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REPORT RESUMES ED 019 300 TE 500 093 MASTER'S DEGREE PROGRAMS At THE LIBERAL ARTS COLLEGE. REPORT AND RECOMMENDATIONS FOR FINCH COLLEGE. BY.. HAWKES. CAROL FINCH COLL.. NEW YORK, N.Y. PUB DATE SEP S7 EDRS PRICENF-$0.75 Hi...47.2 1SOP. DESCRIPTORS. *MASTERS DEGREES. *PROGRAM DESCRIPTIONS. *DEGREE 'REQUIREMENTS. *PROaRAM EVALUATION. *HIGHER EDUCATION. LIBERAL ARTS. DEGREES (TITLES). EDUCATIONAL RESEARCH. GRADUATE STUDY. PROGRAM CONTENT, EDUCATIONAL TRENDS. TEACHER CERTIFICATION. TEACHER EDUCATION. EDUCATIONAL NEEDS. PROFESSIONAL EDUCATION. STUDY ABROAD. COLLEGE ADMINISTRATION. PROGRAM ADMINISTRATION. FINCH COLLEGE. NEW YORK CITY. A STUDY-OF MASTER'S DEGREE PROGRAMS WAS CONDUCTED IN ORDER TO DETERMINE THE FEASIBILITY OF ESTABLISHING SUCH A PROGRAM AT FINCH COLLEGE. THE NEED FOR PROGRAMS ON THE GRADUATE LEVEL. TYPES OF MASTER'S DEGREES OFFERED. AND ADMINISTRATIVE POLICIES AND STANDARDS ARE DISCUSSED IN PART ONE. PART TWO "PROGRAMS IN OPERATION. DESCRIBES IN DETAIL AND ANALYZES (1) THE MA..-3 DEGREE, A THREE YEAR MASTER'S PROGRAM WHICH BEGINS IN THE JUNIOR YEAR, (2) MASTER'S DEGREE PROGRAMS IN EDUCATION, INCLUDING PROGRAMS FOR GRADUATES WITH EITHER A LIBERAL ARTS OR AN EDUCATION BACKGROUND AS WELL AS SPECIAL FEATURES AND DEVELOPMENTS IN THESE PROGRAMS. AND (3) MASTER'S DEGREE PROGRAMS ABROAD. PART THREE CONSISTS OF RECOMMENDATIONS FOR ..?INCH COLLEGE. THE GENERAL RECOMMENDATION IS THAT FINCH COLLEGE INSTITUTE AN M.S. DEGREE PROGRAM IN EDUCATION AND AN M.A. DEGREE PROGRAM IN TWU OR THREE ACADEMIC SUBJECTS. MORE SPECIFIC RECOMMENDATIONS ARE GIVEN ON PROGRAMS. STANDARDS, FACULTY. ADMINISTRATION. FACILITIES. AND STUDENT SERVICES. APPENDIXES INCLUDE 'GUIDELINES FOR PROGRAM EVALUATION' AND 'TEACHER CERTIFICATION POLICIES. STATE OF NEW YORK.' A BIBLIOGRAPHY AND A LIST OF INSTITUTIONS STUDIED ALSO ARE INCLUDED. (BN) i CI CI Pe\ U.S. INPUTIONT Of MALTA. MATO$ MAK CT OFFICE Of teinnoN em.i INS WWII NM MN IMMO,MIT AS Iff111111 FROM MI C) PIM 01 0111ANIZATION 0M611A11116 IT.POINTS Of 11W 01 OPINIONS C) STAILU 00 NOT IIKISSAITU MUNIMAI OM OF MOON W P011101 ON POKY. MASTER'S DEGREE PROGRAMS AND T1113 LIBERAL ARTSCOLLEGE Report and Recommendations for Pinch College cr 0 0 0 Prepared by CarolRawlins tr) September 1967 w i-- (;) FINCH COLLEGE 1967 "PENSION TO REPRODUCE TINS CV MATERIAL NAS NEI ff TO HNC AIM *MATIONSOPERATED UNDER WEEMS WITHTHE O.S. Of Of EDUCATION. FURTHER REPRODUCTIONOUTSIDE THE ERIC SYSTEM NOMPERMISSION Of TIE COPYRIGHT OWNER." PREFACE On April 8, 1965, President Roland R. De Marco met with theEducational Policy Committee of Finch College and the Doan, Dr. Rodney Felder,to discuss the possibility of master's degree work at Finch. Interest in the subject had been developing at the college for some time. The question had been raised more than once at faculty meetings, and it appears no less than five times in the minutes of the Educational Policy Committee for 1963-65. The chairman of the Committee had dis- cussed the matter with the Dean, who, with the President's approval, had prepared a preliminary survey. The meeting with President De gam) on April 8 was arranged to provide an opportunity forthorough discussion 4 and, if possible, agreement on a program to implement full investigation of the idea. Discussion confirmed the tact that a major study would be needed. In view of this, President De Marco made the following proposal: That a Finch faculty member be asked and, if willing, be appointed to study master's degree programs for small colleges and, in particular, to study the feasi- bility of establishing such a program at Finch College. This proposal months unanimous support of the Committee. On May 4, with Committee recommendation, it was brought before the Finch faculty and again received unanimous endorsement. I was then chairman of the Educational Policy Committee, and soon after faculty endorsement of the proposal I was asked by the President to undertake the study.I agreed, though fully aware of the difficulty and magnitude of the task, because I felt it to be of great importance to the college.Arrangements were made with the cooperation of my departmental chairman, Dr. Jeremy Bagster-Collins, to relieve me of part of my teaching load to provide time for the necessary research. On May 25 I spoke et a regular meeting of the Board of Trustees to inform them of the background of the study and its goals. No action of the Board was necessary at that time, but channels of communication were opened so that the Board might be kept informed as the study progressed. Since then, as sections of the report have been submitted to President De Marco, he has arranged for duplication and distribution to all members of the faculty, the administration, and the Board. -The orientation of the project from the beginning has been to place the question of master's degree work at Finch in the context of a broad understanding of master's degree programs in American education today.To evaluate the role of the small college, and of Finch in ii particular, it has been necessary tosee the larger background- -not in every detail but as it affects the function and structure ofvi_ 1c for the degree ina small institutional setting. Is there a present need for master's degreeprograms, and is a future need likely?What are the academic and professional functions of the degree? That is the relationship of the master's to undergraduate work? to doctoral programs? :'drat patterns have been established for master's degree programs, and what are the significant recent developments?Are trends discernible?What are the main poirts of difference betweenprograms at liberal arts colleges, especially the smaller colleges,and programs at large institutions?Can the colleges make any special contribution? What effect does the establishment ofa master's degree program have on a college, especially on the undergraduate program? How large a faculty is needed, and with what qualifications? What library and other educational facilities are required? What standards and guidelines have been established by accrediting associations,state departments of education, and other associations and advisory bodies? With such questions in mind, the studywas planned in three stages. The first would be a generalorientation,to be achieved primarily through wide reading in the literature of the subject,attendance at conferences, and discussions with educators broadly involved inthe field.The second would be a close examination of various types of programs in operation, especially important recent developments in master's degree work.This would be achieved through visits to selected institutions to observe theirprograms and talk with the ad- ministrators, faculty members, and students concerned; throughcorre- spondence with program directors at other institutions; and through supplementary reading and comparisons of program policy and structure. Finally, in the light of an evaluation of needs andresources, recom- mendations for Finch College would be made. These stages of investigation have become the main divisions ofthe report which follows.Part One surveys the subject for a comprehensive view.Part Two examines closely threesignificantdevelopments in master's degree work: "MA-3" programs, specialprograms in teacher education, and programs of study overseas. Part Three offers conclusions and recommendations. The approach throughout has been at the level of institutional policy, since the specifics of departmentalprograms would properly have to be developed by the departments concerned,working with the appropriate faculty-administrative committees. I can thank here only a few of the many persons who, through their knowledge and generosity, have contributed to the preparation of this report.At Finch College I should like to make grateful acknowledgment in particular to President Roland De Marco for his constructive and unfailing interest, to Dean Rodney Felder, to Dr. Jeremy Bagster-Collins, and to many other colleagues on the faculty and staff. I am appreciative of the opportunity given me by the Biddle States Association, especially by Dr. F. Taylor Jones and Dean Albert E. Meder, to participatein the iii Lehigh Univeriiity Cute Study of October 1966, from whichI learned much of value. I should like to thank Miss A. Jean Kennedy and other staff members of the New York State Department of EducE tion atAlbany for information on evaluation and certification policies; Mrs. Natalie Baddcm of the Fund for the Advancement of Education of the FordFounda- tion for information and literatureon experimental programs; Miss Sandra Krebs of Education and World Affairs for information andper- mission to use the files of that organization in studying American- sponsored programs overseas; and staff members of the Institute of International Education for lists and information aboutoverseas programs. At institutions I have visited, I am grateful for the generouscoopera- tion of administrators and members of the faculty: at the City University of New York, Dean Mina Rees of the Graduate School, Dean Ruth G. Vleintraub of Hunter College, Professors Max Eckstein and Ernest Schwartz oflueens College; at Columbia University, Dean Ralph S. Halford of the Graduate Faculties, Professor Raymond A. Ducharme, Jr., of Teachers College, and Dean Henry Boorse of Barnard; at Elmira College, Professor BarbaraW. Northrup; at Fairleigh Dickinson University at Wroxton4 England, Dean Loyd Haberly;:at Lehigh University, all who cooperated in the Middle States Case Study; at Mount Holyoke College, Dean Meribeth E.Cameron. and Prefer gore Mary S. Benson, Margaret Boyd, Jane L. Maxwell, and Jean Sudrann; at the New School for Social Research, Dean JosephL. Greenbaum and Professor Philip J. Nelson; at New York University, Dean Ralph A. Ranald; at Sarah Lawrence College, President Esther Raushenbush, Dean JacquelYn, Llattfeld, and members of the Committeeon Graduate Study; at Smith College, Dean Kenneth Sherk,and Professors Louis Cohn-Haft and Lawrence A. Fink; at Wagner College, Dean J. J. Boies; at Wells College, Professor Diether G. I1arkees, Dean Chester F. Natunewicz, and Professors D. Joy Humes, Marion K.
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