Appendix B for colleges' CLEP credit policies -154- Q. How high a grade-point average do freshmen in Program Group 6 typically earn their first semester? A. The grade-point averages (GPAs) which students earn as fresh- men are related to their ACT composite scores and high school percentile ranks (HSPRs). Prospective students for Group 6 can estimate their first semester GPAs by locating their combinations of HSPR and ACT composite in Table 5, which gives the data for students who entered in fall 1977. For example, students in the upper 10% of their high school class with an ACT of 25-27 had an average first semester GPA of 3.9 or nearly a B. (See Appendix C for an explanation of GPA calculations.) Transfer stu- dents should use Table 6. TABLE 5. Program Group 6: First Semester Freshman Grade-Point Averages by Combination of ACT Composite and High School Percentile Rank HSPR ACT Composite 90-99 80-89 Above 30 4.5 4.4 28-30 4.2 3.7 25-27 3.9 3.7 22-24 3.8 3.7 Below 22 3.4 3.4 Average GPA 4.0 3.7 70-79 3.9 3.6 3.1 2.9 3.6 Below 70 Avi erage GPA 2.9 4.4 3.7 4.1 3.7 3.8 3.0 3.7 2.9 3.3 3.2 3.8 TABLE 6. Program Group 6: Data for Transfer Students Average ACT Composite 24 Average High School Percentile Rank 73 Average Transfer Hours 48 Average Transfer GPA Average First Semester Hours Average First Semester GPA 4.3 13 3.7 -155- Q. What are students' chances of being in good academic standing after their freshman year and of graduating? (A student's academic standing is determined at the end of each semester by his or her college office and is based primarily upon the student's cumulative grade-point average. Clear status means a student can return the next semester without any academic conditions. Probationary status indicates a stu- dent can return but must earn a specified grade-point average that semester in order to continue enrollment. Dropped status means the student is academically ineligible to return the next semester. ) A. The information in Table 7 shows that of the 740 students who began as freshmen in 1972 in Program Group 6, only 4 percent were academically ineligible to return after their freshman year and that 63 percent had graduated at the end of ten semesters. TABLE 7. Program Group 6: Academic Status of Students after 2, 4, 6, 8, 10 Semesters Semester 2 4 6 8 10 Clear (%) 78 68 64 15 3 Probation (%) 15 11 8 5 0.2 Dropped (%) 4 9 11 12 13 Withdrawn (%) 3 12 17 17 21 Graduated (%) — _ 1 51 63 -156- Q. What are students' chances of being on probation at the end of the freshman year if they are enrolled in Program Group 6? A. Generally, freshmen who rank high in their high school graduating class and who score well on the ACT are less likely to be on probation. By locating the combination of their high school per- centile rank and ACT composite score in Table 8, prospective students can get an idea of their chances of being on probation after two semesters. For example, 3% of the freshmen with an ACT com- posite of 28-30 and high school percent rank of 90 or higher were on probation. Considering only high school percentile rank, 8 percent of the students with a high school percentile rank of 90 or better were on probation after the first two semesters. Fifteen percent of all students who entered Program Group 6 were on probation at the end of the second semester. TABLE 8. Program Group 6: Percentage of Students on Probation (second semester) by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below 70 (%) Totals (%) Above 30 25 - 13 28-30 3 9 22 22 11 25-27 10 11 10 21 14 22-2A 4 11 33 16 Below 22 33 27 21 23 25 Total 8 9 14 25 15 Q. What are students' chances of being dropped from the Univer- sity? (Dropped status means a student is academically ineligible to return the next semester.) -157- A. Generally, the lower a student's HSPR and ACT composite, the greater the likelihood of being dropped from the University. For example, 8 percent of the students in Program Group 6 with a high school percentile rank below 70 were dropped from the University after two semesters compared to 3 percent who had a high school percentile rank of 90 or better. Considering the entire group, 4 percent of the students who entered Program Group 6 were dropped from the University after the second semester. (See Table 9.) TABLE 9. Program Group 6: Percentage of Students on Drop Status (second semester) by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below 70 (%) Totals (%) Above 30 - 28-30 3 4 2 25-27 4 1 9 4 22-24 8 8 5 Below 22 5 13 7 Total 3 2 3 8 4 Q. Is there a correlation between students' high school rank, ACT composite score, and completion of a bachelor's degree? A. Generally, students with a high ACT composite score and superior high school percentile rank combination are more likely to graduate than students with a lower test score and high school percentile rank combination, although this relationship was not strictly maintained in this group. For example, 81 percent of the students who entered Program Group 6 in 1972 with an ACT composite above 27 and a high school percentile rank of 90-99 graduated after ten semesters compared to only 45 percent who had an ACT composite below 22 and a high school percentile rank below 70. The graduation rate after eight semesters for Program Group 6 was 51 percent. After ten semesters, the rate had increased to 63 percent. (See Tables 10 and 11.) Although degree requirements for most fields of study can be completed by carrying 16 semester hours per semester for eight semesters, many students take an additional semester or two to complete their degree. -158- TABLE 10. Program Group 6: Percentage of Students Graduating after 8 Semesters by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below 70 (%) Totals (%) Above 30 92 75 - 78 28-30 70 51 37 44 55 25-27 66 67 61 42 58 22-24 71 41 61 28 44 Below 22 20 36 32 28 28 Total 66 54 54 36 51 TABLE 11. Program Group 6: Percentage of Students Graduating after 10 Semesters by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below 70 (%) Totals (%) Above 30 92 75 - 78 28-30 79 68 52 56 68 25-27 70 78 69 58 68 22-24 76 61 64 48 58 Below 22 33 36 37 45 40 Total 72 68 61 52 63 -159- Q. Do many students entering Program Group 6 change their major before graduating? A. About 21% of the students who entered Program Group 6 in 1972 changed their Program Group by their eighth semester of enrollment. Students in Program Group 6 tended to transfer to Program Group 4, a social science group. For those students who did transfer, the highest rate of graduation (88%) was from Program Group 7. University policy requires freshmen to stay in the academic program of admission for the first full year of attendance. Then students may request a transfer to a different academic program. Approval of requests to change majors is determined by the availability of space and the student's college grade-point average. Students who change their major may need an additional semester or two to complete degree requirements. Q. Who teaches the undergraduate courses in Program Group 6? A. Over 55 percent of the introductory (100 level) hours taught in Program Group 6 are taught by graduate teaching assistants, while at the advanced (300) level over 70% are taught by professors. By reviewing Table 12, prospective students can get an idea of the percentage of graduate teaching assistants they will have for courses. TABLE 12. Program Group 6: Percentage of Hours Taught by Graduate Teaching Assistants and Faculty Course Level Graduate Teaching Assistant % Assistant Professor % Associate Professor % Full Professor % Introductory (100 level) 56 9 8 27 Intermediate (200 level) 49 18 8 18 Advanced (300 level) 14 27 14 33 Other % 13 Graduate 20 18 50 13 -160- Q. What are the graduates of Program Group 6 doing? A. A 1977 University survey of 1976 bachelor's degree graduates yielded 656 respondents from this group. Of these, 77% were employed full- time, and 7% were employed part-time, 2% were unemployed but seeking employment, and 14% were unemployed but not seeking employment (90% of this latter group were in school, working for advanced degrees). Table 13 indicates where the graduates were employed. TABLE 13. Employment Classifications for Group 6 Graduates Classification % Classification %_ Self-Employed 3 Other Educational 1 Industrial/Business Firm 58 Health-Related Agency Professional Firm 24 Governmental Agency (inc. military) 6 College and University 5 Other 2 For those graduates who were employed full-time, the average salaries were about $11,200 for 122 women and $12,600 for 355 men. Eighty-nine percent of the women and 81 percent of the men had jobs related to their majors in college. Q. What advanced degrees are the graduates pursuing? A. Of the 180 people still in school (full- or part-time), 58% were in Master's programs, 29% were in law school, 2 were in doctoral programs and 1 was in dental school. Q. Were the students satisfied with their education at the University of Illinois at Urbana-Champaign? A. Of all the graduates surveyed from this group, 96 percent stated that they had a positive attitude toward the U of I in general, and 90 percent had a positive attitude toward their major field of study. -161- H. Program Group 7 Program Group 7 includes the following fields of study (arranged by college to facilitate use of the Undergraduate Programs catalog) . In 1977, 924 beginning freshmen (47 percent male, 53 percent female) were enrolled in the fields of study included in Program Group 7. COLLEGE OF AGRICULTURE Agricultural mechanization COLLEGE OF EDUCATION Teaching of general science Teaching of life science Teaching of physical science COLLEGE OF LIBERAL ARTS AND SCIENCES Astronomy Biochemistry Biology (also selection for predentistry applicants and students seeking later transfer into medical dietetics, medical laboratory sciences, medical records administration, and physical therapy at the Medical Center or elsewhere) Biophysics Botany Earth science Ecology and ethology Entomology Genetics and development Geology Microbiology Physiology Teacher Education Curricula in: Biology Earth Science -162- Q. How strong are the academic records of students enrolled in these fields of study? A. Considering the freshmen who entered these programs in 1977, the average ACT composite was 26 and the average high school percentile rank (HSPR) was 90. Their highest subtest scores on the American College Tests (ACT) were in the areas of natural science and mathematics. (See Appendix A for explanation of ACT and national average scores.) Prospective students can judge their competitive- ness with previous students in Program Group 7 by examining the following two tables. For example, Table 2 shows that 25. A percent of the freshmen who entered Program Group 7 had an ACT composite above 27 and ranked in the upper 10 percent of their graduating class. The table also shows that 32.4 percent of the freshmen had an ACT composite above 27 and that 62.9 percent ranked in the upper 10 percent of their class when ACT composite and HSPR are considered separately. (See total columns. ) TABLE 1. Program Group 7: Average (Mean) ACT Scores English Mathematics Social Science Natural Science Composite 23 27 25 28 26 TABLE 2. Program Group 7: Percentage of Students with Particular Combinations of ACT Composite and High School Percentile Rank HSPR ACT Composite Above 30 28-30 25-27 22-24 Below 22 Totals 90-99 (%) 4.8 20.6 23.4 9.1 5.1 62.9 80-89 (%) .2 5 .0 10 .0 5 .4 2, .3 22. ,8 70-79 (%) .1 1.2 5.6 2.4 1.3 10.6 Below 70 Totals (%) (%) - 5.1 .5 27.3 1.3 40.3 .2 17.1 1.6 10.3 3.7 100.0 -163- Q. Into which (if any) mathematics and chemistry courses do students in Program Group 7 place? A. Mathematics and initial Chemistry placements are determined on the basis of standardized University placement examinations. Forty-six percent of the 924 students who entered Program Group 7 in Fall 1977 placed into Calculus, and sixty percent had some knowledge of Chemistry. Table 3 below gives more details on placement in Chemistry and Mathematics. Appendix B gives descriptions of placement exams. TABLE 3. Program Group 7: Percentage of Freshmen Placing into Mathematics and Chemistry Courses Mathematics Course Placement % Placing Introductory Mathematics (Math 101, 104, or 111) 25 College Algebra or Trigonometry 28 Calculus 46 Freshmen Not Testing 1 Chemistry Course Placement * Introductory Chemistry (no previous high school 8 chemistry presumed) General Chemistry (requires some prior knowledge of 60 chemistry) General Chemistry (requires one year of high school 28 chemistry with grade of A or B; these students were also eligible to take advanced placement test in chemistry. ) Freshmen Not Testing 4 *Chemistry courses also have mathematics prerequisites which should be checked before a student enrolls. -164- Q. Are students in Program Group 7 successful in prof iciencying any required courses? (A student who proficiencies a course receives credit toward graduation and a waiver of the specific degree requirement. By prof iciencying required course work, students may reduce the time and ex- pense required to earn a college degree, or may have the opportunity to take elective or advanced course work.) A. Students may earn proficiency credit in the following ways at UIUC: 1. ACT English Subtest. Through successful performance on this examina- tion, students may satisfy the University Rhetoric requirement and receive 4 hours credit. About 10 percent of the freshmen in 1977 in this group received proficiency credit for Rhetoric. 2. Advanced Placement Examinations (AP) . High school students enrolled in AP courses are eligible to take national examinations for college credit. Each department at the University establishes standards for granting proficiency credit for the various examinations. 3. Departmental Examinations. Departments offer proficiency examina- tions in most courses open to freshmen and sophomores. Students who pass these examinations are given credit for the amount regu- larly allowed in the course. 4. College Level Examination Program (CLEP) . These examinations differ from the Advanced Placement and departmental proficiency examinations in that they test knowledge in a general subject rather than the sub- ject matter of any particular course. The policy for granting CLEP credit varies by the college in which a student enrolls. Policies range from no credit to up to six hours credit and a waiver of the general education requirement in the subject area. Table 4 gives, for each subject area on the CLEP examinations, the per- centage of students in Program Group 7 whose scores were high enough for credit consideration. The student's college must decide whether to award the credit. See appendix B for the CLEP policies of your college. TABLE 4. Program Group 7: Percentage of Students Eligible for Credit based on CLEP Examinations Not S core Eligible for No Three Hours Six Hours Subject Area Testing Credit Credit* Credit* Physical Science 71 15 9 5 Biological Science 71 19 6 5 Humanities 79 18 2 1 Social Science 76 20 4 1 *See Appendix B for colleges' CLEP credit policies ■165- Q. How high a grade-point average do freshmen in Program Group 7 typically earn their first semester? A. The grade-point averages (GPAs) which students earn as fresh- men are related to their ACT composite scores and high school percentile ranks (HSPRs) . Prospective students for Group 7 can estimate their first semester GPAs by locating their combinations of HSPR and ACT composite in Table 5, which gives the data for students who entered in fall 1977. For example, students in the upper 10% of their high school class with an ACT of 25-27 had an average first semester GPA of 4.1 or slightly above a B. (See Appendix C for an explanation of GPA calculations.) Transfer stu- dents should use Table 6. TABLE 5. Program Group 7: First Semester Freshman Grade-Point Averages by Combination of ACT Composite and High School Percentile Rank HSPR ACT Composite 90-99 80-89 70-79 Below 70 Average GPA Above 30 4.5 4.7 4.5 4.5 28-30 4.2 3.7 3.5 3.7 4.1 25-27 4.1 3.8 3.6 3.6 3.9 22-24 3.9 3.7 3.7 2.8 3.8 Below 22 3.2 3.4 2.9 3.3 3.2 Average GPA 4.1 3.7 3.5 3.4 3.9 TABLE 6. Program Group 7: Data for Transfer Students Average ACT Composite Average High School Percentile Rank Average Transfer Hours 25 76 54 Average Transfer GPA Average First Semester Hours Average First Semester GPA 4.2 12 3.6 -166- Q. What are students' chances of being in good academic standing after their freshman year and of graduating? (A student's academic standing is determined at the end of each semester by his or her college office and is based primarily upon the student's cumulative grade-point average. Clear status means a student can return the next semester without any academic conditions. Probationary status indicates a stu- dent can return but must earn a specified grade-point average that semester in order to continue enrollment. Dropped status means the student is academically ineligible to return the next semester.) A. The information in Table 7 shows that of the 630 students who began as freshmen in 1972 in Program Group 7, only 3 percent were academically ineligible to return after their freshman year and that 62 percent had graduated at the end of ten semesters. TABLE 7. Program Group 7: Academic Status of Students after 2, 4, 6, 8, 10 Semesters Semester _2 _A A J* io Clear (%) 87 75 61 12 1 Probation (%) 7 4 4 1 0.3 Dropped (%) 3 5 6 7 7 Withdrawn (%) 4 15 24 26 29 Graduated (%) 4 53 62 -167- Q. What are students' chances of being on probation at the end of the freshman year if they are enrolled in Program Group 7? A. Generally, freshmen who rank high in their high school graduating class and who score well on the ACT are less likely to be on probation. By locating the combination of their high school per- centile rank and ACT composite score in Table 8, prospective students can get an idea of their chances of being on probation after two semesters. For example, 2% of the freshmen with an ACT com- posite of 28-30 and high school percent rank of 90 or higher were on probation. Considering only high school percentile rank, 5 percent of the students with a high school percentile rank of 90 or better were on probation after the first two semesters. Seven percent of all students who entered Program Group 7 were on probation at the end of the second semester. TABLE 8. Prog (sec ram ond Group 7: semester) Percentage of Students by Combination of ACT on Probation and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below 70 (%) Totals (%) Above 30 5 - 100 6 28-30 2 7 11 3 25-27 8 6 7 22-24 13 9 25 13 Below 22 8 33 - 13 17 Total 5 8 11 13 7 Q. What are students' chances of being dropped from the Univer- sity? (Dropped status means a student is academically ineligible to return the next semester.) -168- A. Generally, the lower a student's HSPR and ACT composite, the greater the likelihood of being dropped from the University. For example, 20 percent of the students in Program Group 7 with a high school percentile rank below 70 were dropped from the University after two semesters compared to 1 percent who had a high school percentile rank of 90 or better. Considering the entire group, 3 percent of the students who entered Program Group 7 were dropped from the University after the second semester. (See Table 9.) TABLE 9. Program Group 7: Percentage of Students on Drop Status (second semester) by Combination of ACT and HSPR HSPR ACT Composite 90-99 80-89 70-79 Below 70 Totals (%) (%) (%) (%) (%) Above 30 2 - 1 28-30 33 1 25-27 1 6 10 3 22-24 9 13 100 8 Below 22 - 25 7 Total 1 3 19 20 3 Q. Is there a correlation between students' high school rank, ACT composite score, and completion of a bachelor's degree? A. Generally, students with a high ACT composite score and superior high school percentile rank combination are more likely to graduate than students with a lower test score and high school percentile rank combination, although this relationship was not strictly maintained in this group. For example, 70 percent of the students who entered Program Group 7 in 1972 with an ACT composite above 27 and a high school percentile rank of 90-99 graduated after ten semesters compared to only 13 percent who had an ACT composite below 22 and a high school percentile rank below 70. The graduation rate after eight semesters for Program Group 7 was 54 percent. After ten semesters, the rate had increased to 62 (See Tables 10 and 11.) Although degree requirements for most fields of study can be completed by carrying 16 semester hours per semester for eight semesters, many students take an additional semester or two to complete their degree. -169- TABLE 10. Program Group 7: Percentage of Students Graduating after 8 Semesters by Combination of ACT and HSPR HSPR ACT Composite 90-99 80-89 70-79 (%) (%) Above 30 70 67 28-30 63 64 25-27 47 45 22-24 52 48 Below 22 38 Total 58 49 44 40 25 37 Below 70 Totals (%) (%) 69 62 33 46 47 17 7 54 TABLE 11. Program Group 7: Percentage of Students Graduating after 10 Semesters by Combination of ACT and HSPR __ HSPR ACT Composite 90-99 80-89 (%) (%) Above 30 75 83 28-30 69 79 25-27 56 58 22-24 59 74 Below 22 46 Total 64 64 70-79 (%) 44 50 63 52 Below 70 Totals (%) (%) 75 50 69 33 56 63 13 23 20 62 -170- Q. Do many students entering Program Group 7 change their major before graduating? , A. About 47% of the students who entered Program Group 7 in 1972 changed their Program Group by their eighth semester of enrollment. Students in Program Group 7 tended to transfer to Program Group 8, an engineering group. For those students who did transfer, the highest rate of graduation (80%) was from Program Group 2. University policy requires freshmen to stay in the academic program of admission for the first full year of attendance. Then students may request a transfer to a different academic program. Approval of requests to change majors is determined by the availability of space and the student's college grade-point average. Students who change their major may need an additional semester or two to complete degree requirements. Q. Who teaches the undergraduate courses in Program Group 7? A. Over 55 percent of the introductory (100 level) hours taught in Program Group 7 are taught by graduate teaching assistants, while at the advanced (300) level over 60% are taught by professors. By reviewing Table 12, prospective students can get an idea of the percentage of graduate teaching assistants they will have for courses. TABLE 12. Program Group 7: Percentage of Hours Taught by Graduate Teaching Assistants and Faculty Graduate Course Teaching Assistant Associate Full Level Assistant Professor Professor Professor Other % % % % % Introductory 56 7 12 19 6 (100 level) Intermediate (200 level) 35 13 13 37 Advanced (300 level) 36 15 25 24 Graduate 16 26 52 -171- Q. What are the graduates of Program Group 7 doing? A. A 1977 University survey of 1976 bachelor's degree graduates yielded 334 respondents from this group. Of these, 32% were employed full- time, and 14% were employed part-time, 2% were unemployed but seeking employment, and 52% were unemployed but not seeking employment (90% of this latter group were in school, working for advanced degrees) . Table 13 indicates where the graduates were employed. TABLE 13. Employment Classifications for Group 7 Graduates Classification % Classification % Self-Employed 3 Other Educational 6 Industrial/Business Firm 39 Health-Related Agency 12 Professional Firm 2 Governmental Agency (inc. military) 7 College and University 30 Other 1 For those graduates who were employed full-time, the average salaries were about $8,900 for 40 women and $10,700 for 62 men. Seventy-eight percent of the women and 66 percent of the men had jobs related to their majors in college. Q. What advanced degrees are the graduates pursuing? A. Of the 201 people still in school (full- or part-time) , 50% were in medical school, 26% were in Master's programs, 10% were in dental school, 3 were in DVM programs, and 2 were in law school. Q. Were the students satisfied with their education at the University of Illinois at Urbana- Champaign? A. Of all the graduates surveyed from this group, 92 percent stated that they had a positive attitude toward the U of I in general, and 83 percent had a positive attitude toward their major field of study. -172- I. Program Group 8 Program Group 8 includes the following fields of study (arranged by college to facilitate use of the Undergraduate Programs catalog) . In 1977, 1,785 beginning freshmen (82 percent male, 18 percent female) were enrolled in the fields of study included in Program Group 8. COLLEGE OF AGRICULTURE Agricultural science Agronomy COLLEGE OF EDUCATION Teaching of mathematics COLLEGE OF ENGINEERING Aeronautical and astronautical engineering Agricultural engineering Ceramic engineering Civil engineering Computer engineering Computer science Electrical engineering Engineering mechanics Engineering physics General engineering Industrial engineering Mechanical engineering Metallurgical engineering Nuclear engineering COLLEGE OF FINE AND APPLIED ARTS Architectural studies COLLEGE OF LIBERAL ARTS AND SCIENCES Actuarial science Chemical engineering Chemistry Mathematics Mathematics and computer science Physics Statistics Teacher Education Curricula in: Chemistry Mathematics Physics -173- Q. How strong are the academic records of students enrolled in these fields of study? A. Considering the freshmen who entered these programs in 1977, the average ACT composite was 27 and the average high school percentile rank (HSPR) was 87. Their highest subtest scores on the American College Tests (ACT) were in the areas of mathematics and natural science. (See Appendix A for explanation of ACT and national average scores.) Prospective students can judge their competitive- ness with previous students in Program Group 8 by examining the following two tables. For example, Table 2 shows that 30.4 percent of the freshmen who entered Program Group 8 had an ACT composite above 27 and ranked in the upper 10 percent of their graduating class. The table also shows that 44.1 percent of the freshmen had an ACT composite above 27 and that 56.7 percent ranked in the upper 10 percent of their class when ACT composite and HSPR are considered separately. (See total columns.) TABLE 1. Program Group 8: Average (Mean) ACT Scores English Mathematics Social Science Natural Science Composite 23 29 25 29 27 TABLE 2. Program Group 8: Percentage of Students with Particular Combinations of ACT Composite and High School Percentile Rank ACT Composite Above 30 28-30 25-27 22-24 Below 22 Totals 90-99 (%) 7.5 22.9 17.4 6.3 2.6 56.7 80-89 (%) .6 7.7 10.3 4.9 1.5 25.0 HSPR 70-79 (%) .3 3.0 4.8 2.3 .7 11.1 Below 70 Totals (%) (%) .3 8.6 1.8 35.5 2.5 35.0 .8 14.3 1.8 6.6 7.2 100.0 -174- Q. Into which (if any) mathematics and chemistry courses do students in Program Group 8 place? A. Mathematics and initial Chemistry placements are determined on the basis of standardized University placement examinations. Sixty-seven percent of the 1785 students who entered Program Group 8 in Fall 1977 placed into Calculus, and most (78%) had some Chemistry background. Table 3 below gives more details on placement in Chemistry and Mathematics. Appendix B gives descriptions of placement exams. TABLE 3. Program Group 8: Percentage of Freshmen Placing into Mathematics and Chemistry Courses Mathematics Course Placement % Placing Introductory Mathematics (Math 101, 104, or 111) 8 College Algebra or Trigonometry 23 Calculus 67 Freshmen Not Testing 2 Chemistry Course Placement * Introductory Chemistry (no previous high school 5 chemistry presumed) General Chemistry (requires some prior knowledge of 40 chemistry) General Chemistry (requires one year of high school 38 chemistry with grade of A or B; these students were also eligible to take advanced placement test in chemistry.) Freshmen Not Testing 18 *Chemistry courses also have mathematics prerequisites which should be checked before a student enrolls. -175- Q. Are students in Program Group 8 successful in prof iciencying any required courses? (A student who proficiencies a course receives credit toward graduation and a waiver of the specific degree requirement. By prof iciencying required course work, students may reduce the time and ex- pense required to earn a college degree, or may have the opportunity to take elective or advanced course work.) A. Students may earn proficiency credit in the following ways at UIUC: 1. ACT English Subtest. Through successful performance on this examina- tion, students may satisfy the University Rhetoric requirement and receive 4 hours credit. About 10 percent of the freshmen in 1977 in this group received proficiency credit for Rhetoric. 2. Advanced Placement Examinations (AP) . High school students enrolled in AP courses are eligible to take national examinations for college credit. Each department at the University establishes standards for granting proficiency credit for the various examinations. 3. Departmental Examinations. Departments offer proficiency examina- tions in most courses open to freshmen and sophomores. Students who pass these examinations are given credit for the amount regu- larly allowed in the course. 4. College Level Examination Program (CLEP) . These examinations differ from the Advanced Placement and departmental proficiency examinations in that they test knowledge in a general subject rather than the sub- ject matter of any particular course. The policy for granting CLEP credit varies by the college in which a student enrolls. Policies range from no credit to up to six hours credit and a waiver of the general education requirement in the subject area. Table 4 gives, for each subject area on the CLEP examinations, the per- centage of students in Program Group 8 whose scores were high enough for credit consideration. The student's college must decide whether to award the credit. See appendix B for the CLEP policies of your college. TABLE 4. Program Group 8: Percentage of Students Eligible for Credit based on CLEP Examinations Not Score Eligible for No Three Hours Six Hours Subject Area Testing Credit Cre dit* Credit* Physical Science 78 9 8 5 Biological Science 78 14 4 4 Humanities 79 18 2 1 Social Science 72 22 5 2 *See Appendix B for colleges' CLEP credit policies -176- Q. How high a grade-point average do freshmen in Program Group 8 typically earn their first semester? A. The grade-point averages (GPAs) which students earn as fresh- men are related to their ACT composite scores and high school percentile ranks (HSPRs) . Prospective students for Group 8 can estimate their first semester GPAs by locating their combinations of HSPR and ACT composite in Table 5, which gives the data for students who entered in fall 1977. For example, students in the upper 10% of their high school class with an ACT of 25-27 had an average first semester GPA of 3.9 or nearly a B. (See Appendix C for an explanation of GPA calculations.) Transfer stu- dents should use Table 6. TABLE 5. Program Group 8: First Semester Freshman Grade-Point Averages by Combination of ACT Composite and High School Percentile Rank HSPR ACT Composite 90-99 80-89 70-79 Below 70 Av erage GPA Above 30 4.4 3.8 3.6 3.3 4.3 28-30 4.2 3.6 3.3 3.5 3.9 25-27 3.9 3.6 3.4 3.0 3.7 22-24 3.7 3.3 3.4 2.9 3.5 Below 22 3.2 3.5 3.3 2.7 3.2 Average GPA 4.0 3.6 3.4 3.1 3.8 TABLE 6. Program Group 8: Data for Transfer Students Average ACT Composite Average High School Percentile Rank Average Transfer Hours 26 76 59 Average Transfer GPA Average First Semester Hours Average First Semester GPA 4.1 13 3.7 -177- Q. What are students' chances of being in good academic standing after their freshman year and of graduating? (A student's academic standing is determined at the end of each semester by his or her college office and is based primarily upon the student's cumulative grade-point average. Clear status means a student can return the next semester without any academic conditions. Probationary status indicates a stu- dent can return but must earn a specified grade-point average that semester in order to continue enrollment. Dropped status means the student is academically ineligible to return the next semester.) A. The information in Table 7 shows that of the 1316 students who began as freshmen in 1972 in Program Group 8, only 8 percent were academically ineligible to return after their freshman year and that 65 percent had graduated at the end of ten semesters. TABLE 7. Program Group 8: Academic Status of Students after 2, 4, 6, 8, 10 Semesters Semester JL Jl _J> _8 10 Clear (%) 77 68 65 16 2 Probation (%) 11 8 4 3 1 Dropped (%) 8 12 11 13 13 Withdrawn (%) 4 13 17 18 20 Graduated (%) - 0.1 2 51 65 -178- Q. What are students' chances of being on probation at the end of the freshman year if they are enrolled in Program Group 8? A. Generally, freshmen who rank high in their high school graduating class and who score well on the ACT are less likely to be on probation. By locating the combination of their high school per- centile rank and ACT composite score in Table 8, prospective students can get an idea of their chances of being on probation after two semesters. For example, 5% of the freshmen with an ACT com- posite of 28-30 and high school percent rank of 90 or higher were on probation. Considering only high school percentile rank, 7 percent of the students with a high school percentile rank of 90 or better were on probation after the first two semesters. Eleven percent of all students who entered Program Group 8 were on probation at the end of the second semester. TABLE 8. Program Group 8: Percentage of Students on Probation (second semester) by Combination of ACT and HSPR HSPR ACT Composite 90-99 80-89 70-79 Below 70 Totals (%) (%) (%) (%) (%) Above 30 4 50 5 28-30 5 12 13 25 8 25-27 5 15 18 9 11 22-24 26 12 26 25 21 Below 22 17 17 30 30 21 Total 7 13 19 20 11 Q. What are students' chances of being dropped from the Univer- sity? (Dropped status means a student is academically ineligible to return the next semester.) -179- A. Generally, the lower a student's HSPR and ACT composite, the greater the likelihood of being dropped from the University. For example, 22 percent of the students in Program Group 8 with a high school percentile rank below 70 were dropped from the University after two semesters compared to 3 percent who had a high school percentile rank of 90 or better. Considering the entire group, 8 percent of the students who entered Program Group 8 were dropped from the University after the second semester. (See Table 9.) TABLE 9. Program Group 8: Percentage of Students on Drop Status (second semester) by Combination of ACT and HSPR HSPR ACT Composite 90-99 80-89 70-79 Below 70 Totals (%) (%) (%) (%) (%) Above 30 1 25 4 28-30 3 9 13 7 5 25-27 4 9 8 31 9 22-24 4 9 21 30 13 Below 22 9 28 30 20 20 Total 3 11 13 22 8 Q. Is there a correlation between students' high school rank, ACT composite score, and completion of a bachelor's degree? A. Generally, students with a high ACT composite score and superior high school percentile rank combination are more likely to graduate than students with a lower test score and high school percentile rank combination, although this relationship was not strictly maintained in this group. For example, 73 percent of the students who entered Program Group 8 in 1972 with an ACT composite above 27 and a high school percentile rank of 90-99 graduated after ten semesters compared to only 30 percent who had an ACT composite below 22 and a high school percentile rank below 70. The graduation rate after eight semesters for Program Group 8 was 51 percent. After ten semesters, the rate had increased to 65 percent. (See Tables 10 and 11.) Although degree requirements for most fields of study can be completed by carrying 16 semester hours per semester for eight semesters, many students take an additional semester or two to complete their degree. -180- TABLE 10. Pr 8 ogram Group 8 Semesters by >: Percentage Combination of of Students Graduating ACT and HSPR after Lte HSPR ACT Compos: 90-99 (%) 80-89 (%) 70-79 (%) Below (%) 70 Totals (%) Above 30 70 38 25 17 63 28-30 63 49 38 32 56 25-27 62 45 43 29 50 22-24 40 48 30 20 38 Below 22 26 17 10 20 20 Total 61 45 37 27 51 TABLE 11. Program Group 8: Percentage of Students Graduating after 10 Semesters by Combination of ACT and HSPR HSPR ACT Composite 90-99 (%) 80-89 (%) 70-79 (%) Below 70 (%) Totals (%) Above 30 79 44 50 17 71 28-30 71 65 53 54 67 25-27 78 64 62 47 67 22-24 64 58 49 45 56 Below 22 52 39 30 30 41 Total 73 61 55 45 65 -181- Q. Do many students entering Program Group 8 change their major before graduating? A. About 34% of the students who entered Program Group 8 in 1972 changed their Program Group by their eighth semester of enrollment. Students in Program Group 8 tended to transfer to Program Group 6, a business group. For those students who did transfer, the highest rate of graduation (83%) was from Program Group 7. University policy requires freshmen to stay in the academic program of admission for the first full year of attendance. Then students may request a transfer to a different academic program. Approval of requests to change majors is determined by the availability of space and the student's college grade-point average. Students who change their major may need an additional semester or two to complete degree requirements. Q. Who teaches the undergraduate courses in Program Group 8? A. Over 65 percent of the introductory (100 level) hours taught in Program Group 8 are taught by graduate teaching assistants, while at the advanced (300) level over 75% are taught by professors. By reviewing Table 12, prospective students can get an idea of the percentage of graduate teaching assistants they will have for courses. TABLE 12. Program Group 8: Percentage of Hours Taught by Graduate Teaching Assistants and Faculty Graduate Course Level Teaching Assistant % Assistant Professor % Associate Professor % Pr Full ofessor % Other % Introductory (100 level) 67 6 9 15 4 Intermediate (200 level) 11 21 34 27 7 Advanced (300 level) 8 21 23 43 6 Graduate 1 14 21 64 - -182- Q. What are the graduates of Program Group 8 doing? A. A 1977 University survey of 1976 bachelor's degree graduates yielded 795 respondents from this group. Of these, 71% were employed full- time, and 11% were employed part-time, 2% were unemployed but seeking employment, and 16% were unemployed but not seeking employment (94% of this latter group were in school, working for advanced degrees). Table 13 indicates where the graduates were employed. TABLE 13. Employment Classifications for Group 8 Graduates Classification % Classification % Self-Employed 4 Other Educational 2 Industrial/Business Firm 56 Health-Related Agency 1 Professional Firm 15 Governmental Agency (inc. military) 9 College and University 13 Other 1 For those graduates who were employed full-time, the average salaries were about $11,700 for 49 women and $13,800 for 482 men. Seventy-eight percent of the women and 91 percent of the men had jobs related to their majors in college. Q. What advanced degrees are the graduates pursuing? A. Of the 279 people still in school (full- or part-time) , 76% were in Master's programs, 9% were in doctoral programs, 4% were in medical school, and 3% were in law school. Q. Were the students satisfied with their education at the University of Illinois at Urbana-Champaign? A. Of all the graduates surveyed from this group, 96 percent stated that they had a positive attitude toward the U of I in general, and 91 percent had a positive attitude toward their major field of study. -183- APPENDIX A The preadmission qualifications of the most recent freshman class and transfer students enrolled in each Program Group are given in terms of the average scores of these students on the American College Tests (ACT English, mathematics, social sciences, natural sciences, and composite) , the high school percentile rank (HSPR) , the Scholastic Aptitude Test (SAT verbal, mathematics, and total), and transfer hours and grade-point average. For comparative purposes, the American College Tests (ACT) have a national average of 18, and about two- thirds of the examinees would score between 13 and 23; the national mean of HSPR, by definition, is 50, and two-thirds of all students would score between 17 and 83; the Scholastic Aptitude Test (SAT) verbal and mathematics tests had national means of 431 and 472, respectively (1975-76). If you do not know your ACT score, or have not taken that test, but you do know your SAT score, then the following table will allow you to find an ACT Composite score approximately equivalent to your SAT total score. Example: If your SAT total score is 1170 then your approximate equivalent ACT Composite score is 28. Equivalent ACT Composite Scores SAT Total Scores 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 470 - 490 500 - 520 530 - 550 560 - 580 590 - 600 610 - 630 640 - 650 660 - 680 690 - 710 720 - 730 740 - 760 770 - 790 800 - 830 840 - 860 870 - 890 900 - 920 930 - 960 970 - 1000 1010 - 1040 -184- ACT Composite Scores 26 27 28 29 30 31 32 33 34 Equivalent SAT Total Scores 1050 - - 1090 1100 - - 1140 1150 - - 1190 1200 - - 1250 1260 - - 1320 1330 - - 1380 1390 - - 1430 1440 - - 1490 1500 - - 1540 -185- APPENDIX B The University of Illinois placement and proficiency testing program includes examinations in the following subject areas: chemistry, math- ematics (intermediate and advanced), Latin, French, German, Russian, Spanish, and modern Hebrew. These examinations have the dual purpose of placing students into appropriate courses and awarding college-level proficiency credit. Exceptions are the chemistry and mathematics tests which are used for placement decisions only. Students may satisfy the rhetoric requirement for graduation by success- ful performance on the ACT English subtest. On the basis of the test results, a student can receive 4 hours proficiency credit for Rhetoric 105 - Principles of Composition. The mathematics placement tests are primarily for students planning to enroll in programs of study which require college algebra or more ad- vanced courses in mathematics. The tests do not grant credit; results are used solely to determine which college mathematics course the student should take first. All new students who (a) have had high school chemistry, (b) are enter- ing curricula which require one or more courses in chemistry or plan to take chemistry as an elective, and (c) do not have college credit in chemistry, must take the Chemistry Placement Test and the Intermediate or Advanced Mathematics Placement Test. On the basis of both test scores, students are placed in chemistry courses. Students may satisfy one or more of the three (humanities, social sciences, and natural sciences) university-wide general education re- quirements and/or obtain either 3 or 6 hours credit in each of these general education areas through the College Level Examination Program (CLEP) General Examinations, if the college in which they enroll accepts such results (see Table 1). Students may also get credit or waiver of a requirement in the fourth area, physical sciences, if their college requires it. No credit is offered for the CLEP English Compo- sition Examination or the CLEP Mathematics Examination because the University's proficiency and placement examination system tests this material. CLEP offers the opportunity to demonstrate knowledge in a subject area equivalent to that required for the graduation of a student not majoring in that particular area. The following examples should aid the student in interpreting Table 1. First, students in the College of Education will receive credit and a waiver of the requirement for scoring well in any of the four areas. Students in Liberal Arts and Sciences (LAS) however, do not receive college credit from CLEP in biological or physical sciences, although satisfactory performance on the tests would exempt a student from the general education requirements in those areas. -186- TABLE 1. College Policies for CLEP Credit, Fall 1978 College Soc CLEP General Sci Humanities Examination Biol Sci Phys Sci Agriculture C W C W NC NW NC NW Applied Life Studies C W c w C W C W Commerce NC NW NC NW C W C W Education C W C W C W C W Engineering c w C W C NR NC NW Fine & Appli< ed Arts c WP C WP C WP C WP LAS c w C W NC W NC w Aviation* c WP C WP C WP c WP *The policy governing students in Aviation is dependent upon the college to which the student transfers to enter a degree program. C = College may grant up to six hours credit toward a degree NC = College will not grant credit toward a degree W = College may waive a portion or all of the student's general education requirements in the subject area NW = College may not waive any portion of the student's general education requirements in the subject area WP = College may possibly waive a portion or all of the student's general education requirements in the subject area depending on his/her curriculum NR = There is no general education requirement in this subject area for students in this college. -187- APPENDIX C A = excellent; B = good; C = fair; D = poor (lowest passing grade); E = failure. For numerical computation of scholastic averages, the following values are designated: A = 5.0; B = 4.0; C = 3.0; D = 2.0; E = 1.0. -188- APPENDIX D Graduate and Professional School Entrance Examination Data The data in this section are presented to give the reader some idea about the performance of University of Illinois at Urbana-Champaign students on examinations required by various graduate and professional schools. The data are not broken down by group because some groups would have few stu- dents taking certain exams and because a student's performance on these tests is often more highly related to the student's ability than to his or her particular program. 1. Graduate Record Examination (GRE) A GRE test consists of an optional advanced t than professional stud possibly other data to summarizes GRE results dents who took GRE tes Some national averages purposes. Data are pr more students. a 2-part (verba est. Many schoo ies use students select students from University ts between Octob from a 1971-197 esented for only 1 and quantitative) aptitude and Is offering graduate programs in other ' GRE scores, undergraduate grades, and for graduate study. Table 1 below of Illinois at Urbana-Champaign stu- er 1, 1976 and September 30, 1977. 4 sample are included for comparative those advanced tests taken by 25 or TABLE 1. GRE Results U of I Students Nationa 1 Results Number 1977 1977 Test of Scores Average Percentile Average Percentile Aptitude Verbal 595 536 61 494 49 Quantitative 595 598 72 510 49 Advanced Tests Biology 74 705 75 617 44 Chemistry 25 694 73 629 52 Psychology 36 574 66 529 48 -189- 2. Medical College Admissions Test (MCAT) All medical and osteopathic schools in the United States and Canada require or strongly recommend that students planning to apply for admission take the MCAT. This test was recently revised and administered for the first time in 1977. Since sufficient data are not yet available for the New MCAT, both versions are described below. The New MCAT is an all-day test (six and one-half hours of testing time) consisting of the following four sections: 1. Science Knowledge. An assessment of the ability to understand and apply basic concepts in the areas of biology, chemistry, and physics. 2. Science Problems. A measure of problem-solving skills in situa- tions generally relevant to medicine which requires the knowledge and integration of principles from one or more areas in biology, chemistry, and physics. 3. Skills Analysis: Reading. An assessment of the ability to com- prehend, evaluate, and use information presented in a narrative format. 4. Skills Analysis: Quantitative. A measure of the ability to comprehend, evaluate, and use information presented in a numeri- cal or graphic format. However, New MCAT scores are reported in six areas of assessment. Biology, Chemistry, and Physics scores combine Science Knowledge and Science Problems questions for each discipline. Then scores are reported for Science Problems (overlaps Biology, Chemistry, and Physics scores), Skills Analysis: Reading, and Skills Analysis: Quantitative. Table 2 gives New MCAT results for the University of Illinois at Urbana-Champaign and some national averages for comparative purposes. For example, the U of I average on the Biology area was 9.5 as compared to a national average of 7.9, placing the average U of I test taker at about the 65th percentile. However, if U of I averages are compared with averages at other universities, they would rank at about the 90th percentile of all universities for the science tests and at about the 80th for skills analysis. TABLE 2. New MCAT Averages U of I National No. of Science Skills Analysis Students Biol. Chem. Physics Problems Reading Quant. 383 9.5 9.4 9.6 9.4 9.0 9.1 55,593 7.9 7.8 8.0 7.9 8.0 8.0 Approx. U of I Percentile 65 64 69 63 56 55 -190- The older MCAT had four subtests. The verbal and quantitative ability sub- tests of this examination were general scholastic aptitude tests designed to measure abilities important to academic pursuits. Performance on them did not depend on specialized or advanced training. The general information subtest sampled a broad range of general knowledge in the arts, humanities, and social studies. The science subtest evaluated an applicant's grasp of fundamental principles of science; it drew from concepts and problems taken from the basic college courses in biology, chemistry, and physics. The science subtest results were given special emphasis in the selection of medical students. Approximately 50 percent of the items dealt with chemistry, 35 percent with biology, and 15 percent with physics. The primary emphasis in the biology section was on zoology, but some items on botany were included. Understanding of functions was stressed, rather than know- ledge of text and details. Likewise, the physics and chemistry items emphasized principles and problem-solving, rather than isolated bits of information. The chemistry items ranged from general to organic chemistry, but the physics items were fairly elementary. Students had reported that increasing emphasis had been placed on organic chemistry in past series of MCAT examinations. The national means among students admitted to medical school in 1976 were Verbal 574, Quantative 634, General Information 550, and Science 619. Table 3 indicates how well University of Illinois at Urbana-Champaign students applying to medical school for fall 1977 performed on the old MCAT. The data are further broken down according to whether the students were accepted, rejected, or withdrew before action. Since this data includes only those students who applied to AMCAS (American Medical College Appli- cation Service) schools (87 of 118 approved medical schools) and does not include colleges of osteopathic medicine, the actual acceptance rate would be about 10-15% higher than the 57% indicated in the table. TABLE 3. MCAT Averages from U of I Students Applying to Medical School for Fall 1977 Withdrawn Applicants Acceptances Not Accepted (or no action) Number of Students* 330 187 84 59 MCAT Subtest MCAT Average Scores 532 616 529 638 *These data refer to numbers of students, not numbers of applications or acceptances. Thus 187 students were accepted at 1 or more medical schools, Verbal 559 578 534 Quantitative 642 662 615 General 537 549 519 Science 662 692 613 -191- 3. Dental Admission Test (DAT) The several examinations in the Dental Admission Testing Program measure the applicant's ability to: 1. Reason with numbers, manipulate numerical relationships, and deal intelligently with quantitative materials; 2. Use and understand the meaning of words; 3. Read and comprehend scientific information; 4. Demonstrate knowledge in the fields of elementary biology and inorganic and organic chemistry; 5. Apply principles and solve problems in the fields of biology and inorganic and organic chemistry; 6. Visualize the reconstruction of two- and three-dimensional patterns. Table 4 illustrates a method of converting the coded scores to percentile band equivalents. For example, by reviewing the two composite and ten individual scores provided on the DAT, a candidate can easily convert each of the scores to a percentile band. This percentile band or range indicates the proportion of applicants obtaining a similar score, as well as the pro- portion of individuals obtaining lower or higher scores. If, for example, a candidate achieves a DAT score of 6 as an academic average, this signifies a performance on the test equal to or better than 78 percent of all of the candidates and further signifies that only 10 percent of the applicants achieved a better performance. TABLE 4. Conversion from DAT Score to Percentile Dental Admission Test Percentile Band Score Equivalents 9 98.9 - 99.9 8 97.0 - 98.8 7 90.0 - 96.0 6 78.0 - 89.0 5 61.0 - 77.0 4 40.0 - 60.0 3 23.0 - 39.0 2 H.O - 22.0 1 4.0 - 10.0 1.2 - 3.0 -1 0.0 - 1.1 -193- cumulative and science GPA averages were 4.64; and they averaged 57.7 science hours, although this distribution was truncated at 75, by reducing all science hour totals to this maximum. Table 6 shows some additional histor- ical data. TABLE 6. Additional VAT Statistics on U of I College of Veterinary Medicine Applicants 1976 197 7 1978 V of I Students Number taking VAT Average VAT percentile Number admitted All Applicants, Including U of I Students Number taking VAT Average VAT percentile Number admitted 130 102 115 73 72 79 30 28 37 479 400 370 70 67 71 86 83 91 5. Law School Admission Test (LSAT) All law schools use the applicant's college GPA and LSAT scores in deter- mining admissions, but very few base their decisions solely on these factors. Most schools use the college grade-point average and the LSAT as "gross indicators' of academic success, as a means of selecting a pool of accept- able applicants. Extracurricular activities and letters of recommendation are then considered to make selections from that pool. Scores on the LSAT range from 200 to 800 and have a national mean of 523 (1973-1976). The national mean score on the writing ability test was 50 in 1973-1976. The averages for 605 University of Illinois at Urbana-Champaign students in 1977 were 594 and 54.5, respectively. Tables 7-9 (condensed from the Pre- Law Handbook ) indicate the number of applications and the number of students accepted, by LSAT score and GPA, at three law schools with varying degrees of selectivity of their incoming students. A is a highly selective top-rated school; the U of I is moderately selective; and B is less selective. Table 10 gives the distribution of actual U of I 1977 LSAT scores, for comparative purposes. In Tables 7-9, in each box, the figure to the left of the slash represents applicants, while the figure to the right of the slash represents acceptees (e.g., 10/2 in a box means 2 of 10 applicants with that combination of LSAT and GPA were accepted) . -194- TABLE 7. Number of Applicants/Number of Students Accepted for School A for 1977-78 Overall LSAT Scores Under- graduate Below 550 600 650 700 750 & GPA 550 31/0 599 56/1 649 155/4 699 309/16 749 299/112 over 99/72 Totals 5.00 4.75 949/205 4.74 4.50 58/0 80/2 167/8 235/0 296/43 82/32 918/85 4.49 4.25 39/0 61/2 123/3 134/3 174/6 47/5 578/19 4.24 4.00 59/0 41/1 54/2 92/1 60/1 25/1 331/6 3.99 3.75 46/0 15/1 33/0 38/0 27/1 6/0 165/2 3.74 3.50 41/0 11/0 16/0 23/1 8/0 2/0 101/1 Totals 274/0 264/7 548/17 831/21 864/163 261/110 3042/318 -195- TABLE 8. Number of Applicants/Number of Students Accepted for the U of I, as of 6/8/77, Excluding Minority Students, 96% of Applicants Overall LSAT Scores Under- graduate Below 550 600 650 700 750 & GPA 550 599 649 699 749 over Totals 5.00 4.75 4.74 4.50 4.49 4.25 4.24 4.00 3.99 3.75 22/0 30/14 64/64 51/51 28/28 3/3 198/160 26/0 56/0 101/61 67/67 26/26 3/3 279/157 31/0 48/0 85/4 91/67 25/25 4/4 284/100 34/0 30/0 43/0 52/11 14/14 2/2 175/27 20/0 17/0 32/0 17/0 8/3 1/1 95/4 Below 3.75 27/0 12/0 11/0 6/0 3/0 59/0 Totals 160/0 193/14 336/129 284/196 104/96 13/13 1090/44! -196- r^ r^ m ^ PQ o O J= CJ en s-i o M-l x) OJ •u a ai o CJ <; XI 3 l-l XI 6 "O 3 01 z -a 3 en rH C CJ o C •H H U 03 co 4J •H C rH nj a CJ a. •H < r— 1 a U-l D- O < U LW x> o CJ en H m ON m U~l o on o rH r-- v£> r-~- 00 vO rH r^- -d- 00 CM rH rH CO CM iH ON O m vO m o 00 CM