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A Guide to Opportunities in Liberal Arts and Sciences at CIC Admission

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A Guide to Opportunities in Liberal Arts and Sciences at CIC Admission DOCUMENT RESUME ED 00, 649 HE 004 675 AUTHOR McFate, Patricia Ann TITLE Education for the Itinerant Student: A Guide to Opportunities in Liberal Arts and Sciences at CIC Universities. INSTITUTION Committee on Institutional Cooperation. PUB DATE Feb 73 NOTE 536p. EDRS PRICE MF-$0.65 HC-$19.74 DESCRIPTORS Admission (School); College Credits; College Students; Consortia; *Educational Opportunities; Graduation Requirements; *Higher Education; Interinstitutional Cooperation; *Liberal Arts; Program Descriptions; *Program Guides; *Science Programs IDENTIFIERS *Committee on Institutional Cooperation ABSTRACT This document is a guide to opportunities in liberal arts and sciences at the eleven major midwestern universities involved in the consortium, Committee on Institutional Cooperation (CIC). The guide is divided into fourteen chapters by school. Within each chapter the schools are discussed in terms of admissions policies, transfer of credit, coursework and examinations for credit, requirements for graduation, student services, and unique programs. Disc2z,ion of graduation requirements, possible majors, and course offerings for each school is limited unless otherwise specified, to the area'of liberal arts and sciences. Listed in the appendices are abbreviations used in this text and other educational publications, useful addresses for each CIC school, application fees, deadlines for application, notification dates and registration fees, admissions requirements, centers for testing and schools accepting credit in the College-Level Examination Program, and a list of majors for each school in the areas traditionally covered by liberal arts and sciences. (Author/MJM) FILMED FROM BEST AVAILABLE COPY 10". %.C) Co C) w EDUCATION FOR THE ITINERANT STUDENT A Guide to Opportunities in Liberal Arts and Sciences at CIC Universities by Patricia Ann McFate The Committee on Institutional Cooperation February 1973 Research Supported by American Council on Education U.S. Department of Defense DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION HIS DOCUMENT HAS BEEN REPRO DuC.ED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL. NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY ACKNOWLEDGEMENTS The author acknowledges with gratitude the support and ex- pert editorial advice of Robin Wilson, Associate Director, the Committee on Institutional Cooperation, and the interest shown in the project by W. Todd Furniss, Director, Commission on Academ- ic Affairs, American Council on Education. Many staff members of the CIC Universities who contributed their time and energy to this project cannot, unfortunately, be listed here. Special acknowledgement must be made, however, of the following people who helped to make the visits to the CIC schools both productive and pleasant: Lorna P. Straus (Chicago); Robert Hess and Dean B. Doner (Illinois-Chicago Circle); Robert Waller (Illinois-Urbana-Champaign); David Kramer and Kenneth R. R. Gros Louis (Indiana); James R. East (IUPUI); Dewey B. Stuit (Iowa); David L. Rodgers (Michigan); Allan J. Abedor and Dorothy Arata (Michigan State); Roger B. Page and Martin L. Snoke (Minnesota); J. Lyndon Shanley (Northwestern); Marvin R. Zahniser (Ohio State); Aneta Van Sickle (Purdue); Patrick C. Runde (Wisconsin-Madison); Nason E. Hall, Jr., and William Halloran (Wisconsin-Milwaukee). The fieldwork and research for this GUIDE were facilitated by my staff, Marya Gabrielsen, Iola Gardner, and Iris Silver. Miss Gabrielsen has contributed in a number of ways to the GUIDE, in- cluding the compilation of data for the Appendices. Ann Sonsteiie of the CIC Office coordinated the secretarial efforts expended on the GUIDE. Finally, the patience of my family and the advice and encour- agement of David Parson have been deeply appreciated. PREFACE A few definitions, explanations, and disclaimers are in order. Perhaps it would be best to begin with the title of this GUIDE. The CIC is the Committee on Institutional Cooperation, a consortium of eleven major midwestern universities: Chicago, Illinois, Indiana, Iowa, Michigan, Michigan State, Minnesota, Northwestern, Ohio State, Purdue, and Wisconsin. Included in the CIC for purposes of this study are two urban campuses: the University of Illinois at Chicago Circle and the University of Wisconsin at Milwaukee. A third, and a unique linkage of two CIC Universities, IndianaUniversity-Purdue University at Indianapolis, has also been included as a separate institution in the GUIDE because of its distinctive offerings. The GUIDE is thus divided into fourteen chapters by school. Within each chapter the schools are discussed in terms of admissions policies (Section I and Table 1); transfer of credit (Section II and To.L1-2 4; coursework and examinations for credit iSection III and Take r requirements for graduation (Section IV and Tables 4 and 5); student services (Section V and Tables 6,7, and 8); and unique programs (Section VI and Table 9). Discussion of graduation requirements, possible majors, course offerings, etc., found in Tables 1 through 5 and Table 9 for each school is limited, unless otherwise specified, to the area of liberal arts and sciences. Obviously, there are other major programs in the CIC Universities- - art, architecture, business administration, and engineering, to name a few. To find material on these degree programs, consult the school catalogs. The services discussed in Tables 6 through 8 are generally available to all students. i. Listed in the Appendices are abbr:,,,viations used in this text and other educational publications (Appendix 1); useful addresses for each CIC school (Appendix 2); application fees, deadlines for application, notification dates, and registration fees (Appendix 3); admissions requirements (Appendix 4); centers for testing and schools accepting credit in the College-Level Examination Program (Appendix 5); and a list of majors for each school in the areas traditionally covered by liberal arts and sciences (Appendix 6). Throughout the chapters and in Appendix 6, only four-year bac- calaureate programs are listed and discussed. For information on associate and other degrees, consult the school catalogs.A topicZ'index of tables, giving specific titles and page numbers of tables and appendices begins on page xiii. And now a word about itinerant students, or more specifically about what itinerant students are not. They are not college bums, moving from school to school as the weather changes, nor are they those admirable people who desire education entirdly for its own sake and care little for credits and degrees. Rather, itinerant students are those who wish to earn a degree but are unable to spend four consecutive years on one campus because of military service, marital or familial obligations, work requirements, health, or other reasons. Happily, these students will find their.opportunities for completing their degrees increasing with time as more and more schools talk about or move into the area of life-long education, learning contracts, and more universal transferability of credit. (Where fact may not yet be, will is.) Big universities may seem like factories or super markets to you, ii the undergraduate itinerant student. Either you see yourself on an assembly line being put together by a number of experts who want you to look exactly like your counterparts when you reach the factory door or in a mammoth grocery store. with too many shelves and too much merchandise, and all you can do is shut your eyes and start picking cans off the nearest shelves. A few administrators at large universities share these misconceptions with their students, but the majority do not. The fact that this GUIDE is being published with the cooperation of the CIC schools is one indication that many people know you aren't all alike. What you need to do is take the first step. To begin with, you need to analyze your own situation. If you are a potential CIC student who will be able to carry only a part- time load because of responsibilities during the daytime, investigate credit work in extension, correspondence study (often called independent study, and for good reason), regular niglIt class offerings. Offices of Extension and Correspondence Divisions are listed in Appendix 2 for each CIC school. Be sure to discuss your selection of courses with an academic adviser in the extension office or your prospective college dean. If you have collected college credit from a variety of sources-- USAFI, junior college work, CLEP, for example--consult Tables 2,4, and 5 for each school to see how easily in general your work will fit into the requirements of your chosen-school. Then write a letter to the Office of Admissions of your 1;:rospective school asking about the applicability of your credits toward the degree requirements of a specific college within the universitY- Addresses iii of Offices of Admissions are listed in Appendix 2.. If you are going to continue to take coursework at a com- munity college or four-year institution before transfer to your CIC University, write and ask an admissions officer, or better yet a college representative, if the courses you have selectgd are acceptable. If you live within close range of the University, you may wish to visit the College Office. Make an appointment first. After you visit, it may be wise to summarize your understanding of the conversation in a letter. An informal relationship with your future College Office is beneficial in two ways: you will be able to plan your coursework more carefully so that your transfer credits will be acceptable, and you will have established a possible future contact who can guide you through your degree program ("possible" because deans and other college advisers are peripatetic creatures- - another reason why you should put any negotiations in writing for your file and the College's files). If you are in a position to choose among schools, you will need to make a comparal:ive study of offerings. You may find that one of the programs discussed in Section VI of each chapter fits your abilities and aspirations.
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