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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 and Faculty Who Checked
Items Relating to Innovations in the
Undergraduate Science Program...... Ill
XXI. Students Who Checked Items Relating to
Innovations in the Undergraduate Science
Program...... 112
XXII. Judgments of Administrators, Faculty, and
Students, with Respect to Adequacy of
Facilities, Equipment, and Materials,
Including the Library...... 114
XXIII. Administrators, Faculty, and Students Who
Indicated that the Science Department Made
Use of Techniques Other Than the Standard
Lecture - Recitation - Laboratory System . . . 116
XXIV. Judgments of Administrators, Faculty, and
Students with Respect to the Use of Audio-
Visual Aids in the Science Program ...... 117
XXV. Judgments of Administrators, Faculty, and
Students with Respect to Adequacy of
Financial Support for Support of Science
Program...... 118
XXVI i Items Listed in Problem Areas Which Made it 1 .
Difficult to Improve Science Instruction . . . 121 xiii
TABLE PAGE
XXVII. Administrators and Faculty Who Indicated
Some Major Problems Areas which Made
It Difficult to Improve Science Instruction. . . .122
XXVIII. Students Who Indicated Some Major Problem
Areas which Made It Difficult to Improve
Science Instruction...... 123
XXIX. Administrators, Faculty, and Students Who
Made Specific Recommendations for the
Improvement of the Science Program in
Their Colleges, by Areas of Recommended Im
provements...... 127
XXX. Per Cent of Students Who Made Specific
Recommendations for the Improvement of
the Science Program in Their Colleges,
by Areas of Recommended Improvement...... 128 ' X . CHAPTER I
INTRODUCTION TO THE PROBLEM
The development of the natural’ sciences during the
1960*s has been phenomenal. Recent advances in the physical
sciences and the biological sciences seemed to suggest that the long recognized boundaries between scientific dis ciplines are disappearing at a rather accelerated pace.
These developments have necessitated changes in teaching methodology, procedures in laboratory techniques, types of
classroom work, and home assignments. Yet, science
educators have expressed considerable concern with respect
to the quality of science teaching, especially at the
college level. Of special concern was the status of
science teaching in small colleges. Of even greater con
cern was the status of science teaching in small pre
dominantly Negro colleges. Traditionally, these colleges have been characterized by inadequate finances. As a
consequence, serious questions have been raised with
respect to many facets of the science programs at these
colleges. 2
I. THE PROBLEM
Statement of the problem. The purpose of this study was to make a comparative evaluation of information and of judgments made by administrators, faculty, and students in relation to the improvement of science instruction.
Subproblem. In order to undergird the evaluations of the investigator in interpreting the judgments of administrators, faculty, and students, the standards prescribed by the Southern Association of Colleges and
Schools were used in a supporting evaluation.
Delimitation. This dissertation interpreted data regarding science instruction from the nine church-related colleges of the African Methodist Episcopal Church: five senior colleges and four junior colleges.
II. DEFINITION OF TERMS USED
Science instruction. Science instruction as used in this study was the teaching in all science courses listed as being offered in the catalogs of the respective colleges.
Administrators. The deans of the colleges were designated as- administrators in this study. 3
Faculty. Faculty included the teaching personnel in the science departments in the colleges.
Students. Students were persons enrolled in the spring of 1964 in the colleges studied. There were two categories: (1) students who were enrolled in science courses and (2) students who had not enrolled in a science course at the institution in question.
Evaluation. Evaluation as used in this study was the process of appraising the responses made on the ques tionnaire.by the respondents.
III. HYPOTHESES
The following hypotheses were tested: (1) students will assign the largest weight to instruction as a sig nificant factor related to the improvement of science instruction; (2) faculty members will assign the largest weight to administrative practices and procedures as a significant factor related to the improvement of science instruction; and (3) administrators will assign the largest weight to budget considerations as a significant factor related to the improvement of science instruction. 4
IV. THE DATA
The sources of data. The major portion of the primary data for this study consisted of information obtain
ed by the questionnaire described under procedure. The
following were additional sources for primary data:
(1) interviews with key college administrative or science
personnel; (2) published reports, bulletins, catalogs, and
similar publications of the General Education Board of the
African Methodist Episcopal Church and of the colleges
studied; and (3) available official correspondence.
The sources of secondary data consisted of:
(1) official reports of the United States Department of
Education, Department of Health, Education and Welfare, and
(2) articles in authoritative publications (journals, news
papers, magazines, pamphlets) relative to the study.
Criteria for admissibility of data. Data included
in the study were controlled by the following criteria:
(1) the information on the questionnaire was obtained by
the researcher's personal visits to the nine colleges;
(2) only college publications or correspondence between the
colleges and the General Board of Education of the African 5
Methodist Episcopal Church that were official were consulted; and (3) only those persons were interviewed who were current ly employed by the colleges in an administrative or instruc tional capacity, or, who were students.
V. PROCEDURE
A single questionnaire was prepared. (See Appendix
A, pages 183 to 194). It was designed to obtain judgments and other information relative to the improvement of science programs.
Preparation of the questionnaire. The first step in the construction of the questionnaire was the preparation of a preliminary list of one hundred items which were designed to sample adequately the judgments of administr^- .t , 1 tors, faculty, and students with respect to the science programs in the colleges studied. The list of items was discussed with Dr. Brunson Price, statistician at the
United States Office of Education, and his staff. On the basis of these discussions, the questionnaire was revised and submitted to a panel of experts^- in science education
^Members of the panel were Doctors Halson V. Eagleson and James C. Davenport of Howard University; Dr. James A. Espy, Dean, Edward Waters College; and Dr. Andrew A.Robinson, Science Consultant, Duval County Schools, Florida. 6 for validation. These panelists were asked to rate each item on the list by the following five point scale:
1. Not acceptable.
2. Acceptable, but of minor importance.
3. Has some merit with respect to study.
4. Important with respect to study.
5. Very important with respect to study.
It was agreed with the panelists that any item with a rating of less than three would not be included in the final form of the questionnaire. The rating of the panelists resulted in the deletion of twenty-six items. The seventy- four remaining items were pretested at Howard University in
May, 1964, with two hundred freshman students who were enrolled in the General Education course, Introduction to the Physical Sciences, and some faculty members in the De partment of Physics. Some changes were made and the final form was duplicated.
Administering the questionnaire. A questionnaire was given to the dean of each participating college at a pre-arranged conference between the investigator and the dean. The dean was asked to complete the form and return it to the investigator at a time agreed while' the investigator 7 was on the campus. The dean was also requested to make available to the investigator documents such as annual college reports, departmental reports, and personnel reports.
Questionnaires were given to each science faculty at a joint meeting held at each institution. The investigator
explained the nature of the study and then the faculty members were asked to complete the questionnaire. This
insured privacy and prevented discussion of the items by
faculty members before responding to them. They were not asked to sign these forms.
Questionnaires were distributed to the students at
each institution at a joint meeting of a number of students
enrolled in science classes in the colleges involved, and
to a number of students who had never enrolled in a science
course at the institution. No college official assisted
in administering the questionnaires. Students were advised
about the nature of the study and its purpose.
Relating the findings to the standards. Chapter V
is devoted to a discussion of the findings of the compara
tive evaluations of information and judgments made by
administrators, faculty, and students in relation to the
improvement of science instruction as they relate to 8 acceptability of the standards of the Southern Association of Colleges and Schools. Guidelines for relating the find- 2 mgs were furnished in Standards for Colleges, excerpts of which have been reproduced in Appendix B, pages 195 to 228.
VI. TREATMENT OF THE DATA
The completed questionnaires were studied by the
investigator and it was determined after discussion with
expert educational statisticians3 that a statistical treat ment of the data might be misleading. Hence, for the
interpretation of the data, the totals were tabulated and
percentages of the totals were calculated for each category
(administrators, faculty, and students) on all items.
Percentages were then compared and evaluated with respect
to other significantly related data.
^Southern Association of Colleges and Schools, Standards for Colleges (Atlanta, Georgia: Southern Asso ciation of Colleges and Schools, December 3, 1963) pp. 1-30.
Doctors Brunson Price, U.S. Office of Education, Elias Blake, Howard University, and E. Robert Adkins, The American University. 9
VII. THE PROBABLE VALUE AND IMPORTANCE OF THE STUDY
A study of this nature should make many contributions to the general area of science education at the college level. This was especially true in view of the obvious lack of formal investigations of total science programs of groups of colleges. The statements below were some general expectations of this study:
1. This study should provide new insights on factors that influence science instruction in small colleges.
2. This study should provide a profile of the typical science program, including equipment and facilities, of church-related colleges of the African Methodist
Episcopal Church.
3. This study should provide a profile of the typical science instructor in church-related colleges of the African Methodist Episcopal Church.
4. With these data, these colleges should be able to make comparisons of factors listed as desirable in the publications of the regional college accrediting agencies, thereby providing a basis for recommendations regarding faculty personnel. 10
5. In addition, it is expected that other college groups will find the procedure used in this study of value in making similar studies of other populations.
6. This study should provide or suggest practical recommendations for improving science instruction in other small church-related colleges. CHAPTER II
SURVEY OF RELATED LITERATURE
The survey of literature included a search of the publications of national scientific organizations, colleges
/ and universities, the National Education Association, and the U.S. Office of Education. The materials were generally limited.
No one previous work studied was devoted entirely to evaluation of the total science program in a college system or unit, nor did any emphasize the broad aspects of a science program to any considerable extent. Therefore, little information necessary for this study could be obtained from a survey of literature. It was noteworthy that Bentley^- reported a similar problem in 1949. The 2 observation of Fletcher Watson with respect to the
^Collin Bentley, "The Science Curriculum in Junior Colleges " (unpublished Master’s thesis, School of Educa tion, Boston University, Boston, 1949), p. 5. 2 Fletcher G. Watson, "Research on Teaching Science," Handbook of Resources on Teaching, The American Educa tional Research Association, A Department of the National Education Association, Chapter 20 (Chicago: Rand, McNally and Company, 1963), p. 1031. 12
"meager" research on the relations between the behavior of
science teachers and other variables, such as behavior of their pupils, was also noted. Watson added emphatically
that "this lack of research also seems inconsistent with
the numerous objectives of science education spelled out ■) 4 from time to time. . . . J Watson and Cooley made a
similar observation after a review of research in science
education. ^
I. RELATED RESEARCH
An analysis of reviews of research published in the
last few years indicated that most of the studies were in
the area Of science teaching methods. This seemed to sup
port the findings of the survey conducted by Watson and C Cooley. Many investigators have attacked problems related
to the improvement of science instruction through research.
3Ibid.
4Fletcher G. Watson and William W. Cooley, "Needed Research in Science Education," Rethinking Science Education. Fifty-Ninth Yearbook of the National Society for the Study of Education (Chicago: The National Society for the Study of Education, 1960), p. 297.
5Ibid. 13
Their investigations have treated (a) the academic and professional preparations of science teachers and (b) the
implications of research findings for increasing the quantity
and improving the quality of the science teachers in element
ary and secondary schools.6 Dr. Paul De Hart Hurd7 stated
that during the past seventy years there have been more than
one hundred national level committees organized to study the problems of science teaching and to recommend improvements.
Some of the recommendations of these committees have been published in professional journals, while many have been mimeographed and used as working papers at related con
ferences, meetings, arid seminars.
College courses and curricula. The status of college
science curricula was explored in a general way at a session
of the Eleventh Annual Meeting of the National Science
6George G. Mallison and Jacqueline V. Mallison, "The Academic and Professional Preparation of Teachers of Science." Review of Educational Research, XXVII (October, 1957), 365.
7Paul De Hart Hurd, "Biology Education in American Secondary Schools, 1890-1960 " Biological Sciences Curri culum Study Bulletin No. 13, (Boulder: American Institute of Biological Sciences, The University of Colorado, 1961), p. 7. 14
Teachers Association in 1963. Addressing himself to this problem, Michael Ferrence, Vice President for Research,
Ford Motor Gompany, stated in his paper:
I believe we must take a hard look at our curricula to see why they have not excited in more young men and women the prospect of adventure in science on the intellectual side and why they do not arouse a vision of reward and fulfillment in a life of scientific pursuit.
It was suggested from research that Rutherford's^ study of doctoral programs for the preparation of science educators at American universities, was probably the only major extensive study of its kind in existence in 1964.
Preparation of teachers of elementary school science.
According to Dr. Wiling, the "college preparatory courses have done little to instill in the teachers the confidence essential in science teaching.Continuing the discussion,
O Michael Ferrence, Jr., "American College Policies and Practices in Educating Leaders in Science Education - A Research Report" (paper read at the Eleventh Annual Meeting of the National Science Teachers Association, Philadelphia, Pa., April 1, 1963), p. 7. %ames Rutherford, "American College Policies and Practices in Educating Leaders in Science Education - A Research Report" (paper read at the Eleventh Annual Meeting of the National Science Teachers Association, Philadelphia, Pa., March 29, 1963), 10 pages. 10Edward A. Wiling, Jr., "What the Schools Expect in Science of the Beginning Elementary Teacher" (paper read at a conference of the Commission on the Education of Teachers in Science, Fairleigh Dickinson University, Teaneck, N.J., April 24, 1964). 15
Dr. Sami I. Boulos stated in a paper on the training program for elementary teachers in the State of New York:
When we stop to consider the requirements in the area of science, we find that there are three courses: one in biology, one in geology, and the third either in physics or chemistry. Added to this is one course in teaching science. We can take a look at this and say immediately that it is not adequate, but within the limitations of the present situation, one can say generally that these courses could be enough if they were taught pros per ly. Here you find a lot of disagreement as to what different people consider proper. I personally feel that the following are definite deficiencies in that part of the teacher training program.
1. The first lies in what is taught in the science courses given in the liberal arts program. In most cases these courses are taught in a vacuum and not in an educational perspective as they should. The liberal arts professors seem to have their first loyalty to their discipline regardless of the goals of their students. The content of these courses in . many cases does not help the future teacher too much in doing his job. This suggests different courses designed for prospective teachers in science, than those designed for liberal arts students, e.g., a course in biology for teachers should be built on the most widely taught concepts in the elementary program.
2. The second difficiency lies in the emphasis. Most of this emphasis seems to be predominantly put on facts, information, knowledge. A science is very often presented to students as a neat package of absolute facts, only as a product and not as a process. The method of science is unfortunately ignored and neglected. This— -in my opinion— is one of the most detrimental blows that you can deal to the heart of science itself, and the way science will be taught to our children, It would be very ~ unrealistic and naive, if we hoped that our 16
teachers will teach science as a method, after being exposed to it their whole lives as a product. If we don't want this to happen, we better take another look at the way science courses are taught to our prospective teachers.
3. The third deficiency lies in the professional courses. These courses are often branded as being repetitious, ambiguous, theoretical, and of little value. There are undoubtedly many reasons for this, but I feel that one of these is that the methods used in teaching these courses are incompatible with the ideals "preached" in them.'*''*'
It was interesting to note that the State Department of Education in New Jersey had no science requirement for elementary school teachers. Prospective teachers have an option to select science as one of three choices of the four academic subjects.12
With respect to the science education of elementary
I O school teachers, Mallison and Strum found that even though
■^Sami I. Boulos, "The Preparation of Science Teachers in New York State" (paper read at a conference of the Com mission on the Education of Teachers in Science, Fairleigh Dickinson University, Teaneck, New Jersey, April 25, 1964). 12 Gladys S. Kleinman, "A Methods Course in Science for Elementary School Teachers" (paper read at a conference of the Commission on the Education of Teachers in Science, Fairleight Dickinson University, Teaneck, New Jersey, April 25, 1964) . •^George G. Mallison and Harold E. Strum, "The Science Backgrounds and Competencies of Students Preparing to Teach in the Elementary School," Science Education, XXXIX (December, 1955), 405. 17 most of the teachers believed that their science backgrounds were sufficient to teach science in the elementary school, most of them professed that they avoided science courses in high school and in college when it was possible. Most of them met only the minimum requirements in science for graduation.
Views of school administrators. Views of public school administrators with respect to the shortage of 14 15 science teachers were investigated by Ming, Mallison, 16 and Nelson. Their conclusions were unanimous in pointing to the acute shortage of qualified teachers and to the make-shift arrangements made necessary by the dilemma.
An analysis of research does not seem to support the assumption that the colleges are attempting to prepare
■^Roger W, Ming, “Survey of the Opinions Held by Administrators of Rural Central Schools Concerning the Pre paration of Secondary School Science Teachers," School Science and Mathematics, LII (November, 1952), 607-613.
15George Mallison, "The Status of Science Teaching in Michigan," Newsletter of the Michigan Science Teachers Association. Ill (June, 1965), 1-14.
16T.A. Nelson, "What Administrators Want in the Training of Science Teachers and the Actual Training of Beginning Science Teachers in the State of Illinois," Science Education, XL (February, 1956), 24-43. 18 teachers of science with the breadth of training desired by public school administrators. 1 7 18 Studies by DeLoach and Hall,x Mallison, Mallison and Buck,^ Mallison and Sams,^® and Warren^ concluded that teachers of science in secondary schools seemed to be more adequately prepared in the biological sciences than in the physical sciences. The implications of research seemed to indicate that the breadth of training that school adminis trators desired was lacking.
17Will S. DeLoach and Auburn R. Hall, "The Under graduate Preparation of High School Chemistry Teachers, Alabama, 1948-49,11 Science Education, XXXVI (February, 1952), 27-28.
■^George Mallison, "Investigation of the Subject- Matter Backgrounds of Student Teachers in Science,“ School Science and Mathematics, XL (April, 1949), 265-72
l^Qeorge Mallison and Jacqueline Buck, "Comparison of the Characteristics of Positions in Science Teaching with the Characteristics of Teachers Being Trained," High School Journal, XXXVIII (October, 1954), 17-22.
^George G. Mallison and Conway C. Sams, A Comparison of Knowledge of Physical Science with those of Biological Science of College Students (Kalamazoo: Western Michigan University, 1956), 7 pages.
21perc]c Warren, "The Education of High School Science Teachers at Madison College," Science Education, XXXVII (March, 1954), 164-66. * 19
In Pruitt's22 study to determine the relationship between certification requirements and the subject-matter
training of science teachers, it was found that there was
no uniform requirement among the states with respect to
certification to teach science. Pruitt's conclusions sug
gested that much in this area is desired if the quality of
science instruction is to be improved.
Some investigations of general education courses.
Numerous surveys have been conducted over the years to
determine the status of science courses for general educa
tion offered at colleges and universities in the United
States. These surveys suggested increasing popularity in
these courses.
Studies by Bullington,33 Goins, 2^ and Wilson3’’ showed
22Clarence M. Pruitt, "Certification Requirements for Teachers in Elementary and Secondary Schools," Science Education. XXXVI (April, 1952), 193.
23Robert A. Bullington, "The Subject-Matter Content of General Education Science Courses," Science Education. XXXVI (December, 1952), 285-97.
24William F. Goins, Jr., "An Evaluation of Science Courses Offered for General Education in Selected Negro Col leges, " Science Education. XXXVI (October, 1952), 248-49.
2^Leland L. Wilson, "General Education Science in Southern Association Junior and Senior Colleges," Science Education. XXXVI (December, 1952), 293-97. 20
(a) that general education science courses were more likely to be offered in teachers colleges and state colleges than in universities, and (b) that they seemed to be designed as terminal courses for nonscience majors. 26 27 7R Andrews and Breukelman, Dietrich, McWhirter,
O Q O A Washton, and Winter investigated the content of survey courses in the biological sciences. They found that these courses were generally based on major principles in biologi' cal science of importance to general education or on bio logical problems of social significance.
2^Theodore F. Andrews and John Breukelman, "Biology Requirements in General Education Programs of some Mid- Western Colleges and Universities, " Science Education, XXXVII (April, 1953), 205-10.
27Mary A. Dietrich, "A Suggested Course of Study for Introductory College Biology, with Emphasis on the Study of Living Material" (unpublished Doctor*s dissertation, Cornell University,. Ithaca, 1953) . r< '
2®Nolan McWhirter, "The Status of General Biology in the General Education Program of Colleges and Universities in Arizona, Colorado, Kansas, Nebraska, New Mexico, Oklahoma and Texas" (unpublished Doctor’s dissertation, Colorado State College of Education, Greeley, 1953).
29Nathan S. Washton, "Teaching Biology for General Education," Science Education, XXXVI (October, 1952), 237-40.
•^Leonard P. Winter, "Biological Sciences in the General Education Program at Iowa State Teachers College," Science Education, XXXVII (February, 1954), 28-39. 21
Investigations by Blanchet,31 Franks,32 and Randall33 of the selection of subject-matter content for survey courses in the physical sciences showed that teachers and nonscience majors preferred the survey courses in physical science to the introductory courses for the specialized sciences. 34 Lewis, investigated the effectiveness of college science sequences of certain northeastern teacher's colleges 35 for developing problem-solving skills in teachers. Weaver
3^Waldo W.E. Blanchet, "Increased Pupil Responsibility for Planning Learning Experiences,“ Science Education, XXXV (October, 1957), 187-88.
OO Cleveland J. Franks, "The Organization, Installa tion, Implementation, and Administration of a Course in Physical Science Designed for General Education" (unpublished Doctor's dessertation, Teachers College, Columbia University, 1953).
0*5 Rogers E. Randall, "A Basis for a Physical Science Course on the College Level," Science Education. XXXVII (April, 1953), 211-12.
3^June E. Lewis, "An Investigation of Effectiveness of the Science Sequence in Certain Teachers Colleges" (unpublished Doctor's dissertation. University of Colorado, Boulder, 1953') .
35Allen D. Weaver, "A Determination of Criteria for Selection of Laboratory Experiences Suitable for an Inte grated Course in Physical Science Designed for the Education of Elementary School Teachers" (unpublished Doctor's dissertation, University of Colorado, Boulder, 1953). 22 sought to identify criteria for the selection of laboratory experiences for integrated physical science courses for o/: elementary school teachers. Balcziak ° compared the relative merits of demonstrations, combined demonstrations and indi vidual laboratory work, and the individual laboratory method in physical science courses for general education.
A study in physics similar to Balcziak's was made by 37 Kruglak and Carlson.
II. SUMMARY
Literature on evaluation of college science programs.
It was found from a survey of publications of national scientific organizations, some colleges and universities, the National Education Association, and the U.S. Office of
Education that no one previous work was devoted entirely to evaluation of a total science program in a college system or unit. Hence, little information necessary for this study
Of. Louis W. Balcziak, "The Role of the Laboratory and Demonstration in College Physical Science in Achieving the Objectives of General Education" (unpublished Doctor's dissertation, University of Minnesota, Minneapolis, 1953) .
37Haym Kruglak and Carl R. Carlson, "Performance Tests in Physics at the University of Minnesota," Science Education. XXXVII (March, 1953), 108-21. 23 was obtained. This observation with respect to the lack of research on the evaluation of the total science programs in college was noted by Bentley in 1949.
Related literature. It was found from an analysis of reviews of research over the past ten years that most of the related studies were in the area of science teaching methods. Two other areas emphasized in recent studies were
(a) the academic and professional preparation of science teachers, and (b) the implications of research findings for increasing the quantity and .improving the quality of the science teachers in elementary and secondary schools. The status of college science curricula was explored in a general way at a session of the Eleventh Annual Meeting of the National Science Teachers Association which met in
Philadelphia from 29 March 1963 to 2 April 1963. Only generalized conclusions were made. Several studies pertain' ing to teaching methods involving a single subject in a particular college were made. Among the areas investigated were the preparation for certification in science subject areas, subject-matter content for science and nonscience majors, laboratory and non-laboratory science courses, content of college survey courses, and the effectiveness of 24 college science sequences for developing problem-solving skills in teachers . Most surveys seemed to indicate that the majority of administrators of public school systems was not pleased with the college preparation of their teachers.
The most recent discussion at the national level of an aspect of college science programs was the special con ference of the Commission on the Education of Teachers of
Science, held on 24-25 April 1964, at Fairleigh Dickinson
University, Teaneck, New Jersey. Discussions at the con ference were limited to those pertaining to the preparation of teachers of elementary science. The investigator was among the participants in the conference who read working papers related to this broad area. At the conclusion of the conference, it was agreed that (1) there are many obvious shortcomings in most of the college programs for the prepara tion of teachers of elementary science, and (2) there should be a national assault undertaken, by the colleges to reduce these shortcomings. In addition to discussions pertaining to science curricula, teaching methods, facilities, and equipment, most of the science conferences gave some emphasis to present and projected needs of scientific per sonnel in industry and government. The consensus was one 25 of urgency with respect to innovations, content, and teach
ing methodology appropriate for the technological demands of the 1960's. CHAPTER III
INFORMATION ABOUT THE COLLEGES OF THE
AFRICAN METHODIST EPISCOPAL CHURCH
The historical approach was used to gather data for this chapter. These data were secured from records of
General Conference Meetings of the African Methodist
Episcopal Church; files on the Christian Recorder, the official organ of the church; "Proceedings of District
Conferences" as published in Christian Recorder; the .
Doctrines and Disciplines of the African Methodist Epis copal Church; and the records, compiled by the official church historians, Bishop Daniel A. Payne and Bishop
Charles S. Smith, which contained, in printed form, the
Minutes of many of the district conferences of the Church.
In addition, college catalogs, bulletins, and other reports were used. The established facts from these sources served as justifiable bases for determining.the circumstances responsible for the establishment of educational institutions by the African Methodist Episcopal Church. 27
I. THE ORGANIZATION OF THE CHURCH
The African Methodist Episcopal Church was organized as a protest against segregation and repression. The pur pose of the church, as seen by the founders, was to induce free religious thought and action, to enlighten and uplift humanity, and to awaken racial consciousness by stimulating a desire for independence, self-reliance, and achievement in the minds of an oppressed minority. Richard Allen, founder of the African Methodist Episcopal Church evidenced his protest against discrimination by withdrawing from the
St. George's Methodist Episcopal Church in Philadelphia in
1787.^ With him was an exodus of other Negro members of the congregation. A major problem at the time of this religious rebellion was how to create an effective union among themselves. Hence, the Free African Society was founded in 1787 and had for its purpose the development of 2 a beneficial and self-improvement society. Richard Allen and Absalom Jones were directly responsible for the forma tion of this society, in which were laid the foundations of
■*-L. L. Berry, A Century of Missions of the A.M.E. Church, 1840-1940 (New York: Gutenberg Printing Company, 1942), p. 27. ^Charles H. Wesley, Richard Allen, Apostle of Freedom (Washington, D.C.: The Associated Publishers, 1935), p. 90. 28 the first Methodist and first Episcopal churches for Negroes.
Richard Allen later proposed that all members of the group pool their resources in order to build and organize an
African church. The Church was organized in Philadelphia in
1794 and incorporated under the laws of the state of Penn- 3 sylvania as Bethel Church in 1796.
A similar dissatisfaction among the colored members of the Methodist Episcopal Church in Baltimore produced the
emergence of the idea of a joint conference, and in 1816 a
general conference was held. Delegates from Baltimore,
Philadelphia, New Jersey, and Delaware met at Baltimore,
and after serious consideration of basic grievances with
respect to their religious privileges, and the desire to
promote harmony among themselves, resolved that the inter
ested people of Philadelphia, Baltimore, New Jersey, and
Delaware should become one body under the name of the 4 African Methodist Episcopal Church. The Church in 1964
had jurisdictions and members in the fifty United States,
in Afri.ca, and in South America.
^l . L. Berry, op. cit., p. 27»
^Ibid. 29
IX. HISTORICAL DEVELOPMENT OF PROGRAMS
OF HIGHER EDUCATION
This section has been divided into three sub-groups:
(1) general, (2) emphasis on education at the lower levels, and (3) emphasis on higher education. The first section describes the circumstances surrounding the early develop ment of education for Negroes in America.
General. In order to have the proper background for a better understanding of the educational work of the
African Methodist Episcopal Church, a brief summary of the circumstances surrounding the early development of education for Negroes in America is presented.
In 1619 the Negro was brought to America and placed in a condition of servitude. Alongside of these early black servants were people of fairer skin yet of practically the same condition; the latter were the indentured bondsmen C from England. Thus began Negro life and informal educa tion in America. Ignorant, uncultured, pagan, with not even a common language, the Negroes were placed in the fields
5 Jay Stowell, Methodist Adventures in Negro Education (New York: Methodist Book Concern), 1922, p. 13. 30 of Virginia, alongside of men who had had some educational
advantages, who knew what civilization stood for, who were
for the most part "god-fearing," and who spoke a common
language. Hence, the first lessonsof the black man were
learned by observation of and absorption from his partner
in servitude. At the same time and in the same manner they
learned to speak the English language; lessons of thrift
and perseverance were impressed upon them; and they were made converts of the Christian religion. It was not long before a new aspect of this education began to develop.
The Negroes were made servants around the house; some were
personal servants of the head of the house; and others were
given charge of the children of the family. The personal
servants were now in many instances taught to read and write because their work with the master demanded that they
be able to perform these skills. Others in charge of the
children were sometimes taught the fundamentals of reading, writing, and arithmetic in order that they would be able to
help the children with their school work, while still other
Negroes were taught to read in order that they might read
the Scriptures and thus become better men and women.
Another way in which some early Negroes received an
education was through tutoring they received at the feet of 31 a sympathetic person who wished to help the oppressed.
These “private instructors" were numerous but, for the most part, their influence as a factor in the early education of the Negro is negligible because they were "usually refor mers who did not themselves own slaves, but dwelt in practically free settlements far from the plantations on 7 which the bondsmen lived." Pious and thoughtful ministers and missionaries would have been classed under this group who wanted to help the oppressed. As would be expected, their emphasis was upon the religious education of the Negro.
Virginia in 1800, and especially in 1831 in the Nat
Turner Rebellion in Southampton County, saw the danger ahead if the Negro were allowed to continue his education. North as well as South was gradually coming to see that an educated man, no matter what his color, was not content to be a slave.
But slavery was proving very profitable, and because they were not willing to free the Negro, they began to forbid his education and to make it a criminal offense for any person to attempt to teach a Negro. South Carolina was the first
6Carter G. Woodson, Education of the Negro Prior to 1861 (Washington, D.C.: Association for the Study of Negro Life and History), 1919, p. 2.
7Ibid. 32 state to pass legislation forbidding the education of slaves
(1740) , but now the Southern states began to pass laws for bidding the education of any person of color, regardless of his status. Georgia in 1829 passed the following law:
If any slave, Negro, or free person of color, or any white person, shall teach any other slave, Negro, or free person of color to read or write either writ ten or printed characters, the said free person of color or slave shall be punished by fine and whipping, at the discretion of the court; and if a white person so offend, he, she, or they shall be punished with a fine not exceeding $500 and imprisonment in the com mon jail at the discretion of the court.® q Virginia followed with a similar law. In 1841 Maryland
passed a very drastic measure aimed at the free Negro which
made it a high crime punishable by imprisonment for ten or
twenty years "for any free colored person who shall, know
ingly, call for or receive at any post office, or receive
or have in his possession, any abolition handbill, pamphlet,
newspaper, pictorial representation or any paper of any
inflammatory character. In 1847 the Missouri legislature
®Kelly Miller, Race Adjustment (New York: The Neale Publishing Company, 1900), p. 248.
9Ibid.. p. 252.
^®Monroe Work, Negro Yearbook (Tuskegee, Alabama: Negro Yearbook Publishing Company, 1920), p„ 189. 33 specifically provided "that no one should keep or teach any school for the education of Negroes."11
The attitude of the white population of some states was shown by laws which required the separation of the races in public places. Between 1830 and 1840 North Carolina,
Kentucky, Mississippi, and Louisiana, in establishing their public school systems, discriminated against the Negro. 12
Even in the West, this condition was prevalent. Ohio, in
1829, passed a law; excluding free Negroes from the public schools, and this remained among the statutes of the state 13 until 1849. From this time on slavery for the Negro not only had the body in bondage, but attempted to regulate even the minds of the blacks. The primary object in keeping the Negro in bondage was to secure his labor free, and now the planters felt that the only way to secure the free labor was to have an ignorant slave. It cannot be doubted that the education of the Negro as a race was greatly retarded
11Laws £f the State of Missouri (Missouri: Carter and Regan Publishers, 1847), pp. 100-106.
■^■^W.D. Weatherford, Negro Life in the South (Boston: Heath and Company, 1934), p. 94.
13Charles Wesley, Richard Allen. Apostle of Freedom (Washington, D.C.: The Associated Publishers, 1935), p. 191. 34 by these laws. The natural effect of the laws was to make an education much more desirable to the Negroes, and once having learned to read and write there came a keen desire to impart the gift to their friends.
Such were the social conditions of the time, which served as a stimulating influence for Negroes to educate themselves through their own feeble efforts, and for the
Negro church, as one of the few organized bodies of the time, to take the lead in doing so.
Emphasis on education at the lower levels. The
African Methodist Episcopal Church was organized as a se parate religious denomination in 1816. In 1817 the first disciplines of the theory and organization of the Church were published. It was not until 1833, however, that any formal mention of the Church's efforts toward education was made.
The Ohio Conference, organized by Bishop Morris 14 Brown in 1830, at its Annual Conference in 1833, passed the following important resolutions:
^Daniel A. Payne, History of the African Methodist Episcopal Church (Nashville, Tennessee: Publishing House of the A.M.E. Sunday Union, 1891), pp. 97-98. 35
Resolved, as the sense of this Conference, that common schools, Sunday Schools, and temperance societies are of the highest importance to all people; but more especially to us as a people. Resolved, that it shall be the duty of every member of this Conference to do all in his power to promote and establish these useful institutions among our people.
These resolutions constituted a new era in the history of the African Methodist Episcopal Church. Seventeen years had passed since the founding of the Church before a word was said in its conferences on the important subject of 16 education; and it remained for this youngest of the fourft ~ conferences to give the first utterance on a subject so vital to the interests of the colored race in the United
States.
At the Philadelphia Conference during the same year, although not the first item of business transacted, the subject of education was the most important. At that con ference, the following resolution was passed:
. . . that as the subject of education is one of high importance to the colored population of the country, it shall be the duty of every minister who has the charge of circuits or stations to make use of every effort to establish schools wherever convenient, and to insist upon the
15 Daniel A. Payne, op. cit., p. 98.
l6Ibid. 36
parents of children that they send them to school; and that a sermon should occasionally be preached expressly upon the subject; and that it should be the duty of every minister to make yearly returns of the number of schools, the number of scholars in each, the places where they are located, and the branches taught in their circuits and stations, and that every preacher who neglects to do so to be the subject of censure of the Conference.
Following in the wake of Ohio and Philadelphia, the
New York Conference held in Brooklyn, New York, in 1834, took up the question of education, and after discussion unanimously passed a resolution, "that we will use every exertion in our power to advise and encourage our people to
IQ send their children to Sabbath and other schools." While this resolution was not as stringent in character as the one passed by the Philadelphia Conference, it showed the extension of an educational awakening.
During the Baltimore Conference of 1835, it was made the duty of itinerant pastors to impress on the parents the need of sending their children to school.
At the Philadelphia Conference in 1839, a strong bid was made for increased educational efforts in an address by
the then general book steward, Rev. George Hogarth:
17Daniel A. Payne, op. cit., p„ 100.
18Ibid., p. 102.
19Ibid., pp. 103-104. 37
. . . The claims of our young men, too, for aid to sustain them while they are preparing themselves for the ministry (that they may become approved workmen in the Lord's vineyard) are urged upon you, as the future prosperity of the Church and of generations to come is dependent upon the care we now take in raising up suitable teachers for our people, well qualified in every respect. We, there fore, sincerely trust that you will unhesitatingly lend us your aid, dear brethren, in this laudable cause, as it is no other than the cause of God.
The foregoing was the first document of the kind which had been chronicled by the Church secretaries, and represented evidence of the incalcuable use and benefit of cultivated minds as guides in ecclesiastical movements. It was signed by A.M.E. secretaries, Bishop Morris Brown, Bishop Edward
Waters, and General Book Steward George Hogarth. (The abbreviation A.M.E. is for the African Methodist Episcopal
Church.) It was, too, the first appeal in behalf of minis terial support, and the first official effort in favor of ministerial education, a religious factor which was to become the most powerful influence responsible for their educational activities.
No unusual concern was given to the matter of educa- 21 tion during the General Conference of 1840.
' 2^Ibid.
2^"General Conference of the A.M.E. Church, Minutes of the Seventh General and Annual Conference of the A.M.E. Church, Comprising Four Districts for A.D. 1839-40 (Phila delphia: A.M.E. Book Concern, 1840), p. 4. 38
During the same year at the New York Conference the following resolution was passed:
Resolved, on motion, that there be four sermons preached in the year, in all our churches and congregations for the purpose of encouraging the cause of Education and Sabbath Schools. . . .22
The Annual Conference of the Baltimore District at
Washington in 1840 adopted the resolution,
That all preachers having the charge of circuit'r ' or stations be enjoined to support the principles of education by visiting the parents and children under their charge, and encouraging schools among them in every possible manner.
A similar resolution was passed by the Philadelphia Con- 24 ference.
The Baltimore Conference which assembled May 8, 1841, reported one day school or common school, with one teacher and fifty scholars, along with several district Sunday 25 Schools. This was the first report of Sunday and common schools on the records of the district, and the Conference
22Ibid., p. 32. 23 Baltimore Conference of the A.M.E. Church, Minutes of the Annual Conference of Baltimore District at Washington, 1840 (Philadelphia: A.M.E. Book Concern, 1840), pp. 12-13.
24Ibid., p. 21.
25Daniel A. Payne, op. cit., pp. 134-135. 39
closed its deliberations by pledging to sustain common and
Sunday schools.
Among resolutions of minor importance the following helped to constitute the business of the Baltimore Conference
of 1842:
Resolved, that the preacher from each circuit or station shall, in future, produce at the Annual Conference a certificate, properly authenticated, containing the number of Sabbath and day schools, scholars and teachers within his charge, and also the amount of collections made during the year for their support.
Two day schools were found to be in existence in 1842 in the
bounds of this Conference.
In Baltimore the educational interests were kept
clearly alive. The resolutions leading toward progress in
this direction were worthy of being kept in mind as the
first formulated effort toward a course of regular study.
It was resolved, "that the elders and deacons of the Con
nection [church district or group] make use of all the means
in our power from henceforth to cultivate our mind s and 2 7 increase our store of knowledge." Then, secondly, "that
we recommend to all our elders and deacons, licensed
26Daniel A. Payne, op. cit., p. 132.
27Ibid.. p. 141. 40 preachers and exhorters, the diligent and indefatigable study of the following branches of useful knowledge:
English, Grammar, Geography, Arithmetic, Rollin's Ancient
History, Modern History, Ecclessiastical History, Natural and Revealed Theology."^® These resolutions were intro duced by the following preliminary statement:
"Whereas, the great literary advantages which the rising generation enjoys requires more than ordinary intelligence in the ministry that may be called to instruct them, and whereas, our excellent discipline cannot be fully executed, nor our present plan of improvement fully consummated without an intelligent ministry, and still more, whereas, the word of God requires that the priest's lips should keep knowl edge, and they (the people) should seek the law at his mouth, for he is the messenger of the Lord of hosts. . „ ,29
These resolutions evidenced the desire for an educated ministry, and having been presented by Daniel A. Payne in
1842, were the first strong, entering wedges to cleave the mass of general ignorance and force the ministry of the
African Methodist Episcopal Church to a higher plane of intellectual culture.
The state of education within the bounds of the
Philadelphia Conference for the year 1842 was promising also.
28Ibid.
29Ibid. 41
At Princeton, New Jersey, there was one common school, with thirty-five scholars and one teacher. At Trenton there was found one common school, with thirty pupils and one teacher.
Bucks County circuit had thirty scholars in its common 30 school. Rev. Daniel A. Payne had under his charge in
Philadelphia one seminary for both sexes, enrolling forty scholars. There was also, in Philadelphia, one common 31 school with thirty scholars.
The report on education showed that there was organized in the basement of Bethel Church, Second Street, New York,
"one day school containing 121 scholars of both sexes, managed by several teachers." 32
It has been shown that ever since the passage of certain resolutions at the Ohio Conference of 1833, calling the attention of the ministry and people to the common and
Sunday-school education of the children, the same idea was stated in various resolutions by almost every Annual Con
ference. The early development of seminaries, elementary
schools, and secondary schools followed this pattern.
30Ibid., p. 143.
31Ibid.
32Daniel A. Payne, op. cit.. p. 143. Emphasis on higher education» The concern of the
African Methodist Episcopal Church for provisions for higher education was probably reflected most by its acquisition of
Wilberforce University, in 1863, the first institution of higher learning for Negroes in the United States.33 This university, located in Xenia, Ohio, was still in operation in 1964. Since the time of the establishment of Wilberforce
University, numerous institutions of learning, on the elementary, secondary, and college levels, have been founded and supported by this denomination. Between 1863 and 1884 foundations for the Turner Normal and Industrial School at
Shelbyville, Tennessee; Edward Waters College at Live Oak,
Florida; Allen University at Columbia, South Carolina; and
Morris Brown College in Atlanta, Georgia, were laid. During these years other educational activities of the African
Methodist Episcopal Church included the establishment of free schools for the poor and freemen's children, scholar ship endowments to worthy young men, and the institution of a Bureau of Education under the auspices of the Church.
•^Frederick McGinnis, A History and Interpretation of Wilberforce University (Ohio: Brown Publishing Company, 1941), p. 72. 43
From 1884 to 1900 the educational work of the Church was organized under the Department of Education which was under the direction of the General Conference of the Church.
During this period, some other colleges were established:
Shorter College in Little Rock, Arkansas; Flipper-Key-Davis
College in Muskogee, Oklahoma; Payne Institute in Selma,
Alabama; and Western University at Quindaro, Kansas.
A comprehensive survey of the literature in the field
of education revealed a few studies which presented limited
aspects of the educational work of the African Methodist
Episcopal Church. However, the following three works had
direct bearing on the educational work of the African
Methodist Episcopal Church, and a brief summary of them is
given as a point of departure for this discussion. 34 Recollections of Seventy Years is primarily a biography
of Bishop Daniel A. Payne, the leading educator of the
African Methodist Episcopal Church. This reference includes
quite a lengthy discussion of the development of Wilberforce
University under the leadership and influence of Bishop
Payne, but it is quite vague in describing other education
al efforts of the church.
•^^Daniel A. Payne, Recollections of Seventy Years (Nashville, Tennessee: Publishing House of the A.M.E. Sunday School Union, 1883). 44
In 1895 Bishop H.M. Turner published a book of the disciplines and theory of African Methodism.3^ This is a source book in question and answer form. A chapter is devoted to the literary associations of the Church, included among which is the Department of Education.
A third related reference is the dentennial Encyclo-
O f. pedia of African Methodism by Richard R. Wright. This is an excellent source book for historical facts and events in the one hundred years of African Methodism from 1816 to 1916, and includes a treatment of the dates of establishment and number of institutions.
Research seemed to indicate that the following funda mental circumstances have been responsible,for the establish ment of educational institutions by the African Methodist
Episcopal Church: (1) the operation of religious factors such as the need for an educated ministry to enlighten and improve the spiritual condition of the race, and to perpetuate
O C Bishop H.M. Turner, The Genius and Theory of Methodist Policy (Philadelphia: A.M.E. Book Concern, 1895) . 3 6 . Richard R. Wright, Jr., Centennial Encvclopedia of African Methodism (Philadelphia: A.M.E. Book Concern, 1916) . 45 the tenets of the African Methodist Episcopal faith, (2) the actions of philanthropic factors which contributed to the establishment and support of educational institutions either by financial aid or by personal services rendered by the
Free School Society and other benevolent individuals, and
(3) the operation of social circumstances, such as state laws restricting Negro education and the demand for skilled industrial labor after emancipation. It was recognized, however, that all the factors as stated above might not have operated in the establishment of each of the institutions concerned.
The development of colleges and universities. The chief activities of the African Methodist Episcopal Church prior to 1853 included the establishment of a course of study for its licentiates in 1844, the passing of numerous resolu tions favoring education, and the establishment of Union
Seminary in 1847. The period, 1863-1884, marked an era of expansion and educational progress.
In 1863 the Wilberforce University property was pur chased from the Methodist Episcopal Church.3^ A letter from
37ohio Conference Proceedings in the Christian Recorder, May 2, 1863 , p. 2. 46
Bishop Payne addressed to the ministry, the laity, and the friends of the Church explained the reason why this school was offered to the African Methodist Episcopal Church:
The property of Wilberforce University is now offered to us for the sum of $10,000. This pro perty was bought in the summer of 1856, and a school opened for the special benefit of the colored people, with a view to make it a powerful instrumentality for their improvement in knowledge, morals and religion. The projectors of this noble enterprise were leading men in the Cincinnati Conference of the A.M.E. Church. But in the height of the prosperity of the school, the pre sent Civil War opened its flood of disasters upon the country and so embarrassed the finances of the establishment as to compel the trustees to close its doors in June, 1862. In order that its original design may be secured, these trus- tees prefer that we possess and control it. . . .
The news of the purchase of Wilberforce by Bishop
Payne was well received in most of the districts, and on
June 11, 1863, the property was formally turned over to the
African Methodist Episcopal Church.3^ Immediately, agents
of the Church4® busied themselves in getting a new charter
3^Christian Recorder, March 28, 1863 , p. 1.
39 Daniel A. Payne, Annual Report and Retrospection of the First Decade of Wilberforce University (Xenia, Ohio: The Chew Publishing Company, 1873), p. 5. 40Bishop Payne, Professor J.G. Mitchell, then principal of the Eastern District School in Cincinnati, Ohio, and Rev. James A. Shorter, pastor of the A.M.E. Church in Zanesville, Ohio. 47 and in finding prominent persons who would be willing to act as trustees. Within a month these details had been 41 attended to and the new charter was granted in July, 1863.
Very soon the new Board of Trustees was organized and the administrative staff of the new institution was elected.
The Board of Trustees was composed of 115 denominational trustees, nine honorary trustees and six bishops who were 42 ex-officio members, making a total of 130 in all.
With the purchase of Wilberforce University, the
Union Seminary property in Xenia, Ohio was sold and the proceeds, faculty and pupils,.merged into the larger enter prise.
The curriculum of the institution was steadily expand
ed in the early period to meet the demands of the time. The
theological arid classical departments were opened in 1866,
the scientific in 1867, and the normal in 1872. There was
also a primary department and a Sunday school department, / 43 and some mention was made of medical instruction in 1867.
41b .W. Arnett and S.T. Mitchell, The Wilberforce Alumnal (Xenia, Ohio: The Gazette Office, 1885), p. IS. 42 . Daniel A. Payne, History of the A.M.E. Church op. cit.. p. 437. 43 Catalogue of the Wilberforce University. 1867-1868 (Wilberforce, Ohio: The University, 1868), p. 2. 48
After the successful establishment of that institution,
other attempts were made to found schools of learning for the
newly emancipated Negroes. In 1864, some of the educational
leaders of the Church, having obtained permission from the
War Department to establish schools throughout the Union
lines, organized themselves into the African Civilization
Society whose purpose was "to establish free schools for the
poor and freedmen's children."44
With the zeal for education increasing, several
district conferences began to establish schools under their
direction. In August, 1869, the Kentucky Conference of the
African Methodist Episcopal Church resolved, "to establish
in the city of Louisville a High School as an auxiliary to
Wilberforce University, for the training of young men who
may wish to qualify themselves for the ministry."45
The Tennessee Annual Conference established Shelbyville
High School in 1870. In 1896, .this institution was chartered
under the state of Tennessee and re-named Turner Normal and 46 Industrial School.
44Christian Recorder, February 6, 1844 , p. 1. 45 Proceedings of the Kentucky Conference of the A.M.E. Church in the Christian Recorder. September 11, 1869 , p. 3.
46Charles S. Smith, A History of the A.M.E. Church. (Philadelphia: A.M.E. Book Concern, 1922), p. 356. 49
Twelve acres of land at Live Oak, Florida, were purchased by the Florida Conference for the purpose of erecting a building for a Classical and Theological 47 Seminary. This school was chartered by the legislature of the state of Florida in 1872, and named Brown Theological
Institute. In 1874, the Institute closed due to mismanage ment, and from that date until 1883, there was an intermis sion in the actual educational work of the African Methodist
Episcopal Church in Florida. However, in 1883, the East
Florida Conference High School was founded in Jacksonville.
During the next year, the school was reorganized and named the Florida Scientific and Divinity High School. In 1889 it was sold to the Florida Conference and re-named Edward
Waters College. The official historian of the Church states that the purpose of this school was, "to give young men and women a thorough education and a trade, and to fit ministers, teachers and others for greater and wider fields of usefulness."48
In 1872, the District Conference of South Carolina purchased 142 acres of land at Cokesbury, South Carolina, for
^Minutes of the General Conference of the A.M.E. Church. 1872. op. cit.. pp. 1-22. 4 8 .. Charles S. Smith, Op. cit.. p. 360. 50 the purpose of erecting a Classical and Theological
49 Seminary. With this beginning Payne Institute was established. In 1881, the Committee on Education of the
South Carolina Annual Conference recommended the building 50 of a new college at Columbia. The result, however, was the moving of Payne Institute at Cokesbury to new property at Columbia. Payne Institute was then re-named Allen 51 University.
The curricula of Allen University included theology, law, education, music, classics, science, English, and domestic economy.
With the separate district conferences having taken the initiative to establish Conference schools, the General
Conference in 1876 adopted the following resolutions:
1. It shall be the duty of each Annual Conference (when it is judged best, two or more may unite), to consider the propriety of establishing a Conference School within its borders.
49 Minutes of the General Conference of the A.M.E. Church, 1872, op. cit., pp. l-?22.
50Proceedings of the Columbia Annual Conference in the Christian Recorder. January 6, 1881 , p. 2.
5^Christian Recorder. February 1, 1883 , p. 1. 51
2. It shall be the duty of each Annual Conference to set aside one Sunday in the month to be known as Education Day, for lifting a collection for the schools and colleges of the Church.
3. it shall be the duty of each Annual Conference to retain that percentage of the moneys so raised as it may consider necessary for its own school, if it has one in operation. Should the Conference have no schools in operation, the collection so raised shall be forwarded to the above named Board, who shall appropriate it solely to the endowment of the Universities of the Church.**2
Another important activity of the General Conference of 1876 was the instituting of a bureau in the Church to be known as the Bureau of Education, and the election of a commissioner of educatitin from among the traveling preachers.
. . . who shall have charge of this department and conduct its affairs, and shall enter immediately upon the duties of his office and continue therein four years as other general officers of the Church, and shall receive a salary of not more than $1,200 a year. . . .to visit and examine the system of government and methods of ^instruction employed in all the schools under the patronage of the Church, and they shall secure as far as possible uniformity of methods and practice,in all schools. . . . Parochial schools for primary instruction shall be established in all our charges when practicable, and the element of moral and religious obligation to God, and to our country and our Church shall not be neglected in any of our schools. The Commissioner on Education shall give counsel and encouragement for the founding of such schools.
52Proceedincrs of the General Conference of the A.M.E. Church, 1876, op. cit., p. 8. 53 * Charles S. Smith, op. cit., p. 357. 52
Thus, this department handled the special work of schools with a view toward increasing the number of schools and the
efficiency of organization. It was assumed by the investi
gator that references to a bureau or department in official
church publications had similar meanings.
During this same year, the Johnson Divinity School,
located at Raleigh, North Carolina, was founded by the
North Carolina Conference.The establishment of this
institution was indicative of a beginning district policy
to establish schools of learning within each conference.
First, the school offered only Bible training classes, under
Miss Louisa Dorr, a faithful teacher from the North. Later,
. . . several of the young men of the school became enthusiastic over the studies and created a sentiment in favor of better facilities. The matter was taken to the North Carolina Annual Conference, and at once assumed definite shape, resulting in the proposition to establish a school in the state and the selection of the site of Kittrell, North Carolina.^
This was the beginning of Kittrell College, in 1885, which
offered not only theology, but education, industrial art, and
music. Courses also were given in science, English, sewing.
54Ibid. 55 Christian Recorder. October 30, 1884 , p. 1. 53 printing, carpentry, and cooking. Shortly before the opening session of Kittrell College, Bishop Campbell urged all
"presidents, trustees, and school authorities to take imme- diate steps to organize labor and industrial departments."
Hence, from the character of the curriculum offered, Kittrell
College met not only the need of trained ministers, but met also a social demand for skilled and trained labor.
At the General Conference of 1880, the ministers of the Georgia Conference, realizing the necessity of having a school of learning in their midst, which would prepare young men and women for Christiaif work and industrial train ing, recommended:
That the handsome school property located at .Newman, Georgia be purchased for Kindergarten and trade school purposes, also the appropriation of $10,000 out of the general fund towards the pur chase; and further, that this school shall be a Kindergarten school and trades training college, under the supervision of a Board of Trustees and Directors, with proper instructors, and that this General Conference shall have the oversight and direction of the s a m e . 57
56 Christian Recorder. October 30, 1884 , p. 1. 57 Proceedings of the General Conference of the A.M.E. Church in the Christian Recorder. March, 1880 , p. 98. 54
Hence, in 1884 foundations were laid for the first building of Morris Brown College in Atlanta. This building was completed in 1885 and the college opened with an enrollment of 107 students. By 1900, total enrollment of the college CO was five hundred students.
By 1884 a number of the schools under the auspices of the Church were receiving state appropriations. The Church continued to advance its educational work until 1900, but after this date the educational activities of the Church began to decline even though some state funds were available.
The main activity of the General Conference of 1884, which met at Baltimore, was the establishment of a depart ment of education, the appointment of a secretary of educa tion, and the arrangement of an educational collection "by the establishment of a day throughout the Connection upon which all the churches shall lift a collection that shall be not less than ten cents per member, the avails of which are to be used exclusively as an endowment fund for our several Connectional institutions."**8
58A.M.E. General Conference, Journal of the General Conference of the A.M.E. Church, 1900 (Philadelphia: A.M.E. Book Concern), p. 409.
5disciplines of the A.M.E. Church in the Christian Recorder. August 21, 1884 , p„ 2. 55
The office of the secretary of education was estab lished for the purpose of soliciting funds far and wide for the educational work of the church, and to receive directly from all of the original sources all of the educational funds raised, and to disburse them to local and district 60 boards for final disbursement to the various schools.
The educational department was established, there fore, in order that the work of education be facilitated, to benefit the educational training of its ministry, and to provide Christian education for its members and others.
During the same year, the Sission Mission School began operation at Muskogee, Oklahoma, under the sponsor ship of the Board of Missions of the Church.
Upon the recommendations of the Board of Missions that this schoolbe released from the sponsorship of the
Board, the institution was recognized by the General Con ference in 1888, and was purchased by Bishop Connor for the
Church. The school was later chartered under the name of
Flipper-Key-Davis College in honor of the Rt. Rev. J.S.
Flipper, who had done much toward creating an educational 56 interest in Oklahoma, and who had succeeded in raising a considerable fund to establish the school. It was named also in honor of Messrs. John B. Key and George W. Davis, who assisted financially in a large way toward the establishment of this institution.
In 1886, Shorter College, an outgrowth of Bethel
Institute, was founded by the Arkansas Conference. The school moved from Little Rock, Arkansas, to Arkadelphia where it remained until 1896, when it was again moved to
Little Rock.
In 1888, Payne Institute at Selma, Alabama, was found ed as a primary and preparatory school through the united 61 efforts of the two Alabama conferences. By 1893, this school, which was frequently referred to as Payne High
School, had 350 students, with the Higher Normal Department, the Industrial Department, and Model School Department.
The educational activities of this district were also indicative of the Church policy to establish district schools.
During this same year the propriety and feasibility of establishing a theological seminary at Wilberforce, to be
61 Proceedings of the North Alabama Conference in the Christian Recorder, March 10, 1892 , p. 3.
62Ibid. 57 a part of it but to be controlled by a special committee so that it could be more efficient, were considered. The ef forts of this deliberation eventuated in the establishment of Payne Theological Seminary in 1891 at Wilberforce, Ohio.
Two years later, this seminary reported an enrollment of twelve students and two teachers. The conditions surround ing the establishment of Payne Seminary were stated as follows:
The growing demands of the Church and the imperative requirements for leaders were weighed by the Committee, and they came to the unanimous conclusion that unless the. Church put forth some organized effort to perpetuate an intelligent ministry, it would lose its prestige. It was apparent to the Committee that the magnitude of the work of the Church, and the complexity of the organization made it necessary for those who were to control and manage it to be trained in the doctrine, laws, customs and history of the Church from its organization to the present, so that they could see its possibilities and compre hend the work to be done in the future. The plan of the Committee was presented to the Trustee Board in 1891, and after some modifications, was unanimously adopted.
During the Civil War, Eben Blatchley, a Presbyterian minister, founded a school known as Freedom University in
Quindaro, Kansas, for the education of colored youth. In
1892, after the minister’s death, the African Methodist
63Charles S. Smith, op. cit., p. 368. 58
Episcopal Church, desiring to continue the work begun in the District of Kansas, purchased the school and named it
Western University. This institution opened under the auspices of the African Methodist Episcopal Church with an
' C.A enrollment of forty-seven students and three teachers.
In 1890, Campbell and Stringer Colleges, located at
Vicksburg and Friar's Point, Mississippi, respectively, were organized by the Mississippi Conference. By 1893
Campbell College reported 170 pupils enrolled in the ele mentary and secondary curricula, while Stringer College CC reported only thirty-two elementary curriculum pupils.
It was noted that these colleges had enrollments only in their elementary departments. Until 1898, they remained at the two respective places as two separate schools, under the one Board of Trustees, when it was decided to merge these two schools into one large institution, Campbell-
Stringer-College, at Jackson, Mississippi. The official historian of the Church, Bishop Charles S. Smith, stated that these schools were organized "for the promotion and advancement of the race in higher Christian education, and
64 Board of Education of the A.M.E. Church, Ninth Annu al Report. 1892-1893 (Georgia: Gardner, Book and Job Printer^ 1894), p. 42. 65 Ibid.. pp. 42-43. 59 for the general elevation of the race." This statement indicated that Campbell-Stringer College originated as a result of religious and social demands.
Few schools, if any, were established by the African
Methodist Episcopal denomination in the United States after
1900. The report of the Committee on Colleges and Univer sities to the General Conference of the Church in 1900 opened as follows:
In the future we are to be largely our own teachers and instructors, and therefore we cannot lay too much stress upon thorough and efficient work upon manning our institutions with the best teachers we can command. . . . If our ministry is to be improved and the pulpit kept above the pew, it is indispensible, it is absolutely neces sary that our young men before entering the seminary should have a collegiate foundation upon which to build. . . . A few schools well and better equipped are better than many schools not thus provided. . . . ^
The Committee offered the following recommendations:
That the trustees of Turner and Wayman (a small elementary school in Kentucky) institutions unite on a basis that shall seem best to themselves.
®®Charles S. Smith, op. cit., p. 364. 67 General Conference of the A.M.E. Church, Journal of the Twenty-First Quadrennial Session of the General Conference of the A.M.E. Church. May 7-May 25. 1900 (Philadelphia* A.M.E. Book Concern, 1900), p. 215. 60
That the appropriation formerly made to Stringer College be given to Campbell-Stringer College.
The report of the committee was adopted, and after
1900, the educational work of the Church began to decline.
After this date, the African Methodist Episcopal Church made a concentrated effort to make more efficient those schools already under their control and support, and to extend their educational activities to their missionary fields of Africa,
Bermuda, Haiti, and South America.
III. ORGANIZATIONAL PATTERNS OF COLLEGES AFFILIATED
WITH THE AFRICAN METHODIST EPISCOPAL CHURCH
General. The organization of colleges affiliated with the African Methodist Episcopal Church has followed five general patterns: (a) high school— junior colleges; (b) high school— senior colleges; (c) four-year college— seminary;
(d) junior college— seminary, four-year college; (e) high
school— seminary. This organizational pattern was, at the outset, consistent with the purposes and objectives of the respective colleges.
The organization in 1964 is described below. 61
Four-year colleges. The five four-year colleges affiliated with the African Methodist Episcopal Church were:
Allen University, Edward Waters College, Morris Brown College,
Paul Quinn College, and Wilberforce University.
Allen University, located in Columbia, South Carolina, had a liberal arts curriculum. In addition, it had a reli gious department for the specific purpose of providing special instruction to ministers and lay persons. For sev eral years, beginning in 1960, Allen University had an arrangement with Benedict College, a four-year liberal arts college affiliated with a Baptist denominational group, for exchange of course credits and teachers. The Allen Univer sity and Benedict College campuses were adjoining.
Edward Waters College in 1964 was located in Jackson ville, Florida. It had a liberal arts curriculum and, in addition, a religious department, Lee Seminary, which func tioned as an independent administrative unit separate from the college and directly under the control of the Board of
Trustees. The college was unaccredited, and had "in transcient" status. This term was applied by the state and the regional accrediting agency to denote transition from a
junior college to a four-year college. The junior college 62 was accredited in 1955. The four-year division was added in
1957. The junior college remained accredited until I960, when the Southern Association of Colleges and Schools ruled that the College could not continue with an accredited lower division (junior college) and an unaccredited upper division
(four-year college). The College plan called for accredita tion during the 1956-66 term.
Morris Brown College was located in 1964 in Atlanta,
Georgia. The college was in 1964 a part of the complex
Atlanta University System, which comprised Atlanta University,
Clark College, Morehouse College, Spelman College, and the
Interdenominational Theological Center. All of the colleges affiliated with the system were accredited by the Southern
Association of Colleges and Schools. Students enrolled at colleges within the system could transfer credits, upon approval of their respective advisers. Morris Brown College
j had a liberal arts curriculum.
Paul Quinn College was located in Waco, Texas. It had two major divisions, the lower division or junior college
and the upper division or four year college. A general edu
cation program was emphasized in the lower division. The
upper division had a liberal arts curriculum. The College
was unaccredited. 63
Wilberforce University was located in Xenia, Ohio. It
consisted of a liberal arts college and Payne Theological
Seminary. The University was accredited by the North Central
Association of Colleges and Secondary Schools. It had a co
operative arrangement with Central State College, a neighbor
college, wherein students could take courses for degree pur
poses at either college.
Junior colleges. All of the junior colleges had
general education curricula. Only one college, Daniel Payne,
located in Birmingham, Alabama, was accredited by the regional
accrediting agency, the Southern Association of Colleges and
Schools. The other colleges in 1964 were: Campbell College,
Jackson, Mississippi; Kittrell College, Kittrell, North Caro
lina; and Shorter College, Little Rock, Arkansas.
Support. With the exception of Edward Waters College,
Jacksonville, Florida, all of the colleges were supported
almost wholly by budget allocations by the church, tuition,
and special annual fund drives. Edward Waters College re
ceived some support from the City of Jacksonville and Duval
County. All members of the church Connection paid a $4.00
annual assessment for support of affiliated colleges. 64
Faculty. The faculties at the nine colleges were pre dominantly Negro. With the exception of Morris Brown College and Wilberforce University, the Ph. D. ratio was generally low. There were only three persons with Ph. D. degrees on the faculties of the combined junior colleges, averaging less than one Ph. D. per college.
Curriculum. The senior colleges had liberal arts curricula. The junior colleges offered a program of general education. The exception was Paul Quinn College, a four- year college, which offered a general education program in the lower division and a liberal arts curriculum in the upper division.
Students. Students were generally the children of members of either the African Methodist Episcopal Church or the Baptist Church, although most of the major faiths were represented. The students were generally from low income homes.
Facilities. With the exception of Morris Brown
College in Atlanta, Georgia, and Wilberforce University in
Xenia, Ohio, the facilities of all of the colleges of the
African Methodist Episcopal Church, might well have been 65 considered as being inadequate. This was especially true of the science and library facilities.
IV. SUMMARY
The African Methodist Episcopal Church was organized as a protest against segregation and repression. Its pur poses were to be achieved by a conscious effort by the Church to create in the minds of Negroes a desire for independence and a feeling of personal worth and dignity. Richard Allen, known historically as the "Apostle of Freedorrv, " founded the
Church in Philadelphia in 1787.
Little was written during the formative years of
African methodism with respect to education. In fact, the first formal mention of the Church's efforts toward educa tion was not made until 1833. At this time, a Church resol ution encouraged the continued establishment of common schools, Sunday schools, and temperance societies. This emphasis increased at the Annual and General Conferences which followed. Initial concern of the church for higher education was reflected by its purchase of ‘Wilberforce
University in Xenia, Ohio, in 1863. Wilberforce University was the first institution for higher learning for Negroes 66 in the United States. The acquisition of Wilberforce Univer sity was followed by the establishment, between 1863 and 1884 of the following institutions: Turner Normal and Industrial
School at Shelbyville, Tennessee; Edward "Waters College in
Live Oak, Florida; Allen University at Columbia, South Caro lina; and Morris Brown College in Atlanta, Georgia. During these years other educational activities of the church in- ' . eluded the establishment of the schools for the poor and freemen's children, scholarship endowments to worthy young men, and the institution of a Bureau of Education. The following additional colleges were established between 1884 and 1900: Shorter College in Little Rock, Arkansas; Flipper-
Key-Davis College in Muskogee, Oklahoma; Payne Institute in
Selma, Alabama; Western University at Quindaro, Kansas;
Campbell and Stringer Colleges at Vicksburg and Frior's
Point, Mississippi.
The organization in 1964 included five four-year colleges and four junior colleges. The four-year colleges were Allen University, Edward "Waters College, Morris Brown
College, Paul Quinn College, and "Wilberforce University.
The junior colleges were Daniel Payne College, Campbell
College, Kittrell College, and Shorter College. With the 67 exception of Edward Waters College, all of the colleges were supported almost wholly by budget allocations of the
Church, tuition, and special annual fund drives. The facul ties of the nine colleges were predominantly Negro. The four-year colleges had liberal arts curricula. The junior colleges offered a program of general education. Students were generally from traditional faiths and also from low income homes. With the exception of Morris Brown College and Wilberforce University, many facilities at all colleges were inadequate. CHAPTER IV
FINDINGS
This chapter is devoted to a discussion of the find ings as revealed by the questionnaire and visits to the nine colleges. Findings based on information from the questionnaires and from interviews with administrators, faculty, and students are discussed. In the chapter which follows, these findings are discussed as they relate to the standards of the regional accrediting agency.
I. PpPULATION CHARACTERISTICS
Nine hundred forty persons participated in this study.
Five hundred twenty-nine were representatives of four-year colleges (hereafter referred to as senior colleges). The administrators consisted of the deans of instruction at all colleges. There were thirty-one faculty members involved in the study, twenty-four from senior colleges and seven from junior colleges. All were instructors of science courses during the spring of 1964. It was noted that the science faculty at one senior college and two junior 69 colleges consisted of a single person in each case. It was also noted that one of the senior colleges with the most diversified science curricula had only two science faculty members. Likewise, two of the poorer junior colleges, financially, had two and three science faculty members, respectively. The study involved nine hundred students, five hundred from senior colleges and four hundred from junior colleges. Of the total number of students, 497 were enrolled in science courses— 274 at senior colleges and
223 at junior colleges. Students not enrolled in science courses constituted 45 per cent of the student population.
At the senior colleges, the number of students participat
ing in the study ranged from a low of 17 per cent to a high
of 33 per cent.
A study of records at the colleges showed that most
of the students were from the state in which the college
was located or from other states, chiefly Southern states.
Students at Wilberforce University represented more
diversified family backgrounds, including areas of resi
dence, than did students at other colleges. A breakdown
of participants, by colleges, is included in Table I. 70
TABLE I
NUMBER OF ADMINISTRATORS* FACULTY, AND STUDENTS “WHO PARTICIPATED IN THE EVALUATION BY COLLEGES
Colleges Administrators Faculty Students
Enrolled Not ehrollec Number in a in a of science science persons course course
Senior
Wilberforce 107 1 7 57 42
Edward Waters 110 1 6 51 52
Morris Brown 107 1 8 39 59
Allen University 103 1 1 52 49
Paul Quinn 102 1 2 75 24
Junior
Shorter 99 1 1 41 59
Campbell 102 1 3 69 29
Kittrell 109 1 2 59 47
Daniel Payne 101 1 1 54 45
Total 940 9 31 497 403 71
Sex. Males were the dominant sex represented in the
study, comprising all of the administrators, 84 per cent of
the faculty, and 81 per cent of the students. A more detailed breakdown is shown in Table II.
The seemingly disproportionate distribution with
respect to the sex of administrative and faculty positions held was discussed with the deans and some of the faculty.
Their comments have been summarized in the paragraphs below.
The deans of the colleges stated that they were of
the opinion that while qualified male and female applicants would be acceptable for college administrative positions,
the chief administrative officers of the colleges would
probably prefer male persons as deans. It was pointed out
by these administrators that females were most often
appointed to such positions as registrars, directors of
admission, or department chairmen. A survey by the
TABLE II
SEX OF PARTICIPANTS IN THE STUDY, BY NUMBER AND PER CENT
Sex Administrators Faculty Students
No. Per cent No. Per cent No. Per cent
Male 9 100 26 84 731 81
Female 5 16 169 19 72
investigator seemed to confirm the statement by the deans.
All of the female instructors were on the faculties of the senior colleges. This suggested to the investigator that males generally were favored as instructors of science courses in junior colleges. One might also conclude that
at the colleges studied, senior colleges were more liberal
than were the junior colleges with respect to considera
tion of sex in the selection of their science faculty. In
discussions with some of the faculty, there was general
consensus that females were probably less favored when
selecting instructors in science. They pointed out,
however, that once a female instructor had been appointed
to a teaching position, there were no observable differ
ences pertaining to male-female treatment and administrative
treatment on their campuses.
Most of the deans of the colleges admitted that
male instructors for science courses were probably favored
in the selection process. Their common opinion was that
nothing really accounted for this except that it was gen
erally traditional for men to dominate the sciences.
Except at one institution, all of the administrators were
praiseworthy in their comments about their female 73 instructors. At one institution, the female science instruc tor had been, in the judgment of the dean, “unstable, and emotionally mixed-up, although competent in her subject area." There was also a consensus among the administrators that female instructors of science courses were generally
"more fussy" with respect to details than their male counterparts. All of the administrators stated that the acute shortage of qualified instructors of science courses forced them to place the major emphasis on preparation and’ teacher qualities rather than on sex.
Age. Administrators and faculty were asked to indicate their ages, by checking one of the four categories:
(1) fifty and above, (2) forty-one to fifty, (3) thirty- one to forty, (4) thirty and below. Forty-five per cent of the administrators were fifty-one years of age or older, and the remaining 55 per cent were between the ages of forty-one and fifty. The ages of administrators appeared to be in agreement with those of other institutions. Ten per cent of the faculty were fifty-one or above, 22 per cent were between the ages of forty-one and fifty, 56 per cent between thirty-one and forty, and 13 per cent were aged thirty or below. The data in Table II suggest that the institutions favored instructors in the age range, thirty-one to forty.
The faculty did not consider any particular age range to be an advantage. They were of the opinion that politics as related to their alma maters/ fraternities, religion, and social,- acceptability among administrative circles was of much greater advantage than any considerations of age.
In conversations with the administrators, it was emphasized that in considering new personnel, the colleges did give special consideration to persons whose age ranged from below thirty to under forty. This, the administrators
jf' pointed out, was related to the financial limitations of the colleges with respect to salaries, and to the belief
TABLE III
AGE OF ADMINISTRATORS AND FACULTY
...... Administrators Faculty Total Ages No. Per cent No. Per cent No. per cent
51-above 4 44 3 10 7 17
41-50 5 56 7 22 12 30
31-40 55 43 17 17 30-below 10 13 4 .. 4 . 75
• V w that persons in the age range cited are generally more
creative and more flexible with respect to ideas and habits.
Marital status. Administrators and faculty were
asked to indicate their marital status by checking one of
the following items: (1) widow or widower; (2) divorced;
(3) single; and (4) married. Eighty-nine per cent of the
administrators and 77 per cent of the faculty were married.
The data in Table IV suggest that either married persons
were preferred for administrative and teaching positions
at these colleges or that those who were married were more
qualified for these positions.
In the interviews, the administrators stated that
married persons were preferred for administrative positions
TABLE IV
MARITAL STATUS OF ADMINISTRATORS AND FACULTY
Marital Administrators Faculty Total status No. Per cent No. Per cent Number
Divorced 1 3 1
Single 1 11 6 20 7
Married 8 89 24 77 32 76 at their colleges. They did not believe, however, that marital status of a faculty member was significant. They pointed out oftentimes the fact that a person being con sidered for a teaching position was married presented a problem to the college. This was because many married per
sons were opposed to working in areas requiring them to be
separated from their families. In such cases, the colleges
employed the husband-wife combination in order to get the one person desired. This meant, in many cases, either
refusing employment of a more qualified person in favor of
the other member of the husband-wife combination, creating
a new position, or rejecting the husband-wife combination
altogether. The faculty did not recognize an administrative
preference with respect to sex. All of them stated that
they desired more unmarried male and female members on the
teaching staff.
Degrees held. Administrators and faculty were asked
to check the following items with respect to highest degree
held: (1) associate; (2) bachelor's; (3) master's; and
(4) doctorate. All of the administrators held at least
the master's degree, and 44 per cent held earned doctorates
or equivalents. Some of the administrators with master*s degrees were also recipients of honorary doctorate
degrees. Thirty-nine per cent of the science faculty members held earned doctorate degrees or equivalents. More
than half, 51 per cent, had master*s degrees, and 10 per
cent had no degrees beyond the bachelor's level. About
50 per cent of the master's degrees held by the faculty had been earned at predominantly Negro colleges in the
South. Table V compares the degrees held by administrators
and faculty.
The administrators expressed dissatisfaction with
the Ph.D. ratio. They admitted this to be an especially
critical area, almost beyond their ability to correct at
the time. In conversations they assessed blame as due to
(1) a lack of finances for competitive salaries and adequate
research facilities, and (2) the hesitancy on the part of
TABLE V
DEGREES HELD BY ADMINISTRATORS AND FACULTY
Administrators Faculty Highest degree held No. Per cent No. Per cent
Bachelor 3 10
Master's 5 56 16 51
Doctorate or equivalent 4 44 12 39 many qualified scientists and science teachers to move alone or with their families to the South. It was also shown that persons with only the bachelor *s degree were used as last choices. The practice or hiring persons with less than a master's degree was discouraged by the college administra tors and the regional accrediting agency.
Rank. Fifty-six per cent of the administrators did not have faculty rank. Equal numbers however, 22 per cent, held the ranks of associate professor and professor, respectively. Table VI shows that 10 per cent of the science faculty members held the rank of professor, 26 per cent associate professor, 3 per cent assistant professor, and 61 per cent were instructors.
TABLE VI
RANKS HELD BY ADMINISTRATORS AND FACULTY
Administrators Faculty Rank No. Per cent No. Per cent
Instructor 19 61
Assistant professor 1 3
Associate professor 2 22 8 26
Professor 2 22 3 10 79
It was emphasized by both administrators and faculty that rank was still a new concept at the colleges. The
four conventional ranks were listed and described in the
faculty handbooks of the respective colleges. The concept,
for practical purposes, did not go beyond the handbook.
The investigator was told that rank is rarely mentioned, if
ever. When it was mentioned, it was usually for the express purpose of appeasing a disgruntled faculty member, often
times the holder of a doctorate degree.
It was pointed out again that rank was not emphasized
at the colleges. One explanation an administrator gave was
that the Ph.D. ratio was so low that if he were made a
professor, "he would have no one to associate with and he
might thereby become a lonely man."
Length of time in rank. Table VII shows that 89
per cent of the administrators had held their rank or posi
tion for a period of four to six years, and 11 per cent
for more than ten years. Seventy-four per cent of the facul
ty had held their rank for four to six years, 10 per cent
from seven to ten years, and 6 per cent for more than ten
years. Table VII also shows that 10 per cent had held their
rank for a period of less than three years. 80
A check of record's in the office of the dean showed that promotions to higher ranks are more the exception than the rule. More than 90 per cent of the record jackets of faculty and administrators showed that the administrator or faculty member usually held the same rank or position to which he was initially appointed, without respect to the
length of time at the institution or to individual compe tency in specialized areas. The only explanation given by administrators was that new persons were generally less contaminated than so-called old timers, and that oftentimes
TABLE VII
NUMBER OF YEARS ADMINISTRATORS AND FACULTY HAD HELD PRESENT RANK
Number of years Administrators Faculty in present rank No. Per cent No. Per cent
Less than 3 years 3 10
4-6 years 8 89 23 74
7-10 years 3 3.0
More than 10 years 1 11 2 6
III II II
they had new ideas helpful for the development or strengthen
ing of existing programs of the college. This was the 81 practice generally followed followed in the selection of heads of departments, heads of new positions created, and for filling vacancies.
Administrators and faculty teaching science courses during the spring, 1964. The following question was asked of administrators and faculty:
If you are now teaching a science course, what is your teaching area?
Table VIII shows that two administrators or
22 per cent taught biology courses in addition to their administrative responsibilities. The investigator was told in these cases that the teaching assignments were
TABLE VIII
MAJOR TEACHING AREAS OF ADMINISTRATORS AND FACULTY TEACHING SCIENCE COURSES
Administrators Faculty Major teaching areas No. Per cent No. Per cent
Physics 6 19
Chemistry 8 26
Mathematics 8 26
Biology 2 22 9 29 82 sought by the administrators. Twenty-nine per cent of the science faculty group taught biology courses, 26 per cent taught chemistry, 26 per cent taught mathematics, and 19 per cent taught physics courses.
The physics area included the freshman physical science general education course, earth science course, and regular physics courses. The biology area included the freshman biological science general education Course, and courses in botany, zoology, and related life sciences.
Teaching time of administrators and faculty. Table
IX shows that one administrator indicated that from 26 to
50 per cent of his teaching time was in his major area of preparation, and others indicated from 51 to 75 per cent. The investigator inquired as to the reason
TABLE IX
AMOUNT OF TEACHING TIME OF ADMINISTRATORS AND FACULTY IN MAJOR AREA OF PREPARATION BY NUMBER AND PER CENT
Amount of teaching Administrators Faculty time by per cent No. Per cent No. Per cent
0-25 2 6 plus
26-50 1 11 2 6 plus
61-75 1 H 6 plus 2
76-100 1 25 81 83 why this condition existed, especially at the administrative
level, where deans were generally responsible for approving
the teaching schedules. In fact, the deans actually prepared
the schedules in all of the junior colleges and in three
of the senior colleges. The explanation was that oftentimes
there were demands for courses which were not scheduled
because of lack of qualified instructor personnel. In some
such cases, it was pointed out, the dean might schedule the
course and actually teach it, even though he may or may not
have completed a formal course in the specific subject
being offered. Generally, it was stated, the courses
were such that fit reasonably well into the background of
experience of the instructor.
From 76 to 100 per cent of the teaching time of 81
per cent of the faculty was in their major areas of
preparation. Experts consider this per cent to be a
reasonable one. The faculty members questioned by the
investigator indicated that the teaching assignments in
areas outside of their major areas of preparation were by
request, and that they found the courses taught to be
"challenging." 84
Length of time since completinga science course.
Administrators and faculty were asked to indicate how long it had been since they had enrolled in and completed a science course. Sixty-seven per cent of the administrators indicated that they had not completed a science course in more than ten years. Thirty-three per cent indicated from
four to six years. The investigator concluded that this was not unusual, especially if the administrator's area of specialty were in a nonscience area. Official papers
and other documents made available to the investigator
showed that these administrators were frequent participants
in local and regional meetings and briefings on science
and related areas pertinent to the educational programs
of their colleges. As a group, they were generally
articulate with respect to the new programs in the various
science disciplines.
Ten per cent of the faculty had not completed a
science course in more than ten years. Forty-five per cent
of the faculty indicated the time since completion of a
science course as four to six years, and forty-two
per cent as less than four years. Included in the concept
of a science course were seminars and conferences of three
days length or more, as well as regular and institute courses. Encouraged by the fact that 42 per cent of the
faculty had completed a science course within less than
four years, the 10 per cent who indicated that it had been
more than ten years since completing a science course was
not considered to be serious. This was also true with
respect to the 45 per cent who indicated that it had been
four to six years since they had completed a science course.
This could have been considered serious, however, when one
considers the vast amount of federal and private funds that
have been spent each year since 1957 for sponsoring special
science programs such as seminars, institutes, conferences,
and special courses, The majority of these programs pro-
> vided free tuition and in addition, they usually offered
stipends for the participants, including an allowance for
travel and dependents. State funds for out-of-state aid
have also been available for Negroes seeking higher educa
tion or special education outside the states in which
segregation in educational opportunities was practiced.
When questioned, all of the administrators stated
that faculty members were encouraged to continue efforts at
self-improvement, including enrollment and completion of
courses in their areas of specialization. They Stated that 86 a follow-up was not generally made. Several reasons were given for this: (1) the inability of some of the colleges to offer financial assistance to faculty members for par ticipation in summer or special programs; (2) the inability of some of the colleges to offer financial rewards for evidences of self or professional improvement; (3) dis couragement on the part of the faculty resulting either from total lack of or inadequate research facilities; and
(4) general lack of interest on the part of the faculty, either because of personal shortcomings of the instructor, or conditions other than finances at the college or in the college community.
Most of the faculty attributed the conditions to general complacency on the part of fellow instructors.
They stated, however, that this complacency was aggravated by a multiplicity of unwholesome factors peculiar to the college. They listed some of these as (1) indifference on the part of the administration; (2) lack of administra
tive action with respect to faculty suggestions and
recommendations; (3) knowledge by the faculty of the physical limitations at the institutions with respect to
experimenting with new techniques or effecting desirable
changes resulting from exposure by participation in conferences, 87 seminars, institutes, and new courses; and (4) caliber of students.
The faculty expressed a general view that many of them had plans for participation in some of the National
Science Foundation sponsored programs and the special programs sponsored by the Carnegie Foundation and the Rocke feller Foundation for Negro college teachers during the summer, 1964. A roster of participants, published by the sponsoring group in August, 1964, included the names of several persons from these colleges as having participated in the special summer programs sponsored at major univer sities for upgrading Negro teachers in predominantly
Negro colleges. Participating colleges in these programs during the summer, 1964, were Massachusetts Institute of
Technology, The University of Wisconsin, Princeton Univer sity, The Carnegie Institute of Technology, Indiana Uni versity, The University of North Carolina, and Howard
University. Table X shows a breakdown of time since com pleting a science course.
Judgments with respect to the faculty. Five questions were asked administrators, faculty, and students with.respect to the faculty: 88
1. Is the science faculty adequate for the number of courses offered and students enrolled in these courses?
2. Do members of the science faculty participate regularly in in-service educational programs? (These are non-credit formal courses of study usually organized within the college.)
3. Do all members of the science.faculty meet desirable professional standards?
4. How do you rate the administrative and other non-teaching assignments of the science faculty?
5. How do you rate participation of the science faculty in the formulation of academic policy?
The responses to these items are tabulated in
Table XI. Eighty-nine per cent of the administrators and
74 per cent of the faculty thought their science faculty
TABLE X
NUMBER OF YEARS CHECKED BY ADMINISTRATORS AND FACULTY SINCE COMPLETING A SCIENCE COURSE
Administrators | Faculty Number of years No. Per cent No. Per cent
More than 10 years 6 67 3 10
7-10 years 1 3
4-6 years 3 33 14 45
Less than 4 years 13 42 was adequate for the number of courses offered and for the number of students enrolled in these courses„ It was noted
that more than half of the students did not share this view. The administrators and faculty showed agreement with respect to their judgments pertaining to faculty participation in in-service educational programs when offered, the meeting of professional standards, and participation in the formulation of academic policy. The
judgments of students in these areas were considerably
lower than those of administrators and faculty. When
this was discussed with administrators and faculty, it was stated that students were not generally aware of the
activities of the faculty. In further discussion with
administrators, faculty, and students, the investigator
determined that no special effort was made to keep the
students advised on scholarly and other general activities
of faculty which could be of interest to students. Some
of the students were highly critical of what they des
cribed as "this whole attitude of complete indifference."
Fifty-six per cent of the administrators considered
the administrative and other non-teaching assignments of
the faculty members in the study to be reasonable.
Table XI shows that 36 per cent of the students agreed, 90 but only 10 per cent of the faculty was of this opinion. In discussion, the administrators expressed the view that rarely,
if ever, do instructors consider an administrative or non-, teaching assignment as being reasonable. The administrators pointed out that these assignments are generally thought
TABLE XI • ••
VIEWS OF ADMINISTRATORS, FACULTY, AND STUDENTS WITH RESPECT TO FACULTY
Per cent of Per cent of Per cent of Items adminis faculty students trators Adequate for number of courses and stu 89 74 48 dent enrollement
Science faculty participates regu larly in in-service 89 77 43 educational pro grams
Faculty meets desirable profes 100 93 60 sional standards
Administrative and other non-science 56 10 36 teaching assignments are reasonable
Faculty participa tion in the formu 89 81 59 lation of academic policy is adequate ’ 91 to be extra duties, and most people do not welcome extra duties. They expressed a view that while some of these duties were probably excessive, they were equally distribut ed among the faculty. The excessive number was necessary because the institutions had comparatively small faculties.
Some general information related to the professional status of administrators and faculty. The following ques tions were asked of administrators and faculty:
1. Have you enrolled in a science course since receiving your last degree?
2. Are you a member of a professional organiza tion?
3. If you are a member of a professional organi zation, do you regularly participate in its annual meetings?
4. Have you attended a professional meeting recently?
5. Have you written a book?
6. Have you written any major articles during the past five years?
7. Do you teach part-time at another college?
8. Do you work part-time on anoffiier position?
9. Have you ever directed or participated in any form of original research?
10* Are you presently engaged in any original research? 92
The responses to these items are tabulated in Table
XII. Thirty-three per cent of the administrators and
71 per cent of the science faculties had enrolled in a science course since receiving their last degrees. A study of the personal records of the administrators and faculty indicated that even though 33 per cent of the administrators had enrolled in a science course since receiving their last degrees, it had been from ten to twelve years since two- thirds of these administrators had completed a science course. The situation as it relates to the faculty was somewhat similar.
^ Eighty-nine per cent of the administrators indicated that they were members of a professional organization, had participated in an annual meeting of an organization, and had recently attended a meeting of a professional organi zation. Forty-five per cent of the faculty made similar responses. Participation of the faculty in professional meetings was considered to be below expectations. Most of the administrators attributed this to the absence of administrative pressure and the inability of some Of the colleges to provide some type of financial assistance for faculty participation in professional meetings. Faculty reaction to the inquiry was that such participation was 93
TABLE XII
GENERAL INFORMATION RELATED TO THE PROFESSIONAL STATUS OF ADMINISTRATORS AND FACULTY
Per cent of Per cent of adminis science Statements about trators faculty the respondents No Yes No Yes
Enrolled in a science course since receiving last degree 11* 33* 29 71
Member of a professional organization 89* 1 55 45
Participated in annual meetings of professional organization 89* . 55 45
Recently attended a professional meeting 89* 55 45 Wrote a book 56 33* 97 3
Wrote an article during past five years 89 81 19
Taught part-time at another college 89 H | 97. 3
Worked part-time at another position 89 11 87 13
Directed or participated in original research 56 44 26 74
Presently engaged in original research 89 11 90 10
*Note: The total is not 100 per cent in some instances because some of the administrators did not answer the questions. 94 unnecessary for security in faculty position. Most of them voiced administrative indifference to faculty participation in professional organizations.
Thirty-three per cent of the administrators had written a book and none had written articles during the past five years. Only 3 per cent of the faculty had written books and 19 per cent had written articles during the past five years. Both administrators and faculty attributed the small percentage to (1) lack of time for writing or for research, (2) lack of encouragement, and (3) lack of re search facilities.
Forty-four per cent of the administrators and 74 per cent of the faculty had directed research. Eleven per cent of the administrators and 10 per cent of the faculty were engaged in some form of original research in May, 1964. Upon questioning, the administrators and faculty admitted that, in stating that they had directed research, they had in mind the research required in con nection with their last degree. Only five faculty mem bers had directed a research project since being employed by their present college. The students. Administrators, faculty, and students were asked to rate the students admitted to the college and those enrolled in science courses using the following four- point scale: (1) poor; (2) fair; (3) good; and (4) excellent.
Table XIII summarizes their ratings. It was observed that
66 per cent of the administrators rated the students admitted as either poor or fair. Seventy-four per cent of the faculty and 55 per cent of the students made a similar rating.
Forty-four per cent of the administrators rated students
enrolled in science courses as either poor or fair, as did
80 per cent of the faculty and 46 per cent of the students.
The investigator considered the fact that more than half to three-fourths of the administrators, faculty, and
students rated the entire student body as being poor or
fair to be a serious matter. Upon questioning, most of
the administrators admitted an almost total lack of
admissions standards, except that graduation from an
acceptable high school or equivalent was required. This
absence of a meaningful admissions policy was explained
as due almost wholly to church politics. Faculty and
student ratings and comments were in accord with the
explanation expressed by the administrators. 96
TABLE 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, BY NUMBER AND PER CENT
Adminis Faculty Students trators Items Per Per Per Number cent Number cent Number cent
Students admitted to collecre Poor 1 H 6 156 17 2 Fair 5 56 ■ 21 68 347 38 Good 3 33 22 352 39 7 Excellent 1 3 27 . 3
Students enrolled in science courses Poor 1 11 2 6 66 7 Fair 3 33 23 74 348 39 Good 5 56 5 16 398 44 Excellent 1 3 71 8
Note: The total is not 100 per cent because some of the faculty and students did not answer the question. 97
Knowledge of admissions, placement, and graduation requirements. The following questions were asked:
1. Does the college or science department administer a placement examination in general science or a specific science discipline?
2. Does your institution have a program of advanced standing in science?
3. Is prerequisite instruction in science offered by your institution to correct the deficiencies of students who are beginning to take college science courses for the first time?
4. Does your institution have a requirement that every student, in order to graduate with a baccaluareate degree, must take at least one college-level science course?
The responses are tabulated in Table XIV. It was noted that 44 per cent of the colleges administered
TABLE XIV
ADMISSIONS, PLACEMENT, AND REQUIREMENT FOR GRADUATION
I1"...... — Faculty Student Items Colleges awareness awareness College administers a 44 68 52 placement test in science
College has program of ad 67 90 vanced standing in science 50
College has program of re 89 74 48 medial or tutorial services
A science course is re 89 97 62 quired for graduation 98 placement tests in science to entering freshmen, 67 per cent had programs of advanced standing in science, 89 per cent had programs of remedial or tutorial services and had a requirement that every student, in order to graduate with a degree (in the junior and senior colleges), must take at least one college-level science course. Most of the faculty indicated awareness of these programs, services, and requirements. Students were not generally articulate in this area.
In offering an explanation for this, administrators
and faculty pointed to an apparent weakness in the freshmen
orientation program. The students were critical of their
lack of knowledge with respect to these items. They placed blame on the administration and faculty.
4
Morale and school relations. Administrators, faculty,
and students were asked the following questions:
1. How would you rate student morale?
I 2. How would you rate student-facuity relations?
3. How would you rate student-administrator relations?
4. How would you rate student-Board of Trustees relations?
5. How would you rate faculty morale? 99
6. How would you rate faculty-administrator relations?
7. How would you rate faculty-Board of Trustees relations?
8. How would you rate administrator-Board of Trustees relations?
They were asked to rate each item as being (1) poor;
(2) fair; (3) good; and (4) excellent. Some of the students and faculty expressed a preference not to res pond to items numbered 3, 4, 7 and 8. Instead, they preferred to rate the morale of administrative personnel.
A summation of their ratings is included in Table XV.
Sixty-seven per cent of the administrators indicated
that student morale was good. This view was shared by
58 per cent of the faculty and 44 per cent of the students.
Forty-four per cent of the administrators considered
faculty-student relations to be either poor or fair. A
similar view was expressed by 56 per cent of the students.
Seventy-nine per cent of the faculty rated their relation
ship with students as fair. Faculty morale was rated as
either poor or fair by 22 per cent of the administrators,
13 per cent of the faculty, and 44 per cent of the
students. 100
TABLE XV
RATINGS BY ADMINISTRATORS, FACULTY, AND STUDENTS WITH RESPECT TO GENERAL MORALE AND RELATIONS AMONG THE ADMINISTRATION, FACULTY, AND STUDENTS
Per cent of Items adminis Per cent of Per cent of trators faculty students
Student morale Poor 11 15 Fair 22 35 33 Good 67 58 44 Excellent 6 ' 6 Faculty-student relations Poor 11 21 Fair 33 79 35 Good 56 19 32 Excellent 10 9 Faculty morale Poor 11 16 Fair 11 13 28 Good 56 77 41 Excellent 22 10 12 Faculty-administrator relations Poor 11 17 Fair 11 68 34 Good , 44 19 37 Excellent 33 13 10 Morale of administrative personnel Poor 11 18 Fair 39 38 Good 67 55 33 Excellent 22 6 8
Note: Percentages are listed in nearest wholes. 101
Twenty-two per cent of the administrators rated their relations with the faculty as either poor or fair. A similar rating was made by 51 per cent of the students, while 68 per cent of the faculty rated the relations as fair.
Eleven per cent of the administrators rated the morale of administrative personnel as poor, and 67 per cent rated this relationship as g;ood. Thirty-nine per cent of the faculty rated the morale of administrative personnel as fair, and 56 per cent of the students rated it as poor or fair*
These data were discussed with administrators,
faculty and students. All admitted that human relation practices at the junior and senior colleges were generally poor. This was attributed to several factors: (1) church politics; (2) general administrative indifference at some
of the colleges; (3) caliber of administrators, faculty,
and students; and (4) general conditions resulting from
inadequate financial support of college programs. 102
II. COURSES /
L _ . . •
Administrators, faculty, and students were asked
several questions with respect to curricula, the science
laboratory, extra-curricular activities, and innovations*
A summation of their judgments was made in the tables
which follow.
Curricula. Administrators, faculty, and students
were asked the following questions:
1. Are you pleased with the current science curriculum?
2. Is the science curriculum generally flexible?
3. Should new courses be added in physics?
4. Are the physics courses presently offered adequate?
5. Should new courses be added in chemistry?
6. Are the chemistry courses presently offered adequate?
7. Should new Courses be offered in biology?
8. Are the biology courses presently offered adequate?
9. Should new courses be added in earth science? ' 10. Are the earth science courses presently offered adequate?
11. Should new courses be added in mathematics? 103
12. Are the mathematics courses presently offered adequate?
Table XVI includes a tabulation of the responses to these questions. Data in Table XVI indicated reasonable agreement on the part of administrators and faculty relative to the science program. The data suggested some apparent contradictions, however. Approximately 80 per cent of the administrators and faculty indicated that
TABLE XVI
NOTIONS OP ADMINISTRATORS, FACULTY, AND STUDENTS WITH RESPECT TO ADEQUACY OF CURRICULUM-
Items Per cent of [Per cent of Per cent of administratorsj faculty students Pleased with cur 4^ 00 CO 43 rent curriculum Science curriculum 78 84 60 is flexible Physics courses 33 ' 32 adequate 55
Chemistry courses 20 48 31 adequate
Biology courses 33 : I 45 35 adequate
Earth science 40 I 45 35 courses adequate Mathematics courses adequate 78 I 64 51 104 they were pleased with the current science curriculum,^ and that it was flexible. Yet, from 45 to 80 per cent of them indicated that the courses in physics, chemistry, biology and earth sciences were inadequate. When questioned, the administrators held to their contradiction, stating that while they were personally pleased with the present curriculum, they recognized inadequacies if the curricula for the various disciplines were to measure up to current standards. The faculty indicated that their position was based on their knowledge of available personnel resources and facilities. They explained that they were doing as much as could be done under the circumstances which existed at the time.
Students were generally displeased with the curri cula. In conversations with theAi, they expressed concern that the science program at their colleges did not appear to be representative of what is needed in college science programs to meet twentieth century demands. An examination of the science programs by the investigator confirmed the
i view expressed by the students. When confronted with the views of the students and the findings of the investigator, v. administrators and faculty admitted that none of the "new" 105 or"modern" programs were being tested on their campuses.
The reason given was that qualified personnel for these
experimental programs were not available. It was noted that most of the new programs in science required that prospective
instructors undergo a period of special training or orienta
tion beforq using the material. None of the faculty had
undergone such orientation or training.
Academic demands of science courses. The following
questions were asked:
1. How would you describe the academic demands of the science courses at your college as pertains to study?
2. How would you describe the academic demands of the science courses at your college as pertains to research?
3. How would you describe the academic demands of the science courses at your college as pertains to creativity?
The results were tabulated in Table XVII. The
administrators and faculty again displayed agreement in
expressing a feeling of adequacy with respect to demands
of science courses as pertains to study, research, and
creativity.' On the other hand, more than half of the
students were critical of the demands relating to research
and creativity. When questioned, the students stated that 106
/ - r they interpreted the lack of a requirement for research and
activities, requiring creativity, as signs of indifference
on the part of the faculty. The faculty stated that most
of the students were not naturally creative, being limited
by both native ability and lack of reasonable basic life \
confrontations. The administrators held to their positions with respect to the adequacy of the demands of the courses.
They described the students as being "overly anxious."
\
TABLE XVII
JUDGMENTS OF ADMINISTRATORS, FACULTY, AND STUDENTS WITH RESPECT TO THE ACADEMIC DEMANDS OF.SCIENCE! COURSES
l?er cent of Items Per cent of Per cent of administrators faculty students
Demands are adequate 81 55 as pertains to study 89 1 Demands are ade quate as pertains 89 74 43 to research
Demands are ade quate as pertains 89 68 . 45 to creativity 107
Laboratory. The following questions were asked:
1. Do you think that all science courses should have laboratory sessions?
2. DO you think that special credit should be given for laboratory work?
3. Do you think that the time devoted to labora tory work in science courses at your college is adequate?
Table XVIII shows that all of the faculty indicated that all science courses should have laboratory sessions.
Ninety-three per cent stated that credit should be given for laboratory work. The majority of the faculty expressed the opinion that the time devoted for laboratory Work on their campuses was adequate. More than half of the
TABLE XVIII
VIEWS OP ADMINISTRATORS, FACULTY, AND STUDENTS WITH RESPECT TO LABORATORY COURSES, BY PER CENT
...... Items Administra Faculty Students tors | All science courses should 100 58 have laboratory work 67
Credits should be given for 44 93 59 laboratory work
Time devoted to laboratory 64 28 work is adequate 33 los; administrators and students were also of the opinion that all science courses should have laboratory work. Data in
Table XVIII suggest that the administrators and students did not think that the amount of time devoted to laboratory work was adequate.
Extra-curricular science activities. The following questions were asked:
1. Is there an undergraduate science club on your campus?
2. Is the undergraduate science club affiliated with a national body?
3. Does the science department sponsor any acti vities, including science club, to stimulate interest in science?
The results were tabulated in Table XIX. All of the colleges had either an undergraduate science club on campus,
TABLE XIX
EXTRA-CURRICULAR SCIENCE ACTIVITIES AT COLLEGES AS REPORTED BY ADMINISTRATORS,] FACULTY, AND STUDENTS
Per cent of 1 |Per cent of Per cent of Items administrator || faculty students Undergraduate science 55 90 64 club on campus Science club affili ated with a national 44 61 55 body Activities sponsored by science depart ments to stimulate -78 90 60 interest in science 109 or their science department sponsored some science activi ties for students. It is also shown in Table XIX that while the majority of the students were aware of the science activities at their colleges, the percentage who indicated lack of knowledge of these activities was relatively high.
Most of the students attributed this to either (1) an oversight of the science faculty, or (2) faculty indif ference. Most of the faculty attributed the students* lack of knowledge of existing science programs to the poor caliber of some of the students. All of the adminis trators considered the situation normal. It was their opinion that the science faculty probably mentioned the activities from time to time but probably did not add any special emphasis with respect to soliciting student inter est and participation.
Innovations. The following question was asked:
What innovations in undergraduate science programs have been made since you joined the college? (Check the four most significant.)
1. None
2. Have introduced new degree programs
3. Have substantially expanded course offerings
4. Have expanded freshman courses, content-wise 110
5. Have provided new courses considered appro priate for non-science majors
6. Have introduced a new program, or have sub stantially alterec a previous program, for the undergraduate preparation of science teachers
7. Have introduced an honors program
8. Have introduced an advanced standing pro gram
9. Others (please specify)
The responses of administrators and faculty are
tabulated in Table XX. It was observed that all of the
administrators indicated that they had substantially ex
panded their course offerings and that freshmen courses
had, been expanded, content-wise. It is noteworthy,
however, that only 32 per cent of the faculty indicated
knowledge of these innovations. When questioned, the
faculty stated simply that they were unaware of those
-innovations, and that they did not wish to elaborate.
The administrators expressed disbelief that 68 per cent
of the faculty were unaware of these innovations. They
did not offer an explanation. Since some of the adminis
trators had been employed by their respective colleges
for longer periods of time, it might have been reason
able to assume that new faculty members were not Ill completely informed about the histories of the various curricula.
TABLE XX
ADMINISTRATORS AND FACULTY WHO CHECKED ITEMS RELATING TO INNOVATIONS IN THE UNDERGRADUATE SCIENCE PROGRAM
Innovations Per cent of Per cent of administrators faculty
Introduced new degree programs 4 4 16
Substantially expanded course 100 32 offerings
Expanded freshman courses, 100 32 content-wise
Provided new courses considered appropriate for nonscience 56 48 majors
Introduced a new program, or have substantially altered a previous program, for the 56 48 undergraduate preparation of science teachers
Introduced an honors program 22
Introduced an advanced standing program 22 ^ j i ; 00
None 112
Table XXI presents a tabulation of responses made by students. These responses are included for comparative
TABLE XXI
STUDENTS WHO CHECKED ITEMS RELATING TO INNOVATIONS IN THE UNDERGRADUATE SCIENCE PROGRAM
| Per cent of students * ' Innovations Enrolled in a Not enrolled in a science course science course
Introduced new degree programs
Substantially expanded 20 18 course offerings Expanded freshman cour ses, content-wise 10 12 Provided new courses considered appropriate 2 2 for nonscience courses Introduced a new program, or have substantially altered a previous pro gram, for the undergraduate 7 5 preparation of science . teachers , Introduced an honors program
Introduced an advanced standing program
None 1 40 50
*Note: The total is not 100 per cent in some instances because some of the students did not answer the questions. 113
purposes only. They are not considered adequate to suggest
a trend or to question a procedure or practice. The students who participated in the study were, for the most part second
semester freshmen. They were not expected to be aware of
any major innovations.
III. FACILITIES, EQUIPMENT, AND MATERIALS
Administrators, faculty and students were asked to
respond to the following questions:
1. How would you rate classroom facilities, equipment, and materials?
2. How would you rate laboratory facilities, equipment, and materials?
3. How would you rate your office space, furniture, and equipment?
4. How would you rate the laboratory equipment and material?
5. How would you rate the classroom design and facilities?
6. How would you rate the library facilities and services as relates to the science program?
The results are tabulated in Table XXII. Adminis
trators and faculty expressed a feeling of adequacy with
respect to classroom and laboratory facilities, equipment
and material, including library facilities and services.
More than half of the students did not agree with these
judgments. 114
The student responses tabulated in Table XXII were more realistic than those of the administrators or faculty.*
The judgments of the administrators and faculty become questionable when it was noted that they had checked labora tory, classroom, and library facilities and materials as being more adequate than office space and furniture. When
TABLE XXII
JUDGMENTS OF ADMINISTRATORS, FACULTY, AND STUDENTS, WITH RESPECT TO ADEQUACY OF FACILITIES, EQUIPMENT, AND MATERIALS, INCLUDING THE LIBRARY
Items Per cent of Per cent of Per cent of administrators faculty students Classroom facilities, equipment, and ma 67 74 44 terials are adequate Laboratory facilitiesi equipment, and mate 67 77 44 rials are adequate Office space, furni ture, equipment, and 33 68 18 materials are ade quate Classroom design is adequate 78 74 61
Library facilities and services are 89 74 43 adequate
*This judgment of the investigator is based on personal inspection and interviews at the colleges. 115
questioned, they admitted to an error in judgment, stating
that they had not been accustomed to making negative judg ments in writing with respect to college matters. They
stated that oftentimes negative judgments are interpreted
as signs of disloyalty. "When reminded that in previous
discussions, neither group had been hesitant in pointing to
the acute inadequacies with respect to laboratory facili
ties, it was agreed that inadequacies did exist. The
investigator was able to point out specific inadequacies
with respect to laboratory and classroom facilities and
equipment at each college.
IV. . TEACHING TECHNIQUES
Administrators, faculty and students were asked the
following questions:
1. Does the science department make use of any techniques other than the standard lecture- recitation-laboratory system?
2. If yes to the above, please check the four most widely used techniques from the list below (number in order of use, 1-4) .
large lecture class with small discussion quiz sections
large lecture class with discussion sessions
organized program of independent study
• x \ 116
"continental classroom" course by TV
other broadcast television courses
courses by closed-circuit TV
courses by film
large lecture class without discussion sessions
other (please specify)
Only the three methods tabulated in Table XXIII were checkedo As noted in the table, only conventional teaching techniques were used. Administrators and faculty admitted
TABLE XXIII
ADMINISTRATORS, FACULTY, AND STUDENTS WHO INDICATED THAT THE SCIENCE DEPARTMENT MADE USE OF TECHNIQUES OTHER THAN THE STANDARD LECTURE-RECITATION- LABORATORY SYSTEM
Techniques Per cent of Per cent of Total administrators faculty students Large lecture class with small discussion 22 32 31 quiz sessions Organized programs of 22 26 independent study 9 Large lecture class without discussion 33 33 32 session
*Note: The totals are not 100 per cent because some of the administrators, faculty, and students did not answer the questions. 117
in conversation that this was a major area of weakness.
The administrators attributed this to a lack of creativity and resourcefulness on the part of the faculty. Faculty reactions to this obvious lack of experimental procedures or techniques was due to (1) faculty and administration * indifference? (2) lack of adequate facilities? and (3)
caliber of students.
Administrators, faculty, and students were asked
the following questions:
1. Does your college use current audio-visual techniques in the teaching of science?
2. IS the current use of audio-visual methods in teaching science adequate?
The responses are tabulated in Table XXIV. Eight of
TABLE XXIV
JUDGMENTS OF ADMINISTRATORS, FACULTY, AND STUDENTS WITH RESPECT TO THE USE OF AUDIO-VISUAL AIDS IN THE SCIENCE PROGRAM
Items Per cent of ber cent of Per cent of administrators] |faculty | students ' College using current audio-visual tech niques No 11 3 ' 35 Yes 89 97 61 Current use of audio visual methods is adequate No 22 35 55 Yes 78 64 41 118 the nine colleges were using audio-visual techniques in the science courses. Seventy-eight per cent of the administra tors and 64 per cent of the faculty indicated a belief that the current use of audio-visual methods was adequate. Less than half of the students shared this view.
V. FINANCIAL SUPPORT
The following question was asked:
Do funds seem to be adequate for support of the current science program?
The responses are tabulated in Table XXV. The responses made by the administrators and faculty were questioned by the investigator in that they were inconsistent with previous
TABLE XXV
JUDGMENTS OF ADMINISTRATORS, FACULTY, AND STUDENTS WITH RESPECT TO ADEQUACY OF FINANCIAL SUPPORT OF SCIENCE PROGRAM
Funds seem to Per cent of Per cent of Per cent of be adequate administrators faculty students
No response 6 ... 3 No 22 23 52
Yes 78 71 45 119 statements which they had made. Also, an inspection of the facilities, equipment, and material gave concrete evidence of inadequate financial support. When questioned, all of the administrators and all of the faculty admitted that financial support was inadequate for support of an ade quate science program. They were unanimous in their expression that all of the programs of the colleges suffer from inadequate finances. They attributed the laick of r financial support to: (1) church politics; (2) indifference in church leadership with respect to the educational commitment; (3) lack of qualified administrative leader ship (reference was made to some of the college presidents); and (4) an undesirable public image.
VI. PROBLEM AREAS
Administrators, faculty and students were asked the following question:
Of the following, what are the four major problem areas which make it difficult to improve science instruction at your college?
problems related to church leadership
problems related to administrative leadership of college
problems related to financial support 120
problems related to caliber of students
problems related to caliber of faculty
problems related to curriculum
problems related to science facilities and equipment
Other (please specify)
The responses are tabulated in Table XXVI. All of the persons in all of the sets listed financial support as a major problem area. The second major area, checked by
99 per cent of the population studied was inadequate science facilities and equipment. Seventy per cent checked caliber of faculty as a problem area, and 66 per cent checked administrative leadership. The administrators and faculty indicated strong vocal justification in sup port of their criticism of the science faculty and the administrative leadership. The deans usually made reference to the college president when speaking or writing of the
administration. Administrators, as used by the faculty,
included deans, presidents and other administrative officers
of the colleges. While faculty members seemed to have
favored the deans over the presidents, they were critical
of much of the "administrative building" of some deans. 121
It was noted that only 16 per cent of the total population indicated church leadership as a major problem.
Seventeen per cent checked caliber of students, and 28 per cent checked curriculum.
TABLE XXVI
ITEMS LISTED IN PROBLEM AREAS WHICH MADE IT DIFFICULT TO IMPROVE SCIENCE INSTRUCTION
Number of total 1 Per cent of Problem areas population population checking items checking items
Church leadership 179 1 9 Administrative leadership 620 1 66
Financial support 940 1 100
Caliber of students 158 1! 17
Caliber of faculty 661 70 Curriculum 268 1 28
Science facilities and 934 99 equipment
Table XXVII gives a breakdown of judgments made by administrators and faculty with respect to major problem areas. The four major areas listed by administrators, in order of emphasis, were (1) financial support; (2) church leadership; (3) caliber of faculty; and (4) caliber of 122 students, and administrative leadership, both with 44 per cent.
Faculty emphasis was in the following order: (1)
financial support, and science facilities and equipment, both with 100 per cent responses; (2) church leadership
and financial leadership, both with 51 per cent responses;
(3) curriculum; and (4) caliber of students.
TABLE XXVII
ADMINISTRATORS AND FACULTY WHO INDICATED SOME MAJOR PROBLEM AREAS WHICH MADE IT DIFFICULT TO IMPROVE SCIENCE INSTRUCTION
Per cent of Per cent of Problem areas administrators faculty phurch leadership 78 51
Administrative leadership i 44 51 Financial support 100 100
Caliber of students 44 32
Caliber of faculty 67 16
Curriculum 33 48
Science facilities and 33 100 equipment 123
Students who were enrolled in a science course listed the following as the four major problem areas: (1) financial support and science facilities and equipment, both with
100 per cent responses; (2) caliber of faculty; (3) administrative leadership; and (4) curriculum.
Students who were not enrolled in a science course listed the problem areas in the following order: (1) finan cial support and science facilities and equipment, both with 100 per cent responses; (2) caliber of faculty and administrative leadership, both with per cent responses;
(3) curriculum; and (4) church leadership. A further breakdown is included in Table XXVIII.
TABLE XXVIII
STUDENTS WHO INDICATED SOME MAJOR PROBLEM AREAS WHICH MADE IT DIFFICULT TO IMPROVE SCIENCE INSTRUCTION
Per cer t of students problem areas Those enrolled Those not en in a science rolled in a course science course Church leadership 20 14
Administrative leadership 60 74
Financial support 100 100
Caliber of students 19 12
Caliber of faculty 70 74
Curriculum 30 25
Science facilities and 100 100 equipment 124
VII. RECOMMENDATIONS FOR IMPROVEMENT OF SCIENCE PROGRAM
For the final item on the questionnaire, administra tors, faculty, and students were asked the following question:
"What are your recommendations for the improvement of the science program at your college with res pect to:
administrators, faculty, and staff
curriculum
facilities, equipment, and materials
admissions and placement
science teaching methods
extra-curricular science activities
general rapport
financial support
use of audio-visual aids
other (please specify)
Recommendations for improvement of the science pro gram were grouped into nine categories and put in table form (Table XXIX and Table XXX) . Some improvements were recommended by all respondents. The four categories of priorities listed by administrators are, in order: (1) equip ment and materials; (2) use of audio-visual aids; (3) financial 125 support, and extra-curricular science activities, both with
78 per cent; and (4) science teaching methods and general
rapport, both with 67 per cent. Some of these priorities were inconsistent with the early listing of major problem
areas. A review of data included in Table XVII shows that
all of the administrators considered financial support the major problem area. When question about this, the
administrators stated that they had given first priority
to facilities, equipment, and materials. This, it was
pointed out, would automatically move financial support
to the first position since the improvement of facilities,
equipment, and materials is dependent upon the availability
of adequate financial support.
Faculty listed priorities in the following categories:
(1) admissions and placement; (2) facilities, equipment, and
materials, each with 100 per cent; (3) curriculum; (4)
administrators, faculty, and staff; and (5) science teaching
methods.
There were apparent basic inconsistencies in the
priorities listed by the faculty. When questioned, they
responded in much the same way as did the administrators.
They had listed facilities, equipment, and materials as first
priority. They stated that an underlying assumption should 126 be that adequate funds are necessary to improve facilities or equipment.
Students enrolled in a science course made recom mendations in the following categories: (1) facilities, equipment and material, general rapport, and financial support, all with 100 per cent; (2) extra-curricular science activities; (3) science teaching methods, and curriculum, both with 90 per cent; and (4) administrators, faculty and 0 staff.
Students not enrolled in science courses listed the following priorities: (1) facilities, equipment, and materials, general rapport, and financial support, all with
100 per cent; (2) extra-curricular activities; (3) science teaching methods; and (4) curriculum.
Table XXX gives a breakdown of student responses. 127
TABLE XXIX
ADMINISTRATORS, FACULTY, AND STUDENTS "WHO MADE SPECIFIC RECOMMENDATIONS FOR THE IMPROVEMENT OF THE SCIENCE PROGRAM IN THEIR COLLEGES, BY AREAS OF RECOMMENDED IMPROVEMENT
Areas of Per cent of Per cent of Per cent of Improvement administrators faculty students
Administrators, fa 44 64 61 culty, and staff
Curriculum 22 8 4 92
Facilities, equip 100 i 100 100 ment, and materials
Admissions and 100 30 placement 4 4
Science teaching 67 .10 94 methods
Extra-curricular o 78 *3 science activities 97
General rapport 67 8 100
Financial support 78 7 100
Use of audio 89 3 83 visual aids 128
TABLE XXX
PER CENT OF STUDENTS WHO MADE SPECIFIC RECOMMENDATIONS FOR THE IMPROVEMENT OF THE SCIENCE PROGRAM IN THEIR COLLEGES, BY AREAS OF RECOMMENDED IMPROVEMENT
Students Areas of Improvement Who were Who were not enrolled in a enrolled in a science course science course Administrators, faculty, and staff 60 62
Curriculum 90 93
Facilities, equipment, 100 100 and materials
Admissions and placement 40 1 8
Science teaching methods 90 93
Extra-curricular science 95 99 activities
General rapport 100 100
Financial support 100 100
Use of audio-visual aids 56 50 129
VIII. SUMMARY
Population. Nine hundred-forty persons representing the nine colleges affiliated with the African Methodist
Episcopal Church participated in the study. The participants consisted of nine administrators, thirty-one faculty members, and nine hundred students. Most of the students were from the state in which the college was located or from a
/ Southern state. Males were the dominant sex represented in the study, comprising all of the administrators, 84 per cent of the faculty and 81 per cent of the students. Forty- four per cent of the administrators were fifty-one years of age or older, and the remaining 56 per cent were between the ages of forty-one and fifty. Fifty-six per cent of the faculty were between thirty-one and forty, with
13 per cent thirty or below and 10 per cent fifty-one or above. Eighty-nine per cent of the administrators and
77 per cent of the faculty were married.
All of the administrators held at least a master*s
degree, and 44 per cent held earned doctorates or equi valents. Thirty-nine per cent of the faculty held earned
doctorate degrees or equivalents, 51 per cent master's
degrees, and 10 per cent had no degree beyond the 130 bachelor's level. Fifty-six per cent of the administrators did not have faculty rank. Others held the ranks of professor and associate professor. Sixty-one per cent of the faculty held the rank of instructor. Eighty-nine per cent of the administrators and 74 per cent of the
faculty had held their rank or position for a period of
four to six years.
Twenty-two per cent of the administrators also taught
science classes. From 76 to 100 per cent of the teaching
time of 81 per cent of the faculty was in their major areas
of preparation. Sixty-seven per cent of the administra
tors and 10 per cent of the faculty indicated that they
had not completed a science course in more than ten years.
Eighty-seven per cent of those on the science faculties
had completed a science course during the past six years.
Most of the administrators and faculty thought that
the science faculty was adequate for the number of courses
offered and for the number of students enrolled in these
courses. This view was not shared by the majority of the
students. Administrators and faculty were generally agreed
on most of the issues raised with respect to the faculty.
It was shown that 33 per cent of the administrators and
71 per cent of the science faculty had enrolled in a 131 science course since receiving their last degrees.
The following additional data were considered to be significant:
1. From one-half to three-fourths of the adminis trators, faculty and students rated the students admitted to the college as being poor or fair, with respect to general readiness for college work.
2. Forty-four per cent of the colleges administered placement tests in science to entering freshmen, 67 per cent had programs of advanced standing in science, and 89 per
cent had programs of remedial or tutorial services.
3. Eighty-nine per cent required completion of a
science course before the granting of a degree.
4. Most of the administrators and faculty considered
the general morale of students to be good. Faculty morale
was generally rated as "low." The faculty ratings of their
relations with students was higher than the ratings given
them by the administrators and students.
Courses. Most of the administrators and faculty
thought that the science courses at their colleges were
inadequate. Students were generally displeased with all
curricular matters. The statements below summarize other
pertinent areas: 132
1. The administrators and faculty thought that the demands of the science courses were adequate. Most of the students were critical with respect to the demands of science courses.
2. Most of the administrators, faculty, and students agreed that all science courses should have laboratory work.
3. Forty-four per cent of the administrators and most of the faculty and students thought that credit should be given for laboratory work.
4. All of the colleges had either undergraduate
science clubs on campus or their science department spon
sored some science activities for students.
5. All of the administrators indicated that they had
substantially expanded their course offerings and that
freshmen courses had been expanded, content-wise.
Facilities, equipment, and materials. In their
responses on the questionnaire, the administrators and
faculty expressed a feeling of adequacy with respect to
classroom and laboratory facilities, equipment and material,
including library facilities and services. In discussing
this item during interviews, the administrators and faculty
admitted that their ratings of adequate were based on their knowledge of the financial limitations of their respective
colleges. All of them stated that their facilities were
inadequate. Their statements made during the interview
confirmed the rating made by students. 133
Teaching techniques. Most of the administrators, faculty, and students stated during discussions that the lack of innovations and creativity with respect to teaching . techniques and procedures constituted a weakness at their colleges.
Financial support. There was unanimous agreement
in discussions with administrators, faculty, and students that financial support of the science program was inadequate.
Problem areas. The major problem areas listed in order were (1) financial support; (2) inadequate science
facilities and equipment; (3) administrative leadership;
(4) curriculum; (5) caliber of students; and (6) church
leadership.
Recommendations for improvement of the science
program. Some improvements were recommended by all of the
respondents. The major recommendation discussed by
administrators, faculty, and students was that provisions
be made for adequate funding of the science program. Other
recommendations followed, to some degree, the listing of
problem areas. CHAPTER V
AN EVALUATION OF THE FINDINGS AS RELATES TO STANDARDS FOR COLLEGES PRESCRIBED BY THE SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS
This chapter will be devoted to a discussion of the findings enumerated in Chapter IV as they relate to accept ability of the standards of the Commission on Colleges of the Southern Association of Colleges and Schools. However, findings from Chapter IV will not be repeated in this chapter. Instead, the standards of the Association will be discussed, and the findings will be related, as appropriate to individual standards. Guidelines for this discussion are furnished in Standards for Colleges,^- excerpts of which have been reproduced in Appendix B, pages 195 to 228.
These standards are supplemented by two special question
naires prepared by the Commission: (1) "Report Form for
Junior Colleges," and (2) "Report Form for Senior Colleges.
As stated above, the standards are included in Appendix B;
"^Southern Association of Colleges and Schools, Standards for Colleges (Atlanta, Georgia: Southern Associa tion of Colleges and Schools, December, 1963), pp. 1-30. 135
hence only excerpts have been reproduced in this chapter.
The Commission on Colleges is the action arm of the
College Delegate Assembly of the Southern Association of
Colleges. The College Delegate Assembly consists of repre
sentatives of member institutions and of the state
departments of education in areas served. The College
Delegate Assembly is charged with the responsibility of
accrediting institutions of higher learning in the Southern
' • 2 Region of the United States. The Commission consists of
representatives elected by the College Delegate Assembly.
Its principal concern in accreditation is the improvement
of educational quality in the institutions of the area 3 it serves.
"Report Form for Junior Colleges" and "Report Form
for Senior Colleges" help to establish "qualitative and
quantitative criteria against which an institution is evalua
ted to determine its effectiveness, and Its acceptability / in the academic world and the society of which it is a
part.
2Ibid., p. 1.
3Ibid.
^Ibid. 136
These reports are prepared by individual institutions and forwarded to the Association for evaluation.
The findings will be discussed in the pages which follow under the appropriate standard to be evaluated.
I. STANDARD ONE - PURPOSE
Standard One requires that each institution clearly define its purpose and that this definition or purpose be
incorporated into a statement which is a pronouncement of / 5 its role in the educational world. The Association evaluates the integrity of an institution in terms of both
its statement of purpose and its efforts to fulfill the purpose.
Conclusion;
It was concluded from an examination of the college
catalogs and other official documents of the institutions
studied that all of the colleges studied met the require
ments of Standard One.
5 This paraphrased summation of Standard One is an interpretation of the standard by the investigator. The standard has been reproduced in its entirety in Appendix B, pages 195 to 228. This procedure was followed in the discussions of each standard. 137
Discussion:
The conclusion was made after a review of the Stand ard, study of official college catalogs, and conferences with administrators, faculty members, and students at the colleges. The purposes written in the catalogs of the colleges were clear and concise. All of the administrators were articulate with respect to the philosphy, purposes, or aims and objectives of the colleges. These purposes, however, apparently were not clear to some of the faculty and to a large per cent of the students at the colleges.
In several instances when questioned about the aims or purposes - both faculty members and students responded negatively. Some examples of their responses were:
"I have not read them."
"I do not know."
"I did not read that part of the catalog."
"To train young people."
"To provide educational experience."
The majority of the interpretations made by faculty
and students were vague. The inability to discuss intelli
gently the philosophy, purposes, or aims and objectives of
the colleges suggested weaknesses with respect to faculty
and student morale. 138
Also suggested were weaknesses in the faculty orienta tion program and in the student orientation program. The investigator discussed these apparent weaknesses with each administrator, exploring jointly some possible causative factors, and suggestions for corrective action. In individual conferences the administrators admitted basic weaknesses in their orientation programs for both faculty and students.
Many of the colleges had not emphasized in their orientation programs to any appreciable degree the necessity for faculty and students to be articulate with respect to understanding the college philosophy and purpose. Administrators agreed in each instance to initiate action aimed at correcting this situation.
II. STANDARD TWO - ORGANIZATION AND ADMINISTRATION
Standard Two requires that the administrative organi
zation at each institution bring together its various re
sources and coordinate them effectively to accomplish its objectives. The Standard also requires that the administra
tive process and the organizational structure be well defined
and understood by the entire college community. The Standard provided interpretive material for guidance in the evalua
tion under the following sections: descriptive titles and 139 terms, governing boards, by-laws, size of institutions, and institutions as units.
Conclusion;
Except for problems related to the financial resour ces as pertains to this section and the interferences in
administrative functions by the church or its representa
tives, the colleges satisfy the requirements of Standard
Two.
Discussion;
This conclusion was made after a review of the
Standard, study of official college catalogs and college
publications, and conferences with administrators, faculty
members, and students at the colleges. While, on paper, the
organization and administration of these colleges were
perfect, available evidence suggested that the actual
practices were different. Only two of the administrative
heads of the nine colleges enjoyed administrative freedom
in the spirit outlined in this standard. The seven other
college administrators had special responsibilities to
their presiding bishops, and many of them were not permitted
the operational freedom generally found at colleges and
universities. The Southern Association of Colleges and 140
Schools had provided guidance in this area to some of the colleges.
Standard Two also states that "although there is no specific rule as to the minimum size of an institution . . ., the enrollment and economic resources should be sufficient to justify an effective educational unit." The investiga tor concluded that only three of the senior, colleges met the requirements of this section of Standard Two. None of the junior colleges met the requirements of this section.
Both enrollment and financial support were especially
serious problems. This will be discussed in the summary
and recommendations. It would appear that under the cir cumstances the Church should consolidate some of these
institutions, and put all of their resources behind the
operation of fewer hopefully stable operations.
III. STANDARD THREE - EDUCATIONAL PROGRAM
Standard Three requires that the educational program
of an institution be clearly related to the purposes of the
institution. It also requires that the relationship
between the purposes of an institution and its educational
program be demonstrated in the admission policy, content
of curricula, requirements for graduation, methods of 141 instruction and instructional procedures, and the quality of work required of the students.
Conclusion;
It was concluded that the science programs at only three of the senior colleges met the requirements of
Standard Three. None of the science programs at the junior colleges met these requirements.
Discussion;
The conclusion was made after a review of the
Standard, study of official catalogs and publications,
review of related findings in Chapter IV, and conferences with officials and students at the colleges. As stated in
the introductory statement pertaining to this Standard, the
Association requires that the relationship between the
stated purposes of an institution and its educational pro
gram be demonstrated in policies of admission, content of
curricula, requirements for graduation, instructional
methods and procedures, and the quality of work required
of the students. There were some general inconsistencies
in each of the categories at most of the colleges. For
example, the written policies of admission at the colleges
met at least the minimum requirements of the Standard. 142
It was discovered, however, that some of the institutions permitted a wide range of flexibility in the interpretation of the guidelines provided by Standard Three, as well as in their own institutional policies.
There were some basic inconsistencies in some of the educational programs as stated in some of the college cata logs. On paper, certain courses were listed which were not offered at the colleges. In some of the cases, the colleges had neither the facilities nor the personnel to offer these courses. A major criticism, however, was'that the science programs at these colleges did not adequately reflect, as a group, modern approaches and techniques with
respect to both content and methodology.
The requirements for graduation at the colleges met
the minimum requirements of the Association.
The major weaknesses at the junior colleges pertained
to inadequate facilities, materials, and equipment.
IV. STANDARD FOUR - FINANCIAL RESOURCES
Standard Four specifies that the quality of educa
tional instruction at an institution is determined, in part,
by its financial resources. Likewise, according to the
Standard, the quality of the educational program affects the 143 ability of the institution to increase its financial re sources. In it£ evaluation, the Association makes clear its position that the adequacy of the financial resources of an institution is. judged in relation to the basic pur poses of the institution, the scope of its program, and the number of its students.
Conclusion;
The investigator concluded that the financial re sources for support of science programs at three of the senior colleges met the requirements of Standard Four. None of the science programs at the junior colleges met this
Standard.
Discussion;
The conclusion was made after a review of the stan dard, study of official copies of the “Annual Report" of these colleges, review of related findings in Chapter IV, and conferences with the college administrators, faculty members, and students. The Standard requires that private and church-related institutions have a diversity of sources of income in order to indicate stability. It also requires that each institution should give evidence of the cultiva tion and utilization of each source of income so that the 144 combination is adequate to its needs. The Association emphasized the importance of endowment to non-tax supported institutions to strengthen its base of financial support.
With the exception of Edward Waters College, Jackson ville, Florida, all of the colleges were supported almost wholly by budget allocations of the Church, tuition, and special annual fund drives organized traditionally around the Founder's Day Program. The Church was the primary source of all funds. All members of the Church were assessed $4.00 annually for support of educational activi ties. This meager assessment was not adequate for support of five senior colleges, four junior colleges, and other educational functions of the Church. None of the colleges had adequate endowments. As a consequence none of the science programs at any of the colleges received desirable financial support. Also, it was pointed out by some of the heads of science departments at these colleges that even though departmental budgets are submitted to their college administrators and included in the annual budget of the colleges, these were in too many instances at most paper arrangements. 145
V. STANDARD FIVE - FACULTY
Standard Five emphasizes the importance to an institution of the selection, development, and retention of a competent faculty at all academic levels. The
Association believes that the relationship between the faculty objectives and institutional purposes determines
in a large measure the effectiveness of the total educa tional program. It is therefore the spirit of this
Standard that an institution should make known its pur poses and objectives to prospective faculty members. An
institution should also let the faculty members know what
is expected of them.
Conclusion:
It was concluded that the science faculties of three
of the senior colleges met the minimum requirements of this
Standard. None of the science faculties at the junior
colleges met this Standard.
Discussion: The conclusion was made after a review of the
Standard, study of the record jackets of the science
teachers at these colleges, study of college catalogs#and
conferences with administrators, faculty members, and students. 146
There was a general lack of faculty organization at the colleges, even though faculty clubs were operational at some colleges. There were no clear channels of communi cation between faculty and administration in some colleges.
This finding was not consistent with the requirements of section number two of the Standard. Section number two requires that provisions be made for open and regular channels of communications between the faculty and the administration.
Most of the colleges were deficient with respect to the requirements pertaining to academic preparation of the
faculty. The following excerpts from section number three are self-explanatory:
In all colleges at least forty per cent of the teaching faculty should possess professional pre paration equivalent to two years of advanced study beyond the bachelor's degree. In senior colleges at least sixty per cent of the teaching faculty should possess professional preparation equivalent to three years of advanced study beyond the bachelor's degree and at least thirty per cent should hold the earned doctor's degree.
In junior colleges in any department composed of as many as four faculty members, at least one should possess professional preparation equivalent to three years of advanced study beyond the bachelor's degree. In senior colleges in any department or division composed of four or more faculty members, at least twenty-five per cent should have an earned doctorate. In any department or division offering 147
~a major field of concentration, at least one member or twenty-five per cent, whichever is greater, should hold earned doctorates in the area of concentration.6
"While all but two of the faculty had advanced degrees, the colleges did not meet the requirements with respect to holders of earned doctorates in major areas of concentra tion.
There was little evidence of any system of continuing professional growth among faculty members. There was an apparent lack of administrative concern about this matter.
The view of the Association is that the academic environ ment of a college and the continuous professional growth of its faculty are inextricably bound together. The general tone of the institution, according to section number four, should be one in which the individual faculty member is expected and encouraged to exercise initiative in identifying and meeting his own professional growth needs.
Salaries were non-competitive and grossly inadequate at most of the colleges. The Association requires that an institution establish a salary structure which will place it in a reasonably competitive relationship to other col leges. The salaries for science faculty members at these
°See Section Number 3, Standard Five, Appendix B, pages 215 to 216 . 148 colleges averaged at least $2,000 less than those of colleges of comparable size.
( Tenure was an ineffective guarantee of security at most of the colleges. Rarely, if ever, were teachers dis missed, regardless of circumstances. Teaching loads were
excessive When compared with some of the practices at other
colleges. The Association has set sixteen hours as the
maximum teaching load, except with special justification.
However, the Association encourages a considerably reduced
load. The policies and procedures at the institutions for
the evaluation of the performances of individual faculty
members were inadequate. “While most of the institutions
had, in writing, some provisions for faculty rank, it was
not the practice at the majority of these colleges to
emphasize rank. Only two of the institutions provided for
special faculty recognitions.
VI. STANDARD SIX - LIBRARY
The Association considers the library a vital
instrument for instruction. In addition to its role in
general education, the library is considered by the Asso
ciation to be a vital force in the cultural development of
students and faculty. Because of this role, Standard Six 149 requires that the library be administered as a part of the academic program.
Conclusion;
It was concluded that provisions of the library for the science programs at only two of the senior colleges met the requirements* of this Standard. None of the library provisions for the science programs at the junior colleges met the requirements of the Association.
Discussion;
The conclusion was made after a review of the
Standard, a review of Library Statistics of Colleges and
Universities, Annual Analytic Report (U.S. Department of
Health, Education, and Welfare, Office of Education, Library
Services Branch), study of the general facilities and pperations at the colleges and conferences with the libra rians, administrators, faculty members, and students. None of these colleges met more than minimum requirements. The volumes are insufficient for the number of students enrolled at the colleges. Most of the library services were inade quate. Funds for purchases of books and for support of basic services were inadequate. 150
VII. STANDARD SEVEN - STUDENT PERSONNEL
The Association requires that each institution express a continuing concern for the total welfare of each student.
The institution is expected to know as much as possible about the backgrounds of its students at all times. The
Association expects each college to provide activities which will motivate the students toward significant academic achievement, and at the same time, establish meaningful associations among students, faculty, and the administration.
Conclusion;
Only three of the colleges met the requirements of this standard. None of the junior colleges met the require ments .
Discussion:
An expectation of the Association was that all colleges should have and should express continuing concern for the total welfare of each student including his physical and mental health, development of capacities and talents, establishment of relationships with other persons, and motivation for progress in intellectual understanding.
Most of the colleges did not satisfy the spirit of this 151 expectation. The administration of student personnel ser vices left much to be desired. Often unqualified and inadequately trained persons were directors of student personnel. There were noticeable differences between faculty, administration, and students with respect to attitudes toward the college programs. Some of the current personnel practices were criticized by faculty and students.
Administrators, faculty, and students admitted that the student orientation programs should be up-dated. There were no provisions for student counseling at some of the colleges.
VIII. STANDARD EIGHT - PHYSICAL PLANT
This Standard requires that each college design and maintain its physical facilities, including buildings, equipment, and campus, so as to serve the needs of the college in relationship to its stated purposes.
Conclusion:
The physical plants at only two of the senior colleges met the requirements of this Standard. None of the junior colleges met this requirement. This was so generally, and as pertains to facilities for the science programs. ■ 152
Discussion:
In addition to studying the evaluations made by administrators, faculty members, and students, a personal evaluation of the physical plant and facilities related to the science program was made* Facilities used for college science programs, including science instruction, housing of students enrolled in science courses, and facilities used for related science activities were evaluated. A five point rating scale was used: (1) excellent; (2) good;
(3) satisfactory; (4) below standards; and (5) unsatis factory. The buildings or parts of the buildings thereof, and equipment were rated with respect to general adequacy, size, fire-proof quality, present state of repair, lighting and attractiveness. Most of the plant facilities at the colleges were rated below standard or unsatisfactory with respect to general adequacy, fire-proof quality, state of repair, lighting, and attractiveness. None of the colleges received overall ratings of excellence with respect to facilities or equipment. 153
XI. STANDARD ELEVEN - RESEARCH
The Association recognizes research as a positive adjunct to a sound educational program. However, it expects each college to establish policies for research which will insure conformity to the stated purposes of the institution, and provide appropriate balance between research and instruction.
Conclusion;
It was concluded that the status of research of the science programs at only two of the senior colleges met the requirements of this Standard. None of the research provisions or practices in the science programs at the junior colleges met this requirement.
Discussion:
As a group, the science faculty at the colleges were
not research-oriented. In some cases, individual faculty members had plans for initiating limited research. The
college administrators were generally indifferent with
respect to research in science. Also, facilities were
inadequate for scholarly research, including projects which were wholly library ones.
NOTE: Standard Nine and Standard Ten did not apply to the nine colleges. 154
SUMMARY
1. The stated purposes of the colleges met the minimum requirements of Standard One.
2. Except for problems related to the financial resources and the interference in administrative functions by the Church, the colleges satisfied the requirements of
Standard Two (Organization and Administration).
3. The science programs at only three of the colleges met the requirements of Standard Three (Education
Program). None of the science programs at the junior colleges met this requirement.
4. Only three of the senior colleges met the requirements with respect to financial resources (Standard
Four) for support of the science programs. None of the science programs at junior colleges met this requirement.
5. The science faculties of three of the senior colleges met the requirements of Standard Five (Faculty)„
None of the science faculties at the junior colleges met this standard.
6. • "With respect to Standard Six (Library), the provisions for the science programs at only two of the
senior colleges met this requirement. None of the libraries 155 at junior colleges met' this requirement.
7. The student personnel requirements (Standard
Six) were met by only three of the colleges. None of the junior colleges met this requirement.
8. The physical plants at two of the senior colleges satisfied the requirements of Standard Eight. None of the junior colleges satisfied this requirement.
9. It was concluded that the status of research of the science programs at two of the senior colleges met the requirements of Standard Eleven (Research). CHAPTER VI
DISCUSSION OP HYPOTHESES
The purpose of this study was to make a comparative evaluation of information and of judgments made by administra tors, faculty, and students in relation to the improvement of science instruction.
General. The following hypotheses will be dis cussed in this section:
1. Students will assign the largest weight to instruction as a significant factor related to the improve ment of science instruction.
2. Faculty members will assign the largest weight to administrative practices and procedures as significant factors related to the improvement of science instruction.
3. Administrators will assign the largest weight to budget considerations as a significant factor related to the improvement of science instruction.
The discussions of the hypotheses will be based on both interviews held at the colleges and some of the tables
in Chapter IV. 157
Hypotheses number one: Students will assign the largest weight to instruction as a significant factor related to the improvement of science instruction.
Discussion. All of the students (100 per cent) checked inadequate science facilities, materials, and equipment, and inadequate financial support as the major problems at their colleges (Table XXVIII, page 123). The caliber of the faculty and administrative leadership were rated as the second most significant factor by 74 per cent of the students.
Table XXIX (page 127) shows that all of the students were unanimous (100 per cent) in making recommendations in the following categories for the improvement of the science program: (1) financial support; (2) facilities, equipment,
and materials; and (3) general rapport. Other recommenda
tions were for extra-curricular science activities (97 per
cent), science teaching methods (94 per cent), curriculum
(92 per cent) and caliber of faculty (61 per cent).
In discussing these data with some of the students,
they pointed out that inadequate financial support was their,
major concern and basic to all of the other problems. While
budget considerations were weighted more heavily by the 158 students than instruction, the students emphasized that the caliber of instruction was related to all of their areas of concern. One might conclude that the areas described above are related to instruction, in that they alone
establish controls for the learning environment, including
its concomitant strengths and weaknesses. This hypothesis
is substantiated only in part since budget considerations were weighted more heavily.
Hypothesis number two: Faculty members will assign
the largest weight to administrative practices and procedures as significant factors related to the improve
ment of science instruction.
Discussion. All of the faculty (100 per cent)
listed the major problems which made it difficult to im
prove science instruction as (1) financial support and
(2) facilities, equipment and materials (Table XXVII, page
122). Church leadership and administrative leadership
received the next highest priority (51 per cent). The
recommendations followed a somewhat similar pattern
(Table XXIX, page 127). It was considered significant
that 84 per cent of the faculty made recommendations re
lated to curriculum, and 64 per cent made recommendations 159 related to the administration, faculty, and staff. An analysis of data showed that administrative practices and procedures were rated second to areas related to the ade quacy of finance, hence the hypothesis was not wholly substantiated.
Hypothesis number three; Administrators will assign the largest weight to budget considerations as a significant factor related to the improvement of science instruction.
Discussion. The administrators were unanimous (100 per cent) in their assessment of inadequate finances as the significant factor related to the improvement of science instruction (Table XXVII, page 122). Church leadership and faculty leadership were rated second and third places, respectively. This weight of budgetary considerations as being of primary significance was also reflected in the recommendations made by the administrators for improving the science program. The recommended categories were
(1) facilities, equipment and material (100 per cent);
(2) audio-visual aids (89 per cent); (3) financial support and extra-curricular science activities (78 per cent). The administrators emphasized in conferences that the adequacy of facilities, equipment and materials, including audio-visual, was 160 dependent upon sound and adequate fiscal support. This hypothesis was substantiated.
Summary. All of the administrators, faculty, and students assigned the largest weight to budget consideration as a significant factor related to the improvement of science instruction. The students weighed the general area of instruction as being the second most significant factor.
The faculty rated the general areas of administrative practices and procedures as being the second most signifi cant factor. CHAPTER VII
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary. The purpose of this study was to make a comparative evaluation of information and of judgments made by administrators, faculty, and students in relation to the improvement of science instruction in the nine col leges associated with the African Methodist Episcopal Church.
The standards prescribed by the Southern Association of
Colleges and Schools were used in a supporting evaluation.
A single questionnaire consisting of seventy-four items was prepared to obtain judgments and other informa tion relative to the improvement of the science program at the nine colleges.
The following hypotheses were tested: (1) students
will assign the largest weight to instruction as a signi
ficant factor related to the improvement of science
instruction; (2) faculty members will assign the largest
weight to administrative practices and procedures as a
significant factor related to the improvement of science 162 instruction; and (3) administrators will assign the largest weight to budget consideration as a significant factor related to the improvement of science instruction.
For the interpretation of the data, the totals were calculated for each category (administrators, faculty and students) on all items. Percentages were then evaluated with respect to other significantly related data.
The organization for higher education of the African
Methodist Episcopal Church consisted of a consortium of nine colleges. These colleges were under the general supervision of the Commission on Education of the General Board of the
Church. Coordination of the colleges was by the Council of A.M.E. Colleges, which reported directly to the executive secretary of the Commission. The Council membership includ ed the presidents of the colleges; the executive secretary was an ex-officio member. There were five senior colleges and four junior colleges included in the Council. The senior colleges were Wilberforce University, Xenia, Ohio;
Edward Waters College, Jacksonville, Florida; Morris Brown
College, Atlanta, Georgia; Allen University, Columbia, South
Carolina; and Paul Quinn College, Waco, Texas. The junior
colleges were Shorter College, Little Rock, Arkansas; Camp bell College, Jackson, Missisippi; Kittrell College, Henderson 163
North Carolina? and Daniel Payne College, Birmingham, Alabama.
Two of the senior colleges, Wilberforce University and Morris
Brown College, were accredited by their regional accrediting
agencies in 1964. Daniel Payne College was the only accred
ited junior college in the system in 1964.
All of the colleges taught at least two science courses—
the freshman general education courses— Survey of the Physical
Sciences and Survey of the Biological Sciences. All of the
senior colleges offered major concentrations in general science.
Some of the colleges offered major concentrations in physics,
chemistry, biology, and mathematics. Some of the junior col
leges offered courses in zoology and general biology, in
addition to the general education science courses. Graduates
of the junior colleges were granted the degree of associate
of arts; graduates of the senior college received either the
bachelor of arts degree or the bachelor of science degree.
The combined student enrollment in 1964 at the colleges
was about 4,400— twelve hundred in the junior colleges and
3,200 in the senior colleges. The total number of faculty
members at these colleges was two hundred persons, one hundred
twenty in the senior colleges and eighty in the junior col
leges. Nine hundred forty persons from these colleges
participated in this study. Included were nine administra
tors, thirty-one faculty members, and nine hundred students. 164
All of the administrators were male. Likewise, males domi
nated the faculty and student populations with 84 per cent
and 81 per cent respectively. The age range of administra- % tors and faculty was from less than thirty years to more
than fifty years. More than three-fourths of the administra
tors and faculty were married.
All of the administrators had at least the master's
degree. Some administrators and faculty members held earned
doctorate degrees. Some faculty members did not hold a
degree beyond the bachelor's level. Forty-four per cent of
the administrators held faculty rank, in addition to their
administrative position. Only 39 per cent of the faculty
held ranks above instructor. The tendency was to minimize
both discussion and emphasis with respect to rank. The
records of these colleges indicated that more than 90 per
cent of the administrators and faculty held the same rank
or position to which they were initially appointed,without
respect to length of time at the institution or to individual
competency in specialized areas. Eleven per cent of the
administrators and 6 per cent of the faculty had held their
rank for more than ten years.
Twenty-two per cent of the. administrators taught
science courses in addition to their administrative responsibilities. Courses were generally evenly distributed among the faculty with exceptions in physics and biology.
Consistent with the national trend, there were fewer instruc tors in physics than in other disciplines. Likewise, a larger number of instructors, 29 per cent, taught biology courses. The science courses taught by administrators were also in the biology area. Most of the instructors taught courses in their major areas of preparation. Sixty-seven per cent of the administrators indicated that they had not completed a science course in more than ten years. This was considered to be normal since the major preparations of
78 per cent of the administrators were in non-science areas.
Ten per cent of the faculty had not completed a science course in more than ten years, and 45 per cent indicated that it had been from four to six years.
Several questions were asked with respect to the adequacy of science courses offered at the institutions.
Eighty-nine per cent of the administrators and 74 per cent of the faculty thought the science courses offered were adequate. The majority of students did not agree with this view.
Several questions were asked with respect to the general professional status of administrators and faculty. 166
It was noted that 33 per cent of the administrators and 71 per cent of the faculty had enrolled in a science course since receiving their last degree. Eighty-nine per cent of the administrators indicated, that they were members of a professional organization. Participation of the faculty in professional meetings was considered to be below average.
Thirty-three per cent of the administrators had written a book since 1958; no articles were written during this period.
Only one faculty member had written a book during the past four years; 19 per cent had written articles. Eleven per cent of the faculty were engaged in some form of original research.
Administrators, faculty and students were asked to rate the general pre-college preparation of students ad mitted to the colleges and those enrolled in science courses.
Sixty-six per cent of the administrators rated the students admitted as either poor or fair. Seventy-four per cent of the faculty and 55 per cent of the students made similar ratings. Forty-four per cent of the administrators rated students enrolled in science courses as either poor or fair, as did 80 per cent of the faculty and 46 per cent of the students. 167
It was noted that 44 per cent of the colleges ad ministered a placement test in science to entering freshmen,
67 per cent had programs of advanced standing in science, and 89 per cent had programs of remedial or tutorial serv ices. Eighty-nine per cent had a requirement that every student, in order to graduate, must take at least one college level science course. The administrators, faculty, and students indicated that, in many instances, the practices in human relations at their colleges might be described as being generally poor.
Administrators and faculty members were agreed with respect to their judgments of the quality of science courses offered. There were some contradictions, however. Approxi mately 80 per cent indicated that they were pleased with their current science curricula. Yet, 45 to 80 per cent
indicated that courses in physics, chemistry, biology, and
earth sciences were inadequate.
Most administrators and faculty members seemed to be of the opinion that the courses in science were adequate with respect to demands on students as pertains to study,
research, and creativity. More than half of the students were critical of the courses, especially pertaining to
requirements for research and provisions for creativity. 168
All of the faculty and the majority of administrators and students indicated that all science courses should have a laboratory session. The majority of the faculty and stu dents supported the practice of giving credit for laboratory work. The administrators did not agree. The majority of the faculty thought that the time devoted to laboratory work was adequate. Administrators and students thought more time should be devoted to laboratory work.
All of the colleges either had an undergraduate science club on campus, or their science department spon sored some science activities for students.
With respect to innovations in the undergraduate science programs, all of the administrators indicated that they had substantially expanded their course offerings and that freshmen courses had been expanded, in scope. The faculty, in some instances, did not indicate familiarity with these innovations. Some of the students also did not show an awareness that these innovations had been made.
Administrators and faculty members expressed satis faction in reply, to the questionnaire, with respect to the adequacy of facilities, equipment and materials, including laboratory facilities and services. More than half of the students did not agree with these judgments. In conferences 169 with administrators and faculty members, these judgments
were modified, and the adequacy which they had previously
indicated was explained as being a consequence of inadequate
finances. Conventional teaching methods and techniques were
largely used at the colleges. Eight of the nine colleges
used audio-visual techniques in their science courses.
Most of the administrators and faculty indicated a belief
that the current use and extent of audio-visual aids to
learning were adequate. Less than half of the students
shared this view.
In conferences with the administrators, faculty, and
students, there was unanimous agreement in the expression
that all of the programs of the colleges suffered from
inadequate finances. Lack of adequate financial support
was listed as a major problem area by all respondents. The
second major problem area was inadequate science facilities
and equipment. Other areas checked by a significant number
of respondents were inadequacies of training and experience
related to the faculty, administrative leadership, church
leadership, curriculum, and quality of student preparation
for college.
The recommendations made by administrators, faculty,
and students were grouped into nine categories: administrators, 169 with administrators and faculty members, these judgments were modified, and the adequacy which they had previously
indicated was explained as being a consequence of inadequate
finances. Conventional teaching methods and techniques were
largely used at the colleges. Eight of the nine colleges
used audio-visual techniques in their science courses.
Most of the administrators and faculty indicated a belief
that the current use and extent of audio-visual aids to
learning were adequate. Less than half of the students
shared this view.
In conferences with the administrators, faculty, and
students, there was unanimous agreement in the expression
that all of the programs of the colleges suffered from
inadequate finances. Lack of adequate financial support
was listed as a major problem area by all respondents. The
second major problem area was inadequate science facilities
and equipment. Other areas checked by a significant number
of respondents were inadequacies of training and experience
related to the faculty, administrative leadership, church
leadership, curriculum, and quality of student preparation
for college.
The recommendations made by administrators, faculty,
and students were grouped into nine categories: administrators. 170 faculty, and staff; curriculum; facilities, equipment, and materials; admissions and placement; science teaching methods; extra-curricula science activities; general rapport; financial support; use of audio-visual aids; and others.
The four levels of priorities listed by administrators were in order: (1) equipment and materials, (2) use of audio-visual aids, (3) financial support, (4) extra-curricula science activities, (5) science teaching methods, and (6) general rapport. Faculty listed priorities in the following order: (1) admission and placement, facilities, equipment, and materials; (2) curriculum; (3) administrators, faculty, and staff; and (4) science teaching methods. The priorities listed by students were, in order, (1) facilities, equipment, and materials; general rapport; and financial support;
(2) extra-curricular science activities; (3) science teach ing methods; and curriculum; and (4) administrators, faculty, and staff.
Conclusions. With respect to the hypothesis, (1) all of the administrators, faculty, and students assigned the
largest weight to budget consideration as a significant
factor related to the improvement of science instruction;
(2) students weighed the general area of instruction as being 171 the second most significant factor; and (3) faculty members rated the general areas of administrative practices and procedures as being the second most significant factor.
Conclusions with respect to the study are based on the evaluation of the findings as compared with the stand ards listed in Standards for Colleges/ the official publica tion of the Commission on Colleges of the Southern Association of Colleges and Schools. A concluding statement has been prepared for each of the standards listed. In each
instance, the statements are supported by data in either
Chapters III, IV or V.
1. STANDARD ONE— PURPOSE
The colleges met the requirements of this
Standard.
2. STANDARD TWO— ORGANIZATION AND ADMINISTRATION
Except for problems related to financial resour
ces and some interference in administrative functions by
the church, the colleges satisfied the requirements of this
Standard.
3. STANDARD THREE— EDUCATIONAL PROGRAM
Three of the science programs at the senior
colleges met the requirements of this Standard* None of
the science programs at the junior colleges met this Standard. Deficiencies were found with respect to admission standards and practices, innovations, and instructional practices and procedures.
4. STANDARD FOUR— FINANCIAL RESOURCES
The science programs at three of the senior col leges met the requirements of this Standard. None of the junior colleges met these requirements. The deficiencies were almost wholly due to inadequate financial support of the colleges.
5 . STANDARD FIVE— FACULTY
The science programs at three of the senior col leges met the minimum requirements of this Standard. None of the junior colleges met the requirements. This conclu
sion was based on considerations of faculty organization,
degrees, evidence of professional growth, salaries, tenure,
teaching loads, teaching effectiveness, and general rapport.
6. STANDARD SIX— LIBRARY
Two of the senior colleges met the minimum require
ments of this Standard. None of the junior colleges met
this requirement. Library facilities and services were
grossly inadequate for the student population served in some
of the colleges. 173
7. STANDARD SEVEN— STUDENT PERSONNEL
The science programs at three of the senior col leges met the requirements of this Standard. None of the junior colleges met this requirement. There was some evidence of lack of concern for the welfare of students, and the spirit of the Standard, as discussed in the publication, did not appear to be operative at most colleges.
8. STANDARD EIGHT— PHYSICAL PLANT
The science programs at only two of the Senior colleges met the minimum requirements of this Standard. None of the junior colleges met this Standard. Generally, it can be stated that the physical facilities were largely in adequate .
9. STANDARD NINE— SPECIAL ACTIVITIES
The science programs at the colleges were not evaluated with respect to this Standard, as the Standard was not applicable to programs of the colleges.
10. STANDARD TEN— GRADUATE PROGRAM
The science programs at the colleges were not evaluated with respect to this Standard, as the Standard was not applicable to programs of the colleges.
11. STANDARD ELEVEN— RESEARCH
The science programs at two of the senior colleges 174 met the minimum requirements of this Standard. This finding was based almost wholly on the following factors: (1) absence of a research orientation on the part of some faculty, (2) inadequate research facilities, (3) difficulties in carry ing on research related to teaching load and general support by the administration. None of the junior colleges met this requirement.
A concluding implication of the study that was of major significance for education generally was the necessity for a revitalized emphasis on the role of financial support for higher education. It was suggested from the study that most of the ills of the colleges were traceable to some aspect of financial support.
Recommendations. The recommendations listed below were made after careful consideration of all available data, including conferences and interviews with responsible offi cials of the colleges and authorities of the African
Methodist Church.
Recommendations are the following:
1. That only those science programs should be offered that can be adequately supported. This includes considera tions related to fiscal resources, faculty, library, students. 175 physical plant, and special activities, including research.
2. That a sound fiscal policy should be established at each of the colleges.
3. That the Church, either from its own resources or from a grant from Federal sources or foundations, have an independent evaluation made of each of the nine affilia- ated colleges. The study should be an exhaustive attempt to look at the physical plant, equipment, financial support, students, faculty, staff, and available resources as they relate to the philosophy and objectives of the college.
4. That ii\view of the financial resources of the
Church, the African Methodist Episcopal Church should give serious consideration to the advisability of a merger of some of the colleges as an alternative to continuing the operation of the nine colleges.
Needed Research. Very carefully planned studies are needed to provide a theoretical and experimental base for continuous development of effective evaluation in science at the college level. Research is needed on the scope of science offerings at colleges as related to the philosophy, purposes, and financial resources. In addition, answers to the following questions would be indeed helpful: 176
1. What is the optimum laboratory space per student
for physics, chemistry, biology and earth science sections?
2. What is the optimum number of semester hours for an instructor of a science course?
3. What is the relationship between the financial stability of a college and the morale of the faculty, staff, and students?
4. Is there a relationship between the age of a
faculty member and his effectiveness as a science teacher?
5. Are there certain science courses in which the age of the instructor is an apparent advantage?
6. How much money per student, excluding salaries,
should be provided for the teaching of a science course?
Show breakdown by subject matter discipline.
7. What are some of the potentialities and limita
tions of the various types of evaluation instruments used
to determine the effectiveness of science instructions?
8. What is an effective instrument for evaluating
laboratory work?
9. What should constitute an adequate science
curriculum at a junior college?
10. What should constitute an adequate science , * curriculum at a liberal arts college? 177
11. How should a science program at a liberal arts college differ from a science program at a teachers college? BIBLIOGRAPHICAL ENTRIES
A. BOOKS
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McGinnis, Frederick. A History and Interpretation of Wilberforce University. Ohio: Blanchard Brown Publishing Company, 1941.
Miller, Kelly. Race Adjustment. New York: The Neale Publishing Company, 1900.
Payne, Daniel A. History of the African Methodist Episcopal Church. Nashville, Tennessee: Publishing House of the A. M. E. Sunday School Union, 1891.
Payne, Daniel A. Recollections of Seventy Years. Nashville, Tennessee: Publishing House of the A. M. E. Sunday School Union, 1888.
Smith, Charles S. A History of the A. M. E. Church. Philadelphia: A. M. E. Book Concern, 1922.
Stowell, Jay. Methodist Adventures in Negro Education. New York: Methodist Book Concern, 1922.
Turner, Bishop H. M. The Genius and Theory of Methodist Polity. Philadelphia: A. M. E. Book Concern, 1895.
Weatherford, W. D. Negro Life in the South. Boston: Heath and Company, 1934.
Wesley, Charles H. Richard Allen, Apostle of Freedom. Washington, D. C.: The Associated Publishers, 1935. I 7 .S' ^ 176
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Wright, Richard R. Jr. Centennial Encyclopedia of African Methodism. Philadelphia: A. M. E. Book Concern, 1916.
B. UNPUBLISHED MATERIALS
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Lewis, June E. "An Investigation of Effectiveness of the Science Sequence in Certain Teachers Colleges." Unpublished Doctor's dissertation, University of Colorado, Boulder, 1953.
McWhirter, Nolan. "The Status of General Biology in the General Education Program of Colleges and Univer sities in Arizona, Colorado, Kansas, Nebraska, New Mexico, Oklahoma and Texas." Unpublished Doctor's dissertation, Colorado State College of Education, Greeley, 1953.
Rutherford, James. "American College Policies and Practices in Educating Leaders in Science Education - A Research Report." Paper read at the Eleventh Annual Meeting of the National Science Teachers Association, Philadelphia, Pa., 1963.
Weaver, Allen D. "A Determination of Criteria for Selection of Laboratory Experiences Suitable for an Integrated Course in Physical Science Designed for the Education of Elementary School Teachers." Unpublished Doctor's dissertation, University of Colorado, Boulder, 1953.
Welling, Edward A. Jr. "What the Schools Expect in Science of the Beginning Elementary Teacher." Paper read at a conference of the Commission on Education of teachers in Science, Fairleigh Dickinson University, Teaneck, New Jersey, 1964.
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Kruglak, Haym and Carl R. Carlson. "Performance Tests in Physics at the University of Minnesota." Science Education. XXXVII (March, 1953), pp. 108-21.
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Christian Recorder. February 1, 1883.
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Ohio Conference Proceedings in the Christian Recorder, May 2, 1863. 181
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Proceedings of the Kentucky Conference of the A. M. E. Church in the Christian Recorder, September 11, 1869. APPENDICES APPENDIX A
EVALUATION OF A SCIENCE PROGRAM (Questionnaire)
Department of Education THE AMERICAN UNIVERSITY Washington, D. C.
Administrator Faculty Student
College: ______. Male ____ Female_____
This questionnaire is designed to provide information from college administrators, faculty members, and students which will be helpful in science instruction in small colleges. Included are items for indicating their judgments about a variety of topics, their problems associated with the improvement of science instruc tion, and their interests and goals. It is not necessary for you to sign your name on this form. This questionnaire will be col lected by me as you leave this room. The information will not be made available to the college on an individual basis, nor will it be made part of your record.
This is not a test and there are no wrong answers. Most of the questions can be answered by making a check in the appropriate space. Please follow the instructions and answer all questions to the best of your ability.
A. Personal (For Administrators and Faculty only)
1. What is your age? a. _ 51 and above b. ___ 41-50 c. ___ 31-40 d. ___ 30 or below
2. What is your marital status? a. __ widow or widower b. ___ divorced c. ___ single d. ___ married 184
3. "What degrees do you now hold? a. ___ Associate (below Bachelor level) b. _____ Bachelor's Co ___ Master's d. __ Ph.D. or equivalent or honorary
4. What is your present rank? a. ___ instructor b. ___ assistant professor c. ___ associate professor d. ___ professor
5. How long have you held present rank? a. ___ less than 3 years b. _____ 4-6 years c. ___ 7-10 years d. ____ more than 10 years
6. If you are now teaching a science course, what is your major teaching area? a. __ physics b. ___ chemistry c. ___ mathematics d. ___ biology
7. How long has it been since you enrolled in and completed a science course? a. ___ more than 10 years b. ___ 7-10 years c. ___ 4-6 years d. ___ less than 4 years
8. Have you enrolled in a science course since receiving your last degree? a. ___ no b. ___ yes
9. How much of your teaching time is in your major area? a. ___ 0-25% b. ___ 26-50% c. 51-75% d. __ _ 76-100%
10. Are you a member of a professional organization? a. ___ no b. ___ yes 185
11. If you are a member of a professional organization, do you regularly participate in its annual meetings? a. __ no b. ___ yes
12. Have you attended a professional meeting recently? a. _____ no b. ___; yes
13. Have you written any books? a. ___ no b. ___ yes
14. Have you written any major articles during the past five years? a. ___ no b. ___ yes
15. Do you teach part-time at another college? a. ___ no b. ___ yes
16. Do you work part-time on another position? a. ___ no b. ___ yes
17. Have you ever directed or participated in any form of original research? a. ___ no b. ___ yes
18. Are you presently engaged in any original research? a. ___ no b. __ yes
Note: Sections B through M should be completed by administrators, faculty and students.
B. Curriculum
19. Does your institution have a requirement that every student, in order to graduate with a baccalaureate degree, must take at least one college-level science course? a. ___ no b. __ yes 186
20. Are you pleased with the current science curriculum? a. ___ no b. _____ yes
21. Is the science curriculum generally flexible? a. ___ no b. ___ yes
22. Should new courses be added in physics? a . no b. ___ yes
23. Are the physics courses presently offered adequate? a. ___ no b. ___ yes
24. Should new courses be added in chemistry? - a. ___ no b. yes
25. Are the chemistry courses presently offered adequate? a. ___ no b. _____ yes
26. Should new courses be added in biology? a. ___ no b. __ _ yes
27. Are the biology courses presently offered adequate? a. ___ no b. ___ yes
28. Should new courses be added in earth science? a. ___ no b. ___ yes
29. Are the earth science courses presently offered adequate? a. ___ no b. ___ yes
30. Should new courses be added in mathematics? a. ___ no b. ___ yes
31. Are the mathematics courses presently offered adequate? __ no b. yes 32. Do you think that all science courses should have laboratory sessions? a. ___ no b. ___ yes
33. Do you think that special credit should be given for laboratory work? a. ___ no b. __ yes
34. Do you think that the time devoted to laboratory work in science courses at your college is adequate? a. __ no b. ___ yes
35. How would you describe the academic demands of ±he science courses at your college as pertains to study? a. ___ inadequate b. ___ adequate
36. How would you describe the academic demands on students enrolled in science courses at your college as pertains to research? a. __ _ inadequate b. ___ adequate
37. How would you describe the academic demands of the science courses at your college as pertains to creativity? a . ___ inadequate b. ___ adequate
Science Teaching Methods
38. Does the science department make use of any techaniques other than the standard lecture-recitation-laboratory system? 188
39. If yes to the above, please check the four most widely used techniques from the list below (number in order of use, 1-4). a. large lecture class with small discussion quiz sections b . ___ large lecture class with help sessions c. ___ organized program of independent study d. ___ "continental classroom" course by TV e. ___ other broadcast television courses f . ___ courses by closed-circuit TV g. ___ courses by film h. large lecture class without discussion sessions i. ___ other (Please specify)
D. Extra Curricular Science Activities
40. Is there an undergraduate science club on your campus? a. ___ no b. ___ yes
41. Is the undergraduate science club affiliated with a national body? a. ___ no b. ___ yes
42. Does the science department sponsor any activities, in cluding science clubs, to stimulate interest in science? a o ___ no bo ___ yes
Eo Facilities, Equipment and Material
43. How would you rate classroom facilities, equipment, and materials? a. ___ inadequate b. ___ adequate
44. How would you rate laboratory facilities, equipment, and materials? a. ___ inadequate b. ___ adequate
45. How would you rate your office space, furniture, and equipment? a. ___ inadequate b. ___ adequate 46. How would you rate the laboratory equipment and material? a. ___ inadequate b. ___ adequate
47. How would you rate the classroom design and facilities? a. ___ inadequate b. ___ adequate
48. How would you rate the library facilities and services as relates to the science program? a. ___ inadequate b. ___ adequate
49. How would you rate special extra-curricular activities in . support of the science program? a. ___ inadequate b . __ adequate
Admissions and Placement
50. Does the college or science department administer a placement examination in general science or a specific science discipline? a . ___ no b. __ _ yes
51. Does your institution have a program of advanced standing in science? a. ___ no b. ___ yes
52. Is prerequisite instruction in science offered by your institution to correct the dificiencies of students who are beginning to take college science courses for the first time? a . ___ no b. ___ yes
About the faculty
53. Is the science faculty adequate for the number of courses offered and students enrolled in these courses? 190
Do members of the science faculty participate regularly in inservice educational programs? (This is a non-credit formal course of study usually organized within the college.) a. _____ no b. ___ yes
55. Do all members of the science faculty meet desirable professional standards? a . ___ no b . ____ yes
56. How do you rate the administrative and other non-science teaching assignments of the science faculty? a. _____ fair b. ___ unfair
57. How do you rate participation of the science faculty in the formulation of academic policy? a. .___ inadequate b. __ _ adequate
H. Students
58. How do you rate the average quality of students admitted to the college? a. ___ poor b. __ fair c. good d. excellent
59. How do you rate the average quality of students taking science courses? a. ______poor b. ___ fair c . ___ good d. excellent
I. General Rapport
60. How would you rate student morale? a. . poor b. ___ fair c. _____ good d. ___ excellent 191
61o How would you rate student-facuity relations? a. ___ poor _ _ fair c. _ good d. excellent
62. How would you rate student-administration relations? a. ___ poor b. ___ fair c. ___ good d. ___ excellent
63. How would you rate student-Board of Trustees relations? a. __ poor b. __ fair c. __ good d. excellent
64. How would you rate faculty morale? a. ______poor b. ___ fair c . ___ good d. ___ excellent
65. How would you rate faculty-administration relations? a. ___ poor b. ___ fair c . ___ good d. ___ excellent
66. How would you rate faculty-Board of Trustees relations? a. ___ poor b. ___ fair . Co ___ good d. excellent
67. How would you rate the morale of administrative personnel? a . ___ poor b. ___ fair c. ___ good d. ___ excellent 192
68. How would you rate administrative-Board of Trustees relations? a. ___ poor b. ___ fair c. ___ good d. ___ excellent
J. Financial Support
69. Do funds seem to be adequate for support of the current science program? a, ___ no b. yes
K. Use of Audio-Visual Aids * 70. Does your college use current audio-yisual techniques in the teaching of science? a . __ no b. ___ yes
71. Is the current use of audio-visual methods in teaching science adequate? a . ___ no b. yes
L. Problem Areas
72. "What are the four major problem areas of the following which make it difficult to improve science instruction at your college? a. __ problems related to church leadership _ problems related to administrative leadership college c. ,t problems related to financial support d. _ _ problems related to caliber of students e. __ problems related to caliber of faculty f. __ problems related to curriculum g- _ problems related to science facilities and equipment h - __ others (Please specify) 193
N. Recommendations
74. What are your recommendations for the improvement of the science program at your college with respect to:
a. Administrators, faculty, and staff
b. Curriculum
c. Facilities, equipment, and materials
d. Admissions and placement
e. Science teaching methods
f. Extra-curricular science activities
g. General rapport
h. Financial support
i. Use of audio-visual aids
j. Others (Please specify) 194
M. Innovations
73. What innovations in undergraduate science programs have been made since you joined the college? (Check the four most significant*) a . none b. ___ have introduced new degree programs c. ___ have substantially expanded course offerings d. ___ have expanded freshman courses, content-wise e. ___ have provided new courses considered appropriate fo£ non-science majors f. ___ have introduced a new program, or have substan tially altered a previous program, for the under graduate preparation of science teachers g. ___ have introduced an honors program h. ___ have introduced an advanced standing program i. ___ others (Please specify) APPENDIX B
STANDARDS OF THE COLLEGE DELEGATE ASSEMBLY OF THE
SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS *
Principles and Philosophy of the College Delegate Assembly in Accreditation. The College Delegate Assembly of the Southern Association of Colleges and Schools is charged with the responsibility of accrediting institutions of higher learning in the southern region of the United States. This responsibility is exercised through the Commission on Colleges, which considers its principal concern in accredi tation to be the improvement of educational quality in the institutions of the area it serve. It is also the responsi bility of the Commission to work with institutions of higher education in Latin America toward mutual understanding and educational cooperation.
The Commission on Colleges sees its task as intimately related to the traditional public philosophy of the United States— that free men can and ought to govern themselves, and that they do so best through a representative, flexible, and responsive system. Accordingly, the Commission believes that accreditation with its controls and stimulation can be accomplished best through a voluntary association of non profit educational institutions.
The Commission asserts the principle that regional accreditation is preferable to state or national because provincialism tends to threaten the smaller unit, and a national organization may become unwieldy. The boundaries of the accrediting association should not be identified with political framework, either state or national. There are many problems to be shared at the regional level that might not be dealt with effectively in a state or nation-wide
*Excerpts from Standards for Colleges. Southern Association of Colleges and Schools (Atlanta, Georgia: December 3, 1963), pp. 1-30. Reprinted by permission of the Association. 196 association. This does not in any way limit the existing cooperation and exchange of ideas with the other regional associations which are largely parallel in aims and func tions. The several regional associations in combination form an effective national system for the control and improvement of quality in higher education.
The Commission on Colleges is dedicated to a firm belief in the rights of a teacher to teach, investigate, and publish freely, and in the rights of students to the opportunity of learning. The rights of an institution to fulfill the purposes for which it was founded are held to be incontestable. Sometimes these rights seem to be in conflict; it is then that the Commission must attempt to bring into harmony the counterclaims to freedom of the individual, the institution, and society. The Commission also stands ready to protest in the name of academic inte grity when the educational effort is hampered by political interference, or is in any way menaced by those who would subvert the search for truth.
With this general philosophy which affirms that accreditation should be based on mutual, voluntary assis tance at a regional level in an atmosphere of academic freedom, the Commission on Colleges has developed after, long experience certain criteria and procedures. The Com mission consists of representatives elected by the College Delegate Assembly and fulfills its functions through appro priate committees. Much of the labor of the Commission goes into establishing the qualitative and quantitative criteria against which an institution is evaluated to determine its effectiveness, and its acceptability in the academic world and the society of which it is a part.
As a basic principle, the Commission regards its function of accreditation as accrediting an institution as a whole. It recognizes that accreditation of professional schools, divisions, or departments within complex universi ties also provided by other recognized accrediting organiza tions. Although it cooperates with these agencies for professional accreditation, the Commission retains the right and responsibility of assuring that the total program of a complex institution is coordinated, administered, and held in proper balance. Cooperation with professional agencies 197
does not limit in any way the Commission's right to accredit the total institution. It becomes the responsibility of the Commission, furthermore, to evaluate the work of specialized schools, divisions, or departments when they are not accred ited by the appropriate professional agencies.
The Standards which the Commission has developed apply to initial applications, to member institutions, and to the Institutional Self-Study and Periodic Visitation Program. This statement of Principles and Philosophy of the College Delegate Assembly is upon recommendation by the Commission on Colleges. The illustrative and interpretative material under each Standard applies to current situations and is subject to change by the Commission as evidence justifies. A change in illustrative and interpretative material will be effective after announcement to member institutions butwill be taken to the College Delegate Assembly only when that body requests a review of a specific change.
Meeting each Standard is not all that is required for accreditation by and membership in the Southern Association. Assuredly, the Commission is interested in qualifications of faculty,.the state of academic freedom, library size, and numerous other educational factors in an institutional operation. It is finally concerned, however, with the totality of the effort, and the atmosphere in which it is carried on. The assessment of this totality overrides smaller considerations as the decision is approached whether or not to confer or to retain membership.
No institution should remain at the minimum level, for the educational endeavor is a dynamic process. A uni versity or college improves and grows in strength or it declines. The Commission tries to foster in each member qualitative improvement. The method used in this effort is the Institutional Self-Study and Periodic Visitation Pro gram. Once in each ten-year period, member universities and colleges are required to make a comprehensive Self- Study which is to be evaluated at the institution by a qualified committee of educators. This is the procedure for reaffirmation of accreditation, but the primary purpose of these visits is the qualitative improvement of each member institution. The Commission is particularly concern ed with the follow-up procedure and insists upon being kept 198 informed as to progress resulting from the experience of self-study. It is hoped that the Self-Study will offer a method by which member institutions may appropriate for themselves the creative vision of their best and most devoted minds, supplemented by objective outside evaluators, thereby furnishing a stimulus to the continued self-develop ment of the academic community.
The maintenance of Standards and participation in the Institutional Self-Study and Periodic Visitation Program are the normal procedures expected of member institutions. The Commission, however, reserves the right to call upon its members from time to time for specific information that may be useful to the membership. It also insists upon the right, or even obligation, to make special studies or investigations of member institutions.
The Commission encourages member institutions to conduct experimental programs. If these programs are at variance with the Standards, the institution is expected to submit the program to the Executive Council of the Commis sion.
It is assumed that institutions joined in the work of this Commission admit the responsibility they have to each other and to their society. The Commission believes that its philosophy of accreditation logically precludes any attitude of exclusiveness. No institution asking for membership will be refused if it demonstrates its accept ability under the Standards of the Commission.
Standard One— PURPOSE. Each institution should clearly define its purpose and should incorporate this definition into a statement which is a pronouncement of its role in the educational world. The institution's integrity is measured not only in terms of its stated purpose but also in terms of its conscientious endeavor to fulfill this pur pose.
It is recognized that the membership consists of a diversity and variety of institutions, ranging from those which have a singleness of purpose to those which are highly complex, from those which are church related to those which are privately or publicly controlled. Each 199 institution, however, should have a well developed and avail able statement of purpo®', not only worthy of higher education in general but also af >priate for its specific educational role. This statement should be clear and concise, and should represent the official concept and practice of the institution.
The formulation of the statement of purpose is a major decision and basic changes should be made only after proper consideration and approval by the governing board. This should not be interpreted, however, as a denial of the right of the faculty to take the initiative in recommending changes. An institution should also examine its statement of purpose periodically. This re-evaluation should include the changes which have taken place internally as well as the changing responsibilities of the institution to its constituency.
All appropriate publications should reflect accurately the institution's statement of purpose. All institutional programs, including the programs outlined in the offial publications, should be designed to achieve the stated pur pose. The faculty, financial resources, physical plant, and educational program should be adequate and appropriate to meet the stated purpose of the institution.
Standard Two— ORGANIZATION AND ADMINISTRATION. The administrative organization of an institution of higher learning should bring together its various resources and coordinate them effectively to accomplish its objectives. Although a similar pattern of organization for all member institutions is neither required nor expected, the organi zational structure and the administrative processes should be well defined and understood by the entire college community.
The governing board, the term used in the Standards to apply to all governing bodies of institutions of higher education, is the legally constituted body representing the founders, the religious group, or the supporting govern mental unit. Members of the governing board should be chosen because of their ability and willingness to serve the institution without selfish motives. The board acts as a body politic and no single member can act in place of the total board. Since the governing board holds institu tions in trust, there should be a continuity in membership 200 which will assure stability.
The responsibilities of the governing board include establishing board institutional policies, securing financial resources to support adequately the institution's program, and selecting the chief administrative officer and, upon his recommendation, the other administrative officers of the institution. The governing board should not be subject to undue pressures from state officials or other outside poli tical or religious groups; furthermore, the governing board should protect the administration from similar outside pres- . sures.
There should be a clear differentiation between the policy making functions of the governing board and the responsibility of those in charge of administering these policies. General institutional policies may originate within the board or be approved by the board upon the re commendation of the administration. Once these have become the policies of the governing board, the chief administra tive officer should be free to implement such policies and to administer the institution within the broad policies laid down by the board.
In addition to the administrative head of the insti tution, there should be other administrative officials directly responsible to him. The duties of these officers should be well defined and known to the faculty and staff. An effective pattern of organization will contribute to the development of the institution and to general morale. Opportunities for adequate communications throughout the institution are highly important.
ILLUSTRATIONS AND INTERPRETATIONS
1. Descriptive Titles and Terns
The descriptive title as well as the organization of an institution should be appropriate to the purpose, the size, and the complexity of the institution. The indiscrim inate use of "university" for "college," the retention of descriptive terms in the title of the institution after the 201 specific function has been dropped or relegated to minor position, or the overly ambitious title not justified by actual practice reflect unfavorably upon an institution. When an institution contemplates changing from a junior college to a senior college or moving to other higher degree levels, it must notify the Executive Secretary of the Com mission on Colleges.
2. Governing Boards
Although it is recognized that the title and functions of governing boards vary, there should be a clearly identifi able body which assumes the responsibility for policy. The duties and responsibilities of the board should be clearly defined in an available official document. This document should also specify the number of members, length of ser vice, rotation policies, organization and committee struc ture, frequency of meetings, and other pertinent information.
3. By-Laws and Faculty Manuals
Published by-laws of the board and formalized faculty manuals are strongly recommended. These or similar official documents should contain the following information: the du ties and responsibilities of chief administrative officers, the pattern of faculty organization, statements governing tenure and related procedures, and all other policies and regulations that affect the members of the faculty, the members of the administrative staff, or other college personnel.
4. Size of Institutions
Although there is no specific rule as to the minimum size of an institution to be admitted and retained in membership, the enrollment and economic resources should be sufficient to justify an effective educational unit. 202
5. Institutions as Units
When an institution is a unit of a public or private system, the administration, management, financial and student accounting, and general operation must be such as to reflect clearly the autonomy of the institution as distinguished from the other units of the school system*
Standard Three— EDUCATIONAL PROGRAM. The educational program must be clearly related to the purposes of the institution. This relationship between purposes and program must be demonstrated in policies of admission, content of curricula, requirements for graduation, instructional methods and procedures, and quality of work required of the students.
An institution should have a well-defined and clearly- . expressed policy of admission. The admission policy should be related to the educational purposes of the institution and should establish such qualitative and quantitative standards and criteria as are necessary to insure the admis sion of students who can benefit from the educational program. The policy should require the completion of a secondary school curriculum that lays a sound foundation for a program within the institution.
The curricula offerings of an institution should be clearly and accurately described in published materials. Curricula should be directly related and appropriate to the purposes and objectives of the institution, to the ability and preparation of the students admitted, and to the financial and instructional resources of the institution.
The principal focus of the total institution should be on the education of students. Instruction is the basic means to this end. Instructional techniques and policies should express the purposes of the institution as well as the specific objectives of an individual course. Instruc tion, to be effective, must be evaluated continuously and an institution shouid be able to present evidence that efforts are being made to improve instruction. Concern for improvement of instruction is a mark of institutional vitality. 203
ILLUSTRATIONS AND INTERPRETATIONS
1. Admission
The admission policy of an institution is usually and properly made at two levels of authority. General policy is established by the governing board normally on recommenda tion of the administration. The authority to decide the size and character of a student body, for example, is the respon sibility of the board which determines the overall policy of the total institution. Specific admission policy, however, should be the responsibility of the administration and the faculty, and the agency responsible for administering this policy should be clearly identified. In some cases this agency will be a single administrative officer, or a com mittee of administrative officers. In other cases the agency will be a committee of the faculty or a combined committee of administrative officers and members of the faculty. In any case, this agency should be identifiable, recognized, and responsible.
In keeping with this statement of policy, there should be an institutional agency (or agencies in the case of multi-purpose universities which operate separate schools within the university) which properly will be responsible for establishing and maintaining the academic criteria for approved admission. In the case of multi-purpose universities which operate separate schools within the university there should be provision for institution-wide coordination of all admission policies.
Thie admission policies of an institution should be clearly expressed and openly published, and should explain both general and specific requirements and patterns of secondary school courses where specified.
Students admitted for the first time should have completed an accredited secondary school program which pro vides a foundation appropriate for college study. A course of study is a total program as well as a concentration in certain subject matter fields; therefore, the admission agency should examine the applicant1s secondary school record for evidence of his ability to make satisfactory progress in the appropriate disciplines of the institution. 204
In most cases, completion of an accredited secondary school program means graduation with a diploma. In some cases, however, an admissions agency might justifiably accept a student upon the basis of some other criteria, as, for example, an unusually superior student who has advanced beyond his classmates or a more mature student who has re ceived a reasonable equivalent of secondary preparation in an informal educational program. In all such cases, how ever, the admissions agency must accept the responsibility of justifying its decision for each acceptance.
The policy with regard to accepting transfer credit should be clearly defined. The quality of work for trans ferred credits should be in keeping with the quality required of all students of the institution. The student transferring should be officially informed at the time of his admission exactly as to the status of his advanced standing.
The Commission encourages institutions to develop experimental programs for advanced and talented students. If these experiments represent radical departures from the Standards of the Commission, they must be reported to the Executive Secretary of the Commission.
There should be a definite and clearly defined policy regarding readmission of students dismissed or suspended from the college for academic reasons. The readmission of students dismissed under this policy should be consistent with the recognized academic standards of the admissions agency and of the total institution.
There must be a definite procedure in the administra tion of admission policy which shall be followed in the admission of all students. All pertinent documents should be on file and examined by the proper admissions agency before a student is admitted. These documents must include academic records and such other information as is necessary to enable the institution to select students consistent with its admission policy.
It is the responsibility of the institution to assure that its recruiting activities and materials portray the insti tution accurately and honestly. 205
Procedures for financial aid and scholarships should be carefully developed and administered in accordance with a consistent policy.
2. Curriculum
There should be a clearly defined process by which the curriculum is established and controlled. This process should recognize the various roles of the governing board, the administration, and the faculty.
The determination of general policy is the responsi bility of the governing board. Such matters as the number and types of degrees, the number and nature of the schools or colleges through which'the curriculum is administered, and the extent to which the institution should offer graduate work are clearly areas over which the governing board has final jurisdiction. The implementation of the general policy and the determination of specific academic details are the responsibility of the administration and the faculty.
In a single-purpose institution responsibility for curriculum control and administration should be assigned to a committee of the faculty and administrative officials. A multi-purpose university might have an agency for each school or coJLlege, but should establish a single coordinating agency at the university level. In every case areas of jurisdiction should be defined, with the channels of communication and control clearly established.
The scope and nature of the curruculum should be related to the stated purposes of the institution and in keeping with the available resources, both financial and academic. Definite efforts should be made to avoid the proliferation of course offerings and degree programs. A small institution with limited resources should not offer a wide variety of major programs and degrees. There should be in each undergraduate school a recognizable common core of subject matter that expresses the educational philosophy of the institution. 206
In each degree program there should be an orderly and Identifiable sequence of courses with an adequate number of hours required in courses above the elementary level and with an appropriate system of prerequisites. The institution should define clearly what is meant by a major or a field of concentration, with stated minimumsand maxi- mums of hours required. There should be limitations on the number of hours allowed in specialized areas. These limita tions should be related to the degree programs involved. Provision should be made for electives at least at the advanced levels.
The catalog and other published materials concerning institutional offerings should accurately and honestly reflect the academic resources of the institution.
3. Instruction
Effective instruction depends largely upon the general environment in the institution. This environment should be conducive to study and learning. Extra-curricular activities should provide a balance for student life, but should not be allowed to distract the student from his academic pursuits. An institution of higher education should endeavor to create a climate of intellectual curiosity and achivement among its students. The faculty and administration should be able to provide evidence of concern for the general setting in which learning is expected to take place. Such evidence should include efforts to provide for the professional growth of.the faculty, provision for extra-curricular seminars and lectures, and other means of creating a stimulating environ ment .
Programs and courses should be supported by adequate library holdings, instructional materials, and physical facilities. Efficient use of such resources is an indica tion of concern for effective instruction. It is not enough to show that library, laboratory, and other facilities exist. It should also be possible to demonstrate that they are used effectively in the instructional process.
Instruction should be related to the objectives of each course, the capabilities of the students, and the 207 general institutional standards of quality. The process of instruction should be organized so that students have a clear idea of the aims and the requirements of each course, and the methods of evaluation employed. Experimentation with devices and techniques in the improvement of instruction should be encouraged, but should be subject to critical analysis.
Evaluation of instruction should be related to subject matter, course objectives, and the program of studies. The effectiveness of instruction should be under continuous study. Examinations should be developed with care, and variety in types of measurements should be encouraged. Attempts should be made to evaluate the longer and more general effects of instruction by such devices as comprehensive examinations, the follow-up of graduates in more advanced programs, the sampling of the opinion of former students, and the use of standardized tests.
Effective instruction is related to class size, the instructional load, and the nature of the course. The size of classes should be governed by the nature and purpose of the course, the adequacy of teaching facilities, the com petencies of the teaching staff, and the characteristics of the students involved, as well as the cost of the program. In cases of large classes, appropriate provision should be made for instructional assistance, the division of classes into small sections meeting at different times, individual conferences, or other devices.
The operating budget of an institution should reflect its concern with instruction. One measure of the quality of the educational program is the proportion of the budget that is allocated directly to instruction.
Since they are definitely related to the effective ness of instruction, the following sections under the Standard on Faculty should be considered as a part of the evaluation of instruction: academic preparation of faculty, professional growth, teaching loads, and promotions in rank. 208
Standard Four— FINANCIAL RESOURCES. The financial resources of a college or university determine, in part, the quality of its educational program. Conversely, the quality of the educational program affects the ability of an institu tion to increase its financial resources. The adequacy of the financial resources of an institution is to be judged in relation to the basic purposes of the institution, the scope of its program, and the number of its students.
The organization of the business structure and the control of financial resources should always reflect the fact that financial resources are tools of 'the educational enterprise, never the reverse. The business management of an institution should exhibit sound budgeting and control, proper records, reporting, and auditing.
Financial planning for the future within each educa tional institution is a condition of wisely guided develop ment. Planning should include specific projections of income from each source, specific plans for major categories of expenditure, and plans for the increase of capital resources.
ILLUSTRATIONS AND INTERPRETATIONS
1. Sources of Income
The sources of income for educational institutions are subject to variation with the fluctuations of the economy. State appropriations, appropriations from other supporting bodies such as churches, annual giving, tuition and fees charged to students, and income from endowment are each subject to fluctuation. Private and church-related institutions should have a history of diversity.of sources of income in order to indicate stability. Each institution should give evidence of the cultivation and utilization of each source of income so that the combination is adequate to its needs.
Endowments are highly important to non-tax supported institutions. Although income from endowment is subject to change with fluctuations in the economy, an institution hav ing available income from this source strengthens the base of stability. 209
2. Stability of Income
Both public and private colleges shall exhibit stabi lity of income as measured by at least three years' history. The amount shall be measured as income per student rather than in terms of gross amount of income.
3. Organization for the Proper Administration of Financial Resources
All business and financial functions of the institu tion should be centralized preferably under a single business officer responsible to the president. The more important functions which should be performed by the chief business officer and his staff include assistance to the president in the preparation of the institutional budget, control of the budget, the establishment and operation of an appropriate system of accounting and financial reporting, the supervision of the operation and maintenance of physical plant, the procurement of supplies and equipment, the control of inven tories, the financial management of auxiliary enterprises, and the receipt, custody, and disbursement of funds belonging to the institution. In accordance with policies carefully developed by the board of control, the endowment funds and other investments should be administered by an appropriate officer or committee designated by that board. On all of these matters the president should report regularly to the governing board.
The chief business officer should be appointed by the governing board, upon the nomination of the president of the institution. Because of the numerous and varied responsi bilities centered in the business office, selection of this officer is an important factor in the business management of the institution. He should be a well educated person, experienced in handling educational business affairs. He should realize that the purpose of his office is to serve the institution and to assist in the furtherance of its educational program.
There should be a well conceived organizational plan assigning responsibilities of the various activities which together comprise the business office of the institution. The complexity of the required organization will depend 210 upon the size of the institution and the volume of trans actions of a business or a financial nature.
The chief business officer should be one of the principal administrative officers, along with those in charge of academic administration.
4. Educational Expenditures
In judging the adequacy of financial operations, educational expenditures rather than educational income shall be used. Educational expenditures shall be computed as all expenditures other than auxiliary enterprises, capital outlay, summer session teaching salaries, and non credit adult education teaching salaries.
5. Budget Preparation
The budget is a statement of estimated income and expenditures for a fixed period of time, usually the fiscal year of the institution. The budget expresses in terms of dollars the educational program of the institution. Regard less of the size of the institution, an annual budget in appropriate detail is essential to proper operations. Since the annual budget is an expression of an educational program, its preparation and execution must be preceded by educational planning. It follows then that the instructional budget for the most part should be recommended by academic officers or deans, working closely with department heads and appropriate members of the faculty. Similarly, for other budget areas, recommendations should be made by the appropriate officers of the institution. The business officer assists in assembling and compiling the budget requests, prepares income estimates, and serves as a chief adviser to the president in the financial determination of budgetary allocations. The budget is presented by the president to the trustees for final approval. The review by the trustees should generally be limited to matters of broad policy and not matters in volved with details. Preferably, forms should be devised by the institution which are used for the preparation of the budget and are made available to the various divisions of the institution which participate in the budget making process. 211
6. Budget Control
After the budget has been approved by the president and adopted by the governing board, there should be a system of control. It is only in this way that plans of the govern ing board and the president with respect to the budget may be carried out and it is only in this way that the institution can operate according to a preconceived plan. Periodically, the accounting office should render interim budget statements to department heads for their guidance and assistance in staying within budgetary allocations. Budgetary control is an administrative function, not a board function.
7. The Relation of an Institution to External Budgetary Control
No educational institution is properly administered: nor can it conduct a sound educational program when any agency or officer other than the controlling board, the president, and business officer exercises financial control. Once funds have been appropriated for the operation of an institution, budget making and control of expenditure should be entirely within the institution under the jurisdiction of the governing board. If a state budget officer or state comptroller or any other financial officer or body outside the institution exercise control over the expenditures of the institution, to that same degree such outside officers exercise control over the educational function. Such prac tices are a clear violation of the principles stated in these Standards.
8. Accounting, Reporting, and Auditing
The accounting system should follow the generally accepted principles of institutional accounting as they appear in Volume I, College and University Business Adminis tration, published by the American Council on Education. An essential principle of the system.of accounting is that the information derived therefrom can be reliably compared with information obtained from the records of other institutions. Desirable uniformity in reports can be approached through the establishment of uniform classifica tions as recommended in this volume. 212
The financial statement is logical extension of the accounting system. If the accounting records are adequate, the preparation of the financial statement is a matter of reclassifying the information supplied by the books of record. Periodic written financial reports to the president are necessary for both the large and the small institution.
An annual audit with a certified report shall be made by competent accountants who are not directly connected with the institution. The accountants should be selected at least partially on the basis of their experience and knowl edge of institutional accounting.
Complementing the accounting system and the external audit, there should be a well organized program of internal, audit and control.
9. The Management of Income
There should be a suitable organization and adequate procedures for the management of all funds belonging to the institution. Normally, the cashiering function should be centralized in the business office and there should be a carefully worked out system for the receipt, deposit, and safeguarding of institutional funds. All persons handling institutional funds should be bonded.
10. Purchasing and Control of Storerooms
For the institution which is large enough to justify a separate office for purchasing, as well as for the institu tion which is so small that its buying can be done by the chief businessrofficer, it is essential to efficient opera tions that purchasing be done centrally. A logical adjunct of the purchasing function is a system of well organized storerooms, such as those for physical plant supplies, library supplies, and office supplies. It is advisable that there be established an inventory system on all of the equipment owned by the institution. 213
Standard Five— FACULTY. The selection, development, and retention of a competent faculty at all academic levels is of major importance to all institutions. The relation ship between faculty objectives and institutional purposes determines in large measure the effectiveness of the total educational program. The institution should make known its purposes and objectives to prospective faculty members as well as its expectations of them. This should be done in order that objectives sought by the faculty will be in harmony with the institutional purposes.
Provision should be made for adequate faculty parti cipation in the development of academic policies. The organization should provide regular and open channels of communication among faculty and between faculty and adminis tration, and should be broadly representative of the faculty as a whole.
The academic preparation and experience of the faculty are significant factors in determining the quality of a college or university and should be such as to further the purposes of the institution. The continuous profes sional growth of all members of the faculty should be en couraged, and the institution should assist members of the faculty to further their professional development.
If faculty members are to be effective teachers, they must have reasonable security. The institution should, therefore, provide faculty members with adeauate salaries and a well planned program of benefits to enable them to live in dignity and comfort. The institution should provide salaries and benefits sufficient to enable it to attract and retain a faculty commensurate with the achievement of the institutional purposes. The faculty salaries and the program of benefits should be regularly and frequently re examined to keep them current with changing economic and social conditions. The institution should further implement the security of the faculty with policies and procedures providing faculty tenure and safeguards for academic freedom.
The total responsibility of each member of the faculty to the institution should be determined in such a way that he can make his maximum contribution toward carrying out the 214 purposes of the institution and at the same time enhances his own professional development.
In the final analysis, the performance of the faculty determines the academic quality of the institution. Each institution should provide for continuing evaluation of faculty performance and for equitable recognition of faculty effectiveness.
ILLUSTRATIONS AND INTERPRETATIONS
1. Recruitment and Selection
Specific assignments of responsibility should exist for identifying, appraising, negotiating with, and selecting new faculty members. Criteria for prospective faculty members should be established which are consonant with the purposes of the institution and with continuous advancement in the academic quality of the institution. These criteria should reflect appropriate minimums of previous preparation and experience for the duties to be undertaken.
The institution should make an active and painstaking search for suitable faculty members and provide for adequate travel and other investigative expense for the appropriate officials. The search should include accumulation of ample information on each candidate considered.
Final authority for approval and selection of faculty members may vary widely, but the selection process should accord adequate weight to recommendations of various officials held responsible for the academic program. Ordinarily, selec tion should be made after appropriate interviews with the candidate.
The institution should make periodic evaluations of its recruitment and selection procedures and policies, and utilize the findings of such evaluations to modify institu tional policies and conditions of faculty employment. The faculty salary scale should be flexible enough to permit employment and retention of individuals needed to upgrade the faculty. 215
2. Faculty Organization
The faculty of all institutions should be so organized that their business may be properly conducted. Faculty membership should be clearly defined.
In small institutions the faculty should be organized as a whole, but in complex institutions it may be by ■divi sions, schools, or colleges. In complex institutions there should be an organization such as a senate or council which meets regularly, in order that the faculty may have an opportunity to deal with the academic concerns of the total institution.
The jurisdiction of the faculty in academic affairs should be clearly defined and should provide adequate scope for.the exercise of faculty responsibility. The faculty should be concerned primarily with fundamental academic policies.
Provisions for open and regular channels of communica tion between faculties and administration should be established.
The rules and regulations relating to faculty organi zation, by-laws, and responsibilities should be recorded and accessible to all concerned.
3. Academic Preparation of Faculty
All teaching faculty members should have advanced degrees (master's degree specialization in the fields in which they teach) . Any exception must be justified by special competence in the field of knowledge.
In all colleges at least forty per cent of the teach ing faculty should possess professional preparation equiva lent to two years of advanced study beyond the bachelor's degree. In senior colleges at least sixty per cent of the teaching faculty should possess professional preparation equivalent to three years of advanced study beyond the bachelor's degree and at least thirty per cent should hold the earned doctor's degree. 216
In junior colleges in any department composed of as many as four faculty members, at least one should possess professional equivalent to three years of advanced study beyond the bachelor*s degree. In senior colleges in any department or division composed of four or more faculty members, at least twenty-five per cent should have an earned doctorate. In any department or division offering a major or field of ’concentration, at least one member or twenty- five per cent, whichever is greater, should hold earned doctorate in the area of concentration.
In the creative or applied arts or in any highly specialized professional or technical field, evidence of professional competency in the area of specialization is recognized and may be acceptable in lieu of advanced degrees.
The experience of the faculty within the institution should be such that it reveals a balanced total distribution among various accomplishments, as they relate to the objec tives of the institution. Included among these should be successful teaching as evidenced by student accomplishment measured by data derived from examination or test scores, success in graduate schools, or similar sources; productive scholarship and research; effective participation in profes sional assocations and scholarly societies; and contributions to improvement of the educational program of the institution.
4. Professional Growth
The academic environment of a college or university and the continuous professional growth of its faculty are inextricably bound together. The administration and the faculty should cooperate in providing opportunity for this professional growth. The institution should encourage professional development by affording opportunities such as leaves of absence for study and research, research facilities, membership in professional organizations, attendance at professional meetings and workshops, and inservice training. The general tone of the institution should be one in which the individual faculty member is expected and encouraged to exercise initiative in identifying and meeting his own professional growth needs. 217
5. Financial Security
Providing faculty salaries which reflect the importance and worth of college teaching in American society should always be an institutional goal. The salary scale should show steady progress toward this goal. In addition, the institution should have as an immediate goal the establishing of a salary structure which will place it in a reasonably competitive relationship to other colleges and universities. Intensive effort should be made to improve the salary struc ture if it is short of this immediate goal.
A program of benefits, including a sound retirement plan in which the institution participates and which protects the faculty members' equity, should be maintained.
Any institution in which faculty salaries are substan tially below the average of comparable institutions must show that steps are being taken to improve its salary scale; otherwise, it must explain this discrepancy. An institution may wish to determine these averages from national publica tions such as Higher Education; Planning and Management Data, published annually by the Office of Education of the U. S. Department of Health, Education, and Welfare, or from statistics which the Commission may be able to supply.
6. Tenure and Academic Freedom
Tenure regulations for an institution should be established by the governing board in accordance with general ly accepted practices and should be clearly stated in writing to the faculty. Each faculty member should be given written notice when he achieves tenure under the institution's policies. Retention of a faculty member who has not been given tenure calls for special justitification.
The policies and procedures for the termination of appointments should be stated in writing and should be in accord with commonly accepted practices. Termination of non-tenure members of the teaching staff should be made only after adequate notice has been given. Termination of the appointments of those members of the staff with tenure should be made only for cause, and the individual should be fully protected with the proper safeguards. 218
The institution should adopt and record a statement of the principles of academic freedom to which it subscribes, and within these principles faculty members should be secure in their freedom of teaching and investigation and in their right to participate as responsible citizens in community activities. Nothing in this statement of principles is intended to protect an incompetent or negligent faculty member or to prevent the institution from making proper efforts to evaluate the work of each instructor. The tone of the institution, however, should be conducive to high faculty morale and a strong sense of faculty freedom and initiative.
7. Teaching Loads
« The components of the work load of faculty members, and the relative weights assigned to each component, will vary from institution to institution, among divisions within a single institution, and between individual faculty members within a division. Each institution should have a concrete plan for the determination and distribution of work loads. It should demonstrate the plan's equity and reasonableness in relationship to what the individual faculty member is expected to do and to the maintenance of scholastic quality in the teaching component of his total responsibility.
Faculty work load distributions for an institution should reflect its avowed purposes. If one of the purposes of an institution is the accomplishment of significant research, for example, it will be expected to show that ample time within its gross faculty work load is provided for research. An institution offering graduate degrees will also be expected to show sufficient time within its gross faculty work load as being available for faculty engagement in research.
In reporting its faculty work loads for purposes of this Standard each institution must show that a realistic amount of time is available in the sum-total of faculty work loads to care for the duties associated with institutional operation; that is, committed assignments, participation in administration, executive responsibility for institutional 219 and divisional functions, duties of public and alumni rela tions, and assigned supervision of student activities.
In calculating the time value of the student instruc tion load assigned to each faculty member certain factors should be considered including the number of class contact hours, the number of preparations, the weekly student load, available help (such as secretarial, teaching assistants, and grading machines), and the amount of time engaged in research. The institution's plan for the determination and distribution of work loads should be subjected to periodic appraisal and revision.
The institution should have suitable policies to protect against the assumption of outside responsibilities by the faculty member which might cause encroachments upon either the quality or quantity of the work he is employed to perform by the institution.
8. Criteria and Procedures for Evaluation
Each institution should have a statement of the criteria against which performance of the individual faculty member will be evaluated. These criteria may vary from unit to unit, and between positions, but in total they should be consonant with the purposes of the institution. The criteria should be known and accepted by both the evaluating officials and the faculty, and be readily available to the faculty. Periodic appraisal using established criteria is essential and the institutional organization should establish definite and state responsibility for both the criteria and procedure to be used in making such appraisals.
9. Promotions in Rank
In institutions in which faculty rank is employed, criteria for promotion based on factors in addition to years of experience should be adopted and understood by all con cerned. Promotion procedures and policies should be such as to exercise a positive influence upon the morale and professional development of the faculty. They should reflect regard for rank as a recognition of quality of performance, and not as a substitute for salary. 220
10 o Salary and Other Recognitions
The institution should have established criteria and procedures for giving salary increments and other types of recognition.
Standard Six— LIBRARY. The library is a vital instru ment of instruction, not only in general education but also in the cultural development of students and faculty. The library should be administered as part of the academic pro gram. This administration should include a well trained professional staff with representatives of the teaching faculty acting in an advisory capacity. The staff should be alert to new curricular developments and needs. Services should be evaluated regularly to observe the library's effectiveness through the nature and extent of its use.
The book and periodical collection should, by quality, size, and nature, support and stimulate the entire educa tional program. Substantially stronger holdings should be required for graduate and research programs. The collections should be housed in a well* lighted, ventilated, sound- conditioned, and adequately equipped building, with a seating capacity sufficient to accommodate the needs of the students and faculty. ' The library should be open adequate and appro priate hours, and the books and periodicals, preferably in open stacks, should be organized for easy access, use, and preservation.
ILLUSTRATIONS AND INTERPRETATIONS
1. Supplementary Document
In conjunction with the Library Standard the following should be used as a reference: Library Statistics of Colleges and Universities. Annual Analytic Report. (U.S. Department of Health, Education and Welfare, Office of Education, Library Services Branch) . In using this reference, institu tional authorities should consider it a serious danger signal if the library regularly falls in the lowest quarter of any of the categories analyzed. 221
2. Committee (omitted)
3. Records (omitted)
4. Budget
The library budget shall cover the purchase, proces sing, and servicing of the collection of printed library materials. Special services or special materials (such as recordings, films, other audio-visual aids) demanded of and furnished by the library will require funds in addition to regular budgetary allotments.
5. Staff (omitted)
6. Collections
Faculty members are responsible for participation in book selection. The collections should be frequently tested against recent bibliographies and other standard guides. Continuous weeding should be followed, with the advice of faculty concerned. An institution should be able to show that its library holdings reflect the purposes of the insti tution, the curricula offered, and the courses taught.
7. Buildings and Equipment (omitted)
8. Hours Open
Two and four year colleges should remain open for service a minimum of sixty hours per week, and universities eighty hours per week.
9. Service
Every possible barrier, whether physical or psycholo gical, between patron and book should be eliminated. Any 222 unusual demands on the library for service outside normal academic expectations should be evaluated and, if necessary, receive special support. Evaluation of services may be measured by study of statistical records or by spot checks and studies. The faculty should be invited, at periodic intervals, to criticize and comment upon library service.
Standard Seven— STUDENT PERSONNEL. All institutional members should have and should express a continuing concern for the total welfare of each student including his physical and mental health, development of capacities and talents, establishment of relationships with other persons, and motivation for progress in intellectual understanding. The institution should seek to know as much as possible about the background of its students and should keep this informa tion current and appropriately confidential.
The institution should provide activities which not only will motivate the students toward significant academic achievement, but also will establish meaningful association among students, faculty, and the administration and will furnish ample opportunities for the development of numerous individual talents.
In order to maintain quality in student personnel work, the student*s records must be accurate, clear, and complete. The records should be readily accessible to those responsible for student guidance. These data, incorporating pertinent information from pre-college life, should extend through graduation and into alumni life.
Knowledge of and concern for the student's physical and mental health are of major importance. Effective guid ance requires careful evaluation of abilities, interests, and plans. The program of orientation should establish an individual and personal relationship between the entering student and the institution as a whole— that is, its curricula, its range of extracurricular activities, and its general educational objectives.
The value of student activities may be measured by the extent to which these activities contribute to the educational program of the institution. The entire program 223 of student activities should be held under college super vision. Participation of students in such activities should be restricted to those who meet satisfactory academic standards of work. The athletic program of the college shall be organized under faculty supervision and it should meet ethical standards as well as the prescribed regulations of the athletic conference or association of which the institu tion may be a member.
ILLUSTRATIONS AND INTERPRETATIONS
1. Administration
Careful evaluation should be made to determine the degree to which the administrative organization of the personnel program supports, contributes to, or detracts from the purpose and objectives of the institution. The size and location of the institution will also affect the pattern of organization for the administration of student personnel program.
In order for the student personnel program to make its contribution to the total educational program, it re quires the recognition, acceptance, and support of the administration and the faculty. Well trained, qualified people should be administratively responsible for the student personnel program and should enjoy comparable status to other university or college administrators.
2. Academic and Personal Records
Institutions shall have adequate student records but should be careful not to maintain-unnecessary duplications. The registrar or other appropriate institutional official shall keep files of admissions and matriculation information, scholarship records, transcripts, and other essential data. Some of these records should be duplicated and other pertinent records should be developed and maintained by appropriate academic deans, directors, department head, and any others charged with the responsibility of counseling. 224
3. Orientation
The orientation program should- be flexible, challeng ing and current, and should include information that is meaningful and helpful to a student entering the academic experience. The program should be periodically evaluated.
4. Counseling
The institution, regardless of size, should make provisions for individual attention to students. Experienced counselors should be available to the student in reference to his academic, personal, and vocational problems. In some cases counseling in these areas may be shared by various administrators or faculty. In every case there should be a well developed program, which is periodically evaluated, and for which there is a clear designation of responsibility.
5. Health (omitted)
6. Athletics
In all institutions conducting formal programs of intercollegiate and intramural athletics these activities shall be a part of the total educational program of the institution, and the administration and the faculty shall have the responsibility for and control of all such activi ties. Admission procedures and requirements including academic standards and curricular requirements for athletes shall be the same as for other students.
' * Funds used to support all athletic programs shall be fully controlled by the administration and shall be reflected in an annual audit of the institution's financial records. Funds designed for instructional purposes shall not be diverted to the intercollegiate athletic program.
A program of intercollegiate and intramural athletics should provide a variety of opportunities for students who desire participation. Coaches and staff members employed in the athletic program shall have sufficient academic 225
training and orientation to contribute to the educational objectives of the institution. Regular appraisal of the atheltic program should be made to determine its value to the educational program of the institution.
7. Alumni (omitted)
Standard Eight— PHYSICAL PLANT. The physical facili ties, including buildings, equipment, and campus, should be designed and maintained to serve the needs of the institution in relation to its stated purposes. There should be suffi cient campus area to provide adequately for buildings and such activities as are related to the educational program of the institution. The physical facilities should be used as efficiently as possible in keeping with the educational program of the institution and the students it serves. The architectural design and appearance of the physical plant should be in harmony as far as practicable, and should be aesthetically compatible to the educational mission of the institution. A master plan for campus development should be maintained.
ILLUSTRATIONS AND INTERPRETATIONS
1. Existing Plant Facilities
Each institution should establish with the assistance of competent consultants a master plan for the existing campus. A topographical map should be a part of this plan.
Sufficient rooms for classes of various sizes should be available to meet the instructional needs of the insti tution. These should be properly lighted and adequately equipped, heated, and ventilated for their purposes and their uses.
Thorough space utilization studies should be made to establish actual need before the addition of new plant facilities. Classrooms, laboratories, and other facilities should be properly scheduled for maximum utilization. 226
Special programs requiring special facilities should not be offered unless the appropriate facilities are available.
Periodic studies should be made of the existing plant for the purpose of anticipating necessary renovation and eliminating/ as far as possible, all hazards, including fire. Competent consultants should be utilized to determine the value of buildings and equipment for adequate insurance coverage.
Adequate landscaping should be utilized to divide the campus into attractive and useful areas. Satisfactory parking space should be available, and wherever practicable traffic should be banned from pedestrian areas.
2. Expansion of Plant Facilities
Expansion should be considered as a long range program so that plant development can proceed in an orderly sequence, thus eliminating many problems before they occur. The long range plan should include purchase of needed additional property prior to the actual demands for growth and expan sion.]
The campus development program should indicate space and function of campus activities in terms of long range planning. The location and accessibility of dormitories, dining halls, library, classrooms, and other facilities should be carefully considered and become a part of the master plan. As far as feasible, the long range plan should determine the general design of new buildings so that architectural harmony can be maintained.
It is strongly recommended that administrative officers and faculty members who are to occupy or direct the activities in new buildings be consulted during the planning stages. For example, librarians should be consulted in planning libraries and other professional people should be consulted in planning buildings used for technical pur poses.
In the planning and construction of.classroom buildings, consideration should be given to changing 227 instructional methods which may be reflected in changes of classroom size, in the use of teaching devices, or both.
3. Maintenance
The duties and responsibilities for plant and campus maintenance should be clearly defined and specifically assigned. There should also be clear lines of responsibility for campus security, fire protection, and traffic safety.
In the interest of efficiency and economy, the cost of maintenance and housekeeping should be evaluated and compared with the data and experience of other institutions. High standards of housekeeping, preventive maintenance, cleanliness, and care of grounds should be observed.
IShen they are a part of the institutional operations, utilities such as water, power, and sewerage should be properly and efficiently maintained and these systems should be adequate and capable of expansion.
Standard Nine— SPECIAL ACTIVITIES. (omitted)
Standard Ten— GRADUATE PROGRAM. (omitted)
Standard Eleven— RESEARCH. As long as colleges and universities have been established, members of the faculties have made significant contributions through the discovery of new knowledge. The zest for discovery of truths as well as for the communication of knowledge is an essential charac teristic of an atmosphere conducive to the development of scholarship.
For adequate support of his individual research program, the teacher-investigator must frequently seek funds from outside sources. In recent years ever-increasing financial support for research has been made available through private and governmental agencies. Such contractual or sponsored research has become an integral part of the activities of colleges and universities today. 228
Policies relative to research should insure conformity of this activity to the stated purposes of the institution, provide an expropriate balance between research and instruc tion, and guarantee control of administration of the research by the institution. The investigator's freedom in research, including direction and communication of results, should be preserved.
In using funds from contracts, grants, and contribu tions in support of research, the institution should not become dependent upon that portion allowed for indirect or overhead cost in support of its regular operating budget.
ILLUSTRATIONS AND INTERPRETATIONS
1. Administration (omitted)
2. Institutional Control (omitted)
3. Primacy of Teaching Obligations (omitted)
4. Faculty Morale
Care should be exercised that support from outside agencies in some areas within the college or university does not affect adversely the faculty morale in other areas through development of jealousies. If teaching loads are reduced so that obligations to outside agencies may be satisfied, resentment on the part of persons in other areas, or even in the same area, can be a significant basis for low morale. The administrative officers of the institution should provide research support and time for those who are not in a position to seek grants.
5. Expenditure of Research Funds (omitted)
6. Freedom of Investigation (omitted)