LGu.C5#« Ct?> |w&p*H .HE REPORT of the SURVEY OF COURSES AND CURRICULA of the UNIVERSITY OF ILLINOIS Champa ign-Urbana Senate Committee on Educational Policy ~? 1939 Return this book on or before the Latest Date stamped below. A charge is made on all overdue books. University of Illinois Library 272, REPORT of the SURVEY OF COURSES AND CURRICULA of the UNIVERSITY OF ILLINOIS at Champaign-Urbana Senate Committee on Educational Policy J. 0. Draff in . H. N. Hillebrand Simon Litman W. S. Monroe, Chairman G. R. Morrow C. E. Palmer W. A. Ruth MAY, 1939 PREFACE The courses and curricula of an institution reflect certain aspects of its educational policy. The number of courses and curricula offered, the relationship between courses concerned with a particular area of knowledge, the indications and suggestions to students in regard to courses to be pur- sued for a given purpose, and the policies and practices of departments, schools, and colleges with regard to the appraisal and re-organization of courses and curricula are matters of importance, not only because of the implications of educational policy, but also because they are related to certain aspects of institutional economy. Although the Survey of Courses and Curricula has engaged the attention of the Committee for a full year, it is aware that the scope of the report is limited. The resources available to the Committee did not permit extended inquiry along certain lines, and some possible lines of investigation were not attempted. The Committee also realizes that the conditions under which the activities of such a group are carried on prevent continuous and intensive work, and hence it will not be surprised if some inconsistencies and errors are noted. However, more than casual effort has been made to have the factual statements correct for the date when the data were collected. In a few cases, changes have been made in order to have the statements in agreement with con- , ditions on the date of the report. The Committee suggests that the report be studied with reference to the following general topics; (1) Effectiveness of the University's program of courses and curricula as means of educating students, especially at the undergraduate level. (2) Economy of the institution in utilizing its resources for the education of students. (3) Practices and policies with reference to planning, appraising, and reorganizing the educational program. wm 11 As stated above, the Committee was unable to collect some desired data, and hence a reader of this report will not find a basis for definite and de- tailed answers to the questions implied by these topics. However, the Com- mittee believes that the information reported in Chapters II and III does provide a basis for tentative, partial answers. It is the hope of the Com- mittee that the report will stimulate thinking leading to constructive action. Although the entire report should be studied with reference to the three topics, the Committee offers the following suggestions with reference to the sections most pertinent to the implied questions; Topic 1 . Chapter III: Section A, especially Table XXV; Section B; Section D, especially Table XXVIII; Exhibit A. Topic 2 . Chapter III: Section A, especially Table XXV; Figures la, lb, Ic; Table XXVII; Section C. Topic 3 . Chapter II: especially the portions dealing with practices and policies of the colleges and schools; Chapter Ills Section A, page 56; Section E. In interpreting the tabular presentations of findings, the reader should consult the accompanying text and make certain that he understands precisely what the figures represent. Furthermore, he should remember that comparisons are hazardous unless attention is given to conditioning factors. Since the Senate Committee on Educational Policy has no appropriation, it has been necessary to depend upon funds and services from various sources. The Committee is especially indebted to the Provost's Office for funds, to the Bureau of Institutional Ressarch for funds and services, and to the Bureau of Educational Research for services. A list of the departmental representa- tives who assisted the Committee by preparing the reports which appear as Exhibit B is given in Chapter I. To these persons and to others who contributed to the work by responding to the questionnaire or in other ways, the Committee Ill acknowledges its indebtedness. Senate Committee on Educational Policy J. 0. Draff in H. N. Hillebrand Simon Litman W. S. Monroe, Chairman G. R. Morrow C. E. Palmer W. A. Ruth May 31, 1939 March 29, 1939 iv TABLE OF CONTENTS CHAPTER Page I Introduction 1 II The Colleges and Schools 5 Liberal Arts and Sciences 6 Commerce 12 Engineering 15 Agriculture 27 Education 32 Fine and Applied Arts 34 Journalism 43 Law 45 Physical Education 47 Library Science 49 III General Summary and Comments 51 A. Number of Courses and Curricula 51 B. Educational Purposes and Types of Courses .64 C. Overlapping of Courses 68 D. Departmental Programs of Study S3 E. Departmental Policies and Practices 93 IV Recommendations 99 Appendix A t Questionnaire and Instructions 107 Appendix Bs Outline for Departmental Reports 108 Exhibit A; Charts Showing Departmental Programs of Study Exhibit B; Departmental Summaries N ote ; A copy of Exhibit A will be furnished to each Dean or Director and each department will receive a copy of its chart. Requests for additional copies should be addressed to the Chairman of the Senate Committee on Educational Policy. Exhibit B exists only in manuscript form. Persons desiring to examine this material should contact a member of the Committee. ■^^■H hb^hhmhh - SURVEY OF COURSES AND CURRICULA CHAPTER I INTRODUCTION Purpose . In a letter dated March 29th, 1938, President A. C. willard asked the Senate Committee on Educational Policy to undertake a study of the present course offerings of the University of Illinois and report on cases wherein "courses being offered in one department are also offered in another, together with such recommendations as your Committee may wish to offer." As the Committee studied the matter, two lines of inquiry were formu- lated: (l) The program or programs of study outlined or indicated for students taking extended work within a department, and (2) Certain questions concerning the courses offered by the several departments. (See Questionnaire, Appendix A.) Later there was added an inquiry into the policies and prac- tices of departments in regard to the revision of courses and curricula and the development of new courses. (See Outline for Departmental Reports, Appendix B.) Note ; The Departments of Military Bands and Military Science and Tac- tics were not included in this survey. A separate report is to be made on the Chicago departments. Procedure. The investigation of departmental programs of study was limited to the undergraduate level. Data in regard to course prerequisites and the placement of courses in prescribed curricula were taken from the Annual Register for 1937-38. Additional information was obtained from the questionnaire which was filled out for each course and by personal consulta- tion with heads of departments. The information collected by these means is preaanted in graphical form in Exhibit A. After the charts were completed, the several department heads were given an opportunity to review the presen- tation of the data. For the second inquiry, a questionnaire was developed in consultation with the Director of the Bureau of Institutional Research. (See Appendix A for copy of the questionnaire.) Copies from u preliminary printing of the questionnaire were distributed during the summer of 1938 for the purpose of trying it out and of obtaining information about courses offered only during the summer session. On the basis of this experience, a few minor changes were made and after the September registration, the questionnaire was general- ly distributed through the several Deans and Directors. The data from the questionnaire were tabulated under the direction of the Chairman of the Com- mittee. A study of the specific question of overlapping of courses has been made by the Director of the Buraau of Institutional Research. As a means of ascertaining the practices of departments in regard to the revision of courses and curricula, and the development of new courses and of guarding against erroneous interpretation of the tabulations from the questionnaire, the Committee obtained the assistance of a representative from each department. The list of these co-operating persons follows: LIBERAL ARTS AND SCIENCES Astronomy Philip S. Riggs Bacteriology Fred ¥« Tanner Botany John T. Buchholz Chemistry C . S . Marvel Classics H. V. Canter English B. L. Jefferson Entomology C. L. Metcalf Geology F. W. DeWolf Geography w. 0. Blanchard German \. W. Aron History f, S. Robertson Mathematics H. R. Brahana Philosophy M. T. McClure Physiology M. T. McClure Political Science J. '.. Fairlie Psychology Herbert Woodrow Romance Languages D. H. Carnahan Sociology J. W. Albig Zoology H. J. Van Cleave COMMERCE Business Organization and Operation H. T. Scovill Economics M. H. Hunter ss& 3 ENGINEERING Ceramic Engineering R« K . Hursh Civil Engineering J. Vawter Electrical Engineering C. A, Keener Engineering H. H. Jordan General Engineering Drawing A. Jorgensen Mechanidal Engineering David G. Ryan Mining and Metallurgical Engineering H. . J . Nicholson Physics G. M. Almy Railway Engineering J. K. Tuthill Theoretical and Applied Mechanics J. 0. Smith AGRICULTURE Agricultural Administration R. R. Hudelson Agricultural Economics R. C . Ross Agricultural Engineering ,.R. I. Shawl Agronomy 0. T, Bonnett Animal Husbandry W. E. Carroll Dairy Husbandry W. W. Yapp Home Economics Harriett Barto Horticulture W. A. Ruth Forestry J.N. Spaeth EDUCATION 0. F. Weber FINE AND APPLIED ARTS Architecture F« M. Lescher Art C . E . Palmer Landscape Architecture 0. G. Schaffer Music F. B . Stiven JOURNALISM F. S . Siebert LAW M. I- Schnebly PHYSICAL EDUCATION Physical Education for Men G. T. Stafford Physical Education for Women Louise Freer Hygiene J. Howard Beard LIBRARY SCIENCE Amelia Krieg These persons were furnished with the tabulation of data from the ques- tionnaire and an outline of the desired departmental report. (See Appendix B.) The reports from the several departments are given in Exhibit B. Limitations of This Report . The situation with which the Committee has attempted to deal is exceedingly complex. Furthermore, the resources of the Committee have been limited. Under these conditions it is likely that some pertinent data were not collected and some of the summary state- ments have not been appropriately qualified. However, in the judgment of the Committee the summaries by Colleges and Schools (Chapter II) and the General Summary (Chapter III) present reasonably accurate pictures of the situation described. The evaluative comments in Chapter III and the recom- mendations (Chapter IV) express judgments of the Committee. CHAPTER II THE COLLEGES AND SCHOOLS The purpose of this chapter is to present by colleges and schools a summary of the more important information obtained by means of the question- naire, plus a statement of -the practices and policies of the several divi- sions of the University relative to the appraisal and revision of existing courses, and the development of new courses. As a background for this in- formation, there is an introductory statement of the purpose of the college or school. The summaries for Education, Journalism, Law, Library Science, and Physical Education were prepared by the chairman of the Senate Committee on Educational Policy from the departmental reports. In each case, the sum- mary was submitted to the person preparing the departmental report for ap- proval. In the case of the other colleges, the summary was prepared by a committee under the chairmanship of the college member of the Senate Com- mittee on Educational Policy. It will be noted that some of the summaries are more elaborate than others. This is due in part to the availability of information which seemed pertinent to the purpose of this report. COLLEGE OF LIBERAL ARTS AND SCIENCES The College of Liberal Arts and Sciences provides opportunities for a liberal education in the sciences and the humanities, preparation for teach- ing in secondary schools, and training leading to adv-uiced study and research in the graduate school. In addition, the College offers curricula in chem- istry, chemical engineering, and home economics, and pre-professional curricu- la in medicine, dentistry, and pharmacy. Lastly, the College provides edu- cational opportunities for students preparing to enter the College of Educa- tion, the College of Law, and the School of Journalism; it also gives instruc- tion to students in other colleges and schools whose curricula include courses given in the departments of Liberal Arts and Sciences, All courses given in the College are under the immediate supervision of the departments, which are primarily responsible for the content and organization of the courses and for their revision when and as this is neces- sary. Most of the departments report that their courses are frequently revised, though in a few cases (e.g. E n glish, Mathematics) revisions are reported to be sparing and infrequent. The revision of a course seems usually to be in the hands of the instructor or group of instructors teaching it, though sometimes a larger group, and even the entire staff of the department, is called into consultation (cf, reports from Chemistry, English, German, Classics). Practically all departments report that they have recently exam- ined their list of courses with a view to reducing their number by better articulation and integration. Two departments (Entomology and German) report a considerable reduction of the number of their courses within recent years as a result of such scrutiny. The departments are also responsible for determining the proper sequence of their courses. Most departments provide for some sequence by announcing prerequisites, though there is great variety in the kind of prerequisites announced by the several departments and in the rigidity and elaborateness of the resulting sequences. All changes in prerequisites are presented to the College Policy Committee for approval and reported to the Faculty. In practice the department's wishes in such matters are seldom denied. Be- sides the announced prerequisites, some departments (Zoology, Entomology, Mathematics) have formulated two or more programs of study representing dif- ferences of emphasis within the total field covered by the department; and one department (Chemistry) has set up two distinct four-year curricula. All new courses and all important changes in the content of existing courses must be approved by the Faculty of the College. Proposals for new courses and for important changes in existing courses come before the College Policy Committee, which studies the requests and makes recommendations to the Faculty. New courses have been approved by the Faculty on the following grounds. (a) in order to provide instruction in a field not already covered; (b) to improve instruction by a better grouping of students or a better adap- tation of content to a special group of students; and sometimes (c) to give expression to the scholarly interests of a member of the teaching staff. Proposals for new courses are usually examined with great care by the Com- mittee and are approved only when prospective enrollment would seem to jus- tify them, and when the necessary budgetary adjustments can be made. The special curricula of the College are subjected to frequent examina- tion and revision. The pre-medical curriculum is administered by a special committee of the Faculty appointed for that purpose. This curriculum was extensively revised in 1937. The curriculum in chemical engineering was revised in 1938. The curriculum in chemistry has been revised three or four times within the last fifteen years. The College is now considering the establishment of two new curricula in order to serve more adequately the educational needs of certain students: viz. a curriculum for students prepar- ing to teach in the secondary schools, and a curriculum in social work. Ml proposals for the establishment of new curricula or the revision of existing ones come before the College Policy Committee for study before being trans- 8 mitted to the Faculty for action. The general curriculum of the College has been practically unchanged since the establishment of the College in its present form in 1913. A few minor changes in requirements for graduation were adopted about ten years ago. but without affecting materially the content or organization of the curricu- lum. The need for a fresh examination of the problem of general education and possibly for a revision of the general curriculum has been increasingly felt in recent years, and last October, in response to the action of the University Senate recommending the establishment of a general division or a new general curriculum in the College of Liberal Arts and Sciences, the Dean and the Executive Committee of the College appointed a sub-committee to make a thorough study of the matter and formulate concrete proposals. This sub- committee's report and proposals are now being considered by the Executive Committee of the College. Several measures for the improvement of the educational program of the College have been adopted in recent years. A tutorial system for superior students, intended to provide opportunity for independent study and investi- gation under the guidance of members of the Faculty, was adopted in 1935 and is producing excellent (though for lack of adequate funds, rather limited) results. The privilege of admission to individual curricula, in which the ordinary requirements for graduation may be modified or waived, has recently been extended to superior students. The grouping of departments into divi- sions (the Division of Biological Sciences, the Division of Language and Litsrature, the Division of Social Sciences), each headed by a committee consisting of representatives from the constituent departments, has provided a means whereby departments with common interests and related subject-matter may consult upon common educational problems and discuss the adjustment of their educational programs to one another. Two of these divisions have stud- ied with some care the question of general or inter-departmental courses, and in one case the outline of such a general course has been prepared and approved by the division. The following tables were compiled from the departmental reports. In Table I, the hours given are "net hours", i.e. the number of hours for which a student may obtain credit. (See Chapter III). In reading Table III, it should be kept in mind that general education was not defined in the ques- tionnaire. Hence, the differences appearing between what would seem to be comparable departments, e.g. English and Romance Languages, Political Science and Sociology, Geology and Geography, Entomology and Bacteriology, can hardly be taken as evidence of differences in the educational policies of these departments, since they may (and probably do) result from a divergence of opinion as to the meaning of general education. 10 en o a CD •H O CO crf CO -p iH erf © •H r-1 «H O CD bO CD rH rH O O -p o CD -P crf 3 xl crf U O X5 CD o C ed > < CD -P aj bO CD © +a crf bO U CD a o*2 in oo «o|># ' >|«* H w 00 00 CO OJ CO ^f CO CO Oi O CM^CJ>H co <£> O CM rH -* r— I o3 cn <—\ OHO rl H O "* CO «* 00 00 <£> C- CO O C- Cft GO H (Y) H <0 CT> ^ Ifi N m C\! 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CO Ho, in CM E-" o CO N) O E-i p CD CD ^! ja o ■H CQ o si -p CD u Crf CQ 3 ^! -P ti CD ^i J-. erf a CQ •P a CD a -p !H crf 0, CD ta CD ^ P • • CQ CQ !H f-( 3 3 O o a a rH rH Crf cd -P -p o o H Eh +> CD -a S -p CD a U cn Crf si -p a CD co > CO •H CD bO rH CQ CD b Iw 3 Crf O ,£j CO u rH 3 rH o < a 11 TABLE II. OFFERING OF COURSES Offered Offered Offered Not Department Regularly Alt ernately Irregularly Given* % % % % Astronomy 75 25 — -_ Bacteriology 100 — — — Botany 75 25 — — Chemistry 94 6 -- -- Classics 50 46 4 — — ■ English 77 14 9 — Entomology 35 60 5 -- Geology and Geography 55 45 — — German 78 14 8 _- History 70 10 10 10 Mathematics 65 5 30 «* Philosophy 75 — 15 10 Physiology 100 — — — Political Science 82 6 3 9 Psychology 74 -«• 26 -— Romance Languages 68 25 7 — Sociology 90 — 10 — Zoology 85 11 4 - — *Not given 1932-33 to 1938-39 TABLE III. EDUCATIONAL PURPOSE OF COURSES Primarily for Primarily for Departme ;nt General Education i Departmental Specialization % Astronomy 38 62 Bacteriology 35 65 Botany 23 77 Chemistry 11 89 Classics 15 85 English 18 82 Entomology 12 88 Geology 13 87 Geography 77 23 German 54 46 History "Nearly all" Mathematics 30 70 Philosophy 63 37 Physiology — — Political Science 29 71 Psychology 30 70 Romance Languages 59 41 Sociology 85 15 Zoology 30 70 12 COLLEGE OF COMMERCE AND BUSINESS ADMINISTRATION The primary function of the College is to train students for business careers. Its courses deal largely with fundamentals and principles of indus- try, commerce, finance, and transportation; because of their general educa- tional value, they are also of service to students in other departments of the University. Economics may be taken as a major in the College of Liberal Arts and Sciences, and it is selected as such by a number of those enrolled in that College. TABLE IV. SUMMARY OF COURSES College of Commerce Division and Classification Total Courses Net Total Hours Business Organization and Operations Undergraduate Advanced and graduate Graduate Total Economics; Undergraduate Advanced and graduate Graduate Total Total (Both Departments) i Undergraduate Graduate Grand Total 15 35 20 70 6 48 37 91 104 _57 161 30 97 20 units* 207 20 138 37 units 306 285 57 units 513 *0ne unit = 4 semester hours. Courses and Programs of Study Beginning with the academic year 1938-39, the four-year course of the College has been divided into a Lower and an Upper Division. The work of the first tv/o years (Lower Division) is organized into a uniform program of pre- scribed courses in Economics, Accountancy, Rhetoric, Speech, and a limited 13 number of recommended electives. While the program of study is arranged primarily so as to prepare students for the fields of concentration in the Upper Division, it gives to those who stay in the College only two years an opportunity to acquire a certain amount of general culture in combination with the training for business. The fields of concentration in the Upper Division include: Accountancy, Banking and Finance, Commerce and Law, Commercial Teaching, Economics, Industrial Administration, Management, Market- ing, and Public Affairs. Thus a student can follow a program of study par- ticularly adapted to the line of endeavor which he selects to enter after leaving college. The graduate work is so arranged as to permit the student either to work for the academic degrees of M»S« and Ph.D. or of a professional degree in Master of Business Administration. The M.B.A. degree is not granted as a result of specialization and research in some particular field of study; its purpose is to give the graduate student a comprehensive survey of the problems confronting business executives in their formulation of policies and in their coordination of work of various departments in a business unit. With minor exceptions the listed courses are offered regularly each year, and in some cases the courses are repeated each semester. The prere- quisites are based on needed content and are, as a rule, strictly adhered to. The registration is homogeneous in most of the courses § the exceptions are such a course as Economics 2, the service course in Principles, which has t this year registered 16 per cent seniors, 40.3 per cent juniors and 40.7 per cent sophomores, and Economics 70, a course in Statistics, in which two grad- uate students are enrolled in order to become better equipped for doing re- search in their field of investigation. Policy of Development Since 1935, the College has had four standing committees on Educational Policy: Graduate Division, Professional Division, Upper Undergraduate Division, and Lower Undergraduate Division. After an exhaustive and careful study of the former organization of the work of the Cc '&< lommittfi 14 recommended the abolition of the various curricula and the adoption of the present program of studies. A College committee has been appointed recently by the Executive Committee for the purpose of making recommendations concern- ing desirable changes in the content of the courses and in their coordination, as well as the elimination of undesirable duplication and the addition of new courses. A separate Committee of the Department of Economics has been making a similar study of graduate work in that Department. Both the Depart- ment of Business Organization and Operation and of Economics have pursued a conservative policy with regard to the addition of new courses 5 no new course has been added unless it was found that such a course was educationally de- sirable. 15 COLLEGE OF ENGINEERING General Functions The functions of the College of Engineering may be placed in three groups: (l) research, (2) public service, and (3) teaching. Although the principal purpose of this report is to deal with the teaching aspect, the first two items will be commented upon. Research . The general aspects of organized research, such as the dis- tribution of funds and supervision of the publication of results in bulletins are administered mainly through the Engineering Experiment Station. The researchnay be divided into two types: (a) That for which funds are supplied by University appropriations with the work carried on by the regular teaching and research staff in such time as they may have after their other duties are performed, and (b) The work for which funds are supplied wholly or in part by outside organizations or associations under contracts with the University. This second type of research is known as Cooperative Research and embraces not only the work done in- the College of Engineering itself but also a part of the research carried on by Chemical Engineering in the College of Liberal Arts and Sciences. Some of the cooperative projects, such as warm-air heat- ing, stresses in railroad track, fatigue of metals, concrete and reinforced concrete, and stresses in car wheels, have been in progress for many years. P ublic Service . This function consists of sponsoring numerous gather- ings, short courses and symposiums. These are often related to research and to the broader aspects of teaching: some regular classes, especially in the upper levels, are often dismissed in order to allow the students to attend these group meetings. Typical of these gatherings are the Short Course for Sewage Plant Operators, the Conference for Highway Engineers, the Enamel Sym- posium, the Mineral Industries Conference, the Conference on Air Conditioning, and the Short Course on Coal Utilization. 16 Teaching . The teaching is done in nine departments within the college and one in the College of Agriculture. Of these, eight offer graduate courses in addition to the regular undergraduate courses. There are eight depart- ments which present candidates for undergraduate degrees and eight for grad- uate degrees. All of the departments are organized with heads of departments, the head of one department, General Engineering Drawing, being also the Associate Dean of the College. The offerings of the various departments are shown in Table V. The Department of Physics, while it has one undergraduate curriculum leading to a degree, has among its students a large number regis- tered in colleges other than the College of Engineering. Three colleges other than the College of Engineering administer curricu- la, leading to degrees, which contain a large amount of engineering content. These are: College of Commerce, which administers a curriculum in Industrial Administration; College of Fine and Applied A r ts, which administers a cur- riculum in Architecture; and College of Liberal Arts and Sciences, which ad- ministers a curriculum in Chemical Engineering. TABLE V. DEPARTMENTS AND COURSES Department Offers Courses For Under- graduate s Graduates Presents Candidates for Degrees in Undergraduate Curricula Graduate Curricula Agricultural Engineering Ceramics Civil Engineering Electrical Engineering General Engineering General Engineering Drav/ing Mechanical Engineering Mining and Metallurgical Engineering Physics Railway Engineering Theoretical and Applied Mechanics * No Yes Yes Yes Yes Yes Yes No** No Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes Yes No No No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes * This curriculum is administered by the College of Engineering, but the specialized courses are taught in the College of Agriculture. ** This curriculum is administered by the Dean of the College and the courses leading to the degree are offered by various departments. 17 Curricula and Courses C urricula . The College of Engineering offers and administers thirteen separate undergraduate curricula. Each curriculum requires, for graduation, 136 semester hours of scholastic work in addition to the required work in Basic Military Science and Physical Education. The thirteen curricula leading to undergraduate degrees divide, according to the interests and abilities of the students, into twenty-four options. These with the number of students in the various groups are shown in Table VI. TABLE VI. CURRICULA, OPTIONS, AND STUDENTS Number of Graduate Curriculum Options Number of Students Registrations, 1938-1939 11/1/3 8 3/1/39 1st Sen:. 2nd Sem. Agricultural Machinery and Engineering Power Graduate Work Construction 25 30 Not Offered and Drainage 1 Ceramic Administration Engineering Technical 125 118 38 36 Ceramic None 46 32 Civil General Engineering Highway Hydraulic 295 260 48 50 Sanitary Structural City Planning Electrical Engineering None 3 55 306 21 31 Engineering Physics None 40 34 141* 117* General Graduate Work Engineering None 176 132 Not Offered Mechanical Petroleum Engineering Technical 647 556 16 21 Metallurgical Engineering None 109 107 Mining Coal Mining Engineering Ore Mining Mining Geology Mine Adminis. 22 21 6 4 Railway Civil Engineering None 8 7 Railway Electrical Engineering None 5 5 2 1 Railway Mechanical Engineering None 10 12 Theoretical and Applied No Unde rgraduate Mechanics None Curri culun 37 55 *I n cludes all graduate registrations in Physics as well as Engineering Physics 18 C ourses . The College of Engineering offers a total of 178 undergrad- uate courses totaling 479 semester hours, 70 courses for advanced undergrad- uates and graduates, totaling 189 l/2 semester hours and 110 courses for graduates. Of these, 46 undergraduate and 36 graduate courses are listed as being offered each semester. The details of the courses are given in Table VII. Ifr addition to the courses enumerated above there is a total of 20 extension (^correspondence) courses aggregating 61 semester hours taught by the departments of Civil, Electrical, and Mining Engineering, General Engineer- ing Drawing, and Theoretical and Applied Mechanics. General Engineering Drawing teaches two extra-mural undergraduate courses with a total of 4 semes- ter hours and Civil Engineering teaches two extra-mural graduate courses, each having a credit of one unit. TABLE VII. COURSES AND HOURS Undergraduate Type of Instruction Semester Hours Total Total Net Total Courses Hours 1 2 3 4 5 Hours I. Lecture, recitation and/or quiz 10 16 47 11 84 227 181 II. Laboratory, she Pj studio 14 7 6 27 46 40 III. Combination of I and II 1 8 29 16 2 56 178 150 IV. Individual Instruction 2 1 8 11 28 28 TOTAL 27 32 90 27 2 178 479 399 Advancei i Undergra duate and G radua te « semester Hours Total Total Net Type of ruction Courses Hours Total Inst' 1 1 2 3 4 5 Hours I. __ 9 25 tmtm ■**» 35 93^ 93^ II. — 1 5 5 -- — 11 26 26 III. -- — 4 17 — 1 22 64 58 IV. 2 — -- 2 6 6 TOTAL 1 1 18 49 1 70 ; L89f 18* 19 Graduate Type of Instruction Units 1/2 1 1 1/2 Total Courses Total Units Net Total Units I. II. III. IV. TOTAL 4 80 - 1 85 84 84 3 2 - - 5 3h 3^ - 3 1 - 4 4 *k - 12* - 4 16 26* 26* 7 97* 1 5 110 118* 118* * Repeated registration up to four units is permitted in two courses. Summary Undergraduate Graduate Total Elementary Advanced Courses Hours Courses Hours Courses Hours Courses Hours 178 399 70 183^- 110 472 3 58 1054^ Homogeneity of R egistration . Fifteen courses or about 6 per cent of the total number of undergraduate courses are heterogeneous, about 30 per cent are relatively homogeneous and the remainder, about 64 er cent, are homogeneous. Educationa l Purpose of Courses . Nearly all of the courses offered in the College of Engineering are of the professional specialized character. However, the group of courses entitled "Engineering" and some of the beginning courses in General Engineering Drawing, Physics, Surveying, and Theoretical and Applied Mechanics are of a general nature and might, in a broad way, be classed as contributions towards a general education. Prerequisites . The content of all the curricula is based on the tools and language common to all technological and scientific courses, i.e., mathe- matics, chemistry, physics, English d.nd graphic expression or drawing. Because of this common matrix underlying and permeating all courses in engineering there is a close relationship between successive courses, Practicallyall engi- neering courses have prerequisites listed in the Annual Register and most of these are of a content character needed to insure that the student has suffi- cient knowledge to carry on the subject successfully. Where content is the basis, the prerequisites or their equivalents naturally are fairly strictly 20 enforced, though always with sufficient flexibility to care for the unusual or irregular cases. Where the prerequisite is not of a content character, as for instance "sophomore standing," the programs of the various curricula are so arranged that the student who is required, or is likely, to take that course is able to fit it into his program in his sophomore year. One of the effects of having a scholastic age requirement is to keep the registration in certain courses, mainly laboratory, flowing uniformly and within the capacity of the equipment available for that type of instruction. Where students outside the group normally anticipated wish to register, the scholas- tic age requirement may be waived if there is room in the section. E lectives . The courses in the various curricula are in the main pre- scribed. However, all of the curricula contain a certain number of elective hours and these are described in the Annual Register under one or more of three heads as follows: (l) Approved Electives; those courses which may be selected from a list of courses all of which have been specifically approved as being acceptable. (2) Non-Technical Electives s courses which have been specifically designated as permissible and which, from the point of view of engineering, are not of a highly technical character. (3) Technical Electives (sometimes called Technical Options): those courses which may be selected from a limited list of technical courses judged to be particularly appropriate for certain groups of students. The approximate number of hours of the various electives which a student is required to present in each of the curricula or options leading to a degree is shown in Table VIII. TABLE VIII. NIMBER OF HOU IS OF ELECTIVES IN VARIOUS CURRICULA Option Number of Hour s of Electives Curriculum Approved: Non- -Te chnical: Technical Agricultural Engineering Machinery and Pov/er Construction and Drainage 12 11 Ceramic Engineering Ceramics Administration Technical 8 9 8 6 9 Civil Engineering General Highway Hydraulic Sanitary Structural City Planning 6 3 3 3 6 3 3 3 3 3 8 Electrical Engineering 2 6 3 3 Engineering Physics 16 General Engineering 14 Mechanical Engineering Petroleum Technical 8 6 Metallurgical Engineering 1-3 M ining Engineering Coal Mining Ore Mining Mining Geology Mine Administration 5 5 4 2 Railway Civil Engineering Railway Electrical Engineering Railway Mechanical Engineering 4 3 3 6 3 Overlapping C ourses. No attempt is made here to discuss completely the matter of overlapping courses since this item is covered for the entire Uni- versity in another part of this report. However, it seems best to comment briefly on certain general aspects. In a number of cases there is a duplication or overlapping of courses within a department. This is due to offering, usually as a service course for other departments, a shorter course in a given subject in addition to the regular course. Some of the courses offered in the College of Engineering overlap, though they do not duplicate, courses in other colleges. There is probably some overlapping of Engineering 39 with Economics 43, of Engineering 10 with 22 various courses in Economics, and of Engineering 92 and Civil Engineering 90 with Business Law 1, 2, and 3. In no case does the overlapping cover more than a small part of the total subject matter taught. The justification of this overlapping is discussed under the "Program of Development" portion of the Engineering College section of this report. There is also an overlapping of subject matter between courses in Civil Engineering number 61, 62, 63, 64a, 86, 87, and 89 with those in Archi- tecture numbered 45, 46, 47, 48, 57, 58, and 60. In this case, the over- lapping arises through the effort, over a period in excess of fifty years, on the part of each department to give courses which are adapted to the needs of their particular groups of students. The overlapping is therefore more apparent than real for the reason that there are distinct and real differences between the subject matter and the manner of presentation. There are also full sections in each department and therefore there is no increase in the teach- ing staff because of the apparent overlapping. Educational Aims The educational program of the College of Engineering aims at a balance between the various parts of the work so as to produce a group of educated men who may, with the necessary professional practice, become capable engi- neers. The curricula are neither purely theoretical nor highly vocational, with the tendency towards the theoretical side. The sections are kept relatively small so that there is usually time for considerable discussion in class and efforts are made to develop initiative and resourcefulness as well as to cultivate and improve the inherent abilities of the students. It is believed that recent efforts in this direction, which are indicated in the next section of this report, have been successful. In keeping with the unusually large amount of experimental research carried on here, laboratory work is given much prominence. The laboratory instruction has from the beginning been of a high quality and has never 23 contained the purely vocational elements which prevail in seme institutions of the trade-school type nor does it emphasize commercial testing. The research program of the College is closely linked with the teaching. All of the men on the research staff are members of the various departments and a large number of them teach one or more courses in addition to their re- search activities. This interrelation of research and teaching has the ef- fect of giving a reality to some phases of the subject matter taught which would not otherwise exist. The Engineering Experiment Station has a number of research graduate assistantships and these are eagerly sought by students here and elsewhere (there are 75 applications for 5 vacancies this year.) This competition makes it possible to select excellent men for the assistant- ships and consequently there flows from the college a considerable number of graduate students who have, in addition to their studies, helped to carry on a high grade of scientific and technical investigation. This work of educating young men to occupy responsible positions in industry and teaching is one of the important functions of the college. • Program of Development The general procedure for the development of the educational program of the college together with the necessary modifications has been, until re- cently, for the Dean to consult with the heads of the various departments, the Executive Committee, and thus keep the curricula and courses in each de- partment coordinated with the changes as they occur in each particular field. While this procedure served fairly well, a more satisfactory method is now in operation. About six years ago a "Committee on College Policy and Development" was appointed by the Executive Committee. This "College Policy Committee" continually views the entire college and its educational needs and considers means by which the curricula, the courses, and the instruction may be improved. k number of sub-committees have already reported on topics of which the fol- 24 lowing are typical of the range covered by their studies; Student English, Laboratory Instruction, and Exchange of Instructors with Other Institutions. Some of the suggestions have already been incorporated in the work while others have not yet been introduced, partly because of budgetary considera- tions. This committee is largely responsible for the introduction of a group of non— technical courses under the designation "Engineering," referred to in the section "Overlapping of Courses," which deal with topics such as law, economics, and industrial relations, all of which are of much importance to engineers but which are not' covered with sufficient conciseness in other cours- es. These courses in "Engineering" are taught by mature, experienced engi- neers using engineering illustrations and from the engineering point of view rather than from the strictly, and broader, legal or economic point of view. The courses help to round out the program of the student and assist him in integrating his professional practice with the social needs of the time. Not only are these courses of direct benefit to the student but by keeping these ideas before the faculty, especially the younger members, they are also of indirect benefit. Perhaps one of the most important results of the deliberations of the College Policy Committee has been the inauguration of the "Dual Curricu- la" in the College of Engineering. In this scheme the more capable and intel- lectually mature students are permitted, under the guidance of a small com- mittee, to omit certain prescribed courses and to substitute other courses. The effect of this modification is to adapt the curriculum to the individual student and his particular abilities and to allow him to proceed as fast as he is capable of doing; it might be called a modified honors course. The Committee on Dual Curricula can cut across department lines and thus give particularly well qualified students better rounded basic programs than they would otherwise be likely to have. Probably the greatest single strengthening improvement in the instruc- tional phase of the colle program within the pas' years has been the 25 re-introduction of permissive thesis work in the senior year for students of high scholastic achievement. A number of students have availed themselves of this opportunity and some excellent work has been produced. All thesis v/ork is carried out with the student and the instructor working in close co- operation. Naturally, well-supervised thesis work throws a heavy burden on the instructional staff and some of the departments doing this work have been experimenting to find means by which the amount of time and effort required in the instruction in the regular courses might be reduced and still obtain as good, or better, educational results. This experimental work in teaching is still in progress. One of the important outside agencies which affects the work of the College of Engineering and the standing of its graduates is the Engineer's Council for Professional Development, commonly referred to as the E.C.P.D. This organization, which has functioned about two years, has set up an ac- crediting agency which, upon the request of an institution, examines its resources, equipment, methods of instruction, courses required and other elements, and accredits, or does not accredit each curriculum of that particu- lar engineering school. A large number of curricula, at institutions all over the country, have not been accredited with the result that these institu- tions are making strenuous efforts to improve their work. At the University of Illinois the following curricula have not been accredited, though it may be pointed out that only a relatively small number of students are affected by the lack of accrediting of these curricula: Agricultural Engineering: No curriculum under this classification has been fully accredited at any institution and only three provisionally. The curriculum at the University of Illinois is being revised and it is ex- pected that the revised curriculum will be accredited before the beginning of 1939-1940. Ceramic Engineering — Administration Option: This was not accredited because it did not contain enough strictly engineering subject matter to 26 meet the views of the Accre sditing Committee , Since the curricu .lum is : intended to be of an administrative rather than a t< schnical one ; ( there is no thought of changing it. Engineering Phy: sicss The Accrediting Committf 3e considere id the curricu- lum an excellent one, of sound and substantial content , but it lacked suffi- cient material on the application of theory to qualify it as an engineering rather than as a scientific curriculum. There is no intention of modifying it. Railway Engineering The Accrediting Committee felt that these curricu- la should not exist as separate ones but that they should be made options in mechanical, electrical and civil engineering. The solution of the problems arising here is being sought. 27 COLLEGE OF AGRICULTURE There are two general curricula in the College of Agriculture, namely, General Agriculture and General Home Economics, and three specialized curricu- la, Floriculture, Dairy Technology, and Nutrition and Dietetics. Most stu- dents are registered in one of the two general curricula. In its general agricultural curriculum, the College has adhered to the definition of agricultural education commonly expressed by educators in agri- cultural colleges. The expressed objects are to provide "a broad education, with specific training for work in the agricultural field and for service to society." To impart both breadth and foundation, forty-eight to fifty-two hours of non-agricultural courses are prescribed. To provide breadth, eight hours of electives must be selected from a list of non-agricultural subjects, and there are, in addition, twenty-two to twenty-six hours of free electives, which may also be non-agricultural. Of the total 120 hours required for graduation in the general curriculum in Agriculture in addition, to military science and physical education, forty-seven hours must be in technical agri- culture, twenty-six hours of which are in prescribed agricultural courses 5 twenty-one hours of technical agriculture are to be elected. The policy of limiting the number of special curricula secures consid- erable latitude in course selection, but it is not conducive to the selection of desirable course sequences. A major and specific function of the staff of the College of Agricul- ture is research, because, as a rule, members of the Agricultural College staff are also members of the Experiment Station staff. The function of extension is performed, for the most part, by a separate staff. Although only five individuals are specifically employed for both extension and teaching, the Extension staff is assisted in this activity to an important extent, both directly and indirectly, by the College-Station staff. During the calendar year of 1938 twenty-nine agricultural short courses and conferences with a total attendance of 17,387 were held it Urbana. In 28 addition, numerous conferences, schools, and other meetings are held away from the University. The employment of the teaching staff in research, and the contact of the teaching staff with extension, although they reduce the time available for teaching, are obviously advantageous to the College and to the agricul- tural public. A function of the Agricultural College staff which, in certain depart- ments especially, is time-consuming, is the supervision and management of the equipment, including farms, machinery, herds, orchards, and greenhouses, used in agricultural teaching and research. Major work for the degree of Doctor of Philosophy is offered by the Departments of Agronomy, Animal Husbandry, Dairy Husbandry, and Horticulture, and for the degree of Master of Science by Agricultural Economics and Home Economics. Undergraduates in the College of Agriculture who are interested in the technical curriculum in Agricultural Engineering may secure two Bachelor of Science degrees in five years, one in Agriculture and one in Agricultural Engineering, if they will carefully schedule the required courses of study in the two curricula. Courses in technical agriculture are primarily for the purpose of de- partmental specialization and technical training. Course offerings at undergraduate, advanced undergraduate and graduate, and graduate levels by all departments are summarized as follows: 29 CO o • H rH rH r-\ <4> tJ CD P 33 CD Crf 3 3 rH "0 M O erf CD S3 U r Q H co 00 00 fc- O CM ■H c_3 s rH rH in S3 CD ,Q P> o CD CO S3 -P Sh en "* O o rH e- o cn lO Crf 3 vO m c- cr> o CM CT> t~ CO 3 O r-i in crf CO rH Tj 33 X m Crf Crf co -P M r» g CO O bO Eh U S-. CO CO o S-. CD CD U o 3 XJ 43 cm rH <£> o v£> m r-i O <~\ 3 -P S3 CM rH CM CM CM * ■H 3 § S-. bO CO O 43 m < CD m cm 00 CO <£> fc- in 1 -P CD 3 «* ro <* CM «* rH rH co S CO !m rH Crf CD 43 m CM co 00 c~ vO r-\ CD 3 o > t3 t5 rH rH rH H t- tH O X! S3 S3 3 <+H PQ << 33 crf s o 3 43 Eh O CO •H © m 43 -p 3 m CNJ o CM 00 rH CO o rH P Crf o CM in DO ^ IT) c- co «D 3 33 co •v ■tJ >> Crf " ■ M )h -p bO U CO U CD 43 CM <£> uo CO OO C- -«*• «# O u TJ a rH H r-\ CM CM rH o S3 |3 rH N 30 IS O -P S3 CD S3 a o -p •H Ih -P bO crf Crf S3 »• 5-. 10 •rH -P o u Q CO •H CD •H a CD X3 S3 o S3 •H S3 •H p 1 I o U bO S3 >* h >> crf S3 < W W TJ u to M CO S3 T5 o u S <-* H r-{ crf S3 •H +» Crf crf crf X) crf a U J >^ M M Sh m (0 43 o 3 < rH crf 3 3 3 3 co ^ -P E-S * a, -P -P -P >> 33 3 o rH O © rH rH r~\ a 33 o 3 &H S3 n 3 3 3 o H w o o o o S3 crf >> •H ■H •H •H o B u CD P 1 J3 u m m U ■fl •H a m H bO bfl bO bO S3 crf o o * < < •ad «*i PJ 33 33 * 30 The College of Agriculture makes an invariable practice of submitting to its Committee on Courses and Curricula all proposed new courses, all changes in title and all major changes in the subject matter of existing courses, all changes in existing curricula, and all proposed new curricula. Changes approved by this committee are submitted to the Agricultural College Faculty, which may approve them, reject them, or recommend amendments. This faculty meets at bi-weekly intervals for this and other more or less similar purposes. All departments have committees which study educational matters, including courses and course relationships, as they concern individual de- partments; in the smaller departments and in divisions the entire staff may constitute the committee. The Committee on Courses and Curricula has not confined its activities to a study of proposed changes, but at various times has taken the lead in, and sometimes initiated, various educational studies. In 1920-21 it initiated a change of five-hour courses to three-hour courses. Although the principal purpose of this change was to relieve difficulties in scheduling, condensation and revision of subject matter resulted. In a series of weekly meetings in 1927-28 this committee reviewed newly- revised outlines of all Agricultural College courses. The objects were to evaluate courses, to reduce duplication, and to exclude unimportant material. Throughout 1932-33 and 1933-34 this committee met, usually at v/eekly intervals, for the study of educational methods and theory. The committee was assisted in this study, and especially in the study of pertinent educa- tional research, by Dean Benner and Dr. C. R. Griffith, of the College of Education. Toward the end of the second year the results of this study were presented to the Agricultural College staff and discussed in a series of meetings. Talks and discussions during these meetings have materially affected the policy of the College. 31 The Program Committee of the College faculty also has been active, especially during the current year, in promoting faculty discussions of edu- cational matters. So far this year, there have been five such meetings of the faculty, and further discussions are planned for the remainder of the semester. At these meetings, speakers have demonstrated or discussed teach- ing in Agricultural Engineering, Dairy Production, Home Economics and Agronomy, The extended experiments and studies now under way in connection with the teaching of Agronomy 25 have been described. (Subdivisions in this inclusive study by the staff of the Agronomy Department, assisted by Dr. C. W. Sanford and Dr. E. F. Potthoff, of the College of Education, are (l) mental level of students, (2) relation of subject matter to objectives, (3) methods of pre- sentation, (4) methods of measuring results, and (5) physical equipment required for laboratory presentation. As one means of determining the needs of undergraduate students, the Administrative staff of the College has listed the vocations of graduates and plans to repeat this study in the near future. TABLE X. OFFERING OF COURSES Offered Off ered Offered Not Department Re gularly Alt ernatf »iy Irregula rly Given % % % % Agricultural Administratic m 100 Agricultural Economics 85 15 Agricultural Engineering 88 12 Agronomy 78 14 8 Animal Husbandry 100 Dairy Husbandry 97 3 • Forestry 100 Home Economics 75 19 6 Horticulture 63 3 19 13 A report of the 1937-38 study can be obtained through the Agronomy Department. 32 COLLEGE OF EDUCATION The function of the College of Education is to provide professional training for teachers, supervisors and administrators in the general fields of elementary, secondary and higher education and in the special fields of agricultural and industrial education on both the undergraduate and graduate levels. The College of Education also provides students of other colleges and departments the opportunity to extend their choices into distinctly lib- eral and cultural fields, especially courses 2, 5, 11, 15, 18, 30, 31, and 55. TABLE XI. SUMMARY OF COURSES College of Education Total Net Total Division and Classification Courses Hours General Undergraduate 7 19 Advanced and Graduate 12 29 Graduate (campus) 39 39 units* Graduate (extramural) 10 10 units Educational Practice Agricultural Education Undergraduate Industrial Education Undergraduate (campus) Undergraduate (extramural) Advanced and graduate 27 133 Total Undergraduate Graduate Grand Total 5 18 9 27 4 10 68 245 49 49 units 117 441 * One unit = 4 semester hours. Courses and Programs of Study For both Agricultural Education and Industrial Education there is a "suggested curriculum" and the sequence Psychology 1, Education 25, 6, 10 and Educational Practice defines a program of study outside of these indicated programs of study. General courses have a prerequisite of Education 25, but the proportion of terminal courses at the first level is large. (See Chapter 33 III-D). Hence, the undergraduate courses offered in the College of Education are only partially organized with reference to a program of study. The se- quences of courses that are prescribed are based on needed content and are rather rigidly administered. With the exception of Educational Practice and a few other courses, principally at the graduate level, the courses are described as introductory within a special area of knowledge. The courses listed are given regular ly except in - few cases where a course was created for j. visiting professor. The registration is homogeneous in 70 per cent of the courses, relatively homo- geneous in 20 per cent, and heterogeneous in 10 per cent* Outside of the sequence 25, 10, 6, and Educational Practice, the articulation of courses is left to individual instructors. No courses are considered to fulfill an integrating or summarizing function. Development and Policy New courses have been added largely on the basis of the developing needs of teachers, supervisors and administrators. The content of new courses and the revision of existing courses are left largely to individual instructor; The sequence Education 25, 6, and 10 has been examined from time to time by the instructors involved or by a committee for the purpose of improving the selection of content and the articulation of the sequence. Until the current year there has been no curriculum committee or other formal provision for appraising the listed offerings and the indicated programs of study or for planning more coordinated and effective courses. 34 COLLEGE OF FINE AND APPLIED ARTS General Functions The College of Fine and Applied Arts is composed of four major depart- ments, offering a total of thirteen curricula or options leading to the baccalaureate degree, as indicated in Table XII: TABLE XII. CURRICULA \ND DEGREES College of Fine and Applied Arts Department Curriculum or Option Degree Architecture General (Design) Option B.S., Architecture Construction Option B.S.', Arch. Eng'g Art Painting B.F.A., Painting Art Education B.F.A., Art Educ. Commercial Design B.F.A., Comm. Des. Industrial Design B.F.A., Ind. Des. Landscape General Option B.F.A., Land. Arch. Architecture City Planning Option B.F.A., City Planning Music Instrumental Major B.L". Voice Major B .M . Theory Major S M . Band and Orchestra Major B ,M . Music Education B.S. Mus. Educ . The primary function of the College is to provide professional training in those fields designated by the curricula and options. Other functions of the departments of the College are to provide instruction in subjects re- quired in certain curricula of other departments of the college and also to offer courses designed primarily as general appreciation and survey courses of a non-professional nature. An analysis of the registration and teaching loads with respect to the three classifications of functional objectives described above is given in Table XIII: TABLE XIII. REGISTRATIONS AND TEACHING LOADS IN INSTRUCTIONAL UNITS (Data for II Semester 1937-38 and I Semester 1938-39) 35 Departmental Students FAA Students in other FAA Depts. Stude Other Colle >nts ges Dept. Totals Nunber Registra- tions {% FAA Tot.) Number In- stn.Unit Department No. Reg- No. I.U. No. Reg. No. I.U. No. Reg. | No. 1 I.U. (% FAA Tot.) Architecture 1231 3524 (85# 192 550 18 62 1441 (24%) 4136 (27.5%) Art 813 2572 (51%) 602 1255 559 1158 1974 (32%) 4985 (33%) Landscape Architecture 238 705 (73#) 8 18 94 241 340 (6%) 964 (6.5 ) Music 1870 4131 (83$ 7 15 421 847 2298 (3 8%) 4993 (33%) TOTALS 4152 10932 809 1838 1092 2308 6053 15078 % OF TOTAL 68.5;; 72.5% J.O . O/o 12.2% 18.0fo 15.3fe 100% 100% Seventy-two and one-half per cent of the total teaching load in the College of Fine and Applied Arts is expended in departmental specialization; 12.2% is inter-departmental service teaching and 15.3% is extra-college ser- vice teaching. The total service teaching loads by departments is; Architecture Art Landscape Architecture Music 15% of dept, instr. units. 49% of dept. instr. units. 27% of dept. instr. units. 17% of dept. instr. units. Since 42% of the total semester hour offerings and 50% of the clock- hour registration in the College of Fine and Applied Arts are administered as Drawing-Room, Studio and Lecture-Drawing Room type of instruction, a sum- mary showing the actual clock-hour registration loads is an important analy- sis for this particular College. Such an analysis is shown in Table XIV. nv.' *$S!S? 36 TABLE XIV. TYPE OF INSTRUCTION AND TEACHING LOADS IN CLOCK-HOUR REGISTRATION UNITS Data for II Semester 1937-38 and I Semester 1938-39 Department Actual Clock Hour Teaching Units Lecture- Recitation Drawing Rm. Stud. Individual Instruction Total Instructional Staff No. Full Time Av.Cl.Hr. Units Y/k. Architecture 1662 Art 956 Landscape Architecture 472 Music 2091 TOTALS 5181 7695 12087 1476 184 21442 9357 17.75 13043 14.25 525 915 588 588 1948 4.90 398 16387* 22.33 733* Average CI. Hr. Load 643 *For purposes of a comparison one hour of individual instruction is assumed equivalent to one hour of lecture or recitation for a class of 24 which is the average number of music students in all lecture recitation courses in music exclusive of Husic 13 and 14. Curricula and Courses, Educational Programs The primary function of each of the departments of the College neces- sitates curricula of relatively fixed sequences of subjects. The requirements in each of the thirteen curricula with respect to departmental specialization, other specified courses and eleotive credits are sumr;ru""ized in Table XV. 37 TABLS XV. DISTRIBUTION OF SEMESTER HOUR REQUIREMENTS FOR DEGREES Dept . Cr. Hours Specified Credit in Other Colleges and Other Departments of F. . . \, Other FAA Depts. Eng, Com. Jour. Agr. ARCHITECTURE Gen. Option 68 18 23 - Const .Option 55 8 30 - ART Painting 80 6 - - Art Educ. 53 6 - - Com. Design 64 6 - 6 Indus. Design 68 6 - 9 LANDSCAPE ARCH a Gen. Option 59 22 10 - City Plan 42 18 16 6 MUSIC Instrum. 100 Voice 97 Theory 105 Band C. Orch. 97 Music Educ. 72 Ed. 14 14 LAS . Elec- tive* Mil. Hyg. Total 23 2 8 142 23 18 8 142 20 16 8 130 18 31 8 130 14 26 8 130 14 25 8 130 21 7 8 130 27 11 8 130 17 5 8 130 22 3 8 130 17 - 8 130 17 8 8 130 18 18 8 130 ic.ve two more hours of elect *Electives given for men. Women in all curricula hc.ve two more hours ive than men. TABLE XVI. SUMMARY OF COURSES BY SEMESTER HOUR CREDIT AND TYPE OF INSTRUCTION DEP'.RTi'aNT Type of Instruction SEMESTER HOUR CREDIT 2H 3 4 Total Courses Total Cr. Hours Net Total Cr.Hu. ARCHITECTURE* I. Lecture-Recitation II. Drav/ing Rocm III. Combination I & II ART I. II. Ill Lecture-Recitation Drav/ing Room Studic Combination I & II LANDSCAPE ARCHITECTURE I. Lecture-Recitation Drawing Room Combination I & II 8 31 II. III. MUSIC I. II. III. 4 4 7 2 14 3 3 4 8 10 2 Lecture-Recitation Studio Class Individual Instruction TOTALS* 29 6 28 20 9 18 4 12 117 20 66 26 26 16 33 24 10 40 36 9 31 25 10 22 16 55 154 130 5 19 19 8 18 13 8 30 30 8 24 24 51 114 110 10 14 14 83 245 147 273 744 588 *These figures do not include 5 graduate courses in Architecture with 8.6 units credit. 38 TABLE XVII. RECAPITULATION SHOWING NUMBER OF COURSES AND NUMBER OF CREDIT HOURS FOR EACH TYPE OF INSTRUCTION AND PERCENTAGES. Type of Instruction Number of Courses (* Total) Number of Credit Hours (* Total) I. Lecture-Recitation II. Drawing Room, Studio III. Combination of I & II IV. Individual Instruction 85 (31*) 83 (soft) 22 (8*) 83 (30j$) 187 (25%) 238 (32*) 74 (10*) 245 (33*) TABLE XVIII. HOMOGENEITY OF REGISTRATION- NUMBER OF COURSES AND NUMBS R OF SEMESTER Numb< 3r of CREDIT HOURS IN WHICH REGISTRATION IS: Gene^ Appr ~al Department Relatively 9Ciation Homogeneous Homogeneous i Heterogeneous Courses ARCHITECTURE , No. Courses 27 6 n 2 No. Cr. Hours * of Total ART 82 (79*) 16 (15*) b (6*) No. Courses 52 4 i *_ 8 No. Cr. H urs * of Total LANDSCAPE ARCH. 151 (78*) 14 (?*) 30 No. Courses 17 2 5 No. Cr . Hours * of Total MUSIC 54 (75*) 4 (6*) 14 (19/0 5 No. Courses 53 80 11 No. Cr. Hours * of Total 155 (44*) 189 (51*) LQ (5*) 6 Heterogeneous registration results from two principal causes; (l) students from other colleges in the 21 general appreciation courses given by the four departments of the college, and (2) transfer students from other col- leges who have no transfer credit in sequential courses of departmental specialization. The number of registrations involved in the first group is approximately equal to that of the second group. 39 TABLE XIX. REGULARITY OF COURSE OFFERINGS, Department Number of Courses Offered Regularly {% Total) Number of Courses Offered Irregularly {% Total) Remarks Concerning Courses Offered Irregularly Architecture Art Landscape Architecture Music TOTALS 35 (loo?:) 66 (94£) 24 (10C$) 136 ( 94^) 261 (95#) 4 (6%) (6%) 12 (4&) Art 52a, 52b, Adv. Modeling. Art 43a 43b Adv. Land. Ptg. Only Occasional Students. Mus. 11a, lib, 12a, 12b, 27, 37, Mus. 17, 18 (Theory courses) Only occasional students . TABLE XX. CLASSIFICATION OF COURSES BY PURPOSE. QUANTITIES ( ) GIVE SUM OF SEMESTER HOURS CREDIT. DEPARTMENT Educational Purpose of Architecture Art Landscape Architecture Music Course Elem. Adv. Elem. j Adv. Elem. j Adv. E lem . Adv . Departmental Specialization 7 22 8 37 6 (19) (69) (28) (117) (18) 16 63 61 (49) (158) (175) Service Courses For other Departments 6 (16) 6 (12) 7 (16) 1 (3) 2 (6) 4 (9) Elective for Dept. Majors 6 (12) 10 (22) 8 (22) Elective Pri- marily for Other Colleges 2 (6) 2 (6) 1 (3) 22 (44) Departmental Courses Fre- quently taken by students in other colleges 8 (16) 4 (8) 1 (3) 3 (7) 8 (18) • 40 The total number of courses shown in the above table is ^reater than the actual number as given in Table XVI, since 26 courses in the first four divisions serve dual purposes. All courses in the last division are dupli- cations. Educational Program Each of the thirteen curricula in the College of Fine and Applied Arts is definitely outlined and the sequences of courses specified. Definitely specified work varies from 76/k of the total requirements in the Art Educa- tion curriculum to 100^ in the Theory Major curriculum in Music. The analysis of the credit hour requirements is shown in detail for each of the thirteen curricula in Table XV. The specifications of prerequisites for sequences of departmental courses, throughout the four departments of the college, are based upon the necessary content of preceding courses. The administration of course sequences is rigid and an effective articulation of sequential courses pre- vails. Departmental Policies of Development With the organization of the College of Fine and Applied Arts in 1931, the Department of Art and Design previously existing as a minor service de- partment in the College of Liberal Arts and Sciences, was taken over and re- modeled into a degree-granting Department of Art with a curriculum in Paint- ing. Since 1931-32 three additional curricula have been added in the Depart- ment of Art (Art Education, Commercial Design and Industrial Design) and one curriculum has been added in the School of Music (Music Education) . Fifty-five new courses have been added in the various departments of the College of Fine and Applied Arts in eight years of the College's exist- ence (1931-1939). The purposes for which the new courses have been added are shown in the f ollowing table . , ; x' : ;-: . ■ ■•■• •-■ 41 TABLE XXI. NEW COURSES .ADDED DURING PERIOD 1932-1938. DEPARTMENT Purpose for Which New Courses Have Architecture Art Landscape Architecture Music Been Idded Elem. Adv. Elem. Adv. Elem, Adv. Elem. Adv. Service Courses for other 2 Departments (6) Electives for Departmental Majors To improve existing 1 Curricula (2) To Provide for new Curricula To extend undergraduate work for Applied Music majors 4 4 (8) (8) 6 (12) 15 (53) 3 (9) 4 (8) 2 (4) 2 (6) 12 (48) Note: ( ) indicates total credit hours of courses, Each of the thirteen curricula in the College has been subjected to examination and study within the past eight years, and a number of changes have been made in each, in an effort to improve articulation of subject mat- ter and otherwise to improve the urograms of study. No study has been made to determine the feasibility or desirability of eliminating obsolete material or reducing the number of courses in any curriculum. The trend, to date, in all curricula has been to increase the number of required departmental courses, thereby reducing the possible elective courses* Thus, in the past eight ysars electives have been reduced as follows; Three in the General Option in Architecture One in the Construction Option in Architecture Ten in the Painting Curriculum Seven in the Landscape Architecture Curriculum 42 Eight in the Instrumental curricula in HuSiCi Two in the Voice Curriculum in Music. In no curriculum has the number of elective credits been increased. Appraisals of courses and curricula and recommendations for changes and revisions are inaugurated by a committee within the department concerned and transmitted to the Executive Committee of the College for approval and recommended to the faculty. 3XS 43 SCHOOL OF JOURNALISM The general function of the School of Journalism is to provide profes- sional journalistic training integrated with a broad educational background. Incidental to this general function, the School of Journalism also provides (a) courses primarily as a service to other departments (e.g, Journalism 3), (b) courses designed for professional research (e.g. Journalism 39, 40, 60), (c) teacher training (Journalism 47). Several courses, in addition to con- tributing toward professional training, are intended to have a distinct cultural or general function (e.g. Journalism 35, 36). TABLE XXII. SUMMARY OF COURSES School of Journalism Courses Net Total Hours Undergraduate 10 19* Advanced Undergraduate 31 77* TOTAL 41 96 * Courses withdrawn in 1938 — Journalism 7, 8, 9b — are not included. **Gourses withdrawn in 1938 — Journalism 22, 28, S3 7, S42, 48, 56, S57--are not included. Courses and Programs of Study Eighty-nine per cent of the courses are given regularly. The regis- tration is homogeneous or relatively homogeneous in all but three courses. One course, Journalism 3 , is a general survey for non-professional students. Ten courses are reported as having a "sumarizing and/or integrating function." The School of Journalism offers three programs of study: (l) News and Editorial (general); (2) Advertising and Publishing Curriculum; (3) Special and Critical Curriculum. Approximately 50 per cent of the students undertake the first, 45 per cent the second and 5 per cent the third. Each of these curricula requires 30 hours in journalism and electives from certain fields approved by the School of Journalism. Journalism 5 and Journalism 6 are prerequisites for most courses, but there is little additional specification of course sequence. 44 Departmental Policy A definite attempt has been made to meet the needs of students, both by making changes in existing courses and by introducing new courses. In general, the content of courses is revised rather frequently. Journalism 35 and 36 are completely revised every semester. Journalism 9 remains fairly constant. Revision is left largely to the instructor in cooperation with the head of the department. Last year, under the direction of the Curricu- lum Committee, all three curricula were revised, both as to courses and content of courses. As a result of this revision, nine courses were abandoned. 45 COLLEGE OF LAY/ The function of the College of Lav/ is primarily the training of stu- dents for the practice of lav/. It is, therefore, definitely a professional school. Courses and Programs of Study Fifty-eight courses are offered, for v/hich the credit totals 13 5 semes- ter hours. All but seven of these courses are offered regularly. Three coursjs are offered in alternate years and four are offered irregularly. The registration tends to be homogeneous, especially in the courses required of first-year students. Beyond the establishment of a required first-year program, the College of Law has created neither prescribed or optional curricula nor programs of study. Only a small number of courses have stated prerequisites, but students are advised with reference to the sequence of courses in the second and third years. As a result, it is the custom for students to take certain courses in their second year and certain other courses in their third year. The articulation of sequential courses presents no serious problems. The content of the various law courses is rather v/ell established, both by customary law school practice and by considerations of practical necessity. In cases v/here the relationship of courses is particularly close, both courses are usually taught by the same instructor and the entire problem of course relationship is the subject of occasional consideration by the faculty as a whole. Departmental Policy Changes in the content of a course are, in a large measure, left to the instructor offering it, who is expected to be aware of the developments in his field and to revise his courses as professional need may require. The faculty has in practice exercised the power to determine what courses shall be offered and the allocation of credit hours to the particular courses. By elimination of existing courses, by combining courses, by dividing courses. M®£ 46 and by altering the allocation of credit hours, etc., the faculty may, of course, force revisions of content. Faculty revision of this sort is made from time to time as occasion may seem to require. Minor changes of one kind or another occur perhaps yearly. More extensive revisions may occur at inter- vals of four or five years. Although there is no standing committee on the curriculum, such a committee functions a considerable portion of the time. A rather substantial curriculum revision occurred two years ago cind the problem is now again under consideration by a committee of the College. 47 SCHOOL OF PHYSICAL EDUCATION General Functions The School of Physical Education includes the departments of Health Service, Physical Education for Men, and Physical Education for Women. The function of the department of H e alth Service is to provide health instruction and to contribute to the maintenance of healthful living conditions. The functions of the departments of Physical Education for Men and Physical Edu- cation for Women are as follows. 1. Training a. Teachers of physical education b. Coaches of athletics c. Recreational leaders 2. Conducting courses in physical education for all students a. Directing students in learning to perform sports according to social and hygienic standards b. Directing students in the development of desirable attitudes and appreciation of sports (1) To appreciate the value of sports as a leisure time activity while in the University (2) To appreciate the value of sports as one means of using leisure time after graduation from college 3. Promoting a general program in recreational sports and healthful living for all students. TABLE XXIII. SUMMARY OF COURSES School of Physic a l Education Departments Total Courses Physical Education for Men Professional Courses 23 Service Courses 32 TOTAL 55 Physical Education for Women Professional Courses 25 Service Courses 19 TOTAL 44 Health Service 3 GRAND TOTAL 102 Net Total Hours 54.0* 16.5 57.0 13.0 70.5 76.0 6.0 152.5 ^Includes two courses (4 hours each) taken primarily by graduates 48 Courses and Programs of Study The service courses in Physical Education for Men and Physical Educa- tion for Women, and Hygiene 5 (men) and Hygiene 2 (women) are primarily for general education, introductory (except 4 in P. E. M« and 5 in P. E. ¥•), and homogeneous in registration (except in P. E. W., where heterogeneity is not considered undesirable.) The professional courses are largely introductory (19 out or 23 in P. E. H. and 16 out of 25 in P. E. W»). The non-introductory courses are described as "summarizing and integrating.** Hygiene 10 is a further development of Hygiene 2 or 5, and is designed for teachers of hygiene. The registration in this course is heterogeneous. All courses are offered regularly except when an instructor is on leave for a semester. Programs of professional study are in terms of a prescribed curriculum for men and one for women. There are few course prerequisites, the sequence of courses being specified by the curriculum. The departmental programs for professional courses are adhered to rather closely, 40 hours being required for women out of 57 offered and 40 hours being required for men out of the 46 designed for undergraduates. Development and Policy In both Physical Education for Men and Physical Education for Women, the number of courses has been materially increased during recent years, especially since the establishment of the School of Physical Education in 1932. In Health Service, no courses have been added during the past 15 years. Both Physical Education for Men and Physical Education for Women have a Committee on Curriculum. These committees hold frequent meetings and sug- gested changes are considered by the respective staffs. In Physical Education for Men and Health Service, courses are examined each year with reference to possible improvement. 49 LIBRARY SCHOOL With the exception of Library Science 12, General Reference, which is designed as a general service course for freshmen and sophomores, the courses offered are professional in character. TABLE XXIV. SUMMARY OF COURSES Library School Classification Total Courses Professional Graduate Professional TOTAL 19* 20 39 Net Total Hours 50 16 (u) 114 *Does not include Inspection Trip (No. 99) for which no credit is offered. Courses and Program of Study In general, the courses below the graduate level are introductory in character but at a professional fifth-year level, Slightly more than one- third are further developments of such courses. The graduate courses are advanced study in the same fields, or courses at an advanced level in addi- tional subjects. Library Science 102g, Social Trends, involves application of knowledge from other fields. The Inspection Trip (No. 99) and two courses offered in Summer Sessions fulfill an integrative function. Some cases of intra-departmental overlapping were reported, but a portion of this is due to the development of a new course which will probably result in the discon- tinuance of two courses now listed. The overlapping with other departments appears to be inconsequential. With the exception of courses offered only in summer sessions and courses beyond the first-year curriculum, the courses are offered regularly or alternately. The registration tends to be homogeneous The departmental program of study is expressed in tsrms of a curriculum for the B. S. in Library Science and one for the Master's degree; the adminis- tration of these prescriptions is on the whole flexible. Course sequences are based on needed content and the articulation of courses is reported as S§8» 50 satisfactory. Development and Policy A few courses have been added during the past ten years; (a) to provide for well-defined professional needs; (b) to provide greater opportunity for specialization; (c) to meet demands of students during summer sessions. Both a committee and the staff have given attention to curriculum revision during the past three years. The content of particular courses is left to the initiative of the instructors and revision is constantly going on. tyyfa':-?y/£yy ti'.yy// \.v'vM 51 CHAPTER lit GENERAL SUMMARY AND COMMENTS This chapter reports studies of five general aspects of courses and curricula. In addition to reporting information, the Committee has attempted to indicate its evaluation and interpretation. A. Number of Courses and Curricula Table XXV gives the number of courses and the net total hours listed in the several departments, and a summary by colleges and schools. In both cases, there have been added data for staff (measured in terms of full-time instructors, obtained by subtracting time devoted to research, administration, and other activities), and instructional service (measured in terms of instructional units, obtained for a given course by multiplying the registration by the credit hours). The total number of courses, 2,277, and the net total hours, 6848.5, are large. Even in the case of many of the departments, these items are large. Furthermore, the number of courses and hours of work is still increasing. During 1936-1937, 94 new courses were added, and during 1937-1938, 70 additional courses were approved. For these years, only 18 courses were 2 dropped or replaced as a result of the new courses approved. Hence, in the The "net total hours" was found by subtracting from the "total hours" the number of hours in courses for which a student may not receive credit if he has taken other courses; e.g., a student with credit in Bacteriology 5a-5b is not allowed credit in Bacteriology 20. In case the credits for such mutually exclusive courses are not equal, the smaller number of semester hours was subtracted from the larger. In most cases mutually exclusive courses are in the same department. One exception occurs in the department of Engineering. In combining semester hours and units of graduate credit, one unit was take?! as equivalent to four semester hours. These data were obtained from the Bureau of Institutional Research. -355 52 TABLE XXV Departmental Course Offerings (courses, net hours) Departmental Staff (full-time instructors) Departmental Service (instructional units) Course Offerings Staff Full- time /o 9 Service Undergrad. Graduate Grand Total Instruc. Department 1 No. 1 Hrs. 2 J 3 No. 4 Unit 5 No. 6 Hrs. 7 Hrs. % 8 Units % 10 Astronomy 5 15 3 2 8 23 .33 .13 .05 Bacteriology 8 21 3 5 11 41 .60 .90 1.01 Botany 30 89 18 13 48 141 J?. 06 1.53 1.18 Chemistry 58 135 41 28.75 99 250 3»65 9.26 8.23 Classics 34 92 18 18 52 164 2.39 .56 .31 English 80 222 45 48 125 414 6.0$ 11.47 12.02 Entomology 16 55 1 2 17 63 .«( .64 .50 Geology 19 51 13 18 32 123 1.80 1.49 1.69 Geography 17 45.5 2 4 19 61.5 .90 .89 1.26 German 26 69 9 18 35 141 2.06 1.75 2.23 History 72 196 28 28 100 308 4.50 2.17 3.59 Mathematics 33 86 39 39 72 242 3.53 5.05 6.08 Philosophy 17 51 10 10 27 91 1.33 .78 .81 Physiology 9 38 3 2.75 12 49 .72 1.03 1.23 Poli. Sci. 21 54 14 14 35 110 1.61 1.48 2.19 Psychology 24 61 10 9.5 34 99 1.45 1.65 2.81 Rom. Lang. 55 145 31 31 86 269 3.93 3.74 4.58 Sociology 21 61 13 13 34 113 1.65 .96 1.42 Zoology 28 108 16 16 44 172 2.51 2.59 1.98 Engineering 3 3 __ — 3 .04 — — Ceramics 19 52 9 9 28 88 1.28 .80 .48 Civil 42 94 22 23 64 186 2.72 2.05 1.49 Electrical 37 70 14 17.5 51 140 2.04 2.12 1.29 G . _ i . D . 8 17 — — 8 17 .25 1.68 1.51 Mechanical 32 97 6 6.5 38 123 1.80 3.58 2.23 Min. & Met. 33 82 8 8 41 114 1.66 .49 .30 Physics 34 72.5 31 36 65 216.5 3.16 3.76 2.74 Railway 26 64 6 6 32 88 1.28 .39 .14 X • c A • i . • 14 31 14 12 28 79 1.15 1.96 1.57 Agri.Adm. 2 5 __ __ 2 5 .07 .02 .03 Agri. Scon. 21 64 11 10.5 32 106 1.55 .71 .82 Agri. Eng'g 16 50 — — 16 50 .73 .30 .49 Agronomy 20 70 8 12 28 118 1.72 .97 .92 Animal Hush. 26 91 8 8 34 123 1.80 .87 1.01 Dairy Husb. 25 77 8 15 33 137 2.00 .89 .54 Home Econ. 41 120 7 9 48 156 2.28 2.15 1.65 Horticul. 30 99 10 13 40 151 2.20 .68 .41 53 TABLE XXV (continued) Course Offerings Staff Full- time /o 9 Service Undergrad. Graduate Grand Total Instruc. Department 1 No. 2 Hrs. 3 No. 4 Unit 5 No. 6 Hrs. 7 Hrs. % 8 Units % 10 B. 0. & 0. 50 127 20 20 70 207 3.02 4.76 6.32 Economics 54 158 37 37 91 306 4.47 3.96 5.70 Architecture 35 85 5 8.5 40 119 1.74 2.28 1.13 Art 70 165 — — 70 165 2.41 1.83 1.31 Land. Arch. 24 67 — — 24 67 .98 .63 .24 Music 144 271 — — 144 271 3.96 2.87 1.26 P.E.M. 55 70.5 __ 55 70.5 1.03 2.16 2.03 P.E.Y/. 44 76 — — 44 76 1.11 1.33 1.19 Hygiene 3 6 — — 3 6 .09 .80 1.85 Education 68 245 49 49 117 441 6.44 4.04 3.97 Journalism 41 96 — — 41 96 1.40 1.03 1.13 Law 58 135 — — 58 135 1.97 1.25 2.06 Library Sci. 19 50 20 16 39 114 1.66 1.59 .93 Summary by Colleges and Schools Li . A • b . 573 1594.5 317 320 890 2874.5 41.99 48.06 53.25 Eng'g 248 582.5 110 118 358 1054.5 15.38 16.82 11.77 Agriculture* 181 576 52 67.5 233 846 12.35 6.59 5.87 Commerce 104 285 57 57 161 513 7.49 8.71 12.00 r . A « _-i . 273 588 5 8.5 278 622 9.09 7.63 3.95 P. E. 102 152.5 __ _ _ 102 152.5 2.23 4.28 5.07 Education 68 245 49 49 117 441 6.44 4.04 3.97 Journalism 41 96 — — 41 96 1.40 1,03 1.13 Law 58 13 5 — — 58 13 5 1.97 1.25 2.06 Lib. Sci. 19 50 20 16 39 114 1.66 1.59 .93 TOTAL UNIV. 1667 4304.5 610 636 2277 6848.5 100.00 100.00 100.00 *The newly created Department of Forestry, which offers one 3 hour course, has not been included. 54 areas involved, there was a net increase of 146 courses during this two-year period. Some courses were probably dropped that were not referred to in the proposals for new courses, especially in departments not petitioning for new courses. The number of such courses was not ascertained, but it seems reason- able to estimate that the total net increase during the two-year period was not less than 100 courses. The number of new courses approved decreased from 94 in 1936-1937 to 70 in 1937-1938. The information for the current year indicates a further decrease in the annual increment of new courses, but un- less there is a distinct change in policy, we may expect the total number of courses to increase for several years. A year hence, it will probably be in excess of 2,300. One may only speculate in regard to what it will be ten years hence. Should these findings be pointed to with pride, or should they be regarded as indicating a condition about which we should be concerned? Additional evidence of the range and diversity of the educational program of the University is furnished by the number of undergraduate curricula and options. In computing the number of curricula, a major as defined in the College of Liberal Arts and Sciences and in the College of Education, may be regarded as a curriculum although the prescription is in number of hours rather than in terms of particular courses. Table XXVI shows the number of curricula and options leading to the bachelor's degree in the several divi- sions of the University. In addition, there are five pre-professional curricu- la in the College of Liberal Arts and Sciences. Again we may raise the ques- tion: Should this situation be pointed to with pride, or should it be regarded as indicating a condition about which we should be concerned? A department represents an area of knowledge. Within a given area, the number of courses listed and also the net total hours depend upon the articu- lation and coordination of the several courses, the extent to which obsolete or relatively unimportant content has been eliminated through revision, the degree to which details are introduced, and the overlapping with other depart- ments. For example, within a given area, a carefully planned list of offerings 55 TABLE XXVI Number of Curricula Leading to a Bachelor*s Degree in the Colleges and Schools Division Number of Curricula Including Options Hours Re- quired for Graduation Liberal Arts and Sciences CoKmerce Engineering Agriculture Education Fine and Applied Arts Physical Education Journalism TOTAL 25 120 2 130 11 130* 24 136 4*-* 120 27 120 3 Special 2 142* 11 130* 2 130* 3 124 114 * Includes Physical Education and Military Science and Tactics, ** A curriculum in Dairy Technology has been added. might total only one hundred hours. On the other hand, lack of careful departmental planning and unrestricted freedom in permitting individual in- structors to initiate new courses might result in offerings totaling two hundred hours. The first situation is more likely to contribute to institu- tional economy and the better education of students. Table XXVII gives the per cents 3 of undergraduate classes having regis- trations of 1 to 5, 6 to 10, etc. In examining this table, it should be re- membered that individual instruction is required in honors courses, under- graduate thesis courses, most courses in music, and educational practice The per cents are the average of the second semester of 1937-1938 and the first semester of 1938-1939. Data supplied by the Bureau of Institutional Research. 56 and that in other courses the nature of the work and the available equipment requires relatively small classes. However, it is clear that a number of classes with relatively small registrations are being maintained where these conditions do not apply. The number of students taking a course should not be used as an index of its value in the educational program of the University. There may be justifi- cation for retaining in the list of offerings courses that are taken by rela- tively few students (say by less than ten on the undergraduate level and by less than five on the graduate level), but small classes, are relatively ex- pensive and a large per cent of such classes within a department, where condi- tions do not require individual instruction or small classes, suggests that the list of offerings might be more wisely planned. Comparisons between departments should be made with caution, but the findings in Table XXV, supplemented by other data, suggest that some depart- ments have developed a better balanced list of offerings than other departments Some suggestion toward the identification of the "more efficient departments" 4 is obtained by comparing the per cent of staff listed with the per cent of service (units of instruction ) , the latter being given in the last column of Table XXV. (See also Charts la, lb, and Ic.) One should not conclude that, in all cases, the "more efficient departments" are those for which the per cent of service is greater than the per cent of staff, and the "less effi- cient departments" are those for which the per cent of service is less than the per cent of staff. If the presence of elementary courses with large registrations and the nature of the instruction are kept in mind, Table XXV Aside from any question relative to the content of the courses offered, a "more efficient department" is one in which the courses have been wisely planned with reference. to articulation and coordination, and in which the net number of hours of work offered is consistent with the demand for such service. Data for units of instruction represent the avera e of the second semester of 1937-1938 and the first semester of 1938-1939. Data supplied by the Bureau of Institutional Research. TABLE XXVII Distribution in Per Cents of Undergraduate Classes According to Size Average of Second Semester 1937-38 and First Semester 1938-39 57 Class Size DEPARTMENT 1-5 6-10 11-20 21-30 31-40 41-50 1 51-100 J 100+ Astronomy — _ 50 __ 50 Bacteriology — — 17 50 19 — 10 4 Botany 2 14 34 21 21 3 — 5 Chemistry 5 3 34 48 2 2 2 4 Classics 29 23 29 12 4 — — 3 English 2 1 9 72 12 __ 2 2 Entomology 12 23 14 14 12 23 2 — Geology 9 2 8 51 22 2 2 4 German 7 6 23 57 7 — — — History 8 4 15 45 11 2 5 10 Mathematics 1 2 19 73 5 — _ _ — Philosophy 10 — 22 41 17 — 2 8 Physiology 5 2 15 14 29 24 1 10 Poli. Science 4 — 9 24 35 11 13 4 Psychology 3 — 6 45 27 5 4 10 Romance Lang. 2 8 27 49 14 — — — Sociology 8 6 14 20 10 24 14 4 Zoology 10 3 28 48 6 — 3 2 TOTAL LAS: 5 4 20 52 11 3 2 3 Ceramic Engineering 23 6 30 30 7 2 2 — Civil Engineering 3 14 53 29 1 — — — Electrical Engineering , 12 20 55 8 3 — 2 — G . E « D . 3 3 25 69 Mechanical Engineering ; 2 1 14 38 23 13 9 -"• Mining and Met. 35 25 24 6 8 2 — — Physics 3 13 37 43 — — — 4 Railway Engineering 78 7 4 4 — 7 -- — T. and A. M. 5 18 59 18 — — — — TOTAL S1IG . : 9 12 40 32 4 2 1 1 Agri. Adm. — — -- 100 Agri. Econ. 10 3 19 46 9 7 3 3 Agri, Engineering 5 — 33 33 15 4 5 5 Agronomy — 6 15 35 30 4 3 7 Animal Husbandry 5 10 19 29 27 ™"*" 5 5 Dairy Husbandry 3 16 25 29 13 1 12 1 Home Economics 3 10 48 20 6 2 10 1 Horticulture 18 17 24 24 17 — — — TOTAL AGRICULTURE I: 6 9 32 27 15 2 6 3 TABLE XXVII (continued) 58 DEPARTMENT Class Size 1-5 6-10 11-20 21-30 31-40 41-50 51-100 100+ Accountancy __ 1 6 74 15 1 2 _ _ B. 0. and 0. 6 1 16 39 29 7 — 2 Business Law — 2 3 61 31 3 — — Economics 2 1 8 62 17 3 1 6 TOTAL COMMERCE: 2 1 8 62 19 3 1 4 Architecture 6 __ 39 36 9 3 5 1 Art 25 9 26 14 15 8 3 — Landscape Arch. 10 28 41 14 7 Music 80 8 7 2 1 1 1 — TOTAL FAA: 60 8 15 8 5 2 2 — P. E. M. 19 8 14 25 21 10 3 — P. S. W. 3 3 25 23 20 14 12 — Hygiene — — — 1 20 69 10 — Education 16 15 16 16 20 13 3 1 Journalism 3 14 53 11 4 6 7 2 Law 5 10 10 5 12 12 43 3 Library Science 2 4 13 40 29 10 2 — 59 and Charts la, ib, and Ic may be utilized as a means of tentative identifica- tion* By reference to Table XXVII, it will be noted that there is a high de- gree of correlation between the proportion of small classes and the degree of departmental "efficiency." Where the facts suggest the possibility that a department is not highly "efficient" with reference to its list of offerings, this situation should be interpreted as indicating that the department should critically examine its list of offerings in the light of the demand for courses in its area. In this examination, attention should be given to the possibility of new syntheses of content in which obsolete material and subject matter of minor importance for the education of students are eliminated. In Sections D and E of this chapter, attention is called to differences with respect to departmental programs of study, and departmental practices and policies relative to the revision of courses offered. The differences noted in these sections would lead one to expect variations in "departmental efficiency," and although there are doubt- less other contributing factors, differences in departmental practices and policies with reference to creating new courses and revising existing courses doubtless have been a potent cause of the conditions suggested by Table XXV and Charts la, Ib, and Ic, viz., the differences between the number of hours offered and the proportion of service rendered. The per cent of instructional staff (Table XXV, Column 9), in combination with the per cent of listed offerings, suggests an index of the University's educational policy with reference to the development and support of a depart- ment. In a rough way, the combination of these two measures represents the outlay being made for the education of students within a department, and by comparison with the relative service, we obtain a measure which merits some attention* These three sets of data are represented graphically in Charts la, lb, and Ic, staff and listed offerings being represented to the left of the vertical line and service to the right. Although comparisons must be made with caution, 60 Astronomy Bacteriology Botany Chemistry Classics L13 ;33 .90^ ;60 : 1.53 _H siiiHli 9.26 lii^W^i 3.6:5 'ff^^llliHiilil'iiiiniiiii i.56 J 2^39 mM ; English 11.47^^.^^, 6.05 Entomology ! Geology Geography ,, ;;?^^' r . ' i^s .54 .92 1=1 .50 11.49 ijggg ; i.8o -mam .89 | .90 j .05 1.01 ye^end; i Staff! Offerings Service Data from Table XXV I 1.18 8.23 .31 12.02! 3? 1.69 1.26 German History Mathematics j 1.75 ! pj^pp 2.06 telMlliSi '2.23 2.17 j N§#fe^ 3.59 5.05 fe:-; : -i'^v ■ - ^.- . ,~ 3^ 53 S Kiiiiii!iiiiMWiiii:!ii!iiiii!lf 6.08 Philosophy Physiology \ Political Science Psychology Romance Languages Sociology Zoology .78 ! pr — . 1.33 : K3 .81 1.03 ^ .72 ™ 1.23 : 1.48 ! £— — -a. 19 ; i.65 r^ — 1.45 L T^, 2.81 3.74 J^ : o Q3 l' 1 it!! ' ■■'■■:'■ I" 1 -" 1 " J 4.58: .96 1.65 I — 2.59 pn-rr 2.51 i E!ZHtk_ 1.42 =1 1.98 Chart la Chart showing relative departmental course offerings (net hours), departmental staff (full time instructors), and departmental services (instructional units)- based on Table XXV, columns 8, 9, 10. 61 Engineering Ceramic Engineering Civil Engineering Electrical Engineering G. E. D. Mechanical Engineering .04 1 i.80 1 ; .28 2.05 i 2.72 j 2.12 | 2.04 ; 1.68 ! .25 i iiiiii'iiii B 3 • 58 k-.v: ■- ■■;■ .^^ 1.80 : Bgiii .48 1.49 L egend Staff; Offerings Service Data. from Table XXV 1 ! 1.29 T.51 2.23 Mining and Metallurgy I .49 1.66 mm .30 Physics Railway Engineering 3.76 f " 3.16 : «™ ,.,:.'■ >•■■-. '2.74 i.39 1.28 EO .14 T. A. M. Ag. Administration Ag. Economics Ag. : Engineering Agronomy Animal Husbandry Dairy Husbandry Home Economics I Horticulture 1.96 1.15 11,57 .02 .07 : .71 1.55 .30 .73 h ■ 03 .82 .49 .97 1.72 .87 1.80 K« i, ; ZD .92 /.liivii". .89 2.00 H 1.01 .54 2.15 j| 3.28 ^ .68 PT — i 2.20 i!iiP :; 'ifl;iig,' 1.65 .41 Chart lb y&%8& 62 Bus. Org. and Operation Economics 4*76 3.62 3.96 4.47 "" 6.32 . — — ' | i!liiiii^^^g ^''!ii|.ii !l p !l' , B l l i !iiij- li 5.70 Architecture Art 2.2B i !- 7 4 1.83 2.41 S3 -w HMiOiJ Landscape Architecture Music p. s. k. p. e. w. Hygiene Education Journalise! 4.04 6.44 .63 .98 2.87 3.96 l--y . : , - 1.13 1.31 fc^ s Staff Offering Data from Table XXV .24 EESM3S1I 2.16 1.03 1.33 i.11 r~ „• , 1.26 =3 2. : ^~~-J 03 J>'j|i'!::;|i!;,.! I 1.19 ,80 ,09 1.85 mi. !■■*■: -iM'"- '■■■■■■ ■■ ■ <~ ~ 3. L egend ervice 97 1.03 1.40 [~ M KZ~> — ' : 1.13 Law Library Science 1.25 1.97 lij H 2.06 1-59 i~T2> x.56 pBBi .96 Chart I c 63 certain differences attract attention. For some departments (e.g., German, Political Science, Psychology, Romance Languages, Electrical Engineering, Physics, Home Economics, Economics, Architecture, and Library Science) the proportion of staff approaches the proportion of listed offerings. For other departments (e.g., Chemistry, English, Mechanical Engineering, T. and A. M., and B. 0. and 0.) the proportion of staff is materially larger than the pro- portion of listed offerings. On the other hand, there are departments (e.g., Classics, History, Sociology, Railway Engineering, Animal Husbandry, Horticul- ture, Music, and Education) for which the proportion of staff is materially less than the proportion of listed offerings. In interpreting the facts for a given department} attention must be given to the type of instruction, the proportion of listed offerings at the graduate level, and other pertinent considerations. For example, in Music, a majority of the listed offerings, as measured in terms of semester hours, are under the head of "Applied Music" in which the instruction is individual. Obviously, this department is not typical. In Education, the listed offerings include "Educational Practice" which makes up about 54 per cent of the listed undergraduate offerings, and the listed graduate offerings include 10 units of extra-mural courses, several of which are essentially duplicates of campus courses. Furthermore, the listed offerings include several summer session courses, while the measure of staff does not include the additional instructors employed during the summer session. In English, and to a less extent in certain other departments, a large propor- tion of the service (units of instruction) is contributed by a few elementary courses having large registrations. If attention is directed to departments in which instructional conditions tend to be comparable, there are differences that raise important questions. For example, consider Botany, Chemistry, Zoology, and Physics; Classics, German, and Romance Languages; History, Political Science, Sociology, and Economics; Electrical Engineering, Mining and Metallurgy, and R a ilway Engineer ing. The differences within such groups may be defensible, but they should be 64 carefully examined with reference to both the general educational policy of the University and the efficiency of the departments involved. Viewing the situation as a whole, the Committee is of the opinion that the total number of courses and especially the net total hours indicate a con- dition about which we should be concerned. Within an institution of the scope and size of the University of Illinois, these totals will be large, but the analysis presented in the preceding pages strongly suggests the possibility of more "efficient" lists of courses in some departments. B. Educational Purposes and Types of Courses Section 7 of the questionnaire called for a designation of the educational purposes of courses: a. Primarily for general education Yes No b. Primarily for departmental specialization Yes No c. Opportunity for student research Yes No d. Outgrowth of instructor's research program, past or present Yes No e. Furtherance of instructor's research program Yes No f. Professional or pre-professional training Yes No From responses to this question, as well as from the queries referred to the Committee, it is apparent that outside of departments whose purpose is primarily professional, many instructors have not clearly defined the education- al purposes of the courses for which they are responsible. This lack of defini- tion of purpose is suggested by the inconsistency of responses within a depart- ment and by comparison of the stated purpose with the description of content given in Section 9 of the questionnaire. In several instances, the statement of purpose did not appear to be consistent with the content of the course. It is apparent that "general education" means different things to differ- ent persons. Otherwise, it is difficult to explain the striking divergence between departments, whose educational policies and purposes are presumably very similar, in the proportion of their courses designated as primarily for general education. Thus in the Department of English , 18 per cent of the cours- es are reported as designed primarily for general education^ in the Department m 66 of Romance Languages 59 per cent. There is a similar contrast between Political Science (29 per dent) and Sociology (85 per cent); and between Entomology (12 per cent) and Bacteriology (35 per cent.) In several departments, the criterion for distinguishing bet veen a course "primarily for general education" and one "primarily for departmental special- ization" was the character of the registration in the course. If the majority of registrants were majoring in the department, the course was designated as "primarily for departmental specialization"; if not, it was classified as "primarily for general education," unless it was a service course for students pursuing a prescribed curriculum. This criterion is useful as a practical expedient, but its use suggests that a course designated as "primarily for general education" on this basis was probably not planned as such; if it had been, the criterion would have been unnecessary. Often it is not the subject but the manner in which it is taught that determines the cultural value of a course. Furthermore, the same course may be taken by one student for the purpose of specialization, so as to be able to pursue a professional career, and by another student in order to increase his stock of general knowledge and thus be able to lead a richer and fuller life. In view of these uncertainties, the Committee does not regard the data contained in the responses to this question as reliable evidence of the actual amount of provision for general education. The Committee was itself unable to agree upon a definition of general education which would enable it to go behind the answers to this question and determine from other evidence the proportion of courses offered that might be regarded as serving the purpose of general education. A rough estimate would indicate that 75 per cent to 85 per cent of the courses are reported as "primarily for departmental specialization," or for "professional or pre-prof essional training." Hence it might be inferred that the remaining 15 per cent to 25 per cent of the courses listed are to be regarded as "primarily for general education." But if it is true, as the Com- mittee believes, that a certain amount of departmental specialization is proper- ly a part of general education, then the provision for general education is w& 66 greater than the proportion indicated. In any case, the diversity of views represented in the responses to this question, and the differences of opinion within the Committee itself, are evidence enough of the need for a fresh study of the nature of general education and the provision for it at the Univer- sity. In a number of cases, the designation of a course as offering "opportunity for student research" did not appear appropriate. It is evident that the con- cept of research is used very broadly by a considerable number of instructors, as contrasted with the stricter usage of such departments as chemistry and mathematics. Certain items in Section 8 of the questionnaire imply the following clas- sification of courses on the basis of scope and relationship to other courses within a department. (a) Introductory, general (b) Introductory within a special area (c) Further development, general (d) Further development within a special area (e) Summarizing and/or integrating The optimum proportion under these heads may be expected to vary from department to department, and even within a given department there may be no best distribution of courses. However, from the point of view of educating students, it seems that there should be a general course for the purpose of r introducing the student to the area of knowledge represented by the department and there should also be some provision for students to synthesize and integrate their learning from the several courses that they have pursued. In some departments, the sequential relationship between courses may be such that a special course for this purpose is not needed, but in many departments A survey course, covering the areas of a group of related departments would accomplish the same purpose. &S5S 67 one or more summarizing and/or integrating courses would serve a valuable purpose. The Committee was impressed by the number of introductory courses within 7 a special area, which did not appear to lead to other courses and in some de- partments by the number of courses characterized as a "further development within a special area." It appears that in some departments the articulation and coordination of the courses could be improved. See Table XXVIII in Section D, "Departmental Programs of Study." 68 C. Overlapping of Courses* In a strict sense, two or more courses would duplicate one another if, being offered to the same group of students by different departments, they covered approximately the same material from the same point of view or for substantially the same educational purpose. In this strict sense, there is little or no duplication of courses on the Urbana campus of the University of Illinois, On the contrary, there is an extraordinary diversity of courses both with respect to the several areas of knowledge and with respect to var- iable interpretations and educational and social uses of single areas of knowledge. On the one hand, there is created the problem as to how far even a great university can or should go in making the diversity of its courses equal to the whole range of knowledge in all fields and this is not an idle problem, for it is an unmistakable trend among many institutions. On the other hand, there is created the problem as to how many functionally or so- cially different uses can or should be made of a single and in many cases highly selected area of knowledge. The setting of the problem of duplicating or of overlapping courses, then, is not to be found in strict duplication itself but in the amount of functional adaptation of a given body of material to different educational or social purposes. This is really the problem of the organization, departmental, curricular or otherwise, of the materials used in instruction. It seems to be pretty clear that the criteria of organization now in common use are fur- nished, first, by more or less natural cleavages between areas of knowledge and, secondly, by partial cleavages between the pure and the applied forms of knowledge. Courses in the College of Liberal Arts and Sciences more nearly represent the outcome of the first set of criteria and courses offered in most of the professional schools more nearly represent the outcomes of the second set. There seems to be a tendency, however, for each division of the Univer- sity, and especially for the professional and semi-professional divisions, to * Prepared for the Committee by C. R. Griffith. I 69 become more self-sustained and self-sufficient in the sense of offering many courses which represent the applied and particularly social uses of an area of knowledge rather than the development of a new area. This is one of the facts which describes the setting of the problem of course duplication and overlapping. Another which seems to be growing in importance runs somewhat as follows. Courses and curricula in Colleges of Agriculture, for example, represent not only areas of knowledge, both pure and applied, but the activities of a whole class of people. Farmers, includ- ing related rural and some urban groups, constitute a considerable proportion of the population of a state like Illinois. These people do not live in par- tial contact with their environments nor should they try to live with a par- tial knowledge about their environments. Within the limits of their training, they live a complete life in the sense that some features of all that is known are of immediate and daily concern to them. They are concerned not only with the pure and applied sciences of farming but with wide reaches of economics, politics, marketing, history, the sciences, the psychology of home life, and all else that makes for a complete pattern of living. Insofar as this is true, it tends to become a criterion for the organiza- tion of the subject matter to be taught in Colleges of Agriculture. In this way, this criterion of the organization of subject matter breaks across the natural cleavage between areas of knov/ledge and it also breaks across the di- vision between pure and applied science and adds to them the needs and inter- ests of a class of people. Since the needs and interests of this class are in a way as complete as the needs and interests of any other class, it can be argued that courses and curricula which serve the members of a particular class shall be as broad as the needs and interests of the class. For example, most courses in a College of Law are distinctively professional, because they cover what might be called a special area of knowledge. At the same time, however, lawyers deal with all classes of people in all kinds of concrete situations and it might be argued, therefore, that courses and curricula of Colleges of 70 Law should include, beyond the distinctly professional courses, a great variety of courses in the legal interpretations of related sciences and arts and es- pecially, perhaps, the social sciences. In other words, a legal interpretation of some of the sciences and arts would duplicate much of the material covered in an agrarian interpretation of them and both would duplicate to a certain extent the basic subject matter fields in a College of Liberal Arts and Scienc- es. To be sure, some of the needs of agrarian or legal groups are met by pre-legal or pre-agrarian curricula, but it is by no means certain that such curricula solve the problem. We might even look forward to the time when Colleges of Law will follow Colleges of Agriculture and of Engineering in giv- ing their own "duplicating" courses in fields of knowledge that are necessary to a distinct life calling. Many Schools of Journalism have already frankly recognized that principle of organization, for in serving the needs and inter- ests of a class of people who touch life at a great many points, they have sought to include "duplicating" courses in a number of fields. There is still another circumstance which contributes to the setting within which problems of duplication and overlapping should be studied. It has often been pointed out that the life of a nation, either in its total career or during one of its greatest centuries, is a cultural, economic, political, and philosophical whole. A few of the disciplines, such as history or literature, must recognize this fact for the history of a people or of a century or the interpretation of the literature of a people calls for surveys of a broad character. Superimposed upon the wholeness of a cultural period or group, however, are the cleavages between various sciences so that a history of economics, of politics, of sociology, of psychology, of physics, of chemistry, or mathematics, or of philosophy would mean "duplicating" courses for students who have already studied history itself or literature. Here again the problem is one of the effective organization of knowledge, not only in order to provide the basis for research but to provide the best possible conditions for instruction. 71 Within the setting created by the proper organization of knowledge rather than within a setting furnished by strict duplication as such, it must still be recognized that many cases of overlapping could be approved simply because very few students would be taking overlapping courses. For example, one student might become acquainted with many of the details of the Eighteenth Century by a course in the history of architecture, the antecedent general course in history being taken for granted, while another student might become acquainted with some of the details of the same century by taking a course in the history of psychology, the antecedent courses in general history likewise being taken for granted. Instead of saying, therefore, that there is a problem of course duplica- tion or of excessive overlapping, it would probably be fairer to submit illus- trations of what might ultimately be shaped into the form of a problem. For this purpose, the following categories, although not mutually exclusive, seem to oe adequate: 1. Intra-departmental overlapping in terms of a. Difficulty b. Specialization 2. Inter-departmental duplication a. Direct b. Interpretative 3. Duplication between the pure and applied branches of a discipline 4. Duplication for special topics Intra-departmental duplication in terns of the difficulty of courses appears to be a commonly accepted feature of all departmental practices. In the data that have been submitted there are numerous examples of courses bearing alirost, if not quite, the same title but which are offered both at the undergraduate level, presumably in terms adequate to undergraduate train- ing, and at the graduate level, presumably in terms that are adequate to grad- uate training. If there is a problem here at all, it surely must concern the 72 extent to which the same course offered at different levels actually functions with respect to the levels concerned. There may be intra-departmental duplication or overlapping because of the superposition on a general introductory course, which describes an area of knowledge as a whole, of specialized courses which further develop some of the main chapters, so to speak, of the introductory course. Here again no problem is raised, unless it were found, upon further examination, that a course which develops in detail or in a highly specialized way a large chapter in an introductory course, fails to satisfy any particular educational purpose beyond the research interests of the staff member concerned. The study of inter-departmental duplication and overlapping seems to present quite a different situation. In the outline above, a distinction was drawn between direct duplication and interpretative duplication. This difference is a matter of judgment where the judgment must be based upon a more detailed examination of course contents than can be made at the present time. The nature of the problem can be illustrated by the course offerings in the field of statistics: Mathematics 21 — Theory of Probability 22 — Statistics 129 — Theory of Statistics Economics 71 — Economic Statistics 72 — Economic Statistics Agricultural Economics 11 — Agricultural Prices and Statistics Education 18 — Educational Measurements Agricultural Economics 111 — Agricultural Prices and Statistics Education 123 — Educational Statistics Education 124 — Educational Research The principles of statistics are the same whether the data be chosen from schoolrooms, market reports, or experimental data. If it should turn out 73 upon more detailed analysis that a half or two-thirds of the time in each of the above courses is spent upon statistical methods and concepts, the above courses might be said to represent a fairly direct type of inter-departmental duplication. On the other hand, a very good case can be made out for the argument that even though a half of the time is spent upon a common subject matter, the differing practical implications of this subject matter make the offering of the several courses educationally justifiable. This is a matter which must be kept separate from, even though closely related to, the fact that very few students would take any two of the above courses in different departments. The problem is really the educational problem of finding out whether a given subject matter can be developed more intelligently in direct contact with its actual uses in a field of inquiry than it can otherwise. Present opinion seems to favor the proposition that there should be an intimate functional relation between a given subject matter and its concrete applications. This judgment may be either true or false but in both cases, the question of the organization of subject matter should be raised not only with respect to the teaching of statistics but also the teaching of most other subjects. Other instances of semi-direct and interpretative overlapping between one department and another are as follows: Heredity and Genetics Zoology 5 — Heredity 7 — Evolution 25 — Experimental Genetics Agronomy 22 — Improvement of Farm Crops by Breeding 112 — Theory and Analysis of Plant Breeding Problems Horticulture 12 — Evolution of Horticultural Plants Animal Husbandry Botany 41 — Animal Genetics 46 — Heredity and Evolution 74 Zoology 124 115 Animal Husbandry 117 121 Business 2 Organization and Operation 22 102 — Agricultural Economics 30 40-41 34 36 37 135 31 Economics 1 2 Agricultural Economics 10 Engineering 10 Economics 101 Agricultural Economics 110 Botany 81 88 Experimental Zoology and Genetics Factors of Individual and Racial Development Animal Genetics Laboratory Methods in Animal Genetics Marketing Marketing Organization and Operation Marketing Research and Policies Marketing Research and Policies Marketing of Agricultural Products Thesis Marketing Dairy Products Marketing Horticultural Products Marketing Livestock Problems in the Marketing of Agricultural Products Grain Grading and Marketing Economics Principles of Economics Elements of Economics Introductory Agricultural Economics Economic Relationships of Agriculture Engineering Economics Economic Theory Theory of Agricultural Economics Ecology Forest Ecology Plant Ecology Ecology 75 Agronomy 114 Botany 118 Zoology 9 11 Entomology 21 Zoology 125 109 110 111 Business Law la-lb - 10 ■ Engineering 92 ■ Landscape Architecture 46 ■ Civil Engineering 90 ■ Law Architecture 57 58 60 Agricultural Engineering 20 Civil Engineering o5 36 105 Economics Principles Underlying the Production of Crops Discussions in Ecology ininal Ecology Animal Ecology and Geography Insect Bionomics Animal Ecology and Behavior Physiological Ecology Climatic Ecology Experimental and Field Ecology B usiness Law General Principles of Business Law Lav/ of Security Relations and 3anking Engineering Law Office Practice in Landscape Architecture Contracts and Specifications 17 — Business Organizations Concrete Construction — Reinforced Concrete — Reinforced Concrete -- Reinforced Concrete — Farm Concrete Construction — Plain Concrete — Construction Materials — Reinforced Concrete Design Economic Development 19 — Economic Development of the United States (1820-60) 20 — Economic Development of the United States since 1860 24 — Economic Development of Modern Europe 76 economics History xbconomxcs History Political Science Law 25 — Economic History of England 17a — Social and Economic Forces in the U.S. in the Nineteenth Century to 1860 17b — Social and Economic Forces in the U.S. in the Nineteenth Century since 1860 46a — Social and Economic History of England, 1750-1858 46b — Social and Economic History of England, 1848-1939 120 — History of Economic Thought 122 — Economic History of the United States 62a — Political and Constitutional Development of the United States to 1809 62b — Political and Constitutional Development of the United States since 1809 5 — American Constitutional System 9 — Principles of Jurisprudence 22 — Constitutional Law The chances are that many of the instances of overlapping cited above are really cases of overlapping created by the difference between the pure and the applied branches of a science. Jn the request for information concerning courses, the instructors themselves were asked to indicate cases of overlapping between their courses and courses in related fields. This list, which fol- lows, appears to contain most of the instances in which there is duplication due to the difference between the pure and applied branches of science. Notes Cases in which duplication of credit is now allovired have been omitted. Cases in which overlapping is reported to be very slight have been omitted also. 77 COLLEGE DEPARTMENT OVERLAPS WITH Lib. Arts and Sci. Astronomy 15 Civ. Eng. 2 Bacteriology 5a, 5b Botany 41 Botany 46 Botany 79 Entomology 7a Geology la Geology 61a-61b Geo. logy 95 Geology 96 Geology 125 Geology 151 German 19a German 19b German 32 German 39b English 20a English 20b English 29 English 31 English 39 English 55a English 55b English Sl02b English 120a-120b English 130a-l30b English 138a-138b English 143a-143b Dairy Husb. 11 Botany 2 Agron. 22, Hort. 12 Bacteriology 20 Entomology 107a Geology 33 Geology 95, 160a-160b Geology 61a-61b, 125 Geology 125 Geol. 95, 96, 151 Geology 125 English 130a, 130b English 130a, 130b History 36a, 36b English 130a, 130b English 33, 43, 55b, 56 English 55a, 55b English 55a English 27, 55b English 55a Eng. 3, 20b, 25, 29, 36, 39 Eng. 20a, 20b, 31,33,S102 English 55b English 130, 138, 145 Eng. 120a, 120b, French 105, Greek 17, German 19a-19b,39b English 120a-120b English 151 78 COLLEGE DEPARTMENT Engineering Lib. Arts and Sciences English 145a-145b " English 151 " Speech 14 " Speech 18 Cer. Eng. 11 Civ. Eng. 22 Civ. Eng. 90 Railway Eng. 25 Eng„ 10 Eng. 39 Agri. 2c on. 11 Agri. Eng. 12 Animal Husb. 1 Animal Husb. 3 Animal Husb. 22 Animal Husb. 39 Dairy Husb. 11 Home Scon. 80 Home Econ. 31 Lav/ 33 Agriculture Law Fine & Applied Arts Library School Art 11, 12 Art 21a, 21b Architecture 60 Land. Arch. 51, 52 Land. Arch. 74 Lib. Sci. 21 Lib. Sci. 33b Lib. Sci. 34 Lib. S c i. 48 OVERLAPS WITH English 120a-120b English 143a-143b Speech 19, 20 Speech 20 Chemistry 70b Land, Arch. 71, 72 Bus. Law 3 Economics 92 Econ. 2, 355 Accy. la Econ. 41, 42, 43 Ec on. 70, Educ. 18, Math. 22 Home Econ. 2 Animal Husb. 3, 22 Animal Hubb. 1, 22 Animal Husb. 1, 3 Zoology 15 Bact. 5a, 5b Home Econ. 10 Home Econ. 29, 30 Law 41, 60 Art 17a, 18a Art 25, 26 Architecture 57 Botany 5 Civ. Eng. 28 Lib. Sci. 51 Lib. Sci. 34, 48 Lib. Sci. 33b, 48 Lib. Sci. 33b, 34 - -.-■• 79 COLLEGE Lib. School Physical Education DEPARTMENT Lib. Sci. 102 (h) P. E. M. 31 P. S. M. 32 P. E. W. 60 P. E. W. 90 P. E. ¥. 73, Sec. G, K OVERLAPS WITH Education 124 P. E. M. 18 P. E. M. 9 P. E. W* 73, Sec. G, K Hygiene 2, 10 P. E. W. 60 P. E. W. 99 P. E. W. 99 Hygiene 2 " Hygiene 10 Partly as a study of the problem of the organization of subject matter and partly for the sake of getting a better foundation for more complete studies of the educational significance of new courses, a topical index has been made of all of the courses now being offered in the University. By a topic is meant any "chapter, section, or part of a course which seems to stand out as a definable unit." In this respect there is, of course, a very large amount of overlapping. As a rule, in compiling this index, attention has been given only to those topics, that is, those sections or definable parte of courses, upon which at least a week of classroom or laboratory instruction is spent. The character of the problem can be illustrated as follows. If it be granted that there is an area of knowledge and method which can be roughly described by the word "marketing," then some phase of marketing is taught in a considerable number of different courses in different departments. Eliminat- ing instances in which the topic of marketing might be discussed for a full class hour or even for two class hours, the following instances may be cited: Vr*. 80 Marketing, Psychological problems of, Psychol. 2 n Agencies and functions of, Agr. Econ. 1 " Forms of, prices and general problems of distribution Agr. Econ. 30 " History of in United States B. 0. 0. 25 " Methods and principles of, Econ. 27 " Organization and operation of, B. G. 0. 2 " Principles of, B. 0. 0. 17 " Principles of, B. 0. G. 22 " Principles of, Engineering 10 Principles of as applied to ores, Mining 21 " Principles of as applied to milk, cream, butter Dairy Husb. 24b " Principles of for corporate securities Econ. 35 " Principles of for dairy products Dairy Husb. 24a " Principles of for fruits and vegetables Hort.46 Principles of for poultry products An. Husb. 37 " Principles of for sheep An. Husb. 27 Principles of for swine An. Husb. 26 " Principles of for vegetables H rt 3 Problems of in relation to clothing Home Econ. 30 Principles of in relation to homes Home Econ. 59 " Principles of in relation to restaurants and institutions Home Econ. 47 " Principles of for poultry An. Husb. 40 " Problems of, in marketing agricultural products Agr . Econ. 13 5 " Research and policies of B. 0. 0. 102 " Dairy Products, Production, storage, sale, prices Agr. Econ. 34 " Livestock, Agr. Scon. 34 ei The topical index referred to above shows a good many other cases of this same general type. They are reported not in order to suggest their immediate elimination but only to illustrate a problem. Basically, the prob- lem concerns the criteria to be used in the organization of course material. At the beginning of this section some of the criteria in common use were mentioned. The Committee is of the opinion that still another criterion might be brought under consideration. It turns on the psychological and educational functions of the contents of courses. There seems to be a tendency, even at the college ^nd university level, to use course content as a vocational short- cut to a specific kind of occupational achievement and not as a means of basic training. For example, the question often asked of college and univer- sity graduates is thiss What do you immediately know and what can you imme- diately do with respect to this particular life calling? If students are to be prepared for prompt entrance into a trade, occupation or life calling, colleges and universities must be prepared to give them the relevant knowledge and training. When pushed to its logical extreme, this would mean that col- leges and universities should offer special courses for as many trades, occu- pations or life callings as any considerable number of students or even a small number of students might demand. From the number of courses which they offer, it would seem as though colleges and universities were moving very fast in this direction. There is, however, another question that might be asked of the graduate of a college or university: Y/hat general training do you have and what is your disciplined psychological efficiency in adapting yourself to the particu- lar demands of this particular life calling? For example, in the case cited above involving marketing, a student might be asked not whether he knows the marketing of livestock or poultry or of securities and bonds, but whether he knows enough about marketing in general and whether through his study of marketing and other subjects he has become the kind of disciplined psychologi- cal agent who can adapt himself quickly to the particular exigencies of an sss 82 equally particular phase of marketing. The topic of marketing may not be the best possible illustration but it will serve to make the issue clear. The issue would be simply this: Shall the University undertake to teach as many different kinds of marketing as there are things to be marketed or shall it undertake to teach students in such a way that with their training, disciplined character and facilities in solving problems, they can use themselves as ef- fective instruments in any or in a large number of particular adaptations? This is an issue which touches the essential psychological foundations of any education whatsoever. In raising the issue, the Committee does not wish to question the presumable propriety of intense professional training for the major professions, but it does wish to ask whether such intense pro- fessional training may not have educational consequences in addition to those described by familiarity with a given body of information. If, in the pro- fessional curricula, in addition to familiarity with a body of knowledge and ability to handle such knowledge, many students gain increased ability to use themselves as effective psychological instruments, it would be fair to ask whether in less professional training and in all forms of training for what is called "general education," the ability to handle one's self as an effect- ive psychological instrument might not be used as one of the criteria of the organization of subject matter. It is the judgment of the S e nate Committee on Educational Policy that this is an important question and that, in further studies of the course offerings of the University, and especially in any studies of the possible reorganization of subject matter, it be given its proper place among the principles used by colleges and departments in laying out their programs. 83 D. Departmental Programs of Study The term "program of study" refers to a series of courses indicated for students taking extended work in a department or a division of a department. A program of study may be indicated by specified prerequisites, by a pre- scribed curriculum, or in other ways. The courses included may be from a single department, or from two or more departments. A program of study may be prescribed in detail, but more typically it involves some options, especi- ally at the higher levels. Some departments have developed one or more well defined programs of study, but in several departments there is little suggestion to students in regard to a desirable series of courses to be pursued, A considerable number of courses appear not to be considered an essential part of a departmental program of study but are offered as elective s for students to whom they appeal. Several departments offer service courses designed for particular groups of students outside the department, and such courses are often included in the program of study of another department. Graphical Representation of Programs of Study . The undergraduate courses offered by the several departments have been represented graphically in order to show the nature of the program or programs of study within each department. (See Exhibit A). The data used in the preparation of the charts in Exhibit A were obtained from the Annual Register for 1937-38, from questionnaires filled out by instructors for the Survey of Courses and Curricula and from comments and suggestions made by department heads. Rough drafts of the charts were submitted to the various department heads for their approval, and each de- partment was given an opportunity to review the final form of its chart. An effort was made to have representations of programs of study conform to the statements of prerequisites in the Annual Register. However, a number of Charts were not prepared for Agricultural Administration, Engineering, Military B a nds , and Military Science and Tactics. 84 discrepancies between the charts and the statements in the Annual Register will be noted. Conferences with department heads revealed that in some in- stances the statements were erroneous; in others, obsolete. In not a few, the statements were characterized as neither erroneous nor obsolete, but for one reason or another, practice did not conform with them. In all such cases, an attempt has been made to present the true picture of the departmental prac- tice. In the chart for a department, the undergraduate courses are classified according to levels, e.g., "First level," "Second level," etc. Courses at the "first level" are those which have no course prerequisites of any kind, either stated or implied, and are open, theoretically at least, to any stu- dent in the university (or college) with the indicated academic standing. "First level" courses are typically introductory courses, intended either for general education or as beginning courses in a particular field. The location of a course at the "second level" may have either of two interpretations, (a) The course has one prerequisite, or more if the pre- requisite courses nuy be taken concurrently. In other words, the course oc- cupies a second position in a subject-matter sequence, (b) The course occupies a second position in the departmental program of study as defined by a curricu- lum or departmental standing prerequisite, but there is little or no subject matter sequence with a course at the first level. Locations beyond the second level are to be given corresponding interpretations. Figure 2 has been drawn to illustrate xhe scheme of graphical representa- tion and certain aspects of departmental programs. Several types of course relationships m_y be noted: (a) a sequence of departmental courses running through several levels — courses 1 to 4 plus 10 to 13 or 15 to 18; (b) a se- quence of departmental and non-departmental courses running into the higher levels — courses Xi, X2, X3 20 21 22 23* ( c ) a g rou P °? courses having a common prerequisite (either one or more specified courses, or a specified standing within a department) — courses 31 to 34, and 35 to 3P--the sequence 85 within the group being determined by the interest and convenience of the student; (d) courses for which there are no prerequisites except possibly general academic standing and which do not lead to other courses — courses 40 to 45. Practically all departments offer some courses such as 40 to 45, and 60 and 61. Frequently these courses are designed to contribute to general education or are offered as service courses. In a number of cases the course is to be regarded as one supplementary to the departmental program of study. In the Language and Literature division of English the majority of courses are so listed. In this case the program of study may be described as "free elec- tive." The schematic representation of courses in most departments cannot be classified under the simple types described in the preceding paragraph. Typically a department builds its total program upon one or a combination of these types, and also offers other courses: (a) apparently unrelated intro- ductory courses--60, 61; (b) specialized courses which are further develop- ments of particular courses in a sequence, e»g. courses 8, 19; and (c) special- ized courses which have not been fitted into a sequence but for which previous work in that particular area is necessary — 55, 56, 57, 58. This last classi- fication includes thesis courses, honors courses and special problems courses, not shown on the sample chart, but appearing on the departmental charts in a "Special" column. An examination of the departmental charts presented in Exhibit A may lead to some misinterpretation that should be guarded against. Courses in the first two or three levels may occupy a more advanced position in the program of most students than the level of classification would indicate. For example, courses 31 to 38 at the second level in Figure 2 and even 42 to 45 at the first level may be highly specialized and represent an advanced type of undergraduate work. Courses at any one level may not necessarily be taken concurrently. None of the courses shown in Figure 2 with numbers above 30 (except 40, 41, and 60) can be taken before the junior year since they are in the "advanced £6 CD > > X O -P X C erf xf co cd /ao\ V^ © 02 © ® © >> -P ca o a erf (-i hO o t-. erf -P S3 CD 6 -p ^ erf CO. CD Q bO C •H -P £ CD CO a) u Pn CD PC o o CO CD hO •H 87 undergraduate" classification. Finally, a chart may not indicate curriculum requirements which are expressed in other ways than prerequisites. Non-depart- mental courses are often recommended and frequently prescribed in a curriculum, but do not appear in any specific relationship to other courses, if at all, on the charts. Types of programs of study . Departmental programs of study in the Univer- sity of Illinois at Urbana may be roughly classified in three groups i (l) those with rather elaborate sequences of courses, usually running through eight semesters — type "a" or "b" as described above 5 (2) those which approach a free elective status, with a minimum of prerequisite courses, described as type "c" and "d" above; and (3) those departmental programs with sequences running through three to six levels, but yet permitting the student a fairly wide range of choice. Departments in the first classification include; Architecture, Landscape Architecture, Art, Music, Chemistry, and most of the Engineering departments. The student in these fields has little choice of sequence of departmental courses. Accountancy and Mathematics also have fairly well defined departmental programs. The modern languages and Home Economics have planned sequences but permit a good deal of choice at the higher levels. In the second classification, English Language and Literature approaches more closely than any other department a free elective program, there being no prerequisite but academic standing for almost all of its courses, Except in the case of pairs of courses that are considered continuous, no course sequences are indicated. The course sequences in History are very limited, the prerequisite for most courses being "one year- of History." \n introduc- tory course, or at most "six hours in departmental courses," is the only prerequisite for almost all courses in Philosophy, Political Science, Psychol- ogy > Sociology, and Economics. Agricultural Economics, Agricultural Engineer- ing* Agronomy, Dairy Husbandry and Education permit a wide choice in the se- quence to be followed. 88 In the School of Physical Education and the College of Law, curriculum requirements result in courses being taken in a particular sequence, but in most cases there is little sequential relation between courses in the sequence. In Library Science, the situation is atypical because of admission requirements. One cannot classify these departments in any of the three groups. But with these exceptions, all of the other departments for which charts were prepared fall into the third classification. S ome Aspects of Departmental Programs of Study . --The charts presented as -, 2 Exhibit A should be examined with reference to the details of the program of study in the several departments. Table XXVIII has been prepared from these charts to show the number of levels through which the departmental programs of study extend and the number of courses at each level. Table XXVIII does not include Physical Education, Law, Library Science, General Engineering, Agricultural Administration, and Applied L/Iusic. For the purpose of this table, Educational Practice is counted as one course. Thesis courses and special problems courses— found in the charts in the "Special" column, have also not been counted. The total number of undergraduate courses, with the exceptions just noted, are indicated in the first column, and the number of courses at each level in the subsequent columns. The numbers in parentheses refer to the terminal courses at the several evels. In a few instances an absence of departmental courses at a particular level is indicated by a dash^ in all such cases, non-departmental courses which are prerequisite to subse- quent departmental coirses will be found at these levels. Non-departmental courses which appearon the chart have not been included in the table. A complete set of the charts forming Exhibit A will be furnished to each Dean and Director. Each department will be furnished a copy of its chart Department heads and other members of the Senate may obtain charts for particular departments from the Chairman of the Committee. R9 CD CO u o o CD a o tr- io m > CD •H* CM co r-i CN2 CM co CM ^ o CO (H t- O CT> CO CO W3 r-\ r-i CM r— I LO <0 rH I ■^ vO I cm ro O en CM ^•^ C7> ■»-» LO rH C- >. 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