DOCUMENT RESUME
ED 038 097 HE 001 432
TITLE Goals for Higher Education in New Jersey. New Jersey Master Plan for Higher Education, Number 1. INSTITUTION New Jersey State Dept. of Higher Education, Trenton. PUB DATE Jan 70 NOTE 121p.
EDRS PRICE EDRS Price MF-$0.50.HC-$6.15 DESCRIPTORS Degrees (Titles) ,*Educational Objectives, *Educational Planning, Enrollment, Governance, *Higher Education, *Master Plans, *Planning, State Aid IDENTIFIERS *New Jersey
ABSTRACT This report is the first in a series by the New Jersey Board of Higher Education in an effort to develop a master plan for higher education in the state. It attempts to ascertain: (1) where the New Jersey higher education system stands at this point in time; and (2)which goals the system must strive to meet. The report contains four sections. Part I discusses the need for planning, the planning process, the situation in the state, and the prerequisites for building a strong higher education system. Part II outlines ten goals for higher education. Part III discusses the environment, including population patterns and trends, the economy, and state support for higher education. Part IV describes the system of higher education in New Jersey: i.e. structure, governance, degrees and professional programs offered, enrollment data, financial aid, library resources, computer resources, and institutional cooperation. Tables, graphs, and illustrations are interspersed throughout the document. Forty-one pages of data are appended. (AF) GOALS FOR HIGHER EDUCATION IN NEW JERSEY
NEW JERSEY BOARD OF HIGHER EDUCATION
EDWARD E. BOOHER, Chairman MRS. JOHN H. FORD, Vice Chairman WILLIAM 0. BAKER MRS. MAXI NE COLM JOHN T. CONNOR C. DOUGLAS DILLON MORRIS FUCHS DONALD C. LUCE V.D. MATTIA WILLIAM H. McLEAN EDWARD J. MEADE, JR. JOHN M. SEABROOK
GEORGE F. SMITH U.S. DEPARTIMIT OF HEALTH,EDUCATION & WELFARE DR. DEBORAH CANNON WOLFE OFFICE OF EDUCATION THIS DOCUMENT HAS BEENREPRODUCED FREDERICK 0. ZIEGLER EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT. POINTSOF VIEW OR OPINIONS STATED DONOT NECES RALPH A. DUNGAN (Ex-Officio) SARILY REPRESENT OFFICIAL OFFICEOF EDU- CARL L. MARBURGER (Ex-Officio) CATION POSITION OR POLICY.
NEW JERSEY DEPARTMENT OF HIGHER EDUCATION
RALPH A. DUNGAN, Chancellor
STEFFEN W. PLEHN, Assistant Chancellor, Office of Planning and DevJlopment TABLE OF CONTENTS
Page Number
I PLANNING FOR HIGHER EDUCATION IN NEW JERSEY 1
The Need for Planning 1 Planning to Date 2 The Planning Process 3 New Jersey's Master Plan for Higher Education 4 New Jersey's Situation A Perspective 5 What Are These Prerequisites 7
II GOALS FOR HIGHER EDUCATION IN NEW JERSEY 9 1. To Assure each Individual the Opportunity to be Educated to the Height of his Potential 10 2. To Eliminate Financial Barriers 10 3. To Foster Diversity and Flexibility 11 4. To Foster an Integrated System of Public and Private Institutions 12 5. To Strive for Excellence 12 6. To Help Meet the Needs of Society 13 7. To Encourage Research and the Advancement of Knowledge 13 8. To Sustain Academic Freedom 14 9. To Contribute to the Well-being of the Community 15 10. To Use all Resources to Full Effect 15
III THE NEW JERSEY ENVIRONMENT 17 Introduction 17 Population Patterns and Trends 17 New Jersey's Economy 20 State Support for Higher Education 23
IV THE NEW JERSEY SYSTEM OF HIGHER EDUCATION .24ft 2 (2 Introduction 27 AStructure and Governance 2.7 Structure of the System 28 2 ) BPrograms 1968-1969 Degrees and Enrollments 307 .36 Summary 3.7,3(0 1. Associate Programs 38 2. Bachelor's Programs 40 ..sei 3. Masters and Doctoral Programs 44 93 4. Professional Programs Summary 46 015 C Enrollments 5657 Introduction 5967 1. High School Graduates op fg 2. In-State and Out-of-State Enrollments SI CI 3. Enrollment Trends 4. 1968 Opening Fall Enrollments 62 "x;:,, 5. Enrollment Projections 636c D Financial Aid e6g24 E Library Resources 66to5 F Computer Resources 7434e GInstitutional Cooperation
FIGURES 1. Population Density by County, 1968 17 2. Population Projections 18 3. Change in Population Under Age 18 19 4. New Jersey College Age Population 19 5. Value Added by New Jersey Industries 1958-1968 20 6. Non-Agricultural Employment, New Jersey, 1965-1970 21 7. Percent Distribution of Employed Workers, 1910-1960 22 8. What States Spend per Capita for Higher Education 23 9. Per Capita Expenditures of Selected Items 24 10. New Jersey System of Higher Education aezi 11. Institutions of Higher Education 3635: 12. Degrees Granted by Program, 1969 30.38 13. Full-Time Enrollment by Program, 1968-1969 41 (10 14. Part-Time Enrollment by Program, 1968-1969 48ci 15. Distribution of 1968 High School Graduates by Level and Sex 86 5 16. Distribution of High School Graduates Who Went on to Institutions of Higher Education 805e 17. Financing of the Minimum Cost of College 063 18. Types of Financial Aid Available
APPENDIXES
A. Degrees Awarded by Program and Level, 1969 887c B. Degrees Awarded by Program, Level, and Institution, 1969 8477 C. Enrollment by Program and Level, 1968 88 41 D. Enrollment by Program, Level, and Institution, 1968 cm 81) E.Distribution of 1968 High School Graduates by Type of Post-secondary Education Attended 46e (I I F.Distribution of 1969 High School Graduates going into Post-secondary Education by County 44001 qt. G. Full-time and Part-time Enrollment by Level and Institution 1968 1S2ct 5 H. Full-time Undergraduate Enrollment by Institution and County 144 9 ti I. Minority Group Enrollment by Institution 408 q J.Accreditation by Nationally Recognized Associations other than Regional Associations by Institution 1,9 ken(e---tt," K. Descriptions of Colleges and Universities 4-14' Den Bosco College Inuneculognception Seminary Alphonsu Selesien Cal age Fellcien College Paterson State College Bogen 'away College Harris County Celle,. . .11ther/ Collage Centenary College Tankfuls College Eneleued Clills Colley ler Women Montclair Stets College, Caldwell College ler Women, "ID Fayigh Dickinson University Nonhuman Collsgelete Bible institute -oe Assumption College ler Sisters - --- ' Villa Welsh Collor ---'10 WFp' I, Michael's Monastery College el Si , Elizabeth Ups aallege Drew Univoosity Ion HSI Liam Stevens Institute el Technology Jemmy City Stott College Num' Stole College 4I SI. Peter's College Mt, St. Mary Cello. Union &lege Somerset County Callose Essex County Cellist Newark Cellos' sf Enamoring Haws University AlmaWillitsCulege Solon Hell University lAiddlow Calory Calm Now Jersey College el Medicine & Dentistry New Brunswick Theological Seminary &gem University Bruhn!' Commulty Celle,. Princeton Theological Seminary Princeton University Si. hoseph's Callao Westminster Choir Cellos. Monmouth College Mercer County Colleen Rider Colley Turman State College Geo Iglu :moot College Rutgers University Berlin ton County Collate Chun County Corneal Cullen Gloucester County -- County Coffees Canape limbers Stets Callus ir Niched Stockton Stele College 414 Combs deal County College Atlantic County College Now Th. now Stat. Colley.North will Shelton Cahoot he located In BergenCounty. Chapter I PLANNING FOR HIGHER EDUCATION IN NEW JERSEY A major responsibility of the Board of Higher education today is compelled to Higher Education is to foster planning. The plan, because it has been undergoing since the Higher Education Act of 19661 directs the Board 1950s a dynamic and turbulentperiodof to "advance long-range planning for the system change. The end of this period of change is not of higher education" and givesitspecific in sight. For at least the next decade, higher responsibilityto"develop andmaintain a education will continue to experience extremely comprehensive masterplan." The Board's rapid growth in size, importance, complexity, concernwithplanning,therefore,extends and cost. beyond the preparation of a master plan, Enrollment in higher education has more essential as-.that is. The Board has an equally than tripled since World War II. In the last ten compelling responsibility to encourage effective years alone, the number of students has more planning in everything which the institutions of than doubled, from 3.5 million students in 1959 higher education undertake, whether it be the to an estimated 7.5 million in 1969. This growth designoffacilities,the developmentof win continue; by 1975, experts forecast that 10 curricula,ortheestablishMentof new million students will be enrolled in the nation's institutions. Throughout higher educationin colleges and universities. This explosive growth New Jersey, the Board has the objective of is due in part to the increase in population, but encouraging careful thought, close cooperation, even more importantistheincreasing and the most effective use of resources. percentage of young people who are seeking and obtaining an opportunity for postsecondary THE NEED FOR PLANNING training. The need for planning in moat human In a society increasingly dependent on activity is widely accepted today. Few question knowledge and technology, our colleges and its value or importance. But it Is useful to keep universities are assuming a more critical and clearly in mind why planning is important and, in multifaceted role in society. Upon them rests a particular, why it is so important for the future of major responsibilityfor expanding and higher education, both in the nation and in Nev transmitting the store of man's knowledge and Jersey. for educating and preparing young men and Most fundamentally, planning is theway women for the social, economic, scientific, and by which institutions can act to shape the forces political complexities of the future. of growth and`change. Without planning, growth This growth in size and importance has is haphazard and change chaotic; goals remain also made higher education increasingly unidentified and unfulfilled, and resources are complex. A large number of institutions c-trid wasted, Planning enables institutions both to campuses have been created. New types of recognize and deal with the pressures and institutions with newly defined rotes, such as currents which affect them and to move directly upper level colleges, and research institutes, are toward clearly defined goals. taking on more importance. Colleges and iTitle 18:21A - I t o 18:21A -44, chap. 302, P.L. 1988 N.J.S.A. 1 universities have assumed new responsibilities in urban affairs, in applied research, and in extendinghighereducationtothe dis- advantaged. New specialities and subdisciplines have developed in all fields of knowledge. All these developments have made the spectrum of higher education and the institutions within it more complex. Finally,allof the above factors have served to increase by many times the funds required for higher education. According to a recent report of the Carnegie Commission on HigherEducation,institutionalexpenditures rose from $5.2 billion in 1957-1958 to about billionin1967-1968;by 1976-1977 $17.2 PLANNING TO DATE expenditures are estimated to rise to $41 billion, an increase of almost 800 percent over the two Since the Board assumedits decades. This increase in costs is due not only responsibilitiesinJuly1967,significant to the expansion of higher education. It also progress has been made in advancing planning reflects a steady increase in cost per student, within the New Jersey higher education system. which is due in part to the costs associated with The following can be considered among the higher education's new responsibilities, in part major accomplishments so far: to increasingly expensive teaching tools such as A consulting firm,Robert Heller computers and libraries, and in part to rising Associates, completed a major study of future salary and other costs. demand for higher education in New Jersey. Through planning, higher education can The study showed that demand for shape its future, avoiding developments that undergraduate education would increase by would be unfortunate and facilitating others that more than 50 percent by1975 and would be advantageous. Planning is a basic, recommended that 83,000 additional places be indispensable, and continuing process. It must created (12,000 at independent and 71,000 at go on at every level: within each department or public institutions), more than doubling the division; at each college and university; and, in present capacity. The study also recommended the evolving master plan, for the New Jersey significantexpansionofgraduate and system of higher education as a whole. professional education. The Board of Higher Education issued a Facilities Plan in May 1968. The Facilities Plan concluded that approximately $500 million in state funds for new facilities are requiredby 1975. Voter approval of the bond issue of $202.5 million in November 1968 provided the first step toward meeting that requirement. TheDepartmentofHigherEducation has made significant progress in developing a comprehensive data base on New Jersey higher education, including essential information on students, faculty, facilities, and finances. RutgersUniversityhascompletedits first comprehensive educational plan and has p1ans to expand and refine its planning process in the months ahead. The six state colleges, with assistance from consultants, are developing a computer- based planning capability which will permit precise planning of future facility requirements. 2 _rtstarwar As part of this effort,the state colleges have developed their firststatement of goals and policies to guide their futuredevelopment. The Department of HigherEducation, in cooperation with theAssociation of Independent Colleges andUniversities in New Jersey, has beguna process in which the plans and objectives of theindependent institutions of the state can be given fullrecognition in future statewide planning. The Council of CommunityColleges has been working in severalareas to improve coordination of planningefforts among the thirteen public communitycolleges. These effortsand others have THE PLANNING PROCESS strengthened the informationand planning base The Board of Higher of the New Jersey Education has the system. Much still needsto specific responsibility forpreparing a master be done, but the effortsof the last twoyears plan for the development have created of the New Jersey a firmfoundation on which system of higher education. planning can advance. Before discussing the master plan, it isimportant to understand clearly the nature of theplanning process. Inallplanning, three fundamental questions must beanswered. Although the questions are simple, theanswers are complex andrequire a greatdealofinformation. extensive analysis, and carefuljudgment. 1. Where are we? Whatis our current position? Before considering the future,extensive information must be collectedon where a system or institution stands atthe present point in time. This is the inventorystage. 2. Where shouldwe go? What are our goals? The second stepisto decide on the appropriate goals. Planningcannot go forward until objectives are decided. The establishment ofgoalsrequires c. understanding and judgment.Goals must be t 444f 4,asal based on a broad conceptionof the trends and 1- " 1s #### ''' developments taking place insociety. Goals necessarily reflect valuesand are therefore difficult to formulate.Nevertheless, the establishment of goals is thecrucial step in the planning process, and it isin the effort to reach the goals that all planningdecisions are made. 3. What is the bestway to achieve the goals? It is in answering this thirdquestion In deciding how to reach thegoals that a plan takes final form. Theproper approach requires a full consideration of major policyalternatives and a careful examination oftheir implications. The advantages and disadvantagesof different approaches must be carefully weighed,and priorities must be set. The resultof this stage of theplanningprocessshould be acorn- 3 prehensive statementofthepoliciesand priorities to be followed in order to move toward the goals. A plan should also contain an estimate of the resources required. A CONTINUOUS PROCESS It is also important to realize that planning must be a continuous process. The current position of an institution or a system changes; the perception of the necessary and proper goals may shift; and conclusions about policies and priorities may undergo change as a result of new answers to the first two questions or because of new factorsto be takeninto account. HEW JERSEY'S MASTER PLAN Publication of a plan is not the final step in FOR HIGHER EDUCATION the planning process. Rather, the planning An appreciationofthisapproachto effortmustbe subjecttocontinuous planning is necessary in order to understand the development and reviewifitisto remain way in which the Board of Higher Education is relevant and current. proceeding in the development of the master plan for higher education in New Jersey. FULL I NVOLVEMENT In this document, the first of a series, the One principleiscentral to effective Board has concentrated on providing answers planning. The planning process must provide for to the first two questions: Where does the New fullconsultation among allpersons and Jersey higher education system stand at this institutions affected. That is not to say that a point in time? What goals must the system plan can or should reflect every view or that it strive to meet? should be a compromise among them. But all The sections of description and analysis views and approaches must be considered set forth the current situation of New Jersey before the final decisions are made. highereducation.First,theyprovidea description of those attributes of New Jersey which are of particular importance to higher education planning. Second, they summarize and analyze the most important aspects of the system at the present. Taken together, these sections provide a comprehensive base line for planning for the future. Thisinformationisnecessary for the Board's planning in the months ahead. But it is expected that this information will also be useful to many personsinthe higher education community and to other interested citizens who wish to understand the current position of New Jersey higher education. Of prime importance is the section on goals. Here the Board has set forth the ten goalstoward which New Jerseyhigher education must strive. The establishment of these goals has involved considerable effort. The higher education community has been discussing these goals since early 1969, and a special committee,2 composed of members of the Board, representatives of the higher education community, and leading citizens, has 4 spent several months in its final formulation. The goals are stated briefly and simply, but they represent a great challenge and agreat opportunity for the citizens of New Jersey. The development of a data base and the establishment of goals are the first two steps in the development of a master plan. The third step deciding how to reach the goals still lies ahead. The Board is already proceeding with this step. It cannot be accomplished in a single study or a single document; the considerations are too complex. Instead, the Board plans to develop the master plan as a series of studies and policy statements which NEW JERSEY'S SITUATION will be issued over the months ahead. These A PERSPECTIVE. documents, taken together, will make up the As a prelude to the statement of goals, the first master plan for higher education in New Board offers here, in brief form, its view of the Jersey. current position of New Jere,ay higher education and the prospects for the future. This document shows, as every past study has shown, that New Jersey higher education is not meeting the needs of the citizens of the state.Less than 50 per centofour undergraduate students can be accommodated in colleges in New Jersey; our opportunities for graduate and professional education are still inadequate; and New Jersey still ranks very poorly in terms of per capita state government expenditures on higher education. New Jersey was very far behind in its national standing at the time it decided to create a higher education system adequate toits needs. Consequently, although progress has been made in recent years, the state's national rank hasnot changedinmeasuresof expenditure for education. 2The Board wishes to express Its great appreciation to the members of the Committee on Goals for the diligent work which each member contributed during the several months the group was working. Members of the committee Included: Mr. Edward Booher, Chairman, Board of Higher Education Mrs. John H. Ford, Vice-Chairman, Board of Higher Education Mr. Ralph A. Dungan, Chancellor of Higher Education Dr. Richard Sch latter, Provost, Rutgers University Dr. Walter Lincoln Hawkins, Chairman of the Board of Trustees, Montclair State College Dr. James Mullen, President, Jersey City State College Mrs. Maxine Co Im, Chairman, Council of County Colleges Dr. Sherman Masten, President, County College of Morris Dr. J. Osborne Fuller, President, Fair leigh Dickinson University Mr. Jeremiah Farrington, Assistant to the President, Princeton University Dr. Robert Cadmus, President, New Jersey College of Medicine and Dentistry Dr. William Hazell, Vice-President and Dean, Newark College of Engineering Dr. James Flynn, Academic Man, Alphonsus College Dr:Albert Mader, Executive Associate, Association of Independent Collegesand Universities Dr. Elmer Engstrom, Chairman, Executive Committee, RCA Mr. Gustav Henningberg, President, Greater Newark Urban Coalition 5 To understand the current position,itis graduates. More important, extensive important to remember New Jersey's history availability of higher education was recognized and its heritage and how it differs from states in as being essential to a healthy society, both other sections of our nation. New Jersey was socially and economically. Expanded facilities one of the original thirteen colonies. Princeton were required to accommodate the greater and Rutgers were educating students before our numbers of college age youth and the greater nation was founded. Hence, New Jersey began demand for a college education. Those states with a strong commitment toindependent with a traditionof state supported services private higher education. As in all states of the took action to meet the need for expanded Northeast, higher education was considered higher education opportunities. In the Eastern primarily a private matter and not a proper states, private institutions expanded as their concern of the state. resources permitted,but acting alone they Some other states, never having had the could not meet the demand. Meanwhile state benefit of an extensive private system of higher fundingofpublicinstitutionswasnot education, took a different approach. They forthcoming. In these years states like New developedandplacedrelianceonpublic Jersey fell behind. institutionsof higher education. Although Changes in philosophy take time. But New certainstatesinthe Midwest had private Jersey's philosophy has changed. During recent systems of higher education from the start, they years New Jersey has made an accelerating also developed strong public systems of higher commitment to the goal of a greatly expanded education to complement the existing private higher education system. To mention only the system. highlights: These differing historical patterns became in 1958 the voters approved a $66.8 very important at the end of the Second World million college bond issue. War when, for a variety of reasons, the pattern in1959, the State Scholarship and of college attendance changed dramatically. Student Loan programs were established. Higher education suddenly was demanded by in 1962, legislation to establish a system an increasingproportionofhigh school of county community colleges was enacted. 6 There are now, only seven years later, thirteen of these colleges in operation, enrolling nearly 22,000 students. in1964,thestateaccepted the responsibilityofsupportingthefirststate medical school. in 1964, the voters approved a $40.1 million college bond issue. in 1966, the Higher Education Act was adopted. It established the New Jersey system of higher education, created the Board and Department of Higher Education, and began the transformationof the state collegesinto multipurpose institutions. in 1968, the voters, by a 2 to 1 margin, WHAT ARE THESE PREREQUISITES? affirmed their support of an expanded higher The first prerequisite is a viable system education system by appr( 'ig a bond proposal whichiscomprehensive and effective and thatincluded$202.5millionforhigher which strikes the proper balance between education. Also in 1968, the State enacted the centralcoordination andinstitutional Educational Opportunity Fund and the Tuition independence. New Jersey created such a Aid Grant program to assist disadvantaged systemthroughenactmentoftheHigher studentsandstudentsatindependent Education Act of 1966. institutions in financing their college education. The New Jersey systemincludesall institutions, public and private, at all levels of In terms of total enrollments and per capita expenditures, New Jersey over the last ten higher education. By design, the New Jersey years has done little more than maintain its system combines the advantages of both unity position relative to other states. But in other and diversity: unity, in that the single system makes possible the maximum cooperation, respects, important steps forward have been takento create ormaintain the essential coordination, and sharing of resources among institutions; and diversity,in prerequisites for building a strong system of that the New higher education. Jersey systemisdedicatedtoassisting institutions to develop their own specialized strengths and unique identities. The New Jerseysystem hasthe advantages of a simple and direct form of state organization. It has one Board responsible for coordinating all of higher education. It has a single, cabinet level department composed of specialists giving full attention to assisting the colleges and universities in the state. And each institution, public or independent, has its own governing board with authority to develop that institution in an imaginative and creativeway within the framework of the system. The importance of thispatternof relationships cannot be overestimated. Many other states are experiencing grave difficulties inestablishing clear policies because of rivalries and conflicts among groups of higher education institutions. New Jersey is fortunate in being able to reap the advantages ofa single system from this stage on its development. The second prerequisiteissufficient resources to create an excellent system of higher education. New Jersey has the 7 necessary resources. On the one hand, New Jersey is a wealthy state consistently ranking among the top ten states in the personal income of its citizens. On the other hand, the state government has only begun to use its tax potential, consistently ranking forty-nintho;' fiftieth in per capita state tax collection. (If all taxes are included, New Jersey ranks thirty- sixth in taxes as a percent of personal income.) New Jersey can provide the funds neededto develop higher education without straining its economy. The third prerequisite is publicsupport for the creation of a higher educationsystem equal to the needs. New Jersey hasdemonstrated suchsupport.The people understandthe importance of higher education opportunities. They want their children to have thebenefit of a system of the firstrank. The voters have supportedthree bond issuesforhigher education, the most recentone in 1968 by a 2 to 1 vote. In summary, New Jersey hasestablished an effective system of higher education.The state has the resources to createan excellent system. And the citizens of thestate have demonstrated their support. Therefore,it is with hope and confidence that the Boardof Higher Education presents the followinggoals for the development of higher education in NewJersey. 8 Chapter II GOALS FOR HIGHER EDUCATION INNEW JERSEY A great variety of post-secondary educational andtraining programs exist within the State of New Jersey. Some are offered by public institutions,some by independent colleges and universities, some by business enterprises for theirown present or prospective employees. Some programs lead to degrees,some are open only to persons already holding the highest academic degree; some programs lead to certificates,some to no form of overt recognition at all; some are full-time programs, someare part-time; some are designed for young people just out of high school, some for adults. One of the purposes central to the formulation of this masterplan is to develop the system of higher education in New Je 'sr' so that it is more than a collection of courses, programs or miscellaneous opportunities for educational activity. Planning for higher education cannot coverevery kind of post-secondary schooling. For instance, an industrial research laboratory, inprograms given for its own staff by its own scientists, may well be engaged in a most significant form of highereducation, but it would be difficult and of questionable value for a master plan to includesuch an educational activity. The New Jersey system of higher educationmust include the post-secondary educational programs offered by all public and non-profit private institutionsestablished, chartered, or otherwise authorized by law to offer instructionon the level of higher education. It is for these institutions that this plan exists. The objective of this system, cooperatively plannedunder the leadership of the Board of Higher Education, is to assure the citizens of thestate that appropriate provisions for satisfying their educational needs will be made. These educational needs are more demanding andimportant than ever before inour history. This importance arises because of the unprecedentedcomplexity of our time and the rapid changes by which our time is characterized. Never before has education been so necessary for the developmentof the individual and his participation in society, for it is through educationthat man acquires the capacity to deal effectively with complexity and change. Educationenables a person to achievemore fully his potential as a human being, and is essential forunderstanding and participating in the social, political, economic, and cultural life ofour society. Education benOts society as wellas the individual. Our economy cannot operate without millions of highly educated persons. Our democraticpolitical system is dependenton the responsible participation of educatedmen and women. The quality of our social and cultural life depends on the values and creativity ofour educated citizenry. 9 Although there is no way of knowing the future, present trends indicate that complexity and change will continue to increase. If so, education, and especially higher education,will be of even greater importance in the years ahead. The following goals are those towards which the New Jersey higher education system must strive if it is to meet the challenges of the future. 1. To assure each individual the opportunity to be educated to the height of his potential. The first goal must be to assure each individual the opportunity to be educated to the height of his potential. If an individual is motivated to pursue and can benefit from education beyond the high school, an obligation rests upon the system of highereducation to make sure that he can find a place in a suitable program. A further obligatior !,-.3 to assure so far aspossible that an individual is assisted by counseling and evaluction to find a programappropriate to his abilities and motivation. Each type of program must have its own admission standards and appropriate meansfor selecting students. Such flexible approaches to student selection,combined with the inauguration of many new types of programs, will increase each person's opportunity toobtain benefits from higher education. The emphasis in New Jersey at this time must be on the initiation and expansionof many different kinds of programs. New Jersey has the resources required to make availableadequate higher educational opportunities for the citizens of the state, by initiating new stylesand modes of education, by creating new programs, by expanding existing programs,and, where limited demand or other factors so indicate, by assisting its citizens to enroll in institutional programs beyond the bounds of the state. Such an investment in higher education will yield untoldbenefits to individuals and to society. 2. To eliminate financial barriers. The development and expansion of higher education programs in itself cannot assurethe availability of a suitable educational experience for every motivated individual.There must exist also the assurance that access to educational opportunities will notbe foreclosed because the individual lacks the financial resources to take advantage of them.Many young men and women have difficulty in financing higher education,and large numbers find it impossible. Appropriate supplementary assistance must be provided so that nocitizen of the state will be prevented because of financial considerations from entering upon any program forwhich he is qualified. 10 3. To foster diversity and flexibility. The third goal sets forth explicitly what is implicit in the first goal, namely, thatas the system of higher education expands, diversity, flexibility, and responsiveness tonew needs must be fostered both as a characteristic of the system itself and, in accordance with their institutional objectives, within the several institutions comprising the system. Higher education in New Jersey must accommodate a wide variety of students. Already the system encompasses two year community and junior colleges, four year public and private institutions, public and private universities, and a number of special-purpose institutions. These institutions offer a diversity of programs in liberal arts, technical studies and the professions, to undergraduate students, graduate students and adults. In future years increasing numbers of students of different ages, with different preparation, different objectives, and different abilities will require an even more diverse range of programs than exists today. Our institutions must develop in different directions to meet these needs. Diversity among institutions must be complemented by diversity within institutions. In the past higher education has tended to segregate students of different ability levels at different institutions. For some institutions this is appropriate. Many institutions, however, will be benefited by seeking a greater variety of programs which will result ina more heterogeneous educational community, composed of students from many backgrounds. From an educational point of view and to provide reciprocity with states educating New Jersey students, it would be very desirable if a greater number of students came from out of state. 4. To foster an integrated system ofpublic and private institutions. The fact that the New Jersey systemof higher education includes all organizedprograms conducted by institutions chartered bythe state implies both a goal ofplanning, to foster an integrated system of public and privateinstitutions, and a concomitantresponsibility on the part of the institutions and the state.Each college and university mustrecognize that it is a part of a system, and must formulate its ownplans cooperatively with otherinstitutions and of the system in the as a whole.Similarly the state must recognize itsresponsibility to nurture all institutions system, and exercise its powersto encourage neededdevelopments, to discourage unsound expansion, and to effect coordinationand articulation among individualinstitutions as well as between the private and thepublic sectors. Public and private institutionsdiffer in certain important ways, andthese differences must be respected. Moreover, eachinstitution public or private has a unique role to play. Nevertheless, all colleges anduniversities, whatever their historyand pattern of governance, must contribute to their maximumwithin the framework of the systemthe state is to meet its educational needs in the years ahead.This integrated system mustsustain the proper balance between cooperation and coordination onthe one hand, and initiative andindependence on the other. As each institution continues todevelop its own identity, it mustguard against rigidities which hinder its ability to change.Higher education must besensitive vid responsive to social change, as must professionalassociations and other institutionswhich establish standards for education programs. New Jerseycolleges and universities must be opento new techniques and approaches to teaching, research,public service, and institutional governance.To remain vital, the New Jersey system ofhigher education must constantlystrive to find new ways to improve itself. 5. To strive for excellence. All concerned with highereducation in New Jersey must striveto achieve and maintain excellence. Excellence here does notrefer to the selectivity or levelof a program or institution, but to the quality of performance,relative to the objectives aninstitution has set for itself. The achievement of excellencein any area and to any extentrequires a commitment to quality on the part of trustees,administration, faculty, students andthe constituency of an institution. Each faculty membershould expect to give of himselfto the limits of his abilities in personal scholarship, in histeaching relationships with students,and as a member of the university community at large.Each student in every programin every institution should expect this to be challenged tothe limits of his abilities andshould be expected to respond to challenge. Only in this way canthe individual and societyattain the full benefits of higher education, and the investmentof the state and of privateenterprise in providing higher education be justified. 12 6. To help meet the needs of society. Higher education must give students the knowledge and skills necessary to participate effectively in our rapidly changing society. To do so, the system must be attentive to the anticipatedrequirementsfor technicians and professionals,scientists and humanists, specialists and generalists. It must be attentive to the need for humanely educatedmen and women who are responsible and creative citizens. Higher education will best serve both the individual and society by preparing and retraining citizens to play productive roles inour society's political and economic life. Itisneither wise nor beneficial for educational programs to be planned solely in anticipation of state manpower needs. National needs for educated manpowerare of even greater importance. The nation's population is extremely mobile. While New Jersey hassome special manpower requirements which must be satisfied to ensure continued prosperity, the state has the broader responsibility of establishing programs that will make an appropriate contribution to the requirements for educated manpower in a national context. 7. To encourage research and the advancement of knowledge. The advancement of knowledge is a major concern of higher education. Indeed, a concern with this matter might well be taken as an important distinguishing characteristic of higher education as contrasted with elementary and secondary education. Research and scholarship contribute importantly to the progress of society as well as to the vitality of teaching and the pursuit of excellence. The advancement of knowledge encompasses many forms of inquiry, including extension of the frontiers of knowledge and reexamination of the knowledge of the past. The nature and scope of these activities will vary with the individual and the institution. Institutions offering advanced graduate programs will necessarily have a commitment to theoretical research. At other levels, scholarship and research are likely to be more closely related to the subjects being taught. Institutions may also choose to pursue research activities related to community problems. The choices will, of course, depend on the interests of the.faculty and students in our institutions of higher education. 13 8. To sustain academic freedom. The advancement of knowledge and the dispassionate examinationof ideas, vital as they are to the welfare of higher education, canflourish only in a climate in which free inquiry by responsible and competent scholars is encouraged, and in which theright of students to learn and teachers to teach without repressive restraints is equallycherished. Such a climate is conventionally described by the teem "academic freedom." For the welfare of the New Jersey system of higher education, of the individual institutional components, of the faculty members and students comprising their communities,and of society itself, to say nothing of the American democratic ideals of freedom under law, themaintenance of academic freedom must be an imperative planning goal. Academic freedom the right to teach and to learn without repression carries with it the correlative obligation of exercising this freedom responsibly, of weighingevidence, of respecting the rights of others and of sharply distinguishing between personalopinion and professional judgment, between advocacy and scholarship. These obligations, too, mustbe sustained. It is doubly important today to stress the goal of sustaining academicfreedom and its correlative obligations, because recent confusion and turmoil on our campuses mayhave obscured our clarity of vision with respect to these matters, While campus unrest has avariety of causes, and while frustrations have occurred, society dare not let temporaryturmoil and frightening frustrations lead to actions that would negate or undermine the basiccharacter of higher education. Colleges and universities are organized for and dedicated tothe pursuit of truth; this pursuit can be carried on only under conditions of freedom,and society itself as we know it could not survive the destruction of these institutions, either byhampering restrictions or overt attack. 14 9. To contribute to the well-being of the community. As an institution of higher education must require ofsociety a climate of academic freedom in which to pursue its goal, so it must in returnrecognize that it does not and cannot live in isolation from society. It must contribute to the well-beingof the community. It must be aware of the pressing social, economic and other problems of thecommunity the local, regional, state, national and world communities.It must expect to participate in appropriate ways to assist these communities to solve their problems. This obligationislikely to be particularly pressing at the local level, where institutionaland community interaction is most apparent. Since the primary functions of higher educationare to teach and conduct research, the contrib ition of an institution of higher education to its communityshould be sought in these areas of competence and concern. To help a community to define andunderstand the nature of its problems, to educate citizens for community leadership,to encourage teachers and students to identify themselves with community activities these are activities institutions should offer and communities should expe,,t. But colleges and universitiesare not designed as agencies to implement solutions to local problems, and should not beexpected to do this. The capacities of the various New Jersey colleges anduniversities to help will differ, depending on their size, location, andresources, but all have the obligation to contribute to the well-being of the community. 10. To use all resources to full effect. The needs of New Jersey in higher educationare great. Quality education cannot be achieved or sustained inexpensively, and the investment ofextensive resources is needed to attract competent people and to support their work. At the same time the system of higher educationmust use its resources to full effect. Cooperative efforts among institutions and the sharing ofinstitutional resources will be encouraged where appropriate. Similarly, specialization bysome institutions will be encouraged in order to preventunnecessary duplication of programs. The cooperative efforts of all the institutions of higher education will facilitate the effectiveuse of the resources available to the system. Conclusion the colleges and universities of New Jersey, public and private, havefrom colonial times to the present day striven to provide higher educationalopportunities within the bounds of the state, and they have done well what their resourcespermitted them to do. But the time for uncoordinated effort, limited by inadequate resources, hampered by lack of overallplanning, and often guided by opportunistic considerations has passed. The development of the New Jersey system of higher education is theoverall objective of the master plan. The ten specific goals set forth above are designed to assurethe development of a system of high quality, responsive to the needs of our citizens. Surely, theNew Jersey system of higher education must be characterized by opportunities for the fulldevelopment of every individual, unhampered by financial barriers; aswell as by diversity and flexibility, including both public and independent institutions, each striving for excellenceand seeking to help in meeting the needs of society. Research and the advancement of knowledge mustbe encouraged; academic freedom with its correlative obligations must be sustained asessential to the welfare of the institutions and society; a concernfor community welfare must be fostered; and the effective use of all resources must be mandated. To achieve such a system is imperative. New Jersey can no longer expect its young citizens to rely as heavily as in the past upon the resources of other states for their education, nor can it expect them to continue to pay on the averagehigher tuition and fees for education than is paid by the typical American student. Manifestly, to provide these educational benefits for its citizens, New Jersey must vastly increase college opportunities within the state, as well as utilize available opportunities elsewhere, and to do these things must make a much greater commitment of state funds to higher education than in the past. Such a commitment is an investment in the health, ell-being and productivity of its people, in the continued growth of the economy, and in the welfare and strength of a democratic society. It may confidently be predicted that such an investment will be repaid many times over. Traditionally, New Jersey has, as a matter of public policy, offered minimal state services in many areas, including higher education, in order to maintain state taxes on a level considerably lower than that found in most other states. In an era when higher education was not the individual and social necessity that it is today, a policy of restricted state provision for highereducation may have been better justified. But today a policy which would deprive thousands of New Jersey young people of the opportunity for a college education for the sake of economy in state governmentis unthinkable. New Jersey must have a system of higher education which meets the goals set forth in this master plan, and the state has the capacity to mobilize the resources needed to establish such a system. 16 locarsolotard.Ta*.mar. Chapter III THE NEW JERSEY ENVIRONMENT INTRODUCTION especially in suburban areas. This growth in In order to set the stage for discussing the population, when addedtotheincreasing New Jersey system of higher education, itis aspirations for college education of an ever necessary to describe the demographic, social, largerportionof the population,creates a and economic environment in which the system tremendous demand for increased higher is located and which itexists to serve. This education opportunities. At the same time, the section will describe trends in New Jersey's state has a strong and diverse economy with population growth, economic activity and ability enormous needs for trained people in almost to support higher education. every field. Finally, the strength of the state's In brief, New Jersey is a densely populated economy and the relatively high incomes of its state with a high rate of population increase, citizens mean that it has the financial resources needed to build and maintain a comprehensive system of higher education of excellent quality. FIGURE 1 N. J. POPULATION DENSITY BY COUNTIES 1968 Nutrition Per Sauey Milo POPULATION PATTERNS AND TRENDS Loss than 500 New Jersey's population has increased at 500 5,000 each census since the Depression at a rate Ovor 5,000 higher than that of the nation. In 1968 New Jersey's population was just over 7 million, and it is estimated that this figure will swell to over 10 million by 1990. Almost 90 percent of New Jersey's residents live in urban areas with most of the population concentrated in the northeast and central counties which form the New York- Philadelphia corridor(Fig. 1).The average population donsity of 959 persons per square mile is well above the national average of 50 and makes New Jersey the most urbanized state in the nation. However, large rural areas alsoexistinthe northwest and southeast corners of the state. As in the rest of the nation, most of New Jersey's population growth has occurred and willcontinueto occurinsuburban areas. Source, "Population Donsitles Per Square Mile," Population Estimates, 1951, H.J. Dopertmont of Conservation snot Economic Development, p. 10. Although the urban counties continue to 17 FIGURE 2 1,400.000 POPULATION PROJECTIONS- COUNTIES (URBAN) 1,140000 1,100,000 1,100,000 1,004,060 100,011 600,000-- 500,000 400,000 1110 1110 1110 1100 POPULATION PROJECTIONS COUNTIES (SUBURBAN) 1,100,000 001110LITN 1,0(0E00 increase in population, several urban centers NORMS haveactuallyexperienced adeclinein 100,003 population during the past decade. It is growth in the suburban regions that accounts for the 000,000 rapid population increase. The rural counties will also experience substantial development PASSAIC 100,000 CANDELA pressures and in some cases will maintain the higher growth rates typical of suburban New 600,000 A- op Jerseywithout,however,experiencingthe the substantial absolute increases found in 500,000 SONIESIT YEICEN suburban areas. (See Fig. 2) OCEAN Perhaps even more indicative of the future impact of population growth in New Jersey is the age structure of the population. While the CLOD total population of the state increased by 26 percentduring the 1950s, the number of 100,001 Sorer N.J. EsNINNNI Connie in Prlinctiom - N,J, Dom. of Comomoloo owl Economic Don.l.paro, Din :Mon el persons aged five to nineteen years increased Ecommit Deno 'How, Trenton, 5/611. by 57 percent. The number of young people 11111,1111 110 1910 under eighteen years of age in New Jersey will continue to increase at a faster rate than POPULATION PROJECTIONS RURAL nationally through 1985, and the college-age populationin New Jerseywillcontinue to increase through 1980. (See Figs. 3 and 4.) These trends show that the demand for higher education in New Jersey will continue to CUSS AAAAA 0 increase in the coming decade. As a growing atm 1 .-NUNTIPOON populationdemands greaterpostsecondary .-SUSSEX SALIN educational opportunities, the pressures on the IKON -- CAPE NAY presently limited system of higher education in New Jersey will mount. 1%1 18 FIGURE 3 POPULATION UNDER 18 YRS OF AGE, 1965 1985 Millions 73.0 72.0 United States 70.0 4.0 3.0 New Jersey 2.0_1 0 Year 1965 1970 1975 1980 1985 Source: Population Estimate - Revised Projections of the Population of States, 1970- 1985, p. 25, No. 375, U.S. Bureau of the Census, 1967 FIGURE 4 NEW JERSEY COLLEGE AGE POPULATION (18.21), 1960 1985 Thousands 600 - 576 536 532 500 - 453 400 - 370 300 - 250 200 1960 1965 1970 1975 1980 1985 Source: Population Estimates - Revised Projections of the Population of States 1970.1985, (p.25, No. 375) U.S. Dept. of Commerce, 1967. 19 NEW JERSEY'S ECONOMY Although small in physical land area, New manufacturing has remained constantat Jersey is the eighth largest state in population between 5 percent and 6 percent. This isa and ranksfifthinpersonal income ofits strong performance compared to neighboring residents.Itisa highlyindustrialized and states;between1909 and 1958 the New urbanized state. New Jersey also has large rural England states, New York, and Pennsylvania areas and contributes in a major way toward dropped nearly ten points in percentage of meeting certain agricultural needs of thestate national value added by manufacturing. There is and the two major metropolitan centers of New no evidence that New Jersey's economy is York City and Philadelphia. faltering.1 New Jersey has a strongindustrial Commerce in New Jersey includesa wide economy, ranking seventh inthe nationin varietyofactivities,such asretailand overall manufacturing. The state ranks first in wholesale trade, banking, publishing,and the manufacture of chemicals and chemical government activities. Employment statistics products;fourthinpetroleum andcoal indicate the importance of the commercial products, instruments and related products, and sector of the economy. In 1965,over 1.3 million rubberproducts;andfifthinelectrical persons were employedinthe state's machinery.Allbutthemanufactureof commercial organizations.Thisrepresented petroleumandcoalproductsaregrowth nearly 60 percent of New Jersey's industries. (For value added by industry see nonagricultural employment. Withinthe Figure 5.) Over the long term, New Jersey's commercial sector of New Jersey'seconomy, percentage of the total national value added by the service occupations and wholesaleand 1"The impact of Population and Economic Growthon the Environment of New Jersey," New Jersey Department of Conservation and Economic Development. FIGURE 5 VALUE ADDED BY LEADING N.J. INDUSTRIES GROWTH FROM 1958 TO 1966. 111 1966 II 1958 Basic Chemicals illffirginDOMMIR Pharmaceuticals Communications 71111211111MIWIER Equipment Cleaners 6 Toiletries Miscellaneous Foods Non-ferrous Rolling 6 Drawing Electrical Components General Industrial Machinery Beverages Bakery Products fartj +58% 0 $400. $800, million Sources The Economic and Snarl, Impact of Pharmaceutical Mfg's. In thew Jerseys Hal P.Eastman, DBA, Graduate School of Bus. Admin., Rutgers University, 1968. 20 FIGURE 6 NON-AGRICULTURAL EMPLOYMENT IN NEW JERSEY 1965- 1970 1965 1970 MANUFACTURING MANUFACTURING 836,000 E79,000 s\%e '0 ..c%0 .1%. 0/;scAls NO" CO° 123,800 MINING .. MINING 3,500 3,600 GOVERNMENT GOVERNMENT WHOLESALE 8. RETAIL WHOLESALE & RETAIL 369,200 523,800 295,400 439,000 SERVICE & SERVICE 8. MISCELLANEOUS MISCELLANEOUS 315,600 402,300 In 1965 Total Non-Agricultural Wage and In 1970 Total Non-Agricultural Wage and Salary Employment Included 2,255,700 Persons Salary Employment is projected to include 2,585,300 persons Source: "Manpower Projections 1965-1975," Department of Labor & Industry, Division of Employment Security, Research Series No. 20, December, 1968. retail trade employ most of the workers. (See Although less than 10 percent of New Fig. 6.) Furthermore, during the past twenty Jersey's labor force was employed in farming in years,nonagricultural employment has 1960,agricultureisstillavigorousand increasedmostinservice,government, expanding industry in terms of production per finance,and tradeoccupations,while farm and per acre. Commercial farms in the manufacturinghasremainedfairlystable. urban fringe specializing in livestock or in crops These trends parallel national trends. Between of high value (market vegetables, fruits, and 1965 and 1975, the highest rates of employment nursery materials) are particularly productive. increase are projected to be in service and Poultry products, dairy products, and government work.2 vegetables constitute about two-thirds of the totalvalueinNew Jersey'sagricultural economy .3 2"New Jersey Manpower Projections 1965-1975," Department of Labor and Industry, Research Series no. 20, December, 1968. 3"The Impact of Population and Economic Growth on the Environment of New Jersey," New Jersey Department of Conservation and Economic Development. 21 FIGURE 7 PERCENT DISTRIBUTION OF EMPLOYED WORKERS BY OCCUPATIONAL GMOUPS, 1910 '960 White Collor Jobs 25 C4tig.1 .nol 20 Sales Ptsl, and Sfirni P1.1. 10 Posprieser Ma nil VIM Mid 0111ms Yost 1110 1120 1130 1940 1050 1%0 Skilled (BlueCollor), SemiSkilled, and Unskilled .55 *0...... Uneldlled Data on the occupations: structureof New Jersey containssome interesting implications for the future. Over thelast fifty years there has been a rapid increase in the number of New Jersey residents employedin white-collar jobs. Since 1900 New Jersey's white-collar employment has increased by652 percent as compared to a national increaseof 420 percent. There has also beena diffusion of skills to a larger portion of the labor force.The proportionof skilled workers has remained Form Occupations stable during the last fifty years, but the growth of the semiskilled occupations has been largely at the expense of the unskilled occupations.The decline in farm employment indicates the shift inNew Jerseytoahighlyindustrialized economy.4 (Soe Fig. 7.) In summary, because ofitsindustrial diversity, the presence ofnumerous growth industries, and the state'scentrallocation within the Eastern megalopolis, New Jerseyhas maintained a strong competitive position inthe OP111Ill and national MaINI$0111 economy, and theprospectsfor Labfol. continued economic advance in thefuture are excellent. This means that the state'spresent considerable demand for trainedmanpower at I Prefeasionelketion of -NJ whIte colter employment I 1 by 652% lino 1500 ea compered to all levels can be expected to increaseas New netienel income of 420%-which mono th.t incfolaino proportion el slit popolotionfonulfot college maiming. II - 54111.1 «miter on1 fetemen feisty Mello while 11.'111.11'111d Incfoostil end onshiliodJ 1 liffolion al Jersey's economy continues togrow in size and I.M. dills to Mew segment if week lam III - Decline In Mon employment Infinite' mood ler rm. 'Normals 1111111Md111111111111/1114 complexity. $111/1CO! VIII howl of Popolotion end Economic Glow% on the Enoltonmont of NJ.,Dopolfmoni of Consolvollon and Economic Dovoloppnont, 1045, p. 12. 4"New Jersey Manpower Projections 1960-1970," NewJersey Division of Employment Security, Departmentof Labor and Industry. 22 STATE SUPPORT FOR HIGHER FIGURE 8 EDUCATION WHAT STATES SPEND, PER CAPITA 1969 New Jersey has been making a greeter effort during the last few years to support its - expanding system of higher education. However, since New Jersey has historically 4 0. invested relativelylittle tax money in higher 10e 1 education, these gains have not affected the j 71 state's position nationally. In 1968, New Jersey appropriatedover $95 millionfor operating expenses of higher education institutions. This was three times the .. . .1:. 1960 appropriation. Nevertheless, New Jersey 2.3 ttnYt1130 0 $30 1131 still ranked forty-ninth nationally inper capita I, 1111 li 1. °'" "5 ins 0111011131 Of 10414111 MIXATION appropriations for operating expenses for higher Appto. A14111. AWN. Pot POI Poi Capita education. (See Fig. 8.) During 1968, ten states MIA Capita Noah Cep* Noah Alston" 320.74 45 Lin inane $26.12 37 Ma $22.31 12 Alas'. 17.69 3 Mehl 26.93 35 Dilahotna 2345 41 Mom 11 which are smaller in population surpassed New 39.11 Matilind 21.89 39 Own 43.24 5 Manses 23.91 10 Massachusetts 15.70 49 Pannsylvanis 21.22 44 ColiiitnIs 39.32 9 Walsall 31.92 II Riutd. 10.4 32.73 21 Jerseyin Calved. total appropriationsfor operating 42.59 6 Mint outs 31.72 19 S. Catalina 20.37 47 Connecticut 26.17 36 MississIppi 20.52 16 5. DAY. 27.87 32 Delowate 31.77 25 Nis scot 27.65 33 Tenn 00000 22.06 43 expenses for higher education. Similarly, all Fltalde 31.72 26 Montana 38.13 11 7tmat 30.91 27 Gut& 27.11 34 *WAD 33.65 22 Utah 31.12 13 other Eastern states except Massachusetts Itansil 36.69 2 Nevada 33.06 23 *my& 30.19 31 Idaho OA 7 Noy itompshim11.19 SO Vitpinla 26.21 31 Illinois 36.17 IS Now Sauey 17.13 AI *shinny' 57.35 1 surpassed New Jersey in 1968 in per capita Indiana 3340 30 Nay aloato 36.98 II W. VIIIWS 30.26 29 lova 36.55 16 Now Yoh 31.20 21 Wisconsin 39.21 10 Kansas appropriations for operating expenses for higher 35.00 17 N. Caitlin" 31.65 20 *timing 16.21 1 *Mud', 30.02 31 N. DAY. 31.19 12 Total U.S. 730.86 "' education. Moreover, Massachusetts, New Estlinatod SOURCEI Tint Ouonicl a of Highe Education York, and Pennsylvaniaallhave greater Thos is the percepom spending ills yow, by states, 01(811 funds lo Ow *mount costs.1colleges and untrorsatos and A. tenking of Ow 'm.1,141.44,1 moron, opespiefiens std the My I, 1969, *stint*, at aid .tan's capacityinprivateinstitutionsfortheir civilian population Op the United PIMPS Moreau sl do Consul. *tot The shy. filmes represent opotallno 'WM DI; OW C0/11101 construction.It is alvisus, Is , population than does New Jersey,5 that them Isclose cittolation Steam Ma lye. Massachusetts, New York, and Pennsylvania Appropriations of State Tax Funds for increased their appropriationsfor higher Operating Expenses of TwoYear Colleges education by a far greater percentage during States Per Capita Approp. Rank the past ten years than has New Jersey. (See Alabama $1.89 15 Fig. 9 for national comparisons.) Arizona 4.07 5 The same general picture holds true for Arkansas 0.44 24 California 5.01 3 state support of community colleges. During Colorado 2.85 8 Florida 8.67 2 1968, twenty-nine states made appropriations Georgia 0.19 28 for the operating expenses of two-year colleges. Idaho 0.29 25 Illinois 2.05 13 In terms of total appropriations, New Jersey Iowa 2.18 12 was surpassed by ten of the twenty-nine states. Kansas 1.01 19 Maryland 1.39 17 In terms of per capita appropriations, New Michigan 2.81 9 Jersey ranked eighteenth out of the twenty-nine Mississippi 2.64 10 Missouri '1.58 16 states. (See Fig. 8.) Nebraska 0.48 23 New Jersey 1.08 18 New Mexico 0.23 27 New York 1.90 14 North Carolina 4.76 4 North Dakota 0.92 20 Ohio 0.63 22 Oklahoma 0.03 29 Oregon 3.94 6 Pennsylvania 0.75 21 Texas 2.41 11 Washington 9.99 1 Wisconsin 0.29 26 Wyoming 3.51 7 U.S. Average 2.37 , SOURCE: M.M. Chambers, Record of Progress: Ten Years of State Tax Support of Higher Education 1959.60 Through 1968-69. No.1096 5Full-time students at private institutions during the year of 1968: Massachusetts,246 (per million population); New Jersey, 38 (per million population); New York, 119 (per million population); and Pennsylvania,79 (per million population). 23 FIGURE 9 PER CAPITA EXPENDITURES OF SELECTED FINANCIAL ITEMS Category Ronk 50 100 150 200 250 300 (Dollars) Total General 49 State Revenue General StateState Expenditures for all Functions 50 State Government Capitol Outlay 42 Total General State Expenditure 49 for EDUCATION All direct state expenditures 50 for EDUCATION State expenditures for INSTITUTIONS OF HIGHER 49 EDUCATION only EXPENDITURES PER $1,000 PERSONAL INCOME Category Rank 50 100 (Dollars) IIII New Jersey Total General State Expenditures 50 United States Average State HIGHER Source: State Government Finances in 1968, U.S. Dept. of EDUCATION 50 Commerce, Bureau of the Census, issued Juno 1969 Expenditures In spite of these low rankings in per capita not seem reasonable to expect the state to and totalstate appropriationsfor higher increase the share of annual appropriations education, higher education plays an important allocated to higher education at the expense of role in New Jersey's budget. In 1968, New other essential activities supported by the state. Jersey spent 10 percent of its state budget on More adequate public support ofhigher higher education, while 30 percent was devoted education must come through an increase in to all educational efforts (i.e., including primary total revenue and appropriations rather than and secondary education). Comparative figures through areallocationofexistingappro- for surrounding states show similar allocations priations. for primary and secondary education and for New Jersey has the capacity to provide higher education.6 these additional resources. As indicated in Fig. New Jersey must face many other public 9, New Jersey ranks fitth in terms of the per needs in addition to higher education. It would capita personal income of its residents. New 0"State Government Finances in 1968," U.S. Department of Commerce, Bureau of the Census, June,1969. 24 Jersey state expenditures for higher education are approximately $6.48 per $1,000 of personal income, compared to a national average of $14.45 per $1,000 of personal income. Thus New Jersey ranks 50th in per capita state government expenditure for higher education relative to personal income. In other words, the typical American taxpayer pays more than twice as much for every $1,000 of income to support higher education as does the typical New Jersey taxpayer. Figures for selected other states appear in the table below. State Expenditures for Higher Education in 1968 per $1,000 Personal Income National average $14.45 California 12.31 Connecticut 7.68 New York 7.42 Pennsylvania 7.26 Massachusetts 6.83 New Jersey 6.48 Source: "State Government Finances in 1968," Bureau of the Census, U.S. Department of Commerce, June, 1969. A research study recently released by the Southern Regional Education Board attempts to demonstrate the extent to which opportunities exist for raising additional state and local tax revenues ineach of the states. This study analyzed the tax capacity of each state by the level of personal income and then measured the tax effort being made by state and local entities in terms of the relative amounts of personal income which is contributed to state and local governments.In developing interstate comparisons,thestudy assumedthatthe average effort made in the nation to collect a tax is reasonable, and that any state should be able to make such a reasonable effortifit chooses to do so. This study found that, at present, New Jersey is foregoing an estimated $670 million annually by not fully utilizing its tax potential. In summary, New Jersey has the financial capacity to provide greatly increased support for higher education. This is significant, for it means that the task of building an adequate system of higher education for New Jersey residentsisfeasible;the needed financial obligations are large but not overwhelming. 25 Chapter IV THE NEW JERSEY SYSTEM OF HIGHER EDUCATION INTRODUCTION Chapter IV A This chapter describes the New Jersey STRUCTURE AND GOVERNANCE system of higher education. The first section describes the present structure and system of This section describes the present governance. (The appendix contains a structure of the system of higher education in descriptionof each institutionwithin the New Jersey. system.) In the second section, data on the In the New Jersey system, great emphasis status of the system as of 1968 are analyzed by isplaced on the self-governance of each programs, institutions, and levels of instruction. institution within the general leadership of the The third section contains data on current Board ofHigher Education. The Board of enrollments and enrollment projections. In the Trustees of each institution provides direction fourth section, financial aid available to New for the institution and sets institutional policies. Jersey students is analyzed and related to the Thepublicinstitutionsoperatewithinthe needs of the state's students. The concluding general po'icy framework set by the Board of sections deal with the library and computer Higher Education. The Board is also concerned resources of the system and with cooperative thatthegoodhealthoftheindependent efforts among the New Jersey institutions of institutions is maintained. higher education. The Department of Higher Education is a principal department of the state government, responsible to the Governor and the Legislature. The Department consists of the Board of Higher Education, the Chancellor and his staff, and the following divisions and branches: the Educational Opportunity Fund; the Higher Education Assistance Authority;the Higher EducationFacilitiesCommission;the New Jersey Educational Facilities Authority; and the Scholarship Commission (seeFig.10).In addition, the Chancellor and the Board appoint advisory committees and other ad hoc groups as needed to carry out the functions conferred upon theDepartment. The Departmentis advised by the Council of State Colleges and the Council of County Colleges on matters relating to state college and county college affairs. The Department also acts with the cognizance of the Association of Independent Colleges and Universities in New Jersey, the New Jersey Association of Colleges and Universities, and the New Jersey Junior and Community College Association. AIKSYS11111111.03Je FIGURE 10 THE NEW JERSEY SYSTEM OF HIGHER EDUCATION DEPARTMENT OF HIGHER EDUCATION BOARD OF HIGHER EDUCATION Council of State Colleges Council of Coura; Colleges Scholarship Commission New Jersey Educational CHANCELLOR Facilities Authority Higher Education Department Staff Assistance Authority Higher Education Facilities Commission Educational Opportunity Fund Board L ALL NEW JERSEY INSTITUTIONS OF HIGHER EDUCATION STRUCTURE OF THE SYSTEM The Board of Higher Education has broad powers and responsibilitiesfor the general BOARD OF HIGHER EDUCATION supervision of higher education in New Jersey. The BoardofHigherEducationwas As set forth in the Higher Education Act of 1966, created by the Higher Education Act of 1966. It these are to: consists of seventeen members. Nine of these arecitizenmembers,appointedbythe "ADVANCE LONG RANGE PLANNING FOR Governor with the advice and consent of the THE SYSTEM OF HIGHER EDUCATION AS A Senate. Six members are representatives of WHOLE IN THE STATE." higher education institutions of the state. These are the chairman of the Board of Governors at Rutgers, the chairman of the Board of Trustees The Board has the responsibility to conduct of Newark College of Engineering, the chairman research on higher education needs; develop of the Council of State Colleges, the chairman and maintain a comprehensive master plan, of the Council of County Colleges, the president establish new colleges, schools,units, of the State Board ofEducation, and the divisions, institutes, departments, branches, or representativeoftheAssociationof campuses as required by the master plan; and Independent Colleges and Universities in New keep the Governor, the Legislature, and the Jersey. In addition, the Chancellor and the State public informed of the needs and CommissionerofEducationarenonvoting accomplishments of public higher education in exofficlo members. New Jersey. "ESTABLISH GENERAL POLICY FOR THE GOVERNANCE OF THE SEPARATE INSTITUTIONS." ThespecificresponsibilitiesoftheBoard relatingtoallpublicinstitutionsof higher education include establishing minimum admission standards and minimum standards for granting degrees, approving new programs and degrees, and approving discontinuance of degrees and educational programs; reviewing periodically existing programs of instruction, research, and public service and advising public institutions of desirable change; setting policy on salary and fringe benefits and establishing general personrel policies; and determining tuitionrates and other fees to be paid by students at the state colleges. "COORDINATF THE ACTIVITIES OF THE INDIVIDUAL INSTITUTIONS WHICH, TAKEN TOGETHER, MAKE UP THE SYSTEM OF HIGHER EDUCATION IN NEW JERSEY." The Board also has the duty to encourage harmonious and cooperative relationships among allpublic and private institutions of higher education and to assure that their efforts, taken together, will best meet the goals and "LICENSE INDEPENDENT INSTITUTIONS obligations of the New Jersey system of higher OF HIGHER EDUCATION" AND "APPROVE education. Such coordination has many specific THE BASIS AND CONDITIONS FOR purposes, including assuring that resources are CONFERRING DEGREES." usedrfit,steffectively,thatprograms and The BoardofHigherEducationhasthe facilities are not duplicated unnecessarily, and responsibility of licensing independent that the wide variety of programs required by institutions of higher education under such rules the citizens of the state can be provided. and regulations as it may prescribe. In addition, "MAINTAIN GENERAL FINANCIAL for those institutions established since April 1, OVERSIGHT OF THE STATE SYSTEM OF 1887, it must approve the basis or conditions for HIGHER EDUCATION." the conferral of degrees. For those institutions The law gives the Board responsibility to receive which donot have eitherregionalor all budget requests from the public institutions, professional accreditation, the Board assumes coordinate and balance such requests, and the task of demanding minimal fulfillment of submit a combined request for appropriations those standards commonly associated by the annually to the Governor; to be an agency of academic community with the conferralof communication with the federal government degrees. With institutions which are regionally and receive and recommend the disbursement and/or professionally accredited, the Board of of federal funds; and to exercise visitorial Higher Education shares with the institution and general powers of supervision and control over the accrediting association the responsibility of such institutions of higher education as may be maintaining and enhancing the quality of higher utilized by the state. education. THE CHANCELLOR The Chancellor is the chief executive and administrator of the Department ofHigher Education. He is appointed for a term of five years by the Board of Higher Educationwith the approval of the Governor. The Chancellor and his staff assist the Board of Higher Education in COUNCIL OF STATE COLLEGES responsibilities, including carrying outits The Council of State Colleges consists of developing and maintaining a comprehensive the presidents and the chairmen of the Boards master plan for higher education in New Jersey, of Trustees of the several state colleges. The establishing new colleges or other academic Chancellor is a nonvoting exofficio member. bythemasterplan, unitsasrequired The Council acts as an advisory body to the establishing general policy for the governance Board of Higher Education with regard tothe of the separate institutions, coordinating the state colleges. The Councilfosters activities of individual institutions, maintaining communication and cooperation among the oversight over thestate generalfinancial state colleges, guides and stimulateseffective system of higher education, and licensing and basis and conditionsfor planning and program development within the approving the general policies and guidelines set by the Board conferring degrees for programs of independent diversityof within the state. Subject to the ofHigherEducation,ensures institutions development among the several state colleges approval of the Board, the Chancellor and his in ways which will be responsive to particular staff enforceallrules and regulations needs in different parts of the state, and seeks prescribed by the Board. to ensure acceptable and effectivelines of addition, the Chancellor'sofficeis In development in admissions policy, academic charged by law with the coordination of state standards, programs, financing, and community and federalactivitiesrelatingtohigher relations. education and with the provision of advice to the Governor on affairs and problems of higher educationincluding recommendations for proposedlegislation. The office also encourages cooperation amonginstitutions, stimulatesprogramsrelatedtohigher education, maintains an inventory of data and information, and acts as a clearing house and agency for information on stateand federal COUNCIL OF COUNTY COLLEGES services and programs. The Council of County Colleges consists of the chairmen of the Boards of Trustees and the presidents of the several county colleges. The Chancellor is a nonvoting exofficio member of the Council. The Council acts as an advisory body to the Board of Higher Education with regard to the county community colleges.It serves as a means of communicationbetween the colleges and, under the guidance of the Board ofHigher Education, seeks to ensure acceptable and effective lines of development in admissions policy,academic standards, programs, financing,and community relationsinthe several community colleges. Staff members from the Department of Higher Education serve the Council and the colleges as a resourcefor assistanceinplanning and byproviding technical assistance and information. NEW JERSEY ASSOCIATIONOF Secondary Schools, except that an institution COLLEGES AND UNIVERSITIES whose primary purpose is religious training is The New Jersey Association of Colleges not eligible. and Universities was founded in 1944 to further The membership presently includes fifteen the cause of higher education in New Jersey by colleges and universities: Bloomfield College, fostering cooperation and exchange of ideas CaldwellCollege, Centenary College, the among New Jerseyinstitutionsofhigher College of Saint Elizabeth, Drew University, education. The Association seeks to cooperate Fairleigh Dickinson University, Georgian Court with similar educational organizations outside College, Monmouth College, Princeton the state in advancing education both nationally University, Rider College, Saint Peter's College, and internationally. SetonHallUniversity,StevensInstituteof Membership in the New Jersey Association Technology,UnionCollege,andUpsala of Colleges and Universities (NJACU) isopen to College. any institution of higher education within the The affairs of the Association are managed state of New Jersey which accepts the aims of by an Executive Board which meets monthly. the organization and which is approved by the The Association consults with the Board of New Jersey State Board of Higher Education. Higher Education on mattersrelating to Membership inthe Association presently independent institutions. includes forty-four colleges and universities. These institutions enroll more than 98 percent of the students who are presently pursuing higher education in New Jersey. Officers of the Association are elected at the annual meeting held each spring. The NJACU Is governed by a Board of Directors which is composed of the Association's officers THE NEW JERSEY JUNIOR AND and four other representatives elected by the COMMUNITY COLLEGE ASSOCIATION Association. The Association is consulted by the The New Jersey Junior and Community Board of Higher Education. CollegeAssociation(NJJCCA)isan organization whose primary purpose is to foster communication between the twenty-five private and public two-year institutions in the state. Other purposes, as spelled out in the bylaws of the Association include articulation between the two-year colleges and the secondary schools THE ASSOCIATION OF INDEPENDENT and senior colleges of the state, and attentionto COLLEGES AND UNIVERSITIES problems, issues, and current legislation which affect the two-year colleges. IN NEW JERSEY The Associationhelditsconstitutional The Association of Independent Colleges conventioninApril1939.Itispresently and Universities in New Jersey was organized in governed by an executive committee consisting 1966 for the purpose of "advancing higher ofpresident,vice-president, secretary- education in New Jersey by studying, devising, treasurer, and six additional members. Officers and promulgating programs for the and Board members are elected at the annual maximization of the contribution of independent meeting. It is their responsibility toarrange for colleges and universities, by fostering public the annual meeting and to carryon the business interestinpublicpolicy andlegislation of the Association. Officers hold office forone respectingindependentcollegesand year; Board members for three years. universities,by disseminating information Membership isboth individual and relevant to this purpose to its membership." institutional. Any educator or person residing in Membership is open to all colleges and New Jersey and in sympathy with the aims of universitiesin New Jersey operated under the Associationiseligibleforindividual private control which are accredited by the membership. Any state-approved two-year Middle States Association of Colleges and college is eligible for institutional membership. 34 le) STATE SCHOLARSHIP COMMISSION The State Scholarship Commissionwas establishedin1959.Itconsistsofthe Chancellor, who serves as chairman, and eight other members appointed by the Governor, of whom one represents Rutgers,one the state colleges, three the independent institutions of higher education, and three citizens of the state. The State Scholarship Commissionis responsibleforestablishingrulesand regulations and overseeing the administration of four programs of awards: the Basic State ScholarshipProgram,theIncentiveGrant The most recent of the state's award Program, the Tuition Aid Grant Program, and programs, enacted in June 1969, is that for the County College Awards Program. countycollegegraduates.Thisprogram The Basic Scholarship program provides provides $250,000 for New Jersey county awards based on scholarship and need ofup to college graduates transferringtofour-year $500 to 5 percent of the state's high school institutions who need assistance in order to graduates. In 1968-1969, approximately 14,500 meet their college expenses. Awards will range students received State Scholarships to attend from $500 to $1,000 and may not exceed the over 650 colleges located in all 50 states. college tuition charge. The Incentive Grant Program provides Further discussion of state scholarship supplementary assistance of up to $500 to State programs appears in Chapter IV D, Student Aid. Scholarshipholdersattending New Jersey colleges where tuition and fees exceed $500. In 1968-1969, some 2,700 students received aid through this program. The Tuition Aid Grant Programwas enactedinFebruary 1969.Itprovides assistance to students attending colleges in New Jersey where the tuition exceeds $450a EDUCATIONAL OPPORTUNITY FUND year. The amount of the grant is based on the BOARD income and assets of the applicant and his The Educational Opportunity Fund Board parents and the college tuition charge. The was createdin1968.Itconsistsofthe maximum grant is $1,000 a year. Nearly 3,000 Chancellor, who serves as chairman, and eight students will receive these grants during 1969- citizen members appointed by the Board of 1970. Higher Education with the approval of the Governor. The Boardisresponsibleforthe administration of the New Jersey Educational Opportunity Fund, which identifiespotential collegestudentsfromneedy New Jersey families, recruits them, supports programs of remedial educatio.i for them, andprovides required financial assistance. During 1968- 1969, over 1,600 students attended college under this program. The budget for 1968-1969 included appropriationsfor $2million. Appropriations for 1969-1970 are $4 million. HIGHER EDUCATION ASSISTANCE higher education and to guarantee such loans. AUTHORITY Assistanceisalsoprovidedtohelp meet The Higher Education Assistance Authority expensesofattendingcertainnon-degree- was establishedin1959.Itconsists of The granting educational institutions.In addition, Chancellor and fouradditionalmembers interest on such loans is reduced for many appointed by the Governor with the advice and borrowers because of aninterestsubsidy consent of the Senate. No more than two of the provided by the Federal government. appointed commissioners shall be members of More than 34,000 loans, valued at $35 the same political party. million, were guaranteed during the year 1968- The Authorityisa corporate body.Its 1969. This means that one out of every five New purpose is to assist New Jersey residents to Jersey residents who attended college, in this obtainloans from participating lending state or elsewhere, was assisted under this institutions to help meet their expensesfor program. 483,2 NEW JERSEY STATE COMMISSION FOR THE HIGHER EDUCATION FACILITIES ACT OF 1963 The New Jersey State Commission for the Higher EducationFacilitiesAct of 1963 administers Title I of the U.S. Higher Education Facilities Act of 1963 and Title VI of the U.S. Higher Education Act of 1965. The Commission was established by executive order of the Governor and at present is composed of seven members representing the higher education community in New Jersey. The Chancellor of Higher Education chairs the Commission. Title I (P.L. 88-204) provides grants for public community colleges, public technical institutes,and otherpublic andprivate institutions of higher education for construction of academic facilities.Institutions of higher education submit applicationsto the State Commission which reviews the applications, establishes priorities (in accordance with the State Commission FacilitiesPlan), and recommends proposed grant awards to the U.S. Commissioner of Education. After federal approval,grant awards are made tothe institutions by the U.S. Commissioner. Title I also provides Comprehensive Facilities Planning Grants to State Facilities Commissions for state-wide facilities planning activities. The New Jersey State Commission for the Higher Education Facilities Act of 1963 has received a number of grants for studies for statewide facilities planning and other special projects. Title VI (P.L. 89-329) provides grants to institutions of higher education for the purchase of laboratory,television, and other special equipment and materials to improve the quality of classroom instructionincertain subject areas. Institutions of higher education submit applications to the State Commission. These applications are approved through the same procedure that applies to Title I grants. 3433 NEW JERSEY EDUCATIONAL FACILITIES AUTHORITY The New Jersey EducationalFacilities Authority was created by the Legislature in 1966. The Authorityis composed of seven members appointed by the Governor including two exofficio members, the State Treasurer and theChancellorofHigherEducation.The Authority has an executive officer who manages itsaffairs.Italsoretains the servicesof financial advisors and legal advisors. Under the law, the Authorityisan BOARDS OF TRUSTEES independent and autonomous service agency Each college and university in New Jersey established to assist New Jersey institutions of is governed by a Board of Trustees. These higher educationinthe constructionof Boards are responsible for providing leadership academic andresidentialfacilities.This and shaping policy for their institutions. assistance is provided through the selling of At independent institutions, trustees are Authority bonds which are tax exempt. These usually elected by the Board itself and alumni of bonds are obligations of the Authority. They are the institution. , not guaranteed by the state of New Jersey. Rutgers, The State University has both a For both the public and private institutions, Board of Trustees and a Board of Governors. the Authority may provide assistance in the Alumni members of the Board of Trustees are constructionofrevenue-producingfacilities elected by the Board itself on the nomination of including residence halls, cafeterias, student the University's several alumni and alumnae unions, and parkingfacilities.Inaddition, organizations. Public members are appointed private institutions are eligible for Authority by the Governor with the advice and consent of participation in the construction of academic the Senate. The Board of Governors provides buildings,libraries,laboratories, and similar immediate oversight over the operations of the academic units. University.Membershipconsistsoftwo The Authority is expressly precluded from exofficio members, the Chancellor of Higher participating in the construction of facilities to Education and the president of the university, be used for sectarian instruction or as places of who serve without vote, in addition to eleven religious worship. voting members. Five of these are elected by the Board of Trustees from its own membership, and six are appointed by the Governor with the advice and consent of the Senate. The tructe3s of the state colleges are appointed by the Board of Higher Education withthe approval of the Governor. These Boards of Trustees were established under the authority of the Higher Education Act of 1966. Trustees of Newark College of Engineering and the New Jersey College of Medicine and Dentistry are appointed by the Governor with the advice and consent of the Senate for those of NJCMD. Trustees of the public county colleges are appointed by the Board of Chosen Freeholdersforthe county. The County Superintendentof Schools serves as an exofficio member of each county college Board of Trustees. The members of the State Board of Higher Education and all trustees of New Jersey public institutions of higher education serve on a voluntary basis. -30341 FIGURE 11 INSTITUTIONS OF HIGHER EDUCATION IN NEW JERSEY INSTITUTION LOCATION SEX LEVEL Alma Whit. College Zorephoth Coed four year Alphonsus College Woodcliff Lake Women two year Assumption College for Sisters Mendhom Women two year Atlantic Community College* Mays Landing Coed two year Bergen Community College* Paramus Coed two year Bloomfield College Bloomfield Coed four year Brookdole Community College* Lincroft Coed two year Burlington County College* Pemberton Coed two year Caldwell College for Women Caldwell Women four year Camden County College* Blackwood Coed two yeor Centenary College for Women Hackettstown Women two year College of Saint Elizabeth Convent Station Women four year Cumberland County College* Vineland Coed two year Don Bosco College Newton M.n four year Drew University Madison Coed university Englewood Cliffs College Englewood Cliffs Coed two year Essex County College* Newark Coed two year Foirleigh Dickinson University Teaneck, Coed university Rutherford, Madison Felicion College Lodi Women four year Georgian Court College Lakewood Women four year Glassboro State College* Glassboro Coed four year Gloucester County College* Sewell Coed two year Immaculate Conception Seminary Ramsey M.n theological seminary Institute for Advanced Study Princeton Coed post-graduate Jersey City State College* Jersey City Coed four year Luther College of the Bible and Liberal Arts Teaneck Coed two year Mercer County Community College* Trenton Coed two year Middlesex County College* Edison Coed two year Monmouth College West Long Branch Coed four year Montclair State College* Upper Montclair Coed four year County College of Morris* Dover Coed two year Mount Saint Mary College North Plainfield Women two year Newark College of Engineering* Newark Coed university Newark State College* Union Coed four year New Brunswick Theological Seminary N.w Brunswick Coed theological seminary New Jersey College of Medicine and Dentistry* Newark Coed university Northeastern Collegiate Bible Institute Essex Fells Coed four year Ocean County College* Toms River Coed two year Paterson State College* Wayne Coed cur year Princeton Theological Seminary Princeton Coed theological seminary Princeton University Princeton Coed university Rider College Trenton Coed four year Rutgers, the State University* N.w Brunswick, Coed university Newark, Camden Saint Joseph's College Princeton Men two year Saint Michael's Monastery Union City Men theological seminary Saint Peter's College Jersey City Coed four year Salesian College North Ha laden Women two year Satan Hall University South Orange Coed university Shelton College Cope May Coed four year Somerset County College* Green Brook Coed two year Stevens Institute of Technology Hoboken M.n (undergraduate) Coed (graduate) four year Tomirock College West Paterson M.n two year Trenton State College* Trenton Coed four year Union College Cranford Coed two year Upaala College East Orange Coed four year Villa Walsh College Morristown Women two year Westminster Choir College Princeton Coed four year * Public Institution Chapter IV B PROGRAMS 1968-1969 DEGREES Mr) ENROLLMENTS SUMMARY ASSOCIATE, BACCALAUREATE, MASTER'S AND DOCTORALPROGRAMS Thissectionattemptstogivea comprehensive picture of thesystem of higher educationinNew Jersey byprogram. A program has been defined toinclude major fields or curricula. Includedare data on degrees conferred and on enrollmentsfor both full-time and part-time students.1Wherever possible, data from nationalsources have been cited to provide a comparisonwith New Jersey statistics. The data are analyzedfrom several points of view.Eachlevelofhighereducation associate programs, bachelorprograms, and masters and doctoralprograms is discussed separately. Withineachsectiontheprogramsare compared in terms of degreesconferred during the year ending June1969 and opening fall enrollments for 196g. Ineach case, there is further analysis interms of attendance status (full-time or part-time)and control (publicor independent) of the institution. 'Higher Education General InformationSurvey for 1968 and 1969; New Jersey Departmentof Higher Education Undergraduate Enrollment Survey; andNew Jersey Department of Higher 1968 Education 1968-1969 PartTime Education Survey. usually 1. ASSOCIATE PROGRAMS conferredincareer programs are designated AssociateinApplied Science degrees. Students in career programslearn INTRODUCTION specific skills which will enable them toobtain Nine higher education institutionsin New employmentinaparticularfield upon Jersey offered two year programs ofstudy graduation inaddition to receiving a basic before 1960. Seven institutions were founded as liberal arts background at a postsecondary religious colleges and two of these functioned level. Some students in career programsintend originally as teacher training schools.Two to transfer to four-year institutions tocomplete independent institutions began as two year work in a baccalaureate program.Others enter schools offering general programs of study. All directly into employment upon completionof the collegeshave developedintoliberalarts work for an associate degree. colleges granting associate degrees in arts, With the exceptionof eight independent sciences, and some career areas. colleges,2 all two-year institutionsoffer career During the 1960's sixteen new two-year and liberal arts programs. Aboutone-half of the colleges were founded. Thirteen of these were total associate degrees grantedin 1969 were new county colleges established as aresult of conferred in career fields. The remainder were statelegislationin1962. Threeofthese, degrees in liberal arts programs.Within the Englewood Cliffs College, Alphonsus College career fields, most degrees wereconferred in and Edward Williams College, are privatetwo- fields related to business and commerce(502), year colleges which have beenfounded during nursing (170), engineering (135)and general the 1960's. teaching (182). The remaining careerdegrees Two institutions offering two-year programs were granted in fields asvaried as computer are affiliated with four-yearcolleges. Brookdale and data processing (14) and religion(63). College is affiliated with Monmouth College, and In the liberal arts field, associatedegrees are Edward WilliamsCollegeisaffiliatedwith usually granted without designation bymajor Fairleigh Dickinson University. The rest of the field. Most of the degrees grantedin general two-year institutions support separatefaculty, liberal arts fields in 1969 were designatedonly facilities, and programs. as broad general or astransfer programs (1659) .3 DEGREES AWARDED Associate degrees are awarded tostudents who have completed two yearsof study in a PROGRAM ENROLLMENT, FULL-TIME state approved institution ofhigher education. Associate degrees which areconferredin Approximately 56 percent ofallfull-time generalliberalarts programs of study are students enrolled in associate degree programs Associate in Arts and Associatein Science were enrolled in career programsin 1968. The degrees. Most students completing programsin greatest proportion of full-timeenrollment was general liberal arts fields intend totransfer to in curricula related to business and commerce four-year institutions to completework for a (25 percent),engineering(8percent) and baccalaureate degree afterreceiving the health services (9 percent) .4 (SeeFigure 13 associate degree. Associatedegrees which are and Appendix C) 2Assumption, Salesian, rombrock, Mount St. Mary,Luther College, Villa Walsh, St. Joseph's andUnion 3HEGIS forms, 1969 4State Department of Higher Education,Undergraduate Enrollment Survey, 1968. 88'"3-7 FIGURE 12 DEGREES GRANTED BY PROGRAM, 1969 1000 2000 3000 4000 I I I ARCHIT ECTURE BIOLOGICAL SCIENCE BUSINESS & COMMERCE COMPUTER & DATA SPECIAL EDUCATION GENERAL EDUCATION EDUCATION NON-TEACH. ENGINEERING ENGLISH & JOURNALISM FINE & APPLIED ARTS FOREIGN LANG. & LIT. NURSING MEDICINE DENTISTRY OTHER HEALTH PROF. HOME ECONOMICS LAW LIBRARY SCIENCE MATHEMATICS Associate Bach. Masters Ph.D Prof... PHILOSOPHY PHYSICAL SCIENCE PSYCHOLOGY RELIGION SOCIAL SCIENCE BROAD GENERAL OTHER rile At the two yearpubliccolleges,the 2. BACHELOR'S PROGRAMS enrollmentin career programs for full-time students was 67 percent. Differences from total INTRODUCTION enrollment occurred inthe career fields of Higher Education at the undergraduate level business and commerce (30 percent) and began in the eighteenth century in New Jersey engineering (11 percent). At two-year independent colleges, with the founding of the College of New Jersey (now PrincetonUniversity)and of Queens percentagesforcareer(29percent)and College (now Rutgers, The State University). transfer programs (71percent) for full-time State and private normal schools and private studentsdiffered from thatofallfull-time religious colleges of liberal arts developed in the students.Business and commerce related late 1800's and early 1900's. There are now 26 curricula(15 percent) continued to be the institutions which offer the baccalaureate majorfieldofcareerrelatedenrollment, degree including 8 public institutions and 18 health services, including nursing however, independent institutions. continued to constitute a major proportion of the career enrollment (9 percent). DEGREES AWARDED A baccalaureatedegreeisawardedto students who have completed four years or sometimes five years post-secondary study in PROGRAM ENROLLMENT, PART-TIME liberal arts and sciences usually with emphasis on a particular field. The major field of study for allpart-timestudentsinassociate For each student is designated as the program in programs 74 percent were enrolled in broad which his degree is conferred. Degrees granted general curricula, which is generally considered in programs which prepare a student for a transfer.For the career oriented programs, particular occupation are described as degrees business and commerce continued to attract grantedinprofessionalfields. They are most enrollment(15percent).5(See the distinguished from degrees granted in liberal Appendix C) arts fields. In each case the degree received is At the two-year public colleges, an even a baccalaureate degree. For the purposes of greater percentage of part-time students were theHigherEducation GeneralInformation orientedcurricula(88 enrolledintransfer Survey (HEGIS) first-professional degrees are percent). Although business and commerce defined as those in selected professional fields for these students was 3 related curricula which require at least six years to complete. percent it still constitutes the largest group Gf In 1968, 17,034 baccalaureate degrees were career oriented program enrollment. granted by New Jersey institutions. This was 2.7 For thepart-timestudentsattwo-year percent of the baccalaureate degrees granted independent colleges, career related curricula nationally. 6The baccalaureate degrees and programs had an enrollment of 64 percent. conferred in New Jersey in 1969 were about For these colleges, business and commerce evenly split between various professional fields again constituted the major enrollment (47 and liberal arts. Of the baccalaureate degrees percent) with health services also contributing a in professional fields, education (4,710) and significant enrollment group (8 percent). business and commerce (2,341) accounted for the majority of degrees. Other professional fields, such as engineering (1,422) and nursing (249) were also represented. 6State Department of Higher Education Survey of Part-Time Education, 1968. 6Earned Degrees Conferred, Summary Data, OE-54013-68-A 4e-2, FIGURE 13 SUMMARY-FULL TIME ENROLLMENT BY PROGRAM, AND LEVEL 1968 -1969 2000 4000 6000 8000 10,000 12,000 14,000 16,000 18,000 I I I I I I I I I ARCHITECTURE BIOLOGICAL SCIENCE BUSINESS & COMMERCE COMPUTER & DATA LSPECIAL TEACHING GENERAL TEACHING EDUCATION NONTEACHING ENGINEERING ENGLISH & JOURNALISM FINE & APPLIED ART FOR. LANG. & LIT. OTHER HEALTH NURSING MEDICINE DENTISTRY HOME ECONOMICS LAW Asser)sto Beck Meows Ph.D Prelim LIBRARY SCIENCE MATH. SOURCE: Regis Fermi Submitted In 1968 PHILOSOPHY PSYCHOLOGY RELIGION SOCIAL SCIENCE BROAD GENERAL OTHER TOTAL ENROLLMENT Within the state, in 1968-69, 48,093 students were enrolled on a part-time basis and 80,077 on a full-timebasisin baccalaureate level courses. New Jersey institutions enrolled 2.2 percent of the totalnational enrollment for baccalaureate courses compared to the state's 3.5 percent of the nation's population.? Of the studentsenrolledinsuch courses, approximately 75 percent of full-time and 70 percent of part-time students were candidates for the baccalaureate degree. FULL-TI ME EN ROLLMENT Greatest enrollment at the baccalaureate level of full-time students in professional fields was in fields of education (28 percent) and business and commerce (10percent). Baccalaureate programs intheliberalarts showed thegreatestenrollmentinsocial sciences where 11percent ofallfull-time students were enrolled. Other fields which were represented insignificant numbers included English and Journalism (5 percent), Foreign Languages and Literature(3 percent), and PART -TIME ENROLLMENT Engineering (8 percent). Part-time Programs drawing the greatest Few differencesexistinthe program proportionof part-time enrollment were enrollment of full-time students between public education(27percent),business and andindependentcolleges.Thegreatest commerce (24 percent) and engineering (6 difference was in education and in business and percent). These patterns are similar to patterns commerce. Public colleges enrolled 39 percent for full-time enrollment. of their full-time students in education and 1 Public colleges drew more part-time percent of their full-time students in business enrollment in education, enrolling 39 percent of and commerce programs.Privatecolleges their students in this field. Private colleges drew enrolled 20 percent of their full-time students in most enrollment in business and commerce and business and commerce programs, and 14 engineering, enrolling 35 percent and 8 percent percent of their full-time students in educational of their part-time students respectively in these programs.8 fields.9 'Earned Degrees Conferred, Summery Data OE-54013-68-A aHEGIS "Opening Fall Enrollment in Higher Education," forms for 1968. 9State Department of Higher Education, Survey of Part-Time Enrollment, 1968. FIGURE 14 SUMMARY-PART TIME ENROLLMENT BY PROGRAM AND LEVEL 1968 18,000 2000 4000 6000 8000 10,000 12,000 14,000 16,000 Archi. osfire Biol. Science Business & Commerce Computer & Data Special Teaching General Teaching Education Non - Teach. Engineering English & Journalism Fine & Applied Arts For. Long. & Lit. Other Health Nursing Medicine Dentistry Home Economics Law Library Science Math. Philosophy Physical Science Psychology Religion Social Science Brood General Other 3. MASTER'S AND DOCTORAL degree candidates in academic fields and 8 PROGRAMS percent as candidates for first professional degrees.Theremaining20percenttook INTRODUCTION courses in which credit was granted, but not applied, toward a degree. Many such students Graduate education originated in New Jersey attend graduate credit courses to further their in 1877 when Princeton University, thenthe College of New Jersey, organized its graduate professional standing as teachers. department. In 1923 Rutgers established its first school for graduate work. Stevens Institute of Technology, Newark College of Engineering (NCE), and Drew University developed graduate programs during the first half ofthe century. Seton Hall Collegewas reorganized into a University in 1950. PROFESSIONAL DEGREES CONFERRED During the decade of the fifties, additional ProfessionalDegrees as defined by the graduate and professionalschools were Higher Education General Information Survey founded byFairleighDickinsonUniversity, (HEGIS) include degrees in Architecture, SetonHallUniversity,and Rutgers.Rider Chiropody,Dentistry,Medicine,Optometry, College and the six state colleges developed Osteopathy, Pharmacy, Veterinary Medicine, master's level programs in education fields Law and Theology. All professional degrees during the1950's.Since 1960 Monmouth require a minimum of six years post secondary College has developed master's programs, and study for completion. Institutions in New Jersey Rider College hasestablishedanM.B.A. grantdegrees inLaw(J.D.andLL.B.), program. Also during the 1960's the state Medicine(M.D.),Dentistry(D.D.S.and colleges expanded their graduateprograms to D.M.D.) and Theology (B.D. and B.Th.).All include some fields of liberal arts, and Newark other graduate degrees are classified underthe College ofEngineering began doctoral HEGIS survey as academic degrees leadingto programs. amastersorPh.D.degree. New Jersey institutions granted 652 degrees in professional areas in 1969. Sixty percent of the professional degrees conferred in 1969 were granted by independent institutions. Eight institutions in New Jersey grant first professional degrees: Rutgers and Seton Hall in TOTAL STATE GRADUATE law; New Jersey College of Medicine and ENROLLMENT AND DEGREES Dentistry in medicine; N.J.C.M.D. and Fairleigh Dickinson in dentistry; Princeton Theological The New Jersey system of highereducation offers a diverse range ofprograms at the Seminary, Drew University and New Brunswick Theological Seminary in Theology. During 1969, graduate level. Most of the state's graduate and more law degrees (318) were granted than any professional degree programsare offered by other first professional degree, constituting 49 universities. A smaller proportion is offered by percent of the total number of first professional colleges and professionalschools.(See Appendixes B and D.) This year 29,759 students degrees granted. Theology ranked second with 184 degrees or 28 percent; enrolled in postbaccalaureate courses in New medicine and dentistryaccountedfor Jersey(2.9percentof theremaining 23 the national percent, awarding 150 degrees. enrollment).'°Of these,80percent were candidates for graduate degrees: 72 percentas ""Opening Fall Enrollment in Higher Education, Institutional Data,"0E-54003-68-B, 1968. 44k.-{3 PROFESSIONAL ENROLLMENT Engineering graduate programs awarded 10 Patterns of enrollment for professional percent of thetotal New Jersey master's degrees were similartothatfordegrees degrees and 18 percent of the doctoraldegrees conferred. Law continued to have thelargest in 1969. Over half of all graduate degreesin enrollment (1,224) with theology second (749). engineering were awarded by independent Except for Seton Hall's part-time lawprogram institutions. allother professional degreeprograms are Social science graduateprograms generally operated on a full-time basis withvery constituted 9 percent of the master's degrees few part-time students. Similar to the degrees and 9 percent of the doctoral degreesin 1939. conferred,independent collegesenrollthe The majority of social science graduatedegrees greater proportion of first professional students. were conferred by public institutions. Business and commerce graduateprograms awarded 11percent of thetotalmaster's degrees in 1969. The majority of thesedegrees were conferred by independent institutions. Another significant academicarea is biological sciences. Nearly 14percent of the GEOGRAPHICAL DISTRIBUTION OF total New Jersey doctoral degreesawarded in 1969 were conferred in the PROFESSIONAL PROGRAMS biological. sciences. Almost all of these degreeswere granted by At the present time, all of the state'sfirst public institutions. professional programs, with the exception of law at the Rutger's Camdencampus, are located in the central and northeastern portions of New Jersey. ACADEMIC DEGREES CONFERRED Eighteen institutionsinthe state offer graduate programs in academicareas. New Jersey institutions granted 5,249 degreesin 1969. Fields in which the majority ofgraduate degrees were grantedare:education, engineering, social science and businessand commerce. During 1969, more graduate degreeswere granted in education than inany other area. Approximately 43 percentof New Jersey Master's degrees and 6 percent of NewJersey doctoral degrees were granted in education.At the master's level, each of three of thefour major fields within education (general teaching, special teaching, and administrationand guidance) exceeded every field of degrees conferred, except business andcommerce. 4 69 y ACADEMIC PROGRAM ENROLLMENT 4. PROFESSIONAL PROGRAMS Educationhad thelargestgraduate SUMMARY enrollment at the master's level for both full- time (17 percent) and part-time (56 percent) INTRODUCTION graduate students. At the doctoral level it was not the largest but still contributed a major This section describes the major professional share for both full-time (6 percent) and part- programs offered by New Jersey institutions of higher education and the need for professionally time (20 percent) enrollment. trained manpower in these fields, both in New Engineering programs at the graduate level Jersey and the United States. This discussion attracted a major share of the enrollment. For touchesononlyasmallportionofthe the master's level, 9 percent of the full-time and 7 percent of the part-time were enrolled in manpower spectrum. Certainly New Jersey needs musicians, sale3 executives, insurance engineering. At the doctoral level, engineering brokers, museum directors and many other was even larger, with 16 percent of the full-time professions in addition to the professional fields doctoral enrollment and 29 percent of the part- mentioned here. The selection of fields was time. based on two criteria: 1) the availability of data Social science graduate programs attracted inregard to the demand for peopleina significant percentages of the enrollment at particular profession and 2) the range and size both the master's (16 percent of full-time and 5 of programs presently offered within the state percent of part-time students) and the doctoral system of higher education. level (17 percent of full-time doctoral students The fields discussedinthis section are and 11 percent of part-time doctoral students). accounting, architecture, dentistry,dental hygiene,education,engineering,medical assistance, law, librarianship, medicine, nursing, pharmacy, and social work. For no field except educationis there a comprehensive study of manpower demand. Data which are available are rough and give GEOGRAPHICAL DISTRIBUTION OF only general indications of need by comparing ACADEMIC PROGRAMS New Jersey with national standards or trends. Most of themaster'slevelprogramsin Data on degrees and enrollments for the state education are offered by public institutions in and for the nation have been taken from the the central and northern part of New Jersey. 1968 and 1969Higher Education General Glassboro State College and Rutgers Information Survey. Camden offer the only graduate programs in education in southern New Jersey. Seton Hall has the largest graduate education program among the independent institutions. Alloftheinstitutionsgranting graduate degrees in engineering fields are located in central and northern New Jersey. Other major ACCOUNTING fields for graduate degrees also follow this Thereareapproximately2,300certified pattern. public accountants practicing in New Jersey. Because of the high concentration of business and industry in the state, New Jersey's need for accountants is very large. New CPA's in New Jersey typically receive several job offers. In New Jersey, training in accounting at the associate degree level is available at eleven county colleges and at Rider College. By 1970 programs in accounting will be offered at all fourteen county colleges. Vt Baccalaureate degrees in accounting were University and atSetonHallUniversity, grantedbyBloomfield College,Fairleigh business administration accounting programs DickinsonUniversity,SaintPeter's College, within the Schools of Business Administration SetonHallUniversity,Upsala College and are available in both day and evening session. Rutgers University in 1969. Fairleigh Dickinson Graduatesofmaster'sof business University and Seton Hall University granted administration programs in accounting are also nearly two-thirds of the bachelor's degrees. qualified to take the national CPA examination. Atthegraduatelevel,programsin Most of the enrollment inprofessional professional accounting are offered by Rutgers accounting programs leading to the M.B.A. in at Newark, Seton Hall University, and Fairleigh New Jersey is at Rutgers School of Business Dickinsonwithintheir schools of business Administration which enrolled 84 percent of the administration.The professionalaccounting 738 graduate students in this field in 1968. program at Rutgers- Newark is offered du,;:ig The state depends on out-of-state institutions the day and includes a two month internship for postsecondary preparationof many with a firm of certified public accountants under accountants. Of the professional accountants the supervision of the school's Division of registered with the New Jersey Society of Professional Accounting. Students may also CertifiedPublic Accountants, only a small prepare themselves for the CPA examination by number received degrees from New Jersey enrolling in the evening program in business colleges and universities. administration. At Fairleigh Dickinson ARCHITECTURE The architectural profession is considerably smaller in membership than other professions. Nationallythere are 30,000 registered architects compared to eight times that number of lawyers, nine times that number of doctors, and thirty times that number of engineers. In New Jersey there were approximately 1,70011 DENTI STRY registered architects in 1968 compared to 7,000 All dentists in New Jersey are licensed by the doctors and 10,000 lawyers. New Jersey's State Board of Dentistry. In 1968 the Board shareofthenationalpoolofregistered issued 190 licenses to applicants who passed architects is slightly larger than its share of the qualifying examination. There are now 4,289 population. dentists practicing in New Jersey, which yields InNew Jersey,professionaltrainingin a ratio of about 63 per 100,000 population architecture is available only at the School of compared to a national ratio of about 59 per Architecture of Princeton University. In 1969 19 100,000 population.12 baccalaureate and 4 master's degrees were The SchoolofDentistry atFairleigh granted by Princeton University. Gloucester and DickinsonUniversityand the New Jersey Mercer County Colleges offer career programs College of Medicine and Dentistry offer the only in architectural engineering. Newark College of programsinthe state leading to thefirst Engineering, Essex County and Mercer County professional degree of doctor of dental surgery. Colleges offer career programs in architectural The School of Dentistry at Fairleigh Dickinson drafting. The NCE program grants certificates. University, which is located on the Teaneck TheEssex andMercer CountyCollege campus, conferred itsfirst doctor of dental programs grant associate degrees. surgery degrees in 1960. It is approved by the The New Jersey SocietyofProfessional New Jersey State Board of Dentistry, by the Architects has for several years sought the Council on Dental Education of the American establishment of another school of architecture Dental Association, and by the New York State in the state. Traditionally the state has had to Board of Regents. A student may enter the depend onout-of-stateschoolstosupply program indentistryat Fairleigh Dickinson professional architects. In 1969 all but one of University eitherina combined seven-year the graduating architectsatPrinceton program leading to the B.S. and the D.D.S. University planned to practice outside the state. degrees or after two or more years attendance During 1968 New Jersey used the services of at another baccalaureate institution. approximately1,250architectsfrom other The School of Dentistry at the New Jersey states who were granted reciprocal licenses. College of Medicine and Dentistry offers a four- This represents more than two-thirds of the total year graduate program leading to the D.D.S. in-state professional architectural community. degree. The dental classes are now held on the Jersey City campus of the College but will move into temporary facilities at the Newark campus in 1970. The School of Dentistry of the New Jersey College of Medicine and Dentistryis approved by the New Jersey State Board of Dentistry and by the CouncilofDental Education of the American Dental Association. In 1969 the New Jersey College of Medicine and Dentistry conferred 34 D.D.S. degrees and FairleighDickinsonUniversity conferred 46 D.D.S. degrees. 11Data from the New Jersey Board of Architect Registration. 12Data from the American Dental Association, Bureau of Economic Research and Statistics. EDUCATION granted by New Jersey institutions were in the Teacher trainingisone of the primary fieldofeducation.Nearly90percentof curricular areas of higher education in New bachelor's and advanced degrees granted by Jersey.Untilrecently,public school state colleges were in education. Nationally 21 populations have grown steadily.Over the percentofbachelor's and 34 percentof seven-year period from 1961 to 1968, public advanced degrees granted in 1968 were in the school enrollment in New Jersey increased 28 field of education. percent. Between now and 1975, in contrast, Approximately 25 percent ofthe state's enrollmentisexpected to increase only 6 baccalaureate degree recipients are prepared percent. However, the expanding emphasis on for teacher certification in New Jersey upon preschoolandspecialeducationandthe graduation. Traditionally about 70 percent of growing demand forspecialservices and elementary teachers and 85percentof administrative personnel represent a new secondary teachers who graduate from New orientation with which the supply of teachers Jersey colleges each year begin teaching the and schoolpersonnel must be carefully following September.13 articulated. A 1966 survey by the State Department of Many of the teachers produced by New Education showed certain imbalances between Jersey institutions of higher education have teacher supply and demand in New Jersey. acquired specific training which equips them to Unless present patterns of student choice in work inspecial education programs where teachingpreparationare changed,severe there isstill a critical shortage or qualified shortages may be expected in the following personnel. For example, several of the state certification areas: vocational teachers, school colleges and SetonHallUniversityoffer psychologists, school librarians, teachers of the programs for teachers in speech and hearing, handicapped, teachers of industrial arts and educationof the mentally retarded, and home economics, teachers of science and education of the emotionally disturbed. Jersey mathematics, guidance personnel, and school City State College offers a program for teachers nurses.Ifpresent trendscontinue,the of the crippled and of the partially sighted. oversupplyofmen'sphysicaleducation Seton Hall specializes in educating teachers of teachers andsocialstudiesteacherswill the blind. Trenton State College and Newark intensify.Further imbalance existsin State College have also been training members geographic distribution of teacher supply and of the teacher corps who will be teaching demand. Many of the state's rural areas and economically and culturally deprived children. oldermetropolitancentersfaceacritical This is by no means a comprehensive listing, shortage of certified personnel, while suburban butitillustratesthe diversityof special areas, especially in the northeast portion of the education courses available at New Jersey state, cannot employ ail of the fully certified institutions,. New Jersey residents who apply to the public Besidesthesignificant number of schools. baccalaureate programsinelementary and Interms of overall teacher needs, New secondary education and the programs of Jersey schools will be well supplied in the specialization offered by New Jersey coming years.Althoughtheproportionof institutions, many graduate programs are students in teacher preparation programs may available in education. All six state colleges, decline asthestate colleges become FairleighDickinsonUniversity,SetonHall multipurposeinstitutions,the number of University, and Rider College offer master's students in teacher preparation should remain degree programs in education. Rutgers about the same. If present rates of teacher University offers both master's and doctoral attrition, teacher service, and enrollment programs in several areas of education. growth continue,the number of beginning In 1969, 24 percent of the bachelor's degrees teachers needed annually will pass a peak of and 35 percentof the advanced degrees 5,300 in 1969 and will decline to an annual 13"Teacher Supply and Demand in Public Schools, 1968" Research Division, National Education Association. figure between 4,000 and 4,300 during the ENGINEERING 1970's.14 More than this number of certified new The proportion of professional workers who teachers have been supplied annually from New are engineers is higher for NewJersey than it is Jersey institutions in the past. for the nation. Clearlythe taskofthe colleges and Crucial manpower needs exist in engineering. universitiesof New Jerseyinthe fieldof New Jersey's largest industries are elementary and secondary education will be to manufacturingofbasic chemicals and meet the changing needs for teachersby the manufacturingofpharmaceuticals. Other allocation of programs and degrees within a growthindustries such as manufacture of relatively stable enrollment. rubbersandplasticsandmanufactureof The demand forcollege anduniversity electrical goods and machines contribute to the teachers, however, will continue to increase as growing demand for engineers and scientists. enrollments grow in New Jersey institutions. Furthermore there has been a substantial Planning should begin now to ensure that increase in research and development activities graduate education opportunities are available in the state. New Jersey employed 34,600 in sufficient quantity to ensure that New Jersey engineers in 1966, 4.5 percent of all engineers trains an appropriate share of higher education employed in the United States. By 1975 the teachers during the coming years. state is expected to need approximately 30,000 new engineers, an averageof 3,000 new engineersannually. In1969 New Jersey granted 2,120 degrees in engineering at all levels. New Jersey has six institutions which offer baccalaureateandadvanced programsin engineering: Princeton University, Stevens Institute of Technology, Newark College of Engineering, Rutgers, Fairleigh Dickinson and Monmouth. Advanced degrees were grantedby Princeton, Stevens, NCE, and Rutgers; NCE and Stevens granted most of the masters degrees; Princeton granted the bulk of Ph.D. degrees. Two-year associate degrees in engineering studies were granted by two private and three public institutions. Fairleigh Dickinson University,Monmouth College, Cumberland County College, Mercer County College, and Middlesex County College granted associate degreesin 1969.Mercer County College supplied most of the graduates. By 1970 twenty- two separate degree prrxrams in engineering- related subjects will be available at the public two-year colleges in New Jersey. The number of baccalaureate degrees in engineering granted in the United States has been relatively constant at about 38,000 per year since 195E. Nationally the percentageof engineering bachelor's degrees in relation to "State Department of Education, 1966 survey; and "MeetingNew Jersey College and University FacilitiesNeeds through 1980," Robert He licr Associates, 1968. 1 total bachelor's degrees awarded to men has 1975. The proportion in New Jersey in 1968 was declined from 17 percent in 1959 to 6 percent in 44 percent. The percentage of Ph.D. degrees as 1968. In New Jersey the percentage was 6.5 a proportion of B.S. degrees in engineering is percent in 1968. also increasing, from about 2.7percent The low percentage of bachelor's degrees nationally in 1958 to 7.7 percent in 1968 with awarded in engineering in New Jersey is due the expectation thatitwill reach about 10 primarily to the fact that students are showing percent by 1975. The proportion in New Jersey less interest in engineering as a major field of in 1968 was 6.1 percent. study at the baccalaureate level.Programs The implication of these statistics is that a presently offered at the baccalaureate level by master'sdegreeratherthanabachelor's New Jersey institutions are not enrolled to degreewillbe increasingly considered the capacity and have lower enrollments now than minimum acceptable academic credential for in 1965. engineers. Thus graduate educationin Nationally the number of master's degrees in engineeringisimportantinanyproposed engineering as a proportion of B.S. degrees in program to meet manpower needs in New engineering has increased from about18 Jersey, and New Jersey's institutions have been percent in 1958 to 40 percent in 1968 and is moving towardproviding more graduate expected to level off at about 75 percent by education in engineering. .1.:51111" Pi LAW Three institutions in New Jersey Rutgers Universityatits Camden campus andits Newark campus and Seton Hall University offer programs in law. All three colleges are engaged ininstruction of graduate students working toward the first professional degree. In 1968-1969, total professional enrollment at LIBRARIANS the three law schools was 1,224, and 318 School librarians in New Jersey must be degrees were granted. The Rutgers' School of certified by the Board of Teacher Certification. Lawat Camden andatNewark enrolled In 1968 new licensesfor school librarians approximately 550 students. Seton Hall numbered 284. There were 177 graduates of University Law School enrolled 674 candidates librarian training programs at all levels in New for the first professional degree, many of whom Jerseyinstitutions.In1968,176master's were part-time students. degrees in library service and one Ph.D. degree In addition Seton Hall contemplates offering inlibrary service were granted by Rutgers. a continuing education program for lawyers and Whilethe number oflibrariansemployed law enforcement officials through its evening outside the public school system is not included division. Both the Camden and Newark Schools in the number certified, librarian certification is of Law plan to increase their legal research and neverthelessanindicationof manpower continuing education functions. During 1968 demand in this field since about half of the several special institutes were run by the law librarians employed in the state are working in school faculties. public schools. Other professional librarians are New Jersey depends on other states to employed by industry,publiclibraries,and educate more than half of its law students. In colleges. 1968 approximately 1,200 New Jersey residents Baccalaureate programs which will fulfill the entered the first year of law school somewhere requirementsforcertificationasa school in the United States. Only 506 of these students librarian are available in New Jersey at all state attended law schools in New Jersey.15 About colleges except Jersey City State, at the College 600 lawyers were admitted to the New Jersey of Saint Elizabeth, and at Caldwell College for Bar in 1968, of which less than 60 percent Women. No baccalaureate degrees were graduated from New Jersey law schools. There grantedspecificallyinthefieldoflibrary are presently 10,000 lawyers practicing in the science. Graduate training in library science is state.16 None of the three existing law schools in offered by Rutgers. New Jersey plan to expand their enrollments A 1966 survey by the State Department of significantly beyond the level which they will Education showed apatternofincreasing have attained by 1970. shortages in the field of school librarians.If present trends continue, a severe shortage could result in this area by 1975. At the graduate level, demand for librarians is greater than the supply. Graduates of the Graduate School of Library Service at Rutgers usually have a choice of positions open to them upon completion of the master's or doctoral requirements. Industries, colleges, and public libraries in the state and bordering metropolitan areasarecontinuallyseekingprofessional librarians with master's level preparation. I5Department of Health, Education, and Welfare, Division of Education Statistics. "Estimate of State Security Fund Commission, confirmed by Clerk of Superior Court who oversees bar examinations. PHYSICIANS Research published by theAmerican Medical Association" reveals the followingfacts about doctors and medical educationin New Jersey. The ratioin New Jersey of doctorsactively involvedinpatient caretopopulationis MEDICAL ASSISTANCEAND DENTAL somewhat lower than the rest of thenation: 125 HYGIENE doctors per 100,000 population inNew Jersey The state of New Jersey compared to 164 doctorsper 100,000 presently does not population in the mid-atlantic licensealliedhealth states and 129 personnelotherthan doctors per 100,000 population physicians,dentists, for the United dental hygienists,and States. This figure, however, nurses. The State Board of masks the uneven Registration and distribution of doctors and the Examination inDentistry grants licenses relative scarcity to of medical care insome areas of the state. By dentalhygienists.During 1968,91 dental metropolitan area (SMSA), theratio of doctors hygienists were licensed inNew Jersey. Of 971 active in patientcare to population is as follows: licensed dental hygienistsin New Jersey, only Atlantic City 140 doctorsper 100,000 people; 361 were employed inthe state during 1968. Jersey City 124; Long Branch 120;Newark 163; Fairleigh DickinsonUniversity offers a New Brunswick 89; Paterson 126;Trenton 180. program leading to the A.S. degreein dental Thus,thestateas a whole andallthe hygiene at the Teaneckcampus. The course is metropolitan areas except Trentonhave fewer approved by the Councilon Dental Education of doctorsper person than the American Dental themid-atlantic Association. Students who average. The whole state and metropolitan have completed thetwo-year course in dental areas except Newark, Trenton, andAtlantic City hygiene may also completethe requirements have fewer doctors for the bachelor of sciente per person than the national degree with two average.Furthermore, many disadvantaged additional years of academicwork in the liberal arts and sciences. urban citizens do not benefitfrom the large number of doctors insome cities because many A two-yearprogram leading to the A.S. doctors are specialistsor have alimited degree in dental hygieneis also offered at practice. Morris County College. By 1970 a similar The average age of New program will be offered at Jersey physicians is Camden County fifty-one years; 65 percentof all physicians are College, and by 1971at Middlesex and Atlantic under age fifty-five. The County preponderance of Colleges.Anabbreviateddental physicians in the younger assistance course is age group indicates now offered at Union that New Jersey isrelatively well protected County Technical Institute. against loss of a large number Programs leading to the of physicians A.S. degree for because of death and retirementin the coming medical assistantsare offered by Essex County years. The prepondance ofyounger doctors College and Union CountyTechnical Institute. also indicates that New Other allied health Jersey citizens are programs relating to medical receiving at least or laboratory work will be offered as much medical care as the by eleven physician-to-population county colleges by 1970. Also, ratio implies. Usually in cooperation older physicians near retirement with the New Jersey State age carry a Medical Assistants smaller workload, especiallyin patient care, Association, Jersey CityState College has than do younger doctors. begun several college credit courses at the On thenationallevel Center for Medical Assistants. the number of In 1968 Rutgers applicants accepted to medical University, Fairleigh Dickinson school has risen University, and steadily over the last decadewith 821 more Centenary College graduatedstudentsin applicants accepted in 1966-1967 medical technology. than in 1957- 1958. New Jersey residentsparallel the national "" "State, County, and Metropolitan Statistics, 1968," American MedicalAssociation. Se 52. 4111.11. 1 a SW:a trend. The ratio of New Jersey residentswho Rutgers offers a two-yearprofessional students to population medical program. On graduation,these are first-year medical at other rose from 5.7 per 100,000in 1957-1958 to 6.4 studentsenterthird-year classes Rutgers has per 100,000 in 1966-1967,moving the state institutions.Inrecentyears, from a rank of eleventh to sixthnationally. A graduated about 16 studentsannually and has to a four- totalof 435 New Jersey residentsentered plans to expand its medical school medical schools in the continental UnitedStates year program. New Jersey, however, depends heavily onout- in 1965. Medical education leading to a M.D.degree of-state training for doctors.More than 99 is available in New Jersey at theNew Jersey percent of New Jersey'spracticing doctors M.D. degrees from out-of-state CollegeofMedicine andDentistry,which received coming granted 104 first professional degreesin 1969. institutions with most of the degrees New York New Jersey College of Medicine andDentistry from Jefferson, Hahnemann, and University. Seventeen percent of NewJersey isengagedintheinstructionofmedical Jersey is students and graduate studentsworking toward doctors were educated abroad.18 New fifteen years themaster's and the Ph.D. degree.1968 doing a great deal compared to enrollment was composed of 315medical ago when there was nomedical school in the students and 11 Ph.D. students a total of state. However, there is still aserious national shortage of doctors, and the state musthelp to 326. meet this demand. 1968 directory, 10 percent sample. laData from a survey of members of theNew Jersey Medical Society listed in the .11.41.111.-01.107.1r NURSING With increasing demand for all types of health services, New Jersey's demand for nurses will continue to grow. Presently the state has 28919 licensed, active registered nurses per 100,000 population compared to 33120 per 100,000 nationally. The goal set forth in the Surgeon General's Report "Toward Quality in Nursing Needs and Goals," for a national standard of Students wishing to pursue a course of study nursing care considerably surpasses the 331 whichwillfulfilltherequirementsfor per 100,000 figure. The report indicates the ceritification as a school nurse may do so at minimum need for licensed active registered FairleighDickinsonUniversity,SetonHall nurses is 400 per 100,000, and the maximum University,JerseyCityStateCollege,and need is about 500 per 100,000. Trenton State College.Evening coursesin Many qualified nurses are not active in the nursing are available at Fairleigh Dickinson, profession.In New Jersey in 1962 only 59 Seton Hall and Trenton State.In 1969 New percent of the registered nurses were active. Jersey institutions granted 249 baccalaureate This unused potential may be viewed in two degreesinnursing and 76baccalaureate ways: 1) as a reserve of professional talent degrees in school nursing. Seton Hall, Rutgers, which might be tapped, or 2) as an indication of and Fairleigh Dickinson granted more than two- professionaltalentwhichmight become thirds-of all the bachelor's degrees in nursing. partially available. Many nurses maintain dual At the master's level a course in psychiatric or triple state registrationbut may not be nursing leading to an M.S. degree is available working in any state. through the Rutgers Graduate School. Classes In 1968 associate programs in nursing were are held at the Newark campus where the available at ten county colleges and at Fairleigh College of Nursing is located. DickinsonUniversity.However,Fairleigh Both SetonHallUniversity and Rutgers Dickinson will not offer the associate degree College of Nursing (in cooperation with the program in nursing after 1969. Felecian College University Extension Service) offer noncredit has established an associate degree program in courses to advance the professional standing of nursing which should graduate its first students registerednurses. SetonHalloffersthese in 1970. By 1970 two additional county colleges courses atitsSouth Orange campus on a will offer associate degrees in nursing. Union regularbasis.Rutgersofferscourses and Collegealsooffersashortcoursefor institutes in centrally located areas within the qualification as a school nurse. Altogether, New state. They are given continuously for one or Jerseyinstitutions granted 170 associate more weeks or on a weekly basis for at least six degrees in nursing in 1969. weeks. At the baccalaureate level Rutgers College of It is clear from present statistics that New Nursing,SetonHallUniversitySchoolof Jersey must produce many more professional Nursing,Fairliegh Dickinson University, and and paraprofessionalnursing personnel Trenton State College offered full curricula in annually if the state is to achieve a desirable nursing leading to a B.S.,B.A.,or B.S.N. standard of health care. The Nursing Education degree. Glassboro State College and Jersey Advisory Committee of the Board of Higher City State College also granted B.S. degrees in Education is now making a study of present and nursing during 1968 although there are not projected nursing manpower needs in New formal nursing curricula at the colleges. Jersey. The recommendations of the Advisory Paterson State College and Bloomfield College Committee on the future needs of the state will have begun new baccalaureate programs in be incorporatedintothe higher education nursing which will graduate nurses in 1970. planning process. 19State Board of Nursing, Total active licensed nurses 20,826. Population 7,203,510. 20American Nurses Association "Facts about Nursing," and State Department of Higher Education, 1968 1 PHARMACY In New Jersey a baccalaureate program in Pharmacists are licensed by the state after pharmacy is available only at the College of an examination which follows five years of Pharmacy at Rutgers-Newark in a joint program training at baccalaureate level and one year of with the College of Arts and Sciences at Rutgers- ,internship in a full-time post graduate position. Newark. The College of Pharmacy is accredited In 1968 New Jersey licensed 145 pharmacists by the American Council on Pharmaceutical by examinationand 30pharmacistsby Education. Entering students must meet the reciprocity. The New Jersey Pharmaceutical entrance requirements of both colleges and, Association projects a need for approximately after successful completion of the five-year 181 new pharmacists annually for the next curriculum,are recommended for the two several years. degrees of bachelor of science and bachelor of The state has 5,850 active pharmacists, pharmacy. which is slightly more than its share based on The CollegeofPharmacy operatesthe population.In1968 New Jersey had 61.7 Pharmaceutical Extension Service, which offers resident registered pharmacists per 10014100 placement services for graduates, assists state population compared to aratioof 60.6 agencies with drug control and purchasing nationally.The American Associationof problems, and works closely with persons in Colleges of Pharmacy uses a 1965 national business, industry, and wholesaling phases of average ratio of 67.0 as a standard of good pharmacy. The Extension Service also issues pharmaceutical coverage. New Jersey the Pharmacy Extension News !otter. institutions granted 88 degrees at all levels in Graduate work in pharmacy and pharmacy during 1968. This wets 1.5 percent of pharmaceutical science leading to the Ph.D. is national bachelor of pharmacy degrees, which available at the Rutgers College of Pharmacy in is considerably less than its share based on Newark. Programs leading to the master of population. Since New Jersey employs more science degree are also offeredin than the average proportion of its pharmacists pharmacology, pharmacy, and pharmaceutical in research, the state's appropriate share of chemistry. annual graduates should be even greater than that based on population alone. SOCIAL WORK County and local government agencies employ The lack of adequate data on which to base approximately three times the number of social manpower estimates is particularly severe in workers as the state. Vacancies at the county the field of social work. One study has been and locallevel are estimated at about 50 made by the Graduate School of Social Work at percent which means 500 to 600 vacancies. Rutgers. Other indicatorsof crucial need for social According to this 1966 study, the state of welfare personnel are the number of training New Jersey will require 4,800 associate level, and paraprofessional positions being created by 3,200 baccalaureate level, and 1,600 master's state, county, and local agencies. In the New level social workers by 1975. This indicates an Jersey state government, 325 employees were average annual demand of 480 associate level, classified as temporary or noncertified in 1968. 320 baccalaureate level, and 160 masters level At present, 20 to 30 percent of all state social social workers. In 1968 in New Jersey, 85 work personnel are in training positions. At the degrees were granted by the Rutgers School of county level a large number of paraprofessional Social Work. These were the only degrees positions have been created to compensate for classified in the field of social welfare at any a lack of qualified caseworkers. During the past level. year several examinations for state and county The state colleges were authorized in 1965 to socialworkpositionshavereceivedno develop a 32-credit, part-time master's program applicants.21 Although these data are leadir'o a certificateinpupil personnel. incomplete, the overwhelming implication of Gradu:4-, s of that program may become either available information is that the demand for guidance counselors or school social workers. social work personnel is very much in excess of Such programs are a valuable source of the available supply. guidance personnel for the schools but do not provide the personnel needed at the masters level. One indicator of the unmet needs for social workers is the vacancies in state and local government. During 1968, 200 vacancies remained unfilled in state government positions. 21Data from the Department of Civil Service, Research and Planning Division. Chapter IV C ENROLLMENTS I NTRODUCTION This section deals with 1968 enrollments and enrollment trends in the New Jersey system of higher education. The discussion begins in Part 1 with an analysis of the future plans of high school graduates in June, 1968. In Part 2 an analysis is included on the proportion of New Jersey residents enrolled at higher education institutions in other states compared to those enrolled in New Jersey. Part 3 briefly outlines the enrollment trends by level(associate, baccalaureate and graduate and professional) and control (public orprivate).Ingeneral, New Jerseyhas paralleled national trends of rapidly increasing enrollments at all levels of higher education. However, even withtheserecentlarge increases in enrollments New Jersey falls far short of educating its proportionate share of national enrollments. Part4containsananalysisof1968 enrollments based on data from the 1968 HEGIS survey, 1968 Undergraduate Enrollment Survey and 1968 Part-time Education Survey. Enrollments are studied for several categories: (a) geographic distribution, (b) county of origin of students,(c)public and private college enrollments and (d) minority group enrollments. This section shows that a majority of institutions aswellasstudentsarelocatedinthe northeasternpartof thestate and that approximately two-thirdsofthe students enrolled at each level in the New Jersey system of higher education attend public institutions. Part 5 concludes the enrollment discussion with an analysis of enrollment projections for both full-time and part-time students at the several levels in the system if higher education. sr) 101.1,10.... FIGURE 15 DISTRIBUTION OF 1968 HIGH SCHOOL GRADUATES GOING ON TO HIGHER EDUCATION BY LEVEL AND SEX EXPORT 58% EXPORT 54% EXPORT 51% MALE GRADUATES TOTAL GRADUATES FEMALE GRADUATES (28,581) (22,806) Source: Department of High./ Education, Follow-up on 1968 High School Graduates. 1. HIGH SCHOOL GRADUATES collegein1968 attended out-of-state In1968, over 93,000 students graduated institutions. from New Jersey public and private institutions In 1966, 60% of high school graduates who of secondary education. Approximately two- went to college attended out-of-state.In a thirdsof these students went on topost- survey, guidance counselors throughout the secondary education in New Jersey or out-of- statereported that one-quarter of those state. Of the two-thirds that went on to post- freshmen attending outside the state would secondary education, approximately eighty have preferred to remain within the stateif percent attended two or four year institutions of space had been available. In other words, at higher education (See AppendixE),while least15 percent of thetotalhigh school twenty percent of those that went to post- graduates going on to college (6,400 students) secondary education entered various technical, were forced to attend college outside New business, vocational or apprenticeship Jersey contrary to their preferences. programs. If we assume that one-quarter of all freshmen Figures15 and 16 give a summary of going outside the state would have preferred to attendance patterns of students going on to remain in-state for 1968, then 13.5 percent of higher education after graduating from New all high school graduates going on to college Jersey high schools in 1968. Preliminary 1969 (6,700)were forcedtoattendinstitutions data is included in Appendix F. Figure 16 shows outside New Jersey contrarytotheir that fifty-four percent of all students going on to preferences. FIGURE 16 Distribution of 1968 High School Graduates Who Went on to Institutions of Higher Education OTHER 4 YEAR INSTITUTIONS 2 -YEAR INSTITUTIONS TOTAL In-state Out-of-state In -state Out-of-state 1n-state I Out-of-state Public 24% 38% 12% 5% * 79% 20% Private 8% 10% 2% * * 1 * 5% 100% TOTAL 32% 48% 14% 1 1% * less than 1% Source: State Department of Higher Education "Follow-up on 1968 High School Graduates" .952 2. IN-STATE AND OUT-OF-STATE enrollment at public institutions increased from ENROLLMENTS zero to nearly 22,000 students in 1968. Forty-sevenpercentofallNew Jersey The great enrollment surge in baccalaureate studentsattending collegein1968-1969 programs in New Jersey began in the years attended out-of-state institutions. Nationally 20 immediately following World War II.Rapid percent of all full-time students go out of their growth has been especially noticeable at the home state to college. state colleges, although nearly all institutions In Pennsylvania, 22 percent of all college have expanded both programs and enrollment. students attended out-of-state institutions and New Jersey now has 2.2 times more full-time in New York, 18 percent of all college students studentsenrolled as candidatesforthe attended out-of-state institutions. baccalaureate degree than in 1950.22 Similarly, For part-time education, the great majority of baccalaureate level enrollment nationally has students (90 percent) attended institutions in also increased 2.2 times since 1950.23 New Jersey. The remaining 10 percent of New With the general growth of higher education Jersey residentpart-time studentsin1968 during the post war years, graduate enrollment attendedschoolsinNew YorkCityand has increasedexponentially. New Jersey's Philadelphia. growth in graduate education parallels national enrollment trends. Nationally the number of graduate degrees conferred has quadrupled at the doctoral level and tripled at the master's level since 1950.24 However, since the state began its graduate enrollment growth at a later 3. ENROLLMENT TRENDS date than most states and began from such a Ingeneral, New Jerseyhasparalleled low level, New Jersey still ranks well below the national trends of rapidly rising enrollments at national average of graduate enrollments per all levels of higher education. However, since capita. New Jersey presently enrolls nearly the state educated such a small proportion of its 28,000 students in graduate courses, which is college-age students at the time it began to 2.9 percent of the national graduate enrollment. enlarge the publicinstitutionsofhigher As graduate enrollments and programs education, New Jersey still does not educate its developed rapidly during the postwar years, the proper share of national enrollments. charccter of the graduate student body also Full-time enrollmentin New Jersey changed.Increasingnumbersofgraduate institutions grew from 50,995 in 1961 to 93,933 students enrolled on a part-time basis. Most in 1968 87,110 undergraduate and 6,823 students were in-service teachers or liberal arts graduate students. graduates seeking professional qualifications. Enrollment at the associate degree level is Infact,the greatestrelative enrollment increasing much faster at the new public increaseinNew Jerseysince1950 has institutions than at the independent institutions. occurredinpart-timegraduateeducation. In 1960 virtuallyall two-year students were Presently more than 80 percent of graduate enrolled in independent institutions; by 1968 the enrollment in the state is part-time compared to proportion enrolled in independent institutions slightly less than 50 percent nationally.25 Since had decreased to 27 percent.Inabsolute 1950, New Jersey enrollmentinpart-time numbers, enrollment at independent institutions graduate education has increased twenty-two has held steady at about 3,800 students, while times. 2239,005 undergraduate residentenrollment in 1950, OE Education Statistics; 85,333 undergraduateprogram enrollments and undergraduate occupational program enrollments in 1968, "OpeningFall Enrollment in Higher Education, Institutional Data," OE-54003-68-B, 1968. 230E Educational Statistics 1949-1950 and "Opening FallEnrollment in Higher Education, Institutional Data," OE-54003.68-B, 1968. 24Graduate Education Parameters for Policy, National ScienceBoard 69-2, p. 16, 17. 25HEGIS forms submitted in 1968, "Opening Fall Enrollment inHigher Education, Institutional Data," 0E-54003-67, 1967. b; County ofOriginof New Jersey Undergraduates Detailed information on the county of origin of studentsateachinstitutionisshownin Appendix H. Some general trends appear in the data. As might be expected, most students at two-year institutions enroll in colleges in their 4. 196e, OPENING FALL ENROLLMENTS own county; this is more true of thepublic two- See Appendix G for alistcf 1968fall year colleges than of the independent two-year enrollments by degree and level for each New colleges, primarily because of higher numbers Jersey institution of Higher Education. of commuting students. At the baccalaureate level, New Jersey full- a) Geographical Distribution time students are more evenlydistributed In New Jersey the greatest proportion of the among the various institutions. TrentonState population lives in the northeastern counties. College and Paterson State College draw more According to the 1970 population estimates of students from Bergen County than from any the Department of Conservation and Economic other county.Atallthe other four-year Development, 55 percent of the population will institutions,bothpublic and private,the live in the northern part of the state, 23 percent students tend to come from the same county in the central part and 22 percent inthe where the institution i3 located. southern part of the state. The distribution of Institutionswhichofferdoctorallevel institutions and of enrollments of higher programs tend to draw their undergraduate New education follows the same pattern. Jersey students from many counties in the Approximately 57 percent of the full-time state, although higher numbers enroll from the students enrolled in baccalaureate programs county where theinstitutionislocated. attend institutions in the northeastern part, 36 Exceptions are Princeton, Rutgers-New percent in the central part, and 7 percent in the Brunswick, and Rutgers-Newark. Of the New sourthern part of the state. Jerseyresidents who arefull-time Approximately 38 percent of the full-time undergraduatesattheseinstitutions,most students enrolled in graduate level professional come from Bergen County. AtStevens Institute and graduate programs attend institutions in the of Technology,most full-time New Jersey northeastern part, 61 percent in the central undergraduates come from Union County. part, and 1 percent in the southern part of the Of the entire part-time student population in state. New Jersey, about half, 52 percent, resided in Institutions in New Jersey enrolled 84,200 the same county as the institution which they and part-timestudentsfrom New Jersey attended. neighboring states in the academic year 1968. Over one-hal ofthis number, 56 percent c) Public and Independent Enrollments attended institutions in Bergen, Essex, Hudson, Total enrollment in the state is divided with 61 and Passaic counties. Another 22 percent percent in public institutions and 39 percent in attended institutions in Mercer and Middlesex independent institutions. The public colleges counties. and universities enroll about 59 percent of the At the baccalaureate level, approximately full-time and 70 percentofthepart-time 65.0 percent of the part-time students attended students. institutionsinthenortherncounties,20.5 At the associate degree level, enrollment is percentinthe centralcounties, and 14.5 splitwith 82 percent of full-time students percentinthesoutherncounties.At the attending public institutions and 89 percent of graduate level, 09 percent of part-time students part-time students attending public institutions. attend institutions in the northeastern part ofthe At the baccalaureate level, enrollment is split state, 23 percent in the central part,and 8 with 6'I percent attending public institutions and percent in the southern part of the state. 39 percent attending independent institutions. Similarly, 64 percent of those enrolled in part- time baccalaureate programs attend public institutions and 36 percent attend independent institutions. Graduate full-time enrollment figures show 52 percent attending public institutions. Part- time enrollment is divided between 67 percent attendingpublic and 33 percent attending independent institutions. d) Minority Group Students In recent years there has been a nationwide effort to enroll more minority group students in institutions of higher education. A few yearsago only a small number of minority group students attended New Jersey institutionsof higher education. In the academic year 1968-1969, black student enrollmentin New Jersey institutions of higher education had grown to 4.34 percent (3,415 students)of the total studentpopulationin New Jersey.26 Black students and Spanish surnamed students made up 6.84 percent of the student population in New Jersey's public institutions. For detailed information on enrollment of minority group students at each institution, see Appendix I. 5. ENROLLMENT PROJECTIONS Allpopulation and enrollment projections indicate that student demand will continue to grow in the future. The college-age population will increase through 1980 from its present level ofapproximately 400,000toan estimated 576,000. (See Fig. 4) All recent projections indicate that the number of New Jersey full-time undergraduate students is likely to more than double between now and 1980. These enrollment projections are based upon the assumptions that an increase in expectations, additional facilities, new types of programs, and more state financial aid will enable a larger proportion of New Jersey students to attend institutions of higher education. Enrollment in part-time programs Is also expected to grow significantlyinthe future. And graduate education opportunities also need to oe expanded to meet the growing demand of New Jersey residents for postbaccalaureate work. 26Data for several small private institutions are not available. Figure does not include Spanish surnamedstudents at Atlantic and Somerset Colleges. Gab! Chapter IV D STUDENT FINANCIAL AID The New Jersey undergraduate pays more to go to college than the average resident of the United States. In tuition costs alone the New Jersey student pays 70 percent more on the average than other studentsin the United States. The high costs of college for New Jersey students result from two principal factors. First, only a small percentage of New Jersey students can be accommodated inlow-costpublic institutions within the state, forcing many New Jersey students to attend higher-cost private and out-of-state institutions. Secondly,dew Jersey does not have an adequate system of student financial aid to offset these high college costs. New Jersey students and their families are forced to bear an inordinate share of college costs. In 1967 the minimum cost ofattending college totaled $335 million for all New Jersey undergraduates. The sources ofthis $335 million is shown in Fig. 17. Grants totaling$5.8 million were awarded through the New Jersey State Scholarship Program. An additional $19.4 million was provided in grants from colleges and universities, corporations, foundations and civic organizations, and the federal government. The remaining $310 million 92 percent of the minimum cost was provided by studentsand their families. On the basis of a formulaof expected family contribution, computed by the College Entrance Examination Board, this figure was $63 million above whatfamilies could realistically be expected to contribute. Ofthe $310millionwhichfamiliescontributed, students and their families borrowed$28.9 million through the State GuaranteedLoan Program, the National Defense Student Loans, and other loan programs. Although inadequate to meet the needs of New Jersey students, a variety of financialaid programs are available. Theseinclude grants available through state, federal, andprivate programs, various loan programs,and student work programs sponsored by thefederal The four major grant programs are the government and individual institutions (see Fig. New JerseyStateCompetitive Scholarship 18). The funds for most of the grant programs Program, the Educational Opportunity Fund are awarded to studentsin ddle or low Program, the Tuition Aid Grant Program, and income brackets, and many of the scholarship the County College Awards Program. In the grants are made only to high achievers. academic year 1968-1969 the New Jersey State Five major financial aid programs are now Competitive Scholarship Program awarded provided by New Jersey one loan program approximately $7.2 million in grants to New and four grant programs. Jersey residents attending public and private The State Guaranteed Loan Program is one colleges in and out of the state; the average of the largest in the nation. In the academic grant was approximately $435. The State year 1967-1968 undergraduate students Scholarship program actually embodies two borrowed some $22.5millionthroughthis programs, a Competitive Scholarship Program program. In 1968-1969 the total of new loans and an Incentive Grant Program. Under the rose more than 50 percent to $35.5 million. Competitive Scholarship Program, students are Participation is significant; twenty-four percent awarded grants of $500 or the cost of tuition, of New Jersey students were aided through whichever is less. Under the Incentive Grant state guaranteed loans as compared to a Program,studentsare awarded additional nationalaverage ofthirteenpercent.The grants of between $100 and $500 to meet the average amount per loan was $978 $108 higher costs of private institutions in the state. more thanthe averagenationally.The For the most part, recipients of awards were in combination of more students borrowing and the upper half of their high school graduating higher amounts loaned per student results in an class and had family incomes below $7,500. average loan per New Jersey student more than The Educational Opportunity Fund (EOF) double the United States average. began operation in the academic yoar 1968 1969 and is designed to aid the lower income student with potential ability who previously might not have attended college. In its first year FIGURE 17 FINANCING OF MINIMUM COST OF of operation, the program made awards to COLLEGE ATTENDANCE IN NEW JERSEY 1,633 students attending 35 different New 1967 Jersey institutions. The total amount of direct (DOLLARS IN MILLIONS) financial aid for students was approximately GRANTS SX:$91 $1.5 million and the average grant was $771. STATE $ 5.5 The third grant program, the Tuition Aid CORP. I FOUNDATION 3 Grants Program, began operationinthe INSTITUTIONAL FEDERAL 10.5 academic year 1969-1970 with funds totaling $1 million.The TuitionAid Grant Program is designed to aid students attending New Jersey private institutions who are not eligible under the New Jersey State Competitive Scholarship Program because of academic or financial considerations. Another recently instituted grant program, the County College Awards Program, also began operation in the academic year 1969- 1970 with funds totaling $250,000. These funds will be used for New Jersey county college graduates transferring to four-year institutions FAMILY CONTRIEUTION who need financial assistance. Awards will !SIM range from $500 to $1,000. 12% TOTAL ott 6135. SOURCIt "Mootioo the Collie. Costs of Now Jersey Mr/.nt. - Th. Motes Role", Rehm No ll., Assoc looms, Repast le Now ban Soho Woofers/4 CommIsloo MIL FIGURE 18 TYPES OF FINANCIAL AID AVAILABLE TO NEW JERSEY STUDENTS IN 1967 Total Amount to STUDENTS ELIGIBLE PROGRAM New Jersey Students High School Approximate 1967 (Millions) Class Standing Family Income GRANTS Federal: Educational Opportunity Grants $3.5 Top Half Under $6,000 Veterans Administration 6.6 * * Training Grants and Fellowships 0.4 * * Institutional 8.0 Top Quarter Under $15,000 Corporate, Foundation, and Other Private 0.9 Top Quarter Under $15,000 State: Basic and Incentive Program 5.8 Top Half Under $ 7,500 Miscellaneous State Programs 0.1 * * Educational Opportunity Fund ** No Limitation Under $ 6,000 Tuition Aid Grants ** No Limitotion Under $12,000 County College Awards ** No Limitation N. A. LOANS National Defense Student Loans 5.1 Top Half Under $ 7,500 State Guaranteed Loans 22.5 No Limitation Under $15,000 Institutional Loans 0.8 No Limitation Under $10,000 Miscellaneous Federal Loans 0.5 * * WORK Federol Work Study 3.3 No Limitotion Under $ 7,500 Institutional 6.6 No Limitation No Limitation *Categorical programs available to veterans, war orphans, Cuban refugees, nurses, etc., generally without regard to academic or income level. ** Not existingin1967. tl Chapter IV E LIBRARY RESOURCES College libraries are a vital dimension of higher education. A library is an extension of the curriculum, a teaching tool for the faculty, and a ready source of informationfor the entire college and university community. The library mustreflectand supporttheeducational purposes of the institution and the interests of its faculty and students. LIBRARY EFFECTIVENESS Given its importance, the library must be effective in fulfilling its vital role. Unfortunately, effectivenessisneithereasilydefined nor measured, and criteria for effectiveness differ from institution to institution. The major available statistical measures of effectivenessarenationallibraryrankings. These show that New Jersey's college libraries (taking all institutions together, both public and private)rank twelfth among the statesin number of volumes and eleventhintotal operating expenses. In contrast, the state ranks tenth in number of students. On a unit basis, New Jerseylibrariesranktwenty-sixthin number of volumes per student and twenty- ninth in expenditures per student.27 Although New Jersey does not compare unfavorably with other states on the basis of these statistics, there are other factors which must be consideredinevaluating the effectiveness of a state's library resources. For example, the number, type, and age of the higher educationinstitutionsinastate significantly affect its national standing. Another consideration which reduces the significance of the rankingsis the relative numbers of undergraduate to graduate and commuting toresident students. Graduate "Computed from Library Statistics of Colleges and Universities, 1963-4, Analytic Report, Theodore Samore, Table F- State Totals of Volumes, Personnel, and Operating Expenditures in Institutions of Higher Education: Aggregate United States 63-64. ,5 students must have access to more comprehensive libraries than undergraduates. Also,a systemwithlargenumbers of commuting and extension students needs proportionately more copies of volumes to meet a higher circulation demand. Finally, rankings do not reflect availability and accessibility can students and faculty NEW JERSEY HIGHER EDUCATION get the volumes they want readily, either at their LI BRARI ES own library or through another inthe system? A An examination of the libraries of th' New library may have a large collection yet be Jersey institutions indicates wide differences in deficient in materials related to the college's their purposes and size. curriculum. It may have an adequate collection Of the seventy-one university research whichisnotreally accessible due to an libraries in the United States, two are in New processing and inefficientorunderstaffed Jersey Princeton and Rutgers. The circulationsystem. Alibrary may have importance of the library in these research- considerable materials but too few professional oriented institutions is emphasized by Cartter in librarians, or a staff so overloaded with clerical his "An Assessment of Quality in Graduate work thatitcannot provide the assistance Education." The Library is the heart of the needed by faculty and students. Presently there university; no other single nonhuman factor is is no universally accepted way to evaluate as closely related to the quality ofgraduate library service. education....Institutions that are strong in all Nevertheless, although there is not an exact areas invariably have motor national research correlation between service and size of libraries. holdings, adequate holdings and staff are the basis on which an effective service capacity According to the statistics of the Association ofResearchLibrariesfor1966-1967,the can be developed. Continuous expansionofholdingsis Princeton University Library, with over 2 million necessary to keep up with thegrowth of volumes, ranks thirteenth among all public and private university research libraries in number publications as well as to improve the depthof the collection. Expansion is also necessary as a of volumes held. The Rutgers University Library, 1 million volumes, is the twenty- college offers new curricula. This is especially with over seventh largest research library. It is an entire important for the state colleges, which are in library system in itself, comprising twenty-two the process of building comprehensiveliberal FairleighDickinson arts libraries. New Jersey's needsin library distinctlibraryunits. facilities are particularly acute at this time University, Drew University and Seton Hall University, which are not considered university because of the establishment of the many new public two-year colleges, the two new state research libraries, have between 100,000 and colleges, and the expansion of Rutgers, The 310,000 volumes in their collections. Each of the six state colleges has between State University. 100,000 and 150,000 volumes in its collection. As a first step toward meeting its commitment to develop a comprehensive arts and science collection at each state college library, the New JerseyLegislaturein1969 appropriated $110,000 in additional funds to each college for library development. The Department of Higher Education also provided funds to each state college for reclassifying its holdings from the Dewey decimalto the Library of Congress system. This reclassification is a prerequisite to automation in library service. Nevertheless,based on anyofseveral national formulas, these funds do not come near the costof making up the present deficienciesofthestatecollegelibraries. INTER - LIBRARY COO PERATI ON According to a widely used formula (Clapp- No matter how large an institution's library, it Jordan), the volume deficiency at the state isimpossible foritto have every material colleges ranges from 60,000 to over 100,000 requested. Consequently, it is to the advantage volumes. According to the American Library of all institutions to share their resources to the Association(ALA) standards, the volume extent they can without lessening their local deficiency is estimated to be between 150,000 service. and 230,000. Various cooperative arrangements now exist The libraries of the independent four-year among New Jersey higher education libraries, colleges in New Jersey reflect the purpose of of which the following are a few examples. The the institutions, ranging from primarily religious statecollegeshave worked together to education to liberal arts curricula. The size of purchase and arrange commercial processing these collections ranges between 25,000 and of library materials cooperatively. A master list 150,000 volumes. of periodicals held at the New Jersey state The Newark College of Engineering currently colleges and Rutgers is being prepared by the has 56,530 volumes inits new library. The Councilof New Jersey State College and College is making progress toward a capacity of University Libraries. Newark College of 150,000 volumes as well as changing to a Engineering and Rutgers at the Newark campus Library of Congress system of classification. have had library exchange privileges for The New Jersey College of Medicine and students and faculty for three years. NJCMD is Dentistrylibrary has also moved into new a member of a cooperative group including facilities, and it currently has 31,875 volumes. most New York City medical libraries which In the next few years, the college plans to reach gives access to any volume in member libraries atotalof100,000 volumes. Both the througha TWX system. The New Jersey engineering and medical libraries are highly Collegiate Planning Secretariat, consisting of specialized and require many expensive books Jersey City, Montclair, Newark, and Paterson and periodicals, but there are no currently State Colleges, hopes to develop a plan for the acceptednationalformulaswithwhichto sharing of library facilities; immediate plans call evaluate their size. for reciprocal borrowing privileges for graduate The two-year college libraries, both public students at each of the schools, an interlibrary and private,hold an average collection of truck delivery system for the exchange of 15,000 volumes. ALA standards,presently materials, and the establishment of a TWX under revision, recommend that any two-year teletype network among college libraries to institution with up to 1,000 students should have facilitate exchange of information. The Mid- a minimum of 20,000 volumes, with a much Bergen Federation of Libraries, including both greater number ifthereis a multiplicity of college and public libraries, has a truck delivery programs. For each 500 students beyond 1,000, system five days a week; the Federation hopes the ALA recommends 5,000 additional volumes. to establish direct borrowing privileges among Paterson and Montclair State Colleges and Fairleigh Dickinson University. The New Jersey State Library also has an interlibrary loan program. Cooperation amonglibrarieswillbeof increasing importance in the years ahead. A major objective of the New Jersey system of higher educationisto expand cooperative efforts among its libraries. No single library can afford to meet all demands put upon it. Only through cooperation will each institution be able to serve properly the needs of its students and faculty. Chapter IV F COMPUTER RESOURCES Computing is now vital to higher education. It is needed in administration, instruction, and research. The President's Science Advisory Committee, in a recent report, suggests that colleges may soon spend more money on computing than on libraries. A recent survey of thirty-two of New Jersey's colleges and universities shows that sixteen now have computers, while six others have installations planned. More than a third of these colleges have terminals on campus, and about halfrent computer time from off-campus sources. Almost every college with an on- campus computer planstouseitfor administrative purposes. Computers are used to a lesser extent for undergraduateinstruction. However, at least a third of the schools polled offer extensive educational programs involving the computer. In eleven of the schools, students submit more than 1,000 computer runs per semester and inthree schools, more than 10,000 computer runs per semester. STATE COLLEGES Glassboro, Jersey City, Newark, and Trenton State Colleges have IBM 1130 computers. These systems arrived in late 1968 and are now used for administration, teaching, and research. Usage has grown to the point where each of these computers is used almost a full shift, and students areofferedcoursesdealingwith computer fundamentals and basic programming. Paterson and Montclair StateColleges are in the process of identifyinginstitutional plans and goalS as they relate to computing.These data shouldhelpthecollegesdeterminetheir computer requirements.In the interim, these institutionsare planningto use a remote (IBM 2780)which allows terminaldevice NEWARK COLLEGE OFENGINEERING interaction with a large scalecomputer at Newark CollegeofEngineeringisalso another location. Thisparticular terminal will developing an impressivecomputer science read cards and transmittheir content to the printdata being program. The collegehas just replaced a small- remote computer and 70/35 with a medium-scale generated elsewhere. In bothcolleges, students scale RCA Spectra science and Spectra 70/45. This machine nowoperates as willbe offered computer through terminals as programming classesin the 1969-1970 both a local computer and a processorwhich services usersremotely. academic year. Terminals are being placedaround the campus inorder to make thecomputer more immediately available tofaculty and students. Inadditiontothegrowing number of undergraduateand graduate coursesin computing, NCE students aredeveloping programs which havenational interest. Each RUTGERS, THE STATEUNIVERSITY undergraduate student is required totake a one- This year Rutgers Universityinstalled an IBM semester course in computerscience and uses 360/67 computer whichis now operating at the computer in junior andsenior courses. A least two full shifts eachday for both teaching major in computer scienceis offered at both the and research. This is alarge-scale machine undergraduate and the graduatelevels. which operates both as alocal computer and in a teleprocessingmode through terminals to users at a remotelocatiOn. In addition, there are smallergeneral-purpose computers atthe University Heights campusand at Rutgers- Newark. A speclalized computeris used by the physics department tosupport researchin NEW JERSEY COLLEGEOF MEDICINE projects such as bubblechamber analysis. At Rutgers, theadministrative work is done AND DENTISTRY and Dentistry has a on a separatesmall-scale computer (IBM360/ The College of Medicine 360/20) which is 30). The Universityoperates almost two full small-scale computer (IBM shifts each day on this computerwhich assists almost exclusively oriented toadministration. in almost everyaspect of University However, the effectiveadministration of this computer processes administration. type of institution involves with research and TheUniversitycontinuesto expandits which are highly interactive academic program and nowoffers a master's hospital operation. These needsdemand a large- degreeincomputer science.Recent scale computer. Thecollege has just completed is appointments to the faculty haveadded strength a study of itscomputing requirements and to acquiring in the pure programmingand "software" areas, evaluating that effort preparatory In the interim, and the University seemscertain to enhance Its additional computer services. already notable reputationin this field. some facultyresearch projects are conducted through purchased service,including a time- sharing terminal at thecollege. example of this type of computer program. Middlesex Community College offers a program which endeavors tobuildastrong understanding of the nature and character of computer languages as well as how to apply them. Ocean County College offers an even more varied program,withmostofits INDEPENDENT COLLEGES computing classesina computer-terminal- Some of New Jersey's independent colleges oriented environment in which students interact and universities as yet offer no computing with computers in Northern New Jersey. Ocean services, while others offer some of the most County Collegeismoving rapidlytooffer significant services in the world. Many of the computer-aided instruction as an adjunct to private colleges are small and do not have any many classes not explicitly concerned with computer resources available to either the computers. faculty or the students. A few of these smaller colleges have limited funds allowing them to purchase a small amount of computer service from private sources. Most of the colleges desire to acquire and use computer services but are: estricted by the cost. At the other end of the spectrum, Princeton University has just installed one of the largest computers in the world. The IBM 360/91 is used NETWORKS AND COLLABORATION for both education and research. This system The institutions of higher education in New operates as a central facility with terminals in Jersey have formed a joint computer facility-the buildings throughout the university. New JerseyEducational Comput:ng Center One of the more significant computer science (ECC). programsisfoundatStevensInstituteof The ECC is planned to be a corporate entity Technology, where students are offered a wide independent of any particular institution.It is variety of classes and also write programs responsibletoitsBoard ofDirectors and whicharewidelydistributed.Stevens has functions independently, free of control from acquired a large-scale, time-sharing system. any sponsoring institution other than through thatinstitution's representative on the ECC Board. The purposes of the ECC are (1) to provide computer power and services to New Jersey institutions of higher education, both public and private, which choose to become participants, COMMUNITY COLLEGES and(2)to encourage the development of All but five of the state's public community computing in higher education. The ECC will colleges have computer installations. Of the five offer computationfacilitiesand services which do not, three are new institutions; all five, otherwiseunavailableto or too costlyfor however, have plans to acquire a computer. institutions operating alone. In the long run, the The community colleges use computers for ECC will offer all institutions the flexibility and both academic and administrative purposes. economy provided by large computing facilities, Several of these institutions offer associate as well as the opportunity to collaborate in the degrees in computer science, programming, or use of even more powerful computers a decade related subjects. or so in the future. In addition, the educational Community collegecomputingclasses and administrative services program of the ECC generally have a pragmatic orientation with a will greatly assist New Jersey's educational strong emphasis on developing skills now in institutionsinthedevelopmentoftheir demand especiallyinadministration programs both for using computers and for programming and management. The program at educating students in this new and important Mercer County Community Collegeisan field. The establishment of the ECC as a corporate entity will require a few months to accumulate operating experience and to work out the details of the corporate charter. As a first step leading towards the establishment of the ECC, Rutgers UniversityandtheDepartmentofHigher Education as the representative of New Jersey's colleges and universities have established an interim ECC which is now in operation and is governed by a Board of Directors selected from New Jersey's colleges and universities. Dr. Otto Mauke, President of Camden County College, has been elected Chairman of the Board of Directors. Princeton and Rutgers Universities have also enteredintoan arrangement whereby computers at the two campuses are connected through telephonelines.This arrangement allows the sharing of services between the universitiesandtheECC.During these interchange periods, Princeton's computer operates as one of the largest batch processers in the world and the Rutgers computer operates as a very large time-sharing system. As a result, all participating institutions have access to very powerful and widelydiffering formsof computer service with no appreciable cost increase. Chapter IV G INSTITUTIONAL COOPERATION A recent trend within the system of higher education in New Jersey is theemergence of institutional cooperation. Limited financial resources and the high cost of educational facilitieshave fosteredthegrowthof cooperativeprograms among New Jersey institutions. Many colleges and universities in the state have explored the possibility of cooperating with neighboring institutions, anda variety of programs have been inaugaurated. Thera are four specific areasinwhich institutional cooperationhasdeveloped:1)sharing of facilities, 2) faculty sharing, 3) jointprograms, and 4) articulation (i.e., resolving the problems oftransitionfrom two-year tofour-year programs and fromfour-yeartograduate programs).Inaddition,jointinstitutional planning efforts, encompassinga wide range of collegeactivities and cooperative research programs, have also been initiated. The material which follows is not meant to be a comprehensive description of all cooperative efforts now underway within the New Jersey system of higher education. It does providean indication of the benefits of cooperation and of the possibilities for even greater collaboration in the years ahead. SHARING OF FACILITIES Institutional cooperationinthis area has focused on the use of libraries,computers, and other specialized campus facilities. Many New Jersey colleges and universities have discussedpotentialinstitutional cooperationinthe use oflibraries, and a number of joint usage and exchangeprograms p)2_ have already been established. The North professional education courses. The electrical Jersey College Consortium, consisting of technology laboratoryofMiddlesex County of FelicianCollege, Englewood CliffsCollege, College has been used by the Department Tombrock College, Alphons us College, and Vocational-Technical Education of Rutgers for Salesian College, is considering library usage special summer classesfor vocational and exchangeasapossibleareaof teachers. The Sperry Observatory ofUnion cooperation.GlassboroStateCollege and College is made available to other institutions Gloucester County College have agreed to give for laboratory work in astronomyand other extra copies of volumes in their collections to educational activities. each other's libraries. As part of an overall library planningeffort, Rutgers-Newark, Newark College of Engineering,the New Jersey College of Medicine and Denistry, and Essex Community College have agreed to institute an identical indexing system for their libraries in order to FACULTY SHARING facilitate joint usage. These institutionsalso Sharing of faculty enables colleges to offer plan to build different specializedcollections courses which otherwise would nct beavailable which will be available for joint use. to their students, and thus broadens the scope State and The Councilof New Jersey ofthecollege's academic programs.For University Librarians was formed in 1967 to example, a Rutgers faculty member developed explore areas of cooperation in order tomake a science curriculum fornonscience students library materials more accessible to students for Westminster Choir College and taught the and faculty. One cooperativeproject being course as well. undertaken by the Council is the completion of a The music departments of three state Union List of Periodicals of the statecolleges colleges, Jersey City, Montclair and Paterson, and Rutgers University which will integratethe share two music faculty members. One of these periodical holdings of each institution. faculty members also directs the New Jersey Institutional cooperation in the use of com- Percussion Ensemble made up of students from puter faciliks has also been explored. The Jersey City and Paterson State Colleges and Department of Higher Education has helped to Rutgers-Newark. developastatewide computernetwork. BloomfieldandUpsalaCollegeshave Eventually,the networkwillenable any established a faculty-sharing arrangement in institution in the New Jersey system to have the field of classical languages. JerseyCity, access to a major computer centerat little cost. Montclair, Newark, and Paterson State Colleges The sixstatecollegesareinstitutinga plan to organize a Center for Multinational computer-based student information and Studies based upon faculty exchange and registration system on a cooperative basis. sharing arrangements. Villa Walsh, Salesian, Each state collegewillshare the costof Don Bosco, and Assumption Colleges also have installing and maintaining the system. This will instituted some faculty-sharing arrangements. make the system available to all thecolleges at Another type of faculty sharingisjointly a much lower expense thanif each college were sponsored internship programs which provide in- to install the system individually. service training for graduate students. Students New Jersey institutions have beenable to enrolled in a master's degree program in food expand the scope of their courseofferings service and nutrition at the Rutgers College of through the joint use of facilities.For example, Agricultureteachcoursesinhoteland the facilitiesof Atlantic Community College restaurant management at Middlesex County have been made available toRutgers-Camden College,In cooperation with the School of for a training course for municipalofficials, to EducationofSetonHallUniversity,Union the Rutgers Extension Divisionfor real estate College has established an internship program courses, and to GlassboroState College for or graduate students in counseling. JOINT PROGRAMS New Jersey colleges and universities have expanded their curricula through the sponsorship of joint programs. A number of such programs have already been established, particularly in the areas of education and health services. Jersey City State College, Montclair State College, and Seton Hall University sponsora ARTICULATION two-year summer program inurban school The major current problem of articulation psychology leading to an M.A. degree anda professional certificate in school psychology. arises from the growing number of two-year college graduates who are seeking admission to St.Peter'sCollege and Jersey CityState four-year colleges and universities. This has Collegejointlyoffer atraining coursefor teacher aides for Jersey City public schools. pointed up the need for special cooperation The Center forMultinational Studies between the two- and four-year institutions and the need for an increasing number of places for establishedbytheNorth JerseyPlanning Secretariat (Montclair, Jersey City, Paterson, two-year college graduates transferring to four- and Newark State Colleges) intends to develop year colleges. The Board of Higher Education has encouraged planning efforts by the two- ajointcurriculumforinternationaland multinational studies at the undergraduate and year community colleges and the four-year graduate levels. public colleges, resulting in the placement of all These collegesare also giving two-year transfer graduates in one of the public consideration toinstituting joint graduate four-yearinstitutions.Representativesof degree programs inmathematics and interestedprivateinstitutionswere also included in the conference. psychology. A marine science consortium has been Joint discussions about articulation have also established which will offer programs in marine pointed to the need to coordinate the structure science to students from participating colleges. and sequence of the academic programs at the Many of the two-year community colleges have two-year and four-year colleges. The affiliated with nearby medical facilities in order presidents,deans, admissions officers,and to offer joint nursing and health technology transfer counselors of Bergen, Morris, and programs. Essex County Colleges and Paterson, Jersey 1/4 City, and Montclair State Colleges have met to talk about the nature of their curricula and course offeringsinrelationtoarticulation. StevensInstituteofTechnologyhasalso participatedinthearticulationdiscussions between the community colleges and the four- year colleges withparticular emphasis on transfer students inprescience and preengineering programs. Representatives from Rutgers-Newark, Newark College of Engineering, and Essex Community College have formed a subcommittee of the Cooperative CentralPlanning Group of Public Higher Education in Newark to consider the problems of coordinating two-year academic programs. INSTITUTIONAL PLANNING The Central Planning Group of Public Higher Increasingly, the benefits to he derived from Education in Newark, consisting of Rutgers- relating the individual planning efforts of New Newark, Newark College of Engineering, Essex Jersey collegestocooperativeinstitutional CommunityCollege,and the New Jersey planning are being explored. Cooperation in College of Medicine and Dentistry, has set up a educational planning involves a broad range of task force on institutional planning made up of institutional activities and faculty. Joint representatives from each institution.It also coordinationofacademicoroccupational has task forces on libraries, nursing education, programs are considered within the framework and articulation. This group is establishing a of cooperative planning. Cooperative planning staff to support its cooperative work. It also has groupsalsofunctiontostimulatethe planstoconstructfacilitieswhichwillbe development of new ways in which institutions cooperatively used. can cooperate to their mutual benefit. Three groups which have been set up on a cooperative basis to deal with institutional planning are the North Jersey Collegiate Planning Secretariat, the North Jersey Private College Consortium, and the Cooperative Central Planning Group of Public Higher Education in Newark. COOPERATIVE RESEARCH TheNorthJerseyCollegiatePlanning A variety of cooperative research programs Secretariat, consisting of Paterson, Jersey City, are being carried out by New Jersey institutions. Montclair, and Newark State Colleges, has as For example, Glassboro, Montclair, Jersey City, its overall aims: Paterson, Newark, and Trenton State Colleges to identify planning priorities and Monmouth, Caldwell, and Upsala Colleges toidentifyprogram areas where have formed theEducational Research consortium arrangements would be logical Consortium of New Jersey Colleges and have to identify and bring together faculty and received federal funds to conduct educational others who would bewillingto work on researchprojects.St.Peter'sCollege and consortium planning committees Jersey City State College have established the to relate the output of the consortium Center for Urban Improvement which will study planningcommitteestotheinstitutional urbanproblems.Faculty members from planning process at each college Stevens Institute of Technology and the New to actas atechnicalresource for Jersey College of Medicine and Dentistry are consortium study groups working together on research in the areas of to act as a resource group for program biochemistry,polymers, and medical development atpublic and independent electronics. colleges that might become concerned with similar issues. The North Jersey Private College Consortium, consisting of Alphonsus College, Englewood CliffsCollege,FelicianCollege, Tombrock College, and Salesian College is considering a varietyofareasinwhichcooperationis CONCLUSION possible, including libraries and other facilities, Institutional cooperation is a way for colleges faculty sharing, and program offerings. and universitiestoincrease the resources available to each institution and promote their mutual welfare. Although important steps have been taken, the benefits of cooperation have only begun to be tapped. The development of the New Jersey system of higher education is facilitating such cooperation. In the future, New Jersey can look forward to greatly increased cooperation among the colleges and universities which make up the system. Appendix A TOTAL DEGREES AWARDED BY PROGRAM AND LEVEL JULY 1968 JUNE 1969 PhD Masters 1st Prof. Bachelors Associate TOTAL Architecture 4 19 23 Biol. Sci. 70 76 726 75 947 Bus. & Comm. 526 2,341 502 3,369 Computer & Data 21 14 35 Spec. Teach. 735 1,614 2,349 Gen. Teach. 476 3,087 182 3,745 Educ. Non-Teach. 31 823 9 863 Engineering 90 473 1,422 135 2,120 English & Journalism 18 195 1,267 1,480 Fine & Appl. Arts 7 59 304 29 399 Foreign Lang. & Lit. 34 82 590 706 Nursing 10 249 170 429 Medicine 70 70 Dentistry 80 80 Other Health 5 36 93 70 204 Home Economics 1 65 3 69 Law 318 318 Library Sci. 1 176 5 182 Math. 34 177 661 16 888 Phi losophy 7 3 119 129 Physical Sci, 103 180 469 21 773 Psychology 11 71 560 642 Religion 31 112 184 79 63 469 Soc. Sci. 46 414 2,890 26 3,376 Broad Gen. 2 51 290 1,659 2,002 Other 20 38 180 238 Total 510 4,739 652 17,034 2,970 25,905 DEGREES AND OTHER FORMAL AWARDS CONFERRED JULY 1968 Appendix B JUNE 1969 TWO.YEAR u ._ ?-` W.---c .._ -a 0c >. zi-,..- >. Xw4..- ,_ c.--- .._ InD .=.1-a-g ait. o In in' . .>: .°- c ._c a)Ina. ..v 0u c -6-c In INSTITUTIONS ASSOCIATEDEGREES ::(-- 4.cDc= U E uo-0c u° E D U.0g..-t a; u 43 u.-guc -0""_p u°:c :cup c3 22:4:t_. t aE U2occ sw7 uw=; zr.c -i1 4- D oD D in-c '3 -Io i-.0 oE m-c0 0 Architecture i 4 75 in -> ComputerBiol,Bus. Science & Comm. & Data 20 46 32 59 134 14 60 1 Educ.Gen.Spec. Teaching TeachingNon Teach. 63 29 15 75 FineEng.Engineering & Jour.Appl. Arts 12 47 36 11 9 20 OtherForeign Health Lang. Prof. & Lit. 2 1 25 LawHomeNursing Ec. 18 13 56 24 3 MathPhilos.Library Sci. 16 PsychologyPhysical Sci. 1 20 BroadSoc.Religion Sci. Gen. 2616 4 40 202 160 139 25 64 3525 22 16 22 M 139 12 *Baccalaureate DegreeTotalOther 159 61 97 309 411 188 30 25 158(1*) 235 23 16 22 14 54 159 12 JOVSLIMOSAA coMOMMEMOMMEMOMMIMMOMMOMMO oloscin coMOEMBEIMEMEIMOIMMOMOBBISU sem4*d '4S co NUIONINIMMINNUMNOM 4 469°2113'4S coMOE BEIMECOMMINOMOMOMMIO StI0A04S co m minimmimmummmummmu 11.:44uNes IMI 11311011211111INGOInelM coINUONMOUNNIMMIONIMMUNIO UNII3Upd NUMMOMM- NUMMONOULIMOBONO .IMMIIMIMMOMMOMINMOMMOMIO 1:1111111111111111111111111111011111111111111111 coICBM WO MOMIMOOMMOOMIA MIMI OMEN MOMMOIMMIMMEMBIO 4inop uN6Joso coMIN MOM NUOMMIONOMMOWU co 10 timmumminionammini cimumminimminnummimai Maia 121111111111111111111111111111111111111111111111111 : II 13111111111111111111.11111111111131111111111111 miUMINOMMOMUMMOIMMOOMMOMMO coMOMMEMOMEMOMMOOMMOOMMOMIO coMMOMMOMMEMMOMMIMMOMMMOOMO 111111111111111111111111111111111111111111111111111 mOMMEMOMMEIMMOMMIMMOMOMMOIR coIDEIIIIMEIDE1111211111EICIDEllielleki 111E1111EI OIMMOSHOMORM1311111111111111111111111111111111111111111111111 MUIR 110 mMOMMUUMMOMMOMMIRWOUMEMMIU 131111111111111E111111111111111111111111111111119 C111111111110111111121211111 MU= OURO OMMMUUMMUMME UMOMMUUla II IBS 11311111IMIONMOM DEGREES AND OTHER FORMAL AWARDS CONFERRED Appendix B JULY 1968 JUNE 1969 Ph.D it IA2 E) ..t. :° %.a. -1c IAe IA C .e c 01 0 .e4 e e IA TD MASTERS DEGREES & aVD .1;0>,.. 4ia 0w 0a 20 1 a. 40 Ix 42alri 4e0 ga a-X ...."" IA2a. C ..le c0* 4uC20 t uC0 'C6 r, a=4-0e 0>6e _c uo Ma, Ma. .-, . Ma. Ma. Ph.D Ma. z Ma. ztiPh.D Ma. t Ma. Ph.D Ma. F- Ma. Ph.D Ma.u. is0 u Ma. 0 Ma. Ct Ph.D Ma. CLa: Ph.Di Ma. a Ma. to) 6Ph.D Ma. ,r,Ph.D Ma. to)4 Architecture 4 2 I 46 57 18 7 ComputerBus.Biol. &Sci. Comm. & Data - 177 3 261 1- 88 5 Gen.Spec. Teaching Teaching 2568 8835 124 131 65 8043 6717 190 81 44 10 27 47 18 Educ. Non Teach. 89 17 79 179 3 219 19 118 54 2131 21 66 57 10 250 69 Eng.Engineering & Jour. 11 9 25 5 1420 57 22 6 5 1 1 35 18 6 12 7 25 174 9 OtherForeignFine Health & Lang.Appl. Prof. Arts& Lit. 5 2432 59 12 32 25 , 13 HomeNursing Economics 61 4 Law 5 171 1 Math.Philos.Library Sci. 10 12 13 64 19 5 7 16 3 9 7 43 PsychologyPhysical Sci. 4 3918 29 9 4446 5 45 5 57 2 10 8 35 9 SocialReligion Sci. 16 8 26 29 183 23 61 22 34 75 2 23 2 100 7 42 4 OtherBroad Gen. 19 12 30 37 20 2 *School Nursing TOTAL: 224 179 310 179 3 462 2 228 A 1,085 229 302 8 25 501 15 279 212 100 7 37 556 8 270 24 i 1 DEGREES AND OTHER FORMAL AWARDS CONFERRED JULY 1968 Appendix B JUNE 1969 PROFESSIONAL FIRST 3 ..c.cn g ...,c 2 7-2 _ .2 .2c u ) .:(...; DEGREES ca 2 LL 6-.- ..... u .E0 =uft. ico . 2V,0 CL-L. 24)7 1 CY ITtm IA CD I-0 Dentistry D.DS. or D.M.D. 46 6 6 I z34 I . 80 Medicine M.D. 70 70 Law LL.B or J.D. I 158 160 318 Theology B.D. or B. Th. 56 12 7 109 184 TOTALS: 56 46 12 7 104 109 158 160 652 Appendix C FULL TIME & PART TIME ENROLLMENT BYPhD; PROGRAM AND LEVEL Masters 1968 - 1969 First Prof. Bachelors Associate TOTAL Architecture F.T.226 18 RT. 62 181 16 282 3,051 46 P.T.286 F.T. P.T. 3,458F.T. 80 I P.T. 630 ComputerBus.Biol. &Science Corn. & Data 2318 141 54 2 247151 9 2,3471,545 39 6,5966,942 9,3601,797 4 3,558 151 1,865 97 10,419 7,116 160 12,911 4,198 142 Gen.Spec.EngineeringEduc. Teaching Teaching Non Teaching 313 8011 576341 14 246175159 3,0482,7101,064 12,4465,669 2,2558,878 1,075 535 120321 13,151 7,303 255 11,722 4,2163,389 For,FineEnglish Lang.& Applied & Jour. & Lit. Art 118141 49 8581 157 7489 254289189 1,2312,0093,339 1,444 140 86 123 19 2,3073,5461,477 1,814 425348 MedicineNursingOther Health 3815 23 388306 863504 824 63 229543 695 20 1,0851,573 388306 1,055 86 LawHomeDentistry Economics 4 14 92 4 266 41 783 441 218 91 3072 52 783230187 362441113 MathPhysicalPhilosophyLibrary Science Science 348115 31 153118 207146 14 483403 2,1341,645 374 759659 51 127 16 2,3272,395 419 1,4111,180 51 SocialReligionPsychology Science 334 5259 222 7821 471121167 688106160 728 21 7,7531,686 285 2,442 744 73 364111 25 1 8,9221,8661,343 3,377 279925 Note: Data for Essex County College is not TotalOtherBroad General 2,008 68 included because its not available2,007 by program. 41 4 2,931 113 39 14,540 566 55 2,205 462 69,76111,975 904 39,491 9,372 152 14,254 6,280 684 12,212 8,986 461 91,15918,294 1,769 68,71218,928 709 ENROLLMENT BY PROGRAM, INSTITUTION, AND LEVEL, 1968 Appendix D INSTITUTIONS TWO YEAR Atlantic Bergen Camden Cumberland Essex* Gloucester Mercer Middlesex Morris Ocean 4r) .oEr,in Architecture PUBLIC F.T. P.T. F.T. P.T. F.T. P.T. F.T. P.T. F.T. P.T. F.T. P.T. F.T. P.T. F.T. P.T. F.T. P.T. F.T. F.T. F.T. ComputerBiol.Bus. Science & Comm. & Data 241 343 503 188 1858 15 9 508 55 568 16 195 68 113 50 208 65 7638 117 Gen.Spec.Educ. Teaching Teaching Non Teach. 319 146 30 FineEng.Engineering & Jour.Appl. Arts 14 46 88 38 34 3 357 88 6619 236 48 50 192 73 NursingOtherForeign Health Lang. Prof. & Lit. 5814 53 28 51 58 9729 42 172142 7223 9 67 Math.LibraryHome Economics Sci. PsychologyPhysicalPhi los. Sci. 127 16 SocialBroadReligion Sci. Gen. 263 783 112 550 760 735 320 348 259 140 364 1,694 25 583 2,240 177 337 642 943 120 *Essex CountyTOTAL:Other College data not available by program. 909 891108 700 550 1,379 735 882285 348 2,518* 926* 434 7 200 33 1,792 222 1,940 59 1.818 117 2,332 46 583 684125 1,205 31 1,158 28 237 ENROLLMENT BY PROGRAM, INSTITUTION, AND LEVEL, 1968 Appendix D 9ulN Ir. 0e Z' -0 0 on 141 4 ?..` one :c a.N -it INSTITUTIONSTWO YEAR _c oe EEon9 coea o3 "- ..e.-9 in4.0e c -, oa ..-b 06us isEau co -c a0 Architecture PRIVATE F.T. :a a. P.T. F.T. -1:2 P.T. F.T. V 0 F.T. Isi asc 0 P.T. F.T. J P.T. F.T. 2 0 P.T.2 F.T. in-a P.T. F.T. Oi . F.T. I` 0 P.T. F.T. 0. P.T. F.T. 5 3. P.T. ComputerBus.Biol. 6,Sci. Comm. & Data 125 Educ.Gen.Spec. Teaching TeachingNon Teach. 17 12 43 10 78 ForeignFineEng.Engineering & Jour.App[. Lang. Arts & Lit., 5 30 NursingOther Health Prof. 1 23** 93 LibraryHomeLaw Economics Sci. 52 8 Math.PhysicalPhilos. Sci ReligionPsychology 82 1 29 OtherSocialBroad Sci. Gen. 43 49 18 425 22 81 186 37 63 39 23 930 711 * Tombrock data not availableTOTAL: by program. 66 64 49 18 676 81 186 ** Includes 9 82in their junior year. 1 37 63 39 23 29 230* 59* 930 804 10 78 ENROLLMENT BY PROGRAM, INSTITUTION, AND LEVEL, 1968 Appendix D INSTITUTIONS FOUR YEAR Glassboro Jersey City Montclair Newark Paterson Trenton N.C.E. cationcertifi-N.C.E. Rutgers Architecture PUBLIC F.T. P.T. F.T. P.T. F.T. P.T. F.T. P.T. F.T. P.T. F.T. P.T. F.T. P.T. program P.T. F.T. P.T. ComputerBus.Biol. &Sci. Comm. & Data 30 199 113 1,084 437 3,869 13 Gan.Spec.Educ. Teaching Teaching Non Teach. 1,6641,066 1,328 280 1,683 526 877760 1,891 39 2,495 789 3,577 271 1,752 650 1,047 1,2221,375 712119 146 288 EngineeringFineEng. & Jour.App[. Arts 224 77 9 17 4 400 233 157 96 65 6947 2,732 1,049 833 1,174 695255 634 15 1 NursingOtherForeign Health Lang. Prof. & Lit. 87 202* 684 130 r 121 343* 200376511 743 Math.HomeLibrary Economics Sci. 142 25 12 494 11 119 32 30 2423 r 372127 396 71 PsychologyPhysicalPhilos. Sci. 195 38 19 98 449517 62 474332 11 SocialReligionBroad Sci. Gan. 239166 1,746 17 864 35 1,045 412 83 156 293 218236 281162 1,204 26 1,174 70 64 4,4682,223 7 1,229 913 2 *School NursingOtherTOTAL: 13,720 3,380 3,234 93 r 2,884 4,396 428 3,588 3,848 3,522 , 1,585 4,241 32 2,348 2,802 1,113 833 13,882 779 8,267 5 Appendix D ENROLLMENT BY Fairleigh Dickinson Monmouth FOUR YEAR 0 0 Georgian E : ".BloomfieldCaldwellDon Bosco Drew Felician INSTITUTIONS ".'4 t Assoc. Bacca. Court Assoc. PRIVATE Full FullPart Full Part FullPartFull PartFull PartFullPart Full PartFull Part Full Part Time TimeTimeTimeTimeTimeTimeTime TimeTimeTimeTimeTimeTimeTimeTimeTimeTimeTime Architecture Biol. Science 56 3 29 3 53 528 199 10 4 Bus. & Comm. 190 93 37 2 20 50 1,6433,523 366 57 Computer & Data Spec. Teaching 20 30 26 13 Gen. Teaching 71 171 726 417 118 120 84 34 Educ. Non Teaching Engineering 3 119 3761,050 19 10 Eng. & Jour. 47 78 13 104 26 53 1 348 222 50 16 Fine & Appl. Arts 55 7 17 81 55 16 4 Foreign Lang. & Lit. 26 1 55 4 20 116 33 33 4 Other Health Prof. 3 230 4 125 59 24 5 Nursing 16 63 4 64 194 63 1 3 128 Home Ec. Library Science Math. 18 26 2 45 4 18 204 151 24 3 *Philos. 8 2 155 11 16 13 10 Physical Sci. 10 12 13 10 1 170 300 7 Psychology 38 2 22 28 352 187 Religion 10 2 13 Soc. Science 76 215 27 140 33 174 2 765 380 60 4 Broad Gen. 29 336 262 13 750 39 6502,011 34 4 302 5 1,440 112 Other 147 TOTAL 190 1,009 419 587 397 155 11 1,152 43 316 177 6,1918,817 215 125 599 74 1,852 312 PROGRAM, INSTITUTION, AND LEVEL, 1968 c Monmouth o Rider cin ....6 0 St. Westminister N. E. u Seton Hall Shelton >'a St. Peter's Upsa la .r. Elizabeth Choir Bacca. Collegiate ,E Assoc. Bacca. in a. I Part Full Part Full PartFullPart PartFullPart Full FullPart Full Part Full Part Full PartFullFull Full TimeTimeTimeTimeTimeTimeTimeTimeTime TimeTimeTimeTimeTimeTimeTime TimeTimeTimeTimeTimeTime 46 76 1 269 1 112 16 94 26 125 68 3 205 17 28 632 986 143 75 771. 176 118 1,483 1,668 339 1,047 297 4 187 2 9 9 231 3 9 150 24 87 45 768 134 532 1,045 392 49 1,060 25 1 79 154 223 61 1 249 133 170 14 124 28 187 140 3 170 46 18 30 1 7 47 10 152 21 113 27 14 32 57 109 38 86 79 7 62 14 65 31 1 116 19 30 269 77 91 1 - . 39 241 54 71 6 61 24 52 45 109 19 18 3 9 1 12 5 5 2 1 57 9 17 8 313 21 130 38 53 14 48 22 103 27 77 40 48 131 17 148 23 36 72 1 158 40 11 1 5 172 67 47 20 1 123 2 605 251 271 46 307 41 629 312 1 786 91 39 .- 79 124 92 597 227 303 3 9 1,665 103 185 40 221 755 23 62 1 1,373 745 155 2,5742,1161,314 510 339 23 2,595 688 !86 67 3,267 148 1,648 3,377 391 4,3291,801 179 0 ENROLLMENT BY PROGRAM, INSTITUTION, AND LEVEL, 1968 Appendix D di FIRST YEARGRADUATE PUBLIC 6 0t.2 Jersey City Montclair N.C.E. Newark (.; Paterson Rutgers Trenton Biol.Architecture Science P.T. F.T. P.T. F.T. 1 P.T. F.T. P.T. F.T. P.T. F.T. 6i F.T. I P.T. 58 F.T. 116 P.T. 100 F.T. 2 P.T. 40 ComputerBus.Educ. & Comm. Spec. Science 152 13 202 60 160 23 552 4 508 153 99 507 9539 30 516 Educ. Gen.Non Teach. 559333 76 267 47 4 139151 15 3 708263 658 98 4218 185170 19 1 364172 I Eng.Engineering & Jour. 7 69 46 474 1 31 3770 3287 NursingArtForeign Lang. & Lit. Fine & Applied 93 102 43 2 56 633715 115 31 2 LibraryHomeOther HealthEconomics Science 76 1 26 9238 3 190 15 3 Phys.PhilosophyMath. Science 52 7176 105 70 102 81 1 4030 SocialReligionPsychology Science 14 5 7622 124 314 60 137 18 50 OtherTOTAL:Broad General 1,120 32 6 272 114 935 46 474 41 1,523 6 7 1,533 1,354 103 1,964 55 53 1,230 18 ENROLLMENT BY PROGRAM, INSTITUTION, AND LEVEL, 1968 Appendix D . a,cn ovi= . 4- o uu_,:, u 0oc 4-o6c .7 or, C ecin 4:V) In GRADUATEFIRST YEAR 0 2 -7.*ii 4.1 Eooc i 73), -= o ti:.0 u 0:.c u i_c_ '0 -o v) 4o Ti...... o> c v)} -;..0 uo 0c Architecture PRIVATE F.T. P.T. F.T. 6 P.T. F.T. P.T. F.T. P.T. F.T. 16 F.T. P.T. F.T. ii P.T. F.T. P.T. F.T. P.T. F.T. i P.T. Biol. Science 19 53 15 23 31 N Bus.Computer & Comm.Educ. Sci. Spec. 71 762 2 123 99 2112 153 63 Educ. Gun. 30 11 46 153 76 1 65 101 73 429910 EngineeringEduc. Non Teach. 3 9 118 58 21 3912 9416 14 87 35 346 ArtForeignEng. & Jour. Lang. & Lit. Fine & Applied 5 14 4826 38 82 HomeOtherNursing HealthEconomics Math.Library Science 6 33 1 17 29 7 28 30 107 PhiPsychologyPhys. losophy Science 3313 104120 2 23 6614 12 91 4 83 SocialReligion Science 4 8 14 78 36 3 109 9 80 95 29 223 33 276 38 TOTALOtherBroad General 7 8 200 1,351 16 320 36 3 466 10 80 95 3 287 330 2,097 102 812 38 ENROLLMENT BY PROGRAM, INSTITUTION, AND LEVEL, 1968 Appendix D PhD or SECOND YEAR GRADUATE Drew N.C.E. i4tid Princeton PrincetonTheol. Rutgers Seton Hall Stevens Inst. Architecture F.T. P.T. F.T. P.T. F.T. i F.T. 18 P.T. F.T. P.T. F.T. P.T. F.T. P.T. F.T. P.T. ComputerBus.Biol. &Science Comm. Sci. 2 47 177 62 2 18 141 Educ.Educ. Spec.Non Gen. Teach. 591113 333 5414 2110 ArtEng.Engineering & Jour. Fine & Applied 3 4 50 275 161 4735 6480 2 7753 38 248 OtherNursingForeign Health Lang. & Lit. 100 41 85 Math.LibraryHome Economics Science 53 48 4 4614 14 72 Phys.Philosophy Science 190 31 - 132 62 7 1 19 90 PsychologyReligion 6 77 18 9 37 1 41 21 OtherBroadSocial GeneralScience 3 1 200 24 124 44 156 41 7 65 0 TOTAL: 12 86 50 275 2 933 37 1 840 1,020 63 215 71 410 ENROLLMENT BY PROGRAM, INSTITUTION, and LEVEL Appendix D 1968 -1c a+ o 4.: a... c -4: 0 i.i 713 c Ta u in 13 FIRST PROFESSIONAL e m-c c _a-_ ... au 0a..... ca -6.i. 0 uZ0 CZ: 20 0 IZ 01 -- I°0c P--I P.T. u. --F.T.0 0 0 E cF.T. V ° Z e3 1.--c P.T. , .c 0 -2 .. v). 10 FT. . F.T. FT. , F.T. P.T. F.T. P.T. 1 F.T. -..., P.T. F.T. P.T. Dentistry y 1 207 181 388 LawMedicine 306 507 43 276 398 783306 441 Theology 103 18 222 35 1 368 2 728 21 Total 103 18 207 222 35 1 487 368 2 507 43 276 398 2205 462 Appendix E DISTRIBUTION OF 1968 HIGH SCHOOL GRADUATES BY TYPE OF POST-SECONDARY INSTITUTION ATTENDED ITEM NUMBER PERCENT 4 Year College or University 40,790 43.7 Two Year College 10,295 11.0 Other Type College 379 .4 Sub- Total Attending College (51,564) (55.1) Business or Secretarial School 2,807 3.0 Cosmetology or Barber School 871 .9 Art School 394' .4 Nursing School 1,442 1.5 Technical, Trade, or Vocational School 3,819 4:1 Other Post-Secondary School 496 .5 Sub-Total in Schools of Non.College Grade (9,829) (10.5) Secondary Schools 281 .3 Apprenticeship Programs 301 .3 On-the-job Training Programs 214' .2 Sub-Total in Non-School Training (515) (.6) TOTAL EDUCATION 62,089 66.5 SOURCE:Follow-Up of New Jersey High School Graduates Class of 1968, N. J. Dept. of Education, Division of Curriculum and Instruction. Appendix F 14,000 - 14,372 INTO1969 N.J.POST-SECONDARY HIGH SCHOOL GRADUATES EDUCATION BYGOING COUNTY 12,000 - 12,139 JNew1.1 New Jersey Jersey High High School School Graduates Graduates continuing education - 1969 10,000 - 10,804 Source: New Jersey - 1969 High School Graduates: Their Future Plans, Dept. of Labor and Industry, Division of Employment Security 8,000 - 8,414 8,281 8,675 6,476 6,897 6,181 6,000 - 5,145 5,433 5,926 6,062 4,000 - 4,030 3,823 3,620 4,615 3,978 3,962 X3,903 2,435 2,243 3,003 2,197 2,961 2,000 1,696 1,29 1,394 2,084 1,098 0 642 986 948 557 851 501 898 535 675 continuingPercent 59% 3> 75% o03 60% St a3 59% o 63% o 58% cA 68% mus 58% 52% c 59% c 65% a 62% o. 64% 0 73% O 63% 0n 66% uy,N 59% a 70% 0 60% 70% C 61% education ncii- ai=o toaO= ao.3n .<-oa0a a.aa--s3ocr a ONaFc2n aoxa.th oti.ax a X 3cO aa n0 3 a3a Xatit a Appendix G FULL-TIME AND PART-TIME ENROLLMENT BY LEVEL AND INSTITUTION1968 Undergraduate Graduate & Professional Total INSTITUTION Full-Time Part-Time Full-Time Part-Time Full-Time UNIVERSITIES AND PROFESSIONAL SCHOOLS Drew University 1,152 43 120 125 1,272 Fair leigh Dickinson University 6,141 8,994 292 2,247 6,433 Immaculate Conception Seminary* 220 0 - - 220 Newark College of Engineering 2,802 1,113 96 749 2,898 New Brunswick Theological Seminary - - 36 3 36 N, J. C. M. D. - - 495 0 495 Princeton Theological Seminary - - 485 98 485 Princeton University 3,267 0 1,399 0 4,666 Rutgers, The State University 13,882 8,267 2,701 3,027 16,583 St.Michael's Monastery - - 38 0 38 Seton Hall University 4,329 1,801 669 2,710 4,998 Stevens Institute of Technology 1,373 0 104 686 1,477 SUBTOTAL 32,946 20,218 6,435 7,645 39,381 *Immaculate Conception Seminary offers a six year program, the first two, corresponding to the junior and senior years ol college. FOUR-YEAR COLLEGES Alma White 190 0 - - 190 Bloomfield 1,009 419 - - 1,009 Caldwell 587 397 - - 587 Don Bosco 155 11 - - 155 Felecian 215 125 - - 215 Georgian Court 599 74 - - 599 Glassboro 3,720 3,380 - 1,120 3,720 Jersey City 3,234 2,884 32 788 3,266 Monmouth 4,447 1,000 16 320 4,463 Montclair 4,396 428 114 935 4,510 Newark 3,588 3,848 41 1,523 3,629 Northeastern Collegiate 186 67 - - 186 Paterson 3,522 1,585 7 1,533 3,529 Rider 3,525 2,039 19 607 3,544 College of St. Elizabeth 745 155 - - 745 St. Peter's 2,574 2,116 - - 2,574 Shelton 179 1 - - 179 Upsala 1,314 510 - - 1,314 339 23 - - 339 .Westminster SUBTOTAL 34,744 19,062 229 6,826 34,973 TWO-YEAR COLLEGES Alphonsus 66 64 - - 66 Assumption 49 18 - - 49 Atlantic 909 891 - - 909 Bergen 700 550 - - 700 Camden 1,379 735 - - 1,379 Centenery 676 0 - - 676 Cumberland 882 348 - - 882 Edward Williams 366 0 - - 366 Englewood Cliffs 81 186 - - 81 Essex 2,518 926 - - 2,518 Gloucester 434 200 - - 434 Luther 82 1 - - 82 Mercer 1,792 1,940 - - 1,792 Middlesex 1,818 2,332 - - 1,818 Morris 583 684 - - 583 Mt. Saint Mary 37 63 - - 37 Ocean 1,205 1,158 - - 1,205 Saint Joseph's 29 0 - - 29 Salesian 39 23 - - 39 Somerset 237 0 - - 237 Tombrock 230 59 - - 230 Union 930 804 - - 930 Villa Walsh 10 78 - - 10 15,052 11,060 - - 15,052 SUB TOTAL ...i ...... GRAND TOTAL 82,742 50,340 6,664 14,471 89,406 SOURCE: 1968 Undergraduate Enrollment Survey, Departmentof Higher Education and 1968 Higher Education General Information Survey forms. FULL-TIME UNDERGRADUATE ENROLLMENT BY INSTITUTION AND COUNTY Appendix H -o ;:o. - 0 eic62 colo -0 Euc ea . -a1= ac ox oin -0 .1o -o 1:I.oc i)uO -To 0xIR S Eo 7- " 04)c oviu 0E 1;Ein 0X 'E oc c.42 PROFESSIONALWIIVERSITIES AND SCHOOLS COUNTY: 0 OD ca= *i U o U a U E W 0 ii 0o X o s oc -0 4, t 0 a. "a iisr) in o (6) := n 3 ii Drew University 42 2,215 68 29 8 3917 13 30 4 628 47 15 3 392 11 21 5 3818 158 i29 8324 359 77 34 2 632 26 62 7031 24 9 363 69 22 2 NewarkFairleigh College Dickinson of Engineering 10 404 7 14 4 7 645 5 294 12 26 267 88 172 24 304 1 58 10 385 13 RutgersPrinceton University University 184 3 1,586 73 481 15 1,064 18 40 2 115 1 1,942 76 275 6 893 15 86 7 344 59 1,525 20 500 28 435 32 171 3 749 9 50 1 448 15 82 1,466 41 65 4 CamdenNew Brunswick (107) (18) (865) (1) (218)(183) (710)(235) (26) (5) (12)(64) (511) (2) (148) (89) (281) (45) (205) (4) (840) (310) (5) (219) (119) (1) (272) (32) (5) (250) (46) (628) (41) DouglassNewark (53) (6) (289)(421) (73) (2) (100) (7) (9) (36) (2) (1,186) (225) (37) (1) (474)013) (32) (8) (122) (12) (540)(140) (144) (37) (113)(101) (44) (6) (359)(109) (12) (155) (33) (26) (9) (311)(515) (21) (3) Seton Hall Rutgers University College 1 a SU(10) 21 (5) (12)45 2 15(1) 1,242 (18) 5 303(25) (1) 7 23(1) 343 (41) 144 (4) 192 (2) 31 (1) 522 (9) (1)3 78(9) 12(1) 527 (12) 10 Stevens Institute of Technology SUBTOTAL 261 7 j5,063 213 j 645 12 1,212 7 64 2 177 5 4,573 101 321 2 1,736 197 133 4 495 12 2,710 60 917 39 2,242 44 307 14 2,050 57 68 2 758 19 143 9 3,650 77 325 FULL-TIME UNDERGRADUATE ENROLLMENT BY INSTITUTION BY COUNTY (Continued) Appendix H co oA -o c O Zi c -o oc ii aX _c -ci u E xvi c COUNTY: :c't0 ca 0E'ec as-....iiiz ,,L) Eii L)X o°n 2-:: aoE Li' ,0x goc,0 x-o 2ola CZo XoI., : 5 13o xS ocE X O 0 0oc a 0oul in o0 v)toE1; in oin m co x OE FOURYEAR COLLEGES: 0 6 x i .1.. Alma White 3 1 1 4 2 2 41 1 62 22 CaldwellBloomfield 4 9087 51 27 2 1 388196 41 3038 4 14 6 3944 2414 3759 35 5196 2 15 8 1013 102 43 10 1 Don Bosco 125 I I I 29 13 17 111 1 9 GlassboroGeorgianFelician Court 234 16 264 40 215 9 707 14 63 2 243 3 114 24 595 5 3610 28 1 8718 245 54 205 71 109 12 101 97 8913 95 7323 20 148 29 42 9 MonmouthJersey City 62 1 30,_373 29 4 105 7 15 1 31 324267 29 2,192 101 19 2 58 3 366118 1,745 60 7523 203 8 9250 43 61 5 74 340109 37 1 Montclair 38 373 6211 5915 13 1 21 1,027 2511 290105 14 9 41 260 209148 246115 84 608110 15 3 87 41 6 286 6813 NortheasternNewark Collegiate 17 153 17 2 tI 21 1,078 34 4 6 81 448 7 4 10 34 2 18 72 9 2 1,237 7 1 9 1,281 l 16 6 2 5 336 6 81 10 8 78 57 265 19 1,211 20 54 33 21 CollegeRiderPaterson of St. Elizabeth 34 4 176 50 132 6 7913 15 2 39 2 101 97 33 2 4039 56 4 571 13 310 30 124 23 128 80 72 5 2545 12 3 152 22 20 3 149 63 45 6 SheltonSt. Peters 6 322 6 15 1 I 18 175 1,533 1 31 65 2 71 2 14 9 55 1 1 10 21 129 3 UpsalaTrenton 105 6 142334 260 12 233 28 30 3 80 430218 50 3 105 31 85 7 767 7 607 85 336 31 171 48 145 9 124 75 25 3 167 14 38 6 250110 88 6 Westminster Choir SUBTOTAL 528 1 4,644 6 1 770 2 1,296 3 167 431 2 4,906 7 I 747 1 4,653 249 2 1,630 21 2,824 17 3,079 8 1,4131 13 804 8 2,684 4 167 1 r 809 9 340 1 2,927 8 348 FULL-TIME UNDERGRADUATE ENROLLMENT BY INSTITUTION BY COUNTY (Continued) Appendix H u atae c o,. -5 oe x - :e 75. :.. x ..e = 45 c au E ..; x oc c COUNTY «A o In Elic 03 =c ., t.)-o oE 2 aa. u = W 42 o=u -o x..-; .- x-o x cEo 0:o 0. 0.4 o vi liE 0.4 = 0e' x AlphonsusTWO-YEAR COLLEGES 54 3 1 AtlanticAssumption 769 677 1 4 22 78 j 6 1 17 2 6 13 5 1 1 CamdenBergen 4 33 88 6 1,173 3 1 2 49 89 8 5 4 12 44 5 r 9 16 6 14 33 CumberlandCenteneryEdward Williams 15 2 3 10 17 482 1 27 1 1 41 1 EssexEnglewood Cliffs 47 1 Figures Included Under Fairleigh Dickinson 16 Data Not Available I 1 I LutherGloucester 7 19 1 1 4 377 3 2 2 . 8 6 3 1 MiddlesexMercer 3 53 183 13 .---. 24 5 10 7 35 1,372 1,566 51 1220 35 2 41 9039 1 107 9 51 Mt.Morris St. Mary 1 1 29 81 3 537 2 1 9 14 1 18 62 1 St.Ocean Joseph's 4 1 1 1 82 1 1 1,098 I 2 1 SalesianSomerset IData Not Available 3 i 1 1 1 229 Tombrock 15 l l 12 Data Not Available 2 1 35 4 l 16 1 22 16 1 728 2 VillaUnion Walsh 73 1 1 2 1 I 1 GRANDSUBTOTAL TOTAL 1,580 791 10,556 849 I 1,705 290 3,7501,242 V 328 97 1,102 494, 9,655 176 1,578 510 6,448 59 433 51 I 3,5051,380 7,2031,669 4,135 139 4,271 616 3,7272,007 4,820 86 282 47 1,973 406 510 27 7,456 879 716 43 li Source: 1968 Undergraduate Enrollment Survey, Dept. of Higher Education 1) APPENDIX I MINORITY GROUP ENROLLMENT BY INSTITUTION INSTITUTION Total No. of % of No. of Spanish % of Spanish Enrollment Black StudentsBlack StudentsSurnamed Stud.Surnamed Stud. Atlantic Comm. College 918 78 8.5 NA NA Bergen Comm. College 724 11 1.5 6 .8 Caldwell College for Women 587 10 1.7 NA NA Camden County College 1,328 193 4.5 31 2.3 Centenary College for Women 676 0 0 NA NA College of St. Elizabeth 740 21 2.8 NA NA Cumberland County College 601 49 8.0 7 1.2 Drew University 1,195 19 1.6 NA NA Essex County College 2,265 728 32.0 30 1.3 Georgian Court College 599 11 1.8 NA NA Glassboro State College 3,680 151 4.1 5 .1 Gloucester County College 380 70 18.0 6 1.6 Jersey City State College 3,234 250 7.7 50 1.5 Mercer County Comm. College 1,790 303 17.0 20 1.1 Middlesex County College 1,818 43 2.3 14 .8 Monmouth College 5,447 65 1.2 NA NA Montclair State College 4,452 140 3.1 150 3.4 Morris County College 592 15 2.5 10 1.7 Newark College of Eng'g. 2,798 54 1.9 54 1.8 Newark State College 3,588 150 4.2 12 .3 Ocean County College 1,205 21 1.7 8 .7 Paterson State College 3,522 75 2.1 5 .1 Princeton University 3,301 95 2.9 NA NA Rider College 3,540 37 1.0 NA NA Rutgers, The State University 13,729 380 2.8 133 1.0 New Brunswick (6,410) (96) (1.5) (35) (.5) Camden (1,151) (21) (1.8) (10) (.9) Douglass (2,806) (115) (4.1) (19) (.7) Newark (3,362) (148) (4.4) (69) (2.1) St. Peter's College 2,580 64 2.5 NA NA Seton Hall University 3,918 102 2.6 NA NA Somerset County College 247 32 13.0 NA NA Stevens Institute of Tech. 1,373 8 .6 NA NA Trenton State College 4,591 146 3.2 97 2.1 Union College 1,734 35 2.0 NA NA Upsala College 1,360 59 4.3 NA NA TOTAL: 78,692 3,415 4.34 -- -- Public 51,642 2,889 5.59 *648 *1.25 Private 27,050 526 1.94 NA NA *Figures do not include Atlantic and Somerset County Community Colleges NA - - Not Available SOURCES: Public Institutions: "Minority Group Students, Faculty, and Administrators of N.J. Public Institutions", Department of Higher Education Memorandum- April 23, 1969. Private Institutions: "Federal Survey of Negro Undergraduate Enrollment"; Chronicle of Higher Education, April 21, 1969. Appendix K DESCRIPTIONS OF COLLEGES SUMMARY Alphonsus College offers both an evening The followingbriefinstitutional and summer session. In the evening session descriptions are separated into groups courses for credit as well as non-credit lecture according to the level of degrees which they are courses are offered. The summer session is authorized to grant. Within each group the opened to students from other institutions. Both institutions are listed alphabetically. Each sessions are coeducational. descriptionattemptsto answerfivebasic questions. First, what type of institution is the ASSUMPTION COLLEGE FOR SISTERS college and what areitsmajor divisions? Second, where is it located? Third, what is the Assumption College is a two-year Catholic general history of the institution? Fourth, what college for women located in Mendham, New kind of programs are offered?Fifth,what Jersey, in Morris County. It is accredited by the special attributes or programs of the college Middle States Association. The earliest history makeitunique? Much informationabout of the college links it to what was originally programs and activities of each college has designated the Mallinckrodt Novitiate School in been omitted for the sake of brevity. Unless 1927. In 1952 Assumption Junior College was otherwise noted, data on enrollments has been added to the novitiate high school and eight taken from the 1969 Higher Education General yearslaterthe name was changedto Information Survey ( H EG IS). Assumption College. The College is conducted by the Sisters of Christian Charity for religious women of all congregations, but primarily for its own members. The College currently enrolls 52 students of which approximately 80 percent are full-time students. ATLANTIC COMMUNITY COLLEGE Atlantic Community College is a two-year Two-Year Colleges public college located in Mays Landing. The College openeditsdoorstostudentsin ALPHONSUS COLLEGE FOR WOMEN September, 1966 using facilities of Atlantic City High School and moved toitspermanent Alphonsus College for Women is a two- campus in Mays Landing in February, 1968. year Catholic College. Opened in 1961 in Glen Atlantic Community College is a recognized Cove, Long Island, the College is now located in candidate of the Middle States Association. The Woodcliff Lake, New Jersey, in the northern College currently enrolls 3,850 students, part of the state. It is a recognized candidate for approximately one-half of whom are full-time membership in the Middle States Association. students. The College conducts liberal arts and In 1969 the College enrolled 181 students career oriented programs leadingto the of which 92 were full-time.Programs are Associate in Arts and Associate in Science offered leading to degrees in the following: degrees. The College conducts a program of AssociateinArts, AssociateinScience, part-time courses including evening courses on Associate in Applied Science (Child Care), and both a degree and non-degree basis. In addition AssociateinApplied Science(Library to its full-time and part-time programs of study, Assistantship). The College is a Recognized the College sponsors community service Candidate of the Middle States Association. programs tailored to the particular needs of professional, industrial, commercial and special BURLINGTON COUNTY COLLEGE interest groups within Atlantic City. A day and Burlington County College is a two-year evening summer session is conducted, and the public community college locatedin College makesitsfacilitiesavailable for Pemberton. It is a correspondent of the Middle extension courses offered by other New Jersey States Association. The College was officially colleges. founded in July, 1966, with the appointment of the first Board of Trustees. The College opened itsdoors in September, 1969, in temporary BERGEN COMMUNITY COLLEGE facilities while a permanent campus is being constructed for occupancy in September, 1970. Bergen Community College is a two year The College will conduct college transfer and inParamus.Itis a public college located the two year career-oriented programs leading recognized candidate for the membership in the to the Associate in Arts, Associate in Science, Middle States Association. The College and Associate inApplied Science degrees. registered itsfirst class of day and evening Evening courses and non-credit adult education studentsinSeptember,1968,beginning courses will be offered by theCollege. The operations in temporary buildings on a portion College also expects to develop community of its permanent site. Construction of the new service programs to serve county citizens campus is scheduled to be completed in time through the utilization of college resources and Semester, 1971. The College for theFall facilities. enrolled 3,241 students in 1969 over one-half of whom were part-time students. The College conducts liberalarts and career-oriented CAMDEN COUNTY COLLEGE programs leading to the Associate in Arts and Camden County College is a two-year Associate in Applied Science degrees. Courses public community college located in Black- for matriculated and non-matriculated students wood. It is a correspondent of the Middle States community- as well as non-credit courses of a Association. The College was officially founded service nature are conducted in the Evening with the appointment of the Board of Trustees in Division and Summer Session. 1966 and the College admitted its first class in September, 1967. The College currently enrolls over 3,000 students of whom approximatelytwo- BROOKDALE COMMUNITY COLLEGE thirds are full-time. Programs are offered in Brookdale Community College, the county liberal arts and career-fields leading to the college of Monmouth, is a two-year public Associate in Arts, Associate in Science and college in Lincroft. It is a correspondent of the Associate in Applied Science degrees. The Middle States Association. The College enrolled Continuing Education Division provides courses the first class under its own auspicesduring the identical to the day offerings on a degree and Fall of 1969 after having provided education for non-degree basis. The summer program is county residents at Monmouth College during designed to meet the needs of students enrolled 1968-69. The College offers liberal arts and inthe College, students attending other career-oriented programs leading to the A.A., colleges, and new students. A.S., and A.A.S. degrees. The College also offers diplomas for the completion of certain CENTENARY COLLEGE FOR WOMEN one andtwo-yearprograms andoffers Certificates of Completion for shorter programs. Centenary College for Women is a two- In addition to the Lincroft campus, the College year independentinstitutionlocatedin operates the Technical Institute in Middletown Hackettstown in the northwest part of the state. Townshipwhichoffersone and two-year It is a member of the Middle States Association. technology programs. Facilities at Monmouth Chartered in 1867, it opened its doors in 1874 Medical Center house the Allied t-lealth Center offering college preparatory programs for men of the college. The College also utilizesfacilities and women and four-year college degree throughout Monmouth County as Community granting programs for women. The women's Learning Centers to house special programs college was continuedfor23years;the and courses. coeducational preparatory program was offered until 1910. From that time until 1929Centenary 386 full-time students and awards theAssociate was a preparatory school for girls. A two-year in Arts degree. program was introducedin1929 and the preparatory program came toan end in 1940. The College currently enrolls688 students. The Associate in Arts degree is grantedto students ENGLEWOOD CLIFFS COLLEGE who complete either a transfer program or one Englewood Cliffs College is a two-year of a number of occupational curricula non- that sectarian co-ed college located in Englewood includeradio-television, merchandising, Cliffs, New Jersey, in the northeasternpart of secretarial studies, a varietyof auxiliary the state. It is a correspondent of the Middle medical areas, and the training of teachers for States Association. The Collegewas founded in private nursery schools. In additionto a wide 1962 and for the first four years of its existence variety of courses in the liberal arts,there are operated as a Sister Formation College.The also offerings in fine arts, theater arts,music, first full-time students were enrolled in and home economics. In 1959 the 1967. College The College currently enrolls 248 students introduced a four-yearcourse for medical of which approximately 80 percentare full-time technologistsleadingto the Bachelor of students and awards the A.A. degree.Programs Science degree. The growth in populationin the include special courses in nursing andadult northeast part of the state is being reflectedin a education. A BusinessCurriculumwillbe constantly increasing enrollment ofcommuting offered beginning September, 1969. students. CUMBERLAND COUNTY COLLEGE ESSEX COUNTY COLLEGE Cumberland County College isa two-year public community college located inVineland. It Essex County College is a two-year public is a recognized candidate of theMiddle States community college with two locationsin Association. Ground was brokenfsir the five Newark. Itis a correspondent of the Middle existing buildings in December, 1965,and the States Association. The main campus is located following Fall classeswere held for the first at 31 Clinton Street in downtown Newark and time.The Collegecurrentlyenrolls1,228 the Allied Health Center is located at 375 Fuller students of whom approximately two-thirdsare Terrace adjacent to Beth Israel Hospitalon full-time. Cumberland County Collegeoffers Newark's south side. The Collegewas officially career-oriented and liberal artsprograms founded in 1966 with the appointment of the leading to the Associate in Arts andAssociate in Board of Trustees and admitted its first class in Science degrees and, in addition,certificate September,1968.In1969Essex County courses in occupational and technical sK,ilsare College enrolled 4,800 students of whichthree- offered in response to the particu;arneeds of fourths were full-time. The College offersliberal the community. The CoPege isin continuous arts and career-oriented programs leadingto operation from 8:00 a.m. to 10:00p.m. and the Associate in Arts, Associate in AppliedArts, does not distinguish between day andevening Associate in Science, and Associate in Applied sessions. Science degrees. Diplomaprograms of one semester, designed for skill training and direct EDWARD WILLIAMS COLLEGE occupational entry, and certificateprograms, which require a year of college trainingfor Edward Williams College isa two-year direct occupational entry,are also offered. coeducational college affiliated with Fairleigh Courses are offeredinthe evening as an Dickinson University. Itis a member of the extens!on of the regular dayprogram and also Middle States Association. The College,located through special programs requested bythe in Hackensack in the northern part ofthe state, community. The College alsoprovides the was founded in 1964. Programs are offered in opportunitytoobtaincollegecreditsand the liberal arts to prepare students to transferto degrees through attendance on weekends. Year- anyofthe three campusesofFairleigh round operation is provided throughtwo 16- Dickinson University and to similarprograms at week semesters, fall and winter, andtwo eight- other institutions. The College currentlyenrolls week terms, spring and summer. Via too GLOUCESTER COUNTY COLLEGE secretaries, real estate salesmen, real estate brokers, and experienced business men. Gloucester County College is a two-year Special non-degree certificate programs are public community college located in Sewell. It is also offered in the Extension Division in such a correspondentoftheMiddle States areas as apprentice training, clerical skills, and Association. After three years of planning, the machine shop technology. College opened its doors in September, 1968. The College currently enrolls 1,149 students approximately two-thirds of whom are full-time and offersliberalarts and career-oriented programs leading to the A.A., A.S., and A.A.S. MIDDLESEX COUNTY COLLEGE degrees. The Collegealsooffersevening Middlesex County College is a two-year courses and a summer session. As part of a public community college located in Edison. It communityrelationsprogram,theCollege is a recognized candidate for membership in the works withlocalbusiness and industry to Middle States Association. The College opened develop special credit and non-credit courses itsdoors to studentsfor thefirst time in for their personnel. September, 1966, and currently enrolls 5,202 students. The College offers liberal arts and career-oriented programs leading to the A.A. and A.A.S.degrees.Evening courses are LUTHER COLLEGE offered on both a credit and non-credit basis. The summer session is organized primarily to Luther Collegeis a Lutheran two-year meet the needs of college students and other coeducational college located in Teaneck, New high school graduates who require additional Jersey, in the northeastern part of the state. The course work before returning to or entering College traces its history to 1919 although it college, although some non-credit offerings are was not until 1951 that the College occupied its also given. Special programs offered by the present campusinTeaneck. The College College include a pre-technical preparatory currently enrolls 90 students almost all of whom program, a job horizon program for women, and are full-time students and awards the Associate a teacher aide program. in Arts in Religion degree. COUNTY COLLEGE OF MORRIS MERCER COUNTY COMMUNITY COLLEGE County College of Morris is a two-year Mercer County Community College is a two- public community college located in Randolph yearpublic community collegelocatedin Township. It is a correspondent of the Middle Trenton.Itisa recognized candidate for States Association. The College opened its membership in the Middle States Association. facilities on its permanent campus in the Fall of Mercer County Community Collegebegan 1968.Itnow has an enrollment of 3,185 operation with the Summer Session of 1967 and students of whom just under one-half were full- is presently located in downtown Trenton. The time. The College conductsliberalarts, College plans to move to its new campus in business and career programs leading to the West Windsor Township in the Fall of 1971. The Associate in Applied Science degrees. College currently enrolls 4,337 students just under one-half of whom are full-time students andoffersliberalarts and career-oriented programs leading to the A.A., A.S.., and A.A.S. degrees.Evening courses and a summer sessionareofferedbytheCollege. The Community and Extension Divisionoffers courses on and off campus for the non- matriculating,non-degree student. These include courses for housewives, experienced MOUNT SAINT MARY COLLEGE public two-year community college in Passaic Mount Saint Mary College is a two-year County. The study group is expected to present Catholic college for women located in North its findings in late 1969. Plainfield. The college was founded in 1905 by the Sisters of Mercy of the Trenton Diocese and preparesstudentsforboththeciviland ecclesiastical community. The College currently SAINT JOSEPH'S COLLEGE enrolls 63 students of which approximately two- Saint Joseph'sCollegeisa two-year thirdsarefull-timestudents.The College Catholic college for men located in Princeton in awards the Associate in Arts degree. A summer central New Jersey. The purpose of the College session of five weeks is open to other students is to prepare young men for the priesthood in as well as those registered for the academic the congregation of the Mission of St. Vincent year. de Paul. The College traces its history back to 1818 with the founding of St. Mary's Seminary at Perryville, Missouri. It was not until 1914 that OCEAN COUNTY COLLEGE the College moved to Princeton and became known as Saint Joseph's College. In 1969 the Ocean County College was the state's first College enrolled 28 full-time students. It awards two-yearpublic communitycollegetobe the AssociateinArts degree. After the established under the New' Jersey County academic year 1969-1970 the College College Law of 1962. Located four miles north Department of the Seminary will be transferred of Toms River, it is in the geographical center of to a university campus. the county. Ocean County Collegeisa recognized candidate for membership in the Middle States Association. The College offers four collegiate transfer SALESIAN COLLEGE programs leading to the Associate inArts degree, nine collegiate technology programs Salesian College is a two-year Catholic leading to an Associate in Applied Science college for women situated in North Haledon, degree, and pre-technical and general ten miles northwest of New York City. The education courses. The Department of College was establishedin1948forthe Continuing Education administers Evening education of the members of the Salesian Division and Summer Session classes and congregationinorder to prepare them for extensioncoursesatLakehurstNavalAir teaching and administrative positions in the field Station and at McGuire Air Force Base. A of Catholic education. The College enrolls 61 Weekend College with Saturday classes started students of which approximately two-thirds are in September, 1969. full-time students and awards an Associate in The College openeditsdoorsin Arts degree in liberal arts and education. September, 1966. By fall semester 1969 the enrollment count was 2,516, with 1,338 full-time and 1,178 part-time students. Ocean County College is equipped with six typewriter terminals SOMERSET COUNTY COLLEGE which connect by telephone wire to a computer Somerset County College is a two-year centerinPrinceton, and beginningin public community college located in Green September of 1969, instruction in computer Brook.Itis a correspondent of the Middle science courses will use these facilities. States Association. The College opened in the Fall of 1968 in temporary headquarters and will move toitsnew campusinBranchburg PASSAIC COUNTY COLLEGE Township in the Fallof 1970. The College currently enrolls 509 full-time students and A study group appointed by the Passaic offers liberal arts and career-oriented programs County BoardofFreeholdersiscurrently leading to associate degrees. Evening courses investigating the possibility of establishinga include credit courses identical to those taught in the daytime and some non-credit courses.A business administration and lawenforcement. for first- summer sessionisofferedprimarilyfor The College also conducts a program Somerset County College students,although year nursing students inaffiliation with Elizabeth students from other colleges are permittedto GeneralHospital and Perth Amboy General offered enroll on a space availability basis. Hospital. Day and Evening Sessions are and evening students may attend asdegree or non-degree candidates. TOMBROCK COLLEGE Under contract with the Union County Coordinating Agency forHigher Education, Tombrock College is a private two-year Union College will provide for UnionCounty service. college which emphasizes community university-parallel programs in lieu of a County WestPatersoninthe Itislocatedin College. The contract provides forchanneling northeastern part of the state. Although men are state and county funds to UnionCollege through admitted to evening courses, only women may matriculate at presentinfull-time day the Coordinating Agency. Union programs. Tombrock College wasfounded in As part of the arrangement with the County Coordinating Agency forHigher 1956bya Roman CatholicFranciscan congregation, the Missionary Sisters of the Education, Union College will confer Associate of Immaculate Conception.Itsfacultyand in Applied Science degrees upon graduates students include persons of all religious beliefs, the Union County Technical Institute inScotch however. The College currentlyenrolls 427 Plains who successfully complete college-level programs. About 204 full-timeand 25 full-time studentsof whom approximately two-thirds equivalent students were enrolledin these are full-time students.The College awards the programs in the 1969-70 academic year. Associate in Arts degrees withspecializations in liberalarts and elementary education,and The Dental Hygiene Program isa AssociateinApplied Science degreesfor cooperative arrangement between theUnion secretarial studies. The College sponsorsboth County Technical Institute, Union College,and part-time day and part-time evening programs. the New Jersey College ofMedicine and Evening students may enrollina degree Dentistry. program, or as specialstudents on a non- Inthe 1968-69 academic year, Union matriculated basis. The College alsooffers a College enrolled about 1,000 full-timeand 700 summer session and avariety of special training part-time students.Inaddition,about 900 programs such as a NewCareers curriculum for students were enrolled in the SummerSession teacher aides. and Intersession and100ina College Readiness Program. All programs are designed so that graduates cantransfer to four-year UNION COLLEGE collegesanduniversitieswithadvanced Union College is an independent, non- standing, and all programs lead to Associatein denominational, co-educational, two year Arts degrees. Approximately85% of the students transfer to four year baccalaureate community college.Itisa member of the Middle States Association. programs. Union College was founded in 1933 with Emergency Relief Funds. Two years later when federalfundsranoutUnion College was organized as an independent institution. The Collegeoperated as anevening institution from 1933 to 1941 at Abraham Clark High School, Roselle. A Day Session was added in 1941 and the College moved to a school building in Cranford in 1942. Grant School was the College's home until moving to a30-acre campus and developing a modernplant in 1959. Union College offers programs in liberal arts, engineering, physical and lifesciences, tdb VILLA WALSH COLLEGE Four-Year Colleges Villa Walsh College is a two-year Catholic college for women located in Morristown in ALMA WHITE COLLEGE MorrisCounty. The College was originally Alma White Collegeisaprivate, established in 1928 with non.;a1 school status coeducational college, Christian in emphasis, and became a two-year institution of higher offering programs on the undergraduate level. learningin1948. The Collegeprovides The College is located in Zarephath, a small educationfor the Postulants, Novices, and town, three miles southwest of Bound Brook in Sisters of the Institute of the Religious Teachers central New Jersey. The College began offering Fillipini.In1969 the College enrolled90 coursesofinstructionin1917 and was students of which 25 were full-time. Villa Walsh accredited four yearslater. The College College awards the A.A. degree in a general currently enrolls 159 students of which 124 are liberal arts program or with specialization in full-time students and offers programs in the music. liberal arts and teacher education leading to the B.A. and B.S. degrees. The College calendar includes a summer term. Zarephath Bible Seminary is also located on the campus and is dedicated to the preparation of students for the ministry. BLOOMFIELD COLLEGE Bloomfield Collegeisaprivate coeducationalcollege,associatedwiththe United Presbyterian Church, which offers coursesontheundergraduatelevel.The College is located in Bloomfield, a suburban community fifteen miles from New York City. The College grew out of the establishment in 1868 of the Theological School, a special school fortraining German speakingministers. Bloomfield College was established in 1926 as an independent institution offering a liberal arts program. It is a member of the Middle States Association. The Collegecurrentlyenrolls1,557 students of which approximately 1,100 are full- time students. Programs in the liberal arts, secondary education and nursing leading to the B.A. degree are offered. The College also conducts a limited evening session for degree students. Summer sessions, both day and evening, are offered for students who are in good academic standing at other institutions. Programs designed to help the high school student, the high school graduate, and the student failing in college are also offered as part of the summer schedule. lOy CALDWELL COLLEGE FOR WOMEN DON BOSCO COLLEGE Caldwell College for Women is a Catholic Don Bosco College is a Catholic men's liberal arts college located in Caldwell about college offering courses on the undergraduate twenty miles from New York City. The College level. The College islocated in Newton in was founded in 1939 by the Sisters of Saint Sussex County and traces its origins to 1928. Dominic and currently enrolls 727 students of Don Bosco College is a member of the Middle which 572 are full-time. Caldwell College is a States Association. At present the College limits member of the Middle States Association. its admission to candidates for the priesthood Programs leading to the B.A. and B.S. degrees and to members of a religious society and its are offeredintwelve areas of liberalarts candidates.Inadditionto Salesians, disciplines, business, medical technology and Benedictine students and diocesan students of elementary education. Pre-professional the Byzantine Rite attend. The College currently programs are offered in medicine, law and enrolls 126 students, almost all of whom are full- nursing. Opportunity is also available for foreign time, and offers programs leading to the B.A. study, honors program, and inter-institutional degree. programs with Drew University and Seton Hall University. Caldwell College is affiliated with the FELICIAN COLLEGE I nstitutum Divi Thoma6 Research Foundation, Cincinnati, Ohio. Felician College is a Catholic college for women offering courses on the undergraduate level.Felician College is located in Lodi in COLLEGE OF SAINT ELIZABETH northeastern New Jersey. The College was The College of Saint Elizabeth is a Catholic founded by the Felician Sisters as a normal liberal arts college for women offeringcourses school in 1923 confining itself to the training of on the undergraduate level. The College is in-serviceteachers.Theinstitutionwas locatedinConventStationnotfarfrom reorganized in 1941 as a junior college and Morristown in northern New Jersey. The College became a four-year college in 1967. The first was founded in 1899 in response to the need for four-year class graduated in1969. Felician the higher education of women and was the first College is accredited by the Middle States permanent four-year college for women to be Association. Felician College currently enrolls founded in New Jersey. The College of Saint 406 students, more than two-thirds of whom are Elizabeth is a member of the Middle States full-time students. Felician College offers Association. The College enrollment for 1969- programsinliberalarts and elementary 70 was 816 students, of which 699 were full- education leading to the B.A. degree. A two- time. The College provides programs leading to year nursing program leading to the A.A. degree the Bachelor of Arts and Bachelor of Science is also offered. degrees with offeringsin seventeen major fields.Itoffers approved secondary and GEORGIAN COURT COLLEGE elementary teacher preparation programs, Georgian Court College is a Catholic liberal including an urban teacher education arts college for women offering courses on the curriculum. The College has honors and undergraduate level. The College is located in independent study programs. Students may Lakewood incentral New Jersey and was study abroad during the junior year. Courses on founded in 1908. Georgian Court College is a Saturday mornings and some evenings are open member of the Middle States Association. The to men and women although men are admitted College currently enrolls 704 students, 645 of only on a non-matriculated basis. A summer whom are full-time, and olrers programs in session available to both men and women is liberal arts and education leading to the B.A. also offered. and B.S. degrees. Students may select major subjectsfrorhfourteenfields.A summer session is offered which is designed primarily for the younger members of the congregation of the Sisters of Mercy although enrollment is also open to Georgian Court students, students from other colleges, and in-service teachers. GLASSBORO STATE COLLEGE Summer Session is offered by the Seminary for Glassboro State Collegeislocatedin its own students, either at the Seminaryor in Glassboro, New Jersey, twenty miles southeast supervised field training. The Seminarywas of Philadelphia.Itis a state supported, non- founded in 1860 and was located on the campus sectarian, co-educational college founded in of Seton Hall University ?n South Orange, New 1923 as a two year normal school.Itis Jersey until 1926 when it moved to its present accredited by Middle States Association. By location at Darlington. 1952 the college offered both bacculaureate and masters programs in several professional fields. In 1966 the College was authorizedto offer liberal arts majors in addition to the majors JERSEY CITY STATE COLLEGE in areas of professional education preparation. The College offers programs leading to the Jersey City State College was founded in 1927 as New Jersey State Normal School. The Bachelor ofArts degreein17 areasof professional preparation, including teacher College is accredited by the Middle States librarians, and six areas of liberal arts, and Association. It is the only state college located programs leading to the Master of Arts degree in the heart of an older urban area. Because of in24 areas.Most ofthe graduate work its location, the college draws many faculty from New York City. In addition to its regular presently offeredisrelated to the fieldof education. The College operates the Bozoth departments Jersey City State has established Campus School to provide observation and the A. Harry Moore School and the Center for Occupational Studies. teaching facilitiesfor students majoringin education curricula. Jersey City State College offers programs leading to the Bachelor of Arts degree in 23 GlassboroCollegeenrollsover3,900 fields including five of professional qualification undergraduates and 35 graduate studentson a full-time basis. In addition the college provides in education. In addition, students takingany of instruction for approximately 5,000 students 15 liberal arts majors may prepare forcareers attending on a part-time basis during evenings inteaching byelectinga supplemental and summers. One-half of the part-time sequence of professional education courses. students are enrolled in graduatecourses. The Graduate Division of the college offers programs leading to the Master of Arts degree in three liberalarts fields,in13 areas of professionaleducation, and aProfessional Diploma for a sixth year of study in the field of IMMACULATE CONCEPTION SEMINARY school psychcfogy. The college established its Immaculate Conception Seminary, located masters programs in 1960 and was authorized in the Darlington section of the Townshipof to offer its first liberal arts programs in 1966. All Mahwah in Bergen County, isan institution graduate work is supervised by the Graduate which prepares men for the Roman Catholic Division. Preisthood. Itis operated and staffed by the JerseyCityStateenrollsover3,300 Archdiocese of Newark. The current enrollment undergraduate and 32 graduate studentson a is 142 full-time students. Thecourse of studies full-time basis. In addition over 3,600 students covers six years, i.e., the Junior and Senior attend on a part-time basis. One-fifth of the part- years of College and four years of Theological time students attend graduatecourses. About study after graduation from college. The Liberal one-third of the undergraduateprograms are in Arts curriculum of the Seminary isan integral the fields of art and the humanities. The Evening part of the College of Arts and Sciences of Division of the College offersprograms in areas Seton Hall University which confers the B.A. of professional education and school nursing degree onqualifiedseminariansatthe preparationforundergraduates;ingeneral conclusion of their senior year. The Theology elementary education fields for graduates of department of the Seminary is affiliated with the normal schools; and non-degreeprograms. Catholic University of America which confers Credits may be tranferred from one division to the S.T.B. degree on qualified students at the another. The College alsoofferspart-time conclusion oftheir Theology curriculum. A courses during a summer session. MONMOUTH COLLEGE graduate schools(Arts and Sciences, Monmouth College, an independent,non- Education, Management Theory and Practice). denominational, coeducational institution,was The College was founded in1908 as a founded in 1933 and is located inWest Long Normal School.It became a state teachers Branch, New Jersey. The College isa member collegein1927 empowered togrant the of the Middle States Association. Bachelor of Arts degree and firstoffered It began as Monmouth Junior Collegeand graduate work leading to the Masterof Arts has awarded 3,703 associate degrees.In 1956 degree in 1932. As of July 1, 1958,the official itbecame a four-year college andwas name of the College became Montclair State authorized to confer Bachelor of Artsand College. Montclair admitted the firstgroup of Bachelor of Science degrees. students into its arts and sciencesprograms in the fall of 1966. By the Higher Education Enrollment in September, 1969,was 5,286 Act of undergraduate and 527 graduate students. 1966,thegovernanceofMontclairState Approximately two-thirds of the total enrollment College was transferred to the newlycreated State Board of Higher Education and isfull-time. There are accommodationsfor to the Montclair State College Board o Trustees 1,000 resident students oncampus; another on July 1, 1967. 1,000-1,500 live in off-campus housing; therest commute. The Collegecurrentlyofferseighteen Besides associate and baccalaureate undergraduate arts and sciencesprograms in addition to its teacher preparation degree programs in liberal arts and sciences, courses of Monmouth College offers degrees in Business study. Graduate programsare offered in 23 fields. Administration,ElectronicEngineering, and Teacher Education. Since 1956 it hasawarded Included within the Division of Instruction, the 4,069 baccalaureate degrees. Masters'degrees EveningDivisionofferspart time are offered in Electronic Engineering, English, undergraduate and graduateprograms during Mathematics, Physics, and Teacher Education. the academic year as wellas a full time summer Fifteen masters' degrees have beenconferred session. Centers and projects of theCollege as of June, 1969. administered throughtheEveningDivision include the Adult Education Administratively the college is divided into Resource and Service Center, the Bureau of Field Studies, three divisions: Junior College, Senior College, the and Graduate.All Educational Foundation for Human Sexuality divisionsoffer summer and the New Jersey Center for programs. There is also an Evening Division Economic Education. with the same standards as apply to other college programs. Montclair State College enrolled 5,478 undergraduate students and 3,549 graduate students for the 1969 fall semester. Ofthose undergraduales, 4,584 were full-time students and 904 were part-time students. MONTCLAIR STATE COLLEGE Montclair State College, Upper Montclair, New Jersey, is a co-educational,state college NEWARK STATE COLLEGE which offers undergraduate andgraduate Newark State College located in Union, programs in the arts and sciences and in the New Jersey was founded in 1855as Newark professional preparation of school personnel. Normal School. Newark State is accreditedby Montclair is accredited by the Middle States the Middle States Association. By 1950Newark Association. The College is composed ofthree State College offered baccalaureateand divisions:Administration, Business and masters programs in fields of education. Since Financial Services, and Instruction. Beginning 1966 the college has functionedas a publicly in September, 1970, the Division ofInstruction financed co-educational college ofliberal arts will be organizedintofiveundergraduate and professional studies. The collegeserves schools (Applied Arts and Sciences, Creative undergraduate and graduate students in both Arts, Humanities, Science and Mathematics, the Resident College and the FieldServices Social and Behavioral Sciences) andthree Division. Newark State offers programs leading to college became a multi-purpose liberalarts the Bachelor of Arts degree in 16areas of college with the addition of a baccalaureate professional preparation in education including program in nursing and a variety of major and teacher-librarian and in seven areas of liberal minor programs in liberal arts in 1966. arts. The Campus School is organized as an At Paterson State programsare offered education resource research center with an leading to the baccalaureate degree in 20areas emphasis on special education. At least two including 13 of professionalpreparationin semesters of resident work must be completed education and one for teacher librarians. In at the college in order to qualify fora degree. addition programs in music and nursing lead to The Master of Arts degree is offered in nine the Bachelor of Science degree. fields of education and two of liberal arts. The The Evening Division of Paterson State evening division offers courses evening during offers Bachelor of Arts degree the regular academic year and both day and programs in evening during the summer. elementary education and in the liberal art fields of English and History. Studentsmay transfer Newark State enrolls 3,961full-time credit from the evening to the day division. The students, as well as 3,500 students on a part- evening division operates the six-weeksummer time tnis. Approximately 3,200 studentsare session, both day and evening, which includes enrolled in graduate programs. undergraduate and graduate coursesas well as NORTHEASTERN COLLEGIATE special seminars, workshops, and non-credit BIBLE INSTITUTE courses. The Graduate Division of Paterson State Northeastern Collegiate Bible Institute isa offers programs leading to the M.A., M.Ed., private co-educationalcollege,Christianin M.S. and M.A.T. degrees. Theseprograms are emphasis,locatedinEssex Fellsin offered in the day and evening division and Northeastern New Jersey. The Institute began during the summer session.Mostofthe in 1950 holding classes in a local church and graduate programs are related to education. moved to its present campus in 1952. The chief Paterson Stateenrollsover 4,200 emphasis of the schoolis acquainting the undergraduate and 50 graduate students studentwiththecontents, meaning, on a full-time basis as well as 3,300 studentson a interpretation, and theology of the English Bible. part-time basis. About one-half of the part-time Northeastern Collegiate BibleInstituteis a students are enrolled in graduateprograms. recognized candidate for membership in the Middle States Association. The College RI DER COLLEGE currently enrolls 297 students of which 226are full-time students. The institute hasprograms Rider College is a co-educational, private, leading to the Bachelor of Religious Education non-sectariancollegelocatedona new degree, the Bachelor of Sacred Music degree, suburban campus between Trentonand and the five-year Bachelor of Theology degree. Princeton. The College was founded in 1865as These programs prepare graduates for church- Trenton Business College and developed in that related vocations: the ministry, mission field, city until it moved to its present site in 1964. sacred music, and parochialeducation. A Rider college is a member of the Middle States summer session is also offered. Association. Until 1957 Rider was essentiallya college of business administration and teacher education. Since then an extensive liberal arts PATERSON STATE COLLEGE program hors been introduced and over one- Paterson State College is a state supported third of the student body is now enrolled in the non-sectarianinstitution founded as a city various major curricula of the School of Liberal normal school In 1855. The college becamea Arts and Science. Two-thirds of the facultyare state normal schoolin1923 and a state under the jurisdiction of the Dean of the School teachers college In 1937. In 1951 the college of Liberal Arts and Science. moved to its present campus in Wayne, New Alder is organized into four schools: the Jersey. Paterson State is accredited by the School of Liberal Arts and Science, the School Middle States Association. In 1955 masters ofEducation,theSchoolofBusiness programs were begun in education fields. The Administration and the Evening School. The 1 ROla School of Business Administration and the the natural, social and behavioral sciences School of Education each have a division of leading to the B.A. and B.S. degrees. The graduate studies. The college offers programs School of Business Administration in day and leading to the A.B. and B.S. in Commerce evening session sponsors three programs in degrees in 27 fields; programs leading to the accountancy, business and economics leading M.A. and M.B.A. degrees in three fields; and to the B.S. degree. Saint Peter's also offers pre- one program leading to the A.A. degree in a law, pre-dental, pre-medical, and elementary business field. and secondary education programs. Two The evening school offers a limited number summer sessions each of five weeks in of four-year programs leading to the B.S. in length are available for students of Saint Commerce and the Bachelor of Arts degrees; Peter's and other undergraduate institutions. A six two-year degree programs leading to the reading center offers non-credit courses for A.A. degree in business fields, and a variety of adults and for elementary, high school and non-degree adult education courses. college studentsinreading, speech, A summer session offered by the college mathamatics, English as a second language, enables qualified students to complete the typewriting and Spanish conversation. A requirements for a baccalaureate degree in computer center provides a special series of three years. day and evening courses in a non-degree program in the field of data processing. Saint Students enrolledin teacher education Peter's College has 4,716 students: 50% of participateinprofessionallaboratory them are enrolled full-time. The Collegeis experiences in the Freehold Township School accredited by the Middle States Association. District, the Princeton Regional School District, and the Willingboro SchoolDistrict. These specialprojectsprovidethe prospective teachers with opportunities to observe and become involved in various aspects of the SHELTON COLLEGE operation of the public school today. Shelton College is a four-year Christian The Rider College Library is the official liberal arts college offering courses on the depository of the records of the New Jersey undergraduate level. It is located in Cape May, Business Teachers Association and the Eastern New Jersey and has been in the state since Business Teachers Association. The library also 1954 when it moved from New York City to contains a number of special source holdings Ringwood Borough. The move to Cape May was including a microfilm collection of Civil War Era diplomatic correspondence between the United made in1964. The College enrolls approximately160students and offers States,France and GreatBritain, and an programs leading tothe Bachelor ofArts extensivecollectionofDelaware Valley degree. The College is associated with the newspapers dating from colonial times. Twentieth Century Reformation Movement. Rider College enrolls over 3,500 full-time undergraduates, and19full-timegraduate students, as well as 2,400 part-time students, of whom approximately 300 attend graduate level courses. TRENTON STATE COLLEGE Trenton State College is located on a 210 acre campus in Ewing Township four miles SAINT PETER'S COLLEGE north of Trenton, New Jersey. The college was Saint Peter's College in Jersey City is a founded in 1855 as the New Jersey State private, coeducational liberal arts college and Normal and Model School of Trenton. The school of business administration founded in school granted its first B.S. degree in 1926 and 1872 by the Jesuit order. In 1936 the College moved to the present Hillwood Lakes campus in moved toitspresent campus on Kennedy Ewing Township between 1930 and 1937. (Hudson) Boulevard. Day and evening sessiwis Trenton State is a member of the Middle States of the College of Arts and Sciences offer 18 Association. The firstmasters degree was distinctive programs in the humanities and in offeredin1951 andin1966liberalarts bc\ programs were begun at the baccalaureate and WESTMINSTER CHOIR COLLEGE masters level. Westminster Choir College is a private TrentonStateoffersa liberalarts coeducational college locatedinPrinceton, curriculum leading to the Bachelor of Arts New Jersey. The College is interdenominational degreein 15 areas.Professional programs and is designed to prepare young men and leading to the B.A. and B.S. degrees are women for the ministry of music in churches available in nursing, business administration, and schools. The College traces its origin to the and 20 areas of teacher education. Programs Dayton Westminster Choir School which held its leading to the Master of Arts degree are offered first session in Dayton, Ohio in 1926. In 1929 in 11 fields of education and two fields of liberal the institution moved toIthaca, New York arts. The GraduateDivisionsupervisesall where it was affiliated with Ithaca College until graduate study. 1932 when it came to its present location in TheDivisionofFieldServicesoffers Princeton.Westminster Choir Collegeis courses in evening and summer programs to full accredited by the Middle States Association. and part-time students. Students may seek The College currentlyenrolls 419 students transfer fr,orn the Field Services Division to the almost all of which are full-time and offers full-time day programs, usually without loss of programs leading to the Bachelor of Music and credit. Bachelor of Music Education degrees. Trenton State enrolls over 4,300 undergraduate students full-time as well as 5,200 students part-time including NEW STATE COLLEGE NORTH AND SOUTH approximately 2,000 graduate students. Two new state colleges are currently in the planning stages. Boards of Trustees for both institutions have been meeting regularly and UPSALA COLLEGE presidents have been selected. Upsala Collegeisa coeducational The new state college northern New Lutheran affiliated college offering courses on Jersey (to be located in Bergen County) plans the undergraduate level. The College is located to open with an enrollment of 400-800 in in East Orange less than fifteen miles from New September of 1971 and to expand through 1980 York City.It was founded by Lutherans of to afull-timeundergraduate enrollment of Swedish descent living in the eastern United 5,800. The president and key planning staff States and moved to its present location in assumed their duties in September, 1969. While 1924. Upsala College is a member of the Middle specific programs have not been determined as States Association. The College currently yet, heavy emphasis will be placed on programs enrolls 1,843 students of which 1,381 are full- in the liberal arts and sciences. time andoffersprogramsinliberalarts, The new state college southern New business administration, education, and Jersey which will be named Richard Stockton engineeringleadingtotheB.A. andB.S. State Collegewillbe locatedinGalloway degrees. The College also offers an A.B.-M.B.A. Township near Atlantic City. The College plans program in affiliation with Rutgers University to open in September, 1971 with aninitial and participates with the New York University enrollment of 400-800 students, and will expand School of Science and Engineering in a 3-2 through 1980 to afull-timeundergraduate engineering program. Nurses in training at the enrollment of 5,000. The president and key Schools of Nursing of Clara Maass Memorial planning staff assumed their responsibilities in Hospital (Lutheran Memorial), Belleville, East September, 1969. While specific programs have Orange General Hospital, and Orange Memorial not been determined as yet, emphasis will be Hospital, pursue academic studies at Upsala. placid on programs in the liberal arts and These courses may be counted toward degrees. scic aces and in professional programs based A summer session is offered by the college. on regional needs. 1(0 Universities and Professional Schoos junior year in a foreign university under any of several programs. The University maintains a conference center at Little Brook Farm near Bernardsville, DREW UNIVERSITY New Jersey, in addition to the main campus Drew University located in Madison, New facilities. Jersey, was founded in 1866 as the Drew Drew Universityenrolls about 1,260 Theological Seminary. The College of Liberal undergraduates and 217 professional and Arts was begun in 1928. In 1943 that college graduate students. Part-time enrollment, first admitted women students, joining the other includedinthe foregoing figures,is unitsin coeducation. In 1955 the Graduate approximately 187 students in all schools. School operated as a separate school for the first time following many years of development since the establishment of the first graduate FAIRLEIGH DICKINSON UNIVERSITY study program in1912. Drew Universityis accredited by the Middle States Association. FairleighDickinsonUniversityisan The College of Liberal Arts offers programs endowed, non-sectarian coeducational leading to the B.A. degree in twenty-two fields. institution offering programs on the The Theological School, which is registered as a undergraduate, graduate, and professional Methodist seminary offers programs leading to levels. It was organized in 1941 and opened its the Bachelor of Divinity, Master of Religious first campus at Rutherford, New Jersey in 1942. Education, and Master of Sacred Theology Subsequent growth and development led to the opening of two additional campuses in Northern degrees.Allrequirethe foundationofa baccalaureate degree. The Graduate School New Jersey one in Teaneck, the other at offers programs leading to the Master of Arts Madison.In 1964, Edward Williams College and Doctor of Philosophy degree in four areas affiliated with the university as a two-year unit of theological studies and in English literature, which offers liberal arts at Hackensack. The and to the M.A. degree in political science. Wayne extension in Wayne, New Jersey, was opened inSeptember, 1965, for special additiontotheregular academic In programs and eveningcourses.Thefirst program theCollegeofLiberalArtshas overseas campus, Wroxton College, was developed several special semesters of study openedin1965 asacenterforboth off the campus. Special semester programs are undergraduate and graduate study. A marine offered on the United Nations, in London, in study facility was opened in the summer of 1967 (on the European Washington,inBrussels at St. Croix in the Virgin Islands. Fairleigh Economic Community), and in art in New York Dickinson University is a member of the Middle City. Except for the Washington semester, these States Association. programs are open to qualified students of other colleges and universities. Cooperative Four undergraduate colleges Liberal programs are offered to combine a liberal arts Arts, Science and Engineering, Business program with a more specialized program Administration, and Education offer elsewhere and to reduce the length of time programs leading to the A.B., B.S., andB.S.N. needed to complete an advanced degree. The degrees. The Graduate School established in student participant studies at least three years 1954 and the School of Dentistry established in at Drew and two or more at the cooperating 1956 offer programs leading to the M.A., M.S., institution and receives a degree from each M.B.A., M.S.D., M.A.T., and D.D.S. degrees. institution. Cooperative programs are offered in The enrollmentatFairleighDickinson forestry,inengineering,inbusiness University now numbers over 19,000 of which administration, and in language-library work. 6,776 are full-time undergraduate students. Other cooperative arrangements include 9,007 are part-time undergraduate and 2,733 summer internship experiences inSusiness and are part-time graduate students. federal government work, and study in marine The Evening Division offers courses on all biology at Woods Hole, Massachusetts, and at campuses.Most ofthe degree programs the University of Miami. The College also has offered by Fairleigh Dickinson University are provision for permitting students to spend the available in the Evening Division. Credits may be transferred from one division to another industry who wish to further their technical, without loss of credit. In addition undergraduate scientific,or mathematicaltraining.The and graduate level courses are given in summer DivisionofContinuingEngineeringStudies sessionattheRutherford,Teaneck,and offers programs which are intended to update or Florham-Madison campuses. broaden the education of practicing engineers, The University has established a Dental scientists and management personnel. RPzearch Center, and the Health Research The enrollmentofNewark Collegeof !rshtute,tosupplementresearchprojects Engineering in 1969 numbered over 6,000, with undertaken by faculty and students. The Board 4,048 in the Undergraduate Division, 899 in the of Trustees established the Fairleigh Dickinson Graduate Division, and the remainder in the University Press in September, 1950 for the DivisionsofTechnologyandContinuing purpose of issuing publication of a scholarly or Engineering Studies. A summer sessionis educational nature. offered on the undergraduate and graduate The University offers non-credit college levels. level courses both on campus and in extension. The Foundation for the Advancement of Another part of the extension division is the Graduate StudyinEngineering, a privately Reading and Study Institute offering a special incorporated and financed organization, has as course and a guided study program for high itsgoalthe developmentof a centerof school graduates who were unable to gain excellence in graduate study and research at admission to the college of their choice. Newark College of Engineering. The Foundation provides financial support and services for many facets of the College's research activities. NEWARK COLLEGE OF ENGINEERING The Foundation supports courses and programs for secondary school teachers in mathematics NewarkCollegeofEngineeringisa and science. It also provides research-affiliated coeducationalpublicinstitutionoffering experiences for secondary school students. programs on the undergraduate and graduate levels. The College is located in downtown NEW BRUNSWICK THEOLOGICAL Newark and traces its origins to 1881 when it SEMINARY was founded as Newark Technical School. In 1919 the State Board of Education authorized The New Brunswick Theological Seminary, the school to grant degrees in Engineering. NCE a Reformed Church seminary, was founded in is accredited by the Middle States Association. 1784 with the election of the minister of the The College is organized under five divisions: Collegiate Church in New York City as the first the Day Undergraduate Division, the Evening professor of theology. In 1810 the Seminary Undergraduate Division, the Graduate Division, was moved to the campus of Queens College in the Division of Technology and the Division of New Brunswick which hadalsobeen Continuing Engineering Studies. established under the aegis ofthe Dutch On the undergraduate level the College ReformedChurch.Thepresentlocation offers programs in Chemical, Civil, Electrical, overlooking the Nielson Campus of Rutgers Industrial,MechanicalEngineering and College in New Brunswick was occupied in Engineering Science leading to the B.S. degree. 1856. On the graduate level the College offers courses ProgramsleadingtoaProfessional leading to the degree of Master of Science in Certificate or Bachelor of Divinity degree are thefieldsofChemical,Civil,Industrial, offered for holders of the degree of Bachelor of Electrical,andMechanicalEngineering. A Arts or its equivalent. The seminary also offers program leading to the Doctor of Engineering programs leading to the Master of Artsin Science degree is also offered in the fields of Theology degree and the Master of Christian Chemical,Civil,Electricaland Mechanical Education degree. Students enrolled in a degree Engineering. The College also offers post M.S. program at the seminary may take graduate programs leading to the Engineer degree. level courses at Rutgers and transfer the credits Within theDivisionof Technology under certain conditions. individual courses and three year certificate The New Brunswick Theological Seminary programs are offered for men and women in enrolls 51 full-time students. 1126 NEW JERSEY COLLEGE OF ReligiousEducation(M.R.E.),Masterof Theology (Th.M.), and Doctor of Theology MEDICINE AND DENTISTRY (Th.D.)degrees. There alsoisconducted The New Jersey College of Medicine and throughout the year a program of Continuing Dentistry was founded as Seton Hall College of Education for ministIrs and church workers... Medicine and Dentistry in 1956. It came under Regularly enrolled studentsof the state operation in 1965. New Jersey College of Seminarymay,withtheapprovalofthe Medicine and Dentistry offers programs leading Seminary and theUniversity,take certain to the M.D. and D.M.D. professional degrees, courses at the University as part of their as well as M.S. and Ph.D. degrees in several Seminary programs. Similarly a student in the areas of the basic sciences. Martland Hospital, University may take courses at the Seminary. the College'sclinicalteaching facilityalso ThePrincetonTheologicalSeminary conducts a three year nursing program. The enrolls over 500 full-time students and over .100 College's 1969 enrollment was 611 including part-time students. All candidates for a degree medical students, dental students, Ph.D. and at the Seminary must present evidence of master's candidates in the basic sciences. successfulcompletionofaliberalarts The College is the state's only four-year curriculum leading to a baccalaureate degree. school of medicine and dentistry. It will open a new 11-acre interim campus at 100 Bergen PRINCETON UNIVERSITY Street, Newark in September, 1969. The major portion of the College's activities will be housed PrincetonUniversityisaprivately here and in the adjoining Martland Hospital supported, nondenominational university (formerly Newark CityHospital).Plans are providing undergraduate and graduate underway to construct a permanent campus instruction for men and women primarily in the immediately adjacent to this interim site. Until liberal arts, sciences, and engineering. It was completion of the permanent campus in early founded as the College of New Jersey in 1746 1973 the last two years of the dental program with its classes first meeting in Elizabeth, New will continue to be taught in the College's rented Jersey, and later in Newark. The College moved facilities at the Jersey City Medical Center. to Princeton in 1756 with the completion of Clinical teaching in medicine is conducted Nassau Hall, and in 1896 changed its name to in'MartlandHospital,the Veterans Princeton University. Princeton is accredited by Administration Hospital in East Orange and the the Middle States Association. Beth Israel Medical Center in Newark. Formal From the beginning,Princeton, with a affiliations with other major community present-day faculty of over 875 and a research hospitalsarecurrentlyinthe processof staff of 650, has been a center of liberal studies. negotiations. In addition to a number of interdepartmental programs, plans of study are offered by 40 departments. The oldest of the University's PRINCETON THEOLOGICAL SEMINARY threeprofessionalschools,the Schoolof Princeton Theological Seminary, Engineering and Applied Science, dates to established in 1812 by the General Assembly of 1870, while the School of Architecture and the Presbyterian Church, U.S.A., operated on Urban Planning was founded in 1919 and the the campus of the College of New Jersey (now Woodrow Wilson School ofPublic and Princeton University). The separate campus of International Affairs in 1930. the Seminary was begun with the construction Princetonsustains a 2,200,000-volume in Princeton of Alexander Hall in 1817, was library system, the Research Center for Urban enlarged in 1943 by the acquisitig"f the land and EnvironmentalPlanning,the Officeof and buildings belonging to the Hun Preparatory Population Research, a Computer Center School, and was further enlarged in 1965 by the serving Princeton as well as other New Jersey purchase of the Princeton-Windsor Apartments institutions, the Council of the Humanities, the complex. Princeton Theological Seminary is Industrial Relations Section, several hundred accredited by the Middle States Association. faculty-led research projects and numerous The Seminary offers programs leading to study and research programs such as African the Bachelor ofDivinity(B.D.), Master of Studies, Afro-American Studies, American Me II> Civilization,,EastAsian and NearEastern was made a separate division in 1914; Douglass Studies, Russian Studies and Science in Human College was established in New Brunswick in Affairs. 1918. The most recent addition to the New The University also includes the James Brunswick campus isLivingston College, Forrestal Campus on which are located the organized in 1968 as a liberal arts college researchfacilitiesofthe Lopartment of specializing in urban problems. Aerospace andMechanicalSciences,the Rutgers' activitiesin Newark began in Geophysical Fluid Dynamics Laboratory, the 1927 when the New JerseyCollegeof Plasma Physics Laboratory, the 3-billion- Pharmacy joined the University. In 1946 the electronvolt Princeton-Pennsylvania proton University of Newark was incorporated into the accelerator and other scientific and engineering State University, thereby adding the School of projects. Law, School of Business, and Dana College Princeton confers the following degrees: (now the College of Arts and Sciences) to the Bachelor of Arts(A.B.)and Bachelor of Rutgers complex. The College of Nursing was Science in Engineering (B.S.E.); Master of Arts established at Newark in 1956. (A.M.), Master of Fine Arts (M.F.A.), Master of The CollegeofSouth Jersey,then Science inEngineering (M.S.E.), Master in consisting of a two-year college and a law Public Affairs(M.P.A.) and Doctor of school locatedin downtown Camden, was Philosophy (Ph.D.) in some 35 areas of study. incorporated into the University in 1950. The Princeton has an undergraduate two-year liberal arts college has since been enrollment of 3,520 and a graduate student expanded to a full four-year college program body of approximately 1,436. All are full-time and the School of Law now offers a program students. Beginning in September, 1969 the leading to the Juris Doctor degree. Universitywilladmit over 150 women Graduate studiesare offeredinNew undergraduates. By 1973-74 Princeton projects Brunswick at the Graduate School of Education, an undergraduate enrollment of 3,900(3,250 organized in1923, the Graduate School of men and 650 women). Social Work (1954),the RutgersMedical School (1961), and the Graduate School (1952) whichsupervisesallPh.D.programs and RUTGERS UNIVERSITY provides offerings in some 70 areas of liberal Rutgers University, the State University of arts and sciences. The School of Law, College New Jersey had its origin as Queen's College, ofNursing,Graduate SchoolofBusiness chartered by George III of Great Britain in 1766, Administration, College of Pharmacy, and the theeighthcollegetobe foundedinthe Graduate School offer graduate programs in American Colonies. In 1864, Rutgers became Newark. the State's land-grant college under the Morrill The Graduate School offers programs in Act. At that time, the Trustees organized a the humanities and sciences leading to the course of study leading to the Bachelor of following degrees: M.A., M.S., M.F.A., M. City Science degree and in 1901 a program leading Planning, M.A.T., M.S.T., M. Phil., and Ph.D. to the Bachelor of Letters. In 1945, Rutgers Other graduate degrees offered by the various University was designated by the Legislature as colleges and divisions are Master of Social The State University of New Jersey. Rutgers is Work, Master of Library Service, Doctor of accredited by the Middle States Association. LibraryScience,JurisDoctor,Masterof The State University is composed of 18 Education, Specialist in Education, Doctor of major instructional divisions, and has campuses Education, and Master of Business in New Brunswick, Newark, and Camden, as Administration.Allof the colleges are co- well as classroom units in two other cities. The educationalwiththe exceptionofRutgers College of Agriculture was organized in 1914 in College, which presently admits only men, and New Brunswick and renamed the College of Douglass College which admits only women. Agriculture and Environmental Sciencesin Another division of the State University is 1965. This college includes the New Jersey University College which offersa broad AgriculturalExperiment Station(established program of undergraduate credit work for part- 1880) and the Co-operative Extension Service time students in the evening in Camden, Jersey (established 1913). The College of Engineering City, Newark, New Brunswick, and Paterson. viait LI Curricula lead to the B.S. and B.A. degrees in Department of the Monastery is a unit inan New Brunswick, Newark and Camden; to an educational system which includes Pessimist associatedegreeinbusinessinallfive seminariesin New York, Massachusetts, divisions; to an associate degree inpublic PennsylvaniaandOntario,Canada. The administration in Newark and New Brunswick; Seminary Department, as aninstitutionof to an associate degree in police science in higher learning, educates candidates for the Newark and New Brunswick; andtoan priesthood in the Passionist Congregation. The associate degree in mathematics and physical Passionist Congregationis a community of science in Camden. Credit may be transferred Priests, Students and Brothers. to other divisions of the University. The curriculumofthe Seminary All other undergraduate colleges of the Department is based upon the prescriptions of Universityoffer programs leadingto the the Holy See, and the statutes of the Passionist Bachelor of Arts and Bachelor of Science Congregation. Training given is broad enough to degrees in numerous fields. Course work is fit students for assignment in most fields of the offered in the summer in addition to the regular apostolate, while at the same time providing for academic year in New Brunswick, Newark, and the needs of those who will engage in further Camden. studies after ordination. The University Extension Division provides Admission is restricted to those whoare educational programs at the college level for members of the Passionist Congregation and persons who are not regularly enrolled students intendto become priestsinthe same in the University. Often in cooperation with Congregation. Each applicant must havea otherdivisionsoftheStateUniversity,it Bachelor's degree from an approved college. sponsors courses and conferences in adult Completion of the program qualifies the student education, and community services. It provides for the Master of Arts degree. programsofinstructionforgovernment, industry,labor,professionalgroups, and SETON HALL UNIVERSITY individuals, in activities conducted both on and off campus. Within the Extension Division is the Seton Hall University is a Roman Catholic Institute of Management and Labor Relations institution in South Orange, New Jersey, under established in 1947. the auspices of the Archdiocese of Newark. It Other specialized divisions of the State was founded as Seton Hall College at Madison, University include the EagletonInstitute of New Jersey in 1856 and moved to the present Politics (1956), the Institute of Microbiology, site in 1861. In addition the University maintains the Center of AlcoholStudies, the Urban anundergraOratedivisioninPaterson Studies Center (1959) the Center for Computer established in 1954 and the School of Law in and Information Services, and the University Newark establishedin1951. A varietyof Library. For on-campus research which cannot graduate and undergraduate programsis be conductedindepartmentalfacilities, offered on the South Orange campus by the laboratories, or the library, the University has College of Arts and Sciences, the School of provided a number of cooperative centers. Each Business Administration, the School of of these bureaus, centers, and museums offers Education, and the School of Nursing. The facilities for study and research to faculty and Divinity School is an individual scholastic unit students in all branches of the University. within the framework of the College of Arts and Rutgers University now enrolls over 29,000 Sciences. The School supervises the academic students of which three-fourths are progress of its students during the initial four undergraduates. Approximately two-thirds of years of College spent on the South Orange theundergraduates and one-halfofthe Campus before entrance into the Major graduates are enrolled as full-time students. Philosophical-Theological Seminary of the Immaculate Conception,Darlington, New Jersey. Seton Hall University is a member of the ST. MICHAEL'S PASSIONIST MONASTERY Middle States Association. St. Michael's Monastery was founded in Men are admitted as resident and day 1861 in "Kerrigans Woods" which is now a site students to the undergraduate programs offered inUnionCity, New Jersey. The Seminary on the South Orange Campus. Women are admittedtodayclassesinElementary Science degree; the Master of Engineering Education and Nursing, and all undergraduate degree in the fields of chemical, electrical, programs with the exception of the Divinity mechanical and ocean engineering, and the School. Both men and women are admitted to Doctor of Philosophy degree in the fields of the Paterson division of the University for day chemical, electrical, mechanical and ocean and evening courses, and to the graduate and engineering, chemistry, management science, evening courses on the South Orange Campus. mathematics, metallurgy and physics. SetonHallUniversityoffers courses The enrollment at Stevens is 2,725 and is leading to the A.B., B.S. and B.S.N. degree at aboutequallydividedbetween the both the South Orange and Paterson campus. undergraduate and graduate levels. An SetonHallUniversity does not conduct a undergraduate and two graduate summer separate graduate school. Graduate programs sessions are offeredin addition to special leading to the M.A., M.S. and M.B.A. degrees summer sessionsforhighschoolscience are given in several departments and a program teachers, and highabilityhigh school leading to the Ph.D. is offered in chemistry. mathematics students. The enrollmentof theUniversity now Special laboratories and other facilities slightly exceeds 9,000.In 1969 Seton Hall supplement the research and activities of the enrolled 9,066 students of which 684 were full- academic departmentallaborWories.These time graduates and 4,574 full-time specialfacilitiesinclude:theDavidson undergraduates. Approximately 2,800 are Laboratory withits emphasis on hydro and registered as part-time students all in graduate terradynamic research; the Cryogenics Center divisions. for research in the physics of low temperatures; Seton Hall University has established an the Laboratory of Psychological Studies; and Institute of Far Eastern Studies (1961) and an the Computer Center. Institute of Judeo-Christian Studies (1953) to supplement continuing research and to offer THE INSTITUTE FOR ADVANCED STUDY SpecialTrainingprograms. TheUniversity The Institute for Advanced Study, founded Museum established in 1960, the Art Gallery in 1930, is located in Princeton, New Jersey. established in 1963, and the Computer Center The Institute partakes of the character both of a have broadened the extra-curricular resource university and of a research institute; but it also base available to students and faculty at Seton differsinsignificant ways from both.Itis Hall. smaller than a university and its academic No extension work is undertaken by the membership at any one time numbers only a University beyond the usual offerings of the little over a hundred. The Institute has no formal evening division at the Paterson Campus. curriculum, no scheduled courses of instruction, no commitment that all branches of learning be representedin STEVENS INSTITUTE OF TECHNOLOGY itsFaculty and members. Its purposes are broader than a Stevens Institute of Technology, a privately research institute as it supports many separate supported, non-sectarian engineering and fields of study, maintains no laboratories, and science college, was founded at Castle Point, welcomes temporary members, whose Hoboken, New Jersey, in 1870. Stevens is a intellectual development and growth are one of member of the Middle States Association. its principal purposes. On the undergraduate level, there is a non- The Institute presently consists of three specialized engineering curriculum leading to schools: a School of Mathematics, a School of the degree of Bachelor of Engineering and a Natural Sciences, and a School of Historical unified science program for students interested Studies. in chemistry, mathematics and physics leading For the three year period beginning with to the degree of Bachelor of Science. the academic year 1968-1969, the Institute On the graduate level, the Institute offers began a three-year experimental program in the the Master of Science degree in chemistry, socialsciences.Thiswillinvolvebringing computer science, mathematics, metallurgy together for each of the three years six to eight andphysics;theMasterofManagement scholars who areusing the methods and perspectives of the social sciences in the study administratively distinct, the faculties and of history, especially the study of social change. students of the two institutions cooperate in The visitors under this program will be drawn advanced work in a number of fields. Members from a variety of disciplines. of the twoinstitutionsparticipateinjoint seminars and informal discussions and some The Institutefor Advanced Study and members of the Institute's Faculty lecture in the PrincetonUniversity are organically and University.