DOCSLIB.ORG

The Traditionally Black Institutions of Higher Education 1860 to 1982

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Traditionally Black Institutions of Higher Education 1860 to 1982 e radfronafi aBcK Lnstllwtoms o r d~nucanonil AD0 --': ThYj7 Chant A.-I'storic landmarks =dgrowth of the black pop dafion: 1854-1982 Historic landmarks 1854 Lincoln University, Pa., is first black college founded 186 1-18 65 Civil 'War divides the North and South 1862 Morrill Act (Land-Grant College Act) is passed by U.S. Congress 1865-1872 Freedmen's Bureau operates in the former Confederate States 1890 Second Morrill Act provides impetus for establishing black land-grant colleges 1896 U.S. Supreme Court, Plessy v. Ferguson legalizes "separate but equal" doctrine 1917-19 19 United States fights in World War I 1929 Stock market crashes; Great Depression begins 1941-1945 United States fights in World War II 1944 U.S. 'Congress passes 6.1. Bill, providing benefits for veterans to attend college 1950 Korean conflict begins 1954 Brown v. Board of Education - U.S. Supreme Court declares that "racially separate schools are inherently unequal" 1956 Civil rights demonstrations begin 1963 Civil rights march on Washington, D.C. 1964 U.S. Congress passes Civil Rights Act 1965 U.S. Congress begins grant programs for needy college students 1970 Adoans suit is filed to desegregate higher education 1972 Congress greatly expands grant programs for needy college students 1973 American combat forces leave Vietnam 1982 Public colleges and universities in most Southern States still involved in desegregation plans or in Adams litigation Population (in millions) 30 25 20 15 10 5 0 1860 1880 1900 1920 1940 19640 1980 SOURCES: U.S. Department of Commerce, Bureau of the Census. The Social an d Economic Statis of the Black Population in the United States: An Historical Viewv 1790 - 1978, p.ll3; data for 1980 obtained from 1980 Census of Population and H ousing; Advance Report PFi-C80-'/-1, p. 4. For sale by the Superintendent of Documents, U.S. Government Printing Office W\ashfington, D.C. 20402 0G c itiona a cr-'k 0 0 #-A 0 1 T-11 0 n3clUtutions ot i ner L ation to U.S. Department of Education William J. Bennett Secretary Off ice of Educational Research and Improvement Chester E. Finn, Jr. Assistant Secretary National Center for Education Statistics Emerson J. Elliott Administrator National Center for Education Statistics "The purpose of the Center shall be to collect and disseminate statistics and other data related to education in the United States and in other nations. The Center shall . collect, collate, and, from time to time, report full and complete statistics on the conditions of education in the United States; conduct and publish reports on specialized analyses of the meaning and significance of such statistics; . and review and report on education -activities in foreign countries."--Section 406(b) of the General Education Provisions Act, as amended (20 U.S.C. 122le-1). Foreword This report follows a Federal tradition begun in the These data from historical and current Federal early 20th century. Since 1915, the Federal government has government surveys are presented to form a systematic data periodically published comprehensive statistical reports on base on this unique group of colleges and universities. It is the status of the Traditionally Black Institutions of Higher hoped that this report will be useful to the TBI's, to Federal Education, documenting the development of -these agencies in their efforts to carry out the Executive Order on institutions during legal segregation. This report reviews the Historically Black Colleges and Universities, and to others earlier Federal reports, then summarizes Federal data on who are concerned with the future of these institutions. the changes in the Traditionally Black Institutions (TBI's) since 195.4 when legal segregation ended, focusing on the Samuel S. Peng 1970's when major transitions occurred. Finally, the status Acting Assistant Administrator, Division of of the TBI's in the early 1980's is described. Postsecondary and Vocational Education Statistics iul Acknowledgements I am grateful to the many individuals in NCES whose Alan Kirschner United Negro College Fund efforts made this report possible. This report could not have been done without Lucille Hall, who tabulated and checked Joyce Payne National Association of State most of the data presented here. Linda Gilardi and Alice Universities and Land-Grant Kroliczak also assisted in compilation of data and literature Colleges searches. Computer programming support was provided by Sam Barbette and Frank Morgan, and the manuscript was Samuel Meyers National Association for typed by Josie Brown and Rochelle Moore. Editorial Equal Opportunity in Education assistance was provided by Suellen Mauchamer, Gail Usher, and Lance Ferderer. Philip Carr monitored the typesetting The draft chapter on the historical development of the and Mary Margaret Hall proofed copy. Throughout report TBI's was also reviewed by John Fleming, National Afro- preparation, managerial support was provided by Mary American Museum of the Ohio Historical Society, and J. Golladay, Francis Corrigan, Rozlyn Korb, Iris Silverman, Rupert Picott, Association for the Study of Afro-American Marjorie Chandler, and Richard Carlson. Life and History. I also wish to thank the following individuals outside NCES who reviewed the draft manuscript and provided invaluable suggestions: Carol Smith Office for the Liaison for Minorities and Women in Higher Education, U.S. Department of Education Margaret Seagears White House Initiative Office, Lois Moore U.S. Department of Education Ann Hymes Office for Civil Rights, U.S. Department of Education iv Contents Page Page World War I and its Aftermath 6 Foreword iii Study of Black Colleges in 1927 6 Enrollment and Degrees 7 iv Acknowledgemients Sources of Revenue 8 Characteristics 9 Vii Faculty Tables Black Colleges in the 1930's 10 Study of Black Colleges in 1942 I1I viii Charts TBI's from World War LI to the Highlights Brown Decision 12 ix Desegregation and the TBI's 14 For Further Reading 15 Executive Summary xi The Institutions xi II. Enrollment and Residence Statistical Overview of the Development I Vii ~Profile of TBI Students of TBI's: 1860 to 1970 xiv in Enrollment 17 Enrollment in TBI's xiv Changes Degree Awards and Curriculum Growth in the 1970's 17 TBI's and the Higher Education of xiv Stabilization or Decline in the 1980's? 19 Changes in Graduate Enrollment 19 Blacks in the South xvii Finance and Federal Funding Enrollment Profile in 1982 20 Employees xviii Size of Student Bodies 21 Facilities xiX Attendance Status 22 Students xix Sex and Racial Composition 22 Region of Origin of Foreign Students 26 I. Statistical Overview of the Residence and Migration of TBI Students 26 Development of the TBI's: Home States of TBI Students 27 1860 to 1970 1110 Degree Awards and Curriculum Early Development of Black Schools in the TBI's Freedmen's Bureau Trends in Degree Awards Since 1954 Denominational Boards 2 29 Awards at the Bachelor's Degree Level 30 Public Education 2 Discipline Divisions and Specialties Northern Philanthropy 3 of Bachelor's Degrees 31 Study of Black Education in 1915 3 33 Elementary and Secondary Education 3 Education Business and Management 33 College-level Education 4 v Engineering, Computer and Information V. Finance and Federal Funding Sciences, Physical Sciences and Mathematics 33 Awards at the Master's Degree Level 34 Changes in Revenues of TBI's from 1971 to 1981 57 Discipline Divisions and Specialties Profile of Revenues in 1981 58 of Master's Degrees 35 Profiles of Expenditures of TBI's in 1981 60 Awards at the Doctoral Level 36 Overview of Federal Funding 60 Discipline Divisions and Specialties Purposes of Federal Funding 62 of Doctor's Degrees 37 Federal Institutional Assistance 63 First-professional Degree Awards 37 Federal Student Financial Assistance 64 Race and Sex of Degree Recipients 37 Trends in Federal Funding 65 Sub-baccalaureate Awards Student Awards and Earnings in 1980-81 65 Type of Program 39 Student Characteristics and Occupational Divisions and Specialties Participation Rates 66 of Sub-baccalaureate Awards in J982 40 VI. Employees and Facilities IV. TI's and The Higher Education Profile of TBI Employees of Blacks in the South Administrators 69 Faculty 69 Desegregation in Elementary and Physical Facilities and Libraries 72 Secondary Schools 41 Buildings 73 Black Enrollment in Higher Education 43 Equipment 73 Demographic Changes Among Black Youth 43 Libraries 73 Students in TBI's Distribution of Black Dormitories 73 and Non-TBI's 44 Other Auxilliary Enterprises 74 Undergraduate Enrollment 44 Graduate Enrollment 46 Appendix 1 First-professional Enrollment 47 Overview of Enrollment Trends 48 A. Definitions of Selected Terms 76 Enrollment Patterns of Black Students B. Sources of Data 82 in TBI's and Non-TBI's in 1982 48 C. Background Information 89 Black Degree Recipients 50 Overview of Degree Awards in 1981 51 Appendix 2 Baccalaureate Degrees 51 Profile of Each Traditionally Post-baccalaureate Degrees 52 Black Institution of Higher Education 91 Representation of Blacks in Non-TBI's 53 After Graduation 55 App-endix 3 Detailed Data on Degrees Awarded by Traditionally Black Institutions 105 vi Tables Page 1.1 - Enrollment in black schools offering secondary-level courses, by control/type: 1915 .. .......... 4 1.2 - Enrollment in black schools offering college-level work:, 1915 .................... 1.3 - Black schools and number of college-level students enrolled, by control/type: 1915 ............. 1.4 - Enrollment and degrees in black colleges, by control/type: 1927 .. ................. 7 1.5 - Sources of revenue, by control of TBI's: 1927........................ 8 1.6 - Enrollment and degrees in black colleges, by control/type: 1936................... 10 1.7 - Veteran enrollment in TBI's and other institutions in the TBI States: 1945 to 1952 ............ 13 1.8 - Enrollment, degrees, and faculty in the black institutions of higher education, by level and control: Academic year 1953-54...............................
Load more

Recommended publications
  • North Carolina's Historically Black Colleges and Universities (Hbcus)
    Published on NCpedia (https://ncpedia.org) Home > North Carolina's Historically Black Colleges and Universities (HBCUs) North Carolina's Historically Black Colleges and Universities (HBCUs) [1] Share it now! North Carolina's Historically Black Colleges and Universities (HBCUs) Prior to the conclusion of the Civil War in 1865, the majority of African Americans in the United States were enslaved persons living in the southern states. Education for African Americans was sparse, especially in the South with laws such as North Carolina's that prohibited teaching enslaved persons to read and write. It was a rare occurrence for an African American to be literate. While there were a few schools dedicated to African American education in the North prior to the Civil War, the first college available to African Americans in the South was Shaw University, which opened its doors in 1865. A number of institutions dedicated specifically for the education of African Americans were founded in the era immediately following the Civil War and others followed when segregation limited equal access to education. These schools are often known as Historically Black Colleges and Universities, or "HBCUs". North Carolina has twelve historically black colleges and universities, including the oldest in the South, Raleigh's Shaw University, founded in 1865, and North Carolina's newest HBCU, North Carolina Central University, founded in 1910 in Durham. Ten of these schools continue to operate today. Click here for an interactive timeline of the history of North Carolina's HBCUs [2] Click on the images below for NCpedia articles on North Carolina's HBCUs Shaw [3]Fayetteville State [4]Barber-Scotia [5] Johnson C.
    [Show full text]
  • Survival of the the Fittest? the Rebranding of WV Higher Education
    SURVIVAL OF THE FITTEST? THE REBRANDING OF WEST VIRGINIA HIGHER EDUCATION EXCERPT: CHAPTER ONE: REBRANDING -- AN INTRODUCTION James Martin Owston, EdD Marshall University College of Education and Human Services Dissertation submitted to the Faculty of the Marshall University Graduate College in partial fulfillment of the requirement for the degree of Doctor of Education in Educational Leadership Committee Chair, Barbara L. Nicholson, PhD Powell E. Toth, PhD H. Keith Spears, EdD Charles H. Polk, EdD Huntington, West Virginia, 2007 Keywords: Higher education, rebranding, brand identity, college-to-university Copyright 2007 by James Martin Owston SURVIVAL OF THE FITTEST? THE REBRANDING OF WEST VIRGINIA HIGHER EDUCATION CHAPTER ONE: REBRANDING -- AN INTRODUCTION We do what we must, and call it by the best names. – Ralph Waldo Emerson (n.d.). Your premium brand had better be delivering something special, or it's not going to get the business – Warren Buffet (n.d.). In an April 2006 editorial, New York Times columnist Stephan Budiansky recounted his research for a satirical novel set on the campus of a university. “The idea was to have a bunch of gags about how colleges prostitute themselves to improve their U.S. News & World Reports’ rankings and keep up a healthy supply of tuition-paying students while wrapping their craven commercialism in high-minded sounding academic blather.” Budiansky continued, “One of my best bits, or so I thought, was about how the fictional university . had hired a branding consultant to come up with a new name with the hip, possibility-rich freshness needed to appeal to today’s students. Two weeks later, a friend called to say it was on the front page of The Times: ‘To Woo Students, Colleges Choose Names That Sell’” (p.
    [Show full text]
  • Cestar College (PDF)
    Lambton College in Toronto at Cestar College T +1-416-485-2098 400-265 Yorkland Blvd E [email protected] Toronto ON, M2J 1S5 lambtoncollege.ca/Toronto Information for Prospective International Students Lambton College of Applied Arts and Technology (Lambton College) is a public college located in Sarnia, Ontario Canada. Lamb ton College has established a licensing agreement in Toronto, Ontario, Canada referred with Cestar College of Business, Health and Technology (Cestar College); a registered private career college. We refer to this licensing agreement as Lambton in Toronto. Students that are registered at Lambton in Toronto shall be deemed students of a public college and as such, shall receive full credit from Lambton College for all Lambton College courses completed at the Cestar College campus. Students who meet program graduation requirements will graduate with a credential from a public institution (Lambton College) in the Province of Ontario and operating under the Ministry of Training, Colleges and Universities. Cestar College is located at 265 Yorkland Boulevard, Toronto, Ontario, Canada. All services and classes at this location are delivered by Cestar College employees in accordance with our licensing agreement. The advantages of studying at Lambton in Toronto include: • Possible access to a great number of off-campus employment opportunities. • Public transportation options are more frequent and accessible. • Possibility of living closer to friends and family in the Greater Toronto Area. The main disadvantages of studying at Lambton in Toronto include: • Living costs may be higher in Toronto than Sarnia. • Classes are composed of only international students. • Due to the small size of the Cestar College campus in Toronto, the breadth of student services, computer and science labs, and recreational facilities will be much less than those offered at Lambton College’s main campus in Sarnia.
    [Show full text]
  • Schools Contacted by Taking Action
    SchoolsContactedbytakingaction EndAnimalSufferinginExperimentsatuniversities ALABAMA Alabama State University Auburn University Tuskegee University University of Alabama University of Alabama, Birmingham University of South Alabama ALASKA University of Alaska ARIZONA Arizona State University Midwestern University Northern Arizona University University of Arizona ARKANSAS Hendrix College University of Arkansas University of Arkansas, Little Rock CALIFORNIA California State Polytechnic University, Pomona California State University, East Bay California State University, Fullerton California State University, Long Beach California State University, Los Angeles California State University, Northridge California State University, San Marcos Loma Linda University Loyola Marymount University Mount St. Mary's College Occidental College Pomona College San Diego State University San Francisco State University Santa Clara University Stanford University Touro University University of California, Berkeley University of California, Davis University of California, Irvine University of California, Los Angeles University of California, Riverside University of California, San Diego University of California, San Francisco 1 University of California, Santa Barbara University of California, Santa Cruz University of San Diego University of Southern California University of the Pacific COLORADO Regis University University of Colorado, Boulder University of Colorado, Denver University of Denver University of Northern
    [Show full text]
  • INFORMATION to USERS the Most Advanced Technology Has Been Used to Photo­ Graph and Reproduce This Manuscript from the Microfilm Master
    INFORMATION TO USERS The most advanced technology has been used to photo­ graph and reproduce this manuscript from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are re­ produced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. These are also available as one exposure on a standard 35mm slide or as a 17" x 23" black and white photographic print for an additional charge. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI University Microfilms International A Bell & Howell Information Company 300 Nortfi Z eeb Road, Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9001986 The mission of women’s colleges in an era of cultural revolution, 1890-1930 Leone, Janice Marie, Ph.D.
    [Show full text]
  • 2005-2007 Undergraduate Catalog
    TSU TEXAS SOUTHERN UNIVERSITY 3100 Cleburne Street Houston, Texas 77004 (713) 313-7011 www.tsu.edu TEXAS SOUTHERN UNIVERSITY 1 GUIDE TO COURSE OFFERINGS PREFIX ACADEMIC DISCIPLINE PAGE PREFIX ACADEMIC DISCIPLINE PAGE ACCT Accounting (56) MUSA Applied Music (168) AD Art and Design (211) MUSI Music (168) AJ Administration of Justice (265) PA Public Affairs (256) ART Art (168) PADM Pharmacy Administration (286) AWS Airway Science (398) PAS Pharmaceutical Applied Sciences (280) BADM Business Administration (66) PE Human Performance (113) BIOL Biology (326) PHAR Pharmacy (280,286) CFDV Child and Family Development (211) PHCH Pharmaceutical Chemistry (280) CHEM Chemistry (338) PHIL Philosophy (228) CIVT Civil Engineering Technology (355) PHYS Physics (391) CM Communication (134) POLS Political Science (256) COE Cooperative Education (355,370,398) PSY Psychology (228) CONS Construction Technology (370) RDG Reading Education (81) CS Computer Science (347) SC Speech Communication (134) CT Clothing and Textiles (211) SOC Sociology (242) DRFT Drafting and Design Technology (370) SOCW Social Work (234) ECON Economics (194) SPAN Spanish (154) EDCI Curriculum and Instruction (81) SPED Special Education (81) ELET Electronics Engineering Technology (370) TC Telecommunications (134) ENG English (154) THC Theatre (168) ENGT Engineering Technology (335) FIN Finance (56) FN Foods and Nutrition (211) FR French (154) GEOG Geography (194) HED Health (113) HIST History (194) HSCR Health Sciences Core (295) HSCS Human Services and Consumer Sciences (211) HSEH Environmental Health (211) HSHA Health Administration (295) HSMR Health Information Management (295) HSMT Medical Technology (295) HSRT Respiratory Therapy (295) INS Insurance (56) ITEC Industrial Technology (370) JOUR Journalism (134) MATH Mathematics (383) MFG Automated Manufacturing Technology (370) MGMT Management (66) MGSC Management Science (66) MKTG Marketing (66) MSCI Military Science (265) *Designations in parentheses refer to page numbers in this document where courses offered under the prefixes specified are referenced.
    [Show full text]
  • African-American Parents' Experiences in a Predominantly White School
    Syracuse University SURFACE Dissertations - ALL SURFACE June 2017 Opportunity, but at what cost? African-American parents' experiences in a predominantly white school Peter Smith Smith Syracuse University Follow this and additional works at: https://surface.syr.edu/etd Part of the Education Commons Recommended Citation Smith, Peter Smith, "Opportunity, but at what cost? African-American parents' experiences in a predominantly white school" (2017). Dissertations - ALL. 667. https://surface.syr.edu/etd/667 This Dissertation is brought to you for free and open access by the SURFACE at SURFACE. It has been accepted for inclusion in Dissertations - ALL by an authorized administrator of SURFACE. For more information, please contact [email protected]. Abstract National measures of student achievement, such as the National Assessment of Educational Progress (NAEP), provide evidence of the gap in success between African- American and white students. Despite national calls for increased school accountability and focus on achievement gaps, many African-American children continue to struggle in school academically, as compared to their white peers. Ladson-Billings (2006) argues that a deeper understanding of the legacy of disparity in funding for schools serving primarily African- American students, shutting out African-American parents from civic participation, and unfair treatment of African-Americans despite their contributions to the United States is necessary to complicate the discourse about African-American student performance. The deficit model that uses student snapshots of achievement such as the NAEP and other national assessments to explain the achievement gap suggests that there is something wrong with African-American children. As Cowen Pitre (2104) explains, however, “the deficit model theory blames the victim without acknowledging the unequal educational and social structures that deny African- American students access to a quality education (2014, pg.
    [Show full text]
  • Nomination Form See Instructions in How to Complete National Register Forms Type All Entries—Complete Applicable Sections______1
    NPS Form 10-900 OMB No. 1024-0018 Exp. 10-31-84 United States Department of the Interior National Park Service National Register of Historic Places Inventory—Nomination Form See instructions in How to Complete National Register Forms Type all entries—complete applicable sections________________ 1. Name historic Morris town College Historic District and/or common same 2. Location street & number 417 North James N/ not for publication city, town Morristown N/A — vicinity of state Tennessee code 047 county Hambl en code 063 3. Classification Category Ownership Status Present Use X district public _ X_ occupied agriculture museum building(s) _ X- private _ X_ unoccupied commercial park structure both work in progress _ X_ educational private residence site Public Acquisition Accessible entertainment religious object N/A- in Process _ X- yes: restricted government scientific being considered yes: unrestricted industrial transportation no military other: 4. Owner of Property name Morristown College street & number 417 North James Street city, towMorris town N/A_ vicinity of state Tennessee 37814 5. Location of Legal Description courthouse, registry of deeds, etc. Hamblen County Courthouse, Register of Deeds street & number____________511 West 2nd North________ city, town Morristown state Tennessee 37814 6. Representation in Existing Surveys title has this property been determined eligible? date _N/A, federal __ state __ county __ local depository for survey records [\j//\ city, town state N/A 7. Description Condition Check one Check one excellent deteriorated unaltered _ X original site _J(_good ruins X altered moved date fair unexposed Describe the present and original (iff known) physical appearance The Morristown College Historic District is located in Morristown, Tennessee (pop.
    [Show full text]
  • Volume 2 Issue 1 – 2013
    American Association of Blacks in Higher Education LEADERSHIP & MENTORING INSTITUTE “The Next Phase of Academic Leadership” Volume 2, Issue 1 February 2013 LMI Celebrates 10 Years “A Decade of Preparing Leaders for the Next Phase of Academic Leadership" It has been 10 years since the workshops the Caucus sought a “I was truly delighted to serve as way to address this issue. The the first director of the AABHE inaugural Leadership and Caucus wanted to provide an Leadership and Mentoring Institute Mentoring Institute (LMI) was held experience to mitigate the effect of (LMI)” says Silver. He noted, “The at Savannah State University in the glass ceiling in higher education primary driving force leading to the July 2003. Today, more than 212 for African Americans. establishment of the LMI was the higher education administrators and Under the leadership of founding recognition of the dearth of African- faculty members, representing 85 director, Dr. Joseph H. Silver, Sr., American faculty and staff who had institutions, have completed the currently the Managing Partner at achieved senior status in the faculty Institute. Silver and Associates, LMI began ranks and in administrative The concept of the Institute was the task of helping African positions in colleges and universities initiated in the fall of 1996 by Americans become acquainted with across the country. Rather, than members of the Black Caucus of the the issues and challenges they must continue to talk about the problem, former American Association of overcome in order to be considered we made a conscious decision to Higher Education (AAHE). for senior-level administrative address the problem.” Concerned with the decline in positions or gain tenure and move professional development up the academic ranks.
    [Show full text]
  • Five Black Educators: Founders of Schools in the South, 1881-1915 Arnold Cooper Iowa State University
    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1983 Five black educators: founders of schools in the South, 1881-1915 Arnold Cooper Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Other Education Commons, and the Other History Commons Recommended Citation Cooper, Arnold, "Five black educators: founders of schools in the South, 1881-1915 " (1983). Retrospective Theses and Dissertations. 7636. https://lib.dr.iastate.edu/rtd/7636 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed.
    [Show full text]
  • Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges
    Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges Tet S. Lopez-Rabson, Seneca College, and Ursula McCloy, HEQCO, on behalf of the GTA Colleges Institutional Research (IR) Network Published by The Higher Education Quality Council of Ontario 1, Yonge Street, Suite 2402 Toronto, ON Canada, M5E 1E5 Phone: (416) 212-3893 Fax: (416) 212-3899 Web: www.heqco.ca E-mail: [email protected] Cite this publication in the following format: Lopez-Rabson, T. S. and McCloy, U. (2013). Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges . Toronto: Higher Education Quality Council of Ontario. The opinions expressed in this research document are those of the authors and do not necessarily represent the views or official polices of the Higher Education Quality Council of Ontario or other agencies or organizations that may have provided support, financial or otherwise, for this project. © Queen’s Printer for Ontario, 2013 Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges Acknowledgements The authors would like to extend their gratitude to the following senior leaders of the Institutional Research Office for their insights from the conceptualization of this collaborative work to the preparation of the preliminary report. Centennial College: Philip Alalibo – Faculty (former Manager of the Institutional Research Office) Durham College: Debbie McKee-Demczyk – Director George Brown College: Nancy Miyagi – Manager, Special Research & Evaluation Projects (former Manager of the Institutional Research Office) Humber College: Ruth MacKay – Director Sheridan College: Don Curzon – Faculty, George Brown College (former Director of the Institutional Research Office, Sheridan College) Special thanks are also due to the following: • R.A.
    [Show full text]
  • 2003-2005 Undergraduate Catalog
    TEXAS SOUTHERN UNIVERSITY 3100 Cleburne Avenue Houston, Texas 77004 (713) 313-7011 www.tsu.edu TEXAS SOUTHERN UNIVERSITY 1 Guide to Course Offerings SCHOOL OF BUSINESS ACCTG Accounting MGMT Management BADM Business Administration MGSC Management Science FIN Finance MKTG Marketing INS Insurance COLLEGE OF EDUCATION COUN Counseling EPSY Educational Psychology EDAS Educational Administration HED Health EDCI Curriculum and Instruction PE Human Performance EDFD Educational Foundation RDG Reading EDHI Higher Education SPED Special Education COLLEGE OF LIBERAL ARTS AND BEHAVIORAL SCIENCES ART Art JOUR Journalism CFDEV Child and Family Development MUSAP Applied Music CM Communication MUSI Music CT Clothing and Textile PHIL Philosophy ECON Economics PSY Psychology ENG English SC Speech Communication FN Foods and Nutrition SOC Sociology FR French SOCW Social Work GEOG Geography SPAN Spanish GEOL Geology TC Telecommunications HIST History THC Theatre HSCS Human Services and Consumer Sciences COLLEGE OF PHARMACY AND HEALTH SCIENCES HSCR Health Sciences Core HSRT Respiratory Therapy HSEH Environmental Health PADM Pharmacy Administration HSHA Health Administration PAS Pharmacy, Allied Sciences HSMR Health Information Management PHARM Pharmacy HSMT Medical Technology PHCH Pharmaceutical Chemistry SCHOOL OF PUBLIC AFFAIRS AJ Administration of Justice PAD Public Administration MSCI Military Science PLN City Planning PA Public Affairs POLSC Political Science COLLEGE OF SCIENCE AND TECHNOLOGY AWS Airway Science ELET Electronics Engineering Technology BIOL
    [Show full text]