University of Southern California Dissertations and Theses

A study of curriculum development at the junior college level in relation to modern social and educational change

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A study of curriculum development at the junior college level in relation to modern social and educational change

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Content A STUDY OP CURRICULUM DEVELOPMENT AT THE JUNIOR COLLEGE LEVEL IN RELATION TO MODERN SOCIAL AND EDUCATIONAL CHANGE A DISSERTATION PRESENTED TO THE FACULTY OF THE SCHOOL OP EDUCATION UNIVERSITY OP SOUTHERN CALIFORNIA IN PARTIAL PUIPILLMENT OF THE REQUIREMENT FOR THE DEGREE DOCTOR OP EDUCATION n by John Lester Lonnsbury Jime 1939 UMI Number: DP25673 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dj&wWon PVMMng UMI DP25673 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 UNIVERSITY OF SOUTHERN CALIFORNIA SC H O O L. O F E D U C A T IO N U N IV E R S IT Y P A R K LOS ANGELES This dissertation, written under the direction of the Chairman of the candidate's Guidance Committee and . approved hy all members of the Committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. Date June 10, 1939 Guidance Committee F. J. Vfeerslng____ A. S. Haubenhelmer M. M. Thompson____ ¥. H. Burton______ 0. R. Hull lean PREFACE This study is presented in three parts. The first part outlines the purposes of the study, sets forth the procedures used in making the study, and gives a brief re view of the previous literature, experiments and investi gations in curriculum development at the junior college level that are considered pertinent to the problem. The second part presents the data of the present study together with their interpretation. These data were gathered and compiled as an aid to the solution of the problem investi gated, The third part of the study presents a complete summary and conclusion of all findings and makes some re commendations concerning curriculum development at the junior college level that are the results of the completed study. The appendix contains an annotated bibliography, a list of participating colleges and universities and a copy of the questionnaire check list used in making the study. IV TABLE OF CONTENTS CHAPTER PAGE I. THE PROBLEMS AND PROCEDURES .................. 1 Statement of the Problem . . . ........... 2 The Check List Questionnaire . . . . . . 4 Source of D a t a ..................... 6 Letter of Transmittal . ................... 8 Treatment of the Data .......... 9 II. A REVIEW OF THE LITERATURE; STUDIES AND EXPERIMENTS.....................................13 A review of the Literature...............14 A Review of the Experiments . . . . . . . 23 A Rev lev; of Studies of Curriculum Revision • 40 III. BASIC PRINCIPLES AND POLICIES UNDERLYING CURRICULUM DEVELOPMENT AT THE JUNIOR COLLEGE L E V E L ...................................... 48 General Education ........ 53 Lower Division Curricula Designed for General Education ............ 55 Completion of General Education ...... 59 Training for General Living ............. 62 Social Adjustment . . . . . . . . . . 65 Directing Students Thoughts Towards Economic Consumption and Distribution ...... 67 V CHAPTER PAGE Mastery of Functional Knowledge • 70 Experience in Reviewing, Criticizing and Developing Procedures for Participation in Society............ 72 Student Responsibility for Social Co operation ..................... 75 Specific Training as Well as a Desire for Continued Social Adjustment ............. 78 Training in the Wise Use of Leisure Time • 82 Carrying College Training into Modern Life 85 Training for Specific Purposes ••••••• 88 Providing Continuity in Educational Experience.............................. 89 Limiting the Number Who Go O n ............ 93 Further College Training............ . . 96 Training for a Specific T a s k * • 97 Habits of Scholarship . . . . . . . 101 Character Training . . . . . . . . . . 106 Remaking the Students Character by Helping Him Discover Moral Values . . . . . . . 107 Character Training by Providing Contact with Social Forces at Work in the Community............................. .. 110 Statements by Respondents.............. .. 113 Vi CHAPTER PAGE Summary of Chapter III .....................118 IV. SELECTED PRACTICES AND ASSUMPTIONS USED IN THE DEVELOPmNT OF CURRICULA AT THE JUNIOR COLLEGE L E V E L ........... . . 123 Purposes of Education..................... .127 Emphasis on Generalization Instead of Acquisition of Mere Pacts . .......... 129 Emphasis on Contributions to Modern Life of Specific Areas of Knowledge ....... 150 Courses Used to Correct Deficiencies of Work at a Lower Level ..........132 Disciplinary Courses . ..................... 136 Organizing Curricula to Give Students Experience in Life Situations ...... 138 Maintaining a Definite Balance Between Generalization and Specialization .... 140 Organization of Curricula Materials • . • . . 143 Curricula Built Around Specific Areas of Human Need.............................. , 145 One Course of Study for All Freshman Students ............ 146 One Course of Study for All Sophomore Students . . . . . . . . . . . . . . . . . 151 Specific Introductory Courses for Students vil CHAPTER PAGE Specializing in Some Profession • • • . . 153 Completion of Lower Division Requirements . 154 Completion of Lower Division Requirements by Comprehensive Examinations.......... 158 Courses Dropped Upon Completion •••••• 160 Establishing Proper Relationships Between the Amount of Time Spent in Study of Subject Matter in Various Departments • . 161 Elimination of Divisions in Subject matter 163 Course Content........................... 168 Course Content Arranged in Relation to a Definite Goal .................... 171 Survey Courses ............................. 172 Fused Courses.............................. 176 Specific Training . 179 Specific Pre-professional Training . . . 180 Study of Vocations.......................... 183 Balance Between Cultural and Skill Subjects 187 Specific Subject Matter Fields ........... 188 English Courses ........................... 190 Social Science Courses « 191 Science and Mathematics Courses .......... 197 Fine Arts Courses ...................... 198 Summary of Specific Findings . 205 CHAPTER V. PROCEDURES FOLLOWED.IN THE ADMINISTRATION OF CURRICULA AT THE JUNIOR COLLEGE LEVEL . . . Methods of Instruction . ................. Experiments in Teaching ................. Newer and More Stimulating Examinations • Teaching Methods ..................... • Lecture Methods . . . . . . . . Abolishing Departmental Lines ........... Honors Courses .......................... Class Schedules and Students Programs . . . Freedom of Selection ..... ......... Selection of Courses Outside the Field of Concentration ........ ........ Size of Classes....................... .. Traditional Procedures . . . . . . . . . Health Service....................... .. Housing Students................. .. Credit Evaluation . . . . . . . . . . . Course Prerequisites ..... ......... Credit for Attainment........... Granting Degrees . . . . . . . . . . . . Subject Electives ........................ Special Courses for Credit Deficiencies . Entrance to College Work ........ viii PAGE 211 213 214 215 215 216 216 217 218 221 222 223 223 22 4 224 22 7 228 22 9 230 231 232 232 ix CHAPTER PACE Tests at the Close of the Sophomore Year • . 233 Credit for Extra-Curricular Activities • • • 234 Guidance ................................ •••235 Participation in Extra-Curricular Activities 238 Individual Guidance ............. ••••• 239 Freshman W e e k .........................••.•240 Orientation Courses ............... 241 Psychological Tests • ................. 242 Placement Service .................. 242 Vocational Guidance ........................ 244 Testing Sophomores ............... . . • . 245 Summary of Specific Findings .............2 49 VI. CONCLUSION AND RECOMMENDATIONS ............256 Summary of Specific Findings . .257 Conclusions....................................275 Recommendations.............................. 2 79 BIBLIOGRAPHY................ 283 APPENDIX............................................... 2 98 Educational Leaders Who Criticized and Helped in the Development of the Check List Questionnaire .••.... ............... 298 Universities and Colleges Participating . . • 299 Map Showing Geographical Distribution of universities and Colleges Participating « • 303 X CHAPTER PAGE Letter of Transmittal ••••.••••••• 304 Check List Questionnaire . . ...... . 306 Letter of Endorsement ........................ 313 xi LIST OP TABLES TABLE PAGE I. Lower Division Curriculum Designed as a Part of General Education ......................... 58 II. Lower Division Curricula Designed for Completion of General Education......................... 61 III. Lower Division Curriculum Designed to Train for General Living yet Allow for a Degree of Specialization................. 64 IV. Lower Division Curriculum Designed to Direct Students Thoughts Towards Economic Consumption and Distribution.................................69 V. Lower Division Curriculum Designed to Emphasize the Mastery of Functional Knowledge ..... 73 VI. Lower Division Curricula Designed to Give Students Experience in Reviewing, Criticizing and Developing Procedures of Participation in Processes of Society ............... ..... 76 VII. Lower Division Curricula Designed to Make Student Cognizant of His Responsibility to Co operate in Present-Day Society ............... 79 VIII. Lower Division Curricula Designed to Give Special Training as Well as a Desire to Adjust in a Rapidly Changing Society ...........81 xii TABLE PAGE IX. Lower Division Curricula Designed to Train in the Wise Use of Leisure Time . . . . . . 84 X. Lower Division Curricula Designed to Help Student Carry Into Life Information Gained in College.................................. 87 XI. Lower Division Curricula Designed to Provide Continuity in the Educational Experiences of the Student ..... ........................ 92 XII. Lower Division Curriculum Designed to Limit the Number Who Go On . ........ 95 XIII. Lower Division Curriculum Designed to Further College Training . . . . . . . . . . . . . . 98 XIV. Lower Division Curricula Designed to Train for a Specific Task .............. .. ...... 102 XV. Lower Division Curricula Designed to Develop Habits of Scholarship . . . . . . . . . . . . 105 XVI. Lower Division Curricula Designed to Provide Character Training . . . . . . . . . . . 109 XVII. Lower Division Curricula Organized to Give Students Contact With Social Forces at Work in the Community .......... 112 XVIII. Curricula Which Place More Emphasis on General ization and Less Emphasis on the Acquisition of Mere Facts ....................... 131 xiii TABLE PAGE XIX. Curricula in Which. Special Emphasis is Placed on the Contribution to Modern Life of Specific Areas of Knowledge ................. 133 XX. Courses in English, French, Algebra and Etc. are Given in the Freshman and Sophomore Years of College to Correct Deficiencies of the Work at the Lower Level ..................135 XXI. Courses Such as English, French, and Algebra are Given as Disciplinary Courses............ 137 XXII. All Curricula Should Be Organized and Presented so as to Give the Student Experience in Life Situations . . . . . . . . . . . . . . 139 XXIII. All Curricula Should be Organized to Maintain a Definite Balance Between Generalization r and Specialization....................... . 142 XXIV. Curricula in Which Courses are Built Around Specific Areas of Human Need ........ 147 XXV. Curricula Which Provides One Course of Study for all Students in the Freshman Class • . . 150 ^VI. Curricula Which Provides One Course of Study for all Students in the Sophomore Glass . . • 152 XXVII. Curricula Which Provides a Specific Introductory Course in the Freshman and Sophomore Years for the Students Expecting to Specialize in Some xlv TABLE PAGE Profession ................... 155 XXVIII* Curricula in Which the First Two Years of Col lege Work are Based on the Completion of Sixty Units of Credit and Four Semesters of Attendance or its Equivalent.................157 XXIX. Curricula in Which Lower Division Work is Completed When Specific Comprehensive Exam inations are Passed . . . 159 XXX. Curricula in Which Courses are Dropped Upon Completion ?/ithout Consideration of the Total Educational Continuity ....... 162 XXXI. Curricula in Which Courses are Designed to Establish the Proper Relationship Betv/een the Amount of Time Spent in the Study Subject Matter in Various Departments ............. 164 XXXII. Curricula in Which Courses do not Attempt to Break Down Subject Matter Lines but Emphasize Modern Methods- of Presentation.............. 167 XXXIII. Curricula in Which the Course Content is Arranged to Provide for an Ever Ascending Continuity Leading to a Definite Goal . . . 173 XXXIV. Curricula in Which Survey Courses are Used to Give the Student Limited Knowledge and Appre ciation in Broad Subject Matter Fields . • • 175 XV TABLE PAGE XXXV. Curricula in VJhich Social Sciences Furnish the Subject Matter About Which Courses are Fused ...................178 XXXVI. Curricula in Which are Provided Specific Training in Some Particular Field .... 181 XXXVII. Curricula in Which are Provided Specific Pre-professional Training . . . . . . 184 XXXVIII. Curricula in Which the Student is Offered a Study of the Vocations, Thus Giving Him an Insight Into a Large Number of Vocations . 186 XXXIX. Assumption That a Balanced Program of Studies for Freshman and Sophomores Should Consist of a Definite Number of Cultural and Skill Subjects.............................. .189 XL. Practices Relating to the Organization of the Content of English Courses ............ 192 XLI. Practices Relating to the Organization of the Content of English Courses ...... 193 XLI I. Practices Relating to the Organization of the Content of Social Science Courses . • 195 XLIII* Practices Relating to the Organization of the Content of Social Science Courses . « ' 196 XLIV. Practices Relating to the Organization of the Content of Mathematics and Science XVI TABLE PAGE Courses ....................................199 XLV. Practices Relating to the Organization of the Content of Mathematics and Science Courses . 200 XLVI. Practices Relating to the Organization of the Content of Pine Arts Courses ...... .. 2 03 XLVII. Practices Relating to the Organization of the Content of Pine Arts Courses ........ 204 XLVIII. Administrative Practices and Procedures That Relate to Methods of Instruction ......219 XLIX. Administrative Practices and Procedures That Relate to Methods of Instruction ...... 220 L. Administrative Practices and Procedures That Relate to the Organization of Class Schedule and Student Programs . . . . . . . . . . . . 2 2 6 LI. Administrative Practices and Procedures That Relate to the Organization of Class Schedule and Student Programs . . . . . . . . . . . . 2 2 6 LII. Administrative Practices and Procedures That Relate to Credit Evaluation ........ 236 LIII. Administrative Practices and Procedures That Relate to Credit Evaluation .... .... 237 LIV. Administrative Practices and Procedures That Relate to the Organization of the Guidance Program ........................... .247 xvii TABLE PAGE LV* Administrative Practices and Procedures That Relate to the Organization of the Guidance Program 248 PART I OUTLINE AND REVIEWS OF THE PROBLEM CHAPTER I. THE PROBLEMS AND PROCEDURES CHAPTER II. A REVIEW OF THE LITERATURE; STUDIES AND EXPERIICENTS CHAPTER I THE PROBLEM AND PROCEDURES Social and economic conditions in which, all people live are constantly changing. The instruments by which individuals are trained to live in new social and economic conditions must also change. The changes made in the in struments used to train Individuals usually come as a re sult of social and economic conditions and not for the purpose of making changes in these conditions. The greatest instrument for training individuals to live in a rapid changing society is our system of education. One of the most important parts of this educational system is the curriculum. It must therefore, be constantly chang ed to meet new and different conditions that continually develop. Study must be made of the problem of keeping the curriculum of the educational system closely related and in harmony with the social and economic conditions in which we live. But no consideration of curriculum change and development can be called a new kind of study. Because the curriculum is one of the most important parts of all types of formal educational procedures, it has been studied and revised in many different ways. Its vital importance to the whole program of education makes mandatory new studies 2 concerning its nature, content and basic concepts from time to time# This study is focused on the curriculum for college freshmen and sophomores throughout the nation# The three fold attack of the problem is concentrated on the junior college level. Although spotlights of attention will be brought to play on the junior college curriculum from other sources, the all embracing aim will be an intensive and extensive examination of the curriculum for the freshman and sophomore years of formal education# Specifically this study is designed: (1) to determine basic principles and policies involved in curriculum development as they relate to social and educational changes; (2) to distinguish the nature and extent to which the plans for curriculum devel opment have been adopted; and (3) to make consequent recom mendations upon which changes should be made in the curri culum. In each instance the study will be centered on the junior college level. Particular consideration is given in each part of the study to social and educational trends. The study was made from the point of view of the administrator. Little effort was used to determine the ba sic principles involved in curriculum change as they relate to specific subjects or specific areas of knowledge. The primary aim has been to determine the basic principles upoi^ which the whole curriculum development is taking place at 5 the junior college level, in order that the results might be helpful to those who are responsible for the promotion of such work* The study is nation-wide in scope, involving curri culum revision practices and procedures in large universi ties, liberal arts colleges of varying size, and both public and private junior colleges* The study should be helpful in pointing out the common elements or principles involved in curriculum change in all types of institutions* As a preface to this study a careful survey was made of all literature pertinent to the problem in order to ob tain the benefit of all previous experience that might be related to the study. A further preliminary step involved investigation, either by personal visitation or by the examination of authentic reports, of all experiments in curriculum revision that have some direct bearing on this investigation. A review of the results of this work is given in Chapter II. Throughout the search of written material and in personal observation of all experiments, constant consider ation was given to two questions, namely: (1) What were the actual practices and procedures used where programs of cur- 7 , riculum revision had already been inaugerated or were in process of development? (2) 'Mhat were the basic principles that guided the universities and colleges in their program & of curriculum development? A knowledge of current proced ures and principles should prove invaluable to the solution of the problem under consideration in this study* Additional interrogations were developed periodi cally, the answers to which would contribute materially to this study* Some of these questions were ; (1) What educa tional philosophy was applied in making curriculum changes? (2) What social patterns were considered when the needs of freshman and sophomore college students were to be met? (3) \Mhat administrative practices and procedures were used by universities and colleges to inaugurate a program of curriculum change? (4) What new assumptions concerning the need for curriculum change were evidenced in the reports of experiments and in an examination of the literature? (5) Did the changes taking place have identical application to all types of curriculum offerings in the universities and colleges? These questions, together with many more, were propounded, considered in their relation to the problem studied, and finally developed into a check list question naire* The Check List Questionnaire* It was realized at the outset that college administrators could not feasibly be expected to expend the time and energy necessary to answer all questions relevant to this study* Furthermore, 5 the tabulation and evaluation of long and involved state ments of practices and procedures presented another diffi culty* Hence, in order to control the responses and to make the task of the respondent as simple as possible, the quest ions were organized in the form of a check list question naire* For convenience, each question or statement of pro cedure was formulated with a list of probable answers. The respondent was asked to check the answers or statements that applied to the procedures in his particular college. Sufficient space was allowed for any additional reactions if the participant cared to avail himself of it. A preliminary check list was made out and submitted to selected members of the teaching staff of the Long Beach Junior College. During personal conferences their suggest ions for modification were evaluated as contributions to the final form of the check list questionnaire. This re vised form of the check list was next sent to a number of recognized national leaders in the field of education. These men were invited to make further suggestions as to its ultimate form. A complete list of persons who co-oper ated in this request is listed in the appendix.^ The check list questionnaire^ was then sent to admin- ^Infra., See page 2 98 of the Appendix. ^Infra., See page 506 of the Appendix. 6 Istrators in both public and private universities, liberal arts colleges and junior colleges, in all sections of the country. Sources of the Data. In order to secure the maximum benefits from this study the check list questionnaire might have been sent to all collegiate institutions in the United States. This was a physical impossibility with the limited resources available. After careful consideration it was decided that the most feasible procedure to obtain the best possible results consisted in limiting the institutions to be included to three types— universities, liberal arts col leges, and junior colleges. Teachers colleges and special institutions, of college rank, were not asked to furnish data. Too many of these institutions of the latter type have curricula designed only for a limited purpose and are not so fundamentally concerned with the problems under con sideration in this study. Even with teachers colleges and special schools eliminated, resources would not permit con tact with all universities and colleges in the country. Accordingly, careful selection was made of the institutions to which the check list was to be sent. The final list, representative of all sections of the nation, included 69 universities, 48 liberal arts colleges and 248 junior colleges. Check lists that were usable in compiling the 7 data for this study were returned by 21 universities, 22 liberal arts colleges, and 86 junior colleges, both public and private. Many more replied, giving various reasons for not desiring to participate. Some liberal arts colleges were reported as closed. Others reported they had changed from a liberal arts college to a junior college and some junior colleges reported they had been made into four-year liberal arts institutions. The complete list of universi ties and colleges whose replies were included in the data compiled is presented in the Appendix, together with their location and number of students enrolled in freshman and sophomore classes for the school year 1937-38. A map of the United States showing the location of 4- each school participating is presented in the Appendix. This map is designed to give the reader an idea of the wide spread area covered in the study. Further indication of the range of the study can be determined by an examination . of the student population in the freshman and sophomore classes of the universities and colleges returning the check list. A composite picture follows: 2 Infra., See page 2 99; of the Appendix. 4 Infra., See page 5,03. of the Appendix. Enrollment Freshman class 1937 - 38 Enrollment Sophomore class 1937 - 38 8 Total enrollment both classes 1937 - 38 Universities (21) 21,469 18,489 44,513 Liberal Arts Colleges (22) 4,773 3,140 7,913 Junior Col leges (86) 19,778 11,120 34,252 Grand Total All Institutions 86,678 Note; The total enrollment given for both classes in the universities and junior colleges is larger than the sum of the freshman and sophomore enrollments. This is the re sult of a few schools reporting only total enrollments, not enrollment by classes. Letter of Transmittal. After the mailing list of 365 universities, liberal arts colleges and junior colleges had been prepared, a personal letter was written to the president or head of each institution explaining the nature of the study.^ The letter also explained that the study was being made with the endorsement of the Research Committee of the American Association of Junior Colleges. The recipient was asked to co-operate by filling out the check list quest ionnaire and returning it in the enclosed self-addressed envelope. A multilithed copy of the letter of endorsement signed by Dr. W. W. Carpenter, Chairman of the Research Committee of the American Association of Junior Colleges 'infra., See pag§ 504 of the Appendix. v/as also enclosed*^ In the letter of transmittal, presidents of institutions were asked to delegate the responsibility of filling out the check list to some other person if they did not find time to do so themselves* Respondents were also asked to check only those statements that applied to the pro gram of curriculum development in the freshman and sophomore years of their particular college* Most of the check lists that were finally used had been returned within thirty days. About six weeks after the first letter was sent out, a follow up communication was mailed to certain colleges and universities selected because they were known to have program of curriculum revision under way which, because of their size and importance, might fur nish valuable data for the study. The responses to the second letter contained valuable additional contributions. As previously stated, the final returns of usable check lists included those from 21 universities, 22 liberal arts colleges, and 86 junior colleges. These totals repre sent thirty per cent of the universities, forty-five per cent of the liberal arts colleges, and thirty-five per cent of the junior colleges to which questionnaires had origin ally been sent. Treatment of the Data. No compilation of data was ^Infra., See page 313u of the Appendix. 10 made until all effort had been made to get the greatest possible number of returns from the check lists. The com pilation was accomplished by recording on large tabulation sheets the reactions of each respondent to each statement or question on the check list. Responses for each of the three sections of the questionnaire were recorded on separ ate sheets. Separate tabulations were also made for each of the four types of institutions as both public and private junior colleges were checked separately; enough charts were made to show the responses to each section by universities, liberal arts colleges, public junior colleges, and private junior colleges. Three competent clerks transferred the responses in the check lists to the tabulation sheets. The results of each were checked against the others, thus re ducing the possibility of mechanical error in the transcrip tion. In as much as respondents had been instructed to check only those items which were actually applicable to the curriculum revision in their particular institution, not every university or college returned the check list complete ly filled out. It is a fair assumption that in some isolated cases the filling out of the check list was not carried on with absolute objectivity. Personal remarks were made by some respondents in the appropriate places provided for such reactions. Some of these addenda have been copied in sub 11 sequent chapters as supplementary evidence to the data pre sented in the various tables# Apparently a conscientious effort was made on the part of all those who returned usable check lists to indicate actual practice in their university or college. The compilation, in a separate table, of responses of each type of institution to each statement in the check list formed the basis for organization and interpretation of data. This plan facilitated a comparison of practices and procedures that concern one definite point in the pro gram of curriculum revision. In order to establish the validity of the responses given by those who returned the questionnaire, the author checked the responses of universities and colleges with practices and procedures indicated in their published cata logues. This was done with all universities involved, ten of the liberal arts colleges and twenty of the junior col leges. This precautionary measure indicated that the data furnished by the responses on the check list corresponded with actual practice as indicated in the catalogues. As an added safeguard, a number of junior colleges were visited and their actual practices compared with those indicated in the questionnaire responses. These cross-checks established the high degree of validity and authenticity in the check list responses. 2B All tables showing the responses of all institutions to the statements in the first section of the check list are grouped together and furnish the data presented in Chap ter III, **Philosophy Underlying Curriculum Development at the Junior College Level." All tables showing the responses of all institutions to the assumptions and practices listed in the second section of the check list furnish the data presented in Chapter IV, "Practices and Assumptions." All tables showing the responses of all institutions to the third section of the check list furnish the data for Chapter V, "Practices and Procedures Followed in the Administration of Freshman and Sophomore Courses." Each chapter contains a statement of all items appear ing in the corresponding section of the check list, the data derived from the responses of all institutions to the items listed in that section, any remarks considered pertinent in indicating trends or interpreting data, and a summary of the findings indicated by the data. The final chapter contains a summary of the entire study with pertinent suggestions and recommendations• CHAPTER II A REVIEW OF THE LITERATURE: STUDIES AND EXPERIMENTS The significant changes relating to curriculum at the junior college level are of recent date. This fact is revealed by a review of the literature, and an analysis of studies and experiments in this field. These revisions appear to have their origin in the realization by education al administrators that the curricula were not meeting pre sent day students needs. Professional organizations such as The Association of American Colleges were found to pro vide a powerful impetus to curricular developments. Co operative efforts of contiguous universities also proved valuable in promoting investigations and experiments. Most of the studies of curriculum change indicate a wide diversity of procedure. They seem to have only one common ground of aggreement. All agree either by direct statement or implied meaning that the old formal type of freshman and sophomore courses designed for all persons a- like, does not meet the demands required to train all young men and women for adjustment to modern social conditions. It has been necessary for the colleges and universities to weigh the value of their curricular offering as to its ef ficacy in developing well-rounded citizens enjoying the mul tiple benefits of the good life. Narrow, stultified curri 14 cula attempting to meet the sole problem of preparation for a livelihood demonstrated its inadequacy. The complexity of modern social life makes this alteration difficult. This fact has caused the universities and colleges to move in various ways, in changing their curriculum to meet present- day social requirements. The programs of curriculum change at the junior col lege level in colleges and universities, have, for the most part, been carried on independently of all other institu tions. They have been designed in a manner judged best to meet the needs of the students who make up their clientele. Only with the development of the public junior college, where it has become necessary to have some semblance of sim ilarity of program for all students in the same state, did the revision of the curriculum in any one college begin to resemble to a marked degree that of another. The domination of the university and other accrediting agencies forced the public junior colleges into more uniform procedures in cur riculum development than are found in any other type of collegiate institution. A Review of the Literature. A review of the liter ature was considered necessary to discover all available in formation relative to this study of curriculum revision at the junior college level. The review included a study of 15 books, doctoral dissertations, magazine articles, reports of the proceedings of various educational meetings, bulle tins and year books of the Association of American Colleges and of the American Council of Education, special publica tions on curriculum development issued by colleges and uni versities, and many college catalogues. One of the first of these has been the application of modern psychological theories to the organization and presentation of subject matter. These theories have been applied more to freshman and sophomore courses than to up per division courses. The shift from the old formal type of training, exploited because of its so-called disciplin ary value, to the more modern organismic concept of learn ing has caused great changes in the character and content of all college curricula. Pickens El Harris in his new book " The Curriculum and Cultural Change" shov/s how this revision in concept affected curriculum development when he wrote ; It should be noted first of all that the present curriculum problem in its more restricted "school- ish" sense emerged with the breakdown of faculty psychology and the theory of formal discipline. So long as there were supposed to be certain pov/ers or faculties of the mind to be trained or developed through exercise, there could be no serious curricu lum problem ...... Reasoning about a perfectly futile authentic problem was just as good for im proving the power to reason as problems selected on the basis of their social content and usage. But with the reaction against formal discipline there appeared in its place the notion of training for 16 specific social duties.^ William H* Kilpatrick best described the newer psy chology when he wrote: The newer psychology grows out of a better biology, the doctrine of evolution and the fact of modern change. It views life as a process of continual interaction between organism and its environment, and accordingly understands both learning and thinking as Instrumental aspects of this process working inherently within it. This conception of learning and thinking in contrast with the older static view, is essentially creative and dynamic as befits a plastic and changing world.^ This newer concept of the learning processes gives rise to a new approach in the organization and presentation of subject matter. New methods of teaching, new fields of learning, and new technique of examining student growth and development resulted from this change in the psychology of learning. There also developed from the new psychology the realization of greater learning capacity on the part of col lege students. Charles H. Judd, speaking before the 192 9 Institute for Administrative Officers of Higher Institutions, said; There is much evidence that schools in the past have under estimated the ability of young students to develop power of independent thinking. So much effort has been expended in adding to the student * s stock of ^Pickens E. Harris, The Curriculum and Cultural Change, (D. Appleton-Centurÿ""ôompahyV 1^57), p. 2Y. ^William H. Kilpatrick, Remaking the Curriculum, (Newsome and Company, New York, 1936), p. S2. 17 experiences that other ends of education have been overlooked.^ The realization of the wide range of capacity of stu dents at the junior college level has been one of the causes of the development of survey courses. Perhaps the second most important cause of many re cent curriculum alterations at the junior college level has been the realization of the vital changes rapidly taking place in the whole social structure. It is beyond the scope of this study to discuss these changes in any great detail, but the fact must be recognized that many writers continu ally stress the rapidly changing condition in their work. Kilpatrick states; Most inclusive of all new developments now demanding attention is the fact of modern rapid change, much dis cussed but still tragically disregarded in social think ing and educational practice. A modern notion of change has emerged. Affairs de velop in ever novel fashion. New situations continually confront. New aims arise. Old knowledge and habits are reworked in with the new conditions, and new results appear. Culture thus accumulates; ever new knowledge, distinction, attitudes and techniques. Efficiency thus increases and social intelligence grows. Individual intelligence sharing the new cultural product should grow correlatively. ^Charles H. Judd, "Adapting the Curriculum to the Psychological Characteristic of the Junior College", Proceed ings of Institute for Administrative Officers of Higher In stitutions, 1929, Vol. I, p. 11. 18 Amid ever novel conditions thinking is stressed, mere habit cannot suffice. Each new situation is a problem, demanding its study and thought. We try out our best thought plan; we watch whether it works. Each new pro gram is thus our experiment. Amid changing conditions we live experimentally, must do so. Education then ceases to be mere acquisition of something handed down. It too becomes experimental. Otherwise it were no ade quate preparation for a changing and experimental life. The realization of conditions as described by Kil patrick in the preceding statement has been the justifica tion for the embarkation of many colleges upon a program of curriculum alteration designed to aid the student in meeting rapidly changing social conditions. Caswell and Campbell, writing in their new book "Curriculum Development", state that these rapidly changing conditions furnish a real challenge in all segments of the educational program, to build a curriculum that will be valuable to students in their adjustment to such conditions. They write : This challenge to the school is of primary signifi cance in curriculum making, for it is through curricu lum development that the challenge must be largely met. The responsibility of curriculum workers is, conse quently, great indeed. Upon them rests the task of evaluating the situation and of transforming philosophy into educational practice which move forward with steps measured on the one hand, to the ability of the teachers to instruct, and on the other hand the willingness of the public to follow. ^Kilpatrick, op.cit., pp. 14 - 15. ^Hollis L. Caswell and Doak I. Campbell, CurriculiJim Development, (American Book Company, New York, 1935}, p. . 19 In most cases the answer of the colleges and univer sities to this challenge was found in the development of the following definite trends in curriculum change : 1* Segregation of the four-year program into two parts, commonly known as upper and lower division# In some colleges the upper division is called the senior college and the lower division is called the junior college. 2. Development of the concept that general education should be completed by the time students have finished the sophomore year in college. The na tural concomitant of this concept is the develop ment of courses designed to complete the period of general education. Changes in administration of credits and curricula, student guidance, and housing were among the many additional revisions which helped to make more significant the two fundamental alterations just enumerated. These two fundamental ideas are basic in almost all changes that have taken place in all colleges. There is seemingly universal acceptance of the concept that general education should be completed by the end of the sophomore year in college. As a result, much of the present-day writ ings and studies are concerned with the problem of determin ing the true elements of general education. No definite, concise, comprehensive statement of its scope, meaning, and purpose can be found. Many articles concerning its char acteristics appear in the literature reviewed. The problem had become so important in 1934 that the whole program of 20 the Institute for Administrative Officers of Higher Institu tions was devoted to its solution. Papers were presented at this gathering summarizing the work done in the field at the University of Chicago, University of Minnesota, Colgate, Northwestern University, Pasadena Junior College, and Joliet Junior College. Summing up the results of the conference. Dean Works of the University of Chicago says ; Those who decided on the original theme of this con ference - "A New Definition of General Education" un doubtedly anticipated a large measure of diversity would characterize the views presented. If this was their expectation, from that angle the conference may be pro- nounced a success. On the other hand, if they looked forward to the formulation of a really "new" definition that would be generally accepted, they must be disap pointed. Fortunately there was no such outcome, and each may now return to his institution and take his part in one or more of the numerous efforts that are being made to better adjust education at the college level to the needs of American civilization.® The problem of general education is the basis for con siderable writing and discussion. That the colleges are a- ware of the problem and that many experiments are being con ducted to find out just what general education should embrace is shown by the number of experiments already reported in this study and by the large number of articles appearing in all types of publications. Since general education is so important, perhaps the ®George A. Works, "Summary of Conference", Proceed ings of Institute for Administrative Officers of Higher In- stxtu~CTohs, (University of Chicago Press, 1934T7 Vol. VI, p. 180. 21 review of literature about it should not fail to give a quotation from a very recent statement written by an author itative student of the problem. Dr. Bigelow, Director of the Commission on Teacher Education, American Council on Ed ucation, writes: General education concerns itself with the whole in dividual in all his relationships. Thus its objectives tend to fall in categories corresponding to broadly in clusive areas of significant human experiences. No single list of such categories has yet achieved conven tional acceptance, but the following would seem satis factory to many: A. The area of immediate personal-social relation ships as in the family and with friends. B. The area of broader social-civic relationships, as in community and state. C. The area of economic experience as in the choice of a pursuit of vocations and in consumption. D. The area of personal living, as in growth and development, in the maintenance and attainment of physical and mental health, and in the achievement of an acceptable picture of the uni verse and a satisfying philosophy of life.' The third factor, as revealed by a survey of the lit erature, that helped furnish the dynamic force in curriculum change and development is found in the rapid rise of the junior college. This institutions was an outgrowth of colleg iate disorder which influenced academic life in the nineties. ^ * 7 Karl W. Bigelow, "Materials for General Education", The Educational Records, April 1938, Vol. XIX, No. 2, p. 171. 22 It was born of the conviction that the aim, work and the methods of instruction are secondary. Largely local in its character, the junior college has blazed a trail across the educational firmament with such a rapid growth that even those who have been responsible for its development cannot realize the significance of its program. Its character has been affected by the influence of higher institutions ; but because it was new and because of its revolutionary change in approach to student problems, the junior college has had a profound influence on the changes that have taken place in the curricula of four-year colleges and universities. Its importance in the whole program of college training is aptly stated by Dr. Eby. Speaking before the American Asso ciation of Junior Colleges, he said; The Junior College stands most vitally related to the period in human experience when spontaneity of inner expression slackens and action is transferred to social habits of responses, attitudes and life purposes. --- At this age the youth begins to know and understand the relation of things and processes.® The realization of this fact, together with the broad program of training set up by the public junior colleges, soon made all institutions of higher learning understand the importance of college work at this level. Furthermore, the junior college program "caught on" so to speak, and found ^Frederick Eby, "The Philosophy of the Junior College", Junior College Journal, (May, 1937), p. 418. 83 great acceptance, a fact that was evidenced by rapidly in creasing enrollments* All of these conditions that surrounded the junior college and grew with its development helped all types of institutions to realize the need and importance of change in the curriculum at this level. One of the best summaries of all the movements center ed about curriculum change at the junior college level, as revealed in a review of the literature, can be found in the statement of Dr. Leonard V. Koos. He writes; Analysis of a dozen articles of recent publication dealing with purposes of these lower divisions of the university bear out the expectation of a marked shift. Preparation for advanced work was still found to be frequently put forward, but the most remarkable fact about the new formulation is the appearance of purposes seldom if ever mentioned in earlier statements. Prom inent among the additions are; first, provision of op portunity for exploration and orientation aiming to help the student to try himself out and to find himself; second, fastening of a broad general education, in con trast with the emphasis on specialization; third, the "rounding out" of that general education; fourth, pro vision of programs suitable for students not continuing into the senior-college level, and fifth, close articu lation with work taken by the student in the secondary schools below.^ Review of the Experiments in Curriculum Change. It should again be stressed that the reports show that most of ^Leonard V. Koos, "A Quarter Century with the Junior College," The Journal of Higher Education, (January 1938), Vol. IX, pT%. 24 the experiments in curriculum change at the junior college level are of recent date. One of the first changes to be reported was that at the University of Illinois. Waldo Shumway, Assistant Dean, in 192 9 wrote; The Board of Trustees of the University of Illinois has recently approved a new curriculum of the College of Liberal Arts and Sciences which represents the first major change in general requirements for the A.B. degree since that college v/as formed from the union of the old er College of Liberal Arts with the College of Science in 1913. Certain features of the new plan may prove of gener al interest although no radical innovations are intro duced. The changes effected were in general the following minimum requirements ; (1) A reasonable facility with the language charact eristic of the educated man or woman. Ability to write the mother tongue and read one foreign language• (2) Diversified background to be completed before the end of the senior year. (3) Concentration of interest after the freshman year in some selected subject. (4) Certain maturity evidenced by study in the last two years of a certain number of credits not open to freshman and sophomore students. (5) Liberal opportunity to select professional courses. This change in curriculum procedures announced by Waldo Shumway, "The New General Curriculum in the College of Liberal Arts and Sciences at the University of Illinois", School and Society, (May 4, 1929), Vol. XXIX, p. 572. 25 Dean Shumway is not reported as an outstanding experiment, but it serves to show the trend in the changes as early as ten years ago. It was one of the first to be announced by any major university. It is interesting to note that the change announced at Illinois in 192 9 was the first of any consequence in this institution since 1915. The character of the change announced by this university is somewhat sim ilar to changes announced in some other institutions, but none of these were as radical as those announced by one or two others at subsequent date. All of the changes attempted up to this time were in the nature of liberalization of specific requirements for prerequisites. Hone dealt with fundamental changes in the subject matter or in the method of approach in teaching college subjects. While announcement of the change in curriculum at Illinois preceded that made by the University of Chicago, it should be recognized that Chicago had already made a study of the problem and was formulating plans for a com plete change in its whole undergraduate college curriculum. Dr. Boucher in his book "The Chicago Plan" states that ; Under date of May 1, 1928, a special Senate Committee on the undergraduate colleges - a committee of nine mem bers, including the present writer as chairman - sent to members of the Senate, the faculties of the Colleges of Arts, Literature, and Science, the Faculty of the College of Education and the faculty of the School of Commerce and Administration, copies of a report to be considered by these various bodies later in the month. The covering letter included the following paragraph: 26 The modifications here proposed in the operations of the Junior and Senior Colleges of Arts, Literature and Science are an attempt to remedy defects in the present system that, in the opinion of the Committee, are ser ious and deep-seated and demand courageous measures for their correction. The nature of these defects are con sidered at some length in the accompanying Supplemen tary Statement prepared by Dean Boucher. Briefly, the plan seeks, among other things, to encourage in the stu dent an attitude of mind in accordance with which he views his college course more in terms of opportunity and less in terms of requirements; more in terms of de veloping competence in fields which he is interested and less in terms of requirements; more in terms of de veloping competence in fields which he is interested and less in terms of required total of courses and grade points. It proposes to offer to the exceptional stu dent the opportuniry to make more rapid progress than the mediocre student and it proposes to place upon the shoulder of all students a larger measure of responsi bility for their own educational progress.H The report of this Chicago committee of nine, to gether with other subsequent reports and further study on the part of the faculty and the administration, finally re sulted in the development of a complete administrative and curricular reorganization. The new plan was placed in oper ation October, 1936. Immediately it became the outstanding experiment of its kind in the country. It provoked much discussion and probably gave an impetus to many other col leges and universities to break with tradition and develop programs of their own. "The adoption of the new plan at Chicago University-" created five divisions in Arts, Literature and Science: the College (a lower division for the junior-college ^^C. B. Boucher, The Chicago Plan, (University of Chicago, 1935), p. 3. 27 program) and four upper divisions (the Biological Sciences, the Humanities, the Physical Sciences and the Social Sciences) for senior college and the graduate programs* Each of the five divisions has a faculty, a dean and a budget. The objects of the reorganization were stated as follows: .....to improve administration by placing greater responsibility on officers who are familar with the work of their respective divisions, to reduce the num ber of independent budgets presented to and administer ed by the President's Office, to promote co-operation in research, to co-ordinate teaching and to open the way to experiments in greater higher education.^ In addition to the administrative systematization and the reorganization of the college into two definite seg ments, correspondingly radical changes were made in the cur riculum of the upper and the lower divisions. Pour initia tory survey courses were organized to be studied by all students who matriculated as freshmen. These courses were : Introductory General Course in the Biological Sciences; Introductory General Course in the Humanities; Introductory General Course in the Physical Sciences; and Introductory General Course in the Study of Contemporary Society. The freshman and sophomore years of college were com bined with the last two years of high school and all were • considered a part of the junior college; a division of the university. In order for a student to be promoted to the upper division of the college he was required to pass com prehensive examinations given in each of the four fields of ^C. S. Boucher, 0£. cit. p. 8 28 study enumerated above. The examinations could be taken by the student at any time in his first two years of college work, regardless of the length of residence at the universi ty or the amount of time spent in the classroom# The revision and development of the curriculum at the University of Chicago under the program known as "The Chica go Plan" cannot be reported in full in this study. However, because it was one of the first and most radical undertaken by a long established institution of higher learning, it is given more space than will be allotted to descriptions of other experiments. The program was one of the first of its kind ever undertaken and, therefore, deserves a place of im portance when any experiments of this nature are considered. A short time after the Chicago Plan had been placed in operation, announcements of change in curriculum content and administrative organization were made by other institu tions. These changes had become so important and so much interest in this whole problem of change in the college cur riculum had been expressed, that in 1931 the entire proceed ings of the Institute for Administrative Officers of Higher Institutions were devoted to the discussion of the problem "Recent Trends in American College Education."The delib- ^^William 8. Gray, "Recent Trends in American College Education", Institute for Administrative Officers of Higher Education, 193T, (Chicago tJniversity Press, Chicagôrjr. 29 erations of this meeting included reports made on the reor ganization of the junior college and reorganization of the senior college. Experiments under discussion which affected the curriculum at the junior college level were those being carried on at the University of Wisconsin, at the Junior College at Kansas City, Missouri, at Bennington College, and at the University of Chicago. Experiments discussed at the senior college level were those in progress at Harvard Col lege, at Yale University, and at Stanford University. Since 1931 many other experiments in curriculum re vision at the junior college level have been announced. Not all can be mentioned in this study. It is considered per tinent at this time, to discuss a few others not mentioned heretofore. Such a discussion will reveal at once the ex tent of this movement in higher education. An outstanding experiment in curriculum reorganiza tion and change has taken place in the development of the General College at the University of Minnesota. Under the direction of Dean Malcolm S. MacLean a new segmentation of the University was effected. In discussing its plans and purposes Dean MacLean Writes : The establishment of the General College at the Uni versity of Minnesota resulted from fact-finding within the university from the realization of outside social and economic trends which through impact, tend to shift the pattern and point of view of higher learning and from the concomitant development of an educational phil osophy. Some of the facts were that student enrollment ?/as enormous and increasing in the early college years; 30 that student mortality was high, reaching 48 to 50 per cent by the close of the sophomore year, and between 60 and 65 per cent before graduation; and that only some 15 or 2 0 per cent took degrees in four years. Moreover it was observed that the University was not, for one reason or another, giving much of education value to the masses of students who were dropped or v/ho withdrew. Because of the marked trend towards specialization, the deep channelling of prerequisite requirements in the ma jor and minor fields, we were offering these short time students only broken shards of specialties--no whole views in panorama, no integration. Furthermore most of what we gave them was classical, focused on the more or less distant past; hence it lacked motivating force and tended to induce failure rather than successful attack; and this failure, in turn, v/as the instrument for brand ing many individuals with the scar tissue of inferiority, carried unwarrantably, in many instances, through life. With these facts as background, we added the realiza tion of social trends and social change and their pres sures upon education. It is clear that the population has shifted from an essentially youthful world to an essentially adult one. There now are nearly three times as many adults per thousand children under twenty-one as there were a hundred and forty years ago, and this ratio is growing rapidly with the lessening size of fam ilies . %Tiile this change batters at education on one side, gradually cutting the enrollment in the early grades, it combines technicological and economic assault on the other side to limit rigidly the job opportunities of children and of young men and women, and therefore, correspondingly to increase enrollment at the upper lev els. If we strip away the pastel collored veils from this situation, we see that actually grownups and young sters in ruthless competition for jobs; that we oldsters are covering up the situation by being noble and human itarian with our compulsory education and anti-child- labor laws, reforestation and erosion-control camps, and with who knows what developments to come in further changing society. The General College at the University of Minnesota is set up as a separate college and not all students who matri- ^^Malcolm S. MacLean, "A College of 1934", Journal of Higher Education, (May, 1934), Vol. V., pp. 240 - T% 31 culate as freshmen at this institution are required to take work in this division. Work in the freshman and sophomore years only is offered. The curriculum is organized around ten comprehensive areas of learning, specific courses being formed within each of these areas. The ten divisions are "General and Contemporary Affairs Studies; Biological Science Studies; Economic Studies; Euthenics Studies; General Art Studies; History and Government Studies; Literature, Speech and Writing Studies; Physical Science Studies; Psychological Studies and Social Problems Studies."^® Students in the General College are asked, when mak ing out their programs, to choose from a wide range of cours es organized within the areas of knowledge just mentioned. In order to complete the General College program, the stu dent is required to pass six comprehensive examinations chosen from the ten basic areas of knowledge. The students may take their comprehensive examinations v/henever they feel competent to pass. The length of time spent in class has nothing to do with the amount of credit granted for work done. The amount of credit received is dependent upon abil ity to pass the various comprehensive examinations. The de gree of Associate of Arts is conferred upon the student when he has completed the work in the General College. General College of the University", University of Minnesota Bulletin, 1936-37, p. 19. 32 *rhe writer made a special trip to the campus of the University of Minnesota to study at first-hand the organi zation of the general college and the type of work offered therein. Observation disclosed that in addition to the courses organized and presented in the manner described in the General College bulletins, certain definite facilities for teaching had been made available to assist in accom plishing the aims and purposes of the college. Among the most important of these features were a well developed lab oratory for making, revising and showing motion pictures; a writing laboratory used as an adjunct in the teaching of English; and a guidance clinic and research bureau. These special innovations contributed to the development of new methods of teaching, new curricula, and an intensive study of student personnel. One outstanding difference is noted when a comparison is made between the General College at. the University of Minnesota and the work at the University of Chicago. Where as Chicago requires all freshman and sophomore students to take certain definite courses, this practice is not the rule at Minnesota. At Minnesota only those whose grades are too low to meet the standards required for lov/er division work in the liberal arts college are required to take work in the general college. Students by their own choice may register in any course they desire in the General College. This fact 33 may be pertinent to the results obtained in the experimental work. Less compulsion in requiring students to take certain courses is evidenced in all the work at Minnesota General College. In 1935-36 the University of Florida announced rather radical changes in the curriculum of their institution. The changes they inaugurated applied largely to the lower divi sion work in that university. The general college at the University of Florida, organized in a manner similar to the one at Minnesota, is characterized by the following regula tions and requirements ; 1. A group of six comprehensive courses is pre scribed during the first tv/o years for all students except a limited number who are of superior intelligence. 2. In addition to the six prescribed courses, elective^comprehensive courses open to stu dents by choice are also made available. 3. A series of specialized courses is offered as prerequisites to certain colleges and pro fessional schools of the upper division. 4. A system of comprehensive examinations has been prepared for all types of courses. 5. A definite and elaborate program of student guidance has been organized.^® The University of Southern California has announced ^^alter J. Matherly, * • Comprehensive Courses**, Jour nal of Higher Education, March 1936, Vol. VII, p. 24. 34 a reorganization of the curricular offerings for all new students entering that institution in September 1938. The reorganization of the offerings affects both the lower and the upper division but makes the greatest changes in the program of training offered to lower division students. The subject matter of the lower division course is divided into the following fields ; American Political Institutions, Art and Music Appreciation, English, Foreign Language; General Studies (including Principles of Learning and Man and Civil ization); Literature; Physical Education and Sciences. These changes take place in the college of Liberal Arts and Sciences. Above the sophomore year an honors program is proposed for students in the junior year, which allows for independent study by all students who have maintained a spe cified grade-point average. The liberal arts colleges have also inaugurated ex periments in curriculum revision at the junior college lev el. Some of the better known ones are those carried on at Colgate, Antioch College, Bennington College, and Sarah Lawrence College. Each experiment approachs the problem of curriculum revision in a different manner. Colgate has reorganized the curriculum on two funda mental bases: first the arrangement of all departments into six schools or divisions; second, a four-year curriculum with a broad base of general education at the beginning pro- 35 ceeding in the direction of increased concentration during the three following years The curriculum is divided in to six major divisions, comprising physical sciences, bio logical sciences, social sciences, philosophy and religion, fine arts and literature, and languages. After the fresh man year students of proven ability may be assigned indepen dent study, or **honors courses**, in their field of concen tration. The amount of independent study the student can do increases as he advances in the whole college program. Antioch College has revised the curriculum in such a fashion as to allow the students to pursue their studies while working co-operatively in some industry. Under this plan, college students spend part of their time in college, and part of their time in industrial work. The work of the student outside the college is usually in the field of his own special interest. The curriculum is built in such a fashion as to attempt to synchronize it with the work of the student outside school. Another feature of Antioch College is the **Autonomous Plan.** This is a radical departure from traditional procedures in building curricula. Autonomous courses are set up separately for those students who show marked ability to profit from Intense study in one particu- Eugene Barrett Bewkes, ‘ *The Colgate Plan", Pro ceedings of the Institute for Administrative Officers of Higher InsTi^EuFions, (William 8. Gray, Editor, University of Chicago press, 1934), p. 110. 36 lar field. In this work the school attempts to shift the responsibility of securing an education from the teacher to the student, as these autonomous courses require intense independent study. Bennington College, a new, private, liberal arts col lege for women, has entered upon the latest experiment in developing a new type of college curriculum. It has broken with precedent in many ways in devising its courses of study. President Leigh, when reporting plans for the development of the college stated: I have pointed out that from its inception the col lege has been charged with the task of trying the bold er **innovations" rather than duplicating existing in stitutions.^^ To carry out this plan the curriculum has been design ed in terms of what young women need. The idea is to carry students through four years of college work, preparing them for a specific task or for some particular type of work in the field of their interest. The program centers in the special interests of each student. The curriculum is not divided into special departments but is built to contribute to certain definite occupational areas of learning. Further along in the report President Leigh said: 18 Robert Leigh, "The Curriculum of Bennington College Procodings of the Institute for Administrative Officers of Higher InstTFutions, (University of Chicago Press, 1034), Vol. Ill, p. 34. I f 37 In one sense, therefore, there is to be no curricu lum for the first two years at Bennington; rather there are as many different curriculum as there are Freshman each year. What work a girl will do, however, is actu ally limited by what work the faculty can offer. On the basis of their social value we are organizing our faculty to offer opportunity in four major fields; the fine arts, including music (creative work as well as appreciation); literature, primarily English literature; the natural sciences and the social sciences. The Bennington College Bulletin states: The college work is organized into Junior and Senior Division, normally occupying the first two years and the last two years respectively of the student * s time. The Junior Division is designed for exploration leading to advanced training in major fields which characterizes the senior division.^ In the regular college bulletin the following fields of study are listed : Art; Drama; Dance; Music; Literature; Q T Science; Social Studies. The junior colleges, both public and private, have also been experimenting in the field of curriculum revision. Perhaps the most noteworthy program carried on in the nation is at Stephens College, Columbia, Missouri. This private girls* college seeks to build a functional course of study combining the last tv/o years of high school and the first two years of college. In this respect it is similar to the 19 Robert Leigh, 0£. cit., p. 41 ^^Bennington College Bulletin, "Announcements for the Fifth Year", Bennington College, Bennington, Vermont, (1936- 37), p. 8. ^^Ibid., pp. 27 - 44. 38 Chicago Plan. Stephens College also requires each student to take work in certain areas of knowledge. These divi sions of the field of study are Humanities, Social Sciences, Biological and Physical Sciences, and Skills and Techniques. Perhaps the most important characteristic of the Stephens College Program is the work in vocations, offering speci fic training in several fields, among which are Aft, Cos tume Design, Interior Decoration, Dramatics, Home Economics, Secretarial training, and others. The college attempts to design the curriculum, as far as possible to meet the act ual needs of women living in the twentieth century. The work at Stephens College is given with little or no attempt at preparation for advanced work in the senior colleges or universities. The greatest handicap lies in the small num ber of students registered for high school work; naturally, then, the greatest emphasis is placed on the first two years of college work. Some public junior colleges are experimenting with the program of building a college.curriculum based upon the combination of two years of high school and two years of college. An excellent example of this type is discernible at Pasadena Junior College, Pasadena, California. Other examples of this same procedure are to be found at Ventura Junior College and Compton Junior College, also in Calif ornia . 39 These junior colleges organized through the combina tion of the last two years of high school with the first two years of college follow what is commonly known as the 6-4-4 plan. The educational theory which furnishes the basis for such an organization is prededicated on the prin ciple that education in the first two years of college is still secondary in nature. If it is secondary, better age grade groupings can be worked out by combining freshman and sophomore work in college with the last two years of high school. Such a plan allows for the development of two four year institutions that cover the entire program of secon dary education, viz ; the junior high school and the junior college. The four year junior college holds the student in one unit of the whole educational system longer; this en ables the college to develop a better program of school activities, gives more elasticity in programing the student and provides larger units in which a more diversified cur ricula can be offered. The greatest handicap to such form of organization is found in the tendency of the lower grades to drag down to their level both the type of in struction and the character of activities promoted. Many public junior colleges which have only a two- year curriculum are carrying on experiments with new types of curricula. Most of these experimental courses are de- 40 signed to prepare the student for occupational work or to give the youth a general education. Los Angeles City Col lege has a signal program of semi-professional or occupa tional courses. Chaffey Junior College, Fullerton Junior College, Sacramento Junior College, and San Francisco Jun ior College, all in California, also offer special occupa tional courses. San Bernardino, Long Beach, Pasadena, and Chaffey Junior Colleges are all experimenting with programs that lengthen the period of the day in which courses are offered, thus adding momentum through their curriculum to adult education within the community. In all of the experiments just mentioned there is some uniformity because of the requirements for accredit ing laid doY/n by the university. Studies of Curriculum Revision at the Junior College Level. There are several important studies of the whole program of curriculum revision at the junior college level. Not one, however, show comparative data. The best knovm is that of Dr. Kathryn MeHale. This study was undertaken under the sponsorship of the American Association of Uni versity Women. A comprehensive report of the investigation is made in the Thirty-first Yearbook of the National Socie ty for the Study of Education. Dr. MeHale, writing in this report, states: 41 As a part of the American Association of University Women * s National Education program this study was under taken as a service in fulfillment of the national pur pose of the Associâtion--to promote high standards in education. It was stimulated by two definite needs: to furnish facts concerning the status of the liberal arts college in changing education; and to obtain, through a systematic, comprehensive survey, data sufficient for forming judgements as to the worth of new ventures since published sporadic reports and announcement have not in dicated the scope or quality of them.^^ The study was made from reports of 315 liberal arts colleges in all sections of the nation. These colleges reported on their practices and procedures in care and di rection of students ; in curriculum and instruction; and in organization and administration. Prom the reports gather ed, 128 of the colleges were judged to have programs of sufficient interest and importance to warrant brief notice in the publication. Each one of these programs is expound ed in a separate statement in subsequent chapters of the yearbook. A summary of these statements would show a wide di versity of practice in the various curricular programs carried on in the colleges reporting.. Some give evidence of major changes in the arrangement of the content of the curriculum, while others reveal emphasis on the change in 22 Katherine McHale, "Introduction to Changes and Ex periments in Liberal Arts Education", Thirty-first Year book National Society for Study of EducatxWn^ (PÏÏïïlTc School Publishing Company), p. 1 . p. 1. 42 administering the curriculum. Another important and exhaustive study of the curri cula in the liberal arts college is that of Elizabeth p / Young. She made a comparative study of the curricula of several selected southern colleges, comparing their pro grams in the fields of ancient languages, philosophy, re ligion, natural sciences, social sciences, modern languages and literature, home economics, fine arts, and physical education. The data in her study show great variation in the amount of credit and kind of credit offered in the var ious curricula of the colleges studied. Dr. Leonard V. Koos made a study of curriculum trends at the junior college level. This was accomplished by re analyzing the data secured by Dr. McHale in her study of liberal arts colleges. Particular stress was placed on its application to the first two years of the whole college program. The data presented by Dr. Koos shows the follow ing changes taking place in the liberal arts colleges af fecting students at the junior college level; Organization and administration; student personnel work; selection and admission of students; curriculum; instruction, sectioning, examination, and marking and scholarship. He reported the p A Elizabeth Barber Young, "A Study of the Curricula of Seven Selected Women’s Colleges of the Southern States", (Bureau of Publication, Teachers College, Columbia Univer sity, New York City.) 43 greatest change in organization and administration, follow ed in second place by curriculum revision.^^ In 1934 Dr. Koos reported another study on "Signifi- 2 g cant Trends in the Junior College." The data for this study were secured from the state ments of twelve different individuals. The writings in each case were descriptive of changes that were in progress or contemplated at the junior college level. Additional data were obtained from examination of older and more re cent catalogues of fifty colleges and universities reported as having made curriculum Innovations, from thirty-four colleges and universities selected at random, and from thir ty-one junior colleges. Dr. Koos found evidences to show that the curriculum at the junior college level was being organized to give in creased emphasis to exploration and orientation, broad gen eral education, and intimate articulation of the high school and junior college years. He also noted definite tendencies towards "horizontal division within the four ^Leonard V. Koos, "Trends at the Junior College Lev el" , Proceedings of the Institute for Administrators of Higher Institutions, Vol. Ill, (TJhicago University PressQ), p. V. Leonard V. Koos, "Significant Trends in the Curri culum at the Junior College Level", Proceedings of the In stitute for Administrators of Higher ïnstitutions, (Chicago versi'ty Press, 1954), VoTT IV, pp. "92 - TÔ6. 44 year program which give junior and senior colleges or lower and upper divisions." Loy Norrix made a study of the changes in courses in junior colleges. He did this by examining the catalogues of seventy-nine public junior colleges located in seven states of the North Central area. His investigation showed that all schools studied had dropped many courses, but had 2 7 added many more during the school years 1930 to 1936. The most recent study of the curriculum at the junior college level is that of Dr. Merton E. Hill, Director of Admissions of the University of California.^^ He made a study of the courses offered in all the public junior col leges of the state, showing the purpose for which these courses were designed. He secured the data for this study from the catalogues of the colleges under consideration, from statements of the administrative head of each school, and from the records of students transferring to the uni versity from the junior colleges. He used the terms Uni versity Lower Division, Cultural, Specific Vocation, Semi- professional, and Dual to describe the types of courses ^*^Loy Norrix, "Changes in Courses in Junior Colleges", Junior College Journal, February 1938, Vol. VIII, pp. 239 - 21^. ^--------- p Q Merton E. Hill, "The Functioning of the California Junior College - A Symposium", (University of California, Berkeley, 1938). 45 offered. He prepared charts to show the ratio of offerings within each college. His conclusions were : 1# Junior colleges function mainly through their curriculum and through their programs of ad vising and counselling. 2. Each institution should provide opportunities for students to do thorough work in regular lower division subjects. Only those courses basic to upper division specialization should be offered.......... 3. Each junior college should provide opportunities for students to make up whatever deficiencies they may have so that they will later qualify for admission to the college or university of their choice...... . 4. Each institution should develop one or more cur riculum designed to train students for positions in business and industry, or to carry on effi- ciently their own projects in agriculture, com merce, indus try and home life ........ 5. Each institution should carry on an adult educa tion program provided it does not interfere with existing programs.......... 6. Finally each junior college should provide a continuous program of advising and counselling students so that they may be trained to rely on themselves and make wise decisions All of these studies and all of these experiments show different methods of procedure and different approach es to the problems of education for students in the first two years of college work. There is some evidence that ^^Merton E. Hill, 0£. cit., p. 46 their purposes and intentions are not manifestly different* It would appear reasonable that there are some common ele ments involved in all these programs of curriculum change * To discover what these common elements are and to determine how they apply is the fundamental purpose of this study. PART II INTERPRETATION OP THE DATA CHAPTER III. BASIC PRINCIPLES AND POLICIES UNDERLYIN& CURRICULUM DEVELOPMENTS AT THE JUNIOR COLLEGE LEVEL CHAPTER IV. SELECTED CURRICULUM PRACTICES AND AS SUMPTIONS USED IN THE DEVELOPMENT OP CURRICULA AT THE JUNIOR COLLEGE LEVEL CHAPTER V. ADMINISTRATIVE PRACTICES AND PROCEDURES FOLLOWED IN THE ADMINISTRATION OP COLLEGE FRESHMAN AND SOPHOMORE CURRICULA CHAPTER III BASIC PRINCIPLES AND POLICIES UNDERLYING CURRICULUM DEVELOPMENT AT THE JUNIOR COLLEGE LEVEL The present chapter presents an Interpretation of the data compiled from the responses of one hundred and twenty- nine colleges and universities to the first section of the check list questionnaire. This section of the check list contained seventeen statements of basic principles or poli cies which might be applied to the development of curricula at the junior college level. The information contained in these responses was analyzed and the results incorporated in a series of tables# The tables show the number and per centage of institutions applying the principle or policy to the development and revision of curricula for college fresh man and sophomore groups. The statements of principles or policies were devised after a careful review had been made of all the literature and experiments relating to the problem of curriculum devel opment# Prom this review it was discovered that certain basic principles were often referred to by writers and used by those persons responsible for experiments carried on in the field of curriculum construction. Statements of all these basic policies were formulated and incorporated in the check list questionnaire. 49 No attempt was made to list the statements of policy in any particular sequence in the questionnaire. Occasion ally it was impossible to avoid overlapping of ideas where the necessity of making definite statement of basic princi ples that might apply to the development of curricula seem ed imperative. Restatement was avoided, however, as far as possible. In preparing the various statements care was exercis ed to make them all-inclusive. That this purpose was accom plished was shown by the fact that there were no additional principles or policies listed by any institution reporting, although space was provided for this purpose following the last item appearing on the check list. Moreover, respon dents were requested to note any other policy that might apply to their program of curriculum development. Following each statement of principle in the check list was a classification of curricula that might be offer ed in the first two years of college work, listed according to the commonly accepted names for such division; i.e., Liberal Arts, Pre-professional, Occupational or Semi-pro fessional and General College. Respondents were asked to place a check mark after the name of the curricula to which the statement of principle or policy applied. To insure standard results the following definitions were included in the instructions accompanying the check list: 50 1. Liberal Arts curricula are defined as those courses included in the first two years of the regular Liberal Arts college. 2. Pre-professional curricula are defined as the courses prescribed for the first two years of any pro fessional course of study, such as pre-medic, pre-legel, etc. 3. Occupational or Semi-professional curricula are defined as those courses used to prepare an individual for a specific job at the end of tv/o years of college work. 4. General College curricula are defined as those courses designed to complete the period of general ed ucation at the end of the sophomore year* Additional space was provided for the respondent to add any type of curriculum not appearing on the list. The seventeen statements of basic principles or poli cies as stated in the check list questionnaire concern pro blems of curriculum making that relate to: (a) general ed ucation, (b) completion of general education, (c) character training, (d) economic consumption and distribution, (e) continuity in educational experience, (f) preparation for further college training, (g) preparation for a specific job, (h) mastery of functional knowledge, (i) training for general living, (j) developing habits of scholarship, (k) giving students experience in reviewing, criticizing and developing procedures in social participation, (1) making the student cognizant of his social responsibility, (m) providing special training, (n) training in wise use of leisure time, (o) carrying into society the things learned 51 in college, (p) giving contact with social forces, and (q) limiting the number of students who go on. For a more com plete statement of these principles and policies, the read er is referred to Appendix D.^ Responses were received from eight-six junior col leges, twenty-two liberal arts colleges and twenty-one uni versities. From these responses a separate table was pre pared for each of the seventeen statements of policies listed. Each table shows the number and percentage of the total number of each type of institution applying that par ticular policy to the development of a curricula. The tables show two classifications for junior colleges, public, and private. This distinction was necessary as responses were received from both types of institutions. For purposes of emphasis and clarification, all the material in this chapter is grouped in four divisions. Each division represents what is believed to be an impor tant purpose in curriculum development. The main divisions of the material presented are : (I) General Education, (II) Social Adjustment, (III) Specific Training, and (IV) Char acter Training., Under each of these main divisions will be presented the data and its interpretation, compiled from the responses of all institutions to all statements of ^Infra., See page 506 of the Appendix. 52 basic principle or policy that relate to the larger purpose under discussion. The material in each division of this chapter will, therefore, be arranged in the following order: (1) Discussion of the main purpose under which certain state ments of policy are grouped; (2) Interpretation of the data compiled from all responses to the statements of basic prin ciples grouped in under one purpose; (3) Remarks by respon dents concerning policies stated; (4) Table showing data; (5) General statements by respondents; and (6) Summary and conelusion8. GENERAL EDUCATION "General Education" may be considered a comparatively new term applied to the purposes of higher education. An explanation of this purpose can best be presented by defin ing thé terms used. The word "general" seems to have a double meaning when used in this phrase. First, it appears to refer to an education made available for all, or as near ly all as possible. Secondly, in relation to the nature of the education provided, the word "general" identifies a quality, whereas in the interpretation of education under discussion it does not, and cannot, give any measure ex pressed in terms or quantity. Perhaps the best definition of "general education" is the one given by Dr. Henry M. Wriston, President of Lawrence College. Speaking before the Institute for Administrative Officers of Higher Institutions at their annual meeting in 1934 he said: "General Education implied universal validity— an ed ucation useful to all who possess it at all times and under all circumstances. There must be common elements or qualities sufficiently significant, intrinsically, so that we may properly segregate them from elements or qualities which have specific values only or particular validities. These vital elements must be so vital in character, so unchangeable in validity, that we may fair ly insist that every one should have the opportunity for general education and that whoever has a general educa tion, properly so described, is effectively equipped for living in a sense in which he would not be equipped 54 without it."^ This definition limits the purpose for which general education is created, and shows its specific place in edu cational planning at the junior college level. There is a movement nowadays tov/ard the acceptance of the purposes of "general education” in the higher segments of the educational program. Previously, most offerings a- bove the high school were developed to meet the needs of a specific group of students. A decade ago, only individuals with superior native capacity or sufficient money to pay their way could enter college training. Today, a highly complex society requires much training for the individual if he is to be successful. Young people are held out of employment much longer than in former years, and specializa tion comes later in the program of training than formerly was common. Public junior colleges have been developed with a fast-growing student population. All of these con ditions have caused a large increase in the enrollment of college students. This increased registration has required the colleges to change their curricula to meet the needs of a larger and more hetrogeneous group of students. "General education" has been developed as the type of training best 2 Wriston, Henry M., "Nature, Scope and Essential Ele ments in General Education," Proceedings of the Institute for Administrative Officers "Higher insFTtutions • (1934) , pp. 1 - 2^ 55 suited to the demands of these changed conditions today* There were three statements of basic principles or policies that concerned the program of general education, each of which is treated in a separate section below. Lower Division Curricula Designed for General Educa tion. General education is now considered one of the basic purposes for which all courses in the freshman and sopho more years in college are designed. This is true in all types of institutions. There is, however, a variation made in the use of various types of curricula to accomplish the purposes of general education. Most institutions design their liberal arts curricula to carry on a program of general education. Other types of curricula are used for this same purpose by most schools, but not to the same extent. There appears to be a definite shift av/ay from the traditional form of the lov/er division liberal arts to a curriculum in which the whole program of general education is emphasized. Such a curriculum is de signed to appeal to all students and to contribute useful training for all who take it. Pre-professional curricula are considered a part of general education by a great many institutions. This is especially true among liberal arts colleges and universi ties. The use of pre-professional curricula for this pur- 56 pose does not rank as high as does the liberal arts curri culum. There seems to be evidence that an effort is being made to organize the pre-professional courses in such a manner that they will contribute more effectively to the program of general education. This means a liberalizing of course requirements and less emphasis placed on the prere quisites of specific courses that relate to the profession for which the student is preparing. The data in (Table I) indicate that the universities consider pre-professional courses more as a part of general education than do any other types of institution. The need for general education has been felt so strongly by so many collegiate institutions that specific curricula to accomplish this purpose are being developed. The name "General college curriculum" is applied to those courses that are designed to give general education. This procedure finds a more general acceptance among the junior colleges, both public and private, than among the liberal arts colleges and universities. Perhaps the junior colleges have adopted such a procedure because they wanted to break away from the traditional requirements of lov/er division work set up by the four year colleges and universities. Al most sixty per cent of all junior colleges reporting in this study indicated that they design their general college courses to develop a program of general education. This 57 percentage is imich higher than that found among liberal arts colleges and universities• Occupational or semi-professional curricula are de signed to give general education in the Junior colleges, but not to any great extent in universities and liberal arts colleges* Four-year collegiate institutions give lit tle recognition to occupational or semi-professional curri cula* From the responses of all institutions to the state ment of policy that lower division curricula are designed as a part of general education, as compiled in (Table I), it is quite evident that liberal arts colleges, universi ties and Junior colleges recognize general education as one of the main purposes of the lower division curricula. All institutions indicated that the liberal arts curriculum was predominantly used to accomplish the purposes of general education. The data indicate that Junior colleges lead the way in the development of the newer general college curri cula. Remarks by the respondents are interesting and give some views of general education. A state university in the East wrote; .’ ^Our Junior college is regarded as a basic unit of general education in the university." A large lib eral arts college in the North stated: "_______ College has only a liberal arts curriculum with majors in various 89 <r i- w z £L U1 O < 1 _J k: CC D Ü 2 L Ü O w u X — X 1- 1- C U o — O 01 D • C5 O o z Z — tr H 1 1 1 u z a flu t i l u o -1 S J => O -J I O D Y O Ü 2 J — W t i l < 01 X K 01 01 Ü — W O Z CD • C5 z u O Z o CD Z — 1 — c o 01 l- ZD < y z s o 01 z CL y Z> LÜ o o o _J - s Z> -J -J in o o < < tn -1 i — QZ z u o if QC 1x1 O t i . o O 2 tr z — o — y u — ID UJ h* 01 01 X H O CD < CL 01 O — a D ÜJ Z Li> 0 — 0 • o -J O O O 2 o z cn — O W z — < in h- o cn H- — tr > < 01 1- — CL y z Q tL y <C < o tr z LÜ to o s a c — o 1 o in -I -J Q in o O 2 1x1 u o y y Z ti — X l- CD O 01 o — 01 01 CO CL D # C5 IxJ CD o z Q U z - 01 £L 01 1- y z flu y in Ü 1- 2 01 o 1 < -J if o O 2 J o y y < — X H 01 01 Ü — LJ 01 CD D # (3 — CD o z _J z - CU L T \ C \ J ÏO t s o K ( / ) O LÜ k£) C5 h i _I O o o cr — o j — m z J D OJ VjD J Z t !K lO C X I CXI L f X X£> KX CXI crx CXI Ü) u C5 a _i o o w I- û: < o > — — z Û C 3 flu “3 to OX kO xx> p. KX * S' cr\ KX irx s L f X S ' ( / ] til -J <3 _ ) 1 1 1 ^ d cc o o o u. < ° H Z O 3 H- D O O CO K X V J D MX to VO crx s tn I — t r <c -J z z> VO ;=^ VO o LfX OX MX IfX to s irx _j in g ^ 2 S _ o Q CO Z < -J QC -I CD < ♦ 1 ü 1- o y z ü H H z y y o z 01 o y d < MX ü 3 to Q to y 01 y o < 01 MX y LfX z y (3 C 5 Z y o H 01 t— o y 0. < y y 0: < in y C D < 3 Z y y y y co o o in < 01 o Q y z o D 0 1 ~D < (5 O y 0: y m y D û: a . < o i l ) vo y i l ) y c c X 3 1 — O O y o y 01 o o S < o y X 01 y o y in co û û z y < 3 O z X < in 2 X y i f ) y y co te < y b - û in y b - X < 1- o y 1 — o 58 59 fields." "We hope to give general training to all except those who take strictly vocational courses," wrote a Mid western junior college, while a California junior college wrote, "Junior college seeks to round off general education as well as to prepare for careers." Completion of General Education. A great many lead ers of educational thought state that general education should be completed by the time the student has finished the sophomore year in college. The practice in curriculum development, however, seems contrary to their opinion. There is little evidence that any type of institution^re porting in this study develops courses designed to complete a full time program of general education within the two year period. Evidently the majority of institutions do not consider any curriculum sufficiently broad in scope and in training to round out the general education of the student during the first two years of college work. The data appearing in (Table II) indicate that the general college curriculum has a higher percentage of use for the purpose of completing general education than does any other curriculum. Since one of its purposes is to give a specific program of general education, efforts are being made by all institutions that develop such a curriculum to organize the courses in such a fashion that the whole pro 60 gram of general education is complete at the end of the sophomore year# Other institutions which use the liberal arts curriculum or the pre-professional curriculum predom inantly in presenting a program of general education, indi cate that their whole program of general education has not been completed at the end of the sophomore year. Remarks by respondents to this statement of policy indicate that many believe general education does not ter minate with the end of the sophomore year, but that it con tinues throughout the four years of college work. College work above the sophomore level amplifies the program of general education, but more specialization is provided in the upper division group than in the lower division. All of the evidence presented in this study relating to the completion of general education indicate that the junior colleges are taking the lead in the development of occupational and general college curricula designed to complete a full time program of general education. A large Eastern university wrote; "General education continues throug%i the upper college work except in engin eering." A state university made the notation; "Not that general education stops, but more specialization begins." "Field of major interest selected at the end of the sopho more year," was the remark made by a liberal arts college. One junior college stated; "We are revising our curriculum <c o s 3 s o z — LU £r CD t r . Z> Ü. o o § § tn * — — ly > -J I tr o Wo: 3 2 Q 3 d 3 U Ü X — f - d O d 3 O u CD U 2 y 3 y y o 3 o O y D t < et et 3 u O z w CD d O y 3 O § 3 Ü ( / ) I D U y o d e t <0-0: a 3 3 —0 O 2 Ü W o in y < z o 2 in 3 ti) y u 3 y ü o et et Q_ et 3 U O y CL ( / ) 1- 2 cc3 c y 3 y ü < c c C C u et CD 3 O _J Ot 1- y z £L y o 1 ü 2 y y X 1- ü — (3 o Z z y h - y z CL y o 1 Y O 2 y y X 1 - o (3 o Z z et 1 - y z CL y ü t O 2 y y X 1 - o ♦ ( 3 o Z z cc 1 — y Z CL y ü 1 ÎC ü 2 y y X 1 - ü (3 o Z z (C 1 - y z CL y ü 1 Y O 2 y y X 1 - ü C5 o Z z — S ’ I — C V l MX to MX MX to vS -a VO u C 5 u y y o o o e t 3 2 C Û z 3 3 û- ~D LTX MX MX to O MX to VO CVl to to LTX ♦ to MX O U) W (3 U y y o o u 52 — Z D t 3 OL -3 CU co MX VO M\ MX S CJx CU ° U) U y (3 < d o t o 2 " g < — I- Z o 3 I — "3 OJ ( / ) I- ct <e y < et u C D crx VO 61 o * ox et z y o d - 1- 1 — y • y VO d eu 2 O eu VO O et o o cc o VO y Q VD o to * w C 3 Z M X OX Z (3 M X f - y § ë d y y et et M X S < y y 2 S 3 3 g o — ü cc VD M X et O et 3 M X VO o ü C U z y 13 h- 3 £C < O — y M X o ♦M X y < CD et 3 y d ffl > y h * X y — X M X M X MX y h- # VO M X VO y z M X M X CU X — 1- y y y o y et 3 to M- MX O Û ü ' < y y et d o y 2 CD o ox X o d s to y o M X M X 3 y o X □ y z < y C 7 X to CU s_x en S y Z CD < 5 1 y y y . — et X y H- Q y *• 1- y _J U ) u < < y h - o M * — o o — U ) o o z Q y (/> l— X Z <3 et o y y o m y > z 1 — y < y Z o z ûc y y o Z) C D <c o Z o I- < ü 3 û U y < 62 with this design in mind." Another wrote: "General col lege would serve this purpose. Not yet organized here as such." Training for General Living. Another approach to the problem of general education was made by trying to deter mine whether curricula at the Junior college level were de signed to train for general living, and at the same time allow for a degree of specialization. The responses to such a statement of policy has not produced very satisfac tory results. "General living" is not as clear cut in its meaning as the term "general education", and does not de fine the problem as clearly as the term "general education." The reason, however, for the inclusion of this statement was to try to determine whether or not in the occupational or semi-professional curricula, special training as well as general education was not intended. Semi-professional or occupational courses do give specific training for a definite occupation. At the same time they are Intended to broaden the knowledge of the student to the point where it is possible for him to make the best adjustments. In an effort to design courses which train for a gen eral living and still allow for a degree of specialization, the Junior colleges lead. As indicated from the data shown in (Table III), more than sixty-three per cent of the pub- 63 lie junior colleges design their occupational or semi-pro fessional courses to accomplish this purpose. Private junior colleges, liberal arts colleges and universities still use their liberal arts curriculum, to train for a general living, to a greater degree than any other type of curriculum. Perhaps they disregard the purpose of special ization in any way. The public junior colleges, however, use all types of curricula In more than fifty per cent of the cases to train for general living and at the same time to allow for a degree of specialization. Only one remark to this statement was made by a Mid western junior college. It was: "The demands of some up per division schools make this impossible in the pre-pro fessional curriculum." tr 1 - y z Q. y ü 1 < Y y ü 2 e t 3 y y y o X 1- I — ü — H QC O CC * C3 3 O Z O z — tr t- y z y ûL y (3 ü y 2 y 3 y y 1 <£ o 3 Y C C o o ü 2 LU y y Z y CE X 1- LÜ Z < tr ü — CD O tr 3 y o # (3 <r 1 - z O Z o <c y z — Ll N CD z _J — c y tr h* <c — < y z c r o q: z o. y ! — LÜ o o ü O. - s O CO y y 3 L — < y y 1 Ll z y 3 Y Q O o y o ü 2 LÜ — o — y y Z LÜ H 0: 0: X H — CD LÜ < CL CE ü — — — C C . C L 3 — to CD 3 - 0 • C3 LÜ LÜ Ü S O z LÜ O O ü y z — -I O to Oû s < c z> h- -J ÛC e t b - z> o y z o Lj_ y a. y < ü ûC s: z Œ O o 2 z> -y — 3 1 o _i y y Y <c y 3 ü 2 z y ü y y o t — y — X 1- — LÜ o tr ü — to >- e t e t au 3 • ( 3 > CD o O Z y z - O — tr > Q. ÛC — tr H LÜ -1 y z S: CL y O y o _J H 2 tr 3 I c y Y 3 Ü 2 y o y y < — X 1- tr cc ü — y tr m 3 • o - o o z _j z - hS irx MX MX MX to MX g? VO MX Si MX < X I MX y w C3 y y y o o o e t y - s g CL ~ 3 VO OJ OJ # ox irx 8. MX MX # OJ g oi MX M- OX y y (3 y y o o q: o y h* > — Z O C 3 Q_ *3 MX OX to MX OX MX LfX OX MX MX i r x ox MX MX MX LfX y y y c5 y y < y y ûc o 2 " y o < — H Z O 3 h - - 3 O O VO MX MX to to MX OJ M- VD y M tr < y y y < C5 tr y y y m y o o OX OX OJ o ox OJ J d t MX MX MX MX M- O to MX to OJ y a : y > 3 M- OX £ y < 6 4 y o t o y z tr y y (3 CL e t o MX o * y 1^ IfX z e t < o X OJ VD MX O t — LfX MX (3 Q Z y z 1- (3 tr o y C L y VD y o tr y y o t y < (3 y 2 y 3 y y M - o 3 o O MX X X o X 3 z ü 3 3 y t— ü X 3d" < ü y H m y y 3 < Q. o t y ü O m H VD y OJ y y X y z MX t- X o H" y H o z < N . . y y to o y < < y y D t o et 3 y O y y ü y t o y y o o t o _j o co 3 2 y LfX O O y X X X y a (3 o y y y o y LfX tn Q < < z b - < X o y z y < X 2 h- X o y y y y X < y y y y b ~ H o o û y o Z y > X H ü < C5 €0 O Z y Q > y Z — o z c Û Z CD < — y SOCIAL ADJUSTMENT Social adjustment is one of the problems confronting all students at the junior college level* A highly complex social and economic order in which all young people must work and live, faces all of them at the present time* Therefore, all curricula developed at the junior college level must consider training that will aid in social adjust ment as one of its purposes* Also, the kind of social ad justment in which any curriculum proposes to aid the stu dent must be considered in relation to the present social trends* Training that aids students in social adjustment may be developed in various ways. There are several approaches to the problem. The approach to the problem in this study was made through the proposal of certain specific policies that had for their purpose the development of a body of information and a series of experiences relating to the larger problems of social adjustment. No attempt was made to consider the curriculum as aiding in social adjustment from the standpoint of the individual*s own personality and mental characteristics. The problem was considered from the viewpoint of presenting information and providing experiences in the lower division curricula that would aid the student in developing habits and procedures whereby he 66 could make correct social adjustments to the larger social problems. The best description of the approach to the problem can be found in a statement by Dr. Will French, who dis cusses the problem in his book "Education and Social Divi dends He says : In terms of individuals, the educational program should function by making it possible for them to dis cover ways of so utilizing their abilities and capaci ties that their lives would be continuously enriched and ennobled. In terms of the whole society, the edu cational program should function, not merely to pre serve and perpetuate the social order, but also, to guarantee that * its youth shall be renewed like the eagles* through a continuous reinvestment in the pro cesses of group living by the members of societies, of an ever increasing amount and number of highly develop ed abilities and capacities. A propertional-opportunity society will recognize as no other type of society does, that education is its means of creating both economic and cultural wealth. Education in such a society will be the instrument by which its human resources, consist ing of the individual abilities and capacities of its members, are both refined and multiplied. When so re fined and multiplied by education, not only will the power to produce increasingly large quantities of eco nomic and great wealth be enhanced, but in education, the power and desire to consume larger and larger a- mounts of these kinds of wealth will be provided. In brief, it is the function of education in such a society to develop on the part of all, the power to produce and to maintain, and the capacity to use and enjoy increas ingly high standards of living and life.^ we see that the problem in developing curricula at the junior college level becomes one envolving the ad- ^Will French, "Education and Social Dividends", New York, (The MacMillan Company, 1935), pp. 28 - 29 67 justment of the individual in the whole social and economic program. That is the approach to the problem made in this study. Wo attempt was made to discover whether the curri cula in any type of institution was designed to give exper ience in personal readjustment of the individual. In the statements of policy relating to the problem of social adjustment, there were seven different procedures listed as possible ways whereby various institutions might approach the problem of social adjustment for freshman and sophomore students. Directing Students Thoughts Towards Economic Consump tion and Distribution. One method of training in social adjustment is to direct the students thoughts toward the problem of economic consumption and distribution rather than tovfard that of production. In the past, most emphasis has been placed on the effort to train the student as a producer. This emphasis has led to the development of courses which have made individuals producers of goods and services, but has given them no concept of how they can best operate as consumers. The results of this effort has been the development of a highly productive society. This highly productive society has been thrown out of balance because of the inability of individuals to consume adequate ly and profitably the goods and services that have been provided. Modern social trends now indicate that it is 68 necessary to train individuals in the ability to consume with the same degree of efficiency and satisfaction as that in which they have been trained to produce. There is not a majority of any type of institution re porting in this study that indicates any curricula designed to direct the students thoughts towards economic consump tion and distribution rather than production. There is some evidence that both private and public junior colleges are designing occupational curricula to emphasize consump tion and distribution. The number that follow this proce dure in the development of occupational curricula is higher than the number in any other type of institution or for any other type of curricula. A remarkably small number of universities and liberal arts colleges design any type of curricula for the purpose of teaching economic consumption and distribution. Less than fifteen per cent, as shown by (Table TV) report any attempt to accomplish such a purpose in any curricula. Evidently universities and liberal arts colleges expect students to be trained in making social adjustments through consumer education by work offered above the sophomore lev el, or else they do not recognize such a function .in their program of collegiate training. Remarks by respondents to this statement were: - "Economic consumption and distribution mentioned in X H y z CL y ü t Y < O 2 y a y X 3 X H y o ü — X — b- X • o o X o z 3 z - O X J- y z CL y y o ( 3 en y 1 — y 2 X: y 3 1 CD o y Y Z> o 3 O 2 O ü y y HZ y - X H h~~ < X O — z X X m o y 3 • a 1 — — z o o z z t — y z - w X) CD Q m 3 — h- oz X 1 - tn b~ y y z tn < CL y 1 — —- X z ü o o o o ÜJ - s QZ Q y 05 3 1 — Z < 05 y Y O <c z y 3 O 2 o y ü y y o z X 1 - > 1 - 0 5 - X X o — < CL X û b- X 3 • C 5 ÜJ CL 3 — 0 O z LU Z S O 2 z - _ ! CD 3 ü y CÛ — tn o tn < (D Z X t - H- LU O y z Q O CL y y ü ^ O < 3 — z 3 S o s I 3 O — 3 Y O Z 0 5 y O 2 — o U) 3 U y az o y o X H tr tu y O — 3 O X O in X X • C D Q û - 3 O Z z cr O Z - o < y — ^ X tn o CL — h- X 1 - > y z CL y o 0 5 ü 1- 2 tr X 3 1 ÜJ < y Y s 3 O S o y o y y 3 < — X 1 - X X o — y X m 3 • C D — o O 2 3 Z - s K X # K X OJ K X to CU S CU L T -v KX CU (/) w C 5 U y y o o ü X — o y - m 2 3 3 CL -3 VD CU KX irx Eî V D r— r — eu KX CU V D 0 5 U D U y y o o u s g > — — z X 3 CL - ) to irx LTX CU crx S KX KX VO j d r KX f CU t f > u C 5 W y y X o o o y u g H Z O 3 I— - 3 y y < Si o o irx irx # Ü T X crx eu 05 05 h- y X < H 05 y y 05 < 0 X X y y y y > m y — o 2 3 O 3 eu K X eu KX eu K X eu VD VD KX -J <C O U ) y o o X _ ü § < « 2 y C D < c t - 2 O ) U H ü 2 W X Q U 3 X H 0 5 O * * “ LT X O KX U X X — o Q 69 o cr, CU K O (3 y Z z 0 H X y O y trv X o eu y X y X y < y 0 s y 3 y y to y 3 o O o eu X X X o o 3 b- ü y z 3 y * 3 5 - ü eu X H K\ O <c y y y « 05 < z 3 X o X y m H cr, O 3 VD 3 a K\ y y X X X b- K 1 — y y z o o o to y z o y < < y y X z X 3 o o y ü h * m X y 2 to o X 3 5 y o y 3- 3 S z cu o o o X X o y X o ü y y y CU m û o K\ < z z 1- < o o y z y < X 2 y f — X Q 05 X U < • • X g y y O s o - z y y H I - < X ü C 5 — 3 D O Z X — I — 70 all courses except engineering and chemistry," from a state university in the midwest. "Some mention made in the course in business administration," from a liberal arts college in the midwest. "We emphasize consumers* economics," and, "Emphasis on consumption and distribution but not exclusive of production," from two different California junior col leges. Mastery of Functional Knowledge. Curricula designed to train in the mastery of functional knowledge is another way in which college freshman and sophomore students can be implemented for making social adjustments. The mastery of functional knowledge connotes that the student is taught various facts and information usable in the problem of ad justment in society, regardless of the occupation he may expect to follow. It also carries with it the idea that the knowledge gained in college has a direct bearing and re lationship to his everyday life and is not presented in any course of study simply because of traditional practices or historical facts. The policy of developing a curricula where emphasis is given to mastery of functional knowledge on the part of the students, finds more favor among the junior colleges than in the four year colleges. This is particularly true v/hen occupational curricula are considered. Junior colleg es make considerable use of occupational curricula to devel- 71 op mastery of functional knowledge. A number of all types of institutions indicated that the liberal arts and pre-professional curricula are organ ized on the basis of emphasizing the students mastery of functional knowledge. The number, however, who adopt this policy in developing such curricula is not sufficiently large to indicate that the policy has wide acceptance. There appears to be more of an effort to develop liberal arts curricula to provide training in the mastery of func tional knowledge than in the pre-professional curricula. The general college curriculum finds little favor as a means of developing the mastery of functional knowledge. No liberal arts colleges indicated a general college curri culum designed for this purpose. Even junior colleges in dicated that only about one third of the number of insti tutions reporting have a policy of developing general col lege curricula to provide a mastery of functional knowledge. The small number of universities which indicate any type of curricula designed to emphasize the mastery of functional knowledge leads to the conclusion that these in stitutions do not consider this purpose to be important in the development of their curricula. The highest percentage of usage made of any curricula for the development of the mastery of functional knowledge is found in the occupational and pre-professional courses. 72 This would naturally lead to the conclusion that those who are responsible for the development of any curricula believe that functional knowledge is a part of the program of train ing an individual for a specific task during the time he is a student at the junior college level. Some remarks by respondents were ; "Varies with the instructor and department," from a state university. "True in some subjects of all courses but not in others. It is our present aim but depends on the instructor," by a liber al arts college. "Not in the text material but in the ap plication of the instructor," from another liberal arts college. Experiences in Reviewing, Criticizing and Developing Procedures for Participation in Society. Another method of providing training in the field of social adjustment is to give the student experiences in reviewing, criticizing and developing procedures whereby he may participate more in tensively, intelligently and directly in the processes of society. Such a procedure aims at giving the student know ledge of all the forces at work in the social and economic life of today, and it should provide some contacts with social and economic forces while he is studying about them. The nature of the student * s experiences in contacting so cial forces may vary among institutions. The nature of ÜJ m < w m is ît w Y: z . CD 3 — «t to Z LÜ O Q — il tr o 5 ^ O tr z o co — < to s o H- t r S X t- X z o_ u ü i < o 2 y y y X 3 X H U O o — X — H X * 0 O X o 2 3 Z — O X b - y z o_ y w o 0 u 2 y 3 1 y y Y o 3 O 2 O O y y X 1- y X ü — < X X 3 * 0 U O o z z z — u CD X b - y y 2 < CL W X 2 ü O O — s y y 3 1 < y y Y z u 3 ü S 0 X 0 y u — o — X b - h - X X o — < û . X X 3 • 0 3 — 0 o z ü 2 z - O LÜ O to X b - y z CL y y ü < z o 2 1 — 3 Y y y O 2 y 3 y y u o X t- X — o — o X X X • 0 û. 3 o z O z - w X Û- X H y z CL y y o 1- 2 X 3 i C y Y 3 O 2 y o y y < t — X H X X O — u X m 3 • 0 — o o z 3 z - s K\ K\ OJ K- I X ^ CM VD U 3 , K\ K- VO VO s & y u o w y y o o îl m z 3 3 ÛL 3 LT\ sO CM to O K\ to 8 K\ cr\ [R en !R j d " y u 0 y y o o u H X < O > — X 3 CL 3 to y CTv r— ^ H H- O • 2 y VO un y < o 2 X y y X X h- VO o r—- o y • N o — r— y < X X o X 2 » y VD CM • it O to tn on — ■ 1- Kn - 0 Q 2 y — z H 0 X — O y K\ K\ ;d" Q û. y ^ y a X y y X y < 0 y 2 y 3 h~ r— on to y y ♦ 0 3 J=t CM on — ü o IT\ CM — X X o X — 3 Z o 3 ^ 3 y r— un CM jd" 1- -rl * un o X — < y m y 3 < X X y o f f i to jd* VD CM VD — # y CM un to jd" y VO üd* CM im X y b - X H X O 2 o VD O •* y un r— Q y < y y X X 3 o • y ü ü m H y y o CM q X # # « y o • * un to to — 3 2 * VO VD r*n VD O O O X X H y X y o y y " y y VO un to on m o 0 un 1 — < z û H < y y y 2 3 — < o X 2 2 y h- X Y y CM y y 0 CM CM y y y y y y • • X < < y H y 3 y y X 2 y X < y b - o X o < H H- o o Q — o o y o c z y H X y y y h- X H ü X < 0 X o < z y o X y y Q to 0 3 < - y y > Z - X H 2 C D y <c y o o 3 — o z tr y z X f— -3 3 O 3 CD c — o 73 74 such experiences will depend not only upon the materials contained in the curricula, but also will be influenced by the attitude and thinking of the instructors. Such a pro cedure, however, gives the student a direct impact with all of the various forces at work, and the experience he gains in reviewing, criticizing and working out procedures of participation in actual social situations will be invalu able in helping him make social adjustments. There appears to be a greater effort on the part of the junior colleges to provide experiences in reviewing, criticizing and developing procedures for participation in society than among the four-year institutions. There is not a great deal of difference in the percentage of use made of all types of curricula in the junior college, to provide such experiences. In the four-year institutions, the only appreciable effort to develop curricula that gives experience in social participation is through the liberal arts curriculum. The percentage of usage for this purpose is rather high. There appears to be more effort on the part of the universities to use the general college curriculum for this purpose than any curriculum except the liberal arts. Evi dently these institutions are beginning to recognize the value of student participation in social activities and are using the general college curriculum as a means of provid- 75 ing these experiences* It may be that the junior college as a local institu tion is more sensitive to the need of providing a real so cial experience for the student. Therefore, they adopted a policy of providing a better contact with social forces in the development of all types of curricula than do the four year institutions. Local institutions such as the junior college are better equipped to furnish experiences in actual social situations because they are a part of a local community. The following remarks by respondents indicate the way various institutions meet the problem: "For three full courses only, to be required in social sciences," from a liberal arts college. "Very little curricular activity provided here," from another liberal arts college. "More apparent in some courses than in others," by a junior col lege. "Personal problems and orientation courses specifi cally," a junior college. Student Responsibility for Social Co-operation. The college student who feels his responsibility for social co operation is better equipped to make satisfactory social adjustments than the individual who does not have the sense of this responsibility. It should, therefore, become the purpose of the curricula at the junior college level to CD LÜ Z — * CD 5: O LÜ en > ü- Lü O ÛZ tn z LÜ — en LÜ w §8 LÜ OZ * — Û- QZ LÜ Z Ou — X LÜ Z O z < LÜ CL § 8 I — — tn h- ÙZ LÜ c > CL CD Lu o ° ÜJ cj tr z Q CD LÜ — O tn o 5 S 3 CL O CD OC LÜ O Ci g i — <c > Z O N QZ O Lü — ss o < o 2 y y y 3 X h~ X O o y X X 0 H X o z O 3 z O X 1 — y z CL y y o 0 y 2 y 3 1 y y Y o 3 O 2 o O y y X h ~ y X ü < X X 3 0 y O o z z z y CD X L — y y Z < CL y X z o o o 2 y y 3 i < y y Y z y 3 O 2 o y o y y o X H 1 - X X ü <o _ X X 3 0 3 O o Z ü s z ü y O tn X 1 — y Z CL y y o < z o z 1 3 Y y y ü S y 3 y y y ü X h ~ y ü o X X 0 CL 3 o z O z y X CL X H y z CL y y o H 2 X 3 1 < c y Y 3 O 2 y ü y y < X h“ X X o w X m 3 0 O o 2 3 z X I- U i z Q . LJ O S %0 K\ f? VO CVJ Vû K\ g y u o u y y o o ü X — o y — m z 3 3 Q- 3 ko OJ OJ tn o K\ tn K\ cr» L T N K\ cr» OJ VD cr» LP» OJ y y 0 y y y o o y H X < o > — — z X 3 CL 3 LO » KD ro VD K\ K» CM CM cr» cr» cr» I — y y y 0 y y < y y X o o o y g < — H Z O 3 h - 3 LO» V D K\ tn ro LO » 4. CM cr» S y H X < y < y y 0 X y y m y y . o 3 O C M ro VD VD CP\ * § CM y X y > z 3 Z S # y Y Ü r o z X y X o y ü h~ X y y y H X 2 y > D t o D 1 — 3 y < 3 1- cr» y o o X y y o > y 0 o D t L O o y r ~ h~ y _ CM y 0 û y 2 y y 2 o H 0 o X X O y X lO \ X y r o y Q z X y y X z y < o 0 y 2 i - y 3 < y y X o 3 D t ü ü o CM X X H o X X 3 < 2 o X 3 3 y X V- o r o ü X < y y y co y X 3 < 3 X X Q y y O m ü LO» VD o y X 1 — y X 1 — X y H X 0 h~ z y o z X o y O y y O û y > <£ y y y X Q X 3 O Q y ü 2 m < y cr» Q X 0 y o Z c r » 3 2 tn o O N I X y X Ü o y y h - y VD y Q X < 2 ü i - < y Z 0 < 2 % 2 1 - X 5 : y y y X > y y X y y 1- X o o û o z y 2 X L — o < tn ü y o y Q Z y Z y < — mm 77 instill in the mind of the student his responsibility for co-operative efforts in the social program. In the effort to develop a feeling of responsibility for social co-operation through the use of various types of curricula, the junior colleges indicate the greatest devel opment. There appears to be a strong tendency on the part of junior colleges to design all types of curricula to train the student in the acceptance of responsibility for social co-operation. There is slightly less effort to ac complish this purpose shown by the four-year institutions. Again we find the four-year institutions using the liberal arts curriculum, in the greatest number of cases, to ac complish the purpose of social co-operation. In designing pre-professional, occupational or professional, and general college curricula, the universities and four-year colleges indicate little consideration of this purpose. These in stitutions are evidently less interested than are the jun ior colleges in the specific effort to accomplish the pur pose of giving the student the idea of social co-operation. A very good statement of the way to accomplish the idea of responsibility for social co-operation is found in the statement of a respondent from a state university. Univer sities and four-year colleges hope that the by-product of the experience they provide in the development of the cur ricula will accomplish this purpose, but do not design 78 their curricula e s p e c i a l l y to give the students experiences in social co-operation* This rather pointed statement by a state university indicates an attitude: "These points are not laid down as specific objections or as philosophical basis for the con struction of freshman and sophomore courses. These points are hoped for results of college experience. That is rig orous high standard; that is fostered in an atmosphere of scholarship, research, and community activity, political, social and economic." A Special Training as Well as a Desire for Continued Social Adjustment. Students at the junior college level must not only be taught how to make social adjustments at the present moment, but they must also be given the desire and the urge to make continued adjustments after they have completed their college work. It is perhaps as important that the student have a desire to continue adjustment in his social and economic life after he leaves college as it is that he be able to make adjustment at the present time. Social conditions are not only changing rapidly at the present time, but will continue to change. It is necessary to instill in the minds of college students the desire to adjust to new social and economic conditions that may arise. There appears to be no great amount of effort made. y m g X 1- u z CL y ü i < ü 2 3 y y X 3 X j- y O o X 1- X 0 o X o z 3 z O X 1- y z CL y W u o 0 z u 2 3 3 1 ÜL 3 3 Y o O 3 O 5 O ü y y 1 — >• X b - z H- 3 X o <c Ü J < X N X 3 3 0 O y O O Z Z O z Z CD CO u O CD O >- c X J - ê — Q 3 y 2 z < CL y Ü J 1 — X Z ü Q - y o O 3 Ü J 2 L“ CO 3 y 3 1 t/) Ü J < y 3 Y or Z y 3 ü 2 Ü J Û_ o X ü y y Y o X H <€ z J — X X ü < CL X X 3 0 O Ü J 3 O o Z h— 1 — ü 2 z < O y Q or O co Ü J Ü J Z CL X 1- CD o y Z J 3 CL y W <3 < ü Ü J o Z Q O 2 o 3 1 <C H- y 3 Y 3 y 3 O 2 3 >- y O y y O t~ X X 1- o X o or 3 X X or CL 3 0 3 CD O o z O y z CO X Z z O u o o CL X H co CO w Z Ü J CL y > o r y o j- 2 o X 3 1 c 3 Y or 3 ü 2 Ü J 3 O y y S < X h- o X X o 3 y X m 3 0 O o z 3 z s LTV V D r— m S ' VO CM V O L T \ CM en R IT\ K \ O y y y vD y 0 CM 0 y y 3 3 3 3 O O O O y o X t - X — o <c o 3 — > — m z — z 3 3 X 3 CL -3 CL ~3 bo en V O V O GO e n V O V O K\ KV n- Si en Dt O O o o Dt S Si I T \ bO Dt y y CM 3 0 CM 3 y y < 3 3 X X O < c O o y X 3 y X < 0 3 O X y < - y 3 J - 2 m 3 O 3 — o h - n ) - 3 O e n en CM CM Dt K\ V O V O CM Dt m CM y X w > 2 3 Dt un V O CM K? R u n GO 3 y g § t— % ü Q e n i j CD < i ë H 1 * 7 9 Z 0 w o ü o X b- n - y Z X y o 1 — 3 « H — y X y o Y CM < 2 V D Dt O 0 Z 1 - o J - y X z o 0 GO X y y X y y o y y 0 X y 3 < en 3 2 O 3 GO O 3 u n 3 X ü X ü o y — H" _l m 3 X - J < O X V D U m LJ — X - I > I— X u < — ü o y > < o H 2 U y u X X Q < y Z w w — X y X w u 3 m o j - < ü X w o J 3 O O X s y O ü X u X 3 O C ü y < b - Q Z y < u X X o I o X z m I— <t — S y X z •• y fOi u u X H X y o X y y y j_ — < X o — X Q O Z 80 by any type of institution, to design a curricula on the basis of special training as well as creating a desire for social adjustment. A majority of all types of institutions reporting does not organize any particular curricula with this purpose in view; however, the policy of developing some curricula to provide special training and at the same time instill a desire for continuous adjustment is not com-^ pletely ignored in most institutions. The liberal arts curriculum is used most frequently by the liberal arts and private junior colleges to give the student special training and a desire for continued ad justment in a rapidly changing society. Occupational and pre-professional curricula are frequently used by the jun ior colleges as a means of providing the student v/ith spe cial training and a desire for social adjustment. The universities make some use of the pre-professional curri cula to carry out these purposes. There is some evidence that the junior colleges make a greater effort to provide the students with curricular offerings designed to create a desire for continued adjusting in society than do any other institutions. The junior colleges use the occupa tional and general college curricula for this purpose to a greater degree than any other type of curricula. These remarks indicate the attitude of some respond ents; "The first two years of liberal arts offers general L ü CD < W c o < t z ^ z ^ < o CC en I — CD — I Z <c — — CD S 5 O. Z cn o > Îî 5 2 Q < C Ü J Z Z CD — ii -3 <C Q s; is S 8 tn < > tn C C I X i- K G CM y z Q. y K G O G ü i < ü 2 3 y y X 3 X K CM L T G y ü Ü — X — 1 - X • 0 0 X 0 z 3 z - 0 X H K G c r » y z y O L y K G V O 0 ü K G CM y 2 3 3 3 3 1 0 3 Y 0 ü ü 2 y y 3 X X 1 - 0 I K - < X ü — CM X 3 y 0 • 0 z 0 z y z - CD 3 X f- K- CM < y z X z CL y V D vp 0 0 ü L T G - 2 3 y 3 < y 3 1 z y 3 Y 0 x 0 ü 2 < — 0 — y y f- X X X 1 - Dt CM < o. X 0 — K G X 3 3 — 0 • 0 ü 2 0 z 0 y z — 0 tn X 1 - K- K- y z 3 CL y 0 < 0 Dt K\ z 0 2 — 3 t y 3 Y y 3 ü 2 y 0 y y X — X H L T G GO 0 X 0 — CM X X a. 3 • 0 0 0 Z y Z — X CL X 1 r - K- L T » y 2 # CL y G O y ü K G 1 - 2 X 3 \ <C 3 Y 3 0 2 3 0 y y < — X h - GO 0 X X ü — CM y X m 3 • 0 — 0 0 z _J z - 0 y / —s . y < 0 y V D y 0 C M 0 y v — ' y 3 3 3 3 0 0 0 0 y 0 X H X — 0 < 0 3 — > — m Z — Z 3 3 X 3 C L - 3 C L -3 bo Dt to K- C ü U T N [R S Dt GO K\ K\ C ü É GO y u 3 0 3 U < 3 3 X O O o X X 3 O < — h - Z o 3 h - - 3 O Si o o o C T \ CM CM Sr V D Dt S ' o y I— X C 3 < y u a X u u 3 m 3 o O Dt CM - U h K \ c r » en CM K \ K \ m r — GO K \ GO CM y u y X u > z = 3 CM V D GO CM K » CM O KG K - GO K G V D L T » K G S S V D i r » y 3 o o X ü Q tn o 1 — < C 3 ce 3 C D u X H X O 81 0 GO O CM H 0 Q Z U — Z h - 0 X — o y X y y o X y y X y < 0 y 2 d 3 O 3 O ü X X o X 3 y I- O X — < 3 m 3 X o m V D — 3 0 < z X — y 0 z — - X < • • y X o y y < y X X 3 o y ü f f l z H * y y 3 3 D < O X 3 O 3 2 O O X X y X o o h - y y 3 y m o X < z — I- < y y X 2 < I - X y y y < X y X h - 3 3 o y y & < y o < o 0 z z 82 training with only beginning of specialization,’ * by a lib eral arts college. ’ *So far as the university requirements permit,” from a junior college. ”Rather the foundations for special training,” from a junior college. Training in the Wise Use of Leisure Time. Modern social and economic conditions permit a greater amount of leisure time than ever before. In all probability, the amount of leisure time will increase in the future. The wise use of this leisure time is necessary for the individ ual who expects to make the best social adjustments. There fore, it becomes a problem, in training students at the junior college level, to devise ways and means whereby they can be given an appreciation of, and experience in, the wise use of leisure time. All institutions, reporting in this study, indicated that they are cognizant of the problem and that there is some effort being made to help students to realize the im portance of leisure time and to train them in the wise use of it* The liberal arts curriculum is most frequently used by all groups for this purpose. That the junior colleges believe this policy a most important one is indicated by the fact that they report a high percentage of usage made of the liberal arts curriculum and the general college curriculum with the design to train the student in the wise 83 use of leisure time. Liberal arts colleges are more inclined to recognize the problem of training in the wise use of leisure time than are the universities. Universities give little indi cation that they follow the policy of developing any type of curriculum to accomplish such a purpose. Perhaps their traditional background, and the emphasis on professional preparation keep them from adopting a policy of developing any curricula that will train the student in the importance of the wise use of leisure time. Several remarks by various institutions indicate their attitude ; ”Students should be trained for work not leisure; this emphasis has been wrong,” written by a state university. ”Por all students throughout the physical ed ucation program,” another state university. ”Probably true in part of all curricula,” from a liberal arts college* ”Newly established electives in fine arts also physical education activity courses. Neither has aim specified as a primary yet this is an expressed hoped for resultant,” by a liberal arts college. Pour junior colleges responded as follows; (1) ”Through extra-curricular activities and physical education.” (2) ”Little if any purpose of this kind appears in any curriculum* It is accomplished out side of curricula.” (3) ”Have no definite plans— incident al to some extent.” (4) ”So far as the university require ments permit.” w ÛQ <C I L Ü 3° O LÜ — CO OC Z> tr Z> L Ü O C O O — LU CO JC — I — cc z LU — II o a 1 a a a 1 - LTN u z CL Id ir\ o < 1 hC D o S OC Ü Id Id W — % L- % K O — h* QC o o • C3 o O Z Z - a h- r-~ Id z u CL Id lO, o o Q j=t ro U s _J o _j -J 1 o o iC O Ü Ü 2 Id Id _J OC % h- r— to < OC O — CO OC D w o • O z o z w z — CD _J a K cu < Id z ÛC z CL Id rn o o O VO - 2 _i in o < in -J z u o 1 O Lu o hC —• O • “ O 2 L- q: a: id id < û_ OC % K to OJ a D O — 0 — 0 o s • C5 O Id O Z O CO Z - a H LOv -J Id z < CL id o to z Ü IT\ o s — O in -I I in o y 2 Id o O Id a — id 1- o a I — o o a a O CL O • C5 O O Z Id z - a Q_ a 1 - LT\ Id z a id GO in Ü IT\ CO t- s a o < -1 I 3 ^ 2 -J O O id < - id !- a a % — ir\ VO Id a O o 3 • •C5 — o o z z - f^ in in O id CO id lO C3 OJ o Id id _l _l _l O O o o Id o a H- a - o < o —j — > — m z — z 3 3 a 3 CL D CL "3 %o < j \ VO V O g I T \ I T \ I T \ < CO w C5 U _j E C O o o b. c c -1 o < — H- Z O O I — ~3 O O to to to V O to LT\ OJ CU I/) I- c c < < < /) U 1 o c c u o o Œ\ # cr\ OJ VO to O J VO VO o I T \ O J OJ i n ir u > O J h~ V O Z id Ü a Id a to to irt a o « t o IT\ j d r CD Z H a o a LTV id <=i* a in id CD id _j O t o o g a o z 3 3 O to IT\ m 3 a o V O O t id I d h” a o _J <c o I n 84 w w O C D O in H O C — < < O C w <c c c o <c m o id t o < m i r \ Id a a 3 O id Ü CO id V O o a _i o d d* 3 2 VO o O X X in a o id m o _ j 1- O o id to < z r — h- < id m z 2 < X 2 1 - 1 — X in id id a a o m id a in _ j 1 — o O o id o z id _J X H Ü < a CO O o mJ o id _J z in 85 Carrying College Training into Modern Life. There is little value in college training unless the student has been taught to relate his college experiences, both in and out of the classroom, to conditions found in modern life situations. It is necessary that this concept be kept in mind when the policies to be used in making the curriculum are developed. The value of college training at the jun ior college level depends to a great degree upon how much use the student can make of his training when he becomes a participant in life situations outside of college. The liberal arts curriculum is most frequently design ed for the purpose of teaching the student to carry into modern life situations the facts and knowledges gained in college. This is true in the majority of all institutions studied, with the exception of the public junior colleges. These institutions reported that they follow the policy of developing occupational curricula for this purpose to a greater extent than any other type. The universities seem little interested in the policy of designing any curricula for the purpose of helping the students carry into modern life, information discovered within the institution. % y this fact is true could not be ascertained in this study. It may be that the universities feel that the lower division curricula should be designed solely as a basic background for the more specialized 86 training offered in the upper division. This specialized training in the upper division may be considered of more importance to the student as he goes out into modern life than the knowledge presented during the first two years of college. Junior colleges, both public and private, seem more sensitive to the need of organizing their curricula in such a fashion that the student will be able to use it in modern life situations. More than fifty per cent of the junior colleges reporting indicated that they follow a policy of designing their liberal arts, pre-professional and occupa tional curricula on this basis. This means that these var ious curricula, as organized in the junior college, are de signed with an emphasis on providing experiences that re late closely to real life situations and the materials pre sented are expected to be most valuable to students when they enter some vocational activity. X y GO < C Z ü J W O CD z> w I — —I t o — i o Û.O LÜ Z J L — O Q I - LU c S ys to o LÜ — O H - 3i se 5 LÜ O Ll 6 o t o o: CL ë8 3 3 œ D ÜJ ü X ■ — o X (3 ÜJ CL ÜJ C D O ÜJ 2 3 _ j 1 O 3 îsC O O ü 2 ÜJ ÜJ Ü C X 1 — < X ü X 3 ÜJ O CD z O Z ÜJ z CD J X H ÜJ Z a: z C L ÜJ o o O 2 en 3 < in J 1 z ÜJ 3 y : o X O o 2 o ÜJ ÜJ H Q: û C X H < CL oc o X 3 3 O CD ü o Z O ÜJ z O ( O q: 1 - ÜJ z CL ÜJ < O z o 2 I U î 3 X (/) - J O 2 ÜJ 3 ÜJ ÜJ X ü X o o X O C ÛL X CD 3 o Z ÜJ O z O C ÛL c r 1 - ÜJ z C L ÜJ Ü) O J — 2 Û C 3 1 <c _J X 3 O 2 O ÜJ ÜJ < X H Û C X o ÜJ X C D 3 CD O o Z z oc H w z ÛL W O g s w u X H ü — O z C5 r n L T \ GO n - # CD — u n 3 t O J u n CD — h — :— GO v o O g GO r n L T \ c u CU LC\ u n OU m h n CTv G— e n # K O ,= t CU e n O J O J c u O J r — u n c u c u u n e n e n u n v o GO r n m tü T v o L T \ K O u n 3 t u n c u O m GO v o c u K O O O J n - K O GO GO GO r — K O o 1— 3 i * LC\ CU r— ^ U) CD ID O üJ V O ÜJ ÜJ e u lD C D O J C D 3 C D c u c u ÜJ ÜJ 3 ÜJ W -- tn w ' l/l 3 3 < 3 1 - ÜJ 3 3 3 X O O C C O < H O O o o t/l ÜJ X 3 üJ in ü c r L- 0 : X < C D œ — o < o 3 O ÛC ÜJ ÜJ 3 — > *- < - ÜJ 3 > C D Z — z h - Z m 3 3 3 X 3 o 3 — o z C L - 3 C L ~3 L — - 3 —i o z > VO K O h— CÜ GO O J VO _J m g ^ o o & — X ü Q « 8 J CD <e > u < o ü Ê Ë CL LÜ D 3 • I- ü ) GO œ ^ O ÜJ X CD O L T n J - i5 Û Z U — Z I- C3 Û C - o ifi Q. ÜJ ÜJ û C C ÜJ Ü) û: ÜJ < <3 LU 2 _ j 3 ü _J O 3 O ü O C o: o oc — 3 Z Ü 87 3 U J I — ü a : a. oc ÜJ o £ 0 KO — ÜJ X I- Ü L O h— • • 1 / 3 1 — D ÜJ ÜJ < 1 / 3 C D ÜJ X ÜJ X 3 3 O 3 ÜJ ü O m Ü ÜJ D OC Z 3 o en 3 2 r — O O Q X X U l/l CL Z O ÜJ 1 / 3 < 3 C D e u m Q o < Z Z 1- < o i / i Z 1- < < X 2 J- X c e ÜJ J - O Z in o ÜJ I I K Z ü . — D W ÜJ ü . H — < -I ü û Z O I - z 88 TRAINING FOR SPECIFIC PURPOSES Traditional practices dictate that there are specific purposes to be accomplished by means of the curricula of fered in each segment of the educational system. In the elementary school, the student acquires the tools of learn ing. In the high schools he broadens his knowledge in many areas of learning, by the use of the tools mastered in the elementary segment. He also acquires new tools with which to work while a student in the high schools. In the first two years in college there are also specific purposes that must be considered as the curricula are amplified. Perhaps the specific purposes that must be accom plished at the junior college level are not so narrow In concept as those that govern the development of curricula at the lower levels. The student in the first two years of college work has mastered the tools of learning. He is supposed to have a fairly adequate fund of knowledge in several areas of learning when he enters college. The spe cific purposes that must be considered in his training at the junior college level have to do with preparation for further college training, preparation for a specific task, continuity in his whole educational program, training that enhances his ability to go on in developing habits of schol arship. Discussion of such policies is imperative at this point. 89 Providing Continuity in Educational Experience. The curriculum at the junior college level must give consider ation to the training which students have had in high school. This is an essential point of departure. The cur ricula at the junior college level should he designed to add to the training and experiences the student has acquir ed in high school work. Often there has been a rather wide gap between the vjork offered in the high school and that begun in the college. The gap between the work in the high school and the freshman year in college is still much great er than the gap between the lower and upper division in the college. In order to reduce the wide gap between high school and college, it is necessary to develop the curricu la at the junior college level in such a fashion as to pro vide a continuity of educational experience for the student. The curricula should be developed in such a fashion as to be correlated with the high school program which the student has just completed. Moreover, the curricula must be ad justed to any vocational program that may follow in upper division work. In response to the statement that lower division cur ricula should be developed to provide a continuity in edu cational experience, the majority of all types of institu tions, with the exception of universities, report that they design their liberal arts curricula to accomplish this 90 purpose# The public junior colleges make a greater effort to provide continuity in the educational experience of the student than does any other type of institution* They main tain this purpose not only in their liberal arts curricu lum, but also in their pre-professional and occupational or semi-professional curriculum. Universities present little evidence that they design any type of curriculum with any consideration for the work that has been carried on by the student in the high school. There is not much difference in the number of public and private junior colleges which design their pre-profess ional curricula and liberal arts curriculum to provide a continuity of educational experience. These institutions also indicated a large number which consider the policy of educational continuity when they develop their occupational or semi-professional courses. The largest decrease in the number who consider the purpose of educational continuity when designing their curricula is found in the development of the general college curricula. All institutions indi cated that educational continuity is not a purpose for which the general college curriculum is developed. A general conclusion that may be drawn from the data shoT/n in (Table XI) is that the public junior colleges are. making more effort to establish an educational continuity in the program of training for the student than any other 91 type of institution studied. It may be that the public junior college as a local collegiate institution is more cognizant of the training the student has had before he reaches the college than are the other institutions. This is probably due to the frequent use of the same housing fa cilities by high schools and junior colleges. The fact that a majority of students who complete junior college work do not go on to higher institutions of learning may also lead junior colleges to feel a greater responsibility for developing curricula which are in some way related to the vocational adjustment of the student after graduation. These two conditions would both be factors in causing jun ior colleges to take the lead in the organization of curri cula providing a continuity of educational experience for the s tudent• Some institutions give no consideration to education al continuity in their curricular planning as shown by these remarks: ”Intrinsic value to the student not contin uity is more often the basis of our work,” wrote a midwest- ern university. ”Adjusted only to such vocational special ization as may be served by liberal arts curriculum of majors and minor, without any violence thereto,” a liberal arts college stated. Two junior colleges wrote : ”Ideal but not carefully practiced.” ”Definite attempts made in both directions.” y CO < >- h- z> z I b î — LÜ to O i f Q: CL I I . O ^ ÜJ Q Z ÜJ lü fv! — Z ÛC j i C . ÜJ C CL CD X OC ÜJ O i ÛC <c 3 3 O Q O ÜJ — Z to & — > z o ce g X H " Ü J Z CL W o i < O s 3 U U E T 3 X H U ü o X L- X Ü J O X o Z 3 z O X 1 - Ü J z U CL u o ü U 2 _1 3 ü 3 l o 3 X o ü ü 2 u w ü X X 1 — < X ü 3 W O < 3 Z o Z U z C D 3 X 1 — < hî z Q C Z CL w O O ü 2 3 (/) 3 < 0) 3 1 Z u 3 5C O X O O 2 o U X I V- X X X J- < CL X ü (L 3 3 O Ü 5 ü 2 o Z O U z O to X 1 » Ü J Z 3 CL Ü J < O Z O z 3 1 in 3 X in 3 O2 X I O Ü J U X X k - o X O X X Û u 3 ü > O o z Ü J z X CL X k- Ü J Z CL Ü J in ü f — s X 3 1 <£ 3 y 3 Ü 2 3 ü u W < X k- X X o U X m 3 C 5 O o Z 3 z LT\ J- LOt OJ tS vo vo S w Li C5 U ü ü O o ü û : ] 2 œ z 3 3 CL 3 eu K? VO en i / ) w ( S w _ j ü o o h - o : < o > — — z q: 3 CL 3 GO GO en vo K3 vo GO VO ü ü < m w < 5 W ü ü q: o o o X u g < — H Z O 3 h- 3 Si > 3* k - O O k — 9k u n Z 3 w Z ü k- X z ÜJ o X o O o f — h- Ui o v o vo > o X X o X vo v o I T \ o r<~ \ GO en g k- OJ rn Û C D u Z N k- z X < o C D X X rn v o w O u n X Lü in X yj < C D W 2 3 3 n- n- OG 3 3 O 3 OJ 3 t r— O Ü OJ m X X o X 3 z O 3 3 en u n en k- 3- O X < 3 m 3 3 < X X ÜJ O m GO u n v o 3 o GO e n ÜJ k- m r n m X ÜJ ÜJ k- X k- X k- o z Z ÜJ Q n- GO O) 3 u n o XI k — < in en w X X 3 ÜJ O X Li O H m XI X f — e n c u o X O 3 o OJ GO 3 2 ÜJ f — vo VO O o ü X X Z UJ X Xi o w O) X 3 u v o r n GO m Q X GO < z X k- < ÜJ < / ) z 3 < < X 2 Z k- X o en OJ u k- tn « / ) X < k- w 3 in ÜJ X ü X < 3 k- 3 < k- k- O O Q O in O O z XJ ÜJ 3 ÜJ UJ k “ X k- < C D X ü < ÜJ X u w o to O X W 3 > z t — co 3 < 3 û O z QC 3 z Z 3 O 3 CD o c s y li " w g f to I — > s o ~J oc o Lü I — Is CD 1 X k- W z OL ÜJ O i < O 2 3 ÜJ ÜJ X 3 % (- X O O X k- X CD O X o Z 3 z O X k- Lü z W Q- ÜJ CD ü Üj 2 ü 3 ü 3 1 O 3 X O O a 2 ÜJ ÜJ 3 X % k- < X O X 3 U O CD z o Z u z CD 3 X 1- < ÜJ z X Z CL X O O ü 2 3 en 3 < en 3 1 Z ÜJ 3 X o X Ü O 2 o ÜJ ÜJ k- X X X k — < ÛL X ü X 3 3 CD CD O 2 o Z ü ÜJ z o to X I- ÜJ z 3 CL u < o Z o 2 3 1 ü) 3 X en 3 o 2 u ü ÜJ ÜJ X X k- o X ü X X ÛL 3 C3 O o Z W z X £L X k — ÜJ Z ÛL ÜJ I f t o k - 2 X 3 I 3 bC 3 o 2 3 O ü! ÜJ < X k - X X O ÜJ X- m 3 cs O O z 3 Z — s eu LTV h— VJD m u C D 5 ü o o ü X — o ü — m z D 3 Û L - 3 I T \ MD OJ p, en vo n- S m u C D W ü ü O w " H X < O > — — z X 3 CL -3 GO en vo vo cu un G— 3" h— a m w ü CD _ j ÜJ < ü ü X O o o X X ü o < — k- z o 3 k — "3 V O o o 3 t k - Z X 9 ÜJ ÜJ O m 2 X 3 ÜJ Z X o o v o ÜJ K > X k - r< n r— k - X 2 o 3 vo u n 3 O hn en e n 3 1 - M n CD o Z ÜJ Z k — CD X o tn h n j = t X ÜJ u n ÜJ D X ÜJ tn X ÜJ < CD ÜJ 2 3 3 O J 3* 3 3 o O 3 n- O Ü cu X X o X 3 z O 3 3 tn vo o vo k~ u n ü X < 3 m 3 3 < X X ÜJ o m GO vo GO v o 3 GO GO ÜJ Mn CU 3 X ÜJ k - X k - X o z h - VO 3 tn u n o ÜJ < tn ÜJ X X 3 O ÜJ O £0 ÜJ GO O J o X 3 O GO O J GO 3 2 v o i f V O O O X X tn X o ÜJ tn 3 u n en GO m Q GO < Z k- < in z < X 2 1 — X tn ü e u ÜJ k - (n v--» en X u k- ÜJ 3 tn ÜJ X X <C 3 k - < k — 1 — O o Q z m O o z ÜJ o 3 ÜJ tn 1 — X k - < CD X ü < o X X ÜJ o to O CD ÜJ 3 > z m 3 <C 3 Q O — o Z 0 1 3 Z X 3 o 3 CD <C — g 96 Another stated, “All courses may be used for transfer is carried at sufficiently high level--not designed merely for transfer but for terminal content.” Further College Training. The policy of developing lower division curricula to prepare students for further college training is an important one. It has a very defin ite relation to the whole program of specific training that must be considered in the development of freshman and soph omore curricula. If a student is to be prepared for fur ther college training, it seems quite important that a spe cific type of work be given in the first two years. A large majority of all types of institutions indi cate that they design their liberal arts curriculum as preparation for further college training. The number who design their liberal arts curriculum for this purpose is much greater than the number who design any other curricula for this purpose. Universities and public junior colleges indicate that the pre-professional curricula is used in a large number of cases to prepare the student for further college training. It is possible that the need for general education has been recognized as a policy in developing curricula and since some general education can be given in the liberal arts curriculum, they use these courses also as a means of training students for specific advanced work. 97 This would account for the high percentage of use made by all schools of the liberal arts curriculum to prepare for further college training. Universities and the liberal arts colleges find little use for occupational or general college curricula as preparation for further training. There is a more frequent use of these courses among the junior colleges, particularly the public type, where some schools design general college curricula as a means of pre paring the students for further college training. The data in (Table XIII) tends to verify the conclusions that the liberal arts curricula is utilized as an all purpose pro gram in each type of institution. It contributes to the program of general education and at the same time has e- nough of the elements of specialization to prepare the stu dent for further college training. “We think there should be only the general college and occupational courses," a remark written by a Midwestern junior college. Training for a Specific Task. Training students for a specific task is a comparatively new concept applied to curriculum development at the junior college level. It has only recently been considered the purpose of any collegiate institution to design curricula for freshman and sophomore students that train them to do a specific job. This new LJ CO <c CD | S Z > L J O C D s y o o z a : o w — J O L D k — — DC > r> " 5 U. Q Z L J g Q 3 UJ z C D I X k- OJ GO u z o CL ÜJ IT\ o> CT» (T\ o k: < O 2 3 LJ U X 3 X k- LT\ GO O CVJ w o o — X — k- X • C5 O X O Z 3 z — o X k- VO OJ LTV u z w CL LÜ GO o cn CD o CVI LÜ 2 3 3 3 3 1 O 3 X O Ü O 2 u w 3 X X 1- 1 — C5G vo < X o — OJ X 3 W O • ts z o z w z — CD 3 X k- OJ GO cr\ o o O vo LT\ - 2 3 in 3 < tn 3 1 Z W 3 X 0 X 0 O 2 — O — UJ u k- X X X 1- GO LT\ r— OJ < CL X o — X 3 3 — 0 • o Ü 2 o z Ü U z — O CO X k- ro VO f— GO GO IÜ Z 3 CL W tr GO < Ü LT\ j=t Z o 2 — 3 I in 3 X in 3 a 2 w o u w X — X k- CVJ CT> : — GO O X o — v=t X X CL 3 • ( S o o z w z — X CL X k- GO GO u z CL i l l % o ro m O vo J=t ir\ OJ k- 2 X 3 I < 3 iC 3 o 2 3 O u w < — X k- vo vo OJ LTV X X o — OJ LÜ X m 3 # CD - o o z _3 Z - m » . in in O w vo LÜ w CJ Co CD OJ CD 3 CD OJ C V J > —' w ».-^ IÜ 3 U w' m in 3 3 < 3 k- u 3 3 3 X O O X O <t k- O o O O m u X 3 W in O X 1- X X < CD X — o < o 3 O X W u 3 — > — < — ÜJ 3 > m z — z 1- Z CO 3 3 3 X 3 O 3 • — O z £ L “ D CL “3 k- -0 -J o X) 3 <C z <c h - k- z u w C D Ü W X 3 3 L I O X O O X u K G X 3 t k - X X 3 O X K V O X V O o C V J X O J o Q z L Ü Z k - C D X o in X u w o X in L I X U J < C D w 2 3 3 ro 3 3 O 3 S O Ü X X o X 3 z Ü 3 3 in C V J k — IC G O X < 3 C O 3 3 < X X O u C D V O 3 GO L J X L J k- X X o k- Z V O in L T V o u < m L J X X 3 L J O Ü cn C O Q L J X 3 O 3 O 2 o X X in X w o in GO 3 o LTV < z k- < m Z < X 2 I— X tn X I X in L J X 3 k- O O Q O z U X k- o < to Ü 3 Q 3 Z 98 C D < < X — k- 99 concept has been brought about by the fact that many occu pations require more training than the student can secure in high school, and not all occupations that require more training than provided in the high school demand that the applicant have a full four year collegiate education or a university degree. Pew colleges have, therefore, recogniz ed the possibility of developing curricula that will train the individual to do a specific task at the close of the sophomore year. This new concept of occupational training for stu dents at the junior college level has not been accepted as a policy for curriculum making by the majority of all types of collegiate institutions. It has found favor only among the junior colleges. Junior colleges have devised very definite occupational or semi-professional courses, the purpose of which is to prepare students to do a specific type of work, by the time he has completed the first two years of college training. Among all types of institutions studied, there appears to be a recognition of the need for developing occupational or semi-professional courses. The acceptance of this poli cy is highest among the public junior colleges. Liberal arts colleges shovir more interest in the development of oc cupational or semi-professional courses than do universi ties, but even there, efforts to promote such a program is 100 far below that shown by the public or private junior col lege. Liberal arts colleges and universities indicate that the pre-professional curriculum is designed to prepare stu dents to do a specific task more than any other type of curricula. Just how such a purpose is accomplished cannot be determined by this study. There is enough evidence shown in the data compiled in (Table XIV) to indicate these four year institutions are cognizant of the problem. There is little interest shown by universities in de signing any type of curriculum in the freshman and sopho more years that would prepare the student for a specific job. The efforts of these institutions are evidently di rected toward organizing the lower division curricula in preparing the individual for future study in the university. The problem of designing lov/er division curricula to pre pare the student for a specific task seems to be indigenous to the junior colleges alone. Liberal arts colleges show some interest in this problem, but it does not appear to receive the consideration by them it merits. Junior col leges must recognize the problem of training the student for a specific task as one peculiar to this type of organ ization, and plan the organization and development of cur ricula accordingly. What some institutions do about training for a speci- 101 fie task is shown by these remarks: ”Only in the school of education do we have any courses ending with the sophomore years,” wrote a Midwestern state university. "No specific vocational training here. Our aim is not to prepare for jobs," stated a Midwestern liberal arts college. "Special courses rather than curricula," was the comment of a Mid western junior college. Habits of Scholarship. The policy of developing cur ricula to train students in habits of scholarship may be considered one of the criteria at the junior college level. Some may contend that habits of scholarship should be de veloped before the student reaches college. This would be true if admission to college were restricted to selected groups only. With the development of junioi? colleges, a ' ’ I larger and more hetrogeneous group enter the college, thus lessening the chances of all possessing habits of scholar ship when they matriculate. If habits of scholarship are worthy of approval as a purpose in developing curricula in any segment of our educational system, such a purpose must be included among those at the junior college level. All types of institutions reporting, recognize that the development of habits of scholarship is a fundamental principle or policy that must be considered in designing some types of curricula. In most cases efforts to accom- X 1- w z CL W O i <£ O 2 J u w X 3 X k- U Ü o — I — k- X • <5 O X o z 3 z — o X k- u z w OL U CD O UJ S _1 3 3 3 1 O 3 ÎC o o Ü 2 U 1 1 1 3 X % k- < X Ü — X 3 U O • CD z o z u z — CD x: t f } < 3 X k- k — <t u z X Z CL U o o o O - 2 <t U- 3 œ 3 _1 — < tn 3 1 => o Z U 3 X O LU 0 X 0 O 2 —- CL — o — w w CO cn k- X X I k- > £T < OL X Ü — — z> <c X 3 X o 3 — 0 « <5 CO Ü 5 o z z o o u Z — LU O U_ O CO _J — m to z <c , X I- I — <C u z — DC 3 CL U Q k- < Ü z f r o O 2 LU I — — 3 f 3: tn 3 X g Q tn 3 O 2 —J LU w o u u z X — I k- CD O X Ü — X X c/5 CL 3 . CD ÜJ O o z Q u z - X ÛL X k- w z CL W in Ü k- S X 3 1 <t 3 h : 3 o 2 3 O 1 1 1 w < — X k- X X o — U X m 3 • CD — o o z z - .31- c n n - 3 t o L T \ v o 3 1 - u n k - g H i a O X X Ü w w X X CU v o o n - in O • < u n v o X o X X o z CTN c n - — • c n < GO o c n c n r — K n X LTV LTV m k - CD z o — I— k — X Û O XI C T\ 3 t K n c u 3 d - CL z O J 3 t 3 ^ XI C D in m XI u a C D XI 2 3 3 K A GO v o c n K \ 3 3 • 0 3 K A O C V J GO c n V O o o K A — CU — O X — 3 Z Ü 3 3 in O GO GO 3 d * c u 3 t k- O J CU K n o x — < 3 £2 3 3 < X X XI O £0 1 — CJV r— GO GO — V O — • 3 V O V O v o r - n r-— XJ CVJ CVJ O J G O c u c u % XJ I - X k - X o z v o h - n n n - LTV u n * • in c u K n o XJ < in XJ X X 3 o XJ o m XJ 3 f v o GO r — Û X ♦ 3 0 i r \ K " \ t— o n ( U cu 3 2 v o r — V O v o 3 t v o o o X I in X o XJ in 3 c r \ c n GO c n — m o u n GO < Z k - < t n z — < % 2 « —» . 1 If) in to k — I o u v o u XI cu tn kO CD CVJ CD 3 C D cu cu XI XI »—/ w 3 W » —- » m in .. X 3 3 < 3 1 — u _J tn XJ X 3 3 3 X <3 k - • O O X O C k - k — O O D O o O o o tn O O Z XJ k - u X 3 XI in k- X k - XJ O X k - X X < CD X ^ o < — o < o 3 O X XI w CJ to Ü - 3 — > — . < — U 3 > Z — X CD Z — z k - z m 3 < 3 o in 3 3 X 3 O 3 — o z or 3 z < CL ~3 CL " 3 k- - 3 -3 O z> CD < - k - 103 plish this purpose are confined to the development of the liberal arts and the pre-professional curricula. The data in (Table XV) show very clearly that in all institutions the liberal arts curriculum and the pre-professional curri cula are used for the purpose of developing habits of schol arship. The percentage of use is higher for liberal arts curriculum than the pre-professional curriculum. There is not much variation in the proportionate number of the dif ferent groups of institutions reporting the use of liberal arts curriculum to develop habits of scholarship. There are a small number of institutions who develop occupational curricula to create and develop habits of scholarship. Some evidence is presented to show that the junior colleges make considerable use of the general col lege curricula to develop habits of scholarship, but even here the percentage of use for such a purpose is rather small. The universities make less use of any type of curri culum for the development of habits of scholarship than do other institutions. The conclusion would seem to be that the scholastic standards of universities are fairly well established, and that it has not deemed it necessary to or ganize any one curricula as a means of developing scholas tic habits in the students. In the junior college group, the achievement of high 104 scholarship standards is chiefly emphasized in the liberal arts curriculum. A more concentrated effort to organize all curricula to give the student training in habits of scholarship is shown by the junior colleges than is evi denced by any other type of institution* The attitude towards habits of scholarship is shown by the statements of two universities. One wrote, "Sup posedly true of all education.” Another stated, "It is hoped that such outcomes are obtained to some degree at least.” g m <c 3 0 1 o Q Lü O k — X k- K -\ V O U J z C L Ü J m ü m i < ü 2 3 Ü J Ü J X 3 X k - cu en Ü J ü ü — X — k - X * C D o X O z 3 z - O X k - cu w z w C L Ü J vo C D ü j = t W 2 3 3 3 3 1 O 3 X O O o 2 Ü J Ü J 3 X X 1- r— C U < X ü — cu X 3 U O • C D Z O Z C L u Z — C D m co 00 3 X k- K- C U <c < Ü J z Z j X Z C L Ü J vo o o o O V O JO - 2 o 3 Ü ) 3 co < tn 3 i z w 3 X ü _ 0X0 o 2 o o "" U I w k - X X X k- K- C Ü co < C L X o — 1 — X 3 3 - 0 • C D m O 2 O z <c O w z - 3 1 o C O Q _ O X k- Gn cu _J Ü J z Ü J 3 O L W m vo > < ü L T \ 3 t Ü J Z O o 2 — 3 î O tn 3 y k- tn 3 ü 2 u o u Ü J Q ü. — X . k “ C U eu Ü J o X o — m z X X C D O L 3 • C D O O Z C O U i Z — Ü J X Q O L X k- h— en Ü J z O L Ü J vo vo tn ü K- 1 - 2 X 3 1 < C 3 X 3 o 2 3 O Ü J Ü J < — X k - Dt o X X ü - m cu w X m 3 * C D — o O Z - 3 z - < -> » tn » tn o Ü J vo Ü J vo C D cu C D ' Ü J UI 3 3 3 3 O O O C D Ü J O X k- X — o 4 O 3 — > — m z — Z 3 3 X 3 O L "3 0 . "3 GO Oü L T \ 3 t - cn GO < T \ S' OJ L O i â- GO a U ) 3 O 3 U d X O 2 " u g < — t~ z o 3 h- “D O O V O C V l I — C Ü VO VO GO GO VO L O i tn V A X < tn 3 U I < C D X Ü J Ü J 3 m 3 O -3 C D e n e n cu e n e n e n C Ü GO d e n K * \ OJ U ) X u > I n- o i- 8 CD e n Ü J K -\ Q CD Z O A k- X û o ÜJ vo X Z w CD X en tn Ü J Ü J o CD Ü J 2 3 3 3 3 o 3 d ü O X X O X 3 z O 3 *3 tn K- A l t n O X 4 3 m 3 3 4 X X O Ü J CD CU vo 3 t v Ü J 3t X Ü J A X U O A Z tn vo O Ü J 4 tn Ü J X X 3 Ü J o ü £D O Ü J X 3 o cu 3 2 vo O O X X tn X Ü J o tn o 3 CO Q GO 4 z A 4 tn Z 4 X 2 1 — X tn Ü J X tn u h. 3 A O O a O Z Ü J X A ü 4 c o O 3 O 3 z o H X 3 0 1 o i n 106 CHARACTER TRAINING Character training is considered one of the funda mental purposes of curriculum construction at the junior college level. Not as much is written about this purpose as about others, but there is evidence that colleges and universities are aware of the need for developing a better knowledge of moral responsibility on the part of its stu dents . Independent four-year colleges have recently express ed concern about this problem and indicate a desire to make character training one of the features of their program. Dr. F. W. Boatwright, President of the University of Rich mond, speaking before the Regional Conference of the Asso ciation of American Colleges said: "Another aspect of the independent college which the public does not sufficiently understand is its record of character building. It is the fashion today in some quarters to say that the building of character is no part of the function of a college. Books and magazine articles proclaim this famous doctrine from the house tops........Some colleges regard the intellect as their concern and take small thought for feelings, sensibili ties and will, where action is motivated. The indepen dent college generally,and the church related college particularly have here a great opportunity. They have always claimed to enter this realm, but they have not done enough."^ % ’• W. Boatwright, “Presenting Present Problems of Independent Colleges,” Bulletin of the Association of Amer ican Colleges, (December 1928}, Vol. XXIV, p. 456. 107 Thus we see in this speaker’s statement a new inter est in the development in the program of character training* It may be that universities and college administra tors and instructors want to help students to develop char acter, but do not use a direct method of approach to the problem* Extra-curricular activities sponsored and promot ed by the colleges may have for one of their purposes the development of character* Housing students together in so cially compatible groups may be the source of much training in character development* {Such procedures might be consid ered more effective in training students in habits of char acter than all of the curricular efforts in the class room* Another approach to the problem of character training can be made by attempting to bring the student in contact with the social forces at work in the community. In this way the student may be able to realize the value of char acter as he takes part and feels the impact of various forces outside the class room* Such a method is often ef fective and is in keeping with modern educational proce dures* Remaking the Students Character by Helping Him Dis cover Moral Values * Any curriculum designed to help the student discover moral values has for its basic purpose character training. This is the most direct method of ap 108 proach to the problem. Ths use of such a method requires the development of curricula that specifically point out moral values and relate them to social conditions today. In most institutions only the liberal arts curriculum is designed to help the student discover moral values. Its use for this purpose is inconsiderable. Only in liberal arts colleges and private junior colleges do we find a ma jority who have recognized character training as one of their purposes when they plan the development of their lib eral arts curriculum. Junior colleges, especially private ones, design all types of curricula to be a factor in remaking the character of the student to a greater extent than all other types of institutions. Universities practically disregard this pur pose in most of their curricula. The fact that numerous junior colleges and many lib eral arts colleges are privately owned or controlled, and are frequently operated to provide a specific program of training, may be considered the reason for their special effort toward the development of character education. Character training may be considered a by-product as is shown by some remarks made by respondents. A midwestern university wrote, It is hoped that this is to some extent at least, done in all courses.*® A liberal arts college re marked, “Trend in part for all courses. We hope it may be > X Ld m < z i o w o z o sg o < I E z o o , , — LÜ cn Q Ei Q QZ 0=°- WP 3 Q I 8 X h- w z CL U LCb LTb O < O 2 J W Id OC 3 X 1- Kb -dr W O Ü — X — H X • C5 O Ü: O Z 3 z — o X 1- Kb LTb w z w CL Id bo bo o o Kb Kb U 2 3 3 _J _J 1 O 3 k: O Ü O 2 W Id _J q: X 1- Kb o < ( C Ü — CM œ 3 w o • C5 z o z ÜJ z - CO -J X H h- LTb < w z X z CL Id bO o o O IT\ Kb - 2 -J m 3 < m J 1 Z W 3 y O t x . O O 2 — o — Id Id H X X X 1- O < ÛL X o — Kb CL 3 3 - 0 • C5 o S o z o u Z - o cn X »- K- CM w z J a. Id VO Ob < o CM z O 2 — 3 I in -J Y in 3 Ü 2 w o Id Id iL — X 1- VO LCb O X Ü — X X CL 3 * o O o z LJ z - X 0_ X 1- Ob u z C L Id O Kb m o LTb LCb H 2 X 3 1 < J 3 O 2 J Ü Id Id < — X 1- O -d* X X o — Kb W X CD 3 « C3 < - » o o z Z - f-%. in X in O I d VO Id <JD C5 CM C5 Id Id J J J 3 O O o O Id O X 1- X — o < o _I — > — CO z — z 3 3 X 3 CL *3 ÛL 3 bO bo j = s - a oj OJ IT\ o o V D X\ 8j LT n bO IC\ Jt LO» - d - CM df in Id CM _j C3 CM d Id w in < _J h- _l X X o < o o in u. _! Id X < 15 -J o X Id < - Id -1 1- z m _J O 3 — c I — 3 _J o CTv cn CJ cn ctn cn cu bO Ob VO J=t O CM cn d; ÜJ > I 109 VO Ob Kb cu Kb Kb ;=^ Kb UCb VO VO ii o o h- % o Q to Id C5 £r o o c c 0. o o Kb I- O O z w — z H C 3 £ r — o ( /> CL U U Q CC u c c < in u w S d 3 O 3 O O ÛC (C O t c — 3 z o "3 tn s $ CD -J 3 < CL CC W O CD VO — . in o w < in I d q : q: 3 o U Ü GO W O OC 3 O X O S o X in C L o w in j f f i Q < Z I- < in z < i m • u o W l i . w I- o o • * z u o h- z < — o z o < Z X - H 110 true In all courses#** Another liberal arts college remark ed, “There is no distinction made between a student whose aim is pre-professional, terminal, general or continuous insofar as required lower division courses are concerned#** Two junior colleges wrote, “Just slightly so in all cours es. Citizenship is a better word for it#“ “All courses are expected to contribute to this Character Training By Providing Contact with Social Forces a± Work in the Community. A curriculum that pro vides actual contact with the social forces at work in the community contributes in two ways to the student’s growth and development. It trains him in ways of making social adjustments and it contributes to the growth of his char acter. Both are important in preparing him to meet actual life situations. Giving the student contact with the so cial forces at work in the community provides a testing laboratory for self-determination of the value of character habits he has developed. Habits of character will be de veloped as the student experiences the impact of certain social forces in his own life. A curriculum developed to allow and to provide for those contacts must take into con sideration the purpose of character training. Colleges and universities of all types make little effort to design their curricula in such a fashion as to Ill provide student’s contact with, social forces at work in the community. Perhaps this may not be possible because of the traditional procedures which prevent such practices. On the other hand, collegiate institutions may not consider this type of training of sufficient value to warrant the adoption of such a procedure. There is some evidence shown in (Table XVII) that the liberal arts curriculum is designed to give the students contact with social forces at work in the community. The data show approximately fifty per cent of all schools using this method as one of the purposes in curriculum construct ion. The percentage of use for this same purpose in other types of curriculum is much lower. One exception to this last statement can be noted. Public junior colleges indi cate that about fifty-one per cent design their occupation al and semi-professional courses to give the student con tact with social forces at work in the community. From all the data gathered concerning this problem, there is little evidence that colleges and universities are concerned with giving their students contact with the social forces at work in their communities. One remark by a state university seems interesting. They wrote, “This is carried on through work in particular courses and in department clubs and organizations.“ > X ÜJ CD C CO >- I —- I —- H C D O — ¥ CD h- O Z i — — a g N O < C I — CD < £ cr o CD ÜJ 3 1 o ü_ OZ - J “ 8 Z CD 2 :r (D & — > ^ Q l — îï 3 8 X 1 - K - CM r— LCb w z O O 1 CL u r J - 1 — Z ü Z o Xi ü ü 1 tn ± X H < a 2 Xi Z u XI X XI X 3 X l_ O O CM o u O o K b 3 X K i — X C5 t o tn o X o Z L fb 3 Z XI O X > O < 3 X t - h — - = t b O CM l f b X! Z o l f b O u CL w IT b CTb 3 t l f b K b H < 3 ü CM U 2 C3 Q 3 3 2 XI J 3 1 Z O 3 bC K C3 O O O 2 X U XI O tn 3 X X f— K b K - o K b P X Xi < X o CM Xi û X 3 X U O (3 XI z o Z tn X u z u < CD ta XI 2 3 3 3 X t— î— LTb V D O b 3 t 3 3 < XI Z O 3 X Z C L XI t o O b CM Ü ü o O ü - 2 X X 3 en 3 O X < en 3 1 3 Z u 3 hC z ü o X o ü 2 3 o — X! XI 3 tn 1 “ X X X H I — K b O CM V D 1 - < C L X ü ü X X 3 < 3 — O CD 3 ü 2 O Z m 3 O U z 3 < O CD X X o C D X F — CM K b K - to K b V D XI Z 4 3 3 C L Xi IT b s e O b CM CM O XI C ü V D 3 t IT b CM i t l f b X Xi 2 l - J L . O 2 K 3 1 X en 3 o 2 ( D 3 o 2 u ü XI ÜJ X X 1 - c r \ CM I T \ O b L fb tn o X ü K b LTb V D û Xi X X < tn C L 3 13 Xi X O o Z X 3 W z O X XI ü Q . m XI X h- K b CM r— K b to o X XI Z 3 O C L XI b O s e V D b O Ç Q 3 2 tn ü LTb L fb K b K b 3 t O O H 2 X X X 3 1 tn X c 3 o 3 ü 2 XI tn J ü XI XI 3 < X h- IT b CM C r to to K b m o X X ü K b 3d- V D < z w X 1 - < m 3 13 O o Z tn z J j z < X 2 in tn tn t - X O XI V O Xi XI CM tn v o o CM (3 3 D CM CM XI Xi XI 3 XI in s—^ tn X 3 3 < 3 H XI - J tn XI X 3 3 3 X < 3 t— O O X O c h- h - O o o O O O O tn O o z XI XI X 3 Xi tn 1 — X H O X H X X < <3 X ü < — o < t O 3 O X XI XI o CD ü 3 — > - < — XI 3 > Z tn z — 2 h - Z CO 3 < 3 O 3 3 X 3 o 3 O z 0 5 3 Z C L * 3 Û L " 3 1— "3 - 3 O z> CD <t 132 > h - 2 3 2 O % I- 2 O I- < ( / ) y j o X o ü. _l < X I- H O < 113 Statements made at end of Section I Check List Universities “Almost impossible for us to answer at ___ in asmuch as the freshman and sophomore years are not grouped together in any way as “lower division**® The philosophy of the freshman year is somewhat different from that of the sophomore year— regardless of what actual courses a man may be taking. Certain elementary courses are considered fresh man courses, but may be like all other courses taken in any upper class year.** Large Eastern University# “For all our general curricula (A.B.; B.S.; B.F.A.J A.B. jour; B.S. Commerce; A.B. Educ.; B.8 . Educ.) the first two years are designed to round out the students general education and about fifty per cent of the work is in cours es of the survey type in social science, natural science, mathematics, and the humanistic. English composition is required of all. In our professional courses all students take surveys in Social Science and English. We do not of fer two year semi-professional or terminal occupational courses#** Large State University in the South# “The underlying philosophy of our junior college is that students whether they plan to go on in the liberal arts college or the professional schools or whether they do not go on in college after the sophomore year, should re ceive the broad basis for a liberal education in the fields of English composition and literature, foreign languages, social studies, and the biological and physical sciences Private University on Central Eastern Seaboard# “The lower college is organized for the purpose of aiding the student in obtaining a broad general knowledge that will fit him for (a) citizenship and community life, and (b) specialized study in the upper college# Some of our students transfer to other institutions at the end of their second year. Many others come to us at that time from junior college. A few drop their education completely. 114 In general we propose to give the student training in terms of his particular needs, offered under wholesome environment and directed by intelligent counselling. We hope in another year to be able to work out a comprehensive system of content tests by which to determine the student’s needs. Later we may use comprehensive examinations to de termine the extent of his knowledge and education." From a well established liberal arts college in the Midwest. “The continuing purpose of this college is to assist its students in their preparation for intelligent and crea tive participation in contemporary living, and to maintain in its faculty and student body standards of excellence in scholarship, culture, and conduct. The particular aims of the college are: (1) To provide incentives to and training in the scientific method, in logical analysis, and in creative expression. (2 ) To develop an understanding of the institutions and cultures of the past, especially as they bear upon the problems of contemporary civilization; and to ef fect an integration of some of the major departments of human knowledge. (3) To lay foundations in community experience and academic training for happy, intelligent, and con structive membership in family and state. (4) To facilitate adequate adjustments to academic, social, and vocational problems. (5) To individualize, as far as possible, the cur ricular program and requirements, to provide for some degree of specialization in one major field, and for the synthesis and organization of materials in that field. (6 ) To provide opportunities for the development of physical powers, the safeguarding of health, and participation in recreational and avocational activi ties. (7) To provide higher education in an atmosphere sympathetic to Christian Ideals and Christian faith and to conserve and develop the moral character and 115 religious life of its students." From a well established liberal arts college in the East. “Our new curriculum consists of divisional courses developed with the purpose of integrating the subject mat ter hitherto taught in a number of related courses by dif ferent departments. Quoting from our catalogue, ’The course in physical science is organized and presented as an integrated effort of the department of chemistry, mathema tics and physics. The course in life science embodies the view points of the botanists, physiologists, psychologists and zoologists. The course in social science is an inte gration of the contribution of specialists in the field of literature, sociology, history, psychology and religion. The course in fine arts will bring the student into contact with standard forms of the beautiful in the areas of home- making, architecture, sculpture, painting and music.*" From well known liberal arts college on the Pacific coast. “As a matter of fact we have done very little real fundamental thinking in the field of curriculum for the first two years of college life. We have had in effect a general education program for tv/o years. It represents but little that is new--it was founded largely on current practice." From a well established Midwestern liberal arts college. Junior Colleges "Note: Our only occupational curriculum is in the education department where students meet the state require ments for elementary teachers by completing a specific two year course." From a public junior college in the midv/est. "For local needs of ________ we give to completion students experimental courses in soc ia1 living such commun ity problems (taught by three instructors jointly). Great Books, Directed Reading, Arts in Modern Life, etc. But these cannot be designed for liberal arts or pre-profession al as the university refuse them. All the philosophy here would apply to experimental courses we are adding but not to traditional transfer courses in the main." From one of the large junior colleges on the Pacific Coast. 116 "The junior college exists to meet the cultural, vo cational and -university preparatory needs of high school graduates and adults in this area. The purpose of the college is to meet the needs of: 1. Students wishing to prepare for the upper years of the university. 2. Students whose formal education will end with the junior college. 3. Adult members of the community. This purpose is to be accomplished by providing: 1. Regular lower division courses. 2. Sub-freshman courses to make up deficiencies. 3. . Courses giving a general cultural background for modern living. 4. Vocational training along semi-professional lines, designed to lead directly to placement, and planned after careful consideration of the employment opport'unitie8 of the area served. 5. Avocational training along many lines of common interest. 6 . Opport-unities for a wide variety of group acti vities within the college, designed to foster experi ences, understandings, and skills in everyday living, and to aid in the development of wholesome personali ties. 7. Opportunities for adult education through cours es, lectures, dramatic productions, concerts, exhibits, and the like, designed to make the junior college a so cial and intellectual center for _________•" Prom a large junior college on the Pacific Coast. "Certain fundamental courses are required of all students namely: philosophy, religion, English speech, freshman orientation, physical education, political science, hygiene. All students are required to participate in the social activities of the extra-curricular program." Small denominational private junior college in the midwest. "it is our belief that with an applied economic cur ricula with other offered courses we can develop the same tolerance, the same breadth of outlook, the same scientific and other techniques achieved through other curricula gen erally referred to as liberal arts or cultural curricula. The benefits of an education are to be measured tones of the individuals ability to use his equipment to fit into 117 the various social, cultural, and economic situations of life. An education is not an adornment, hut a development. Prom well established private technical junior col lege on the Pacific Coast. "In general we emphasize the broad cultural founda tion of education v/hich is the basis of specialization; encouraging our graduates to complete college work at a senior college or university." Prom a private midwestern junior college. 118 SUMMARY OP THE CHAPTER The data presented in this chapter indicate that definite trends are at work in curriculum development or revision in all types of institutions studied. These trends apply in varying degrees to different institutions and to different types of curricula. Grouping these trends about four main purposes of education at the junior college level, they are best summarized as follows ; General Education. General education for students at the junior college level is recognized as one of the basic policies or principles in curriculum development by universities, liberal arts colleges and junior colleges. All of these institutions indicated that in the greatest number of cases the liberal arts curriculum is designed to carry out this purpose. Only public and private junior colleges show any great amount of effort made to develop occupational and general college curriculum to carry out the purposes of “general education." A majority of all institutions reporting indicated that general education is not completed by the training provided at the junior college level. Only among junior colleges does there appear to be any effort to design a curriculum for the purpose of completing general education at the close of the sophomore year in college. The junior 119 colleges show a preference for the occupational or general college curricula as a means of accomplishing this end. The majority of all institutions reporting in this study give some consideration to the policy of providing training for general living yet allow specialization when developing the liberal arts curriculum. Only junior col leges show a majority which develop other types of curri cula for this purpose. In general, it may be stated that while all institu tions recognize general education as one of the purposes in training college freshman and sophomores, the liberal arts colleges and universities make less effort to accomplish this purpose than do the junior colleges. Liberal arts colleges and universities still use the traditional liberal arts and pre-professional curricula to give general educa tion. Junior colleges use the occupational and general college curricula in addition to the other two types used by the four-year institutions. Social Adjustment. Training that will enable stu dents to make social adjustment finds more use among junior colleges, both public and private, than among liberal arts colleges and universities. In the four-year institutions, where problems of social adjustment were considered, the liberal arts curriculum was most often designed to conform 120 to the specific purposes under consideration. Junior col leges indicated they develop all types of curricula to give training in social adjustment, but their use of occupation al and general college curricula, designed for this purpose far exceeds that made by four year institutions. The data show that a large number of junior colleges design some curricula that will train the student in economic consump tion and distribution, create a desire for continued ad justment, train in the wise use of leisure time, develop a mastery of functional knowledge, and impart a desire to carry into social life the knowledges learned in college. The liberal arts colleges and universities indicated that the majority design the liberal arts curriculum for some of these specific purposes just enumerated. The four year institutions cannot be considered as being vitally inter ested in the problem of social adjustment as junior col leges. Specific Training. It is evident that certain tra ditional practices are still effective in governing poli cies of curriculum development at the junior college level. Liberal arts and pre-professional curricula are used in the largest number of all types of institutions studied to pre pare for further college training, to give contents of edu cational experiences, to prepare for a specific task,, to 121 develop habits of scholarship, and to limit the number who go on. Exceptions to this statement can be found where junior colleges indicated that the occupational curriculum has the greatest use for training students to perform a specific task. There is not much evidence shown to indi cate that any of the newer type curricula, such as occupa tional or general college has been designed to serve any of the purposes that might be considered traidionally appli cable to these segments of the whole educational system. Character Training. Training the student to devel op character is a recognized purpose of the curriculum at the junior college level. The acceptance of this purpose, however, is not as strong in some institutions as in others, The liberal arts colleges and private junior colleges make more effort to develop character training than the public junior colleges or universities. The institutions which emphasize character training use the liberal arts curricu lum to accomplish their purpose. The approach to character training, where it is developed, has been from two points of view. Students were helped to discover moral values and were given contact with the social forces at work in the community. As a final statement of conclusion to the materials presented in this chapter, it might be said that tradition- 122 al practices and policies still play an important part in determining the form and type of curricula that is devel oped at the junior college level. Liberal arts curricula and pre-professional curricula are still used in the great est number of instances to accomplish the purposes consid ered a part of college training during the first two years. The junior colleges seem to be the most sensitive to the needs of lower division students when modern social and ed ucational trends are considered. They have taken the lead in the development of occupational and general college cur ricula designed to give training most suited to the present day needs of the students. CHAPTER IV SELECTED PRACTICES AND ASSUMPTIONS USED IN THE DEVELOPMENT OP CURRICULA AT THE JUNIOR COLLEGE LEVEL The material presented in this chapter is an inter pretation and discussion of the data gathered from the re sponses of all colleges and universities to statements of selected curriculum practices and assumptions given in the second question of the check list questionnaire. There were twenty-six statements of curriculum practices in this section of the check list. They were designed to discover the most important current practices or procedures used in the organization and development of the curriculum at the junior college level. Only curriculum practices used at the present time were considered when these statements were developed. No attempt was made to discover those that had guided curriculum development previous to the time the check list v/as submitted. The statements of practice and assumption in this section of the check list were not in tended to discover any particular change that had been made, They give no indication of change from one practice to an other but attempt only to discover the practices in use when the study v/as made. The statements of curriculum practices and assump- 124 tions were developed from a careful study of all literature pertaining to the subject. Personal observations of prac tices followed in various institutions also helped to de termine those that should be included in the list. It is believed that all practices and assumptions were included since no respondent listed any other in the place provided for this purpose in the questionnaire* The statements included in the check list were se lected with a strict regard for the purposes of the study. This was done because it was thought that the actual prac tices and assumptions used in developing curricula should conform to the basic policies and principles underlying any program of curriculum development. Since the first section of the check list was designed to discover the basic poli cies and principles of curriculum development, the state ments of actual practice should, therefore, be selected to secure evidence which v/ould show the current usage of the basic principles or policies discovered. That this purpose was achieved will be noted in the discussion and interpre tation of the data presented in this chapter. Colleges and universities were asked to indicate by a check mark whether each statement of practice and assump tion was increasingly or deereasingly accepted in their procedures of curriculum development. The two conditions "increasingly accepted" and “decreasingly accepted" were 125 used as a means of Identifying practices because such an identification has a tendency to express the degree of us age. A particular statement of some practice or assumption checked as **increasingly accepted" indicates that such a practice is not only accepted, but becomes increasingly im portant in the development of the curriculum. By the same rule, a practice or assumption checked as "deereasingly accepted" indicates that its use in developing curricula was growing less significant. This method of checking not only helped to identify the practices and assumptions but also helped to determine the degree of usage. In the directions given the respondents as to the manner of checking their responses to the various state ments, the following procedures were indicated; "Please indicate by check mark in one of the right hand columns, the practice that most nearly describes your actual curriculum procedures. Check only the practice that applies to your curriculum development." If the respondents did not make a check following a statement of practice, it was understood that such a prac tice or assumption did not apply in any way to their pro gram of curriculum development. The responses from all institutions to each state ment of curricular practices and assumptions have been com piled and placed in tables, fhê tables show the total num ber reporting and the number and the percent that checked 126 the statement as increasingly accepted or as decreasingly accepted. Each table is planned to show the responses of all institutions to one statement of practice. This plan is followed throughout except for those statements of prac tice that relate to content of specific courses. Since these statements were presented in three parts, it was ne cessary to devise two tables for each one in order to show the responses of all institutions to all of its parts. The first table gives the responses of the liberal arts col leges and universities to all parts of one statement of practice. The second table gives the responses of both public and private junior colleges to the same statement. In order to give emphasis and a better interpreta tion of the data, the material is grouped in three main divisions. These three divisions concern basic problems that must be considered in the practices and assumptions that govern any program of curriculum construction. These are ; (I) Purposes of education; (II) Organization of the curriculum materials; (III) Content of courses. These three divisions constitute the major divisions of this chapter. Following the discussion of the main divisions, the statements of curriculum practices and assumptions that relate to it will be given. 127 PURPOSES OF EDUCATION Practices and assumptions that guide the development of curricula, must always be formulated with due considera tion of the purposes of education. Such practices should conform to what, in the belief of those who are responsible for the organization of the curricula are the educational purposes served. The final aim or purpose of education is attained through the development of curricular practices and procedures that conform to such aims and purposes. The purposes of education may vary in different col legiate institutions. Some private or independent colleges are established to train students in a very definite fash ion and for a particular, specific purpose. Certain depart* ment8 of a college or university may have for their purpose the preparation of students for a specific task. Because of these conditions, the purposes of education vary in dif ferent types of institutions and even among different in stitutions of the same type. Even with these variations in purpose among institu tions, there are still certain fundamental concepts of edu cation that apply to all training at the junior college level. Freshman and sophomore students in the college should all be provided with certain common experiences vit al to the development and training of all young people. 328 Practices and procedures of curriculum construction for students at this period should, therefore, be developed with a great deal of consideration for the needs of all students. The six statements of curriculum practice and as sumption in the check list that concern the purposes of ed ucation were not intended to discover practices that relate to specific purposes which may guide the program of some institution* They v/ere developed to determine the prac tices that relate to the common purposes of education that apply alike to all institutions and are vital to the train ing of all students. The statements of curriculum practice and assumptions presented in the check list questionnaire that concern the purposes of education were : (1) Relation between generali zation and acquisition of mere facts; (2) Emphasis on con tribution to modern life of specific areas of knowledge ; (3) Courses used to correct deficiencies of work at the lower level; (4) Disciplinary courses; (5) Organizing cur ricula to give students experience in life situations; (6) Maintaining a definite balance between generalization and specialization. For a more complete statement of these practices the reader is referred to the second section of the check list given in the appendix.^ T Infra. , see page 3D8; of the Appendix. 3 2 9 Emphasis on Generalization Instead of Acquisition of Mere Facts. Organization of the various curricula in order to place more emphasis on generalization and less em phasis on the acquisition of mere facts is one plan used to promote the purposes of general education. If a general education is to be given all students at the junior college level, the content of the curriculum should be so organized as to give a certain amount of general information. Not only should the curriculum give general information, but its contents should be presented in such a way as to indi cate its functional value. Stressing the functional value of any material presented in the curriculum, is more vital to the training of the student than presenting material so that the student simply acquires unrelated facts and inform ation about a given subject. The practice of organizing the curriculum to place more emphasis on generalization and less emphasis on the acquisition of mere facts is one that is increasingly ac cepted by all institutions. This effort to emphasize gen eralization instead of mere acquisition of facts corres ponds with the purposes of general education. The respons es of all institutions to this statement of practice are in harmony with some of the conclusions drawn from the mater ial presented in Chapter III of this study, where it was discovered that a high percent of all institutions design 130 their lower division curricula to serve the purposes of general education. Comments made by respondents to this statement are interesting. The respondent for a liberal arts college in a large mid-western city wrote, “_________ has never placed emphasis on acquisition of mere facts." A semi-public col lege in the Rocky mountain area stated, "Tone of the gener al college division." Emphasis on Contributions to Modern Life of Specific Areas of Knowledge. The development of curricula which place special emphasis on the contribution to modern life of specific areas of knowledge, is a procedure that harmon izes with the program of designing lower division curricula to aid the student in social adjustment. Social adjustment is one of the problems that confront students at the junior college level. Emphasizing the contributions which defin ite areas of knowledge make to modern life is therefore, a practice that will aid the students in preparing themselves to make satisfactory adjustments. Social and economic con ditions change very rapidly, and because of these changes it is necessary that students are shown a very definite re lationship between the knowledge that they gain in their college work and the problems that will confront them after they have completed their college training. TABLE XVIII CURRICULA WHICH PLACE MORE EMPHASIS ON GENERALIZATION AND LESS EMPHASIS ON THE ACQUISITION OF MERE PACTS 131 Number Report ing Practices Increas ingly Accepted Per Cent Practices Decreas ingly Accepted Per Cent Public Junior Colleges (60) 53 48 90.6 5 9.4 Private Junior Colleges (26) 23 21 91.3 2 8.7 Total of All Junior Colleges 76 69 90^8 7 9.2 Liberal Arts Colleges (22 ) 20 19 95;o 1 5:0 Universities (21) 17 17 100.0 0 0 Note; This table should be read; of the 53 public junior colleges reporting upon this curriculum practice, 48, or 90.6 per cent indicated the practice increasingly accepted, etc. 132 The data (See Table XIX) indicate there is a high percentage of all institutions reporting who increasingly accept the practice of developing curricula which place specific emphasis on the contribution to modern life of certain specific areas of knowledge. The increased accept ance of such a practice gives evidence that most institu tions follow a procedure intended to carry out the basic policy of developing curricula that will assist the student in making social adjustments. There were no comments by any respondents concerning this item in the check list* Courses Used to Correct Deficiencies of Work at the Lower Level* The student who enters college without ade quate preparation, may find himself at a distinct disadvant age* This is especially true if the collegiate institution he enters has set definite standards of accomplishment. If he enters without adequate preparation, some help must be afforded in correcting deficiencies in order that he may maintain these standards. Because there should be a con tinuity in educational experience, and because students do enter college with certain deficiencies, some consideration must be given the development of courses that will help the student bridge the gap between high school and college and correct deficiencies that exist in his educational training before he entered college* 133 TABLE XDC CURRICULA IN WHICH SPECIAL EMPHASIS IS PLACED ON THE CONTRIBUTION TO MODERN LIFE OF SPECIFIC AREAS OP KNOWLEDGE Number Report ing Practices Increas ingly Accepted Per Cent Practices Decreas ing ly Accepted Per Cent Public Junior Colleges 50 . 42 84#0 8 16.0 Private Junior Colleges 22 21 95.0 1 5.0 Total of all Junior Colleges 72 63 87.5 9 13.5 Liberal Arts Colleges 14 13 92:9 1 7.1 Universities 10 9 90.0 1 10.0 Note: This table should be read; of the 50 public junior colleges reporting upon this curriculum practice, 42, or 84#0 per cent indicated the practice increasingly accepted, etc# 154 Many collegiate institutions design courses, primar ily in English, foreign languages, mathematics, and the laboratory sciences, to correct the deficiencies of students coming from high schools. There is a considerable differ ence among institutions in the acceptance of the assumption that such courses are given in the freshman and sophomore years of college to correct the deficiencies of work at the lower level. This assumption is decreasingly accepted by the majority of liberal arts colleges and Junior colleges. It is increasingly accepted among the universities. The data in Table XX indicate such an assumption accepted in this way. This condition is probably due to the fact that the universities are inclined to guard rather zealously their scholastic standards, and if they accept a student he must meet certain standards of accomplishment before he can continue work. They require, therefore, that he take work in various fields that will correct whatever deficiencies he may have at the time he enters the university. Comments made by respondents to this statement of practice and assumption are rather interesting. A respond ent for a mid-western state university wrote, English in part, yes. The others, no.** A liberal arts college in a large mid-western city stated, **There is undoubtedly some correction of deficiencies, but the chief purpose is to give educational and higher training in the subjects, e.g. 135 TABLE XX COURSES IN ENGLISH, FRENCH, ALGEBRA AND ETC. ARE GIVEN IN THE FRESHMAN AND SOPHOMORE YEARS OF COLLEGE TO CORRECT DEFICIENCIES OF THE WORK AT THE LOWER LEVEL Number Report ing Practice Increas ingly Accepted Per Cent Practice Decreas ingly Accepted Per Cent Public Junior Colleges 47 22 46:8 25 53:2 Private Junior Colleges 21 9 42.9 12 57.1 Total of all Junior Colleges 68 31 45:6 37 54:4 Liberal Arts Colleges 14 5 35.7 9 64.3 Universities 15 10 66:7 5 33.3 Note: This table should be read; of the 47 public junior colleges reporting upon this curriculum assumption, 22, or 46.8 per cent indicated the practice increasingly accepted, etc. 136 in French we do not repeat the work given on the lower lev el. A large junior college in California indicated, **Only when needed, and these should be required for more advanced work.**" Another large junior college in California wrote, *^For some students this is necessary, but it is the bunk.**^ Disciplinary Courses. Mental discipline is a con cept of college training that has found many adherents in the past* There have been many who hold the belief that such courses as English, French, and Algebra had a very definite value in disciplining the mind of the individual. Modern psychological experimentation has disproved this hypothesis, and the idea of mental discipline as a purpose for any course in college has been more or less relegated to the past* The purpose of including in this study, a statement of the assumption that such courses as English, French, Algebra have mental discipline as one of their pur poses was to discover whether or not such a purpose was being used to determine curriculum practices at the present time. The data shown in Table XXI indicate a very definite decrease in the acceptance of such an assumption* In fact, all of the fourteen liberal arts colleges that checked the statement indicate the practice as decreasingly accepted. There were only six junior colleges and two universities 137 TABLE XXI COURSES SUCH AS ENGLISH, FRENCH, AND ALGEBRA ARE GIVEN AS DISCIPLINARY COURSES Number Report ing Practices Increas ingly Accepted Per Cent Practices Decreas ingly Accepted Per Cent Public Junior Colleges 50 3 6:0 47 94.0 Private Junior Colleges 19 3 15.8 16 84:2 Total of All Junior Colleges 69 6 8:7 63 91:3 Liberal Arts Colleges 14 0 0 14 100.0 Universities 14 2 14.3 12 85.7 Note: This table should be read; of the 50 public junior colleges reporting upon this curriculum assumption, 3, or 6,0 per cent indicated the practice increasingly ac cepted, etc. 138 who reported the practice as increasingly accepted. This is sufficient evidence to prove the assumption that English, French, and Algebra courses find little use in providing training intended merely to give mental discipline. One comment by a respondent is interesting. It was made by a state university on the Atlantic coast which ' wrote, **^No appreciable change. This idea dies hard.*® Organizing Curricula to Give Students Experience in Life Situations. Experience for the student, in life situ ations is one of the newer concepts of educational proced ures. It has been developed for two reasons. First, the influence of the Dewey philosophy, which teaches that we learn by doing; and secondly, life situations are becoming so increasingly complex that it is necessary for the stu dent to have as many experiences as possible in life situa tions if he is to secure the training necessary to make correct social adjustments. The assumption that all curricula should be so or ganized and presented at the junior college level so as to give the student experiences in life situations is one that is increasingly accepted in all types of institutions re porting. The data in Table XXII indicate that junior col leges, both public and private, all checked the assumption as increasingly accepted. Universities and liberal arts 139 TABLE XXII ALL CURRICULA SHOULD BE ORGANIZED AND PRESENTED SO AS TO GIVE THE STUDENT EXPERIENCE IN LIFE SITUATIONS Number Practices Per Practices Per Report Increas Cent Decreas Cent ing ingly Accepted ingly Accepted Public Junior Colleges 51 51 100.0 0 0 Private Junior Colleges 24 24 100 #0 0 0 Total of All Junior Colleges 75 75 100:0 0 0 Liberal Arts Colleges 19 17 89.5 2 10.5 Universities 13 11 84:6 2 15:4 Note; This table should be read; of the 51 public junior colleges reporting upon this curriculum assumption, 51, or 100.0 per cent indicated the practice increasingly accepted, etc. 140 colleges did not indicate one hundred per cent acceptance, but there was a sufficiently high percentage of acceptance to indicate that such an assumption is considered during the development of curricula in these institutions. Two comments to this statement of assumption by dif ferent junior colleges in California should be noted. One wrote, "Pious hope." Another commented, "As fully as situ ations permit." Maintaining a^ Definite Balance Between Generaliza tion and Specialization. To serve students in the best possible manner, and to meet the purposes of general educa tion for all individuals at the junior college level, a definite balance between generalization and specialization should be maintained in the development of curricula. Gen eralization is necessary to meet the purposes of general education. Specialization is an integral part of the pro gram of preparing students for a definite occupation or profession. In the junior college, where occupational courses are highly developed, specialization is perhaps more essential than it is in some other types of institu tions. In the universities where special pre-professional curricula are prescribed for students in the lov/er division, specialization is the chief purpose that must be served. However, since general education is a part of the program 141 of training at the junior college level, and since it should he completed by the time the student has finished his sophomore year in college, generalized information must be included as a part of all curricula at the junior col lege level. The assumption that all curricula should be organiz ed to maintain a definite balance between generalization and specialization is increasingly accepted by all types of institutions. The percentage of acceptance as shown in Table XXIII is so great that it can be safely be concluded that this assumption governs the procedures followed in making the curriculum in all institutions. The acceptance of this assumption indicates procedures in curriculum devel opment adapted to the policy of general education as pre sented in Chapter III of this study. A private junior college in the Pacific Northwest made the following response to this statement as submitted in the check list, "We are forced to meet certain pre-pro fessional requirements. I personally believe there should not be so much pre-professional in the freshman year." 142 TABLE XXIII ALL CURRICULA SHOULD BE ORGANIZED TO miNTAIN A DEFINITE BALANCE BETWEEN GENERALIZATION AND SPECIALIZATION Number Report ing Practices Increas ingly Accepted Per Cent Practices Decreas ingly Accepted Per Cent Public Junior Colleges 43 41 96:3 2 4.7 Private Junior Colleges 20 19 95.0 1 5.0 Total of All Junior Colleges 63 60 95.2 3 4.8 Liberal Arts Colleges 19 18 94:7 1 5:3 Universities 16 14 87.5 2 12.5 Note; This table should be read; of the 43 public junior colleges reporting upon this curriculum assumption, 41, or 95*3 per cent indicated the practice increasingly accepted, etc# 143 ORGANIZATION OP CURRICULUM MATERIAIS The organization of curriculum materials must he considered in two different ways. These are, first the arrangement of the material presented in a given course, and second, the arrangement of various courses in the cur riculum. A discussion of the arrangement of the content of courses is given in the last part of the chapter. This division is given over to a discussion of the organization of curriculum materials as they relate to the manner in which courses are arranged within a given curriculum. That different methods of organizing curriculum mat erial are to be found in the different types of institutions is to be expected. The independence of four-year collegiate institutions with respect to accrediting, allows for a wide range of procedures in the organization of the curricula. Universities may prescribe a definite sequence in courses that lead to professional training. Liberal arts colleges may prescribe a definite procedure that is designed to train the student for a definite purpose. Less freedom in the organization of certain curriculum material is allowed the junior colleges, both public and private, because in a great many instances it is necessary that the training of fered in the junior colleges prepare the student to contin ue his work in the higher institutions. They must there 144 fore, organize their curricula to provide the same training for students as that given in the four-year institutions* The manner in which the materials of instruction are arranged is closely related to the purposes of education that are to he served. This statement is true when applied to the materials that should be included in one definite course of study or when considered in relation to the cours es that should be included in a certain curricula* Education has for its purpose, training suitable for students at all levels. This training is provided through a series of experiences peculiarly adapted to a particular level. At the junior college level, certain educational experiences are considered necessary and vital. The mater ials of instruction, must be organized to provide these ex periences • There were nine statements of curriculum practice and assumption that related to the problem of organization of curriculum materials. They concerned: (1) Building curricula around specific areas of human need; (2) Provid ing one course of study for all freshman students; (3) Pro viding one course of study for all sophomores; (4) Specific introductory courses for students specializing in some pro fession; (5) Completion of lov/er division requirements; (6) Completion of lov/er division requirements by comprehensive examinations; (7) Courses dropped on completion; (8) Esta- 145 blishing proper relationship between the amount of time spent in the study of different subjects ; (9) Elimination of division of subject matter* For a more detailed state ment of these practices and assumptions the reader is re ferred to the copy of the questionnaire given in the appen dix.^ Curricula Built Around Specific Areas of Human Need. The traditional arrangement of courses in various curricula is not considered by many as the most efficient in giving the student the necessary training and experience needed to make the best adjustments. The traditional division of subject matter was not developed on the basis of aiding the student in problems that confront him at the present time. Today curricula should be organized to emphasize training in certain definite areas of human need. These areas of human need have grown out of the changed conditions in mod ern social and economic conditions. The wording of the statement of practice, that the curriculum should contain courses built around specific areas of human need, implied that schools following such a procedure did two things. First, they v/ere inclined to pay less attention to the traditional divisions of subject mat- ^Infra., See page 308_ in the Appendix. 146 ter, and second, the needs of the student were regarded as the most important factor in determining what materials of instruction should he grouped together* The practice of building the curriculum around cer tain areas of need is one that is finding favor in all types of institutions studied. The data in Table XXIV give evidence of this fact. A glance at the figures in this table shows that all universities indicated the practice increasingly accepted. However, less than fifty per cent of all universities checked the statement as one applying to their practices in curriculum development. Public jun ior colleges showed less evidence to indicate the practice increasingly accepted than did any other type of institu tion studied. Even in these institutions, hov/ever, eighty per cent reported the practice as increasingly accepted. It may be that the requirements for transfer of credit, im posed on public junior colleges by four-year institutions or some other accrediting agency, prevent them from build ing their curricula around certain areas of need and force them to follow traditional procedures. There were no spe cific statements concerning this item made by any of the respondents. One Course of Study for All Freshman Students. When electives were made possible in the college curriculum. 147 TABLE XXIV CURRICULA IN WHICH COURSES ARE BUILT AROUND SPECIFIC AREAS OF HUMAN NEED Number Report ing Practices Increas ingly Accepted Per Cent Practices Decreas ingly Accepted Per Cent Public Junior Colleges (60) 52 42 80.8 10 19:2 Private Junior Colleges (26) 18 17 94:4 1 5.6 Total of All Junior Colleges 70 59 84:2 11 15:8 Liberal Arts Colleges (22 ) 15 14 93.3 1 6:7 Universities (21) 10 10 100:0 0 0 Note; This table should be read; of the 52 public junior colleges reporting upon this curriculum practice, 42, or 80.8 per cent indicated the practice increasingly accepted, etc* 148 there was an accompanying spread in the number of offerings for entering students. The practice of offering electives to incoming students is one that has been in operation for a great many years. The arrangement of the curricula in such a fashion allows students to choose from a wide varie ty of courses, but they are supposed to make their selec tion with the consent of some advisor assigned to guide them. Some writers on the subject indicate a movement away from the practice of permitting electives. These writers believe that students entering college do not have the ca pacity to choose wisely, or that they do not have the back ground of training and experience necessary to profit by courses they might choose because of their special interest. It is advocated that one course of study be adopted for all freshman students and one course of study for all sophomore students. The practice of providing one course of study for all students in the freshman class is decreasingly accepted according to the data presented in Table XXV. This means that the elective system is still predominant among colleg iate institutions. Students are allowed the privelege of choice according to their desires, by and with the approval of advisors. There seems to be considerable effort on the part of liberal arts college to provide one course of study 149 for all students in the freshman class. Almost thirty- eight per cent of these schools indicated they follow the practice of providing one course of study for all freshmen. About one-fourth of the other institutions reporting indi cated the same procedures. This seems to give some evi dence of a movement away from providing a v/ide array of elective courses and toward requiring all entering students to take one course of study. It may be that the universities and colleges are meeting the needs of the students, not by limiting the num ber of electives, but by giving better advise to the stu dent on what he should study. They are evidently offering a diversified program of studies, but are using some means of helping the student select the courses he should take in order to guide him through the maze of offerings. Some interesting comments concerning the practice of providing one course of study for all students in the fresh man class were made by several respondents. The respondent from a large liberal arts college in a midwestern city wrote, "in our liberal arts curriculum we require thirty semester hours in specific subjects which are completed by the end of the sophomore semester." Several junior col leges commented on the statement in this fashion; "Highly desirable--objection, liability that such a course will not be accepted by higher institutions." Another stated. 150 TABLE XXV CURRICULA WHICH PROVIDES ONE COURSE OF STUDY FOR ALL STUDENTS IN THE FRESHMAN CLASS Number Report ing Practices Increas- ingly Accepted Per Cent Practices Decreas ingly Accepted Per Cent Public Junior Colleges 55 11 20.0 44 80.0 Private Junior Colleges 20 2 10.0 18 90.0 Total of All Junior Colleges 75 13 17.4 62 82.6 Liberal Arts Colleges 16 6 37.5 10 62.5 Universities 15 4 26.7 11 73:3 Note: This table should be read; of the 55 public Junior colleges reporting upon this curriculum practice, 11, or 20.0 per cent indicated the practice increasingly accepted, etc : 151 "Differentiation is being slowly achieved." A third remark made by another junior college was, "Tendency towards a core course used as a counselling course." One Course of Study for all Sophomore Students. The same principle that applies to the practice of developing a curricula which offers only one course of study for all students in the freshman class applies to the practice of providing one course of study for students in the sophomore class. Those who advocate one course of study for fresh men are inclined to apply the same rule to sophomores. There appears to be a little differerice in the acceptance of such a practice among various institutions. The data in Table XXVI indicate junior colleges are a little less inclined to accept the practice when developing courses for sophomores than for freshmen. Perhaps the procedure of making a diversified program of studies for those who are enrolled as sophomore, and then giving them expert guidance in selecting courses to be studied is the best method of providing the correct training for students at this level. Such a procedure would undoubtedly help to build a basic foundation of knowledge for all students of varying ability during the first two years of college. Only two junior colleges commented on this statement of curriculum practice. One wrote, "Never was employed 152 TABLE XXVI CURRICULA WHICH PROVIDES ONE COURSE OP STUDY FOR ALL STUDENTS IN THE SOPHOMORE CLASS Number Report ing Practices Increas ingly Accepted Per Cent Practices Decreas ingly Accepted Per Cent Public Junior Colleges 55 6 10.1 49 89.1 Private Junior Colleges 19 1 5.0 18 95.0 Total of All Junior Colleges 74 7 9.5 67 90:5 Liberal Arts Colleges 15 4 26.7 11 73:3 Universities 15 4 26.7 11 73.3 Note; This table should be read; of the 55 public junior colleges reporting upon this curriculum practice, 6, or 10*1 per cent indicated the practice increasingly accepted, etc. 153 here:" Another stated, "American Institutions, two units, and health sciences two units required of students >ecific Introductory Courses for Students Special izing in Some Profession* Pre-professionai training which requires courses of a specific type, is an important prob lem that must be considered in the organization of a curri culum at the junior college level. It is a debatable quest ion whether the student should begin introductory work, which gradually leads into professional training, during the first two years of college, or whether he should be given a broad basic training on which he is able to build specific preparation for a definite profession* If the college follows a program of general education and accepts the theory that such education closes with the end of the sophomore year, there may be little need for specific pre professional work at the junior college level. On the oth er hand, if the whole professional training is of such a character that the student should take specific work in the freshman and sophomore years, then at this level some cours es should be offered which will give him preparation for the goal he expects to reach* The practice of providing a specific introductory course in the freshman and sophomore years for students ex pecting to specialize in some profession is increasingly 154 accepted In all institutions studied. The data presented in Table XXVII bears out this statement. The statement concerning this practice was placed in the questionnaire to determine whether colleges and universities required stu dents to take specific introductory course for pre-profess ional training, or if the student were allowed to take courses of a general nature and then enter professional training after they had completed the work at the junior college level. The latter procedure does not find much favor. It is evident from the responses of all institu tions to this statement of curriculum practice, that the pre-professional curriculum offered in the first two years of college is a very important one in training students for the professions. Liberal arts colleges and universities still believe that a great deal of specific pre-profession al training is necessary before the student has reached the junior year. Completion of Lower Division Requirements: A great many four-year colleges and universities divide their whole college program into two parts, e.g. upper and lower divi sion. There are, however, a number of four-year institu tions which still make no attempt to follow this procedure. They recognize no difference between the general character of the work offered in the freshman and sophomore years and 155 TABLE XXVII CURRICULA WHICH PROVIDES A SPECIFIC INTRODUCTORY COURSE IN THE FREj^MAN AND SOPHOMORE YEARS FOR THE STUDENTS EXPECTING TO SPECIALIZE IN SOME PROFESSION Number Report ing Practice Increas ingly Accepted Per Cent Practice Decreas ingly Accepted Per Cent Public Junior Colleges 47 31 65:9 16 34.1 Private Junior Colleges 22 19 86:4 3 13:6 Total of All Junior Colleges 69 50 72.5 19 27:5 Liberal Arts Colleges 13 8 61.5 5 38.5 Universities 14 10 71.4 4 28.6 Note ; This table should be read; of the 47 public junior colleges reporting upon this curriculum practice, 31, or 65*9 per cent indicated the practice increasingly accepted, etc: 156 that offered in the junior and senior years. In institutions where the practice is followed of dividing the full four year curricula into upper and lower divisions, some standard must be formulated. This is ne cessary to determine when the student has completed the work in the lower bracket. In junior colleges, some stand ard must be set up to determine when the student has com pleted the work in that institution. Junior colleges usu ally employ the same standard used in the universities. In both institutions this is usually set at sixty credit hours of work and four semesters of attendance. The practice of organizing the curricula in which the first two years of college work is based upon the com pletion of sixty units of credit, and four semesters of attendance, is used in the majority of all types of insti tutions, studied. The data in Table XXVIII show that such a practice is increasingly accepted. The percentage of acceptance is higher among universities than among the jun ior colleges and liberal arts colleges. Perhaps the liber al arts colleges and junior colleges would not follow this practice so rigidly if the universities were more liberal in their accrediting. Students who wish to go on to insti tutions offering work above the junior college level want to transfer without loss of credit. The junior college must, therefore, meet the standards set by the university. 157 TABEE XXVIII CXXRRICTJIA IN WHICH THE FIRST TWO YEARS OP COLLEGE WORK ARE BASED ON THE COMPLETION OF SIXTY UNITS OF CREDIT AND POUR SEMESTERS OF ATTENDANCE OR ITS EQUIVALENT Number Report ing Practices Increas ingly Accepted Per Cent Practices Decreas- ingly Accepted Per Cent Public Junior Colleges 51 34 66.7 17 33 ;3 Private Junior Colleges 20 14 70.0 6 30.0 Total of All Junior Colleges 71 48 67.7 23 32.4 Liberal Arts Colleges 15 9 60.0 6 40.0 Universities 13 12 92.3 1 7;7 Note: This table should be read; of the 51 public junior colleges reporting upon this curriculum practice, 34, or 66.7 per cent indicated the practice increasingly accepted, etc# 158 Two remarks by respondents were: “Yes, but as a part of the regular four year courseThis was made by a well known mid-western college. The second comment from a private southern junior college stated, “We think It necess ary to hold to the completion of sixty semester hours as a standard for graduation in order that students may transfer successfully Completion of Lower Division Requirements b^ Compre hensive Examinations. Recently new standards have been set up in some collegiate Institutions to determine when the student has completed the work at the junior college level. These standards are not based on credit hours or on semes ters of attendance. They are based on the ability of the student to pass certain comprehensive examinations. The practice of developing the curricula in such a fashion that lower division work is completed when certain comprehensive examinations are passed is one that is in creasingly accepted by about fifty per cent of all types of institutions. The data in Table XXIV show that only a small number of all schools reporting checked this practice as one applying in any way to their curriculum procedures. The data derived from the responses of all institu tions to this statement of practice cannot be considered as 159 TABLE XXIX CURRICULA IN WHICH LOWER DIVISION WORK IS COMPLETED WHEN SPECIFIC COMPREHENSIVE EXAMINATIONS- ARE PASSED Number Report ing Practices Increas ingly Accepted Per Cent Practices Decreas- ingly Accepted Per Cent Public Junior Colleges 31 18 58.1 13 41.9 Private Junior Colleges 14 7 50.0 7 50.0 Total of All Junior Colleges 45 25 55.5 20 44.5 Liberal Arts Colleges 11 6 54.6 5 45.4 Universities 6 3 50.0 3 50.0 Note: This table should be read; of the 31 public junior colleges reporting upon this curriculum practice, 18, or 58.1 per cent indicated the practice increasingly accepted, etc. 160 conclusive evidence that comprehensive examinations are used to determine the completion of requirements for work at the junior college level* The use of this practice may be growing in favor, but credits earned still determine whether the student has completed the requirements at the junior college level in the greatest number of institutions< Courses Dropped Upon Completion* In the organiza tion of any curricula, educational continuity must be given consideration. The curricula should provide a series of continuous experiences that lead to a definite goal. To attain such a purpose it is necessary to develop courses that are presented in sequence and that require the com pletion of one before beginning another* The whole educa tional program of the student is made more vital by such a plan. In such a plan the nature of the courses offered, the time at which they appear in the program and their se quence must all be carefully thought out* Curricula in which courses are dropped upon comple tion, without consideration of the educational continuity for the student, are not developed in a large majority of institutions studied* The data compiled from the responses of all institutions (shown in Table XXX) indicate that such a practice is decreasingly accepted* Not all institutions reporting in this study checked the statement of practice 161 as applying to their plan in developing curricula* All of those that did check the statement indicated a high per cent who consider the practice decreasingly accepted. It is evident from the data given in this table that many in stitutions are cognizant of their responsibility for pro viding curricula designed to give educational continuity in the program of the student and consider in the light of this responsibility the sequence of courses placed in the curricula* One comment by a large Junior college in California is most interesting. The respondent wrote; “We never do* The whole object of guidance is to avoid this*** This com ment indicates that continuity in educational experience may not be considered in arranging the courses in a curri culum. Continuity of education is provided through guid ance rather than by the organization of curricula* This one statement, however, is not sufficient evidence to in dicate that such a practice is universally followed. Establishing the Proper Relationships Between the Amount of Time Spent in the Study of Subject Matter in Various Departments * In organizing curricula, thought must be given to the establishment of the correct balance and relationships between the amount of work offered in various departments. This is necessary if a well rounded program 162 TABLE XXX CURRICULA IN WHICH COURSES ARE DROPPED UPON COMPLETION WITHOUT CONSIDERATION OP THE TOTAL EDUCATIONAL CONTINUITY Number Report ing Practices Increas ingly Accepted Per Cent Practices Deoreas- ingly Accepted Per Cent Public Junior Colleges 35 8 22.9 27 77.1 Private Junior Colleges 21 2 9.5 19 90.5 Total of All Junior Colleges 56 10 17.9 46 82.1 Liberal Arts Colleges 15 6 40.0 9 60.0 Universities 10 0 0 10 100.0 Note: This table should be read; of the 35 public junior colleges reporting upon this curriculum practice, 8, or 22.9 per cent indicated the practice increasingly accepted, etc. 163 of education is to be provided at the junior college level. The student should have contact with the courses offered in the various departments. These contacts should be balanced so that he is given information covering a wide area with an understanding of the proper relationship that should ex ist between various areas of learning. The practice of developing a curriculum designed to establish the proper relationship between the amount of time spent in the study of subject matter in various depart ments is Increasingly accepted in all institutions studied. The data in Table XXXI indicate the percentage of accept ance is high. However, less than fifty per cent of the to tal number of all institutions reporting checked this state ment in any way. This would indicate that such a practice received no consideration when curricula is developed in many colleges or universities. Those that made any check following the statement indicated a high percentage of ac ceptance. This is sufficient evidence to show that in a great many institutions curricula are being developed which have for their purpose the establishment of proper rela tionship between the amount of time spent in the study of subject matter in various departments. Elimination of Divisions in Subject Matter. An at tempt to break down subject matter lines and to organize 164 TABLE XXXI OURRICUIA IN WHICH COURSES ARE DESIGNED TO ESTABLISH THE PROPER RELATIONSHIP BETWEEN THE AMOUNT OP TIME SPENT IN THE STUDY SUBJECT MATTER IN VARIOUS DEPARTMENTS Number Report ing Practices Increas ingly Accepted Per Cent Practic^es Decreas ingly Accepted Per Cent Public Junior Colleges 38 33 86.8 5 13:2 Private Junior Colleges 19 17 89.5 2 10.5 Total of All Junior Colleges 57 50 87.7 7 12;3 Liberal Arts Colleges 14 13 92^9 1 7.1 Universities 11 8 72:7 3 27.3 Note: This table should be read; of the 38 public junior colleges reporting upon this curriculum practice, 33, or 86.8 per cent indicated the practice increasingly accepted, etc. 165 materials around specific areas of human need is a new idea in planning the organization of curricula. Some discussion of this idea as a policy for curriculum making was given in Chapter III of this study. The purpose of such a policy is to make the materials presented in the curricula more vital in the life of the students at the junior college level, as well as more functional in their nature as they became a part of the experience of the student. The statement of practice that curricula are devel oped in which no attempt is made to break down subject mat ter lines, but modern means of presentation are emphasized, was included in the check list to determine whether there is another approach to the whole policy of designing curri cula intended to function in the life of the student. Such a statement of practice was checked as increasingly accept ed by all institutions reporting. Evidence of this fact can be found in the data shown in Table XXXII. There is apparently an effort to change methods of teaching rather than to eliminate the traditional divisions of subject mat ter as a means of making materials of instruction more vit al in the life of the student. Only in liberal arts col leges, where the data show that 42.0 per cent of these in stitutions checked the practice of emphasizing modern methods of presentation as decreasingly accepted, is there any evidence of a movement towards developing curricula 166 that does not consider traditional divisions of subject matter as a necessity. Two comments by respondents show how various indi viduals think with respect to this problem. “Every good teacher has his own method,** wrote the respondent from a large state university in the middle west. “Both can be done at the same time. Difference on the subject matter content.** This statement was made by a large private north western college. 167 TABLE XXXII CURRICULA IN WHICH COURSES DO NOT ATTEMPT TO BREAK DOWN SUBJECT MATTER LINES BUT EMPHASIZE MODERN METHODS OP PRESENTATION Number Report ing Practices Increas ingly Accepted Per Cent Practices Decreas ingly Accepted Per Cent Public Junior Colleges 40 32 80;0 8 20.0 Private Junior Colleges 17 16 94.1 1 5.9 Total of All Junior Colleges 57 48 84.2 9 15:8 Liberal Arts Colleges 14 8 57.1 6 42,9 Universities 11 9 81.8 2 18.2 Note; This table should be read; of the 40 public junior colleges reportion upon this curriculum practice, 32, or 80.0 per cent indicated the practices increasingly accepted, etc. 168 COURSE CONTENT The materials of instruction offered in various courses are basic to the whole program of education. The content of the curriculum furnishes the solid foundation upon which the whole system of educational training is pre dicated. Perhaps there is no issue around v/hich there has been more argument than that concerning the treatment and nature of subject matter which should be included in any curricula. As a result of such conflict, those who are re sponsible for the development of any curricula must ap proach the problem of dealing with subject matter knowing full well the area of conflict in which they are working. The curriculum worker must make choices regarding the con tent of the curricula only after a very careful study. Caswell and Campbell in their book “Curriculum De velopment** make a very clear statement of this problem when they write : The curriculum v/orker who is to deal successfully with problems centering around subject matter must have a clear understanding of certain basic concepts which explain the nature, function and existence of subject matter. Only through mastery of these con cepts will he be able to project a program of curri culum development that is consistent and thorough going.^ The subject matter, or the content of curricula, is ^Hollis L. Caswell and Doak S. Campbell, “Curriculum Development**, (North American Book Company, 1935), pp. 2 48- 249. 169 commonly considered as the v/hole body of facts, generaliza tion, and illustrative information contained in text books* This statement of curriculum content may not always apply to courses offered at the junior college level. Often col lege instructors, because of their intensive study in some specific area, develop the content of courses from a compo site of various sources. Regardless of whether the in structor uses a text book, or gathers materials from many sources, he must present facts, generalizations and inform ation as he knows and understands them. But these facts and generalizations of subject mat ter are not the only factors that should be considered when practices relating to the content of the curricula are de vised.. John Dewey says that subject matter not only con tains certain material that the student uses as a tool, but that facts observed, recalled, read, and talked about are also part of the curriculum content with which he develops certain ideas and attitudes concerning qualities and rela tionships to the world in which action goes on. Dewey states ; Study is effectual in the degree in which the pupil realizes the place of numerical truth as dealing with and carrying to fruition activities in which he is concerned.^ ^John Dewey, “Democracy and Education" , New York, (MacMillan Company Publishers, 1927), p. 158. 170 This broad concept of curricula content makes necess ary not only a consideration of facts, generalizations, and information contained in the subject matter, but also the manner in which these elements are used in instructional procedures. It is not the purpose of this study to determine the content of various curricula offered at the junior college level. Statements of practices and assumptions relating to the content of the curricula at the junior college level were included in an effort to determine some of the purpose of education served through the manner in which the content of courses was organized and presented. Some of the state ments of practice refer specifically to a definite field of subject matter, but not to any particular course within that area. There were eleven statements of practices and as sumptions that relate to the problem of curriculum content. These statements concerned: (1) Content arranged in rela tion to a definite goal; (2) Survey courses; (3) Fusion of courses; (4) Specific training; (5) Pre-professional train ing; (6) Study of vocations; (7) Balance betv/een Cultural and skill subjects; (8) Content of English courses ; (9) Content of social science courses ; (10) Content of science and mathematics courses; (11) Content of fine arts courses. For a more complete statement of these practices the reader 171 Is referred to the second section of the check list given in the appendix*^ Course Content Arranged in Relation to a Definite Goal. One of the purposes served in the development of curricula at the junior college level is that of providing the student with training that continuously advances him towards a definite goal. The goal may be different for different individuals. One goal may be to complete the program of general education. Another may be pre-profess ional training, and still another may be the specific training necessary to prepare the individual for a definite occupation. Arranging the content of the curricula in such a fashion that the student is progressively trained to reach a definite goal becomes one of the practices that is closely related to any program of curriculum development. The practice of developing a curricula in which the course content is arranged to provide for an ever ascending continuity leading to a definite goal is one that is in creasingly accepted by all types of institutions reporting. The data in Table XXXIII indicate that all private junior colleges and universities checked the practice as increas ingly accepted. A large number of all institutions checked c Infra., See page 510 of the Appendix. 172 this statement as one applying to their procedures in pro moting curricula, and since all indicated a high degree of acceptance, it can be concluded that such a practice is one followed by the majority of all colleges and universities. Two comments made by respondents in regard to this practice were interesting. The respondent for a small mid- western junior college wrote, "A hope." A large junior college in California wrote, "Now practiced in some fields Survey Courses. During recent years survey courses have been developed in many collegiate institutions. In survey courses the content of the curriculum is arranged in such a way as to give the student an “over-view" of large areas of knowledge. In these areas of knowledge, facts, information, and ideas considered most important to the whole field are grouped together and presented without con sideration to the smaller divisions of subject matter that have formerly characterized the organization of subject matter. Survey courses developed as the outgrowth of a de sire on the part of the colleges and universities to give students some general knowledge about large areas of know ledge and to show the relation of this knowledge to the world about the student. Traditionally this large area of knowledge was presented through a series of separate cours- 173 TABLE XXXIII CURRICULA IN WHICH THE COURSE CONTENT IS ARRANGED TO PROVIDE FOR AN EVER ASCENDING CONTINUITY LEADING TO A DEFINITE GOAL Number Report ing Practices Increas ingly Accepted Per Cent Practices Decreas ingly Accepted Per Cent Public Junior Colleges 42 38 90.5 4 9.5 Private Junior Colleges 20 20 100.0 0 0 Total of All Junior Colleges 62 58 92.6 4 7.4 Liberal Arts Colleges 19 18 94.7 1 5.3 Universities 12 32 100.0 0 0 Note: This table should be read; of the 42 public junior colleges reporting upon this curriculum practice, 38, or 90.5 per cent indicated the practice increasingly accepted, etc; 174 Gs, all rather highly specialized. As an example, survey courses have been developed in the field of biological science. They have been designed in such a fashion as to give the student some Information and knowledge concerning biology, bacteriology, physiology, zoology, botany, and other specific courses that have been developed as highly specialized subjects in the whole field of biological sci ence. A survey course in the field of biological science is intended to give the student some information about all of these special courses as well as their place and influ ence in the world about him. The practice of developing survey courses designed to give students limited knowledge and information in broad subject fields finds favor in all types of institutions. The universities and private junior colleges indicate that they follow the practice of developing curricula by use of survey courses to a greater extent than any other type of institution. About seventy-five per cent of these schools use the survey courses to give the student knowledge and appreciation in broad areas of knowledge. (See data in Table XXXIV.) The fact that the practice of developing survey courses is increasingly accepted, in all types of institu tions shoY/s their recognition of the peculiar needs of stu dents at the junior college level. Survey courses are 175 TABLE XXXIV CURRICULA IN WHICH SURVEY COURSES ARE USED TO GIVE THE STUDENT LIMITED KNOWLEDGE AND APPRECIATION IN BROAD SUBJECT MATTER FIELDS Number Report ing practices Increas- ingly Accepted Per Cent Practices Decreas ingly Accepted Per Cent Public Junior Colleges 47 34 72.3 13 27.7 Private Junior Colleges 18 16 88.9 2 11.1 Total of All Junior Colleges 65 50 76.9 15 23.1 Liberal Arts Colleges 16 11 68:7 5 31.3 Universities 16 32 75.0 4 25.0 Note: This table should be read; of the 47 public junior colleges reporting upon this curriculum practice, 34, or 72*3 per cent indicated the practice increasingly accepted, etc# 176 needed to help promote the program of general education. Such courses not only give an over-view of certain areas of Imowledge, hut they attempt to show the relation of that area of knowledge to the world about him. This helps the student to secure training that will aid him in making so cial adjustments. Two comments by respondents are noteworthy. The respondent for a large state university Y/rote, "Partially accepted. Still under consideration." A respondent for a large junior college in California wrote, "Slowly develop ing in practice." Fused Courses. A recent procedure in developing curricula has been an attempt to break down subject matter lines by combining courses in different subject matter fields. In many of these attempts the social science cours es furnish the subject matter around which various courses in other fields are fused. Such a procedure is followed because social sciences courses are made up of materials necessary in the training of all students, and are, more over, easily adapted to the needs of courses in some other subject matter field. Some institutions follow the practice of developing courses which represent a fusion of various materials of instruction, about the social sciences. The data shov/n in 177 Table XXXV indicate that there are a majority of public and private junior colleges, and liberal arts colleges that in dicate such a practice as increasingly accepted. Only about thirty-three per cent of universities reporting checked this statement of practice the same way. However, the tot al number that make the majority of those reporting the practice as increasingly accepted is not large enough to give this evidence much weight. The total number of insti tutions that checked the statement as a practice applying to their program of curriculum development is small. Less than fifty per cent of all institutions returning question naire used in the study checked the statement of practice as applying to their procedures of curricula development. The data compiled from the responses of all institutions to this statement of practice do not indicate, therefore, much effort being made to fuse courses about the field of social science. Two comments by respondents indicate the thinking of some who are responsible for a program of curriculum development. "Hopelessly lopsided," wrote the spokesman df a large private university. “This is silly. The goal is social intelligence, and even mathematics has social value." This statement comes from a large public junior college. TABIÆ XXXV CURRICULA. IN WHICH SOCIAL SCIENCES FURNISH THE SUBJECT MATTER ABOUT WHICH COURSES ARE FUSED 178 Number Report ing Practices Increas ingly Accepted Per Cent Practices Decreas ingly Accepted Per Cent Public Junior Colleges 33 20 60.6 13 39.4 Private Junior Colleges 12 10 83:3 2 16:7 Total of All Junior Colleges 45 30 66:6 15 33.3 Liberal Arts Colleges 9 5 55.6 4 44.4 Universities 9 3 33.3 6 66:7 Note: This table junior colleges reporting should be read; of the 33 public upon this curriculum practice. 20, or 60.6 per cent indicated the practice increasingly accepted, etc. 179 Specific Training. Specific training at the junior college level is one of the purposes served by the occupa tional curriculum. Some specific training is offered in other types of curricula, but it is not so definite or con centrated. The policy of projecting such a curricula is practiced largely among the junior colleges, especially public ones. Such procedures are in harmony with basic policies and principles discovered in the data presented in Chapter III of this survey. The practice of developing specific training at the junior college level is necessary because a large number of students do not take work above the junior college lev el. Because of this condition, they need some specific training which will enable them to follow a definite occu pation. This idea is somewhat contrary to traditional practice. Traditionally the purpose of the first two years of college work was to train the individual so that he would be able to complete all four years of college work. Changing conditions have made it necessary that specific training be recognized as one of the purposes of education at the junior college level. Consideration of such a pur pose must be given when practices that guide the making of curriculum are formulated. The data compiled in Table XXXVI showing the respons es of all types of institutions to the statement of the 180 practice that curricula should be developed to provide spe cific training in some particular field, at the junior col lege level, indicate the practice increasingly accepted. The degree of acceptance is not as high as was indicated regarding some other practices, but there is sufficient ev idence to conclude that all types of institutions are recog nizing that certain specific training can and should be given at the junior college level. It may be that the four year colleges interpreted this statement of practice as one that could be applied to their pre-professional training. That particular type of training will be discovered next. Since all institutions recognize the need for general edu cation, this might also be one of the purposes considered when developing a program of specific training. A liberal arts college in a large mid-western city made this comment in response to this statement of practice and assumption; "A certain amount of concentration is allowed in the sophomore year." The respondent for a small semi-private junior college wrote, "True of occupation courses only." Specific Pre-professional Training. Pre-profession al training is one of the purposes for which curricula at the junior college level has been organized over a long period of time. The technical training necessary to pre- 181 TABLE XXXVI CURRICULA IN WHICH ARE PROVIDED SPECIFIC TRAINING IN SOME PARTICULAR FIELD Number Report ing Practices Increas ingly Accepted Per Cent Practices Decreas ingly Accepted Per Cent Public Junior Colleges 43 30 69.8 13 30.2 Private Junior Colleges 16 10 62.5 6 37.5 Total of All Junior Colleges 59 40 67.8 19 32 .2 Liberal Arts Colleges 9 6 66.7 3 33.3 Universities 15 22 80.0 3 20.0 Note; This table should be read; of the 43 public junior colleges reporting upon this curriculum practice, 30, or 69.8 per cent indicated the practice increasingly accepted, etc. 182 pare individuals for the various professions has become greater and greater, therefore, it was found necessary to begin the specific preparation in the lower levels of col lege work# This movement has caused definite pre-profess ional training to be set-up as one of the purposes to be served by the curriculum in the freshman and sophomore years* The practice of developing pre-professional curricu la at the junior college level is increasingly accepted by all institutions. However, the data in Table XXXVII indi cate that the percent of institutions reporting their prac tice in this manner is not as high as might reasonably be expected# Only 71*4 per cent of the universities reporting indicate such a practice increasingly accepted. This is rather surprising because the percentage is lower than that of any other type of institution reporting and professional training is one of the main features of the universities educational program. A large number of all institutions reporting checked this particular item as applying to their program of curri culum development. Therefore, the data can be considered valid# Since the number accepting this practice is smaller than might be expected one conclusion could be made. The colleges and universities in developing curricula recognize the necessity for pre-professional training, but they also 183 recognize the necessity of giving a broad general training at the Junior college level without placing too much empha sis on the pre-professional work. A liberal arts college in a large mid-western city made the following comment concerning this statement of practice: *^Our pre-professional curricula are separate from the liberal arts curriculum. In them we attempt to give a broad cultural training, but there are also of ne cessity some specific pre-professional training, particu larly in pre-medicine, pre-dentistry, and pre-pharmacy.^* Two Junior colleges made statements that are significant in view of the requirements that universities ask these insti tutions to meet. One stated; ‘ *We do not like this, but transfer forces us to do it.^* Another wrote, **Controlled largely by the requirements of professional schools.*^* Study of Vocations » , Many students enter college with no decision made concerning their future occupation. They have failed to discover their field of special inter est and are unable to determine what occupation or profess ion they should enter. The large number who enter college without knowing what they want to do has caused the devel opment of curricula in which students have been offered the study of many vocations thus giving them a knowledge of the various fields of activity^ 184 TABIiE XXXVII CURRICULA IN WHICH ARE PROVIDED SPECIFIC PEE-PROFESSIONAL TRAINING Number Report ing Practices Increas- Ingly Accepted Per Cent Practices Decreas- ingly Accepted Per Cent Public Junior Colleges 54 41 75.9 13 24.1 Private Junior Colleges 19 16 84.2 3 15.8 Total of All Junior Colleges 73 57 78.0 16 22 .0 Liberal Arts Colleges 14 12 85.7 2 14.3 Universities 14 10 71.4 4 28.6 Note: This table should be read; of the 54 public Junior colleges reporting upon this curriculum practice, 41, or 75.9 per cent indicated the practice increasingly accepted, etc. 185 The data (See Table XXXVIII) compiled from the re sponses of all institutions to the statement of curriculum practice, that the student is offered the study of voca tions thus giving him an insight into a large number of vo cations, show that such a practice is increasingly accepted in all institutions except the universities. The universi ties reported the practice as decreasingly accepted. It must be observed that the data in the table does not represent responses from the majority of all institu tions included in this study. Less than fifty per cent of all the liberal arts colleges and universities checked this statement of practice as one applying to their arrangement of curriculum content. Less than seventy-five per cent of all junior colleges indicate that such a practice applies in any way to their procedures in the organization of cur ricula. Therefore, no conclusive evidence is given that it is the practice to include the study of vocations in any curricula. It may be that the study of vocations is accomplish ed in other ways than by including them in the content of the regular curriculum. Some comments by respondents indi cate such a procedure. The respondent for a large univer sity in the mid-west wrote, ’ *There is a planned voluntary course along this line.^* Three different public junior colleges made comments. One wrote, Done by guidance cours- 186 TABLE XXXVIII CURRICULA IN WHICH THE STUDENT IS OFFERED A STUDY OF THE VOCATIONS, THUS GIVING HIM AN INSIGHT INTO A LARGE NUMBER OF VOCATIONS Number Report ing Practices Increas ingly Accepted Per Cent Practices Decreas- ingly Accepted Per Cent Public Junior Colleges 39 30 76.9 9 23.1 Private Junior Colleges 13 11 84.6 2 15.4 Total of All Junior Colleges 52 41 78.8 11 21.2 Liberal Arts Colleges 7 5 71.4 2 28.6 Universities 10 4 40.0 6 60.0 Note: This table should be read; of the 39 public junior colleges reporting upon this curriculum practice, 30, or 76.9 per cent indicated the practice increasingly accepted, etc. 187 es in extra-curricular activities.** Another stated, **Never tried here in the curriculum. Much done in extra-curricu lar activitiesOne junior college indicated that nothing is done because there is no specialization in the junior college. Their comment was, **Students do not specialize in junior college." Balance Between.Cultural and Skill Subjects. In ar ranging the content of any program of studies, some consid eration must be given to maintaining a balance in offerings betv/een skill and cultural subjects. Certain subjects are especially designed to give the students tools or skills with which to work. Other subjects are designed to contri bute to the cultural grov/th and development of the student. A correct balance between these two types of courses is necessary to give the best training possible. The assumption that a balanced program of studies for freshman and sophomore should consist of a definite number of cultural and a definite number of skill subjects is increasingly accepted in all types of institutions. This is shown by the data in Table XXXIX. In submitting such a statement of practice no attempt was made to discov er what are classified as cultural subjects and what are classified as skill subjects. Such a classification may be different in different institutions. The responses to this 188 statement of assumption, however, give definite evidence that an effort is being made in a great many institutions to construct curricula in such a fashion as to give the student a well balanced program of training because they attempt to maintain a definite balance between cultural and skill subjects. The representative of a mid-western university stat ed, commenting on this assumption, "In engineering, such basic subjects, cultural subjects." Prom a junior college in the mid-west came the comment, "Depends on the student*s individual needs." A large junior college in California stated : "Both types but not necessarily a definite number." Specific Subject Matter Fields. While this part of the study was not developed to determine curriculum prac tices that apply to any particular subject in the curricu lum, there are four main divisions of subject matter in which specific practices or assumptions used in organizing the content can be determined. These four main divisions are English, social science, science and mathematics, and fine arts. The methods used to arrange and to present the materials in these subjects determine to a great extent the purposes of education that are to be served by them. To discover the purposes of education served by the arrange ment and presentation of courses in these subject matter 189 TABLE XXXIX ASSUMPTION THAT A BALANCED PROGRAM OF STUDIES FOR FRESHMAN AND SOPHOMORES SHOULD CONSIST OF A DEFINITE NUMBER OF CULTURAL AND SKILL SUBJECTS Number Report ing Practices Increas ingly Accepted Per Cent Practices Decreas- ingly Accepted Per Cent Public Junior Colleges 42 31 73.8 11 26.2 Private Junior Colleges 18 14 77.8 4 22.2 Total of All Junior Colleges 60 45 75 iO 15 25.0 Liberal Arts Colleges 14 9 64.3 5 35.7 Universities 11 8 72.7 3 27.3 Note ; This table should be read; of the 42 public junior colleges reporting on this assumption, 31, or 73«8 per cent indicated the practice increasingly accepted, etc. 190 fields, three statements of practice were listed under the name of each one. Respondents were asked to check each statement of practice in the same manner as all others ap pearing in this section of the check list. Responses to these statements gave an indication of the practices used in the arrangement of the content of English, social sci ence, mathematics and science, and fine arts curricula. English Courses. There are three specific purposes that can be served in the organization of the content of English courses. English courses can be developed to teach the mechanics of writing and speaking. English courses can be developed to give an appreciation of its place in the life of each individual. English courses can be arranged to teach the individual the art of self-expression either written or oral. These are the most important purposes for which all English courses should be developed. To attain these purposes definite practices must be followed in ar ranging and developing the content of English courses* The data compiled in Tables XL and XLI indicate that the practice of developing English courses to present ap preciations and self-expressions, is increasingly accepted in all types of institutions. The practice of organizing English courses to present the mechanics of usage is also increasingly accepted, but not in as high a degree as eith- 191 er appreciation or self-expression. The data presented in these two tables show rather clearly that there is a desire on the part of all institutions to emphasize the part which the study of English plays in everyday life of the individ ual, and to give the student power of either oral or writ ten self-expression. Both of these purposes are more im portant and should be emphasized more than are the rules that govern the usage of English. Such practices harmonize with the basic principles of curriculum construction be cause such procedures help to give the student the necess ary appreciations as well as assisting him to make social correct adjustments. Social Science Courses. There are three different ways in which social science courses can be organized to help meet the purposes of education. They can be made (1) to show social and economic relationships of mankind; (2) to give the chronological data of man*s development; or, (3) to make the student cognizant of his need for a vital and continuous interest in the world about him. Organiza tion of social science courses to show the student the so cial and economic relationships of mankind and to arouse in him a vital need for a continuing interest in the world a- bout him are nev/er concepts than that of presenting the chronological data of man* s development. The student X y C D < O — (/) I — Ü J < C O E g : : O C O LÜ _J jC O o Ü J I x . 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Ü 1 — CT, cn < UJ Ui to X X to => UI 1 a w o Ü to hi GO o < > H H- w tL OJ CT\ Q X Ü tr o UI OJ _J to o < o z o z> 1 — cc z Ü o _J Ui a, < X CD to z ÜJ o f UJ UI H _i X t- tr C J > CO o X o o z CD O CVJ < UI z CL OJ OJ J- z Ü u o Ü tr to < t- X < > z z 1- N _] O UI CD (0 - H z z z tO I — < o (0 — Ui CD to UI tr t- X < (0 t- Q: S ^ o o ui Ü < ÛL -I z X X tr < Ui Ü Z o Ui UI tr X z < Ui X o H X tr Uj h- Ü CL -1 — tr CD to Ui a UI UJ o z Ü ' s < CO ' 192 y CO <c o — < /) h- Ü J <C if) N Of | i Ü J _l :: I — Ü J Ü J O Ql O tn Ü J L Ü fC o t — fe 1 Q t X z < < CD X/ Lü o X Lü 1 — 5 X z o o Lü Lü w O < 3 O. ü Z J — O N tn W 1 O < LÜ Ü 10 Lü X to CD < > h- X < LÜ h - Lü ü X o o X _J ü X (5 U to X _J < ü Z ü s O X lü ü X Lü o o. Q < H X Of Z O o h- r— O X Z X lü z U lü CD o o D ü =) ÛL O CD o o ~D CD Z o Lü u 1 Q < t — o 10 W I - * X <c <t > ( - » X X > H Lü _J X -d" en o O X o lü OJ X Lü Qf < O z ü lü X CL X Z O X H CL < to O Lü lü l ( 3 l- t — lü < X o _J ü O o z en -J Z X CVJ CVJ O Q Lü ü Z X X o l — Z z Lü H- CD en bO 3 ü X Z "3 u U bO X Û L ü O Lü X U 1 O CQ -It ü to lü 3 en < > H X ÜJ 1 — lü _J X r — CD CD ü X CD Lü Lü < ü Z O Ld- X X lü O O _J û- Û < X O o O n- L- CVJ OJ Qf X Z O lü Lü bO bO o 10 O- O CD en en < Lü Z Lü 10 Z D t X X “3 3 Lü 1 Q Lü O O ü to U m ü < > h - —! H* Lü J X r— Mn Q X CD ü X CD Lü OJ un un - 1 to ü X> < ü Z ü 3 i- ÛL X Z ü O J X a. < X CD 10 Z Lü o 1 lü lü H J X l- X CD m O X o O Z CCI < lü z X 3- un un i- Z ü u o ü X 10 < c l- X < > z z h- N J o lü D to — H Z Z z (0 h - < o to — Lü CD 10 Lü X l- X < (0 H- X g: O O lü o < X _J Z X X X < Lü ü z ü lü Lü X X Z < Lü X O H X X X l — ü X _J — X a to lü X Lü Lü o z o s <c en —" — 193 194 equipped with the knowledge of the social and economic re lationship of mankind and cognizant of his need for vital and continued interest in the world about him is better prepared to meet the problems confronting him because of modern social conditions than if he know only chronological data of man* s development. All types of institutions studied indicate that they recognize very definitely the need for giving the student information and experience that will help him with problems 'of social relationships. The data in (Tables XLII and XLIII) indicate that all types of institutions increasingly accept the practice of organizing the content of the social science curriculum so as to present the social and economic relationships of mankind and to give the student a vital and continuing interest in the world about him. The prac tice of developing social science courses to give the stu dent chronological data of man* s development is decreasing- ly accepted by a large majority of institutions reporting in this study. All of the data in these two tables give evidence that those who are responsible for the development of the social science curriculum are sensitive to the needs of college students who must live and work in modem social and economic conditions and that the practice is followed of arranging the curricula in this particular field to give W 8 to Z Lü o to tr h - Z3 < c o N o Z Lü <c O o Z C L lü O X O Lü to ÜJ 5 _J _J <c C D O < h - o I — o C D t o Z ü_ l— o 3 1 — ÜJ z C L ÜJ t o 1 — z ÜJ o O o h - S 8 g y i O O (/) en c i H X Z u u û - ü u I o if) - < > h- LU -I 0 X 0 < O Z X w — CL O t - X z w w CL ü W I o tn - < h- w O X O U < ü z o X CL — O bO VJO o o o o s s o t z 4 _ 1 tn 4 _ J X 4 lü o O z 1 - _ 1 X 4 z 4 tn O 5 u O X O s O O _J X X O S X Z o O o tn O tn z ü z z 5 C o 4 lü lü o o Z X H > X ü 4 X 4 lü h - lü H S o O Q o I — o R o V J D 4 - = i * i r v C V J o tn z Lü O 3 H tn u lü lü O O 1 - 1 - ü o 4 4 X X O X X tn lü X X 1 - 1 - o z lü o 1 — O X 4 o 3 O O O z z O H H X h - lü o z X lü L ü ü O X lü X l- tn L ü X L ü X lü O ü u O ü K V _ J o 4 o > o X 3 o O tn Z 1 - tn X L ü tn 4 O 4 O L ü lü -J 3 X 4 3 O X O z L ü O C Q O z - 1C V J < O s O C V J tn X L ü o X tn o X tn 3 X O ü X O o tn o 4 lü z lü O o X z lü h - L ü 4 m O 3 tn L ü e n û X 3 3 3 4 O O X o tn o o tn z lü o 3 X o C D o lü on 4 1 — z o o z tn 4 1 - X 4 3 lü 2 1 — N 4 o X z 1 - X Z O 4 O 3 z 1 - lü O tn Z 3 1 - X O o O o 1 — 1 — m z z Z tn 4 lü o lü X N ü X O h- L ü tn û 1 - X C5 4 z Z o Z X 4 — g — X 195 S t - ü_ O en Z ÜJ O tn c r 1 — 23 <c O N O Z Lü <c CD CD 4 C C . C C L Ü O _J O X ï tn J — _ j ÜJ < _1 o CD o <C o h- M tn ü_ i— <c o _J 1 — ÜJ z O C lü J — tnz ÜJ o 0 h - 1 o to 8 y d O ë Z D D r g £ I 8 g 5 ”3 O _ J § Q - g f X s 4 y (D y X X o & — C V J y X Z o y u y C D ü ü CL ü u n * - ü 1 - ü U 1 O 4 4 ü tn y X X 4 > i_ X X H y 3 X e n o ü X (D y y y < ü Z o X X y ü X j - Q - o H 4 h — b o 1 - z o Q y h" X Z X 4 ü i y u n ro o 3 ü CL ü e n o C D Z O Z U 1 Q ü tn 4 > y H J — X t - ü ! - 1 — y 3 X CVJ 1 — m o z y Ü X O y CVJ CVJ X y < o Z ü y o X z o X Q C L 4 y y X y X y H X i C D y y CVJ ü X C D 3 ü O o Z M n C D b<n 3 b o 4 Z X y CVJ CVJ O O o n > X X 3 X O Z o y y C D Z y H b O - i f 3 C D 4 X Z o 3 y y y y r — 3 X o _ ü C D ü 3 o 3 O O z y 1 Û m ü tn y 3 - z r z 4 > H X u n 4 H y 3 X o u n S O X C D y M n < ü Z ü u n y X X y o y o CL o H 4 O J C D X o y X 3 O y X X z ü X y y b O C V J o o y CL o e n r « n o 4 y X y ü z y z o 1 - y 1 O y 4 o t n y m ü 3 4 > H y y H y 3 X -z j- u n u n Q X ü X (5 y u n u n 3 3 < o Z ü 3 4 o X z o O Q _ 4 X y ü O y i z , 1 y o 3 X o X <D f f l o y O o Z u n C D u n 4 Z X y X Q u n 1 3 u n y 2 C D X — H y I h - z o H 4 N o z 4 3 4 Z 4 3 y y 4 Z J - X Z O 4 3 X 4 — H 4 O W O ü Z J - H 3 z t - y C D y 3 X — 4 Z Z > Z — 3 j - X 4 tn CD S y y — O o O CD ü X O 2 û X J - J - m z z O o 3 X X 3 O z y 4 y O S % z O O O H X o y X N t n o tn z z Y z o 4 3 y y Q o X D y 3 H y y o o z X H > y y û H X C D 4 % o — 4 I 4 y X y Z Z O Z X H- y H 2 O Û Q h- z 4 — g X 196 197 training and experience that will he helpful. Science and Mathematics Courses. Science and mathe matics courses at the junior college level must necessarily contain a great amount of technical information. This technical information is considered necessary as a means of implementing students in various occupations and for vari ous professions. Just how to present this material in or der to make it functional from both a social and economic view point is a problem that confronts all curriculum mak ers. Science and mathematics courses can be organized to show the relationship of science to the world about the student. They can be organized to inform the student of the available science information, or they can be organized to be more specific by concentrating on the presentation of very definite scientific knowledge. The data compiled from the responses of all institu tions (as shown in Tables XLTV and XLV) indicate that the practice of developing social science courses that show the relationship of science to the world about the student and that acquaint the student with the available scientific in formation is increasingly accepted. The practice of pre senting science and mathematics courses designed to give only specific information is increasingly accepted but not in the same proportion. The practice of arranging mathema- 198 tics and science courses to present the relationship of science to the world about the student is increasingly ac cepted to a much higher degree than the other two practices listed. Liberal arts colleges, universities and private junior colleges indicate one hundred per cent acceptance of this latter practice. Public junior colleges indicate 98.2 per cent who accept this practice. The percentage of ac ceptance of the purpose, which has for its goal the presen tation of science and its relation to the world about the student, givesrevidence that it is the most important pur pose for which the content of science and mathematics courses can be used. An interesting comment by a large public junior col lege was made to these statements. They wrote : "Add an other meaning--give training in and development of scienti fic methods." Pine Arts Courses. The fine arts curriculum may in clude courses in music, art, and literature. These fields are of vital importance in training students at the junior college level. Courses in one of these subjects may pro vide skills by which the student can make a livelihood. Knowledge and appreciation of the fine arts make possible more enjoyable manner of living. Three different purposes can be considered in determining the practice to be follow- Lü z: C/D H- lü ü_ 8 O Z> Z O o O lü 1 — O c z N ÜJ Z O c to > CD e n a o z X c 8 C / D y H - O CD O 1 — H-< H- CD w Z □r 1 — H - <C < Lü lu cr O c / ) H - Lü Z o Lü 1 — h- Z CD O < o £ L 3 Ê 8 eu y - _ i o o 5 c r c X Z w u C L O y I ü y — h- 3 X ü X C5 y < o Z ü h~ X z y y C L O y I ü y — < H y X y C L û X z y y CL O y I ü y — < t - y ü X y y < ü z ü — ü I — H- y 3 X ü X C 5 y < ü z o X y — o C L o < X z y y C L O Q y > i - 3 X ü X O y < o z ü ,1 X y o z X —' y X o o o - d " o o s y X y % H H Z y y y X C L W y X I o H X o — I— X y y y X H H 3 O 0 0 # ë o y 3 û X 3 o I - B : y L T \ CVJ e u i r v h — bo V D r— I — o H H Z < 3 y ü < c — H O = g ; H — < Z ü 2 y y X y 3 m 3 < > < g . LTV i r > O L O i K? i r v V X D ü X H y y > — — o CD y y y y o y ü H ü — y H ü « < Q X y X H X y y H O < X X y X H O X 3 C5 Z H X O X X H Q y H < O Q Z O o < 5 O z y < y X o z H Z y y X o y y X y y ü X y H Z 8 § — H y y o H X O < e u 3 y 3 < y o X y m y X < 3 O O m Q 3 X o y o eu o S X o H < 2 y X H 4 y X H O H y o z y o y z CD 4 — ü Q y y 3 O 3 Z O y X — y o y 3 X 0 0 o 4 H Z y X o o H — 4 H 3 4 y N X Z » • < y ( 5 H O Z 199 Lu O >é W ÛÛ <C 5 i o o “ — Lü S Z N Lü Z O c t o CD O Z Lü^ o I— S' CD Lü 3 ~ 8 g P 8 S _l d o g 5 ~D Lü H- f cr û- O O g g “D O § Û_ H X Z y y C L o y 1 Q ü y y < > H H y 3 X Ü X C5 y < o Z o X y ü û_ o 4 H X Z y y OL o y 1 û ü y y < > H I — y 3 X o X O y < o Z ü X z ü CL 4 1 H X C5 O o Z z X y X H X Z y y C L ü y 1 û o y y < > H H y 3 X ü X O y < ü Z ü X y ü CL Q 4 H X Z y y CL o y 1 Q o y y < > H H y 3 X O X O y < ü Z ü X z o C L “ 4 1 H X o O O z Z X y X o o 8 LTV OJ I T \ OJ 50 OJ 50 05 1 X 5 1X5 'gv w X y X I— z y o y — y H <£ 3 X O — H X y y z ü y X H H 3 O CD « <C H Z Q y 3 Q X 3 O H S y 1X5 d eu LC5 S ' 05 VD x d - LX5 50 y < 3 O' O ü y i— I - — < z ü 2 y y X û O 3 y y H X z y I - — y 3 CQ 3 g , . < 50 VXD K5 eu e u 05 LX5 LC 5 OJ 05 -gi S o — o o y X y y o H Z y y > — — ü CD y H < 2 X O y X 1 4 E O y y X y o y y y o o o H y H H O o 4 4 Q X X y X X H X y y y I I o H H o 4 Z Q O y > X H 3 3 4 <3 O Z O Z Q y Z 4 H y X X O H ü X Z z y y X o y y X 4 y y <5 X H y Z 3 e u y 3 û O 5 0 3 ü 0 5 H y X X O O y I z LC5 H 3 LC5 3 H y 3 O y O y œ 3 X 4 m 3 3 O D X ü 3 X U D y O LC5 o s X H y O 4 X 2 H y I O O H H 4 4 y 2 y X o Q z y Z y C Q 4 o o y y 3 ü 3 Z y O y o I y ü X y y X 3 y y f f l o z 4 o H Z o H y 4 H 3 % 4 y 1- N X Z y 4 X y O H H X O o C J 3 Z Z y I N H y O 4 Z X — X 200 201 ed in arranging and developing the content of fine arts curricula. At the junior college level fine arts courses can he designed to help the student attain perfection in the field of performance. Many students secure excellent training in the field of art and music during the freshman and sophomore years at college. Appreciation of the place which art and music hold in the whole social life of the individual may be made the purpose of courses arranged in fine arts. Appreciation of good music, literature, and art adds to the enjoyment and pleasure of all. Pine arts courses can be organized too,as a means of giving the stu dent knowledges and appreciations that will add to the en joyment and profitable use of leisure time. Such a prac tice in developing curricula would be in harmony with the basic principle of social adjustment presented in another part of this study. These three purposes should help to govern the practice followed in organizing the content of any course in fine arts. ''* ■' ! The data in Tables XLVI and XLVII indicate that the practice of developing fine arts courses, to show apprecia tion of their place and effect on society and to add to en joyment and profitable use of leisure time, is increasingly accepted. The practice of developing fine arts courses to help students attain perfection in performance is increas ingly accepted in about fifty per cent of all types of 20S institutions reporting in this study. The data shown in the two tables Indicate that the purpose of the study of fine arts at the junior college level is not to train the students in such a fashion that he will be an expert in the field of music, art or literature, but to help develop in him appreciations for the place and the effect these arts have had on society and to give him certain knowledges and information that will add to the enjoyment and profitable use of his leisure time. Here again we note that the prac tices in curriculum development of fine arts courses cor responds very closely to the principles or policies of so cial adjustment discussed in another chapter of this study. 8 <C 1 — X z u w CL Ü u 1 o Ü y w — < > H H W 3 X Ü X C 5 y < o z o X y - o CL O < t n LJ H X z H* y y CL O t n c n h i y 1 û > ü y y — < C > ■ H w z H y 3 X 3 : z> ü X < D y h - < ü z ü X z - o u_ ÛL — <C o z I O C Q H — Lü • X O H- t n o o z c Q: z X - N ZD y — o X z o < C D C Q Q C 1 — O O l H <C X z h J y y 3 : LJ CL Ü V- z O Ix. y 1 o 1 - ü y * y Li_ - < > 1- C D O C Q H y 3 X Z LÜ ü X C 5 y — i— . CD < ü z ü h - Z Lü X y - o 3 8 3 CL o < Lü Z O CC O O H CD X z tn tn y y LÜ 1 — CL Ü o c n — < c 1 — O _J y 1 û < <c ü y y t r t r — < >• 1 — OL LÜ H y 3 X CD ü X o y < ü z ü _J X z — ü O l — < • X C D O O Z z X - y X LT5 L C \ L C \ 4 CO I — 3 d - y H Z I U X Q U 3 X H y u Z Ü — z < Z 2 Z O X o (— L l Ü X u u y X o X C/D 1 Q X < y CD X y H c o X y c o IT 5 y z y o N H y ü < < X X X X y y % y H o Z y O o K 5 3 t X 0 5 0 5 3 H o y < z X X H 3 t r — X y O X X H y X O y y H y < y O y 1 1 5 5 0 3 û 3 Z O O t— y z H y X ü O < O X 1 1 5 3 y < X X y o y o o H 3 LC5 y o X O Q y y r — H o X y y o y o L£5 o o y < 0 5 o < X • y 3 > X O 3 O y y z m y H y 0 5 0 5 Q X < 3 < y 3 X O y o X z z y y - y z 3 y o m o O 0 5 < H e u H z ' o o y y y H X H 1 X < y O o i — N X y I X y X y z X o Z y — y w y < t o y y Q y 2 y y X > y z y H X H H D H X < 3 H O o z Z y H Z y y < H y y y 2 o ü O z 3 X X Z y o H y m 3 H z ü y 2 < y 4 o < Û > H y H - 3 z O O - y z H H X o <c 3 y 3 — 4 203 > w GO < 8 L u O O tn — L f J I — t n J c C D tn 5 8 ÜJ ^ 8 8 CD o h - Z 3 8 8 § O y CD <C OC o. 5 8 d O t r o CD ~D ÜJ £ 8 CD 8 8 OC o r> " D O C Q %) Q. H X Z W U û - O w I ü y — < H y Q y 5 £ ü X O y < ü z ü X y — ü CL Q < H X z y y Q_ ü y I û o y y — < > H H y 3 X ü X o y < ü z ü z — ü X C L I H • X C5 O O Z Z X - y X H X Z y y C L O y I o y — <c H y o y 5 £ O X C D y < ü z ü X y CL Q X Z y y CL ü y I o y — < H y o < û y H X ü X C D y < ü z o l X CD O z X — y X t o « s OJ u r \ s ? £ y H Z I y X û y 3 X I — y z 3 y 3= y z o — z - H — Q O — y c 3 y 3 Q X < y CD X y H X CD y Z y ü N H y Ü < < I X X X 2 y y % y H o Z y O ü X 3 H ü CD < Z X X H X y O X X H y X O y y H y 4 CD ü y 3 Q 3 Z O O H X Z o y o z 3 X 3 y X O 05 3 m 50 O 3 j=r H X y X U T 5 o D t Q eu y y eu H o X y y ü y ü Q y 4 < X y 3 > X O 3 ü CD y Z CD y H y Q X 4 3 4 y 3 X O y ü T z z y y y z 3 y o m o < H y~ z ü o y y y H X X 4 y H- N X Z y 4 o y CD H X H o O z z y y 2 X Z H 4 CD H Z H 4 2 04 205 SUMMARY OP SPEC IP 10 PINDINGS The data presented in this chapter, which is compil ed from the responses of all institutions to selected statements of curriculum practice, show some very definite trends as evidenced by the increased acceptance of certain practices. Since these statements were developed in an effort to discover whether actual practices in curriculum making harmonize with the basic principles and policies of curriculum development, discussed in the previous chapter, these trends become significant in their contribution to the whole study. The data presented in this chapter indicate that certain definite practices and assumptions are increasingly accepted in all institutions: others are decreasingly ac cepted. As a general conclusion it can be stated that the increasingly accepted practices and assumptions correlate very highly with what has been indicated as the basic prin ciples and policies that govern curriculum development at the junior college level. In some cases, the use of a certain practice is not so highly accepted as might be ex pected. On the other hand, certain practices and assump tions are used to a greater degree than had been antici pated. A recapitulation of specific findings from the 206 material presented in this chapter can best be given by summarizing the various items under the same divisions that were originally used in presenting the material. Purposes of Education. In regard to the purposes of education at the junior college level, the data presented in Chapter III indicate that the most important ones to be served by the curricula are general education, specific preparation, social adjustment, and character training. Six statements of practice that relate to these purposes of education at the junior college level were listed among those presented in the second section of the check list questionnaire. A summary of the data gathered from the responses of all institutions to these statements could be made as follows ; (1) All institutions have increasingly accepted the practice of placing more emphasis on generalization and less emphasis on the acquisition of mere facts. (2) All institutions follow the practice of empha sizing the contributions to modern life of specific areas of knowledge. (3) Most institutions organize curriculum to give students experiences in life situations. (4) A large percent of all institutions accept the practice of organizing their curriculum to maintain a definite balance between generalization and specializa tion. (5) All institutions indicated that the practice of using such courses as English, French and algebra to correct deficiencies of work at the lower levels is de creasingly accepted. 207 (6) The practice of using English, French and alge bra courses to give mental discipline is decreasingly accepted. The four practices indicated as increasingly accept ed by all institutions correlate rather highly with the basic principle of attempting to provide general education for students at the junior college level. The use of spe cific courses to give mental discipline or to make up de ficiencies at the junior college level does not conform to the program of providing general education and, since the use of the practice is decreasingly accepted, the conclu sion can be drawn that all the practices that relate to the purposes of education are developed in accordance with the basic policies that govern curriculum making at the junior college level. Organization of Curriculum Materials. The manner in which the material of instruction is organized in specific courses and the arrangement of courses within a given curri culum help to determine how well certain actual practices follow the basic policies adopted for curriculum develop ment. There were nine statements of practice relating to the organization of curriculum material. The data compiled from the responses of all institutions, and presented in this chapter can be summarized in the following way; (1) The practice of building curricula around spe cific areas of human need is increasingly accepted. 208 (2) A curriculum which provides one course of study for all students in the freshman class and one course of study for all students in the sophomore class is de creasingly accepted in all institutions# (3) Specific introductory courses in freshman and sophomore years for students expecting to specialize in some profession is a practice increasingly accepted in all institutions. (4) Lower division requirements are completed when the student has earned sixty units of credit and at tended four semesters. (5) There is some indication that the practice of requiring students to pass certain comprehensive exam inations as a basis of determining whether they have completed the work at the lower division level is find ing favor. (6) All institutions reject the practice of devel oping courses that are to be dropped upon completion, without consideration of the continuity in the students educational experience. (7) The practice of establishing proper relation ships between the amount of time spent in the study of subject matter in various departments is increasingly accepted. (8) A large percentage of all institutions follow the practice of building curricula that do not attempt to break down subject lines but emphasized modern meth ods of presentation. All of these practices indicated as increasingly accepted conform to one or more of the basic principles or policies considered necessary to the program of curriculum construction. There is every indication that all institu tions in organizing the curriculum materials follow those practices that have for their aim general education, pre paration for a specific task, or social adjustment. 20ÿ Content» The practices followed in the organization, arrangement and development of the content of the curricula contribute in a very definite way to the fulfillment of ba sic policies and principles that govern curriculum con struction» There were ten statements of practice relating to the arrangement of curriculum content. A summary of the responses to these statements show the following; (A) Course content is being arranged to provide an ever ascending continuity leading to a definite goal. (B) Survey courses are used to give the student knowledge and appreciations in broad subject matter fields. (C) In junior college, and to a certain extent in liberal arts colleges, there is an attempt to fuse cer tain courses using the. social science courses as a basis for such fusion. (D) The practice of giving specific training in some particular field is followed in all institutions. The specific training may be largely pre-professional in some institutions. (E) Junior colleges and liberal arts colleges make a practice of developing curricula in which the student is offered a study of vocations. Such a practice is not followed by the universities. (F) Developing curricula that provides a balanced program of studies consisting of a definite number of cultural subjects and a definite number of skilled sub jects is a practice or assumption that is increasingly accepted in all institutions. (G) Where inquiry was made concerning the content of specific courses, it was discovered that in all in stitutions an effort was made to develop the content of English courses in such a fashion as to teach apprecia tion and to give the student ability in self-expression either oral or written; social science courses are de veloped to give the student the idea of the social and economic relationships of mankind, and give him a vital 210 and continuing interest in the world about him; science and mathematics courses are developed to show the rela tionship of science to the world about the student and to acquaint him with the scientific information avail able; fine arts courses are designed to show an appre ciation of their place and the effect on society and to add to the enjoyment and profitable use of leisure time. Thus we see in the arrangement and organization of curriculum content either within a given course or within a set of curricula, that the practices most acceptable are formulated to carry out the basic principles and policies that guide curriculum development at the junior college level. CHAPTER V PROCEDURES FOLLOWED IN THE ADMINISTRATION OF CURRICULA AT THE JUNIOR COLLEGE LEVEL This chapter presents the data gathered from the re sponses of all institutions to statements of administrative procedures that are followed in the organization and devel opment of curricula at the junior college level. These statements of administrative procedure were presented in the third section of the check list questionnaire. The statements of administrative procedure were developed from a review of all the literature that could be found in which such procedures were discussed. Personal observations of procedures that are followed in various institutions were also recorded, and were used in determining the various statements that should be included as well as the manner of presentation. The catalogues and bulletins of numbers of institutions were examined to discover all possible plans used in the administration of curricula at the junior col lege level. From these sources a list of thirty statements of various administrative procedures v/as compiled and plac ed in the check list. In submitting statements of procedures used in the administration of lower division curricula, an attempt was made to discover whether or not new procedures had been 212 developed which were intended to help promote new policies and principles that guided the work in curriculum develop ment. When new curricula are organized, new administrative procedures are often necessary to make such curricula ef fective. If the administrative procedures that accompany the development of new curricula could he discovered, in formation valuable to the purposes of this study would be found. Therefore, the statements of administrative proced ures were planned to discover whether traditional ones are followed in the development of curricula at the junior col lege level, or whether new practices that accomodate new ideas in curriculum development are used. After each statement of administrative procedures, respondents were asked to place a check mark indicating that the particular practice named applied to their pro grams of curriculum development. Since each division of the check list contained several statements, respondents were asked to check as many as applied to their whole ad ministrative procedures. If a respondent did not check the statement, it v/as understood that this practice did not apply to his particular program of curriculum development. The statements of administrative procedure were grouped under four headings in the check list. These were: (I) Instructional procedures ; (II) Organization of class schedule and student programs ; (III) Credit evaluation; and 213 (IV) Guidance program. The responses of each type of institution to the statements of administrative procedures were compiled and placed in tables. The responses of liberal arts colleges and universities to all statements appearing in one divi sion of the check list are placed in one table. The respon ses of junior colleges, both private and public, to these same statements were placed in another table. This was necessary in order to reduce the size of the table so that the data could be included on one sheet. METHODS OF INSTRUCTION The educational purposes that are to be served by any curriculum have an influence on the methods of in structional procedures to be followed in presenting any course of study within that curriculum. Different proced ures must be worked out in such a fashion that the purposes served in presenting the cui’ricula conform to the basic principles that guided the development of the various courses. Much of the training that is to be gained through the various curricula is imparted through the methods used in presenting the content. These methods are part of the administrative procedures that are organized to accompany the development of new and different curricula. There were six statements of administrative proced- 214 ures listed in the check list that concern instructional procedures. They apply mainly to class room techniques. They were: (1) Instructors are encouraged to assume an ex perimental approach to teaching; (2) Newer and more stimu lating type of examination are used; (3) Teaching methods are made less formal; (4) Lecture type courses are encour aged; (5) Departmental lines abolished; (6) Honors courses established. For a more complete statement, the reader is referred to section three of the check list questionnaire given in the appendix.^ Experiments in Teaching. One procedure used in the introduction of new or reorganized curricula is to encour age teachers to assume an experimental approach to the whole problem of teaching lower division courses. By as suming such an attitude, the best possible methods of teach ing can be discovered. Subject matter can be made more meaningful. Instructors are made to feel a greater respon sibility for the success of the course. The data in Tables XLVIII and XLIX indicate that all types of institutions encourage their instructors to assume an experimental approach when introducing new courses. In fact, approximately seventy-six per cent of all schools ^Infra., See page 310 in the Appendix. 215 reporting acknowledged their use of this procedure. Exper imental procedures appear to he more prevalent in public junior colleges than in any other type of institution. Newer and More Stimulating Examinations. Another method used as an instructional aid in teaching new or re vised courses is the employment of more stimulating types of objective tests. These tests give a better analyses of the information that the student possesses. They also give an indication of how well the student can use the informa tion he has learned. The administrative procedure of developing new and more stimulating t^pes of examinations is practiced in a large percentage in all institutions reporting. The data in Tables XLVIII and XLIX indicate that junior colleges reported the use of such a procedure in larger numbers than other schools. New and more stimulating examinations seem to find more favor among the two year institutions than in the colleges and universities. Teaching Methods. Another approach to the problem of determining what administrative procedures are to be followed when new courses are developed is to inquire con cerning the formality of teaching methods. Teaching meth ods of a less formal nature are needed to vitalize the in formation presented in newer courses. Making teaching 216 methods less formal is a procedure that is accepted in a large percentage in all institutions studied. The percent age of acceptance is not so high, however, for the univer sities as it is for other institutions. Only 47.6 per cent of the universities reporting indicated that they encour age teachers to make use of less formal methods of presenta tion. Lecture Methods. Lecturing as a method of teaching in college has been the practice in many institutions. Its use has been fostered in all types of classes. This method of teaching has been challenged by modern psychologists and other students of the learning process until." today there appears to be a movement away from the use of lectures as a method of presenting subjects that should be followed in colleges. Courses of the lecture type find little place as a method of presentation at the junior college level. There were no private junior colleges that reported such a procedure followed. The lecture type of instruction finds most use among the universities, but even in these schools only one-fourth of those reporting indicate that they en courage such a method of teaching. Abolishing Departmental Lines. There seems to be an effort on the part of all institutions to abolish depart mental lines in certain areas of learning. Such a practice 217 would harmonize with the basic policies and practices dis covered in the first part of this study. Liberal arts col leges and universities indicate that in a large number of cases, they are endeavoring to abolish departmental divi sions in organizing the subject matter used in the various curricula. The fact that junior colleges must conform to the accrediting requirements of institutions of higher learning, may be the reason why they do not make as much effort to abolish departmental lines of learning as do the liberal arts colleges and universities. HonorsCCourses. The establishment of honors courses for students at the junior college level is not an adminis trative procedure that finds great favor. Pew institutions reported that honor courses are organized for freshman and sophomore students. The reason for this is, perhaps, that students in the first tv/o years of college are not mature enough to carry on independent study such as that required in honor courses. The administrative procedures with re spect to such courses as indicated in the data (Tables XLVIII and XLIX) conform rather closely to the policy of providing general education at the junior college level. The responses of all institutions to the six state ments of methods used in introducing new or reorganized curricula indicate that they are attempting to work out 218 administrative procedures that conform to the basic poli cies and principles governing curriculum development. In structors are encouraged to assume an experimental approach to the problem of teaching. Newer and more stimulating < types of examinations are used. Teaching methods are made less formal. Lecture type instruction in various courses is not encouraged. Honors courses are not being establish ed, but there is an indication of a movement tov/ards abol ishing departmental lines in various areas of knowledge. CLASS SCHEDULES AND STUDENT PROGRAm When new curricula are developed or when existing courses are revised to conform to the basic policies of curriculum construction, it is often necessary to devise a new plan of organization for class schedules and student programs. Traditional procedures, follov/ed in making class schedules and student programs, do not alv/ays allow in structors to use the methods of instruction that are most effective. More work outside of the class room may be necessary in order to produce the best results. The stu dent may need to have more responsibility placed upon him, both from the standpoint of what he should do, or how he should complete an assignment. There are various ways in v/hich different procedures not traditionally practiced are needed to make new or revised courses more effective. 219 TABLE XLVIII ADMINISTRATIVE PRACTICES AND PROCEDURES THAT RELATE TO METHODS OF INSTRUCTION Liberal Arts Col. (22 ) Per Cent Univer sities (21) Per Cent Teachers are encouraged to assume an experimental ap proach to the problem of teaching freshman and sophomore courses. 15 68.1 14 66 .6 Newer and more stimulating types of examinations are used in revised courses. 12 64.5 11 52.3 Teaching methods are made less formal. 17 77.2 10 47.6 Lecture type courses are encouraged. 1 4.5 5 23.8 Departmental lines abol ished in certain areas of learning. 12 54.5 13 61.9 Honor courses are esta blished for freshmen and sophomores. 2 9.0 1 4.7 Others. 0 0 1 4.7 Note: This table should be read; of the 22 liberal arts colleges reporting, 15, or 68.1 per cent indicated teachers are encouraged to assume an experimental approach to the problem of teaching freshmen and sophomore courses, etc. TABLE XL2X ADMINISTRATIVE PRACTICES AND PROCEDURES THAT RELATE TO METHODS OP INSTRUCTION 22 0 Public Jr. Col. (50) Per Cent Private Jr. Col. (26) Per Cent Teachers are encouraged to assume an experimental ap proach to the problem of teaching freshman and sophomore courses. 38 76.0 19 73.1 Newer and more stimulating types of examinations are used in revised courses. 36 72.0 15 57.7 Teaching methods are made less formal. 41 82.0 22 84*6 Lecture type courses are encouraged. 5 10.0 0 0 Departmental lines abol ished in certain areas of learning. 19 31.7 7 26.9 Honor courses are esta blished for freshmen and sophomores. 5 8.3 1 3.9 Others. 2 3.3 0 0 Note; This table should be read: of the 50 public junior colleges reporting, 38, or 76.0 per cent indicated teachers are encouraged to assume an experimental approach to the problems of teaching freshman and sophomore courses, etc . 2 2 1 Glass schedules and student programs should be organized to allow for the best possible teaching conditions. Seven statements of procedure concerning the organi zation of class schedule and student programs were submit ted in this part of the check list. They were; (1) Free dom allowed in selecting courses; (2) Opportunity to se lect courses outside the field of concentration; (3) Size of enrollment increased or decreased; (4) Program organ ized without regard to traditional practice; (5) Health service developed; (6) Students housed in separate groups ; (7) Students organized on the basis of social units. For a more complete statement of administrative procedures the reader is referred to a copy of the check list shown in the p appendix. Freedom of Selection. If the student at the junior college level is to receive training in broad fields of learning he should be allowed some freedom in the selection of courses he is to study. This freedom should be super vised and an adequate guidance program provided to give him aid in selecting courses. More freedom should be allov/ed the student of proven ability than the one who has not shown power to do work at the junior college level. Such a p Infra., See page 312 of the Appendix. 2 2 2 plan allows the capable students a wide range of choice in making course selections. Such a procedure is evidently followed in a great many institutions because the data in Tables L and LI indi cate that the majority of all institutions checked this statement as one applying to their methods of programing students. There seems to be more liberty allowed students at the junior college level in the universities than any other institution. Seventy-one and four tenths per cent of these institutions checked this administrative procedure as one which they followed. Selection of Courses Outside the Field of Concentra tion. Another procedure in the organization of class sched ule and student programs is to allow a liberal opportunity of selecting courses offered in curricula outside the field of concentration. This provides an opportunity for each student to secure training in broad areas of knowledges. This liberalized attitude in the building of the student*s program is in harmony with the effort to develop a program of general education. There is not much difference among the various types of institutions in the percentage which apply this proced ure in making up their class schedule and checking students programs. The practice followed is to allow students to 223 choose courses outside of their field of concentration* Perhaps this choice is best made under the supervision of expert guidance. Size of Class » Alteration in the size of classes plays little part in the administrative procedures that are formulated to govern class schedules and students programs. The physical capacity of the school plant may be a more im portant factor in determining the size of classes than the desire to promote curriculum changes that have been made. Evidently none of the types of institutions studied are concerned with the number who enroll in the various classes. The number in a class is considered, therefore, to have little effect on the program of curriculum development ac cording to the data shown .in Tables L and LI. Traditional Procedures. Traditional practices still play an important part in the organization of class sched ules and student programs. Only a very small number of in stitutions indicated that their class schedules were organ ized without regard to traditional practices. The liberal arts colleges (see data Tables L and Ll) show more inclina tion to break with tradition and to organize their class schedule according to some plan considered vital to the interests of the students taking various courses. 22 4 Health Service. Health service designed to promote interest and to aid in developing health habits is given a great deal of consideration by most institutions in the or ganization of class schedules and student programs. Uni versities, liberal arts colleges, and private junior col leges indicate that in about sixty-five per cent of all the schools reporting, such a procedure influences their plan of building a class schedule. The public junior colleges show less interest in this practice. It may be that they are handicapped by a lack of facilities for promoting health service. Health service which promotes health hab its, in the life of a student, is valuable in giving the student aid in making social adjustments. Housing Students. Housing students in separate groups representing special interest is not practiced in any institutions. Only two public junior colleges reported that they gave any consideration to this problem in the organization of their schedules. On the other hand, there is some evidence to show that a little effort is being made in some institutions to organize the student body on the basis of social units. Private junior colleges indicated considerable effort in this direction. The data in Tables li and LI indicated that eight, or thirty per cent of all those reporting follow such a procedure# 225 TABLE L ADMINISTRATIVE PRACTICES AND PROCEDURES THAT RELATE TO THE ORGANIZATION OP CLASS SCHEDULE AND STUDENT PROGRAMS Liberal Arts col. (22) Per Cent Univer sities (21) Per Gent Freedom of procedure is al lowed in selecting courses to those who demonstrate capacity. 14 63.6 15 71.4 Liberal opportunity to sel ect courses offered in other departments outside the field of concentration. 16 72.7 16 76.1 Size of enrollment increas ed or decreased in certain subject matter fields. 4 18.1 5 23.8 The whole program organized without regard to tradi tional practices. 4 18.1 2 9.9 Health service developed to promote interest and aid in formulating health habits. 14 63.6 14 66.6 Students housed in separate groups representing special interests. 0 0 0 0 Student body organized on the basis of social units*^ for the purpose of helping the student make correct social adjustments. 3 13.6 3 14 ;2 Note ; This table should be read; of the 22 liberal arts colleges reporting, 14, or 63.6 per cent indicated freedom is allowed to those of demonstrated capacity, etc. 226 TABLE LI ADMINISTRATIVE PRACTICES AND PROCEDURES THAT RELATE TO THE ORGANIZATION OP CLASS SCHEDULE AND STUDENT PROGRAMS Public Jr. Col. (50) Per Cent Private Jr. Col. (26) Per Cent Freedom of procedure is al lowed in selecting courses to those v/ho demonstrate capacity. 31 51.7 15 57.7 Liberal Opportunity to sel ect courses offered in other departments outside the field of concentration. 42 70.0 21 80.9 Size of enrollment increas ed or decreased in certain subject matter fields. 15 25.0 3 11.5 The whole program organized without regard to tradi tional practices. 7 11.7 3 11.5 Health service developed to promote interest and aid in formulating health habits. 22 36.7 17 65.4 Students housed in separate groups representing special interests. 2 3.3 0 0 Student body organized on the basis of social units’ ^ for the purpose of helping the student make correct social adjustments. 6 10.0 8 30.8 Note; This table should be read; of the 50 public junior colleges reporting, 31, or 51.7 per cent indicated freedom is allowed to those of demonstrated capacity, etc. 227 CREDIT EVALUATION Credit evaluation is an important problem that must be considered when administrative practices and procedures are developed. An important element in the organization of any type of curricula is the consideration of the amount of credit, and the type of work for which credit is granted. Units of credit are the measure of accomplishment that has been adopted as a standard for all work in colleges and universities. It is the criterion by which student progress is measured. Since students want to make progress in their educational program, credits must be used to measure that progress, and very definite rules and regulations must be formulated with respect to credit evaluation. There were eight statements of administrative pro cedure given in this part of the third section of the check list that pertained to the problem of credit evaluation. These statements concern; (1) Prerequisites for courses abolished; (2) Credit for work based on attainment mot hours of work; (3) Granting of a degree at close of sopho more year; (4) The practice of decreasing electives in the freshman and sophomore years; (5) Special courses for those who enter with deficiencies; (6) Entrance of stu dents with only three years of work in high school; (7) Requiring students to pass certain tests at the close of 228 the sophomore year; and (8) Allowing credit for extra-curri cular work. For more complete statement of these adminis trative procedures, the reader is referred to a copy of the check list questionnaire given in the appendix*^ Course Prerequisites. Many courses of study at the junior college level require certain prerequisite before the student is allowed to enroll. This is done to insure proper preparation for the course, and to maintain a defin ite standard of accomplishment. This procedure also helps to determine sequences which are planned to give continuity to the students program of training. The practice of abolishing course prerequisites, except those that apply to entrance, is a procedure not followed in many institutions. There were no liberal arts colleges or universities that checked this statement as one supplying to their school. (See data in Tables LIT and LIII). Only six public junior colleges and one private junior col lege indicated that they had abolished course prerequisites. The use of course prerequisites conforms to the practice of developing a curriculum in which continuity of educational experience is the aim. Such a purpose or aim is one pre sented in another part of this study, as fundamental to the ^Infra., See page 510 of the Appendix. 22 9 whole program of curriculum development at the junior col lege level. Credit for Attainment. Usually the amount of credit earned in college depends to a large degree on the amount of time the student spends in the class room* The number of hours of recitation are often identical with the number of hours the class meets weekly. This is a traditional practice, and one that is still used to a great extent in all types of institutions. Recently there has been an effort to alter this pro cedure. In place of giving credit for the number of hours spent in class, the aim is to base credit upon the attain ment of the student. Attainment is measured by comprehen sive examination given at any time the student desires and considers himself capable of passing. Such a procedure places a premium on thorough work and mastery of the sub ject matter of a course, and not on mere faithful attend ance in class. It also has the purpose of encouraging the student to do independent study. Credit for work based on attainment and not the num ber of hours in recitation or one final examination is an administrative procedure that is followed in about one- fourth of all the institutions reporting. (See data in Tables LII and LIII.) This practice finds more favor among 230 universities than other types of institutions. Credit for work in most institutions still depends on the number of hours the student spends in recitation or whether he passes a final examination. Granting Degrees. With the rapid rise of the junior colleges, it became necessary to develop a plan whereby the student who completed the work in these institutions or at this level would receive some award. Most institutions of junior college grade devised the degree Associate In Arts to meet this requirement. There are some four year col leges and universities which consider the completion of work in the sophomore year the end of a definite period or part of the student*s training. These institutions believe that some degree or award should be given the student upon the completion of his sophomore work just as is done in junior colleges. Only public and private junior colleges follow the practice of granting a degree or giving some other award at the close of the sophomore year. (See data in Tables LII and LIII.) Two universities reported a similar practice, but no liberal arts college reported that they give any kind of award when the student has completed work at the junior college level. The results of the responses of all institutions to this statement of administrative procedure 231 is to be expected* Junior colleges as separate institu tions should be able to give a degree or some other award at the close of their training, but few four year colleges want to regard the break between the upper and the lower division as of sufficient significance to warrant the grant ing of a degree at the close of the sophomore year. Subject Electives. Decreasing subject electives in the freshman and sophomore years of college is a procedure that is advocated by those who would prescribe one course of study for all students at the junior college level. Those who believe in giving the same training for all stu dents at the junior college level would give this training by limiting the courses students elect to study. Such a procedure may be in harmony with the program of general education. It has a tendency to make all students conform to a definite pattern. The practice of decreasing subject electives in the freshman and sophomore years finds little favor with any institution. (See data in Tables LII and LIII.) It must be remembered that most institutions have indicated, as pointed out in another part of this study, the decreasing acceptance of the practice of developing one course of study for all freshman and one course of study for all sophomores. Subject electives are necessary, therefore, if 232 each student is not required to take the same work. There appears to be no attempt to decrease the number of elect ives allowed in the freshman and sophomore years. Special Courses for Credit Deficiency. Students who enter college with high school deficiencies in certain sub jects are often required to take definite makeup courses to correct these deficiencies. This procedure is followed in order to insure that all students have reached the same standard of preparation before going on. In some cases credit deficiencies from high school are made up through work taken in regular courses* Both plans are used for the one purpose of maintaining definite standards of accom plishment. Only about one-fourth of all institutions reporting in this study indicate that special courses are designed for those who register as freshmen with credit deficiencies. (See data in Tables LIT and LIU.) This procedure is in harmony v/ith the principle that curricula at the junior college level should be developed to provide educational continuity for the student and not for the purpose of cor recting deficiencies in work taken at a lov/er level. Entrance to College Work. High school graduation has been one of the traditional requirements for entrance to college. This requirement is still followed in the 233 majority of all collegiate institutions, but recently there has been some experimentation with the practice of allowing students to take college work after only three years in high school. Institutions organized with high school and junior college using the same plant have allowed students to take college courses before completing the work for high school graduation. Junior colleges organized to combine the last two years of high school with the first tv/o years of college often allow students to take both high school and college work at the same time. Very few institutions of any t^*pe make a practice of allowing students to enter as a freshman after completing only three years of high school training. Private junior colleges are inclined to follow this procedure more than any other type of institutions. (See data in Tables LII and LIII.) Perhaps one of the purposes of the private jun ior college is to afford a better opportunity for the ill adjusted individual in high school to enter college regard less of the amount of credits earned. The fact that many private junior colleges maintain a high school department makes possible the organization of v/ork in such a manner as to allow students to enter freshman work before high school graduation. Tests at the Close of the Sophomore Year. There are 234 those who believe that all students should be required to pass a series of tests at the close of the sophomore year in college. These tests should be given to determine the students right to graduate from Junior college or the fit ness to go on to more advanced work in the four year insti tution. Such a practice is in opposition to the tradition al one which requires a certain number of credits for com pletion of the work at the junior college level. Very few institutions require students to pass a series of tests at the close of the sophomore year, regard less of the number of credits they have earned. (See data in Tables LII and LIII.) The most common procedure is based upon the assumption that credits earned are a measure of the capacity and ability of the student to do advanced work. Perhaps it is considered necessary to set up a series of examinations to test the students ability or the amount of knowledge he possesses before allov/ing him to go on. Credit for Extra-Curricular Activities. Extra cur ricular activities play an important part in the total edu cational experience of the student. Such activities are receiving more recognition by those who administer the col leges. Many of the basic policies or purposes of the col lege can be accomplished in part, or wholly, through these 235 activities not considered a part of the curriculum. Extra curricular activities furnish different types of training not provided by the materials of instruction. Because extra-curricular activities are recognized as being of grov/ing importance, some consider them of such value that credit may be allov/ed the student for successful participation. Only public and private junior colleges shov/ any appreciable effort to follow such a procedure. (See data in Tables LII and LIII.) Almost one-fourth of the private junior colleges and one-fifth of the public junior colleges indicate that they are willing to allow the student credit for work done outside of the class room. Universities and liberal arts colleges are not so favorable to the practice of allowing credit for extra-curricular ac tivities . GUIDANCE The guidance program in colleges or universities must be given consideration when administrative procedures are formulated to promote curricular offerings at the jun ior college level. The guidance program must be adminis tered in such a way that it will help to carry out the pur poses for which the curricula are intended. The guidance program is an administrative procedure that helps the stud ent to obtain the most benefit from the offerings presented 236 TABLE L U ADMINISTRATIVE PRACTICES AND PROCEDURES THAT RELATE TO CREDIT EVALUATION Liberal Arts Col. (22) Per Cent Univer sities (21) Per Cent Pre-requisites (except those that apply to entrance) for courses abolished. 0 0 0 0 Credit for work based on at tainment not number of hours in recitation or one final examination. 5 22.7 7 33.3 Degree granted or other award given at the close of the sophomore year. 0 0 2 9.9 Subject electives decreased in the freshman and sopho more years. 40.9 4 .19.0 Special courses designed for those who register as fresh men with credit deficiencies. 4 18.1 6 28.6 Students , allowed to enter as freshmen who have completed only three years of high school work. (If there is ev idence of ability.) 4 18.1 1 4.7 Students required to pass cer tain tests at the close of the sophomore year, regardless of the number of credits earned, before they are allowed to con tinue their college courses. 1 4.5 1 4.7 Credit allowed for extra-cur ricular work. 2 9.0 2 9.9 Note : This table should be read; of the 22 liberal arts colleges reporting, none indicated prerequisites for courses abolished, etc. 237 TABLE LUI ADMINISTRATIVE PRACTICES AND PROCEDURES THAT RELATE TO CREDIT EVALUATION Public Jr. Col. (60) Per Cent Private Jr. Col. (26) Per Cent Pre-requisites (except those thattapply to entrance) for courses abolished. 6 10.0 1 3.9 Credit for work based on at tainment not number of hours in recitation or one final examination. 11 18.3 7 26.9 Degree granted or other av/ard given at the close of the sophomore year. 41 68.3 16 61.5 Subject electives decreased in the freshman and sopho more years. 8 13.3 1 3.9 Special courses designed for those who register as fresh men with credit deficiencies. 17 28.3 7 26.9 Students allowed to enter as freshmen who have completed only three years of high school work. (If there is ev idence of ability. 6 10.0 6 23.1 Students required to pass cer tain tests at the close of the sophomore year, regardless of the number of credits earned, before they are allovi/ed to con tinue their college courses. 4 6.7 3 11.5 Credit allowed for extra-cur ricular work. 11 18.3 6 23.1 Note: This table should be read ; of the 60 public junior colleges reporting, 6, or 10.0 per cent indicated prerequisites for courses abolished, etc, 238 in the various courses of study. There were eight statements of administrative pro cedures relating to the guidance program presented in this section of the check list questionnaire. These statements concerned; (1) Emphasis on participation in extra-curri cular activities; (2) Individual guidance for incoming students; (3) Freshman week; (4) Special program of orientation for freshman; (5) Segregation of students by psychological tests; (6) Placement service; (7) Voca tional guidance; (8) Testing ability of sophomores. For a more complete statement of these procedures, the reader is referred to the copy of the questionnaire given in the appendix.^ Participation in Extra-Curricular Activities. Extra curricular activities, as has been stated before, play an important part in the total educational experiences of the student. They are best promoted when students are encour aged in order to bring about a high degree of participation. To give this encouragement some administrative procedures, worked out as a part of the guidance program, should be em ployed. Such a plan directs students into those activities that are intended to be of most value in their educational ^Infra., See page 312 of the Appendix. 239 training. A guidance program organized to emphasize the need of the student for participation in extra-curricular acti vities is the administrative plan of many colleges. The procedure is followed in more than fifty per cent of the liberal arts colleges, private junior colleges, and public junior colleges. The data in Tables LIV and LV show that the universities place the least emphasis on the need for student participation in extra-curricular activities. Evi dently the universities have little faith in the education al value of extra-curricular activities, while all other institutions believe that important benefits are derived from having students take part in activities outside of the class room. Individual Guidance. Individual guidance for incom ing freshmen is necessary to make the curriculum function best in the life of the student. Individual guidance gives the student help in determining the courses he should take. The more individual guidance provided, the better adjusted the student can become in meeting the requirements of any particular course of study. The administrative procedure of organizing the col lege to give guidance to all entering students through the assignment of a counsellor is one that is followed in the 240 majority of all institutions reporting. This procedure is practiced to the greatest degree in the universities and liberal arts colleges. More than eighty per cent of these institutions indicated the administrative practice followed is to assign a counsellor to each entering student. The majority of all junior colleges provide individual guidance but their acceptance of this practice is not so great as in the universities and four-year colleges. Freshman Week. Freshman week is a new plan develop ed to acquaint students with the plans, purposes, and aims of education in a particular institution. In such a plan of guidance, all incoming students are asked to report one week before the regular schedule of classes begin and by lecture, trips and other methods, the students are acquaint ed with all phases of college work. During Freshman Week, they are assigned advisors who give them aid in selecting courses they should study. This is a rather concentrated form of guidance given during a short space of time. It serves to acquaint the student with many of the problems that confront him, and gives aid in the solution of the problems. It is a practicable procedure for handling large groups of students. The Freshman Week program has been developed more fully in the colleges and universities than in junior col 241 leges. That is because colleges and universities tend to have larger numbers of new students at the opening of a new term. Public junior colleges have not adopted this proced ure to any appreciable extent. The data (See Tables LIV and LV.) show that only 26.7 per cent of all public junior colleges organize their guidance program to include a Fresh man Week. The average size of most junior colleges is too small to demand the use of Freshman Week as a method of providing guidance for their students. Orientation Courses. The use of orientation courses as a part of the guidance program is followed in many col leges. Such a course seeks to give the student information about himself, the college and its relation to the whole program of education. It seeks to make the student cogni zant of his place in the world both in and out of school. It is planned as a part of the regular freshman curricula. In most cases this course is a requirement for all students. Orientation courses for freshman are used in a rath er large percentage in all institutions studied, but find more favor as a procedure in guidance among the junior col leges than among the liberal arts colleges and universities. There is evidently a difference in the administrative pro cedure used in guiding freshmen when v/e compare liberal arts colleges and universities with public and private jun 242 ior colleges. The former use the Freshman Week^ before the opening of regular classes, while the latter use spe cial courses in orientation given as a part of the regular class schedule of all freshmen. Psychology Tests. Tests, psychological in nature, designed to test the capacity of students, are often used as a tool in the guidance program. Their use is predicated on the theory that by a knowledge of the student*s ability better advice can be given concerning the courses that r should be taken. There are also those who believe that students of the same capacity should be segregated and placed in groups that are equal in ability. Segregating students according to capacity and ability has a tendency to stratify student population. Few institutions of any type use psychological tests as a device for segregating students into various groups. The data in Tables LIV and LV indicate little effort on the part of any institutions to follow this procedure. Univer sities follow this practice to a greater extent than any other type of institution studied, but even these schools show no great number segregating students on the basis of psychological tests. Placement Service. Placement service used as an aid in guiding students has been demonstrated by four year col- 243 leges and universities* These institutions have shown the value of such service in making more vital and meaningful the curricula used in training students. This type of ser vice has not only helped students to secure gainful employ ment, but it has aided them to make other necessary adjust ments. The colleges and universities developed placement service because they have trained students to follow defin ite professions and desired to see them placed in satis factory positions. Junior colleges are recognizing the need of a similar service for their students because they provide occupational training that prepares students to do a specific task and these students need to find employment v/hen they have been trained. The junior colleges realize that a large number of their students do not go on to in stitutions of higher learning thus they need aid in making satisfactory adjustments when their work is completed in the junior college. Placement service as a part of the guidance program is a procedure that is followed in more than fifty per cent of all types of institutions studied. The percentage of use is higher among liberal arts colleges and universities (See data in Tables LIV and LV) than among junior colleges. Perhaps the reason for this can be found in the fact that universities and liberal arts colleges have been training students for definite professions over a longer period of 2 44 time than the junior colleges, and have, therefore, had greater opportunity to establish placement bureaus in their administrative organization» Junior colleges have only recently been training students to follow certain occupa tions. With the inaugeration of this training, they have recognized the need for providing ways and means whereby the student may be given contact with sources of employment. The development of a placement service which seeks to find work for the student when he has completed specific train ing is a very valuable adjunct in promoting the curricula developed to give such training to students at the junior college level. Vocational Guidance. Guidance has for one of its purposes the development of procedures that will help stud ents select and prepare for occupations or professions best suited to their needs and capacities. To do this it is necessary to give them information about the various occu pations and professions. This information enables them to choose wisely and well the vocation or profession they wish to follow. Vocational guidance should furnish the student information concerning all types of vocations and profess ions. This can be done by some special course in the cur riculum or some form of contact with the student that sup plements the v/ork of the classroom. 245 Vocational guidance through the systematic presenta tion of information concerning all vocations and professions is an administrative procedure that is followed in many in stitutions # The data in Tables LIV and LV show that fifty per cent or more of all junior colleges and liberal arts colleges organize their guidance program in such a fashion as to give students information concerning the vocations and professions. The percentage of universities that fol low the same procedure is not so high, but even in these institutions the data show evidence that a large number follow this same "practice. Testing Sophomores. The close of the sophomore year in college represents an important milestone in the educa tional experience of the student. There are those v/ho be lieve that it is a wise procedure to give students special tests of ability at this point. The results of such test ing can be used to give the student guidance concerning his future work either in or out of school. Testing the ability of a student when he has com pleted the sophomore year of work as a means of giving him aid and direction for future work is a form of guidance that is not followed in a large number of institutions. The data in Tables LIV and LV show that only approximately twenty-five per cent of all institutions give any consider 246 ation to this procedure. This may be sufficient evidence to indicate that there is an interest in the problem and a trend towards the use of such a testing program. However, its use is not indicated by sufficient number of institu tions to lead to the conclusion that such a practice is followed to any great degree. 247 TABLE LTV ADMINISTRATIVE PRACTICES AND PROCEDURES THAT RELATE TO THE ORGANIZATION OE THE GUIDANCE PROGRAM Liberal Arts Col. (22) Per Cent Univer sities (21) Per Cent Emphasize the need to parti cipate in extra-curricular activities. 11 50.0 3 14.2 Give individual guidance to all entering students by as signing a counsellor to each one. 18 81,8 18 85.7 Provide a Freshman Week in ad vance of regular class work. 16 72,7 17 80.9 Provide a special program of orientation for freshmen as part of their regular class assignments. 9 40.9 8 38.0 Segregate students on the ba sis of results obtained from psychological tests. 2 9.0 8 38.0 Provide placement service as an aid in securing positions for the students. 15 68.1 15 71.4 Provide vocational guidance through the systematic pre sentation of information con cerning all vocations and professions. 11 50.0 8 38.0 Test the ability of the soph omore as a means of giving him aid and direction for future work. 6 27.2 4 19.0 Note; This table should be read; of the 22 liberal arts colleges reporting, 11, or 50.0 per cent indicated the guidance program organized to emphasize the need to partici pate in extra-curricular activities, etc. 248 TABLE LV ADMINISTRATIVE PRACTICES AND PROCEDURES THAT RELATE TO THE ORGANIZATION OF THE GUIDANCE PROGRAM Public Jr. Col. (60) Per Cent Private Jr. Col. (26) Per Cent Emphasize the need to parti cipate in extra-curricular activities• 35 58.3 21 80.8 Give individual guidance to all entering students by as signing a counsellor to each one. 36 60.0 11 42.3 provide a Freshman Week in ad vance of regùlar class work. ~ 16 26.7 11 42.3 Provide a special program of orientation for freshmen as part of their regular class assignments• 25 41.7 14 53.9 Segregate students on the ba sis of results obtained from psychological tests. 5 8.3 6 23.1 Provide placement service as an aid in securing positions for the students. 33 55*0 13 50.0 Provide vocational guidance through the systematic pre sentation of information con cerning all vocations and professions. 33 55.0 14 53.9 Test the ability of the soph omore as a means of giving him aid and direction for future work. 9 15.0 8 30.8 Note ; This table should be read; of the 60 public junior colleges reporting, 35, or 58.3 per cent indicated the guidance program organized to emphasize the need to par ticipate in extra-curricular activities, etc. 249 SUMMARY OP SPEC IF IG FINDINGS The interpretation of the data presented in this chapter shows a rather wide range of practices and proced ures followed in the administration of curricula at the junior college level# The wide differentiation in proced ures being used may be due to a number of causes. The per sonal opinion of the individual responsible for the admin istrative organization of the college or university may account for the form used. The basic policies or princi ples that govern the purposes for which any institution exists may determine the manner in which curricula are ad ministered. There are numerous ways of attaining education al aims and different educational aims to be accomplished; therefore, varied administrative procedures are followed in different institutions. The data presented in this chapter seems to verify what was observed in the investigation of various experi ments carried on in curriculum revision at the junior col lege level. Each institution seems to have a different plan devised to put its new curricula in operation* All schools may have for their purpose the desire to train stud ents in one particular fashion; yet they use a variety of organizations and methods to carry out their purpose. A summary of the data show that in all types of institutions. 250 certain definite practices and procedures are used to a greater degree than in others. Methods of Instruction. The data presented in this chapter indicate that there is an effort on the part of all institutions to improve the methods of instruction. Better learning situations are created. There appears to he a recognition of need for better techniques in presenting the content of courses. This recognition is evidenced by the fact that in a majority of all institutions; (1) Teaching methods are made less formal. (2) Newer and more stimulating types of examina tions are provided. (3) Teachers are encouraged to use new methods of instruction and experiment with new ideas in develop ing technique of instruction. (4) Lecture type courses are not encouraged ex cept to some extent in the universities. All of these conditions contribute to a better learning situation for . students. This is necessary if the basic policies and principles discovered in the first part of this study are carried out. The data show considerable effort to abolish depart mental lines as they apply to subject matter. Such a pro cedure, if followed by more institutions would be effective in carrying out the purposes of education for students who must cope with modern social and economic conditions. 251 Honors courses are not organized for students at the junior college level. Perhaps this type of instruction is suited to the more mature student and is not needed as a form of administrative organization or method of instruction for students in the freshman and sophomore years of college. Organization of Class Schedules. The administrative procedures that pertain to class schedules do not evidence nuch change from those traditionally followed. Traditional practices still characterize the making of class schedules and students daily program. Changes that can be identified are : (1) Greater freedom is allowed the student with ' proven capacity, in the selection of courses. (2 ) ; Liberal opportunity is allov/ed the student to select courses outside the field of concentration. (3) Health service is provided to promote the de velopment of health habits. All of these procedures just enumerated are in har mony with the policy of giving the student information in large areas of knowledge and aid him in making social ad justments. There is little effort made by any institutions to house students in separate groups or to organize them on the basis of social units Credit Evaluation. The evaluation of work done in 252 terms of "-units of credit" is an important procedure that must be considered in the development of curricula. In the practices that relate to the evaluation of credit there appears to be little change. Traditional procedures still govern the amount and kind of credit students are granted for their accomplishment. The most important changes concern: (1) Credit based on attainment not hours spent in the class room. (2) Degree granted at the close of the sophomore year. (3) Subject electives decreased at the junior college level. (4) Credit allowed for extra-curricular activities. These changes do not apply to a majority of all in stitutions reporting in this study. There is sufficient evidence in the data gathered, however, to indicate a def inite trend towards the adoption of such practices as those just enumerated. Prerequisites for courses are still required. Spe cial courses are not designed for those students who enroll with deficiencies. Students are not allowed to enter col lege without completing the high school course of study. As a general conclusion, it can be stated that pro cedures relating to the evaluation of credit evidence the least change of any administrative practice. This may be due to the fact that credits are held so sacred by all 253 institutions, practices concerning their evaluation are hard to change. This unwillingness to change methods of evaluation work increases the difficulty of developing changes in the curricula. Organization of the Guidance Program. There are many different ways in which the guidance program is organ ized to promote the purposes that actuate curriculum change and development. These differences can be characterized by the following statements based on the data presented in this chapter. (1) Public and private junior colleges and liberal arts colleges emphasize the need for students to parti cipate in extra-curricular activities. Universities do not. (2) Universities and liberal arts colleges organize Freshman Week to aid in guiding students. (3) Junior colleges organize Orientation courses to give guidance to their students. Universities and liberal arts colleges do not favor this type of organ ization. (4) Universities are more inclined than other in- - stitutions to segregate students by means of psycho logical tests. Those administrative procedures of guidance that find common practice among all institutions are ; (1) Assignment of counsellors to all incoming students. (2) Placement service for students who seek po sitions after completion of the work in any institu tion. 2 54 (3) Study of vocations through the presentation of information about occupations and professions. As a general summary it can be said that the guidance procedures in all types of institutions are organized to promote the purposes to be attained in the training offered at the junior college level. PART III CONCLUSION AND RECOMANDATIONS CHAPTER VI. CONCLUSION AND RECOMMENDATIONS BIBLIOGRAPHY APPENDIX CHAPTER VI CONCLUSIONS AND REG 0 MANDAT IONS This study of curriculum development was designed: (1) to determine the basic principles or policies involved in curriculum development at the junior college level in relation to social and educational trends; (2) to distin guish the nature and extent to which plans for curriculum development have been adopted; and, (3) to make consequent recommendations upon which changes in the curriculum at the junior college level should be made* The preceeding chapters have presented a review of literature relating to this study; a survey of the studies that have been made of curriculum changes at the junior college level in the universities and colleges; and an in vestigation, by personal visitation or study of the reports of experiments that relate to curriculum development in the freshman and sophomore years of college. In addition, there has been presented an interpretation of the data gath ered from the returns of a check list questionnaire. The data gathered from the questionnaire represent the practices and procedures indicated by the responses from 21 universi ties, 22 liberal arts colleges and 86 public and private junior colleges. This study is nation-wide in its scope. The returns 257 from the check list questionnaire do not represent a major ity of all universities and colleges in the nation. They are sufficient in number and cover a wide enough area to present authentic data. The reviews of literature, the survey of studies, the investigation of experiments, and the data compiled from the check list questionnaire have all been considered in developing the conclusions and re commendations presented in this chapter. Before presenting the conclusions and recommendations, it is deemed wise to give a brief summary of the specific findings shovm by the interpretation of the data compiled from the replies to the check list questionnaire* STJÎMARY OP SPECIFIC FINDINGS The check list questionnaire used to gather the data for this study contained three parts. Each part v/as de signed to secure information that relates: (1) to the basic principles and policies underlying curricula development at the junior college level* (2) to the acceptance of selected curriculum prac tices and assumptions. (3) to practices and procedures followed in the ad ministration of Freshman and Sophomore curricula. The data compiled from the responses of all schools to the various statements of policy, practices and proced ures contained in each section of the check list have been 2 58 compiled in fifty-four tables. The interpretation of this data have been presented in Chapters III, IV, and V. Each chapter presents the data and its interpretation, compiled from the responses of all institutions to one section of the check list. This organization of material allows the reader to compare the responses of each type of institution with the responses of another type. Since only the high lights of chapter summaries can be included here, the read er is referred to the material included in the body of the dissertation for any specific comparison or data desired. Basic Principles or Policies of Curriculum Develop ment at the Junior College Level. The data and their in terpretation presented in Chapter III (Tables I - XVIII) show that in all types of institutions the liberal arts and pre-professional curricula are used to the greatest extent to accomplish the purposes of education at the junior col lege level. In some institutions, notably the public and private junior colleges, other types of curricula are being developed to carry out some of the purposes of education. The nev/er curricula used in the two year institutions are general college and occupational or semi-professional. However, junior colleges of both types follow the practices of the liberal arts colleges and universities and use the traditional liberal arts and pre-professional curricula in 259 the greatest number of instances to promote the purposes of education at the junior college level. There are four main purposes served in the education al training of students in the freshman and sophomore years of college. These purposes v/ere rather definitely indicat ed by the responses of all institutions to the seventeen statements of policy given in the first section of the check list. They are : (1) General Education; (2) Social Adjustment; (3) Specific Training or Preparation; and, (4) Character Education. The responses to those statements in the check list that relate to the program of general education show that all types of institutions consider general education one of the functions to be served by the curricula at the junior college level. Their responses to these statements also in dicated that some types of curricula are designed to com plete the full time program of general education during the freshman and sophomore years. The best example of the ap plication of such a policy is found among junior colleges, where it was discovered that a large number use their gen eral college curricula for this purpose. There is suffi cient evidence in the data presented to indicate that gener al education is one of the purposes to be served by curricu la at the junior college level. Basic principles and poli cies that govern curriculum making should, therefore, be 2 6 0 formulated v;ith special consideration of the problems that relate to the program of general education. Social adjustment is another important purpose that must be considered in the development of curricula at the junior college level. Training the student to make social adjustments is important, due to the complexity of modern social and economic life. Policies and principles that govern curriculum construction must, therefore, be formu lated which will continually direct the attention of the curriculum maker to the necessity of including in the var ious courses of studies, materials and experiences designed to give the student training in social adjustment. All types of institutions studied are aware of the need for training that will aid the student in making so cial adjustment. This is shown by the fact that in all colleges and universities an effort is made to develop some kind of curricula designed to train for such a purpose. These efforts are expressed through the adoption of basic policies and principles of curriculum development that are intended to give the students training in a variety of fields all of which will aid them in social adjustment. Students thoughts are directed towards economic consumption andI distribution instead of production. Mastery of func tional knowledge, information usable and related to the world about the student is stressed in the organization of 261 lower division curricula# The students are provided exper iences that have for their purpose, the development of pro cedures useful to the student when actually participating in society. Social co-operation is a responsibility that is emphasized in certain curricula for freshman and sopho more students. Experiences designed to create the desire to continually adjust in a rapidly changing society is of fered the student through some course of study. Training in habits and appreciations that will aid in the wise use of leisure time is stressed in the materials of instruction. Students are shown that information presented in college holds an important part in real life situations and, they are urged to make a practical application of their college training. The degree to which any institution applies the ba sic policies and principles that relate to the problem of social adjustment vary with different types of schools and with different curricula. In the liberal arts colleges and universities liberal arts and pre-professional curricula are used more often to train for social adjustment. The junior colleges make the greatest effort to develop general college and occupational curricula that meet the require ments of basic principles and policies relating to this purpose. It would appear that the junior colleges are more sensitive to the need for training students in the fields 262 of social adjustment. They meet these needs by placing a greater emphasis on their occupational and general college curricula than do the liberal arts colleges and universi ties. These curricula appear to be more suited to the pur poses of social adjustment than other types of curricula. The junior colleges are therefore, less inclined to follow traditional practices in this respect. Specific training or preparation becomes another ■ purpose of education at the junior college level. The data compiled from the responses of all institutions to state ments of basic policy or principles relating to this pur pose indicate that all institutions are aware of the need for training for some specific aim. They all approach the problem in different ways. Continuity in educational ex periences is specifically provided in the curriculum of a great many schools. In some institutions definite emphasis is placed on preparation for further college training. Oc cupational curricula in junior colleges are designed to prepare the students to perform a specific task. Habits of scholarship become the purposes of pre-professional curri cula in many institutions, particularly universities. Some institutions design their curricula for the specific pur pose of limiting the number who go on. Different schools approach the problem of specific training in different ways. All consider specific training or preparation of some sort 263 for their purpose when designing certain types of curricula at the junior college level» Specific training in the junior colleges emphasizes the preparation of students for definite jobs# These col leges in developing such a curriculum are not so much inter ested in limiting the number who go on or setting up stand ards of scholarship or preparing students to take v^rork above their level. They are becoming more concerned with imple menting the great group of students who are destined to complete all their formal educational training in the jun ior colleges. Naturally the liberal arts colleges and uni versities are interested in having students complete the full four year course of study they offer. Their specific preparation or training given in the first two years is, therefore, directed tov/ards preparing the student for ad vanced work. A complete educational program directed to wards a definite purpose and closing at the end of the sophomore year holds little interest or receives little re cognition from the four-year schools. As a general conclusion it might be stated that the four year institutions use the liberal arts and pre-profess ional curricula to accomplish the specific preparation or training they expect to provide at this level. Junior col leges use the occupational and general college curricula to provide their specific training. Development of these new 2641 curricula allow them to accomplish the purposes of specific training in a better fashion than by trying to adopt tradi tional curricula to meet their needs. Character training is another recognized purpose of curricula at the junior college level. Basic policies and principles that apply to its development are used in all institutions. Universities make the least effort to devel op any curricula for character training. The two policies or practices of curriculum development used in character education, are identified by efforts to give the students experiences that will help them discover moral values and give them contact with social forces at work in the commun ity. Most institutions design their liberal arts curricu lum to carry out the purposes of character training, but junior colleges shov/ evidence of applying such a policy to the development of the general college curriculum. Throughout this part of the study it is quite notic- able that junior colleges are more inclined to break with traditional, practices and design new and different curricu la. This new curricula is designed to conform to certain basic principles and policies that are in harmony with mod ern social and educational trends. Where liberal arts col leges and universities recognize newer and more recent trends in social development, they attempt to remake or re vise their liberal arts curricula to meet the new demands. 265 Selected Curriculum Practices and Assumptions. The data and their interpretation presented in Chapter IV (Tables XVIII - XXVII) indicate that.there are certain cur riculum practices and assumptions that are increasingly ac cepted while others are decreasingly accepted. The degree of acceptance varies among different types of institutions. The statements of curriculum practice and assumptions were presented to the respondents in the second section of the check list questionnaire. They were organized and stated in such a manner that the responses to the statements would give an indication of how well the actual practices follow ed in curriculum development harmonized v/ith modern social and .educational trends and with the basic principles and policies of curriculum construction discovered in the first part of the study. No attempt v/as made to determine curriculum practic es followed previous to the time this inquiry was made. The data give no indication of change from one practice to another. There v/ere twenty-six statements of curriculum prac tices and assumptions given in the second section of the check list. These statements seemed to group themselves about three main factors involved in any program of curri culum development. These are; (I) Purposes of Education; ■ (II) Organization of curriculum materials; and (III) Con 2 66 tent of courses. The purposes of education at the junior college lev el appear to be adequately considered when curriculum prac tices and assumptions are formulated. The practices accept ed are an attempt to adjust the curriculum to modern social and educational trends* This is evidenced by the fact that there is an increasing acceptance by all institutions of the practice of organizing the curricula to emphasize gen eralization of information. Emphasis is also placed on the contribution to modern life made by specific areas of know ledge. Life situations are presented and made a part of the course of study. Definite balance is maintained between generalization and specialization. In a negative v/ay the purposes of education in the modern social scene are also considered. The practice of using such courses as English, French, algebra, and etc. to correct deficiencies in work at a lower level is not ac cepted. Few institutions of any type believe that such courses as English, French, and algebra are to be given for mental discipline. Such practices are definitely relegated to the past. The conclusion can be made that, the purposes of ed ucation which are the outgrowth of modern social and educa tional trends, help determine the curriculum practices and procedures considered acceptable at the junior college 2 6 7 level. While there appears to he some difference in the degree of acceptance in certain practices, the amount of difference is not large enough to he significant. There is an apparent accord among all types of institutions in the acceptance of certain curriculum practices that are devised to help serve the purposes of the educational program. The practices that relate to the organization of cur riculum materials concern only the arrangement of courses - within a curricula. The arrangement of courses which give sequence and logic to the presentation of a definite curri culum, must necessarily he considered in relation to modern social and educational change, and in relation to the basic policies and principles that apply to the development of curricula at the junior college level. That this is done can be evidenced by the fact that there is an increasing acceptance of curricula in which courses are built around specific areas of human need. Special introductory courses are offered in the freshman and sophomore classes for the student who expects to specialize in some profession. Some schools allow students to complete the lower division re quirements when they pass specific comprehensive examina- . tion. Courses within a given curricula are not begun or dropped on completion, without consideration of the total educational experience of the student. Careful considera tion is given to the development of courses which are 2 68 designed to establish the proper amount of time spent in the study of subject matter in the various fields of learn ing. Some institutions follow the practice of eliminating subject matter lines. All these practices shown to be in creasingly accepted by all types of institutions indicate that they have been developed after careful consideration of the students social and educational needs. They are in harmony with basic policies and principles discovered in the first part of this study. A high percentage of all institutions indicated they did not follow the practice of building one course of study for all freshmen and one course of study for all sophomores, They therefore arranged their curricula to provide offer ings of a wide variety. This may be considered in harmony with basic policies and principles underlying curriculum development. However, some consider it better to develop the same course of study for all freshmen and the same course of study for all sophomores. The actual practice followed in the majority of institutions studied is con trary to such a procedure. Evidently most colleges and universities believe a wide range of offerings at the jun ior college level is necessary to meet present day needs. Perhaps they accomplish the purposes of their educational program by a diversity in offerings accompanied by expert guidance. 269 The practices and assumptions relating to course content show some very definite trends. These trends ap pear to conform to the needs of college students at the present time. There is a marked acceptance of the practice of arranging course content to provide an ever ascending continuity leading to a definite goal. -Survey courses de signed to give an overview**” of broad fields of knowledge are developed in a high percentage of all institutions. Some of the junior colleges follow the practice of fusing various courses, using the content of social science as the material around which various courses are fused* The uni versities and liberal arts colleges do not accept such a practice in any appreciable numbers. Arranging courses to give specific training at the junior college level is a practice increasingly accepted. This practice is most ap plicable to occupational and semi-professional curricula. Specific pre-professional training becomes more important in universities and liberal arts colleges than in junior colleges. The study of vocations is a plan of procedure found increasingly accepted in junior colleges both public and private. The universities show some acceptance of such a procedure, but not in a majority of those reporting. Curricula which maintain a balance between cultural sub jects and skill subjects finds favor in all schools. When the content of specific courses is considered. 2 70 very definite trends are discernable because of the prac tices that appear most acceptable* English content is or ganized to emphasize appreciation of the language and to aid in oral and written expression. The study of the mech anics of English is important and the practice of organiz ing the content to emphasize such is increasingly accepted. The ratio of acceptance is not as high, however, as it is for the practice of emphasizing appreciation and training students for oral and written expression. The practices of organizing social science courses to show social and econom ic relationships of mankind and to make the student cogni zant of the need for a continued and vital interest in the world about him are considered increasingly acceptable. The practice of organizing social science courses to give the chronological data of mans development is not consider ed as one acceptable in the majority of all schools. Sci ence and mathematics courses are organized to acquaint the students with available scientific information and to shov/ the relationships of science to the v/orld about them. Not much effort is made to give the student specific scientific information. Fine arts courses are designed to show appre ciations and to add to the enjoyment and profitable use of leisure time. There is no effort to perfect performances in teaching fine arts courses at the junior college level. The effort is made, as indicated, by the practice 2 71 accepted by all schools, to arrange and organize course content which provides training needed at the present time. There is evidence to show that those responsible for the development of curricula are familar with modern social and educational trends. They shape the content of the courses in such a manner that students receive training which aids them to adjust themselves to conditions found outside of college. Practices and Procedures Followed in the Administra tion of Freshman and Sophomore Curricula. The data present ed in Chapter V (Tables XLVIII - LVI) indicate changes in the administrative practices and procedures of freshman and sophomore curricula. It appears that these changes have been made by the desire of the colleges and universities to place new emphasis or new meaning on curricula at the jun ior college level. The data reveal various forms of admin istrative procedures followed in different institutions. The administrative organizations and plan of proced ure indicated as the ones now in use, conform to the basic principles, practices and assumptions discovered as apply ing to the program of curriculum development. The schools participating in this study have indicated procedures of college administration in harmony with what they show to be the basic policies on which they have made curriculum 272 changes. New administrative plans, and procedures that supple ment curriculum revision and help to make this work more effective take form in new methods of instruction; a more liberal evaluation of credit, and a more systematic guid ance program. There is slight evidence that the manner of programming the student and building class schedules are different from past practices. Evidently the traditional methods of building class schedules and arranging hours of recitation and laboratory are hard to break down. Some of the newer forms of administrative procedures concern class room techniques. A large number of all schools reporting indicated that teachers are encouraged to assume an experimental approach to the problems of teaching; that newer and more stimulating types of examinations are used; that teaching methods are made less formal; and that in most institutions, lecture-type courses are not encour aged. Only universities show evidence of encouraging lec ture-type courses at the junior college level. The data show that the most significant changes in the administration of freshman and sophomore curricula are found in the greater freedom allowed students in selecting courses. There is little evidence that the traditional form for class schedule has been changed; that size of en rollment has been adjusted to meet the conditions caused 273 by new or revised curricula; or that students are housed or segregated according to special interests and social desir es. Greater freedom is allowed the student in selecting courses that are of interest and value to him. Units of credit still remain the most important mea sure of the student*s accomplishment in college. While there is some evidence that a different manner of evaluat ing credit is being worked out, the administrative changes in relation to any new methods of evaluation are compara tively small. Credit allowance based on attainment, not hours of class or one final examination, is finding favor in all institutions• While this procedure is not accept able to a majority of schools reporting, enough showed this practice as the one in use to indicate increasing accept ance. The new administrative procedures in relation to credit evaluation are most important in curriculum recon struction and development. The newer practices seem to move toward accrediting work on the basis of attainment in stead of class attendance. Most junior colleges and some universities grant a degree at the close of the sophomore year. Increased electives are allowed for the freshmen and sophomores. All of these procedures are necessary and help ful to the program of developing a general education that closes v/ith the end of the sophomore year. 2 74 The guidance program plays an important part in the administration of freshman and sophomore curricula. Some colleges emphasize this work in a manner different from others. A majority of all schools reporting use the guid ance program to supplement their curriculum program in many ways • The methods of guidance are different. Some schools develop ”Freshman Week** as an important part of their whole guidance program. This is especially true in the universi ties. The majority of junior colleges plan orientation courses as the main feature of their guidance service. Most institutions use their guidance service to help the student make vocational adjustments either while in school or upon completion of his formal training. Place ment service is offered students in a large majority of all institutions. The guidance program functions least through the use of tests. Not much effort is made to segregate and group students according to ability shovm by test scores. Giving tests and discovering the so-called native capacity of stud ents is not considered so important in guiding students as the personal advice and information given through confer ence with counselors. 2 75 GONOLU8ION An analysis of the wealth of material furnished from the review of literature; a survey of the studies already made of curriculum development at the junior college level; an investigation of experiments in the field, and the data present in this thesis, all show some definite trends in the revision and development of the curriculum at the jun ior college level. These trends conform to definite prin ciples or policies that are rapidly increasing in acceptance and form the basis on which curricula at the junior college should be developed. Some trends are more easily identi fied than others. The autonomy of each college unit, es pecially the university and the liberal arts college, al lows much freedom in the development of their curricula# This freedom which results in diversified practices, make it most difficult to discover those principles and policies of curriculum construction common to all institutions# The only things that have helped develop a uniformity in curri culum offerings and procedures are traditional courses and practices acceptable because they.have been followed over a long period of time ; the domination of outside agency that require specific training or standards in preparation, and the authoritative opinion of some leader in the field of collegiate education# 276 The recent movement which divides the whole college program into two parts, lower and upper division, and con siders the purposes of lower division training different from those of the upper division has given impetus to more consideration of uniform procedures for lower division training than ever before. Also, the rapid rise and growth of the junior college offering work at the lower division level, has helped to create interest in the development of a uniform program for freshman and sophomore students* But the movement is new and not universally accepted. This is especially true among the liberal arts colleges. Until there is more acceptance by all institutions of certain fundamental basic principles on which the curriculum should be built, curriculum changes in relation to social and ed ucational trends will be slow and will proceed in a rather haphazard manner. The following conclusions drawn from the study as a whole, characterize the basic principles involved in curri culum changes at the junior college level in relation to social and educational trends and also indicate the manner and extent to which these changes have been adopted; 1. There appear to be four important purposes that concern education at the junior college level. These are ; (1) general education; (2) social adjustment; (3) Specific training or preparation; and (4) character training. Of these four purposes, general education and social adjustment stand out as the most important ones to be served in any type of curricula offered. 277 2. The traditional lower division liberal arts and pre-professional curricula are used in most insti tutions to provide all the training needed for freshman and sophomore students. Only in the junior colleges are there indications of a strong tendency to build other curricula of a different character designed to care for the needs of all students. 3. Occupational or semi-professional curricula and general college curricula are being developed in many institutions for students at the junior college level. The use of such curricula are more often found in the junior colleges than in the universities and liberal arts colleges. These curricula are the results of an effort to break with traditional practices. They re present the newer approach to the problem of providing general education or specific training for students at the junior college level. 4. General education is the accepted goal or pur pose of education at the junior college level. This general education is designed to give the student a well rounded, balanced training that will be of assist ance to him regardless of his future social and voca tional choices. It should be completed at the close of the sophomore year in college. Liberal arts colleges and universities use their liberal arts and pre-profess ional curricula to provide general education. The jun ior college also use these curricula for the same pur pose, but in addition they lead in the development of general college curricula planned specifically to serve the purposes of general education. 5. Social adjustment becomes one of the important purposes of education at the junior college level. Most institutions recognize this purpose because they organize some type of curricula to provide training that; (1) directs students thoughts toward economic consumption and distribution; (2) emphasizes the mast ery of functional knowledge; (3) gives experience in reviewing, criticizing and developing procedures for participation in society; (4) gives responsibility for social co-operation; (5) emphasizes the desire for con tinued social adjustment; (6) teaches the wise use of leisure time; and (7) points out the need for carrying into life situations the information learned in college. Training designed to carry out these principles may be planned in different ways in different institutions. All types of colleges and universities, however, recog nize the need of some form of training that will help 2 78 the student make correct social adjustments. 6. Specific training is one of the purposes of edu cation at the junior college level. It is considered in two different ways by different institutions. The liberal arts colleges and universities are inclined to consider specific training in terms of preparation to do advanced work. Junior colleges are inclined to con sider specific training in terms of implementing stud ents to do a specific job when they have completed the work at that level. The junior colleges cannot wholly ignore the preparation of students for advanced v/ork, but they are exerting more effort than the four year colleges and universities towards the development of occupational curricula designed to train students for special jobs. 7. Character training .is considered of vital impor tance in the work offered students at the junior col lege level. It appears to be more important in junior colleges and liberal arts colleges than in universities. Perhaps character training is a part of the effort made to give students the capacity for correct social adjust ments. However, the special emphasis placed on charact er training shown by the findings in this study, indi cate that it has special consideration when the princi ples and policies of curriculum construction are being worked out. 8. Where the attempt was made to discover the prac tices used in the arrangement of the content of speci fic courses very definite trends were shown. In the arrangement of the content in English, Social Science, Mathematics and Science, and Fine Arts, emphasis is placed on the contribution these courses make to the social and economic welfare of the student. Mastery of the content of any course within the field is not suf ficient. The content is so arranged and presented to give a knowledge and appreciation of the place such facts and information have on the life of the student. 9. The arrangement of courses in the curricula are planned to provide educational continuity leading to ward a definite goal. Subjects are not studied and dropped v/ithout any consideration of the whole educa tional program of the student. The guidance program helps in providing such a sequence. The work done in the high school below and the college and vocational adjustment that will follow are always to be considered. 279 10. The whole curriculum at the junior college lev el should be organized in such a fashion as to consist of a definite number of skill subjects and a definite number of cultural subjects, thus affording a balance between specialization and generalization. 11. The findings show a tendency to put more respon sibility on the student doing work at the junior col lege level. Greater freedom is afforded in the choice of subjects to be studied. Subjects that present broad er concepts to be mastered are offered. Formalized methods of instruction are discouraged, as well as lec ture-type methods of presenting subject matter. 12. Student attainment, not hours in class, becomes the criterion by which credits are secured or evaluated, Comprehensive examinations are finding favor as a means of testing student accomplishment. 13. There appears to be some effort made to organ ize the curriculum without regard to subject matter lines of division. When subject matter lines are brok en down, there is an increasing effort to build curri cula about specific areas of human need. 14. Changes in administrative procedures, that are planned to aid in the promotion of either new or re vised curricula do not stand out very clearly and those discernable, represent no radical or fundamental de parture from former practices. Traditional procedures still predominate the activities of college administra tion. Almost all noticable changes concern only the aspects of administration that relate to class room procedures and instruction. Not much effort is made to set up new administrative procedures that are especi ally designed to emphasize the newer purposes of educa tion. RECOMMENDATIONS The following suggestions are made as the result of this study. They are made with no intent to criticize any program of curriculum revision now in progress or to find fault with the courses of study now organized in any uni- 280 versity or college. The writers* personal experience in the junior col lege field, together with the fact that all institutions included in this study indicated that an average of fifty per cent or more of the students who entered their college as freshmen completed only two years of college work^ gives evidence that there is need for designing curricula peculi arly suited to students in the freshman and sophomore years in college. Not all students who matriculate in un iversities and four year colleges go on to complete a full college course. A small percentage of those who graduate from junior college go on to universities and liberal arts colleges. Those students who do not go on enter directly into society v/ith all its attendant problems. They are entitled to a type of training especially designed to be of assistance to them. Under these conditions, in view of the findings in this study, the following recommendations and suggestions apropos to the problem under consideration are presented; 1. More experimentation with various types of curri cula in all types of institutions is necessary to deter mine more definitely all the basic principles involved Note: This information v/as secured from the request made on the first page of the check-list questionnaire ask ing colleges to give the percentage of students who com pleted the various years of college work. It was not re corded in the main body of the thesis. 2 8 1 in curriculum revision at the junior college level. These experiments should be carefully planned. The re sults should be evaluated in a scientific manner and in a fashion that will discover all possible effects made on the life of the student. The plans and methods used in the General College at Minnesota are a good example. A description of some of their efforts in evaluating the program can be found in_ the book. The Effective General College Curriculum.' 2. The college program at the junior college level should be considered more as a separate entity or de partment in itself. Less emphasis should be placed on making it an integral part of the full four years of college training. It is a part of the v/hole college program, to be sure: but because so few go on to com plete the v/hole period of college training, and because so many of our young men and women are attending junior college, more attention should be given to making this period one in which a well-rounded educational experi ence, functional in its nature, is provided for all students at this level* 3. A greater effort should be made to provide a wider range of educational experience for all t^pes of students at the junior college level. This would in clude the development of occupational curricula and gen eral college curricula in all types of collegiate insti tutions. Efforts should be made to serve all types of students v/ho are desirous of self-improvement by con tinued study. Courses that are geared to the ability of all students with different capacities are needed everywhere. These courses should be designed to give everyone some training in the fields of learning needed for social and vocational adjustment. 4. New administrative procedures planned especially to supplement and promote the purposes of education at the junior college level need to be worked out. Tradi tional procedures are not necessarily adapted to the purposes of college training given at the junior col lege level. New procedures should be worked out for evaluating the accomplishment of the student. This 2 The Effective General College Curriculum as Reveal- ed ^ Examinations, Committee on Educational Research, TX^niversity of Minnesota Press, University of Minnesota, 1937.) 282 would mean a new system of credit evaluation. New types of class schedules and students programs should be plan ned. More effort should be made to evaluate and credit the work of the student outside the classroom. Extra curricular activities play an important part in the tot al educational experience of the student. Such activi ties deserve credit. The length of time young people must spend in school is increasing, indicating that more students are taking work above the high school level. Greater enrollment at the junior college level requires greater variety in offer ings to care for different capacities. The program of cur riculum revision and development at the junior college lev el must embody a consideration of the demands made by in creasing numbers of. students with varying tastes, interests and capacities as well as the changes that take place in a rapidly evolving, dynamic society. B I B L I O G R A P H Y B I B L I O G R A P H Y SELECTED REFERENCES BOOKS Beach, Walter G, and Edward E. Walker, Social Problems and Social Welfare. New York: Charles Scribner*s Sons, A fundamental but elementary text book whose underlying theme is a discussion of social change. Boucher, Ohauncey Samuel, The Chicago Plan. Chicago: University of Chicago Press, 1935. A complete description of the historical development, form of organization, curriculum and methods of pro cedures used in the new plan of study for freshman and sophomore students at Chicago University. Some dis cussion is given of various courses offered in an at tempt to evaluate the results of these courses. Brewer, John M., Education as Guidance. New York: The MacMillan Company, 1933. The aim of education is guidance, therefore, the cur riculum must teach the student how to live. All of the social factors of contemporary life must be included in the curriculum in order to give students the experiences needed to guide them in the correct way of living. Briggs, Thomas H., Secondary Education. New York: The MacMillan Company,1^33. There are ten issues and ten special functions to be performed in the program of secondary education. These issues and functions affect the development of the cur ricula in secondary schools. Although no specific re ference is made to work at the junior college level, many consider the program of secondary education to em brace the first two years of college. Campbell, Doak Sheridan, A Critical Study of the Stated Purposes of the Junior College. NashvTTle: Peabody Teachers Üdllege Pub1ication% 1930. 285 Presents an analysis of purposes of a large number of junior colleges as stated in catalogues and bulletins and shown by the curricula offered. Also shows the influence of standardizing agencies upon junior college practices in relation to their purpose* Caswell, Hollis P., and Doak S. Campbell, Curriculum Devel opment* New York: The American Book Company, 1935. The basis for change in the curriculum is found in the challenge of contemporary life. As the social scene changes the responsibility of the school changes. The scope of the curriculum, the concept of the curriculum and all factors influencing its organization and admin istration must be worked out with due consideration of modern social conditions. Curry, William Burnlee, Education in a Changing World. New York; W. W. Norton arid Company, Inc., i§35. A philosophical exposition on the methods education should adopt to change the social concept of its stud ents thus enabling education to establish its proper place in relation to social change. Draper, Edgar Marion, Principles and Techniques of Curri culum Making. New York; d7 Appelton and Company, 1936. Curriculum development at all levels or in all segments demands the knowledge of techniques of construction. These techniques involve the development of general ob jectives and selecting and validating specific object ives. Consideration must also be given to content, needs of students and the testing program. Much also depends upon the way in vjhich the curriculum is admin istered. Haggerty, Melvin E., and others, The Effective General Col lege Curriculum. Minneapolis; The University of Minnesota Press, 1937. The results of a broad objective testing program indi cate that the general college curriculum at the Univer sity of Minnesota is effective in producing satisfact ory results. Harris, Pickens Elmer, The Curriculum and Cultural Changes. New York: D. AppelTon-Century Company"]! 1937. 286 A plea for the wise and discriminating use of social conditions and social forces in the development of both teaching personnel and curricula. No attempt is made to develop techniques of curriculum construction. All the social factors at work at the present time are pointed out and their influence on the whole program of education related, Heaton, Kenneth Lewes, A College Curriculum Based on Func tional Needs of Students » Chicago: University of Chicago Press, 1936. A description of an experiment in curriculum construc tion carried on at Central State Teachers College in Michigan. Heston, Francis Marion, A Survey of College Surveys. Lex ington, Kentucky: University of Kentucky Press, 1934. A critical analyses of the findings shown in a large number of colleges and universities in all sections of the country. Hopkins, Levi Thomas, and others, Integration, Its Meaning and Application. New York; D• Appe1ton-Century Com- pany,' 1'9'37. A symposium, with discussions from various points of view, concerning the place of integrated courses of study in the curriculum. Kandel, Isaac, The Dilemma of Democracy. Cambridge, Massa chusetts; Harvard University Press, 1934. The dilemma of democracy is found in the choice it must make between rugged individualism and co-operative alle giance to the whole social group. The colleges must develop training that will provide students with the best conditions for their fullest development and equip them to make their largest contribution to the welfare of society as a whole. Kelly, Frederick James, and John H. McNeely, The State and Higher Education. New York: Carnegie Foundation for the Advancement of Teaching and United States Depart ment of Labor, 1933. A complete analysis of the control and curricular of ferings of public and private colleges and universities 287 in ten selected states. Presents a good picture of the wide variety of. curricular offerings in all types of schools. Kilpatrick, William Heard, Remaking the Curriculum. New York; Newson and Company, 1Ô36• . A compilation of a series of articles by the same auth or taken from the N. E. A. Journal. They all deal with the problem changing society, and suggest fundamental curriculum changes .that will have to be made to meet social changes. Kôlbe, Parker Rexford, Urban Influences on Higher Education in England and C ompany, XuSS. in England and United States. New York; The MacMillan A discussion of the social and economic conditions in both England and America that have caused the develop ment of all types of institutions of higher learning in the urban areas. MeHale, Kathryn M., Changes and Experiments in Liberal Arts Education. The Thirty First Year Book of the National Society for the Study of Education, Part II. Blooming ton, Illinois; Public School Publishing Company, 1932. Description and graphic presentation of outstanding changes and experiments carried on in one hundred twen ty-eight liberal arts colleges and universities. Norton, John K., Foundations of Curriculum Building. New York; Ginn and Company, 1936. Sets forth the reasons why curriculum revision is ne cessary at all times and gives the underlying issues in curriculum construction. Later chapters attempt to apply the issues involved to courses of study found in various subject matter fields. Rugg, Harold 0., American Life and the School Curriculum. New York; Ginn and Company, 1936. Attempts to make a brief synthesis of the various strands of American culture and relates them to the problems of curriculum building. The emphasis appears to be on the social science, but it relates the curri culum to the frame work of our changing society. 288 Snow, L. F., The College Currioulum in United States. New York; Teachers College, Columbus University, 1907. This study is one of the first and earliest made show ing the growth and development of the college curricu lum. The background of development of the American college curriculum from its inception until 1907 are given. The book gives a digest of important documents affecting curriculum changes. Todd, James Marcus, The College Conundrum. New York: Round Table Press, 1935. A series of essays or statements written by the faculty of Beliot College. All relate to the problem of devel oping curricula and methods of teaching that are needed to emprove the efficiency of the traditional liberal arts college. Young, Elizabeth Barber, A Study of the Curricula of Select ed Women* s Colleges in the Southern States' ! New York; Teachers College PubTTcation, Columbia University Press, 1932 . A presentation of the historical development of seven selected women* s colleges of the South. Following the historical development a comparative study of the pro grams, teaching force and size of the instruction units in these same colleges is presented. REPORTS OF CURRICULUM CONFERENCES AND SPECIAL BULLETINS A Correlated Curriculum, a report of the Committee on Cor relation of the National Council of Teachers of English, Ruth Mary Weeks, Chairman. New York; D. Appelton- Century Company, 1936. Presents a series of discussion on the content of the English curricula. Shows methods.of adapting its use to modern social needs and how it should be integrated with other courses. Curriculum for the Liberal Arts College, report of a con- ference herd" at Rollins College, Winter Park, Florida, January 19-2 4, 1932 # 289 A short but comprehensive statement of Rollins College conference plan of college instruction* The Functioning of the California Public Junior College, A Symposium, compTled by Merton E. Hi 1*1, University of California, Berkeley, California, 1938. Statements are presented from the administrative heads of all public junior colleges in California, concerning the purposes of their particular institution in the community. Accompanying these statements are charts showing the proportion pf various types of courses of fered in all curricula. General Education, Its Nature, Scope and Essential Elements, edited by William S. Gray, Proceedings of the Institute for Administrative Officers of Higher Institutions. Chicago : University of Chicago Press, 1934. A series of speeches by leading educators dealing with the nature, scope and essential elements in general ed ucation. A large part of the publication is given to the discussions of the relation of various areas of learning to the whole program of general education. Needed Readjustments in Higher Education, edited by William S. Gray, Proceedings of the Institute for Administra tive Officers of Higher Institutions. Chicago; Uni versity of Chicago Press, 1933. A series of speeches by leading educators dealing with ; (1) the nature of the present emergency in higher edu cation; (2) readjustments affecting instruction; (3) readjustments affecting the organization of higher ed ucation; (4) readjustments affecting student life ; (5) sources of revenue and units costs; and (6) financial readjustments in typical institutions. Provisions for the Individual in College Education, edited by William S. Gray, Proceedings of the Institute for Administrative Officers of Higher Institutions, Volume IV. Chicago; University of Chicago Press, 1932. A series of speeches by leading educators dealing with; (1) basic facts and assumptions; (2) selecting and ad vising students; (3) curriculum provisions for individ ualizing instruction; (4) adapting specific courses and types of training to individual needs; (5) health, liv ing conditions and financial aid in relation to the 2 9 0 individual; and (6) athletics, extra-curricular activi ties and religious experiences# Recent Trends in American College Education, edited by William S* Gray, Proceedings of ihe Institute for Ad ministrative Officers of Higher Institutions, Volume III, Chicago; University of Chicago Press, 1931. A series of speeches by leading educators dealing with; (1) Reorganization of the junior college; (2) Reorgan ization of the senior college; (3) Comprehensive exam inations and tests. Report of Conference on Curriculum Reorganization and Re vis ion, Northwestern University, Evanston, Illinois, 1931. Contains three different articles concerning curricu lum making in current practices at the junior college level. Report of Conference on Curriculum and Guidance, Leland Hanford Junior University. Stanford, California: Stanford University Press, 1936. Presents in outline form some of the most significant statements concerning the basic principles or policies of curriculum development. Social Change and Education, Thirteenth Year Book Depart ment of Superintendence, National Educational Associa tion, Washington, D.C. A series of discussions by leading school administra tors concerning the problems of education in a rapidly changing society. Tendencies in University Curriculum Administratlon, Samuel P. Capen, Proceedings of the 18th Annual Meeting, The Association of Urban Universities. Buffalo, New York; University of Buffalo Bulletin, 1931. Complete and detailed report on all speeches and dis cussions held at the conference. Discussion deals largely with the administration of curricula in univer sities. The Junior College Curriculum, edited by William S. Gray, Proceedings of the Institute for Administrative Offi- 2 91 cevs of Higher Institutions, Volume I. Chicago; Uni versity of Chicago Press, 1929. A series of speeches by leading educators on the whole program of the junior college curriculum. Some speech es and papers contain reports concerning the develop ment of experimental courses in various institutions. PERIODICAL ARTICLES Allen, J. S., '^Introductory Courses - Freshman at Colgate Journal of Higher Education, 6:410-14, November, 1935. A discussion of the physical-science survey course for freshmen at Colgate University. Briggs, Thomas H., '^Propoganda and the Curriculum," Teach ers College Record, 34:468-80, March, 1933. Points out the problem confronting the curriculum maker when developing curricula designed to serve certain specific purposes. Brooks, Wendell S., "Citizenship and the College Curricu lum," Bchool and Society, 42:647-49, November.9, 1935. A defense for the college curriculum in its attempt to train for citizenship. Butts, R. F., "Liberal Education and the Prescribed Curri culum in the American College," Educational Record, 18:548-64, October, 1937. A historical defense for the present day elective sys tem v/ith a plea for the development of more integrated and synthesized program for college students. Carter, Q. M., "Curricula of Liberal Arts Colleges," School and Society, 45:893-6, June 26, 1937. An abreviated report of a study of semester credit hours offered in various subjects in twenty liberal arts colleges. Conley, William H., "Recent Significant Changes," Junior College Journal, 7;453-59, May, 1937. 292 A review of the most significant changes and develop ments in the junior college curriculum. Special con sideration is given survey courses. Cunningham, W. P., "Liberal College," Journal of Higher Education, 6;253-60, May 1935. A study of the structure of the college curriculum in relation to its functions. Deals only with the four year college curriculum. Darley, John C., and Darley, Kathleen McConnon, "The Key stone of Curricular Planning," Journal of Higher Edu cation, Vol. 8:18-2 6, January, Ï93V. " The importance of student personnel v/ork in planning the students university courses is shown by the exper iences in testing students ability and capacity at the General College, University of Minnesota. Doermary, H. J., "New Curriculum at Toledo," Bulletin Asso ciation of American Colleges, May, 1930. A statement of the courses and requirements set up in the revision of the curriculum at the University of Toledo. Eby, Frederick, "Philosophy of the Junior College," Junior College Journal, 7:414-24, May, 1937. A presentation of the fundamental concepts involved in the program of education at the junior college level. , "Chicago and General Education," American Review, 5:404-19, September, 1935. A popular presentation and defense of the "Chicago Plan" of developing curricula at the junior college level. Hart, J. K., "Towards a New College of Liberal Arts," Sur vey, 65:658-9, 173 March 15, 1931. A review of the Rollins College conference on the col lege curriculum. The article provides a defense for those who advocate a break in traditional procedures. Hekhuis, L., "College Curriculum and the Modern Life," School and Society, 45:232-4, February 13, 1937. 2 93 The college curriculum must do two things. It must stimulate and not stifle wholesome curiosity and open- mindedness and it must give direction in drawing con clusions • Holmes, Roger W., "Two Unit Plan at Mount Holyoke College," School and Society, 43;442-3, March 28, 1936. A brief description of the aims and purposes of a new experiment in curriculum building at Mount Holyoke Col lege . Hurd, A. W., "Evidences of Three Types of Curriculum Devel opment in Curriculum References in Higher Education," School and Society, 47:2 7-31, January 1, 1938. A study of the major evidences shown in various invest igations that identifies types of curricula. The classification used are pattern type, functional type and psychological type, Hutchins, Robert M., "Education and the Future," High School Quarterly, 21;119-2 5, September 1933. Commencement Day Address. Presents the speakers opin ion about the contribution college education should make to all students. Makes a plea for general educa tion. _____ , "Education and Social Improvement," The Educational Record, 19:385-92, July 1938. An attempt to show the relation that exists between education and sociàl improvement. _____________________, "Organization and Subject Matter of 6©nera1 Education," School and Society, 47:385-90, March 26, 1938. A presentation of the authors concept of general edu cation. Jacob, P., "Reorientation of the Arts College," Journal of Higher Education, 4:407-12, November 1933. There are four v/ays in which the liberal arts college can make more meaningful the intellectual life af the student. These are : (1) Fundamentally rediscover its primary objective ; (2) RegtDOup its curriculum offer- 2 94 ings; (3) carefully select students; (4) Separate upper and lower divisions. Johnson, B. Lamor, "Criteria for Defining New Type Courses," School and Society, 42:359-65, September 14, 1935. A review of the methods used in selected institutions to build various types of curricula. ________, "Strength and Weakness of General Educa- fcion," Journal of Higher Education, 9:71-6, February, 1938. - Illustrations chosen from various institutions showing the types of organization used to promote general edu cation. Kelley, Robert L., "Current Curriculum TrendsBulletin Association of American Colleges, 21:542-51, December 1935. A discussion of some of the experiments and developments in four year colleges that relate to the separation of the whole program into upper and lower divisions. Koos, Leonard V., "A Quarter-Century With the Junior Col leges," Journal of Higher Education, 9:1-6, January 1938. An account of the phenomenal spread of this recent aca demic development. Lee, C. A*, and Vf. E. Rosenstengel, "Philosophy of Junior College Administrators," Junior College Journa1, 8:227- 30, February, 1938. A review of the educational philosophy expressed by deans and presidents of junior colleges in Missouri. McConaughy, J. L., "is the Liberal Arts College Doomed," Journal of Higher Education, 9:59-67, February, 1938. Points out the changes in the curriculum'of the four year college and the precautions that are necessary to save the liberal arts college for all students of col legiate level. MoHale, Kathryn M., "Education for Women," Journal of High- er Education, 6:459-68, December, 1935. 2 95 Shows the significance of present-day college education for v/omen and presents the curriculum changes that should be made, MacLean, Malcolm S#, "A College of 1934," Journal of Higher Education, 5:2 41-2 6, May, 1934, and 314-22, June, 1934. Tv/o articles showing the basic policies and principles involved in the development of the General College at The University of Minnesota, Indicates where experi mentation is necessary to make the, work significant. Matherley, W. J., "Comprehensive Courses," Journal of High er Education, 7:124-33, March, 1936* A statement of the program of courses in the General College of the University of Florida. • Newland, T, E., "Needed Appraisal," Journal of Higher Edu cation, 7:313-17, June, 1936. An objective evaluation of new types of curricular re organization in colleges and universities. Norrix, Loy, "Changes in Courses in Junior Colleges," Jun ior College Journal, 8:239-42, February, 1938. The report of a study of curriculum changes in select ed junior colleges located in seven Midwestern states. The study was made by an examination of college cata logues. Park, Julian, "New Curriculum at the University of Buffalo," School and Society, 33:832-35, June 20, 1931. A statement of the program of independent study and comprehensive examinations in the University of Buffalo, Peek, W. E., "Curriculum Investigation at the Teacher Training 'College and University Level," Bulletin Educa tional Research, 4:199-215, April, 1934. A review of the outstanding studies made in the field of curriculum development in teacher training colleges and universities. Rainey, Homer P., "Revised Liberal Arts Curriculum," School and Society, 2 9:2 58-61, February, 192 9. 2 96 A description of the methods and basic principles ap plied to the development of a new curriculum at Frank lin College. Riccardi, Nicholas, "Curriculum Building Meets Expanding Needs," Junior College Journal, 7:444-47, May, 1937. A presentation■of the basic elements involved in curri culum building. Shumway, Waldo, "New General Curriculum in the College of Liberal Arts and Sciences at the University of Illinois," School and Society, 2 9:572-73, May 4, 1929. A description of the new curriculum developed for lower division students at the University of Illinois. Tolar, M. B., "Blended Curriculum," Journal of Higher Edu cation, 6:185-9, April, 1935. A combination of courses introducing freshman students to social problems. Used at Fenn College, Cleveland, Ohio. Valentine, P. F., "Functional Areas in the College Curricu lum," School and Society, 40:72 5-7, December 1, 1934. Deals with the problem of developing a curriculum work ed out on the basis of functional analysis covering seven areas of subject matter. Watson, G. B., "Bearings of the Rollins Conference on the College of the FutureProgressive Education, 8:321-3, April, 1931. Summarizes the Rollins Conference and points out the most important factors considered at the meeting that govern the development of new curricula, in colleges and universities. V/hilford, R. K., "Freshman Program for a Midwestern Liberal Arts College," Christian Education, 12:207-18, January, 1929. A comprehensive statement of the purposes and scope of the curriculum in the freshman year of Midwestern Lib eral Arts Colleges. 2 97 Works, G. A*, "Coordination of Effort in the Field of High er Learning," School and Society, 35:519-24, April, 1932 . A historical statement of the growth and development of higher education, with a plea for restriction in expan sion and more unity in programs of studies offered. A p p E N D I X 2 98 EDUCATIONAL LEADERS TO WHOM CHECK LIST QUESTIONNAIRE WAS SUBMITTED FOR CORRECTION AND SUGGESTIONS 1. Dean Malcolm S. MacLean, General College, University of Minnesota. 2. Hark R. Douglass, Professor of Secondary Education, University of Minnesota. 3. Dr. Walter C. Eells, Editor, Junior College Journal. 4. Dr. Doak S. Campbell, Secretary, American Association of Junior Colleges, Peabody Teachers College. 5. Dr. W. W. Carpenter, Chairman of Research Committee, American Association of Junior Colleges. 6. Dr. Frederick J. Weersing, Professor of Secondary Education, University of Southern California. 7. Dr. Will French, Professor of Secondary Education, Teachers College, Columbia University. 8. Dr. Merton E. Hill, Director of Admission, University of California. 9. Dr. L. A. Eastburn, Director of Research and Guidance, Phoenix Junior College, Phoenix, Arizona. 10. Dr. Dwight Baker, Principal, Modesto Junior College. 11. Dr. John Harbeson, Principal, Pasadena Junior College. 12. C. S. Morris, Principal, San Mateo Junior College. 13. A. C. Olney, Principal, Marin Junior College. 14. Roscoe Ingalls, Director, Los Angeles City College. 2 99 UNIVERSITIES AND COLLEGES PARTICIPATING IN THIS STUDY Institution Location Enrollment 1937-38 Tot* Freshman Sophomore al Universities Brigham Young Univ. Provo, Utah 846 506 1352 Geo # Washington Univ.Washingtoh, D.C. 1555 917 2472 Harvard Univ. Cambridge, Mass. 1032 948 1980 John Brown Univ. Siloam Springs,Ark 113 80 193 Stanford Univ. Stanford, Calif. - - 1775 West Virginia Univ. Morgantown, W.Va. 344 2 98 642 Western Reserve Uni. Cleveland, Ohio 493 391 884 Univ. of Akron Akron, Ohio 801 610 1401 Univ. of Arkansas Fayetteville, Ark., 668 507 1175 Univ. of California Berkeley, Calif. 4806 4724 9530 Univ. of Chicago Chicago, 111. - mm 1590 Univ. of Florida Gainsville, Fla. 900 750 1650 Univ. of Georgia Athens, Georgia 893 778 1671 Univ. of Michigan Ann Arbor, Mich. 1721 2 000 3721 Univ. of Missouri Columbia, Missouri. 801 610 1401 Univ. of Nevada Reno, Nevada 350 235 585 Univ. of N.Carolina Chapel Hill, N.C. 720 586 1306 Univ. of Oregon Eugene, Oregon 1154 12 74 2428 Univ. of Pittsburgh Pittsburgh, Pa. 12 53 1036 2289 Univ. of Rochester Rochester, N.Y. 339 292 631 Univ. of Washington Seattle, Wash. 3481 2557 6038 Liberal Arts Colleges Allegheny College Meadville, Pa. 220 , 179 399 Baker Univ. Baldwin, Kansas 112 83 195 Bennington College Bennington, Vt. 81 94 175 Berry College Mount Berry, Ga. 239 169 408 Bethany College Bethany, Y/.Va. 12 9 89 218 Calif. Institute of Technology Pasadena, Calif. 161 165 326 Central Y.M.C.A. College Chicago, 111. 1301 484 1785 Colby College Waterville, Maine 195 165 360 College of the Ozarks Clarksville, Ark. 99 42 141 300 Enrollment 1937-38 Tot- Institution Location Freshman Sophomore al Liberal Arts Colleges Doane College Crete, Nebraska 124 57^ 181 Huntington College Huntington, Ind. 59 32 91 James Millikan Univ. Decatur, 111. 175 132 307 Marietta College Marietta, Ohio 121 102 223 Mills College Oakland, Calif. 181 191 372 Occidental College Los Angeles, Calif.183 194 377 Park College Parkville,'Mo. 168 118 286 St. Olaf College Northfield, Minn. 406 227 633 Swarthmore College Swarthmore, Pa. 167 198 365 Trinity College Hartford, Conn. 187 101 288 Trinity College Sioux City, Iowa 67 57 124 Whittier College Whittier, Calif. 149 117 266 Junlor Colleges Altus J. C. Altus, Okla. 128 77 205 Antelope Valley J.C. Lancaster, Calif. 51 9 60 Arkansas Polytechnic College Russellville, Ark. 339 231 670 Armstrong College Berkeley, Calif. - - 475 Bakersfield J.C. Bakersfield, Calif.445 228 673 Belmont Abbey Col. Belmont, N.C. 75 28 103 Bluefield College Bluefield. Va. 165 102 267 Bradford J.C. Bradford, Ma s s. 129 100 22 9 Brawley J.C. Brawley, Calif. 71 36 107 Bristow J.C. Bristow, Okla. 59 21 80 Calif. Polytechnic School San Luis Obispo 22 5 200 42 5 Carlsbad J.C. Oceanside, Calif. 69 24 93 Central J.C. El Centro, Calif. 107 65 172 Chaffey J.C. Ontario, Calif. — ■ — 956 Christian College Columbia, Mol 136 104 240 Citrus J.C. Azusa, Calif. 133 55 188 Clarendon J.C. Clarendon, Texas 43 30 73 Coalinga Extension Center Coalinga, Calif. 60 40 100 Colorado Woman * s College Denver, Colo. 197 101 2 98 Copiah-Lineoln J.C. Wesson, Miss. 197 144 341 301 Institution Enrollment 1937-38 Location Freshman Sophomore Tot al El Dorado J.C. Junior Colleges El Dorado. Kansas 188 100 288 Plat River J.C. Flat River, Missour188 51 139 Fort Smith J.C. Fort Smith, Ark. 91 40 131 Frances Shimer J.C. Mount Carroll, 111• 64 30 94 Freeman J.C. Freeman, S.D. 48 12 60 Fullerton J.C. Fullerton, Calif. 808 370 1178 Gila J.C. Thatcher, Ariz. — — 221 Glendale J.C. Glendale, Calif. 946 352 12 97 Grays Harbor J.C. Aberdeen, Wash. 105 57 162 Hardin U.C. Wichita Falls, Tex.243 119 362 lîerzl City J.C. Chicago, 111. 782 232 1014 Highland College Highland, Kansas 50 24 74 Hillsboro .College Hillsboro, Texas 129 64 193 Holmes J.C. Goodman, Miss. - - 186 Hutchinson J.C. Hutchinson, Kansas — - . 346 Iberia J.C. Iberia, Mo. 35 15 50 J.C. of Augusta Augusta, Georgia 164 91 265 La s s en J.C. Susanville, Calif. 36 22 58 Lindsey-Yvdlson J.C. Columbia, Ky. 76 99 175 Little Rock J.C. Little Rock, Ark. 325 123 448 Los Angeles J.C. Los Angeles, Cal. 2969 2 006 4975 Los Angeles Pacific College Los Angeles, Cal. 41 21 62 Luther College Wahoo, Nebraska 69 26 94 Lyons Township J.C. La Grange, 111. 121 75 196 Marin J.C. Kentfield, Calif. 363 139 502 Mars Hill College Mars Hill, N.C. 400 241 641 Marshalltown J.C. 55 18 73 Mason'City J.C. Mason City, iCwa 103 65 168 Moberly J.C. Moberly, Mo. 116 63 179 Modesto J.C. Modesto, Calif. 720 232 952 Monticello College Godfrey, 111. 42 41 83 Morris J.C. Morristown, N.J. 166 97 2 63 Morton J.C. Cicero, 111. 389 230 619 McCook J.C. McCook, Nebr'. 55 35 95 Northeast Center La. State Univ. Monroe, La. 2 67 194 461 Northeastern Okla. J.C. Miami, Okla. 117 82 199 Ottumwa Heights J.C. Ottumwa, Iowa 59 38 97 Paris J.C. Paris, Texas 220 139 359 Pine Manor J.C. Wellesley, Mass. 134 89 223 308 Institution Location Enrollment 1937-38 Tot- Freshman Sophomore al Junior Colleges Porterville J.C. Porterville, Calif. 132 70 202 Pueblo J.C. 179 45 224 Ricks College Rexburg, Idaho 174 116 2 90 Riverside J.C. Riverside, Calif. 343 308 651 Sacramento J.C. Sacramento, Calif. 1301 725 2026 Salinas J.C. Salinas, Calif. 243 131 374 San Bernardino J.C. San Bernardino, Cal.404 235 639 San Mateo J.C. San Mateo, Calif. 698 322 102 0 Santa Ana J.C. Santa Ana, Calif. 483 260 743 Scottsbluff J.C. Scottsbluff, Nebr* — — 125 Sheldon J.C. — mm 75 Southern Calif. J.C. Arlington, Calif. 136 144 280 Southern Seminary and J.C. Buena Vista, Va. 70 32 102 Spokane J.C. Spokane, Wash. 120 45 165 St. Joseph J.C. St. Joseph, Mo. 216 154 370 Stephens College Columbia, Mo. 736 362 1098 Stockton J.C. 378 217 595 Thorton J.C. Harvey, 111. 93 60 153 Univ. Preparatory School and J.C. Tonkawa, Okla• 2 90 160 450 Ventura J.C. Ventura, Calif. 2 93 2 99 592 Visalia J.C. Visalia, Calif. - — 400 Weber College Ogden, Utah 424 227 651 Wessington Springs J.C. Yifes sing ton Springs S. Dakota 63 30 93 Westminister College Tehuacana, Texas 74 50 124 Wetumka J.C. Vifetumka, Okla. 47 31 78 Yfilliam Woods Col. Fulton, Mo. 180 90 270 Wood J.C. Mathiston. Miss. - - 130 303 m /* LO N G BEACH PU B LIC S C H O O L S LONG BEACH JUNIOR COLLEGE LONG BEACH, CALIFORNIA 304 February 14, 1938 Dr. Laurens H. Seelye. President Dniversity of* St. Lawrence Canton, Ohio My dear Dr. Seelye; Perhaps you dislike to receive questionnaires as much as we dislike sending them. We know of* no other way, how ever, of securing the information needed for a program of curriculum revision in our own college, except by this fashion. We.are, therefore, asking you, or some one oh your staff to whom you can delegate the responsibility, to check the attached list and return in the self-addressed envelope. No postage is required^ The purpose of the check list is to study the basic principles involved in the construction and revision of freshman and sophomore curricula. It has been sent to a large number of universities, liberal arts colleges and junior colleges in all sections of the country# At first glance thé task of filling it out may seem to be a rather large one, but we have tried to devise a form that will give a maximum of information with a minimum of effort# Each section of the check list is designed to give in formation concerning basic principles involved in the con struction and administration of the college curriculum# The first section deals with the philosophy applied in building the curriculum* The second section deals with practices and procedures for curriculum changes as a whole, as well as for specific departments. The third section is intended to check administrative changes that have accom panied, proceeded or followed curriculum changes. In checking the replies please consider the statements in the check list as applying only to freshman and sophomore courses^ This study has the endorsement of the Research Commit tee of the American Association of Junior Colleges, as you will noté from the copy of Dr. Carpenter*s letter which is attached. A summary of results will be sent to you or 305 published in a professional magazine* We shall be grateful to you for an early reply. If, at any future date, we can serve your institution in a similar fashion we shall be most happy to co-operate* Most sincerely. John L* Loun8bury JLL;CFB Enc. 2 A STUDY OF CURRICULUM DEVELOPMENT AND REVISION AT THE JUNIOR COLLEGE LEVEL. This check list iacludes 9. stud^p of the Freshman and Sophomore courses as found in the. Universities, Liberal Arts Colleges and Junior Colleges, To the Respondent; 306 The completed check list should represent the actual practices and prin ciples used in your university or college for developing and revising the curriculum at the junior college level. The data furnished will be used in a purely impersonal manner. All data so designated, will be considered absolutely confidential and available only to the undersigned. Use t . ' : e back of tie check, lists or separate sheets to discuss or interpret any item on the list which seems pertinent to the problem, of curriculum revision at the junior college level. Sincerely yours, JOHÜ L. LÜUNSBURY, Erincipal Long 3e.ach Junior College SHEET Name of the College or Uriversity Name and position of the Official r aking the Report ______________________________ Type; (Check one) State Unjv, — -Private Urivi Lib,Arts Coll,, Junior Coll, Private Public Total Undergraduate enrollneîit year 1937 — 38 Bnroi-lmcnt; Freshmen; .1 en .. ■ . Women ----- Sophomo r es; i-Jeu_____ ’ f'OmoiX . . .Estimated percentage of those entering as Freshmen Who complete; Four years of College work Three years of College work two years of Co11 eg e wo rk One year only of College work____ Less than. 0:0 a yaar of college work ENTRANCE REQUIREMENTS; Indicate the approxitiate numbers admitted according to each of the following plans for met:ti.ng entrance requirements, 1, By College Board or Other standard Examinations _______________ s. By presenting_____ recommended grades from high school_____ (a recommended grade is o n c above. or 1 or S on a f i v e point rating scale) 3* By recommendation froa the high school principal 4» By recommendation of one or wore of the college alumni, 5* By ranking in the upper_____percentile of their high school ~ graduating class ______ 6* By presenting recommended grades in specified high school subjects 7k By passing certain psychological tests ...... . 8. By con pi et iug a standard four year course i.n a.n accredited high school 91 By reaching a ‘ certain age limit _________ io» Other; ( St a té Plan) ______________________ TUITION CHARGES; Out of state or district — Per S en e at er Per Quarter__ In state or district — per S c : . : eat f i r Per Quarter__ Do you have a definitely organized program of curriculum revision for sophomore and f r e ; shm an__cou r a a s? Y és . __No _____________ SHEET PHILOSOPHY UNDERLYING CURRICULUM DEVELOPMENT AT THE JUNIOR COLLEGE LEVEL The purpose of this philosophy that influence freshman and sophomore co ula, repeated at the end your reactions. Liberal the first two years of th ula are defined as those fessional course of study Semi-professional curricu vidual for a specific job College curricula are def general education at the in the list of curricula may be peculiar to your c curricula to which the va sophomore courses. Note section of the check 1 d and directed curri cu urses of your institut of each statement is m Arts curricula are def e regular Liberal Arts courses prescribed for . such as pre-medic, p 1 a are defined as thos at the close of two y in ed as those c our s e s end of the sophomore y to give an opportunity allege. Place a check rious statements of ph sample below. ist is to determine the underlying lum development or revision in the ion. The classification of curric— ade to expedite the recording of 30*7 in ed as those courses included in College. Pre—professional curric— the first two years of any pro- re—legal, etc. Occupational or e courses used to prepare an indi— ears of college work. General designed to complete the period of ear. The term "other” is included of listing other curricula that mark opposite the name of the ilosophy apply for the freshman and Your college or university may offer only one curri cu that case mark only the statements that apply to your cffe sophomore years. If no check mark is made after a stateme the statement of philosophy in that particular item does n Several curricula may be marked in each item. Please make remarks pertinent to the application of the philosophy expressed in each item to the various curric ula. one curriculum for all students. In offerings in the freshman and ^ eut rt is understood that ot apply to your courses. FRESHMAN AND SOPHOMORE COURSES ARE: Sample; Organized to create and develop wholesome mental and physical habits in the following curricula: SAMPLE Liberal Arts / Remarks pre—professional___ (Occupational or semi—professional_ (General College (others________ / FRESHMAN AND SOPHOMORE COURSES ARE: X.Regarded as being a part of general education, in the following curricula; Designed to complete the full time program of general education, in the following curri cula: 3.Designed to be a factor in con tinually remaking the character of the student by helping him discover moral values, in the following curricula; 4.Organized in such a manner as to direct the student*s thoughts to wards economic consumption and distribution rather than produc tion, in the following curricula: S.Organized on the basis of pro viding continuity in the educa tional experience of the student. Coordinated with the high school program below and adjusted to any vocational specialization that may follow, in the following curricula; (Liberal Arts--- (Pre—professional__ (Occupational or semi—p rdf e.s sion al (General College___ (others _________ (Liberal Arts---- (pre—professional— (Occupational or semi-professional (General College___ (others ...... (Liberal Arts Remarks „ Remarks Remarks ^Fre—professional __ ,Occupational or semi-professional 'General College___ .Others_________ (Liberal Arts_— (pre—prof ession al__ (occupational or semi-professional (General College__ (others________ Rema rks. Remarks ^Liberal Arts---- Pre—professional__ Occupational or semi-professional General College___ 'others_________ SHEET #3, PAGE 3 FRESHMAN AND SOPHOMORE COURSES ARE: 6.Designed to prepare for further college training, in the following curricula; 7-Designed to prepare for specific types of jobs, in the following curricula: (continued) (Liberal Arts (p re—prof essional ___ (occupational or semi-professional (General College___ (others_______ (Liberal Arts Remarks Remarks 8.Designed to emphasize the mastery of functional knowledge as differentiated from acquiring facts, in the following: 9.Designed to train for general living but still allow for a degree of specialization, in the following curricula: 10.Used to develop habits of scholarship, in the following curricula; 11.Used as a means of giving the student experience in reviewing, criticising and developing proce dures whereby he may participate more intensively, intelligently and directly in the processes of society, in the following curricula : xa.Organized to make the student cognizant of his responsibility to cooperate in present day so— ciety^, in the following curricula, 13.Designed to give the student spe cial training as well as the de sire for continuous adjustment in a rapidly changing society, in the following curricula: 14.Designed to help the student real ize, the importance of and to train then in the wise use of leisure time, in the following curricula; 15.Designed to help the student carry into modern life the information discovered within the university and college, in the following curricula* x6,Organized to give the student con tact with the social forces i.t work in the community, in the following curricula; Î Pre—professional -— Occupational or semi—profession al. {General College___ ( 0 th e r a------ (Liberal Arts Remarks Pre—prof essional*_ (Occupational or semi-professional, (General College___ (others______ (Liberal Arts Rena rks tpre—prof essional _ (occupational or semi-professional (General College ___ (others_________ (Liberal Arts--- f P r e—p ro f e s si on a 1__ (occupational or s emi—p ro f essional (General College . . . (0 th er s _ _ (Liberal Arts Remarks Remarks (Pre—prof essional (occupational or . 8emi—p ro f ea sion al (General College. (others------- 'Liberal Arts Remarks Pre—prof e s sion al__ (Occupational or semi—prof essional (General College — (others_______ (Liberal Arts--- (pre—professional__ (0ccupational or s eai—p rofesaional (General College___ (others ----- (Liberal Arts---- (pro—professional _ (occupational or sei”i—prof essional (General College--- (others ------ (Liberal Arts---- (pre—professional__ (occupational or s emi—p r o £ cs sio n al (Gen oral College___ (others .... Remarks E era i ; r k s Remarks (Liberal Arts.^-- ( P r e—p ro f e 3 sion al__ (occupational or s ea i—p r o f e s 3 i o n al (General College--- (others _______ Remarks SHEET #3, PAGE 3 FRESHMAN AND SOPHOMORE COURSES ARE; 17,Designed to limit the number who go on tc advanced work in the university or college to those who are capable, in the * following curricula: (continu ed) (Liberal Arts____ (Pre—prof essional__ (occupational or s emi—profession al (Genoral College___ (others_____ Remarks 309 18.others. List here any state ment that might describe the underlying philosophy or prin ciple applied to the develop ment of any curricula in your .university or college, tha-t is not specifically mentioned above. SEKEÏ #3 SELECTED CURRICULUM PRACTICES AMD ASSUMPTIONS This section of the check list is designed to discover current practices or trends in the organization of the materials used in the various curricula. DIRECTIONS; ■ 310 Please indicate by check mark in one of the right hand columns the practice that most nearly describes your actual curriculum procedures. Use the other side of this shect if you care to make remarks about any item. PRACTICES AMD ASSUMPTIONS ; practice 1 increasingly 1 accepted Practice deer easingly accepted 1. A curriculum which places more emphasis on generalization and less emphasis on the' acquisition of mere facts. 3. A curriculum in which cotirses are built around specific areas of human need. 3, A curriculum in which special emphasis is placed on the contri bution to modern life of specific areas of knowledge. 4, A curriculum which provides one course of study for ail students in the freshman class. 5, A curriculum which provides one course of study for all students in the sophomore class. I 6, A curriculum which provides a specific in troductory course in the freshman and sopho more years for the student who expects to specialize in some profession. 7, A curriculum in which the first two years of college work are based on the completion of 60 units of work and four semesters of at tendance or its equivalent, 8, A curriculum in which lower division work is complet ed when specific comprehensive examinations are passed. 9, A curriculum in which the courses are dropped upon completion without consideration of the total educational continuity. 10» A curriculum in which the course content is arranged to provide for an ever ascending continuity leading to a definite goal. I 11. A curriculum designed to establish the proper relationship between the amount of time spent in the study of subject matter in various departments. 13, A curriculum in which survey courses are used to give the student limited knowledge and appi'eciation in broad subject matter fields. 13. A curriculum which does not attempt to break down subject matter lines but emphasizes modern methods of presentation. 14« A curriculum in which the social sciences furnish the sub j cct matter about which courses are fused. 15. A curriculum in which is provided specific training in some particular field. x6. A curriculum in which there is provided specific pre—professional training. %7. A curriculum in which the student is offered a study of the vocations, thus giving him an insight into a large number of vocations. SHEET #3, PAGE 3 PRACTICES AND ASSUMPTIONS practice increasingly acc ept ed ------533: Practice decreaaingly accepted x8. Assumption that such courses as English, French, Algebra are given iu the freshman and sophomore years of college work to correct the deficiencies of the work at a lower level. xp. Assumption that such courses as English, French, Algebra are disciplinary courses. 30, Assumption that a balanced program of studies for freshmen and. sophomores should consist of a definite number of cultural subjects and a definite number of skill subjects. 31. Assumption that all curricula should be so organized and presented as to give the student experience in life situations. 33. Assumption that all curricula should be or ganized to maintain a definite balance between generalization and specialization. «3. The content of the English courses should be organized to present; a. Mechanics b, Appreciations c. Self-expression (either oral or written) . ' 3 4 , The content of the Social Science Courses should be organized to present: a. The social and economic relationships of mankind. b. Chronological data of man's d evelotJia ea t, c. The student's need for vital and continuing interest in the world about him, 3$. The Content of the mathematics and science courses should, be arranged to: a. Present the relationship of science to the world about the student. b. Acquaint the student with the scientific information available. c. Give specific scientific infor mation . 36. Fine arts courses should be organized to: a. Help students attain perfection in performance. b. Show appreciation of their place and effect on society. c. Add to the enjoyment and profitable use of leisure time. X, Teach the p £î. N ewer revis 3* Teach 4« Lectu Depar 6.•Hono r 7* Oth er PRACTICES AND PROCEDURES FOLLOWED IN THE ADMINISTRATION OF FRESHMAN AND SOPHOMORE CURRICULA Place a.check after those statements that describe the practices and procedures followed in the administration and organization of freshman and sophomore curricu la, The following statements are grouped under four main headings. You may want to check more than one item in each group, 312 METHODS OF INTRODUCTION; Teachers are encouraged to assume an experimental approach to the problem of teaching freshman and sophomore courses — — _ — _________ Newer and more stimulating types of examinations are used in revised courses — — — — — — — — — — — — —— — — — — — —______________ Teaching methods are made less formal — — — — — — —— — — —— — ___________ Lecture type courses are encouraged — — —— —— — —— — — — — — ___________ Departmental lines abolished in certain areas of learning — — ______ _____ Honor courses are established for freshmen and sophomores — — — . Others___________________________________________________________________________ _________ ORGANIZATION OF CLASH SCHEDULE AND STUDENT PROGRAMS; i. Freedom of procedure is allowed in selecting courses to those who demonstrate capacity — — — — — — — —— — —— — — — — ___________ 3, Liberal opportunity to select courses offered in other departments outside the field of concentration — — — — — — — — . _________ 3. Size of enrollment increased or decreased in certain subject matter fields ___________ 4. The whole program organized without regard to traditional practices — — — — — — — — — — — — —— — — — — — —— — —— — — — ___________ 5. Re alt] f o rxnuj 6. Studei 7. Stude; purpo: CREDIT EVALUATION: X. prerequisites (except those that apply to entrance) for courses aboli shed — — — — — — — — — — — — — — r- — — — — — — — — 3, Credit for work based on attainmentnot number of hours in recitation or one final examination — — — — — —— —— — — — 3. Degree granted or other award given at the close of the SO'pllOIBOX'C y C G i r "■ — • — — •— ^ ^ 4. Subject electives decreased in the freshman and sophomore years 5. Special courses designed for those who register as freshmen with credit deficiencies 6» Students allowed to enter as freshmen who have completed only three years of high school work.(if there is evidence of ability) 7. Students required to pass certain tests at the close of the sophomore year, regardless of the number of credits earned» before they are allowed to continue their college courses — — — 8, Credit allowed for extracurricular work —— — — — —— — — — — — THE GUIDANCE PROGRAM IS ORGANIZED AND PROIIQTBD SO AS TO: Emphasize the need to participate in extracurricular activities Give individual guidance to all entering students by assigning or to each one — — — — — — — — —— — — — — — — — — — r a Freshman week in advance of regular class work — special program of orientation for freshmen us eir regular class assignments — — — — — —— — —— — — Segregate students on the basis of results obtained from ervi ce dev elop ed to promote. interest an d aid in rug health hab its — hou sod in sep ar at e groups represent ing spe ci al interest s body 0 r^an:i z-e d on th e basis of "soci al unit s ” £0r the of helpxjig the etudent make correct so cXal ad justm en t s X . Emphasize a, Give indiv a counsell 3' provide f 0 4 • provide part of a th S. Segregat e psychologi 6. Provide for the li 7* Provide tion of VO in 8. Test th aid and e a di Provide placement service as an aid in securing positions for the students — — — — — — —— —— — — — — —— — — —^ — — Provide vocational guidance through the systematic présenta* - i - j ^ ^ ^mat ion concerning all vocations and profession: Test the ability of the sophomore as a means of giving him T he Am erican A ssociation o f Junior Colleges 313 December 15. 1937 University of Missouri Columbia, Missouri JOSEPH E. BURK W ard Belmont Junior College Nashville, Tennessee J. THOMAS DAVIS John Tarleton College Stephenville, Texas R. R. ROBINSON University Junior College Tonkawa, Oklahoma Mr. John L. Loiinsbury, Principal Long Beach Junior College Long Beach, California My dear Mr. Lounsbury: The members of the Research Committee are glad to learn that you are planning a study that will give you an adequate background for the de velopment of your junior college curriculum. A careful study of your questionnaire convinces the Committee of its importance and timeliness. The Committee is glad to approve your project, and is confident that your questionnaire will receive care ful attention from the institutions to which it is sent. The members of the Committee hope that you will keep them informed of the progress of your study. Sincerely yours, \a 3 , V À ) W. W. Carpenter, • Chairman WWC:RF</s>

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Asset Metadata

Creator Lounsbury, John Lester (author)

Core Title A study of curriculum development at the junior college level in relation to modern social and educational change

School School of Education

Degree Doctor of Philosophy

Degree Program Education

Degree Conferral Date 1939-06

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Weersing, F.J. (committee chair), Burton, W.H. (committee member), Hull, O.R. (committee member), Raubenheimer, A.S. (committee member), Thompson, M.M. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c30-333396

Unique identifier UC11226756

Identifier DP25673.pdf (filename),usctheses-c30-333396 (legacy record id)

Legacy Identifier DP25673.pdf

Dmrecord 333396

Document Type Dissertation

Rights Lounsbury, John Lester

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA