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The Campus Resources of Higher Education in the United States of America: a Taxonomy of Types and a Geographical Distribution

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The Campus Resources of Higher Education in the United States of America: a Taxonomy of Types and a Geographical Distribution DOCUMENT RESUME ED 084 989 HE 004 879 AUTHOR Irwin, Judith T., Comp. TITLE The Campus Resources of Higher Education in the United States of America: A Taxonomy of Types and A Geographical Distribution. INSTITUTION Academy for Educational Development, Inc., Washington, D. C. Management Div. PUB DATE Nov 73 NOTE 114p. AVAILABLE FROM Management Division, Academy for Educational Development, Inc., 1424 Sixteenth Street, N.W., Washington, D.C. 20036 (free) EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS *Colleges; *Community Colleges; Directories; Geographic Distribution; *Higher Education; *Institutions; Law Schools; Medical Schools; Taxonomy; *Universities ABSTRACT This document presents a classification of the campus resources of higher education institutions in the United States. After the foreword, the institutions are divided into 5 categories: doctoral-granting universities; comprehensive colleges and universities; general baccalaureate colleges; 2-year colleges, and separate specialized professional schools. The doctoral-granting universities are divided into 3 groups, depending on number of Ph.D. awards granted and amount of federal government support for academic research. The comprehensive colleges and universities are institutions that may have doctoral programs and that offer master's degrees, and have an enrollment of more than 3,500 students. General baccalaureate colleges may award master's degrees and have enrollments under 3,500. Two-year colleges include community colleges, technical institutes, university and college branches, and other campuses offering less than a baccalaureate program. Separate specialized professional schools include Bible colleges and religious seminaries, medical schools, schools of engineering and technology, schools of business, schools of music, art, and design, schools of law and teachers colleges and all others. (Autnor/PG) FILMED FROM BESTAVAILABLE COPY The Campus 'Resources of Higher Education ixt, the United Statesof America U S DEPARTMENT OF HEALTH. EDUCATION I. WELFARF NATIONAL INSTITUTE OF EDUCA riON ,f 'LE. r',;.-E. f, ' .4E-Cl",.f ,E,SC, GP 7.0., n0.+4 0'.'09' 0 ":E!" `I;71 ",F 7), (.-, ".',3".% ("), 10 POS .("p CO CP- THE CAMPUS RESOURCES OF HIGHER EDUCATION IN THE UNITED STATES OF AMERICA: A TAXONOMY OF TYPES AND A GEOGRAPHICAL DISTRIBUTION Compiled. by JUDITH T. IRWIN Foreword by JOHN D. MILLETT MANAGEMENT DIVISION Academy for Educational Development, Inc. 1424 Sixteenth Street, N.W. Washington, D.C. 20036 TABLE OF CONTENTS Foreword 1 Classification of Institutions by Type, Affiliation, and Geographical Location 21 1.1. Leading Research Universities 22 1.2. Other Research Universities 24 1.3. Other Doctoral-Granting Universities 25 20 Comprehensive Colleges and Universities 32 3.0. General Baccalaureate Colleges 42 4.0. Two- Year Colleges 65 5.1. Bible Colleges and Religious Seminaries 93 52 Medical Schools 101 5.3. Other Health Professions 102 5.4. Schools of Engineering and Technology 103 5.5. Schools of Business 104 5.6. Schools of Music, Art, Design 105 5.7 Schools of Law 106 5.8. Teachers Colleges 106 5.9. Other Specialized Schools 107 List of Tables Table 1. Number of Institutions by Type 10 Table 2. Student Enrollment by Type of Institution 11 Table 3. Average Enrollment by Type of Institution 13 Table 4. Distribution of Institutions by Type and Geographical Location 16 FOREWORD There have been two major deficiencies in much of the statistical data and analysis about the colleges and universities of the United States. One such deficiency has been the absence of a useful taxonomy of types of colleges and universities. A second such deficiency has been the lack a a principle of enumeration. We are fortunate in this country to have the Directory of Institu- tions of Higher Education which is published annually by the National Center of Educational Statistics of the One of Education in the federal government. And we are doubly fortunate that this Directory is published with commendable promptness, usually appearing about half-way through the academic year to which it applies. But the classification structure and the principle of enumeration set forth in this annual Directory leave a good deal to be desired. The reasons for this observation are clearly implied in the material which follows and need not be elaborated here. It is sufficient to comment that there are c:implexities in establishing common charac- teristics among institutions of higher education upon which to build an adequate classification scheme. The Carnegie Commission on Higher Education during its notable inquiry from 1967 through 1973 into the state of health of American higher education as institutional entities decided to develop its own taxonomy of institutional types for its enumerative and analytical purposes. This classification scheme was set forth in the Carnegie Commission report entitled New Students and New Places.' This classification scheme is shown on the following page. Although the Carnegie Commission published the numbers of institutions by each category and enrollment data by category, the Commission did not publish a list of the names of each institution as assigned to its classification scheme. There was very good reason for this omission. Individual colleges and universities would undoubt- edly have protested their places in this taxonomy and the Commis- sion could have become involved in endless small arguments which would have sidetracked atten+ion from the major problems the Com- mission had addressed. The Carnegie Commission classification scheme was unique in several ways. It attempted both a program distinction and a qualita- tive distinction among various colleges and universities. Thus, the 'Carnegie Commission on Higher Education, New Students and New Places, A Report and Recommendations, October 1971 (New York: McGraw-Hill, 1971), Appendix A. 1 Carnegie Classification Scheme 1.0Doctoral-Granting Institutions 1.1 Heavy emphasis upon research The fifty leading institutions in terms of federal government academic science support and awarding at least fifty Ph.D.'s in 1967-68. 1.2 Moderate emphasis upon research The next fifty leading institutions in terms of federal financial support and awarding fifty Ph.D.'s plus M.D.'s in 1967-68. 1.3 Moderate emphais on doctoral programs Institutions awarding forty or more Ph.D.'s and M.D.'s or receiving at least four million dollars in federal financial support. 1.4Limited emphasis upon doctoral programs Institutions awarding at least ten Ph.D.'s in 1967-68. 2.0 Comprehensive Colleges 2.1 Comprehensive Colleges I Institutions offering liberal arts and "several" other programs, but only an "extremely limited" doctoral program. 2.2 Comprehensive Colleges II State colleges and some private colleges offering liberal arts and at least one professional program. Did not include private institutions with fewer than 1,500 students or public institutions with fewer than 1,000 students. 3.0Liberal Arts Colleges 3.1Liberal Arts Colleges Selectivity I Colleges scoring 58 or above on Astin's selectivity index or included among the two hundred leading baccalaureate institutions in terms of their graduates receiving Ph.D.'s at forty leading universities. 3.2 Liberal Arts Colleges Selectivity II All other liberal arts colleges. 2 4.0All Two-Year Colleges and Institutes 5.0Professional Schools and Other Specialized institutions 5.1 Theological seminaries, bible colleges, and other institutions offering degrees in religion 5.2 Medical schools and medical centers 5.3 Other separate health professional schools 5.4Schools of engineering and technology 5.5 Schools of by -,mess and management 5.6 Schools of art, music, design, etc. 5 7 Schools of law 5.8 Teachers colleges 5.9 Other specialized institutions Included graduate centers, maritime academies, military institutes, and miscellaneous. scheme revealed to a greater extent than other classification arrange- ments the real diversity among institutions of higher education in the United States. In addition, the Carnegie Commission taxonomy counted each separate campus as an institution. Thus, it classified a total of 2,827 institutions rather than the 2,565 for 1970 as enumerated by the Office of Education. The Office of Education counted multi-campus institutions as one institution, rather than as several which would seem to be the more desirable practice. The one omission from the Carnegie Commission taxonomy was . any indication of the geographical distribution of the various types of higher education institutions. Since the names were not to be published, no geographical distribution was provided, lest this too might offer grounds for argument. The Importance of Classification The taxonomy developed by the Carnegie Commission on Higher Education was useful for its own analytical purposes. In the absence of the publication of the names of the institutions and their locations, it could not be used, however, by other researchers or by state 3 government and other planners. The Carnegie Commission classifica- tion was suggestive, but not useable by others. It should be mentioned that in subsequent reports after that of October 1971 the Carnegie Commission did make some minor modifi- cations in its classification scheme. It is not necessary here to trace these changes. In general, the basic outline of the taxonomy as origi- nally developed remained a basic tool in the analytical work of the Commission. An adequate classification of institutions is very important in higher education analysis and planning. In man;,,
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