m MXSca wm> 1 KR iH IBMB I Mi Hi tfSSfc MSI 4 ■ .- >. US MM $2 SBM ffl ■':•■■;/;■ ' L I E> RAHY OF THE UN IVERSITY Of ILLINOIS C I£6ulfi Digitized by the Internet Archive in 2012 with funding from University of Illinois Urbana-Champaign http://archive.org/details/finalreportonproOOuniv May 2, I962 MEMBERS OF THE URBANA-CHAMPAIGN SENATE: Enclosed herewith is the "Final Report on a Program of General Education at the University of Illinois" . Discus- sion of, and action on, this report is scheduled for the June h, 1962, Senate meeting. The All-University Committee on General Education recom- mends that the Senate approve this report. ALL-UNIVERSITY COMMITTEE ON GENERAL EDUCATION H. W. Bailey D. J. Caseley J. E. Cribbet H. W. Hannah H. H. Hilton (Chairman) UNIVERSITY OF ILLINOIS SENATES ALL-UNIVERSITY COMMITTEE ON GENERAL EDUCATION FINAL REPORT ON A PROGRAM OF GENERAL EDUCATION AT THE UNIVERSITY OF ILLINOIS Table of Contents Introduction 1 A Concept of General Education 1 University Policy on General Education 2 Committee Activity 2 Experience at Other Universities 3 Conclusions 5 Recommendations 6 I Changes in Graduation Requirements 6 II Establishment of an All-University Council on General Education 6 Appendix A - Chronological Summary of Policy State- ments about General Education at the University of Illinois 9 Appendix B - Baccalaureate Degree Requirements University of Illinois, Urbana Campus September 1, 1958 15 Appendix C - Survey of Credit Hours and Subjects Taken by the University of Illinois Graduating Class of June 1957 25 Appendix D - Some Questions on General Education Asked During Off Campus Visitations kO Appendix D-l - Report on General Education at the State University of Iowa k2 Appendix D-2 - Report on General Education at Iova State University 4 5 Appendix D-3 - Report on General Education at the University of Michigan k-J Appendix V-k - Report on General Education at Indiana University 52 Appendix D-5 - Report on General Education at Ohio State University 56 .. ; " ■: UNIVERSITY OF ILLINOIS SENATES ALL-UNIVERSITY COMMITTEE ON GENERAL EDUCATION FINAL REPORT ON A PROGRAM OF GENERAL EDUCATION AT THE UlttVERSITY OF ILLINOIS The. All-University Commi.ttee on General Education launched its career on December 18,1958. Submitting its report arid recommendations as of this date may well have established ..a -new record of longevity among ad hoc com- mittees - a distinction of dubious value which the members bear with humility. Much-^lme and effort- have gone .into this study and 'the episodes of ..activity have alternated with periods of ^reflection and even dormancy. .The vicissitudes -which the committee' has ^experienced have ranged froiS' three changes of chairmeh^tb an. illness requiring the replacement of one o t f the original members . '(Note..- The original committee • cons is ted, of Harold W.- Bailey, Associate Dean "of Liberal Arts and Sciences, Chicago* Undergraduate Division; Donald J. Caseley, Medical Director, Ho spitars.,. and. A-ssociate Dean, College 'of Medicine;* D. W. Gotshalk, Professor of Philosophy, then Chairman.. of the -Department, Urbana; Harold W. Hannah, then Associate Dean, College of Agfifiulture : and Processor of Agricultural Law, Urbana, Chair- man of the Committee; 'Barry H, Hilton, Professor of* Aeronautical. and Astronautical Engineering, Urbana; Less than a year after the committee's activation, the 'Chairman, Professor 'Hannah, ' left the Campus on.a^six-month leave of absence- ecr work with the government of. India in the development of Agricultural Education in that country. He was succeeded as Chairman by Dr. Caseley and, at the same time, John E. Cribbet, Professor of Law, Urbana, joined the committee. In December 1959> Professor Hilton was elected committee chairman. In early I96I, Professor Gotshalk 1 s illness led to his resignation from the committee.) The real reason, however, underlying the extended period of the study lies in the innate difficulty in coming to grips with the problem and arriving at a consensus on recommendations. The committee might even have been guilty of the ancient practice of self-deception where, if one looked the other way long enough, the problem would go away. It did. not. A Concept of General Education The initial labors of the committee brought it into immediate realiza- tion of the character of the difficulties which lay ahead. The basic task of agreeing on what it was with which we were dealing offered the first hurdle and proved to be a major exercise in definition writing and semantic negotiation. Agreement was achieved, ultimately, on the following points which represent our concept of "general education" . 1) It is that learning experience which, contrasted with special education, is fundamental and general . 2) It strives to add the dimension of breadth to the students' educa- tional experience but does so with due regard for the values of depth in a circumscribed area. • - 2 - 3) It is an amalgam of the cultural, social and natural scientific achievements of our society and is undergirded "by skill in communications . h) Its transmission depends as much on the philosophy of the teacher as on the content of the course offerings. 5) It has as its ultimate objective the acceleration of the intellectual development of the student to the point where the student assumes full responsibility for his ovn continuing self -education. 6) It should be the catalyst which converts knowledge, which may be transitory, to wisdom which lingers. The study progressed in a conventional manner once the committee shared a reasonably common understanding of what it was seeking. University Policy on General Education In order to establish the fact that the efforts of the present committee are simply the most recent in a series of committee and individual reports on the subject, a careful review of Policy Statements pertaining to General Education was undertaken; those of relevance have been drawn together in Appendix A. This supplement, entitled, "Chronological Summary of. Policy Statements about General Education at the University of Illinois", reveals that there have been periodic exacerbations of concern for General Education but none has been of sufficient vitality to materially alter the course and direction of the University's approach to the subject. Committee Activity The charge to the group was to present for the consideration of the faculties a plan or recommendation which would place upon the University, rather than the college, the responsibility for the General Education experience of the students upon whom degrees are conferred. The bibliography on the subject of General Education is so voluminous that its careful review would be a career in itself. Members, however, sought to enlarge their understanding by examining some of the classics in the field such as "General Education in a Free Society" - the account of the Harvard faculty's approach to the problem in the mid '40s. The practices of the various colleges of the University were next examined to determine current requirements for graduation. These require- ments, first compiled in 1959 and based on the 1958 catalogue statements, are shown in Appendix B. The principal finding from this study was the minimal exposure to fields, other than the subject of major concentration, which characterized the majority of the requirements for a degree. As an extension of this study an analysis was made of most of the stu- dents who were awarded baccalaureate degrees in 1957 to discover just what courses they did elect to take and how these fell into the major categories of knowledge, i.e., rhetoric -speech, foreign language, biological science, physical science, social science, the humanities and the so-called "technical - 3 - courses" which consist mainly of the specialized and advanced offerings for majors and minors and which were not included in the other categories. Again, the inconsequential exposure of a segment of students to a balanced distribution of courses (particularly in the Humanities, Foreign Languages, the Natural Sciences) leads one to question the soundness of these unusual or non-existent requirements. Appendix C presents the analysis of 1,371 graduates of the class of 1957 out of a total of 1,942 (71$) and represents a sample of such size that conclusions can be drawn with considerable confidence. The committee was satisfied that the concerns which had been expressed from time to time about the state of General Education were valid. These concerns were epitomized in the statement of the Cribbet Committee in 1957 that "The University policy consists largely of leaving this matter (General Education) to College policy", and in the 1958 report of the Study Committee on Future Programs, which recommended that "This responsibility should rest primarily on the University and secondarily on the colleges. General Education in principle should be a University requirement for all graduates. The college should not have the power, or the temptation, to judge its professional goals as more important than goals of humane life and the needs of enlightened citizenship" . Experience at Other Universities From the- point of agreement that General Education is a University concern and that the University should establish the means of strengthening the approach to a sounder and more consistent program, the committee turned its attention to other educational institutions to find out how it might benefit from their experiences. Mindful of the fact that the problem was vastly different in the large enrollment, multi-college complex of a state University, from that in a modest-sized liberal arts college, the institutions examined were generally similar to the University of Illinois. In order to secure the most valid information and the most thoughtful value judgments, the committee elected to visit several universities and to talk with educational administrators and leaders in their home environment. An interrogatory was prepared (Appendix D) and sent by the committee member undertaking the visitation to the academic official of the school. This document served as a general guide to discussions and insured some measure of consistency in the ground covered by the probings. The interrogatory and a brief report of each visit are presented in Appendices D, D-l to D-5. Institutions visited included the State University of Iowa, Iowa State College, University of Michigan, Indiana University and Ohio State University. A brief summary of some of the points of interest is germane: a) At Iowa State College the distribution of courses covering the broad fields of knowledge is required of all four colleges. These are somewhat demanding in that from a third to a half of the total hours needed for graduation are prescribed to satisfy the general education and breadth requirements. - h - b) At the State University of Iowa the College of Liberal Arts, being the principal instrument for admission to the University, controls over 80$ of the students and requires for graduation the completion of a fairly rigorous distribution of course sequences covering literature, social science, natural science, and historical and cultural courses. c) University of Michigan, being highly selective in its admissions, finds its incoming students reasonably well prepared in general education and depends upon a well developed counselling system in the College of Literature, Science and Arts, (50 half-time equivalents) to develop with the student a well balanced program. There is, however, a generally required distribution pattern which, in addition to rhetoric, includes natural sciences, humanities, social sciences and foreign language. The other colleges have only minimal requirements and present practices are under study with a view to improving the breadth of requirements . d) At Indiana University the College of Liberal Arts and Sciences is the focal point and by far the largest college of the Univer- sity; the college dominates the educational policy of the insti- tution and its distribution requirements affect the large majority of the students on the campus. Furthermore, since 19^2, all incoming first-year students are admitted to the Junior Division (as contrasted with direct admission to a college). A special administrative and counselling system is established to assist the students and maintain a University- wide interest in their non- specific status. Pressures for premature choices of major and minor are somewhat reduced by this device. To progress from the Junior Division, 26 hours of academic work, with a distribution covering English composition, and five or six hours each of social sciences, laboratory sciences and humanities, must be successfully completed. e) At Ohio State, within the past five years extensive effort has been invested in the General Education area and has resulted in a University policy which covers the Colleges of Liberal Arts and Sciences, Commerce, Education, Engineering and Agriculture. In order to give strong administrative leadership and staff support to the individual college's study committees on Basic Education, a Vice President was appointed who is in charge of Instruction and Research. The University's minimal requirements for graduation now include 15 quarter hours each in Humanities, Social Sciences and Natural Sciences. This is the equivalent of one full academic year, or 25$ of the students total course time, and is regarded as the "University's obligation". Within each college there are certain course sequence special interests and recommendations but the system, as it is now operating, appears to justify the five-year period of preparation, negotiation, gentle persuasion and persistence. - 5 - Conclusions The committee took stock of the situation at the University of Illinois, compared and contrasted ■what is happening (and not happening) here with activity in other institutions, reflected on what was thought to he necessary and, more practically, on what could be done. There is no doubt in the minds of the members of the committee that something needs to be done to establish the plane of General Education on a higher level than it presently occupies. There are factors, on the other hand, which seem to be deeply embedded in the University of Illinois matrix which both militate for the status quo and explain, to a degree, why previous efforts had been ineffectual. Some of these points may be enumerated with profit: 1. Present practices and traditions, deeply rooted through years of usage, will not evaporate overnight. 2. Sheer size and bulk of the institution will amplify the difficulties which would attend change. To communicate with, and enlighten, all of those who are and will be affected by a new program is a monumental j ob . 3. The faculty shows some evidence of having fallen into the academic trap, consciously or otherwise, of dividing the traditionally inseparable duo of the academic structure - teaching and research - into its two components and severing the invaluable bonds which keep them pulling together as a team. Good undergraduate teaching is time consuming, is difficult to measure, and may require a different type of scholarly activity than specialized research, for which there are more tangible and standardized means of appraisal. Course content has tended to be increasingly specialized without the breadth and interconnections which are an integral part of general education. k. The inexorable movement toward specialization within specialization has its evidence in the course proliferation which, when viewed in a detached fashion, is little less than phenomenal. The fundamentals of General Education, as an undergirding force in the comprehensive education process, become obscured and a victim of preoccupation with areas of special interest. The Cribbet Committee suggested that there are five identifiable approaches to the problem of General Education (which are not necessarily mutually exclusive) in use in institutions in this country: l) distribution requirements, 2) comprehensive survey courses, 3) functional courses, k) great books curricula and 5) individual counselling guidance. Of these, the first appears to be the most widely used and, when a faculty becomes disenchanted with this method, they journey into the area of broad survey courses in humanities, social sciences, and physical and biological sciences. That none of these has been seriously employed at the University of Illinois on anything other than an isolated college level cannot be refuted. ■ - 6 - The University of Illinois needs a thoughtful and effective program for General Education which will apply to every student who earns a baccalaureate degree. The recommendations which follow are offered with the thought in mind that a meaningful plan must be a dynamic one - one which will develop in sequence with the goals spaced out in relation to the means by which they can be accomplished. Some of these proposals, if accepted, can be implemented very soon. Some may require careful, protracted, preparatory study and could require a few years to accomplish. Others are truly long-term ideals more than they are objectives but serve to indicate the scope and the character of a program which can serve as the setting for a more productive climate for learning. Recommendations I. CHANGES IN GRADUATION REQUIREMENTS The Committee recommends that: 1. Effective for all undergraduate students entering the University on or after June 1, 19&3, each Senate of the University of Illinois add to the present single all University course requirement for graduation (English composition), a minimum of six hours in the humanities, the social sciences and the natural sciences respectively. Approved sequences should be distributed over at least three years. 2. Faculties of the individual colleges take immediate action to establish sequences in each of the basic areas, subject to approval by the appropriate Senate Committee on Educational Policy. 3. After four years experience with the above requirements, con- sideration be given to: a) Raising the minimum in each of the three basic areas to nine hours . b) Including a reading knowledge of one foreign language. II. ESTABLISHMENT OF AN ALL-UNIVERSITY COUNCIL ON GENERAL EDUCATION The Committee further recommends that: 1. An All-University Council on General Education, representing all three campuses, be established. The council should consist of the chairmen of the committees dealing with educational policy (or the College Committee on General Education if one ia established) of each undergraduate college. 2. In order to reflect interest and support, the University Administration create an Office of General Education to be directed by an academic officer who will devote a major portion of his time to the development and implementation of a general education program. , - 7 - 3. The All-University Council on General Education and the officer in charge of General Education consider the following as among some of their functions and duties: a) As an introductory phase a conference should be planned at Allerton House for the purpose of broadening the discussions of general education at the University of Illinois, As a follow up of this meeting, it is suggested that the several colleges make plans for college-wide study or discussion meetings. This device is suggested as the most effective means of relating broad University policy in General Education to the colleges' interests and requirements. b) A review should be instituted, first at college, and later at University level, to assess existing student advisor practices and policies. This re-evaluation should be under- taken to discover how students select courses, what mechanism is used to determine the optimum number of courses in the area of major concentration, how the relationship between major and minor is determined, how better balance and breadth of academic experience can be attained and, finally, how to prevent instances of conspicuous over emphasis on depth in a single narrow subject area. c) Attention should be given in the near future to the feasibility of a test instrument by which the general educa- tion content of the curriculum might be assessed. Such an instrument would be of value in determining the level of sophistication, in areas included in general education pres- ent in incoming first-year students and would assist in evaluating secondary school preparation in these areas. Such a test could be followed by a re-test at the third or fourth year level. Measurement of progress in the broad concepts of general education would thus be attempted. d) In cooperation with the University's Faculty Honors Council a program of independent study for the upper achievement students could be developed using carefully selected reading lists as the study base. This relatively unstructured learn- ing experience could be used in lieu of the formal course requirements in whole or in part, or might be used as a supplement, serving to enrich the student's program. As experience is gained with this phase of the program, inde- pendent study could be gradually expanded to include more of the undergraduate student body. e) Experiments should be undertaken with certain types of com- prehensive, interdisciplinary courses which have among their objectives bridging the artificial boundaries between depart- ments and disciplines. f ) Extra-classroom educational experiences which occur in con- nection with regular campus activities should be encouraged. Cultural programs and discussion groups should be emphasized as a part of the University residence halls' activities. - 8 - Further, departmental extra credit or non-credit seminars and guest-led discussion programs could become a useful and meaningful part of such extra classroom activity. Since much of the learning experience in college can be attributed to the interaction between students, and students and the community, it is well to recognize both the opportunities and the limitations of what can be done extramurally and within the community to stimulate and guide the informal, relatively unstructured activities. The common denominators of scholarly achievement should be emphasized for all faculty members who have, above all, the obligation to maintain true breadth of perspective as a countervailing force to the finiteness of the specialized knowledge and research interests in which their lives are so deeply immersed. The present All- University Senate Committee on General Education having completed the task of examining and formulating requirements and procedures for an all-university program in general education asks to be discharged. Respectfully submitted, H. W. Bailey (Chicago Undergraduate Division) D. J. Caseley (Chicago Professional Colleges ) J. E. Cribbet (Urbana - Champaign) fl. W. Hannah (Urbana - Champaign) H. H. Hilton, Chairman (Urbana - Champaign) April 2, 1962 ■ . - 9 - APPENDIX A Chronological Summary of Policy Statements About General Education at the University of Illinois 1862 From the Morrill Act " . . ■ .to the endorsement, support, and maintenance of at least one college where the leading object shall be, without excluding other scientific and classical studies and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in such manner as the legislatures of the States may respectively prescribe, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions of life." I867 From 111. Rev. Stat. Ch. Ikk, Sec. 28 This section contains a rephrasing of the objectives stated in the Morrill Act. Another restatement appears in an act of 1873 (111. Rev. Stat. Ch. 144, Sec. 46). No further statement having any bearing on general education appears in Illinois legislation concern- ing the University. The University Statutes, effective September 1, 1957, contain no statement regarding the purpose of the University or prescribing any common educational goal. 1935 President Willard's Request That the University Senate consider the "desirability of requiring all freshmen to take certain prescribed courses regardless of the college or school in which they may be initially enrolled." 1939 Dean McClure's Presentation of a new program in general studies to the Liberal Arts faculty with the statement that there was a need for some kind of "general education designed to produce men and women of sound intellectual judgment, mature social insight, and sustained moral integrity." 1944 From the Hudelson Committee Report (Future Program) "It is widely recognized that the provision of more adequate general education, for students entering the professions no less than for those whose interests are less determinate, constitutes a major responsibility of all institutions of higher education. The Committee is convinced that the present arrangements of the University of Illinois, whether in the Division of General Studies or in the General Curriculum of the College of Liberal Arts and Sciences, do not meet this need. Believing that the average 'general education' supplied by the University fails to reach the standards of excellence of the technical curricula, the Committee regards this matter as one of peculiar urgency. b , • .... . i • « ■ ■ ' ' ■ ■ : ' . • • ... '"■ ■ : . ' ' ' : : ' .:.:.■■■ . ,: . ■ ■ \ . ■ ; ....... ■ . , . . ' - . . . a . ■'.■■■■_ .- . . ■ in - " . rs . ■■ ' - . , ir©5 a '. - ■ '*•:•; ;\13 ...'.. " . ! '.''.. J • ■ / ; . - ' ... ; . ! " ■•• . . . ' .- . : In •■•.<. ...•- .' ■ .... ! . . CXcc .: . "' ' ! • • '■••'. .... • . . -■.'.. -. • • . • ;.-.'. - • .'■.-■ \ . . . . b to a ... . ' -. ' • • ■"• ' !j \J .. '- •:'' ■ ■ ' '■ ' • " • ...'■' .: fcVD .... u • i ?.UoC i . ■ ...... . . ■ . i .: - 10 - "It is clear from the complexity of the problems and the variety of tentative solutions now on trial in other universities that no simple or final answers are to be expected. Progress in general and basic education must be regarded as an urgent and continuing concern of all educational units of the University; the creation of conditions which will encourage wholehearted cooperation between the largest number of teachers and administrators and insure prolonged and realistic study of the philosophy and strategy of educational policy is the very crux of the local problem. "It is recommended that a sum be earmarked in the biennial budget for the further study of general education. The sura should be divided in appropriate proportions for the following purposes: (a) costs of conducting annual conferences on problems of general education of the college level (cf . the successful conference conducted by the Liberal Arts Planning Committee in 1S&4); (h) travelling expenses for selected staff members to visit other educational institutions; (c) expenses of publishing and distributing conference papers, offprints of articles by staff members, and occasional original contributions; (d) grants-in-aid of materials and secretarial expenses for staff members experimenting with instructional programs. The proposed fund might well be administered by the Provost with the help of appropriate advisors." 19^5 Murphy Committee This report was concerned primarily with the mechanics of courses and curricula for general education. 1950 Starr Committee "The Committee on General Education has agreed at the outset that our students come to college primarily to fit themselves for some vocation. With this aim there can be no quarrel, but the Committee feels that we fail in our duty if we train our students only as potential job holders. It is our serious responsibility to increase their intellectual awareness of the contemporary world and of their own potentialities so that their lives may be of value to themselves and to society. "The aim is not indoctrination but rather to spur students to reflective thinking, to draw direct attention to general implications and principles, and to make clear the method of solving the problems in a particular discipline. This being so, there are several roads to the goal in any field. Our students are, moreover, not to be treated as mere automata of equal characteristics. Again, the fact that some four thousand students are at one time or another affected by the requirements in general education would indicate that several offerings are desirable in each field. "On the other hand, the Committee does not feel that in practice all courses do result in general education. In its efforts to determine which courses may be considered suitable for general education (as defined herein), the Committee has used six major criteria: ' . ■ •■•.-. . .' ! • [ .. '1 ■ ■ - - .. . . .' . ' ■:. \Dl ! ^ ' .■ ' . V . ■ V. • t i ■ . ' • K ■ • e J . - ■ . . . ■ - 11 - (1) The attitude in which the course is usually taught: Is it designed for specialists in fact? Or does it consciously stress the general implications of its material? (2) The essential purpose of the course: Is it designed to teach a skill? Or does it present an organized body of knowledge for intellectual analysis? (3) The subject matter of the course: Is its significance to the ordinary student seen by him? Does it illustrate clearly the methods of solving the problems of its discipline? Or does it cover so broad a scope that method gives way to generality? (K) The organization of the course: If the subject matter draws from the fields of one or more departments, where is control lodged? (5) The suitability of the course as a basis for specialization: Is the course a terminal course? Or can it be used as a base for specialization if the student develops an interest in the field? (6) Distribution within the overall pattern of sequences accepted for general education. The Committee does not consider general education as a matter merely of freshman- sophomore courses." 1952 From "Objectives in General Education." College of Liberal Arts and Sciences. Chicago Undergraduate Division "General education may be regarded as consisting of those elements which should be the common possession of everyone, plus the opportunity for each individual to develop his own interests and abilities within the limitations imposed by his social responsibility, as a basis for living. General education, then, is not restricted to college work though it receives special emphasis in the first two years; it is not solely a matter of a fixed pattern of courses, though certain courses may make a direct contribution; it is directed primarily as continuing preparation for living rather than as specific preparation for earning a livelihood through a given occupation, though it makes a contribution to the choice of a vocational goal through exploration; it does not achieve its goals solely through curricular offerings but through extracurricular experiences as well, particularly when activities are chosen by the individual in terms of his needs." 1957 The Cribbet Committee University of Illinois Policy on General Education Viewed Against the Background of National Discussion and Practice "General education is a chameleon that makes exceptionally poor background material. Definition is difficult and even intelligent discussion of the subject tends to become an exercise in semantics. A minimal definition would clarify the term by contrasting it with • •■ ■ ■ , • ! 1 ■ ,^ - *- . ■ . - . '■ ■'.""..:'■. ■: . ..-.•■■.■•/., '.'■ ' ...... ■-..■-.; ..:■.: .' ■ ■ ' ' • . . . ' ■, . ■■ ; • .viJ ' ' ' . ' ' ' '• . . . .. i . . ' ■•-...' . . '' -....•■■.■ : : • . . • • ■■ • • ■•■.• . .■ ■ txnl - • ! • i - 12 - specialized education and it is in that sense that general education is used in this report. The scope of national discussion and practice can be appreciated "by perusal of the July, 1955, issue of the Journal of General Education v hich contains a selected bibliography on the subject with 600 separate items covering 25 pages. The compilers, Dressel and Mayhew, modestly note that their effort covers only the period 1951-1953 and does not include the material listed in two prior bibliographies. The committee has not been laboring in a barren vineyard! "The Harvard report, General Education in a Free Society (19^5), specifies the types of general education found in the liberal colleges of the United States. "Without attempting a comprehensive description of these various experiments, a brief characterization of some of them may help to throw light upon ; certain of the problems involved, .... It may be said that there are now five major approaches to the problem of general education in these colleges: (l) distribution requirements, (2) comprehensive survey courses, (3) functional courses, (k) the great-books curricula, and (5) individual guidance .... The first of these is the most widely used .... Those colleges which have become dissatisfied with distribution requirements have most often substituted a set of survey courses in humanities, social sciences, and physical and biological sciences .... The term, functional, has been given to courses which deal explicitly with some important phase of active life, such as maintaining health, choosing a vocation, managing and raising a family, or buying goods and services wisely. . . . The great-books program has received wide publicity, especially following its adoption by St. John's College .... The phrase, individual guidance, is used here to describe the programs . . . where the first year or two of the student's program is given to a number of elective courses chosen by the student for exploratory purposes.*" "Against the background of the Harvard report, the University of Illinois policy toward general education becomes somewhat clearer; the policy has been to partake, to a limited extent, of all the juicy morsels at the smorgasbord, save only the great-books curriculum which appears to be indigestible at a large state university. Thus we have the general curriculum in Liberal Arts and Sciences and some distri- bution requirements in all the colleges; comprehensive survey courses in the Division of General Studies; functional courses scattered throughout the University; and individual guidance in the Division of Special Services for War Veterans (of course all the colleges provide guidance through their faculty advisory systems). The University has not settled for a light diet. "Specifically, the University policy may be stated as follows: 1, A requirement that all students improve their ability to express themselves in writing (rhetoric). 2. A requirement that all students partake of the benefits derived from learning about and engaging in physical exercise and various sports (physical education). ' • • ! - - - 13 - 3. Acceptance and implementation of a Division of General Studies in the College of Liberal Arts and Sciences which has served a limited segment of the student body. The Division has also served, to some extent at least, as an experiment in one type of general education. h. Acceptance and implementation, through the Division of Special Services for War Veterans, of the principle of permitting its students to "cut across" college lines in the formulation of individual curricula, 5. Adherence to the principle that each college should have almost (see 1 and 2 above) complete autonomy in the determination of requirements for graduation, coupled with mild encouragement from time to time to the more technical colleges to liberalize their program. Of course, University policy to some extent consists of the mosaic of college policies and a survey of the University Bulletin for Under- graduate Study will reveal considerable college concern, even in the most specialized curricula, for the requirements of general education. The point remains, however, that University policy consists largely of leaving this matter to colleg e policy. In connection with the above summary of existing policy is should be noted that: 1. Military training is mandatory for most men. 2. Until September 1, 1957, Hygiene was a University requirement." 1958 University Study Committee on Future Programs "A sound program of general education is essential to intelligent and useful citizenship and to the kind of personal life a University seeks to afford its students. Numerous reports and proposals attest to this as an ever present need, competing in importance today with the great research and professional needs in our society. "The issue which this Committee has considered is whether this University can wisely delegate its responsibility for the general education of its students to the special colleges. This Committee thinks that it cannot. It believes that this responsibility should rest primarily on the University, secondarily on the Colleges. This Committee does not mean to criticize, openly or by implications, the substantial efforts of some colleges — even though faced with exacting requirements of professional competence — to provide a sound general education for their students. The Committee takes its stand on grounds that general education in principle should be a University requirement, for all graduates. A College should not have the power, or the temptation, to judge its professional goals as more important than the goals of humane life and the needs of enlightened citizenship." 1958 Senate Committee on Educational Policy "The Committee, without wishing to preclude the results of such discussion, expresses a strong conviction that the whole matter of the desirability of a University- wide general education program and of the ■ ■ ■'■'■•• . • .- . . • ■ . * : - ■' ..■.'. • ■'■.'■ ■■■'•■ ' - ' ■ - ' -,.•'.:■ r r . | * . ...... . . ; . • , • . . • •■ . . " ' . " . -. >a 3 - & fiz . ' , .:■■_ r -■ - c ■ •' : i n .: • ■ ■ . ' > : "' ■ • ! -. . ; .-' ' . ■■ k , ■ . ■ : ■ ■ ■ : . • . •■ . ■ ■ • • ' : - ■ Off j . ■■ ■ ■ ■ . ' .. ' : . -. -• , - ': ■ ' ■ : ■■ ..: fSJC . . r . . . .'■ ' \iti ..... '.'.'■ • . - Ik - possible method or methods of implementing it at this University is one which is worthy of the further exploration and the type of study in depth suggested in item 3 on page 9 of the Cribbet report. (It is understood that the reference in the second sentence of that paragraph to a general college is intended merely as an example of one of various solutions.)" 1958 June 5 meeting of the University Council This question was posed: "Should the programs of General Education remain in the Colleges and Schools, or is it a matter of general University interest, to be studied by a special General University Committee?" After members of the Council responded the Provost declared that a majority seemed to favor the University approach to the question. ■ •■■■■■■ ' ' ' • • ' ' '• ■■-■■■ • • •' • ' '■ ■...•■-. I ■■...■ ... a . '. . .' ' •; ' : .. . '"■■•'■ ... ' L ' : ■ : Xx ' i . . ' ■ • :'••• - -, ■ ■ '.' - • '• .- ■- ' '■ • • - 15 - APPENDIX B Baccalaureate Degree Requirements University of Illinois . Urbana Campus September 1. 1958 The following tables give the baccalaureate degree requirements in all curricula where the degree is granted at Urbana. Because changes occur from time to time, all tables reflect the requirements in effect on September 1, 1958 as shown in the Bulletin on Undergraduate Study; they do not take into account changes approved during 1958-9. The number of hours for graduation (heading "Hours"), does not include courses in physical education and basic military science. Where men take basic military and women must choose four hours of electives (e.g., Agri- culture), this fact is shown as 126+4* with a footnote. The classification of courses as social studies or humanities, for example, is of necessity somewhat arbitrary. The guiding principles used are these: l). The divisional membership of departments in the College of Liberal Arts and Sciences, (p. 202 of the Bulletin on Undergraduate Study, July 1958) > determines the allocation of departments, or majors, to biological science, physical science, social studies and humanities. 2). Psychology is arbitrarily classed as one of the social studies. Finance, formerly included mainly under Economics, is classed as a social study. History of Art and History of Music are classed as humanities. Physics is included as a physical science. 3). All courses under a given department are arbitrarily classified as under the division to which the department belongs. Thus all history courses are considered to be social studies even though certain history sequences satisfy humanities requirements in Liberal Arts and Sciences. Rhetoric and speech are combined in one listing and the first two years of foreign language are listed separately from humanities. 4). All courses not under rhetoric, speech, biological sciences, physical sciences, social studies, or humanities are classified arbitrarily as technical courses. In addition the table headings reflect the following information: l). Under SCIENCE, some colleges have requirements which may be ful- filled in any combination of biological and physical sciences; such require- ments are under the heading "Either." 2). The same is true of SOCIAL STUDIES AND HUMANITIES. ' - ■ . • • 1' - i n " ■ . ' ■ ■-• . ■' ) ■ ■. .. ' .V- . ' ■ . - ■ •; ■ :. a ■ . ■- • • . ■ . . " • • , ' ■'■ ! • " c , ■■ ■ .. ■ .•■.'•■- a : ■ ■ ■ '17 I J j , - 16 - 3). TECHNICAL COURSES may be stipulated under three headings, courses "Prescribed in the College", courses "Prescribed out of the College", and technical "Electives" which are not specifically prescribed and may include either or both Science and Technical Courses but not Social Studies and Humanities . k) . ELECTIVES are also of three kinds. They may be chosen from "Within the College" (e.g., Commerce), or they may be chosen from "Non-technical Courses", or they may be chosen from any courses accepted by the college toward a degree-" Free" electives. . ' . ,-' ' . . ■ . . ■ i - 17 - »-3 0) P O rH W P H 3 O O O O •H w w o 3 • H ca M >> ° 5? 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' ■ ■ 1 '. - - 25 - APPENDIX C Survey of Credit Hour6 and Subjects Taken "by the University of Illinois Graduating Class of June 1957 This is a study of the distribution of credit hours, by areas of instruction (with particular reference to rhetoric-speech, foreign language, biological science, physical science, social science, and humanities), presented in satisfaction of degree requirements by members of the graduating class of June 1957 at the Urbana campus of the University of Illinois. The population from which the sample was drawn was made up of all candidates for the baccalaureate degree, excluding those holding a prior baccalaureate; graduates in law and veterinary medicine; graduates from the Division of Special Services for War Veterans. The following table shows the number of degrees awarded by colleges, the size of the sample, and the percentage of the total included in the sample. College Graduates Sample Percent Agriculture Commerce Education Engineering Fine and Applied Arts Journalism Liberal Arts and Sciences Physical Education Division of Special Services Total 19^2 1371 71 Dr. G. J. Froehlich of the Bureau of Institutional Research acted as consultant in the design of the study, and was responsible for the selection of the sample, coding the data, supervising the I.B.M. processing, and assembling the preliminary results. The Provost and Vice President provided the necessary funds. The Sample . From a list of graduates by college and curricula, the original sample was chosen on the following basis; a). If the number of graduates in a curriculum was fifty or less, all were included; b). If the number of graduates was more than fifty, a random selection of fifty was made. It will be noted that there were minor variations (e.g., Elementary Education) where it was necessary to exclude one or two cases from the sample when it was found that the June 1957 degree was a second baccalaureate. In the original sample, Management and Personnel Management were lumped; they were separated in the analysis. 230 173 75 338 231 68 127 7^ 58 351 2^9 71 167 156 93 80 75 9^ kdo 325 68 91 88 97 1 78 • • ■ j ' ■ ) ' Y . ■ ' - ■ - . 11 ■ • ■ I ■ - ' - BJ : \' : .\> : ■ gi ' ' ■ " ' . ■ r ■ . .-■'.•■' •■ . ■ • ... .... . .- . • • •. . •' ' ■ •: - - 26 - Coding . All credit toward graduation was classified into seven categories, following largely the graduation requirements in Liberal Arts and Sciences. Basic military science and the required two years of physical education were uniformly excluded; college level G.E.D. tests were credited three hours to biological science and three hours to physical science for Natural Science, six hours to social science for Social Science, and six hours to humanities for Interpretation of Literary Materials; religious foundation courses were credited to humanities; Division of General Studies courses were placed in the appropriate categories. Residence courses were distributed as follows: Rhetoric -speech. All rhetoric courses in the 100 series, except Rhetoric 151 and Rhetoric 200 (technical courses); all speech courses in the 100 series; D.G.S. Ill, 112. Foreign language. All language courses in the 100 series. Biological sciences. All courses offered by the departments of botany, entomology, microbiology, physiology, zoology; Physchology 103, D.G.S. 131, 132. Physical science. All courses offered by the departments of astronomy, chemistry, geology, mathematics, physics; D.G.S. 1^1, 11*2. Social science. All courses offered by the departments of anthropology, economics, finance, geography, history, political science, psychology except Psychology 103 (biological science), sociology; D.G.S. 121, 122, 151, 152, 171, 172. Humanities. All foreign language courses except those in the 100 series; all courses designated as English; all Rhetoric courses numbered above 200 except 271, 272 (technical courses); all speech courses numbered above 200; all philosophy courses; all courses in history of architecture, art or music, art and music appreciation; D.G.S. 161, 162, Technical courses ,, All courses not included in the categories above. That this classification is quite arbitrary is unquestionable. But the number of categories cannot be multiplied indefinitely, and the class- ification must be made so that a clerk can code a record. A member of the Senates Committee on General Education coded all transfer credit on each transcript. When the sample list had been compiled, a thermofax of each record was made in the Office of Admissions and Records. Clerks then punched the number of hours in each category into I.B.M. cards, and a printed list, complete with identification number and college, was prepared. Discrepancies between required hours and actual hours in total and in the various categories were checked by inspection of the thermofax and recomputation. The data on range, median, and average deviation were likewise recomputed after discrepancies were checked and corrected. . ■ ■ • ■ ! ■ . ■ . I ■ . '.. •: ■ ... ; ■ . ■ ■• I .•- -. . p J, ! ■ ' ' ! '•:•■. 1 -. ' ■ ■ ■ ... •> ' ' • . . •' . • . . . ■ . . . .■'■'■.. - 27 - Shortage in hours . The number of hours required for graduation in the various categories in a given curriculum was determined from the "bulletin on Undergraduate Study , 1955-56. A previous study of graduation requirements in the several colleges and curricula was reported to the Senates in the Interim Report of the Senates Committee on General Education, June 1959; these figures had been checked by the appropriate college offices. The figures in the present study were arrived at by noting the changes in graduation requirements between September 1, 1955 and September 1, 1958 and making the necessary adjustments in the earlier figures. It is fairly common for a student to have fewer hours than the stated minimum in a particular category. For example, in Agricultural Science six hours of social science were required for graduation; but, from the first entry in the tabulation following, it will be observed that at least one student presented only three hours of social science. The chief causes for such apparent discrepancies are the following: 1. A different classification of a course by the college than that used in this study. Example: accountancy used as social science by the college but a technical course in this study. 2. Variations in course credit presented by transfer students. Example: an introductory course in psychology for three hours where the Illinois course carries four hours of credit. 3. Waiver of a requirement for a transfer student. Example: Hygiene not required for transfers with thirty hours of credit. k. Discretionary power in the college office to approve substitutions. 5. Stated modifications. Example: while the general education sequence requirements in Liberal Arts and Sciences are eight hours, the student may present one six or seven hour sequence. 6. The 95-bour rule. Example: satisfaction of the rhetoric require- ment by taking Rhetoric 102 for two instead of three hours because of prior credit for 95 hours. 7. Use of D.G.S. Ill, 112, eight hours, in place of the more frequent Rhetoric 101, 102, Speech 101, nine hours in satisfaction of the rhetoric- speech requirement in teacher education curricula. The college certifies the completion of degree requirements and recommends the conferring of the degree. The college properly has discretionary powers to make minor adjustments in individual cases. The number of cases where suspicion of an error could arise was a small fraction of one percent of the total number of cases scrutinized. Statistics . In presenting the data, four statistics are generally used — required, range, median, and average deviation. These statistics are arrived at as follows: Required. For each curriculum, distribute the number of hours in each category for each semester as shown in the bulletin on Undergraduate Study , 1955-6 and total. . : ' ' I . . - : -' ■ -'.■:■ ■ : ■ . ' '.'.';. . ■ • - . ' , . ' • - ■ . ; ' - ' • • " . . .; . . ■ ■ ■ 28 - Range. List the number of hours from highest to lowest. The range is shown by giving the least and the greatest values in the list. Where the sample included only one case, the range is not used in the table. Median. In the list used to determine range, select the middle value. If the numbe r of cases is odd (say 2n+l), the middle case is a member of the set (the n+lst member); if the number of cases is even (say 2n), the median is taken as the average of the two middle terms (the nth and n+lst). The median is a measure of central tendency. It was chosen in preference to the arithmetic mean or average because it is least affected by extreme cases. Average deviation. In the list used to determine range, compute the numerical difference between each entry and the median, disregarding algebraic sign; sum the differences and divide by the number of entries; the result is the average deviation. The average deviation is a measure of dispersion. It was chosen in preference to the more commonly used standard deviation because many of the distributions are markedly skewed (non- symmetrical about the middle) and the average deviation is affected less than the standard deviation by extreme values. For the normal curve, the average deviation is 80$ of the standard deviation and 57$ of the cases are included within one average deviation on each side of the median. Measures of dispersion are of increasing significance with an increasing number of cases. The average deviation is shown if the sample includes five or more cases. • . . I ■ ■ - ■ : ;- • ■ :. r . . ! 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CM CVJ-d--* rH i H VO CVJ CVJ i » ON H-d--^ VO la 00 I en^t o o> on on H • O CM ON f-i 00 i/NCM CM • • LA 1 rH CM H O CM CM r^ 3 • CM CM CM VO m I VO CM CD LA rH r-H PO 1 H-d" O rH vo t— CVJ o • on on rH OTH H i vo 1 00-* H la H on en ir\ H 1 ON H VO en itn t— on i co -* O CM -* en » 00 C-CM CM r4 O IA 1 CO UN CM O CM CVJ o on vo H • O H o ir\ on On • » O 1 onrH en O 00 1 o -* CO -* its en en • • I CMVO t- rH r-i ITN on CM • • O 1 rltA O 00 ON H I ont— H rH VO O « O O O O O OO t O r-i o cm en H O l CO CM on O o 1 o O IT\CM 00 * * i vo en O la en 00 • • O 1 rH CM O O CM i O O O On CVJ O • O «H O O CO • CO H O CO °- O • O CM o VO H VO i H VO H o O vo H I O CM o VO l/N CM H » • O O t- i o o CO c*- •H VO i VO H VO VO en h H 1 ONCVI VO -4- O ON • ON rH 00 ON on ONrH vo CM J- 1 ONrH vo H la en t-i • • VO l 00 H vo vo CM en ON t>- rH-d- VO LA 1 VO • HCO rHVO ITN H 00 en CVJ rHVOOD CVI 1 CVI • HCVI Hd- CVJ rH t— irv en « O rH ono en t en * rH O H CM en CM 2i on • H O • on O H on H CM CM VO LA LA • H On ON i CM • CM r-^\D CM LA LTN VO • t— CM rH LA • cm i ent-\ r4KO H H CM 8! 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" • • • - • ■ . ■ ■ - 37 - Tech. Courses o> H un t— co t j- CO on cm ON OJ OJ H • VO H OJ-d- OJ OJ o CVJ co CO ON 1 rH • C*-OJ OJ H UN CO -d 1 O » coco coo CO CO OJ NO OJ 0J i -d CO O -d" rH-d--d fH -3" NO CO • (M I COiA o -d- ON-d- CO n o OJ O l- UN • I OVO OJ OJ -d" H O I CO OJ CO 1 CO NO OJ OJ OJ I OJ CO NO H ON O CO IA 1 O^f rH r-i CO OJ CO CO OJ CO • H OJ CO H OCMOVH H H H M ON OJ O UN » •O « rH CO crj co-d- S OJ rH rH rH -d-d-d- Soc. Sci. t- -d- OJ O i co.sr fH OJ rH 1 o O OJ-d- OJ H 1 rH CO -d" CO H • J" NO rH UN -d" CO «? O H O-d- rH I t-4 NO HIAOV -d • • CO • NO CO NO H ONOO CO H OJ CO UN NO NO • • CO i OJ o CO OJ H COON CO H OJ OJ • to • !? ° Oh CO O | O CM OJ I CO-d" O H OJ ir\ • rH 1 O OJ -d" CO UN o 1 H H i O CO CO CO I CO CO o CO CO O I O OJ o O CO un • CO CO O ITS H CO UN -d OJ-d CO UN UN CO CO 1 CO OJ CO UN COCO ON rH Biol. Sci. CO 1 o CO CVJ H • • co-d- o 00 «? CO 1 CO o CO H CO H • 00 OJ O 1 NO I NO CO O » CO rH O rH ON -d" O UN •O 1 ONNO ctf-tf. CO S cvj unun • • -d- co H ON co-d--d- co -d- UN H CO i CO O NO t-COCO For. Lang. * UN CM CO l NO f- CO «H VO H OJ * OVO H H H * -d- CO OJ I NO H O H NO rH O * NO NO d NO CO H * I NO O CO rH NO NO NO NO iH rH rH rH O rH -d- * 1 NO UN O H ITN NONO UN H H rH Rhet. Speech CO -d J± • ONrH ON O OJ H CO i OVO ON CO UN CO rH I ONH CO CO -d" CO H • OJ H OJCO CO OJ H OJ r-l NO » NO H NO un t^ t— ONNO OJ CO CO NO « OJ-d- NO rH CO H IA H H % o CVJ H H -d- H J- OS l OJ • rH On CO O rH t— CO OJ I OJ • H IAH CO OJ H o OJ H UN UN rH rH rH 1 CO • HHCO OJ rH 3- OOrtOJ- OJ • CO • H00 H CO OJ ON un CO • O r-l UN-d" OJ 1 OJ • HOHUV § UN UN • • H IfN-d-NO OJ oj coco HHHH ITN ITN O rH OJ t- OJ l OJ • H O rH CO OJ rH ITN b-OJ rH COOJ OJ rlHH Stat- istic • to • 4) CO (0 Q 03 K a < 0) • tjfl « o 4 d »d a • cjD • a* d »d • » • o* d «d 0> d O ^ «v .d J-t C5 O «rf J 0) Jh Pi OJ ^ *H| E-» t*« co e* a ON UN O «H 1 | 5 §3 i 3 ^d d •o O *} 7* W P CQ a £ O O ■H H r-l >» O 53 CO d) ■H >»43 y4 Sh CO U M m rH £ » O c d w CO »-r ja o (U CO • rH • o •H «H O PQ CO • • cfi r< C & & J3 • t) -P cu CD CU £ p< « CO ir\ ltv ir\ a) - CVJ J- LTV OJ OJ CVJ CVJ CVJ CVJ CVJ CVJ •H r-i r-i r-i r-i rH H TJ Tj rrj rrj 0) a) a) a> s s s s . bb • ....... O* G "d Tj rrj rrj rrj rrj rrj rrj KKS< sssssss ^ 1 d) S r a} P< CO • O 3 c g W) O (D -H H f-i H rt O 3 O O ON in vo CVJ OJ H-d- CA t>- co mH PA £ irvoO OJ CM CVJ C7V00 t- -* H H H rH CVJ CVJ 8 ^ s-> CD t- a> UN CD O PA II OJ CD o •H *"^ ^-^ a CD b a CD • (D CO O co v«* & •rl O a CD o H co b H >» as o hD * eg o Ph CO •H o o ^J •P HO C! J o *&1 w O s* i B< >> O H O trlOH X! S a 3 CO CO rH o CO o aJ O W^ O o t\ tA o H aJ HOD tA H H o E O -P J3 O O CO <0 c q H a f-i a) o CO SH^ 03 crj H co d c CD+i «H O -H C> • r. » ^ a) u ■p o O CO rH >> O gl ^§ PN u QJ 43 ax; a> to O jc! a> a xi CU -H o 5 CJ CD •H O CO O CO P a >>* r ^ CJ> C S Pw a a •o W c. alss cu ^J aJ o a* s CD O c5 co aJ S ' - 39 - CO - CO UN H CVl ON 1 co CO CM • CM rH O VO t- CM H i VO CO O CO CO -d- iH O fH UNO CM ■ • O X.^t UN H ° rH H CO H co CM • co ON CM H CM CO -d- O » UN UN H O rH rH CO fH vo t- CM l t— CM COiH fH ON rH VO rH CO » ON CO H CM CM to • >»H Xi O O -H •H O fP CO -* UNO CO On UN UN W> u o 9 fr H 43 • O •P O 0) 0) si pf 05 CO •3 EH O • CO.* o vo i VO H H O i UN.* O O I O CM O O 1 O CO O 00 UN CM H » • O I H CO H O rH H ON CM VO • CMVO CM CM H 00 CO CO I 00 H H O H rH ON CM -d- i co d fHVO H rH 00 H CO HCO O I 00 CO °. o O o 1 o O VO CM H l O H O O vo -d- H I O H O o VO CO H l O CO O VO UN H H I -3- H H O H *H 00 CM H I 00 CM H ON iH CM CM 1 iH ON O CM ONrtOH 1 fH ON CM H CM UN ON CM • ■ I ^t CM CM H H CO UN -* • VO H O O CM l CO • HVO rHVO CVJ H .22-130 126 UN VO HCO rH CM I CM • HVO H CO CM UN CO VO iHCO H CM I CM • HVO rH CM CM CM UN -* • i CM HVO CO CM I CM • HWrld- CM Stat- istic Req. Range Med. AD Req. Range Med. Req. Range Med. AD Req. Range Med. AD Req. Range Med. AD V*. UN 0- O o H & 3 p, vo CO 00 CO UN CM vo H ON VO CO 8 H J-l H f-» SB a O 3 o o Si 3 a § 2 a 05 - ko - APPENDIX D Some Questions on General Education Asked During off Campus Visitations The following questions were asked during the various visitations on other campuses. Answers to these appear in the appended trip reports and are identified by number. 1. Has any group on your campus attempted to define General Education or formulate its objectives? 2. Is General Education a concern of the University or is it entirely left to the individual colleges? 3. If the latter, what mechanism is used at the college level to evaluate the General Education requirements of the various curricular majors? h. If a University responsibility, how is General Education approached? 5. What was the origin or background of your present program in General Education? Did it get its principle impetus from faculty? admini- stration? students? outside pressure? 6. When was General Education last studied on a University- wide basis? How many studies have been made in the past 25 years? 7. In general, what has been the fate of recommendations developed by these studies? 8. What i3 the principle mechanism used now to provide for General Education for the undergraduate students? What unique features, if any, does it employ? 9. How many courses are offered at the undergraduate level? How many were offered 10 years ago? Have criteria been established for approval of sequences to satisfy General Education requirements? 10. Do you have any readily available data which could be analyzed to evaluate what the candidates for degrees have had in the way of course distribution? 11. Have you had any experience with a separate organized academic section responsible for general education for students not committed to one of the vocational or pre-vocational curricula ? 12. To what extent have special courses been designed to meet the needs of general education? Do you use so-called survey courses? 13. If distribution requirements are used how effective is tbs product? 1^. Is any type of tutorial system used? By department or in conjunction with living quarters? Have you had any undergraduate experience in small seminar groups? .. • - kl - 15. What percentage of classes for first and second year students are taught by graduate teaching assistants? Most , half , a few , none ? 16. What is the attitude on the part of the faculty toward general education? Toward your present approach to general education? 17. Is there any mechanism in the University organization to encourage interdepartmental and intercollege educational programs? 18. When your present program for General Education was adopted, how was the faculty acquainted with the purposes and objectives? Was there any kind of a University- wide orientation program? If so, how much detail did this program go into? 19. What means have been used for education of your faculty on problems of General Education? 20. How strong an interest does the University administration have in General Education? 21. Does the presence of a strong and expanding graduate college detract from emphasis on the undergraduate program and/or attention to General Education? If not, how has the attention and interest of senior faculty been continued on the more general (less finite) areas? 22. At what point in the students 1 undergraduate experience can selection of an area of emphasis be made without the threat of too early specialization? Does an area of emphasis add or detract from a broad liberal arts education? 23. What is the student attitude toward General Education? 2^. Have you, in trying to assess the success or failure of general education in your university, developed a method for evaluating the individual student's experience in and gain from general education? 25. Is any group on your campus making a continuing study of General Education? If so, what is the composition of the group? 26. If you have had any particularly gratifying success or conspicuous failure in the development of your program, would you discuss them? 27. With your present knowledge of the situation at the University of Illinois, how would you go about introducing General Education on a University-wide basis? What sources of support? Strategy? . ■ . ■ ■ - . a. ... Liberal Arts 80 Commerce 10 Engineering 10 - k2 - APPENDIX D-l Report on General Education at the State University of Iowa Organization . Only two colleges at Iowa admit freshmen directly from high school, Liberal Arts and Engineering, and the enrollment in Engineering is limited. About half of the Engineering students transfer from Liberal Arts after one year; Pharmacy and Nursing admit after one year; Commerce and Dentistry admit after two years; Medicine and Law admit after three years, Education and Art are parts of Liberal Arts. Consequently the approximate distribution by percentage in the undergraduate, non-professional colleges at Iowa as contrasted with Illinois is: Iowa Illinois 33 2k 13 At Iowa, the Faculty of Liberal Arts effectively controls the curricular pattern of four out of five students, at Illinois one out of three. Half of the graduates are transfers from other institutions. The control of curricula is more directly in the hands of the college than at Illinois in that there is no Senate and the Council of 15-18 members is not concerned with curricular matters. The college faculty sets graduation requirements, and the department has sole control over major requirements . Liberal Arts requirements , The present graduation requirements in Liberal Arts fall into five groups, 1. Basic skills: Communication, mathematics, physical education. 2. Core courses: Literature, social science, natural science, historical-cultural . 3. Foreign language. h. Basic military (men only). 5. Concentration in one subject or area. In basic skills, the philosophy is one of assuring at least a minimum level of proficiency rather than specific credit. Total or partial satisfaction of a requirement may be shown by examination before matricula- tion, or at the end of any semester. la. Communication skills combines rhetoric and speech. In the first semester 1958-9, 8 percent satisfied the requirement by examination, 31 percent were placed in a four hour one-semester course, 52 percent were placed in this course plus remedial work of two - 43 - load hours but no credit hours. Remedial work is in reading laboratory or writing laboratory, and continues until a minimum level of proficiency is attained. lb. Mathematics skills is a two-semester course of two hours each semester. The test may be passed before matriculation, at the end of one semester, or at the end of two semesters. lc. Physical education skills is in two parts, physical fitness and sports activity. The remark under lb. applies here also. Core courses may be satisfied in each area by: completing a two- semester course; or completing an approved eight-hour departmental sequence; or passing a comprehensive examination. The following table shows the number of core sequences and approved departmental sequences offered in each area: Area Core sequences Departmental sequences Literature 5 Social Science 1 9 Natural Science 3 10 Historical-cultural 6 The foreign language requirement is satisfied by 8 hours in one language or by passing a proficiency examination. Requirements . other colleges . Entrance to Engineering without deficiencies requires, by course or examination, trigonometry, analytic geometry, and the first semester of communication skills. Graduation requires the second semester of communication skills, one course in economics, two two-hour courses in technical writing, and four courses from psychology, sociology, philosophy, political science, history, literature, foreign language with these restrictions: three from the first four departments; the remaining one from any department listed; not more than two from one department. For admission to commerce, the student must have completed all the basic skills requirements, the requirement in military science, and at least one core requirement with two recommended. All core requirements must be completed for graduation. Studies . The major studies reported were evaluation studies on graduating seniors, using both the Graduate Record Examination and locally constructed tests. Comparisons were made on performance on the several tests in terms of number of hours by areas in departmental courses, in core courses, in combinations, and between students all of whose work was taken at Iowa and transfer students. Answers to interrogatory . 1, Individual colleges. 2. Educational Policy Committee. k- . Only by colleges . 5 . Major ones adopted by the college . 6, See report above. ... - • - - • : . - kk - 7. Some increase, but not wholesale. 8. No. 9. No. 10. Core courses, see report above. 11. See report above. 12. Not in general education. 13.. About half; lectures by permanent staff. lU. Present system meets with approval. 15. Impetus from departments; no special mechanisms. 16. Dissemination of a comprehensive report and wide discussion. 18. Iowa permits choice by freshmen. Those without a choice assigned to a general advisor. 19. See report above. 20. Students should have the option of taking core or departmental courses. Multiple lectures in a course did not work. Summary . General education at the University of Iowa is achieved through a combination of basic skills and distribution requirements inijoxe or departmental courses. The visitor was impressed by: the philosophy of achievement of minimum level of competence through examinations, some of which can be taken before matricultation, rather than accumulation of credit; the considerable individualization of education which results; the careful evaluation studies of graduates in Liberal Arts; the heavy dominance of Liberal Arts over the undergraduate educational program; the fairly clear objectives of the core courses as they relate to general education. - k5 - APPENDIX D-2 Report on General Education at Iowa State University Organization. Four colleges at Iowa State admit freshmen directly from high school— Sciences and Humanities, Agriculture, Engineering, and Home Economics. The composition of the undergraduate enrollment is approximately: Engineering, 35 percent; Agriculture, 25 percent; Sciences and Humanities, 23 percent; Home Economics, 17 percent. About 30 percent of the graduates are transfers from other institutions. Each college has its own faculty organization. The analog of the Illinois Senate is the General Faculty, made up of associate professors and professors. Among faculty committees are a Curriculum Committee in each college and a campus Curriculum Committee from the General Faculty, which includes the chairman of the college curriculum committees as members. A curriculum proposal starts in the department or college, is acted on by the college Curriculum Committee, and then goes to the campus Curriculum Committee. Some of the college committees have exercised a fairly stringent control over the number of course additions, and the campus Curriculum Committee may request modifications in course offerings or curricula to conform to campus policy as set up by the campus Committee. Distribution requirements . The distribution requirements of the four colleges are summarized in the following table; entries are in quarter hours. S & H Ag. Engr. H.Ec, 1. English, speech 15 12 9-12 12 2. Math., statistics 15 5 30-36 3. Chem., Geol., Physics 15 16 27- L Q 22 k. Bot., Zoo., Bact., Gen. 15 10 — («^r« 5. Econ., Soc., Psych,, Govt. 15 12 ( 12 lfi 21 6. Hist., Lit., Phil. ' 15 6 ( c ~ ° (, 12 7. Mod. lang. (F.G.R.S) 15 — - ( 15 -- -~ K 12 Total 105 61 78- 62- Required for graduation 192 200 215 192 Studies. There are apparently almost continuous curriculum studies in progress in one college or another. As an example, distribution requirements in Sciences and Humanities grew out of a study presented to the faculty in 19^9; minor modifications were made in 1956; a progress report on five special problems, two growing out of policies set by the campus Curriculum Committee, was made to the faculty in 1958. Studies seen by the visitor were carefully done and f a high order of merit. Wide faculty participation can be obtained; for example, the 19^9 study in Sciences and Humanities embodied results of a questionnaire - k6 - to which 73$ of the faculty but 87$ of the professorial staff responded. The curriculum committees are sufficiently important on the campus that two of the four chairmen of the college committees at the time of the visit were "Distinguished Professors" in endowed chairs. Answers to interrogatory . 1. Primary responsibility in the colleges, but the campus Curriculum Committee scrutinizes the actions of the college committees and initiates recommendations and policies. 2. Continuing study by college Curriculum Committees, 5. Passed by never less than a three to one vote (Sciences and Humanities). 6. Distribution requirements. 7. About a 7 percent increase in undergraduate courses (in Science and Humanities) from 19^7 to 1957, plus courses in new departments. 8. No. 9 • Yes; abandoned because of faculty dissatisfaction. 10. No. 11. Evaluation only by student and faculty questionnaire; in Sciences and Humanities generally satisfactory. 12. Only through "Special Problems" courses. 13 . Heavy in mathematics, chemistry, physics; none in English, history government, philosophy, speech (no graduate students in these departments) 15. Campus Curriculum Committee. 16. Long and detailed reports to faculty, discussion meetings. 17. Not up to the time of the visit. 18. By the beginning of the Junior year. 19. No. Summary . General education at Iowa State University is achieved through distribution requirements. The visitor was impressed by: the educational atmosphere, with a widespread concern for undergraduate programs; the active participation of senior staff in formulation of programs; continuing curriculum studies of high merit; the role of the campus Curriculum Committee in initiating policy; the determination of the administration and chairman of the college Curriculum Committees to maintain the historical faculty concern for undergraduate education as the Graduate School grows. . • , - vr - APPENDIX D-3 Report on General Education at The University of Michigan During the visit to the campus of the University of Michigan the subject of General Education was discussed with a number of people who are occupying places of importance administratively in the University and in the various colleges. It was known before this trip was undertaken that the University of Michigan had NOT elected to develop any special section, division or college tc provide the basis of general education for their students, but it was further recognized that, among the institutions of higher education in this country, the University of Michigan is recognized for its academic excellence and stands well in the forefront of Universities in this country. Therefore, it was felt that a discussion with people who would normally be concerned as to what their philosophies are, their ideas, approaches, etc. might be profitable, particularly in terms of the basic similarity in form and organization to the University of Illinois. The original contact, by which arrangements were concluded to make the visit, was with Vice President and Dean of Faculties, Marvin L. Niehuss. In turn, he arranged a series of appointments with others who, he felt, could be helpful to us. The discussion with Mr. Niehuss dealt primarily with the philosophies of higher education as they presently exist at the University of Michigan. It was evident that the administration of the University of Michigan believes very definitely in supporting projects which tend to bring people from departments into functional relationships at an interdepartmental level. They agree that Institutes within the University generally represent administrative headaches but become quite productive from the scholarly standpoint and definitely provide an enlargement of the scope of interest and understanding on the part of the faculty members involved. There are several examples of these efforts, the largest one being the group working at Willow Run which includes primarily members of the College of Engineering but, also, psychologists, sociologists, mathematicians, astronomers, etc. Six hundred people are involved in the interdisciplinary activity which has contracts basically with the Armed Forces in the amount of approximately six million dollars a year. There are other interdisciplinary efforts which include the one headed by Ralph Gerard, formerly of the University of Illinois, in the medical school and involving philosophers, members of the College of Education, psychologists, etc. Several other groups were cited. It was readily apparent that there was a deep interest in general education on the part of everyone with whom the matter was discussed; how- ever P the University of Michigan has never elected to make the general education component of the total educational program a matter which came under University purview. It is left to the colleges and, as one would imagine, the College of Literature, Arts, and Sciences has formed the focal point of study and activity in the general education field. - ha - Actually, there is no consistent pattern at the University of Michigan on the utilization of the College of L.S.A. as the general education instru- ment. Students may enter the College of Engineering, Nursing, Pharmacy, Natural Resources, Music, Architecture and Design, and Physical Education curriculum in the College of Education as basic freshman. However, the students who have entered the College of L.S.A., the School of Business and obviously the professional schools, such as law, dentistry and medicine utilize the College of L.S.A. as the undergirding general program. In the College of L.S.A. the student is not obligated to declare his major area of interest until the beginning of his junior year. As a matter of fact, he is encouraged not to do this and a substantial number (up to 50$) of those who come to the University with predetermined ideas on their vocational interests actually change before they make their final commitment. As far as the University 1 s interest is concerned, increasing numbers of questions, it is reported, have been raised in the Educational Policy Com- mittee of the Senate concerning the effectiveness of the present program in fulfilling the students 1 needs in general education. Two years ago a committee of the College of L.S.A. which really was composed of three sub- committees, one in the area of Humanities, one in the Behavioral Sciences and one in the Natural Sciences, reviewed the actual components of their course sequences and whether or not they were relevant. A report was made by the Social Sciences Subcommittee making some rather far-reaching recommendations. This was turned down by the faculty. However, members of the Committee felt that they had done a considerable service by reawakening the interests of the faculty and activating thinking in this area. At the beginning of the freshman year, and in a fairly intensive fashion throughout the first two years, the services of a large corps of counselors are employed to work with the students to develop meaningful programs in fulfillment of the general education requirements within the first two years. This, of course, is confined to the College of L.S.A. and the counselors devote an average of half time to counseling and half to the educational programs. The method which is employed (and which has been for many years) to accomplish broad educational experience in the College of L.S.A. is the use of distribution requirements. These are in six areas: 1) English, including Rhetoric. 2) A minimum of one year's work in a laboratory sequence with six or seven methods of meeting this requirement. Twelve hours credit is the minimum acceptable. It is usually composed of one major six or eight hour course and one or more minor courses to follow in the sequence. 3) Humanities, six to eight hours, - primarily in the areas of literature, art, music, etc. k) Social Sciences which require fourteen hours in a rational sequence of courses in a minimum of two subjects. 5) Two years of foreign language. 6) Mathematics or Philosophy. M : ■ -<. > ■ 1 ' . u ■ ' 1 r • ■ :■ . * - . - . ■ . ■■ ' . ' ■ '■' . ... • . .. •!", . ... - :.. . ' -. ■ ■ • . - ': . ' .. ■' •' , ' •■■ . ■ , r . • ■ I ■ ■ ., . • : at] : . . . ..: ■■ • i ..' . i , - 1*9- Two items are of interest in this plan. First, that in the Humanities there is a Great Books course which is regarded as a satisfactory means of fulfilling the six hour Humanities sequence. Secondly, that mathematics and philosophy are equated, either one serving to fulfill the requirement in this particular area. In the philosophy sequence the second portion of the course is in logic. In attempting to "bridge the departmental gaps and to "broaden the educa- tional experience which, to a degree appears to be inhibited by the traditional structure of the fairly rigid departmental lines, an honors program was started three years ago. It is initiated at the beginning of the freshman year and goes throughout the entire four- year program (unless the student falls by the wayside). This program is limited to about &fo of the incoming freshman class and is chosen on the basis of high school records, test scores and other available information. The plan employed in this program is to have honor sections in most of the courses in the College of L.S.A. but each year addi- tional courses are being developed specifically for the honors group and these are interdepartmental in nature. There are three in the sophomore level which are most interesting. One deals with the Renaissance and is taught by an English professor but it treats not only the literature of the Renaissance but the political ramifications, historical matters of interest, social implications, art and music of this period and is really a very broad course. It takes an unusual faculty member to be able to do this. The second one deals with living ideas in the social sciences. This offering is conducted by a former student of Thomas Mann and again has great breadth. The third one is a course organized around the theme of natural evolution and is conducted by four faculty members, one in Physics, one in Astronomy, one in Geology and one in Biology. All four faculty members attend all of the sessions of this course. There are under development now the first of what will probably be five courses of this type at the junior level and there is one senior course known as "General Systems Theory", put on by an economist, and applies the principles of systematic organization to most of the areas of our society and includes systems within our natural resources. This sounds like an exciting type of course. One of the problems in this project is finding faculty members with both the breadth and willingness to do the job. In the first place the senior faculty members have been in a single subject area, penetrating ever farther in depth for so long that they feel insecure in peripheral or related areas and in dealing with subjects which are completely detached from their major interests . Secondly, they feel that if they become too deeply involved in interdisciplinary efforts they may find themselves bypassed in the departmental hierarchy and left out when promotions and salary adjustments are made. This honors program is under the supervision of Dr. Angel, Head of the Department of Sociology, a very able and dedicated man. It is his hope, and that of the honors council, that if this project really develops the tools to work out interdisciplinary courses it could gradually be enlarged to include an ever increasing segment of the student body. It should be pointed out that these newly created courses in no sense represent survey courses but rather functional areas that predispose toward multifaceted approaches. Tutorial work is done by members of the faculty in this special honors group as it appears to be appropriate . !"{••■ ; - "• ' ' ' ■ > - •: ... - < - ■ ■ ... , JV I :' a ■ • ■ -3 . ...... ' "■■'■• ■ " [ • ■ • - J • c ' •. ■ . - ■ '- . ... ! . ■ • ' - 50 - Discussions with administrators of schools, such as Architecture and Design, indicate a recognition of real problems in coping with the general education question and I think that this also applies to the thinking in the Department of Engineering. It is recognized that the scope of competence based upon the almost explosive expansion of the factual knowledge needed in the various vocations makes the time period in the baccalaureate program insuffi- cient to provide both a good general education and any kind of competence in the technical field. Speculation is going on now among some of the engineering faculty members as to whether the baccalaureate program should not produce the student with a good general education background plus a major in the technical areas and follow it with at least a master's degree in the special area of interest to gain the necessary competence in such fields as architecture, design or engineering. The trends in both seem to indicate that the students themselves are doing this, particularly in engineering, for the graduate school enrollment for Master and Ph.D. degrees is increasing rapidly. •i The following are the answers to some of the specific questions in the interrogatory: 9. No count has been made lately on the number of courses at the under- graduate level but Dean Niehuss thinks that the inflation in this area has been partially offset by a critical look at courses which have five or less enrollees and these are eliminated unless special reasons exist for the small group. 10. Data were prepared and analyzed for what the students who majored in social sciences actually took at the time of graduation. This material was not immediately available but may be later. 15. Approximately 40$ of all undergraduate classes in the College of L.S.A. are taught, under supervision, by teaching fellows. At the junior and senior levels, very few of the courses are under teaching fellows and at the graduate level virtually none. 16. Attitude of faculty towards general education - this question was difficult for all of those interrogated to answer. They feel that the almost unlimited demands of the special areas of interest of the faculty members precludes, in many instances, the broadening reading and thought which is the major strength of general education. However, the discussion which stemmed from Question 21 concerning whether or not a strong and expanding graduate college detracts from emphasis on the undergraduate program, indicated that it was the feeling of most of those interviewed that if a department does an outstanding job at the graduate level it almost invariably does an outstanding job at the undergraduate level, and that by the same token mediocrity in one almost invariably spells mediocrity in the other. 18. There has never been any special effort made to identify the purposes and objectives of general education or to orient the faculty specifically in this area. 23. No study has been made of the student attitude toward general educa- tion; however, the feeling on the part of the administrators with whom this was discussed was that the better students are recognizing the need for breadth as opposed to too early vocational differentiation and are planning their course sequences and distribution accordingly. a ,[ , ' ■ • : : ' . •. ■ I ■ • ■ - ■ ■ : : •■.-•' j . . • .- * - ■ - . ■ - ■'l '■■■.•• * • ' ':' -••■•" • ■..:'•,.' I ■ . • . ..-■_ . . .• .... • . - • - - . . . . -. I" '--'•■'- : '' • - - ■■ : ; : ■ . ;• ■ ■ . . . . - ,v ■ . . -.'•■■. .: ;•. : : ' •' ' . • ..'■'■ " ^ ■ ■■ -■' "■ '•■ '. ' : . ' • i :' " - J ' i ••:'... ,. ' ' ■ ' ' • • ' ■ . •' ■ • -' : ■ ' ■ • ,■ . - . ■ - ...;.- . ■• . 11 - ■"' ■■■.-."■'■■■ ' • -. ■;. : . ■ . • ' ■ . - • . . ■ ■ : , : ■." ■ I .. • : I .... . ■ ■ . - ■ .,.■..•• ■ ' . ■■ • . ■ • : . - . ■ ,-.■.- ' ■ ■ . , ■-,;■- -.,■-... • . . . • y . , . ■ : . .. ■:.■ ■: : I • : ••■' . i ■".. ■ Sjt J J ■ ' ■ ■ _, ■ i ■ .■■ '.. i . -:' ' • ' C .... .. ' • •.'.■ : - ■-:.;•"'..• ...•■*'■ ■ ,. . : ■■ ■ ■' . ' ■ - 51 - 2k. No effort has been made to evaluate the yield in the areas of general education. Dr. Heynes, Dean of the College of L.S.A., felt that, although it would be an imperfect type of test, it would help establish, both in the minds of the students and the faculty, the fact that general education components of the undergraduate program were of major importance. Conclusion ; The University of Michigan has maintained a distinguished educational program without using special organizational patterns or original methodologies, to intensify the emphasis on general education. They have employed the means of good counseling with a well thought out distribution of courses with logical sequences available and they postpone any decisions on points of emphasis until the junior year in the College of L.S.A. The other colleges, particularly Engineering, Architecture and Design, apparently are concerned as to how they are going to broaden the program in the face of increasing demands for more finite technical knowledge which is expected from the educational program. The honors program, now confined to the intellectual elite, is feeling its way along and apparently doing a good job. Hopefully, the principles employed may be extended downward to include students with more pedestrian intellects. (NOTE: It should be pointed out here that the University of Michigan uses a fairly high degree of selectivity in choosing its students and has little compunction about rejecting those who they feel don f t qualify. Thus, their drop-out rate during and after the freshman year is in the neighborhood of 11$ which is unusually low for a state institution.) ■ . ; ■ I ... . - . . -. ■ . . ■ - : ■.. ' . i ! ■ -'-.••• ■ . 4 '• - . . . . . ■ . . . ■ u • .' fj ■ - 52 - APPENDIX V-b Report on General Education at Indiana University Advanced preparations for the visit were made with Ralph L. Collins, Vice President and Dean of Faculties. Interviews were conducted with Dr. Sam Braden, Vice President and Dean of Undergraduate Activities, Dr. Merritt and Dr. Najam, Associate Dean and Assistant Dean respectively of the College of Liberal Arts and Sciences and Dr. Presley Sykes, Dean of the Junior Division of the University. An attempt was made to set up an appointment with Dr. Robert Turner of the School of Business, Chairman of the University Committee on Curricular Policy and Educational Programs, but there was a conflict in his schedule. In general, the discussions revealed the following pertinent facts: (1) There has never been a group assigned a specific task of defining General Education or formulating its objectives. One or two committees in the past fifteen years have dealt with broad curricular problems and educa- tional development which have touched upon the needs of general education, but it has not been the main objective of any committees. (2) General Education is regarded as a concern of the University but the Colleges have not quite yielded sovereignty to the extent whereby the University can impose programs or requirements. Rather, they are developed at a University level and the privilege of ratification (or rejection) is granted the schools and colleges. (3) The Dean and the Executive Committee of the various schools and colleges attempt to maintain an overview of the curricular developments within that area. (k) Although General Education was not the exclusive purpose to be served, a program was activated in 1S&2 which did have a collateral effect on General Education. This consisted of the creation of the Junior Division of the University under a dean which served as an administrative unit primarily for counseling purposes but of which every incoming freshman became an integral part. At the beginning of the sophmore year the student, together with his counselor, would make a decision concerning the school in which he would continue his education (liberal arts and sciences, commerce, music, education or health, physical education and recreation). No part of the faculty is attached to the Junior Division as an academic unit. All classes which are taught to freshmen are taught by faculty members as parts of their schools or colleges. The Junior Division curriculum has basic requirements but is fairly flexible. In general, 26 hours are required and are distributed in the following areas with specified hour minima: English, Communication and 6 hours, of which k hours Composition should be Composition Social Sciences 5 to 6 hours Laboratory Sciences Minimum of 5 hours Humanities Minimum of 6 hours ■ ■ 5 ■ - ■ - - ■ . ■ i : • ■ .. . . ''■:■»' . ■ . • . :- . . .; ■ ' ■ ■■■ ■-■■■. • •• a ■ ■-.' ... . ! - >• i ■ - - I t 3 ... . - , , ■ . ■ ... - ' • . ...... i.- .... IE '. ■■'-■ i - ■ - fcrf ... ■■ . ' : . ..■'". ■ i " • . i . .. L . : ...■ -. . •. 3 - 53 - A satisfactory completion of 26 hours will enable a student to progress from the Junior Division. Prior to the creation of the Junior Division, many plans were considered including the creation of survey courses, etc. The device which was finally adopted consisted of utilizing counseling services on a broad and intensive basis in an attempt to individualize the students' weaknesses and gaps and try to exploit his strengths. One of the primary purposes of the Junior Division is to serve the interests of the large proportion of so-called "undifferentiated students" who come to college without vocational commitments and who need a period of study in a climate of relative academic neutrality in order that they may accustom themselves to higher education and make more valid decisions in the selection of academic majors. (5) No figures were available on the problem of so-called "course proliferation". However, it was recognized that this was becoming a serious problem and a mechanism has been established for the elimination of courses which had only small utilization and which seemed to be too highly specialized, (6) No data are available at this time to evaluate what graduating seniors at Indiana have taken or the patterns of electives leading to graduation. (7) There is no separately organized committee or group which is con- cerned solely with General Education. As a matter of fact, the committee structure at Indiana University is surprisingly simple and, in comparision with the University of Illinois, is unbelievable modest. (8) Although no tutorial system is used per se, beginning in the fall of 1959 a new, specially designed dormitory system was activated. This is called the TOWERS project. It consists of five buildings, four peripheral dormitories for men and one large in the center for women with common eating facilities. These students must pledge themselves to live for a minimum of one year in this dorm and they are expected not to move into fraternity or sorority houses. One carefully selected and academically well qualified junior or senior student is assigned to each twenty to thirty students on a floor and serves as their academic counselor. It is his obligation to help stimulate good study habits and discussions. Although it is not his obligation to tutor, he is expected to assist the student in obtaining special assistance from departments in which instructors have not adequately oriented the student or in which the student seems to have "lost his academic way." It is much too early to judge the efficacy of this system but after six weeks the academic people are not discouraged and feel that there is every reason why the project should be carried on long enough at lea3t for a careful objective evaluation. Thought is now being given to rearranging the counseling service so that the academic counselors who have students within the TOWERS will serve only these students and have none outside this dormitory complex. In other words, one counselor may be assigned to the twenty freshmen students who are in one wing or on one floor so that there could be some cohesive relationship developed within groups. . : :.''.' '. • ' ' C«'IU ■ i ■ ■ : r ' . ■ ■ ■: ■ ' . . is? tij . ' - .. r ■ i f ■ ... ■. . ■ •■ ■ - ■ ■ '. ■ -. ■ ■ ■ - ,• ■ .•• ■ - 5 * - (9) Although it was hard to assess the question "What is the attitude on the part of the faculty toward general education?" everyone interrogated on the subject seemed to feel that the climate was improving and that there were certain signs which led one to the conclusion that increasing importance was "being attached to the concept of educating students to improve their intellects, their abilities to reason and think, and to de -emphasize factual learning as an end in itself. (10) There are two or three interesting small projects within Indiana University's organization to encourage interdepartmental and intercollege programs. There is the "interdepartmental colloquium" for superior students. Each year a subject, which requires consideration in depth and a broad inter- departmental approach, is established as a seminar for one or two semesters. This might cover such subjects as the industrial revolution, for example, which is approached from the standpoint of the historian, the economist, the sociologist, the theologian, and the philosopher. Superior students are invited to participate for credit and the number is limited to approximately twenty. At least one is in progress all the time and sometimes there are two or three. Plans are now afoot to expand this activity somewhat. Another area where the interdepartmental approach to teaching is attempted is in the various institutes, such as the Institute for Eastern European study, the Institute of Asiatic Studies, etc. In these the linguists, the anthropolo- gists, the economists, the historians, the sociologists, and others combine their efforts on an interdisciplinary basis and conduct studies and teaching programs, some on a graduate level but, again, a good many for undergraduates of recognized intellectual ability. In addition to these there are several faculty groups, which have originated somewhat spontaneously, and meet for lunch once a week to discuss affairs of an interdisciplinary nature. The groups are rather self-appointed and the only ground rule which exists is that there can be only one person in a discipline as a member. The members take turns in conducting discussions and the discussions may be on any subject from political developments in Israel to the effect of infectious disease on population trends. These seem to be healthy signs and, although a relatively small percentage of the faculty is represented, they hope to encourage these. It is recognized that at the moment these have no official status or when there is any administrative action taken to encourage them, they will probably lose their spontaneity and thus much of their value. (11) The University administration is quite strongly interested in the problems of General Education. The subject, in itself, has probably not come of compelling interest because of the fact that the College of Liberal Arts and Sciences dominates the campus so completely, the Schools of Music and Education, though strong, could in no sense be considered as having an influence on the academic life of the campus as compared to the College of Liberal Arts. The College of Commerce is apparently losing strength at the same rate that the College of Liberal Arts is growing. The number of students enrolled in the former has reduced in the past two years by almost the same number that the College of Liberal Arts has grown. There is no College of Engineering nor of Agriculture. In the course of a luncheon meeting with two very sound and intelligent students, one a sophmore and one a junior, there seemed to be evidence that the students themselves, possibly due to • . ■ . . >. - • . ■ ■ . ' * _ . ..-■.'-.. . . [at: S . • . . . : :, . : : . ' . i . ■: - . . ■ - . ..■...■,•.. ■ ■ • )B>. .. ; " .. : . '■'■.. ' • .' ■• ' :■',- : ■ . ... . : ' , ■ ,.:.'" . •• ■ . . • . . . ' : - . . . , • ! - .... .■ ■ . . . ' .. ' ■ . a; til : , i .. ) j ■ . . , . . ■ . - '■ J tf . • '■•..■ - 55 - the increased emphasis now in the high schools, are recognizing that the breadth of subject matter serves their interests better than early speciali- zation. One of the students to whom I talked, a Junior, is a very busy person with extracurricular activities on the campus (president of his fraternity house, chairman of the committee on philanthropic work of the student govern- ment, etc.). He stated that he would probably have a struggle in his senior year to fit in enough hours to actually meet the requirements of his economics major because he intended to cover as broad an area in history, arts, sociology, literature, philosophy, etc, as he could and still graduate with a major. He did not mean to imply that all of his colleagues felt this way but he felt that more did than he would have been willing to expect when he came to the university. Conclusion : It appears that Indiana University is doing a respectable job at General Education, possibly not as much by design as by the fact that the University is strongly oriented toward the liberal arts, and that early specialization is avoided by means of the Junior Division mechanism- . . '■ ! ' ' ■ - 56 - APPENDIX D-5 Report on General Education at Ohio State University Since the new program in Basic Education at Ohio State originated and was developed under the leadership of Dr. Frederick Heimberger, vice-president in charge of Instruction and Research, arrangements were made for a visit with him, with Dr. Jackson W. Riddle who is assistant to Dr. Heimberger for Curriculum Development and chairman of the sub-committee on Basic Education, and with four of the five sub-committee members who are all chairmen in their respective colleges of the curriculum committee of the college and, in all cases but one, administrators: Assistant Dean Marion Smith of Engineering, Assistant Dean T. Scott Sutton of Agriculture, Assistant Dean Paul Klohr of Education, Assistant Dean W. Todd Furniss of Arts and Sciences whom I was unable to see, and Professor Robert Patton of the College of Commerce. The new Basic Education program operates in the five colleges just listed: Engineering, Agriculture, Education, Liberal Arts and Sciences, and Commerce. Its aim is "to assure that each student (in these colleges) is given an opportunity to become acquainted with the three basic areas of academic study, the humanities, the social sciences and the natural sciences". Dr. Heimberger began his campaign to introduce the new system by pointing out that all degrees at Ohio State are conferred on students, not by colleges but by the University, then by persuading the Council to commit itself to the principle that a graduate of Ohio State University , to deserve the name, should have some actual acquaintance with the three basic areas of University instruction and research: humanities, social science, and natural science. Having obtained this general commitment from the governing administrative body of the University, he requested the five colleges concerned to submit course proposals to him to carry out the commitment. By bringing into his office a person assigned especially to head a university- wide Basic Education curriculum committee (Dr. Riddle) and by forming a suitable university- wide Basic Education committee, the machinery was set up for sifting all such course proposals, and working out the present system. This Basic Education committee is a continuing body, constantly watchful over the operation of the Basic Education program, scrutinizing teaching personnel as well as course content, receptive to new proposals from all the colleges. They think of their job as just begun rather than completed by setting up the program now in operation. One of the most interesting aspects of the Ohio State situation is that Ohio State began roughly where the University of Illinois is now, with no university-wide requirement of students except Physical Education — not even Freshman Rhetoric. Also their type of university is in so many ways like the University of Illinois. Their chief difference is that they had a top administrator not only committed to a Basic Education program but able and stubborn enough to persuade (after five years) all other top administrators to the principle of such a program. From then on it was a matter of hammering out a course set-up adequate to this general commitment. . - • • . ••-. . { I 1 • ■ ... - . . . • ■■■. ' .■ '■: ' ■ ... ■•.■■ - . ■■ •- ■ .... ^ . . ■ . i I ' . ■ .'.'.' ■ ; • . .. i b :■;• . • ■.■■-.-• - 57 - Each of the five colleges (L.A.S., Commerce, Education, Engineering, Agriculture) has its own Basic Education course program, chosen by the college curriculum committee and approved by the University curriculum committee on Basic Education — Dr. Riddle's committee. These programs will differ in the course sequences permitted, and in emphasis — e.g., in Engineering the emphasis in natural science will be less on physical science more on biological science than in the program of another college (e.g. Arts) that is not so inevitably involved in physical science. However, all Basic Education programs in all colleges involve fifteen quarter hours in Humanities, in Social Science, and in Natural Science, so that every student graduating from the five colleges will have had forty-five hours (l year) basic education divided equally in the three areas. The following are some answers to General Education Questions list that are not answered by the above brief sketch of the genesis and scope of the new system at Ohio State. 1. The Office of Instruction and Research, Dr. Heimberger and his various associates and committees, have attempted definitions of Basic Education and its objectives. They define Basic Education as training in the three basic areas of university instruction and research. They define the objectives in each area as follows: Humanities . The objectives are to introduce the student to his possibilities for continuing growth as a thoughtful and reasoning person, sensitive to the aspirations and attain- ments of others; to acquaint him to at least some degree with the treasures of human thought and expression at his command; and to develop in him a continuing desire to have his full share of the legacy of all creative efforts. Social Sciences . The objectives are to make sure that the student has at least a basic understanding of the fundamental ideas upon which our society has been built, the social institutions through which these ideas have been given effective meaning, and the never-ending process of development through free choice limited only by concern for the rights and well-being of others. Emphasis will be put upon the values of a free society and the responsibility of the individual for participating actively in the issues and decisions of the day. Natural Sciences . The objectives are to acquaint the student with the kinds of problems which lend themselves to possible solutions through the use of science, to introduce him to differing scientific techniques through significant illustrative experiences, to give him a sense of perspective in the development of science, and to develop in him an understanding of the basic community of all scientific disciplines. 2. Basic Education is regarded as a University concern — specifically, of the Vice-President for Instruction and Research. 3- - ■ . • " ■ .- I erne! . ■■ ' ■ . . : '...•''■' . - ' . ' . . . . . '. .•".■: ~. \ : .. : ... . ' ' • i ■ • - ■ : ' '-■•.-''• ■ \ • " ' ! ■ ... .. . '' . - . ' , ■ . . ■ ; - £ ■' C j . ■ ! ' . • .'■ v - ■ - ' ■ '. . ...... • ■I - 58 - k. The University's approach to Basic Education is as sketched above. 5. The origin of the present program was the Administration, as described. 6. Several studies of General Education were made over the last twenty- five years, the main one preceding Dr. Heimberger's, resulting in setting up a half-dozen general or Survey courses (D.G.S. type), the last of which is just now being liquidated. 7. The fate of this one previous venture was liquidation as just mentioned. 8. The above already describes the 'mechanism 1 of General Education. 9. The criteria of the Basic Education Committee are the objectives stated above. 10. They have no organized data on course distribution of past candidates for degrees. 11. Except for the unfortunate set-up mentioned in No. 6 above, there have been no separate academic sections responsible for General Education. 12. The courses presently being used for Basic Education at Ohio State are ones that were existing before the new system began. No new or special courses have yet been devised, but some will be. There is a general distrust of the "survey" type course. I have not troubled to transcribe the lists of acceptable courses, and the choices possible between them, since this would require a report of catalogue length. But for L.A.S. options, see pp. 1+3-4U of their Bulletin, and the detailed descriptions that follow. 13. Since the new system began only a few months ago, no test of the 'product' has yet been made, or even devised. But this is contemplated. 1^. Tutorial work is not a part of the Basic Education program, but the University does offer tutorial work. 15. Some assistants do teach in certain courses accepted by Basic Education committee, but mainly as assistants — laboratory sections, etc. No exact percentage figures available. 16. The attitude of the faculty toward the new program is generally excellent, according to my informants. The new system appears to them so reasonable, and in most cases makes so little increased demand on the time students must spend off specialization, that even the most zealous professional- training minded professor objects little to it. 17. The mechanism in the University to encourage interdepartment and inter-college programs is the Curriculum Committee and the Basic Education Sub -committee. 18. The faculty was informed of the new program via the various Curriculum Committees of the colleges: roughly our so-called college policy committees . • • . ' - . i ..:■•. .. , - v-o ; . . • •■ •' ' .. ' .'-• . ■ ■ • '. ' ' - ' • • • - n .:,•:■ . ' ' : •. •■ ;. • • •••■'/ ■ :■.-:':. •■ '■ ....... •.. ■ : . ■ ■• ■ ■ ' ' V. i 10 •l£a i . ' ;,; - • - . 59 - 19* No education of the faculty was attempted or seemed needed, "beyond the promotion of the new program "by the administration as above described. 20. Obviously, the Administration has a very strong interest in Basic Education. 21. The presence of their graduate college has not detracted from interest in or support of the new program. 22. The point at which students might specialize varies with the student and the college. 23. As to student attitude toward the new program, a few samplings have shown very favorable responses, but it is too early to tell. 2k. No method for evaluating the new program has been devised. But methods for this are under study. 25. The Basic Education Committee is making a continuing study of Basic Education. 26. As to spectacular successes or failures, it is too early for that. 27. As to Illinois strate©r for introducing a university-wide General Education Program, Ohio State recommends the strategy of Ohio State — wake up the Council to its University responsibilities. ' ' ' :-.■... ; ■ . . : . - . i i I ■ . ' . ' ■<■ . ■ . - T - ■:* i ... , g • ■ - QJfci . 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