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University Microfilms, Inc., Ann Arbor, Michigan ADMINISTRATOR FACULTY and STUDENT EVALUATIONS of SCIENCE 4 65-9937 PAIGE, Joseph Clemont, 1930- ADMINISTRATOR FACULTY AND STUDENT EVALUATIONS OF SCIENCE PROGRAMS IN THE NINE COLLEGES ASSOCIATED WITH THE AFRICAN METHODIST EPISCOPAL CHURCH. The American University, Ed. D., 1965 Education, teacher training University Microfilms, Inc., Ann Arbor, Michigan ADMINISTRATOR FACULTY AND STUDENT EVALUATIONS OF SCIENCE PROGRAMS IN THE NINE COLLEGES ASSOCIATED WITH THE AFRICAN METHODIST EPISCOPAL CHURCH By Joseph Clemont Paige Submitted to the Faculty of the Graduate School of The American University in Partial Fulffllment of the Requirements for the Degree of Doctor of Education Signatures of Committee: Chai rman Graduate Dean February 19&5 AMERICAN UNIVERSITY The American University LIBRARY Washington, D. C. MAY 2 6 1965 WASHINGTON. D. C. ^ 3/7 U ACKNOWLEDGMENTS The investigator wishes to express his sincere appreciation to the Commission on Education of the African Methodist Episcopal Church, the Council of A. M. E. Colleges the deans, science faculties, and students at the colleges for their cooperation in this study. He is also grateful to Doctors Carroll L. Miller, Herman Branson, and Halson V. Eagleson of Howard University for their assistance, patience and encouragement during the past three years. To the mem­ bers of his committee. Doctors E. Robert Adkins, John W. Bevor, Ralph Whitfield, Robert N. Walker, and especially to Dr. Chalmer A. Gross, chairman, the writer wishes to express his sincere appreciation for their guidance in the conduct of the research and preparation of this disserta­ tion. Peter Baptiste, Wanda D. Mitchell, Randolph Scott, and Charlie Wells were invaluable assistants throughout the period of the investigation. ^ TABLE OF CONTENTS PTER PAGE 1. INTRODUCTION TO THE PROBLEM..................... 1 The P r o b l e m ............................ 2 Statement of the problem. ................. 2 Subproblem. ......................... 2 Delimitation. ........... 2 Definitions of Terms Used ..................... 2 Science instruction .................. 2 Administrators ........... 2 F a c u l t y .................... 3 Students .............................. 3 Evaluation.......................... 3 Hypotheses ............................... 3 The Data. .............. ...... 4 Criteria for admissibility of data.......... 4 Procedure.......... 5 Preparation of the questionnaire. ........ 5 Administering the questionnaire.......... .. 6 Relating the findings to the standards. 7 Treatment of the D a t a ...................... .. 8 The Probable Value and Importance of the Study. 9 iv CHAPTER PAGE II. SURVEY OF RELATED LITERATURE ................ 1 1 Related Research .......................... 1 2 College courses and curricula. 13 Preparation of teachers of elementary school science ........................... 14 Views of school administration..... ..17 Some investigations of general education courses .... .............. ..... 19 Summary. ............ 22 Literature on evaluation of college science programs.......................... 22 Related literature ........................ .2 3 III. INFORMATION ABOUT THE COLLEGES OF THE AFRICAN METHODIST EPISCOPAL CHURCH ........ 2 6 The Organization of the Church ............27 Historical Developments of Programs of Higher Education . 29 General.......... ..29 Emphasis on education at the;lower level . 34 Emphasis on higher education .............. 42 The development of colleges and universities. .......... 4 5 V CHAPTER PAGE Organizational Patterns of Colleges Affiliated With the African Methodist Episcopal Church . ......................... 60 General ......................... 60 Four-year colleges ......................... 61 Junior colleges......................... 63 Support. ........................ 63 Faculty................ ... ............ 64 Curriculum ................ ........ 64 Students .............. 64 Facilities .................... 64 Summary................ 65 IV. FINDINGS.............................. 68 Population Characteristics .................. 68 Sex...................... 71 Age. ................ 73 Marital status ..................... 75 Degrees h e l d ............................... 76 Rank ....*;.......... .78 Length of time in r a n k .................... 79 Administrators and faculty teaching science courses during the spring, 1964 ..... 81 vi CHAPTER PAGE Teaching time of administrators and faculty. ........ .......... 82 Length of time completing a science c o u r s e .................................. 84 Judgments with respect to faculty..........87 Some general information related to the professional status of administrators and faculty................ 91 The students.............. 95 Knowledge of admission, placement, and graduation requirements.................. 97 Morale and school relations. .............98 Courses............................... 102 C u r r i c u l a ................................102 Academic demands of science courses. .... 105 Laboratory .......................... 107 Extra-curricular science activities. .... 108 Innovations...................... 109 Facilities, Equipment, and Materials ..... 113 Teaching Techniques. ................ 115 Financial Support. ................ 118 Problem Areas.............. 119 vii CHAPTER PAGE Recommendations for Improvement of Science Program.......................... .124 Summary.......... 129 Population ................ .... 129 Courses.........................................131 Facilities, equipment, and materials.......... 132 Teaching techniques. ......................... 133 Financial support................... ......... 133 Problem areas................ 133 Recommendations for improvement of the science program...................... 133 V. AN EVALUATION OF THE FINDINGS AS RELATED TO STANDARDS FOR COLLEGES PRESCRIBED BY THE SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS . 134 Standard One - Purpose ................ ....136 Conclusion ............ ........... 136 Discussion . .......... .. 137 Standard Two - Organization and Administration . 138 Conclusion . ........ ....... 139 Discussion ............ 139 Standard Three - Educational Program .......... 140 Conclusion .............................. .141 Discussion .................. 141 viii CHAPTER PAGE Standard Four - Financial Resources........... 142 Conclusion . 143 Discussion ...... 143 Standard Five - Faculty.......... 145 Conclusion ..*... ..................... 145 Discussion................ 145 Standard Six - Library .............. 148 Conclusion ............ 149 Discussion.................. 149 Standard Seven - Student Personnel ........ 150 Conclusion.......... 150 Discussion ................. 150 Standard Eight - Physical Plant................151 Conclusion ............151- Discussion ................ 152 Standard Eleven - Research................ 153 Conclusion................... 153 Discussion........ ... 153 Summary. ................ 154 VI. DISCUSSION OF HYPOTHESES ............ 156 General. .......................... 156 ix CHAPTER PAGE Hypothesis number o n e . ..................... 156 Discussion............ 157 Hypothesis number t w o .................. 158 Discussion ...................... 158 Hypothesis number three ................. 159 Discussion ........... ........ 159 Summary .......... ........ 160 VII. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . 161 : r* ' S u m m a r y .................... ............ 161 Conclusions ............ 170 Recommendations .............. 174 Needed Research ......................... 175 BIBLIOGRAPHY . .......... - 178 APPENDICES ......... ....................... 185 LIST OF TABLES TABLE PAGE I. Number of Administrators, Faculty, and Students "Who Participated in the Evaluation by Colleges ................. ........ 70 II. Sex of Participants in the Study .............. 71 III. Age of Administrators and Faculty. .... .74 IV. Marital Status of Administrators and Faculty, ■« . 75 V. Degrees Held by Administrators and Faculty . 77 VI. Rank Held by Administrators and Faculty...........78 VII. Number of Years Administrators and Faculty Had Held Present Rank. ......................... 80 VIII. Major Teaching Areas of Administrators and Faculty Teaching Science Courses ............ 8i IX. Amount of Teaching Time of Administrators and Faculty in Major Area of Preparation . 82 X. Number of Years Checked by Administrators and Faculty since Completing a Science Course. 88 XI. Views of Administrators, Faculty, and Students with Respect to Faculty ............ 90 XII. General Information Related to the Professional Status of Administrators and Faculty ..... 93 xi TABLE PAGE XIII. Judgments of Administrators, Faculty, and Students with Respect to the Average Quality of Students Admitted to Their Colleges and of Those Enrolled in Science Courses.............. 96 XIV. Admissions, Placement, and Requirement for Graduation .............. ....... 97 XV. Rating by Administrators, Faculty, and Students with Respect to General Morale and Relations Among the Administration, Faculty, and Students. ..................... 100 XVI. Notions of Administrators, Faculty, and Students with Respect to Adequacy of Curriculum ....'„ ....................... 103 XVII. Judgments of Administrators, Faculty, and Students with Respect to the Academic Demands of Science Courses .... ........ 106 XVIII. Views of Administrators, Faculty, and Students with Respect to Laboratory Courses. ............................... 107 XIX. Extracurricular Science Activities at Colleges as Reported by Administrators, Faculty, and Students.................... 108 xii TABLE PAGE XX. Administrators
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