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INDIANA STATE UNIVERSITY Terre Haute, Indiana Statement of Request to the North Central Association of Colleges and Secondary Sehools Commission on Colleges and Universities

for Accreditation of the

DOCTOR OF PHILOSOPHY DEGREE April,I965

INDIANA STATE UNIVERSITY Terre Haute, Indiana

Statement of Request to the

NORTH CENTRAL ASSOCIATION of

COLLEGES AND SECONDARY SCHOOLS

COMMISSION ON COLLEGES AND UNIVERSITIES for Accreditation of the

DOCTOR OF PHILOSOPHY DEGREE

April, 1965

Preface Indiana State University, one of the most rapidly growing of the four state-supported universities in Indiana, is located in Terre Haute, Indiana. The University is situated in west central Indiana only ten miles from the Illinois state line Beginning as a normal school ninety-five years ago, the University has grown into a multi-purpose institution of higher education, serving nearly 8000 students at the present time. An enrollment of more than 11,000 is expected by 1970. The University is in an environment that offers many cultural and econoadvantages to its student clientele. Nearly 100 churches are located in the city, as well as two hospitals, eighteen p.arks, and two colleges-Rose Polytechnic Institute, an engineering college for men, and St. Mary-ofthe-Woods College, a liberal arts Catholic college for women. Convenient transportation facilities (two main U S. highways and one major east-west interstate highway under construction, four railroads, and two airlines) provide ready access to the Uni~ersity from all directions. Both Commercial Solvents Corporation and Charles Pfizer Company maintain major research laboratories in the community. m~c

The University has generally drawn its students from the western part of Indiana and eastern Illinois, but in recent years greater numbers from throughout Indiana are matriculating, as well as more from outside the state. (See Fall Semester Registration by Counties, attached as a part of this report.) Rapid expansion of the physical plant and especially university housing facilities has enabled the University to keep pace with increasing enrollments. Even though the student body has been generally non-selective, the caliber of student as revealed by objective measurements has gradually improved throughout the past years Likewise, the curricular offerings have been and continue to be expanded and upgraded as the University has made the transition from normal school to university status. The report contained herein is respectfully submitted to the North Central Association of Colleges and Secondary Schools as a formal request for preliminary accreditationof the initial doctoral programs to be inaugurated in September, 1965. A full-fledged Self-study, including all facets of the University, in accordance with the self-study guide and standards prescribed by the North Central Association of Colleges and Secondary Schools, was completed in September, 1962 when accreditation of the Advanced Degree in Education was received. On the advice of Dr. Norman Burns, Executive Secretary of the North Central Association of Colleges and Secondary Schools, Dr. Richard Davis, Assistant Executive Secretary, and Dr. Sam Gates, Dean of Graduate Studies, Colorado State College, Greeley, Colorado, and the North Central Assocation Consultant to Indiana State University in this undertaking, this report is largely confined to the graduate programs of the University, especially as they influence and contribute to the proposed doctoral programs.

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Where they are appropriate, statements from the 1962 Self-study have been used in this document. The Indiana State University Board of Trustees, the administration, and the staff are grateful for the counsel of the three persons named above. They are especially deeply indebted to Dr. Sam Gates for his guidance and constructive criticism. Both the revised General Graduate Regulations and the three doctoral proposals have been strongly influenced by his suggestions. Recognition is also made of the contribution of the former Dean of the School of Graduate Studies, Dr. Elmer Clark. As .Dean of the School of Graduate Studies from its establishment until September 1, 1964, Dr. Clark, now Dean of the School of Education, Southern Illinois University, furnished much of the leadership that has brought the University to the stage represented by this request. The leadership and full support of the Indiana State University Board of Trustees, President Raleigh W. Holmstedt, Vice President and Dean of the Faculty Edwin P. Adkins, Vice President and Treasurer Kenneth Moulton, and Dean of the School of Education William E. Engbretson is hereby acknowledged. The chairmen of the three doctoral study committees--Dr. Lloyd Smith and Dr. Carlos Watson, Elementary Education, Dr. William Jerse, Guidance and Psychological Services, and Dr. William Brett, the Life Sciences--and their committees have developed the doctoral programs in the respective areas. Their devotion to the task is an indication of the commitment of the Graduate Faculty in these areas to high quality advanced graduate programs. Recognition should also be given to the Graduate Committee and its sub-committees, the Faculty Council, and the various other committees and individual members of the Graduate Faculty who have contributed many hours of time and effort in making this report possible.

TABLE OF CONTENTS CHAPTER

PAGE

Preface I.

HISTORY OF GRADUATE STUDY AT INDIANA STATE UNIVERSITY

1

Master's Degrees Advanced Degree Qn Education The Doctor of Philosophy Degree Advanced Professional and Classroom Teacher Programs II.

INSTITUTIONAL OBJECTIVES FOR GRADUATE STUDIES Master's Degrees . . . . . . . Advanced Degree in Education The Doctor of Education Degree The Doctor of Philosophy Degree

. III. IV.

V.

VI.

ORGANIZATION AND ADMINISTRATION OF THE SCHOOL OF GRADUATE STUDIES

7

THE GRADUATE FACULTY

9

Policy Participation Salaries Fringe Benefits and Retirement Faculty Load

10 10 10

RESeURCES

12

Sites Buildings and Facilities The Library . . . . . . . Office of Research and Testing The Audiovisual Center The Laboratory School Counseling Laboratory Psychology Laboratory The Indiana State University Foundation Indiana State University Financial Information

12 12 13 14 15 16 16 17

11

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GENERAL GRADUATE REGULATIONS

21

Operating Principles . . . . Master's Degree Level . . . . The Advanced Degree in Education The Doctor of Philosophy Degree

21 22 23 23

CHAPTER VII.

GRADUATE STUDENTS Graduate Students Graduate Graduate Graduate

VIII.

IX.

PAGE '·

Degrees Granted in Graduate Programs Record Examinations Point Averages Assistants and Teaching Fellows

25 25 26 26 27

30

THE EDUCATION DOCTOR OF PHILOSOPHY PROGRAMS

31

Introduction . . . . . . . . . . Purposes of the Doctoral Programs The Curriculum Foundations The Curriculum -- Core . . . . . The Curriculum -- Major Areas of Specialization General Regulations The Dissertation Program Models The Graduate Faculty Faculty Load . . . .

31 33 33 34 35 38 38 39 52 58

THE LIFE SCIENCES DOCTOR OF PHILOSOPHY PROGRAM

59

Introduction . . . Sub-committees . . . . . . General Outline of the Ph.D Program Criteria for Selection of Graduate Faculty Reports of Sub-committees Program Models . . . Graduate Courses . . The Graduate Faculty Faculty Load

59 60 61 63 63

APPENDIX Fall Semester Registration by Counties Approved Standards for Graduate Faculty and Supplementary Graduate Faculty Salary Schedule, 1963-64 . . . . . . . . . . . . Salary Schedule, 1964-65 . . . . . . . . . . . . Procedures for Employment of Graduate Assistants and Teaching Fellows . . . . . . . . . . . . . . . . . . , . . . . . The Graduate Student Population of Indiana State College . . . (Lithographed prior to change from "college" to "university")

68 76

78 93 94 95 98 100 101 102 104

I.

HISTORY OF GRADUATE STUDY AT INDIANA STATE UNIVERSITY

Master's Degrees

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On August 23, 1927, the Normal Board granted authority to the President to organize a Graduate Conunittee and a Graduate Faculty., and approved t9e granting of the Master of Arts in Education Degree. In September of that year, the Dean of the College was appointed by the President to act as the Executive Officer of the Graduate Conunittee. The Conunittee proceeded to establish standards for graduate study and curricula for superintendents, supervisors, elementary and high school principals. By the Mid-Spring Term of 1928 courses wer.e organized in the Departments of Education, English, Social Studies, and Science, The first master's degrees were awarded on June 14, 1929 to five students. In 1946, the State Teacher Training and Licensing Commission made it necessary for elementary and secondary teachers to obtain the master's degree within their first ten years of teaching experience. This was a major influence in the expansion of graduate offerings and resulted in a large enrollment increase. As of September 1, 1963, the State Teacher Training and Licensing Conunission reduced the time of teachers to obtain the masterus degree to five years. This further increased enrollments and also reduced the average age of master's degree candidates on the teaching programs. For many years, Indiana State has offered master's degree programs in many departments (Departmental Programs) quite apart from the programs designed to meet teacher certification requirements. These Departmental programs are constantly expanding, both in curricula and in the number of students choosing them. They are designed primarily for liberal arts and professional students, and especially for those who desire to pursue advanced graduate work beyond the master 1 s degree in a specific area or field. Advanced Degree in Education Indiana State established a second year of graduate study in 1947, when the State Teacher Training and Licensing Conunission increased the requirements for a Superintendent's Certificate to sixty semester hours of graduate credit. In 1949, the advanced work was expanded to provide for the new state requirement of sixty semester hours of graduate credit for a First Grade Secondary School Principal's Certificate. With the establishment of courses to meet these new certification patterns, in 1948 Indiana State entered into an agreement with the School of Education, Indiana University, for a joint program leading to the Doctor of Education Degree. In this program, a student is allowed to complete two full years of graduate study at Indiana State, with the final year of residence being done at Indiana University.

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After eleven years of experience in offering graduate study at the second-year level, in 1958 the facult,y of Indiana State and the·State Teachers College 'Board approved the program for the Advanced Degree in Education, and the first students were graduated in 1959. This, sixthyear program was established for teachers who had demonstrated a high level of leadership ability and who showed promise of being successful administrators and supervisors. The programs leading to the Advanced Degree in Education were fully accredited by the North Central Association of Colleges and Secondary Schools in 1963. The Doctor of Philosophy Degree In the Fall of 1959, the Graduate Committee authorized the appointment of a special committee (Doctoral Study Committee) to determine whether and in what fields the need for doctor 1 s degree level graduate study existed, and the resources of Indiana State University (then Indiana State College) to offer doctor's d~grees in these fields. As had been true in the est~blishment of previous graduate programs, Indiana State moved cautiously, carefully, and with deliberation in its consideration of doctoral programs. National data as well as its own experience in trying to find teachers to satisfy its own staff needs in both elementary education and in guidance and psychological services, and in the life sciences established these as being among the areas of prime need for more doctor's degree level college and university teachers and research workers. The Doctoral Study Committee met regularly during the 1959-60 and 1960-61 school years under the leadership of Dean Elmer Clark and Dean William Engbretson. The need being confirmed, the Committee investigated the resources of the institution for offering the doctorate in several areas, but especially in the three areas noted above. Among other things, the Committee recommended that an outside expert be brought in to make a thorough appraisal of the Library. This resulted in the securing of Dr. Robert B. Downs, University of Illinois, to make a comprehensive evaluation of the Library. (Pertinent details of his report are included in the 1962 Self-study.) The Self-study in connection with the Advanced Degree in Education served as an added impetus to the decision to offer the doctorate. Several of the considerations later pointed up in the Doctor of Philosophy Degree, published by the Council of Graduate Schools in the United States (in which Indiana State University holds an institutional membership), and available to those planning the programs in its dittoed form in December, 1963, were also influential in the decision. The Downs Report indicated that library holdings in the various areas of the fields of education and psychology were, in fa.ct., adequate not only for the Advanced Degree in Education but also for the doctorate. The staff in these areas (elementary education and guidance and psychological services) was among the most able in the University and, indeed, compared favorably with staff in these fields in institutions much larger than

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Indiana State. In addition to holding doctor 1 s degrees from a variety of well-recognized institutions, many; of them had guided doctoral students and served on doc'toral student committees, either at other institutions or on the joint Doctor of Education program with Indiana University. The facilities were deemed to be relatively adequate except for a counseling laboratory (which has since been constructed). And, since Indiana State University over its long history had built its finest reputation in the field of teacher education, and quite especially elementary teacher education, many of its own graduates would be eligible for the programs and its drawing power among graduates from other institutions would be high. The need for well-prepared people for college teaching and research in all areas of science is well-documented. As a vital part of its teachereducation program, Indiana State had developed strong programs in the sciences, and particularly in the biological sciences, at the bachelor's and master!s levels. The new Science Building, completed in 1961, provided excellent facilities for the expansion and the improvement of the science programs. Educational Research Services, Inc., in its evaluation of this building, said: " . . . this is in many respects the best instructional building on the campus. It is designed for maximum flexibility of teaching facilities and is completely air conditioned. It is also so designed that it can be expanded as that becomes necessary." The expansion has already become necessary. It is anticipated that ground will be broken in 1965 for an addition to cost about $4,000,000--the plans have already been approved. The Graduate Faculty of the Life Sciences Department shows unusual strength. For the current year, fourteen members of the Department hold doctorates and one will complete his doctorate this year The Department has gone beyond the minimum regulations for membership in the Graduate Faculty: "A member of the Graduate Faculty in the Life Sciences at Indiana State University must have an earned doctor's degree in a biological or closely allied field. For teaching graduate courses, he must have had specialized graduate training or research experience in the subject area 'of the course. For directing of graduate research,. the graduate faculty member must have published, either as sole or senior author, a full-length paper in a recoggized journal and must be currently engaged in research." Evidence that these standards are being met is to be found in the detailed report on the Graduate Faculty under the Life Sciences Ph.D. Program in this report. The Downs Report sciences needed to be of successful efforts for advanced graduate

indicated that the library holdings in the life strengthened, particularly the journals. Evidence to bring the library holdings up to adequate levels work is noted elsewhere in this report.

When, then, the Indiana State University Board of Trustees approved the Five-Year Plan for Curriculum Development on October 26, 1963, which was subsequently approved in principle by the Graduate Committee and by the Faculty Council, authorization for and commitment to doctoral programs were accomplished.

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Three committees composed of members of the Graduate Faculty in the fields of Elementary Education, Guidance and Psychological Services, and the Life Sciences. have worked for more than two years in developing doctoral programs in these areas. In the Fall of 1964, Dr. Sam Gates came to the campus in his role as North Central Association consultant. He conferred with the committees engaged in formulating doctoral programs, with the Graduate Committee, with the Director of Libraries, and with all of the administrative staff immediately concerned, including the President and the Vice President and Dean of the Faculty. A second conference with Dr. Gates was held in Chicago subsequent to his visit to the campus. In addition, Vice President Adkins conferred with him in Denver, and he has been consulted several times by telephone. Dr. Gates arranged a conference in Chicago at which he, Dr. Norman Burns, Dr. Richard Davis, and four representatives of _Indiana State University discussed the p.roposed programs and accreditation procedures. As a result of Dr. Gates' counsel, several signific.ant changes have occurred in both the General Graduate Regulations and in the programs themselves Other changes were also effected in the master's degree programs and in the functioning of the office of the School of Graduate Studies. Advanced Professional and Classroom Teacher Programs For several years, Indiana State University has offered graduate work beyond the master's degree for persons seeking to qualify for school services personnel certification (elementary and secondary principals, reading specialists, school counselors, etc.). Any student completing a master's degree program was eligible for such graduate work. His admission was to an advanced non-degree program. Because of increased salary increments granted in some school systems for the completion of 30 semester hours of graduate work in addition to the master's degree, many teachers enrolled in graduate courses to meet these requirements. Effective as of February 1, 1965, new and more stringent standards apply in both of these areas of graduate study. (See attached General Graduate Regulations)

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Thus, graduate level programs at Indiana State University have been developed slowly, cautiously, and always soundly on the basis of need, adequacy of staff, adequacy of library holdings, adequacy of financial support, availability of qualified students, and, beyond the master's degree level, with expert counsel from outside the University.

II.

INSTITUTIONAL OBJECTIVES FOR GRADUATE STUDIES

Indiana State University offers graduate programs leading to the Master of Arts Degree, the Master of Science Degree, the Master of Businyss Administration Degree, the Advanced Degree in Education, and, in cooperation with Indiana University, the Doctor of Education Degree. The University proposes to inaugurate the programs leading to the Doctor of Philosophy Degree in September, 1965. Master's Degrees l.

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While the institutional objectives stated in the 1962 Self-Study (pp.. 10-11) remain essentially unchanged, the following emphases should be noted: 1. The Departmental Curricula have received a much greater emphasis and have expanded and continue to expand. They are intended for those students desiring to major in the liberal arts and sciences and in specific vocational or professional fields. They satisfy Indiana certification requirements, but they are not geared to these requirements. They are especially designed for those students who are interested in and capable of pursuing advanced graduate work in specific fields.

Indiana State University is as fully dedicated to excellence in the Departmental Programs as it is to excellence in the Teacher Education Programs. Neither develops at the expense of the 0ther. 2. The Master of Business Administration Degree has as its primary objective the providing of "a breadth of knowledge of the processes and problems of businesses operating in the framework of an economic system of free enter·prise. The program requires a common core of basic business disciplines: accounting, business law, economics, finance, management, marketing, and statistics .. Beyond this core, the student may elect to study in a number of fields of business administration. The Master of Business Administration Degree is considered the terminal degree for management and executive personnel in business and industry." (Quotation from Graduate CataloEj, 1963-65, pp. 24-25) 3. Continued dedication to excellence in the professional Teacher Education Programs remains a major institutional objective. Advanced Degree in Education "The graduate program leading to the Advanced Degree in Education is designed for the elementary or secondary school teacher or administra.tor who is motivated essentially by a scholarly, professional interest in extending both the breadth and depth of his academic and professional knowledge, attitudes, and skills." (1962 Self-study, p. 11) This degree is often characterized as an advanced degree for educational practitioners, especially for elementary and secondary school personnel. It is more heavily research-oriented than is the typicalmaster 1 s degree program, and considerable emphasis is placed on individual research, often on very practical school problems, and effective writing of a report of the research in the form of the Advanced Degree thesis.

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The Doctor of Education Degree In 1948, Indiana State University entered into an agreement with Indiana University to offer jointly the Doctor of Education Degree. The• student complete two full years of graduate work beyond the baccalaureate degree at Indiana State University and the subsequent terminal year at Indiana University. Joint committees are appointed, with meetings generally being held alternately on the two campuses.

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The Doctor of Philosophy Degree "In the last century or two the Doctor of Philosophy Degree has come to signify high achievement in creative scholarship and research contributions. The doctoral program is designed to prepare a graduate student for a lifetime of devotion to creative activity and. research at the frontiers of knowledge." (Dean Joseph 1 McCarthy, The Doctor of Philosophy Degree, draft of statement, December 13, 1963) The Indiana State University Board of Trustee.s, the administrative personnel, the Graduate Committee, and the Graduate Faculty undertook their planning of programs leading to the Doctor of Philosophy Degree with full devotion to the ideal of excellence in scholarship and creative research. They have pledged themselves to the commitment of the resour.ces, human and financial, necessary to a high quality doctoral program which will strengthen rather than weaken the expanding undergraduate and other graduate programs. The primary purpose of doctoral programs to be inaugurated at Indiana State University is to prepare Ph.D. - level personnel for college and university teaching and research. The current and predicted shortage of college teachers with high-level preparation is a well-documented fact. It is the firm belief of those who are developing the doctoral programs at Indiana State University that, with its high potential in staff,. organization, and facilities, it has a responsibility to higher education and to the nation to do its part in preparing people to meet these needs. It is the further belief that the primary purpose of preparing college teachers can best be done with no loss of emphasis on the individual study and research function of the Ph.D. degree. Indeed, individual scholarship and high research capability are perhaps the most sought-for characteristics in college teachers. Thus, while the basic purpose is the preparation of college teachers,, Indiana State's doctoral programs will also prepare individuals for high-level research positions in business and industry.

III.

ORGANIZATION AND ADMINISTRATION OF THE SCHOOL OF GRADGATE STUDIES

The School of Graduate Studies is the central unit for the administration and development of the total graduate program at Indiana State University. The Dean and the Assistant Deans of the School of Graduate Studies administer the policies and requirements pertaining to the graduate programs, work with deans of colleges and schools, division and department chairmen in organizing and developing graduate programs, counsel graduate students, admit students to graduate study in accordance with established criteria, and certify graduate degrees. The Dean is a member of the Administrative Council and he and the Assistant Deans are ex-o.fficio members of the Graduate Committee and its sub-committees. The Dean of. the School of Graduate Studies is directly responsible to.the Vice President and Dean of the Faculty, who is responsible for the general administration, organization, and development of all instructional programs and the related academic services (the College of Arts and Sciences, the School of Business, the School of Education, the School of Graduate Studies, the School of Nursing, the Library, the Office of the Registrar and Admissions, the Audiovisual Center, the Office of Research and Testing, and the Division of Extended Services). · The Graduate Committee is responsible for the total academic policy of the graduate program. The committee is composed of nine members of the Graduate Faculty appointed by the Faculty Council. The President, the Vice President and Dean of the Faculty, the Dean of the School of Education, the Dean of the School of Business, the Dean and Assistant Deans of the School of Graduate Studies, and the Director of Libraries serve as ~-officio members. The School of Graduate Studies is the administrative division for the graduate program and the Graduate Faculty is responsible for the instructional program. The Graduate Committee formulates policies, procedures, and standards for the following: 1. 2. 3. 4. 5. 6. 7.

Admission of students to the School of Graduate Studies Admission to candidacy for graduate degrees Requirements for graduate degrees Approval of graduate courses Standards for graduate study Review and action on specific cases brought to the Committee by the Dean Standards for and approval of members of the Graduate Faculty

Preliminary consideration and study of most facets of the work of the Graduate Committee are accomplished by the three sub-committees which are appointed by the Committee: the Executive Sub-committee, the Program Development Sub-committee, and the Graduate Faculty Sub-committee. Prior to February 1, 1965, all graduate students on elementary teacher,

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school services personnel, advanced non-degree, Advanced Degree in Education, and joint -doctoral programs were advised by the Dean and-Assistant Deans of the Scnool of Graduate Studies. Effective as of February 1, 1965, advisement of students on all of the above programs was transferred to the School of Education. Advisement of all other graduate students continues to be done in the departments of their chosen fields of study. Prior to February 1, 1965, all graduate students qualifying for professional and school services personnel certification were reconunended by the Dean of the School of Graduate Studies to the Division of Teacher Certification of the Indiana State Department of Public Instruction for certification. Effective as of February 1, 1965, this function was transferred to the School of Education, the official teacher-education agency of the University. These two changes accomplished two purposes: (1) They placed responsibility for advisement of students on graduate teacher-education curricula and reconunendation for graduate-level certification in the official teachereducation agency of the University, and made possible more adequate counseling of these students. (2) They lightened the advisory load which had been carried by the Dean and Assistant Deans of the School of Graduate Studies. As numbers of students had increased, this advisory load had become the major activity of the deans during certain periods, and a restricting activity most of the time. As the number of students and graduate faculty served by the School of Graduate Studies increased, changes in the mechanical and procedur:al aspects of the organization and operation of the office became mandatory. During the first semester 1964-65, the Dean and Assistant Deans have worked closely with the Director and Assistant Director of the University Computer Center in planning the service that can be rendered by the IBM 1620 Computer and the Computer Center personnel. Various forms are in the process of being redesigned and new ones created to meet the needs of the office. It is expected that by the beginning of the first semester 1965-66 the transition of the appropriate office operations to IBM procedures will be completed. This will make possible much more accurate and much less time-consuming student personnel accounting. It will also make possible up-to-date, accurate, and readily accessible data on the many aspects of the total operation so necessary for status studies and for adequate p~anning. It seems reasonable to assume that the changes enumerated above will allow the Dean and the Assistant Deans to perform more adequately their role ~n wprking wmtg tge vari9us schools, divisions, and departments in promoting, planning, and developing the new p~ograms conunensurate with the expanding needs of students and the resources of the University.

IV.

THE GRADUATE FACULTY

When the Normal Board approved the granting of the Master of Arts in Education Degree in 1927, it granted authority to the President to organize a Graduate Faculty. However, it was not until the Spring of 1962 that rules and regulations pertaining to the selection and qualifications of the Graduate Faculty were developed by the Graduate Committee and approved by the Faculty Council. At its meeting on May 12, 1964, the Graduate Committee approved a revLsLon of the rules and regulations pertaining to the Graduate Faculty. (A copy of the Approved Standards for Graduate Faculty and Supplementary Graduate Faculty is attached to this report.) To hold membership in the Graduate Faculty a person must hold rank as Assistant Professor or above at Indiana State University, hold an earned doctorate, and be qualified to teach and to conduct research in the area and at the level to which assigned. Members of the Graduate Faculty teach graduate courses at all levels, advise graduate students, serve on thesis committees, and supervise graduate research. Membership in the Supplementary Graduate Faculty is in three categories: (1) Visiting professors who are recommended to teach for one semester or term by the department chairman and the dean concerned may be approved by the Dean of the School of Graduate Studies. (2) Members of the Indiana State University Faculty who hold a master's degree and the rank of Assistant Professor or above and who are actively working toward the doctorate may be given membership on the Supplementary Graduate Faculty on an annual basis. (3) Members of the Indiana State University Faculty who have the rank of Associate Professor or above, strong recommendations from the dean of the school or college concerned, and approved by the Dean of the School of Graduate Studies may be given membership in the Supplementary Graduate Faculty on an annual basis. Membership in the Supplementary Graduate Faculty is subject to annual review. Members shall not teach courses numbered above 500; they may serve as graduate advisers and members of thesis committees at the master's degree level (but not above) upon special approval of the Dean of the School of Graduate Studies. Those responsible for selecting new members of the Indiana State University faculty have been and are sensitive to the need for variety in training and experience backgrounds and for holding an earned doctorate. In 1954-55, of 97 members of the staff teaching college classes, 44.34 per cent held one or more degrees from Indiana State. In 1964-65, of 363 members of the faculty teaching university classes, 25.34 per cent held one or more degrees from Indiana State. Thus, from 1954-55 to 1964-65 the percentage of faculty members teaching university classes increased from 97 to 363~ while the percentage of faculty members teaching university classes who held one or more degrees from Indiana State decreased from 44.34 per cent to 25.34 per cent. In 1954-55, 40.21 per cent of the college faculty held an earned doctorate. In 1964-65, in spite of the increasing competition for persons holding this degree, 55 per cent of the university faculty held earned doctorates. These were granted by 50 American and 4 foreign universities. An additional 13 per cent of the faculty had completed three years of graduate study.

10 Policy Participation The 1962 Self-study stated:' "The faculty participates extensively in policy making through -the Faculty Council.and the various standing committees, special committees, and sub-committees provided by the Faculty Constitution. Faculty members appointed by the Faculty Council also serve on c•ertain administrative committees . • . . (The Administrative Handbook . • . explains the faculty organization for participation in policy formation)." It should also be pointed out that the faculty participates extensively in policy making through membership on numerous departmental and/or university committees, where many of the policies recommended to the Faculty Council originate. Excellent examples here are the committees in the School of Education and in the Life Sciences Department which developed the doctoral proposals in these areas. Salaries As was pointed out in the 1962 Self-study, "Members of the faculty are paid in accordance with established salary schedules approved by the Indiana State University Board. Faculty salaries are based on rank, years of teaching service, and academic preparation." Each year the faculty salary committee, appointed by the Faculty Council, evaluates the salary schedule, and recommends desirable changes to the President. The Indiana State University Board approves any changes in the salary schedule as well as all individual salaries. Full professors are eligible for special merit salary increments of $250 on recommendation of the department and division chairman, the appropriate dean, and the President. In 1964-65, 31 members of the faculty were rece~v~ng one or more special merit increments. (Copies of the 1963-64 and 1964-65 salary schedules are attached to this report.) Regular salary ranges for the years 1962-63, 1963-64, and 1964-65 are shown below: Associate Assistant Instructors Professors Professors

1962-63 1963-64 1964-65

$6 ,150-7' 900 5,000-9~000

6,550-8,100

$6,8S0:-8;soo 6,950-9,000 7,350-10,700

Summer salaries are based on the salary rate for the previous academic three-hour course a faculty member is salary for the previous year; for two cent.

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$7,500-9,350:·. 7,500-11,000 7,920-11,500

~$83400-10,300

9,500-12,000 9,675-12,600

number of credit hours assigned and the year. For example, for teaching one paid 9 per cent of his regular academic three-hour courses, he is paid 15 per

Fringe Benefits and Retirement Details of fringe benefits and retirement are to be found in the Administrative Handbook. They include, as reported in the 1962 Self-study~ group ~hospitalization (Blue Cross-Blue Shield and Major Medical Coverage), liberal sick-leave, disability insurance, group life insurance up to $20,000, participation in the State Teachers Retirement Fund, TIAA and CREF, and Social Security. The University makes a substantial monetary contribution to these benefits.

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The policy concerning leaves of absence is presented in the Administrative Handbook. Leaves ~f aysence granted in 1963-64 and in 1964-65 are shown below: First Semester 1963-64 1964-65

8 8

Second Semester 9

12

Academic Year 7 7

Faculty Load For the past several years, Indiana State University has participated in an interinstitutional study with some 40 other midwest institutions analyzing the faculty load assignments in the respective colleges and universities. This study is undertaken at three-year intervals. Data presented in the 1962 Selfstudy are the latest available; the study is currently underway to bring the data up to date. Instructional Load. The student-teacher ratio for the University as a whole, based on the full-time equivalency of both faculty and students, was 21.32 for the year 1958-59. For 1961-62, this ratio was 21.25; for 1962-63, 18.6; for 1963-64, 18.3; and for 1964-65, 18.1. Even with increased enrollments~ faculty additions have kept the student-teacher ratio at a relatively stable level. The University is committed to the principle that the teaching load of the Graduate Faculty reflect the graduate advising and research activities and responsibilities of individual faculty members. In certain instances, such considerations have already had an effect. In all others, adjustments will be made as programs develop.

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The maximum regular teaching load per instructor for the University as a whole is 12 semester hours for each semester. For the first and the second semesters of 1964-65, the average teaching load for the Departments of Education and Psychology and Special Education were 10.20 and 10.46, respectively. The average contact hours for the Department of the Life Sciences for the first and second semesters of 1964-65 were 10.20 and 8.08, respectively. Various means have been and are being used to reduce teaching loads. However, it can be said that a major factor in such reduction has been the involvement of members of the Graduate Faculty in various aspects of doctoral planning and in individual research. It is especially significant that there is rather constantly increasing encouragement and,•emphasis being given to the individual research activities of the faculty. (More detail on teaching load is to be found in this report in the sections devoted to the doctoral programs in the three areas.) Data in considerable detail on individual members of":hhe Graduate Faculty directly concerned with the proposed doctoral programs are to be found in the sections of this report dealing with the specific programs.

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V.

I

RESOURCES

Sites Indiana State University occupies a campus area of about 50 acres in the heart of the City of Terre Haute, a ten-acre plot in the cityus suburban Allendale section where the University Lodge and the President's home are located, an off-campus power plant site, and more than 60 acres some 12 miles southeast of the campus. The campus is just two blocks from the main business district of Terre Haute. This excellent urban location has many distinct advantages, since business establishments, bus terminals, railroad stations, theatres, and churches are all within reasonable walking distance. The urban location is a further advantage to students who seek part-time employment in the nearby business district of the city, Buildings and Facilities From one building, begun in 1867 and costing $189,000~: the University has grown into a plant valued at over $38,766,000, Since thel%2 Self-study, the University has continued to grow both in land acquired and in buildings: the second and third units of a three-unit, six-story women's residence complex, each housing 300 students; two units of four nine-story men's residente halls, each housing 300 students (the remaining two units to be started in 1965 to house 450 students each); two units of a four-unit complex of twelve-story residence halls, two for men and two for women, each housing 450 students (the remaining two to be ready for occupancy in September, 1965)~, Hulman Center (formerly the Deming Hotel, located just across Cherry Street from the campus, and presently housing some 300 men students) together with a parking garage and a paved parking lot; a building adjacent to the parking lot formerly occupied by a glass firm and now used by the Industrial Education Department; and several other pieces of property adjacent to or near the campus proper, The University has also acquired a tract of some 60 acres of land approximately 12 miles from Terre Haute which is scheduled for use as a Science Experiment Station. Including two strip-mine lakes, it will support micro-climatic, micro-vegetation, plant succession, soil, water, and other studies. Currently under construction is a classroom and office building, which should be available for use with the opening of the second semester, 1965-66. It will contain some 30 classrooms and approximately 98 offices. It is presently contemplated that the School of Nursing and the Departmentsof Mathematics, Foreign Languages, and Social Sciences will be housed in it. Featured in this building will be two Telemated Teaching Auditoriums, each with a seating capacity of 200. Currently under construction also is the first unit of a housing complex for married students. Located within easy walking distance of the University, the first unit will contain 80 apartments and should be ready for occupancy in 1965.. A total of 200 apartments are planned for the complex.

13 Radio and Television Facilities. Indiana State University went on the air duramg the 1964-65 school year with its own FM Radio Station, wtsu. Operating on an assigned frequency of 89.7 megacycles, the facility is operated by the Department of Speech and broadcasts both live and taped educational and musical programs. Two well-equipped television studios allow the transmission of live and video-taped programs over a closed-circuit system to classrooms in the School of Business Building and the Education-Social Sciences Building. One of the studios, located in the Laboratory School, serves as the point of origin for various demonstration lessons by Laboratory School teachers and children. These lessons are viewed in classrooms in the Education-Social Sciences Building by university classes. Two-way audio facilities make it possible for the university instructor and the Laboratory School instr~ctor to be in contact with each other as the demonstration progresses. The second studio, located in the Language-Mathematics Building, is the point of origin for the university classes being conducted by means of closed circuit television. The Library Indiana State University was fortunate to have had in the very early planning stages of its doctoral programs an evaluation of the University Library by Dr. Robert B. Downs, Dean of Library Administration and Director, Graduate School of Library Science, University of Illinois. As one of his many points of reference, Dr. Downs used the standards set up by the North Central Association of Colleges and Secondary Schools. Referring only to the three proposed doctoral areas--elementary education, guidance and psychological services, and the life sciences--Dr. Downs reported that he found "unusual strength in the literature of education and psychology, and better than average collections in most of the social sciences." He reported that the holdings in the sciences, particularly the periodicals, were only fair, He reconunended that "the Library give highest priority to building up its periodical holdings, and in this effort place first the acquisition of files of the leading scientific journals requested by Botany, Chemistry, Physics, Zoology, and Mathematics." That this advi~e was taken seriously is evidenced by the listing of periodicals included with the Life Sciences Ph.D. Program section of this report. It is also shown in several parts of the annual reports made by the Director of Libraries. The 1963-64 Annual Report contains the following paragraphs: "Since growth in the periodicals collection is of primary importance in the development of graduate and research programs, special emphasis was placed on acquisition of new journals, both current subscriptions and backfiles. The library now subscribes to 1,159 periodicals, with 178 being new subscriptions placed duriling the fiscal year. The foregoing total does not include duplicate subscriptions; serial publications classed as continuations (of which the library receives 343 on standing order); nor the 27 newspapers currently received.

14 "In addition to new subscriptions placed, backfiles were .added insofar as limited funds permittee. The 667 volumes purchased completed 18 runs, and provided partial backfiles for 21 of the 178 new journals added by subscription during the year." Special effort has been made to bring the holdings in the Life Sciences and related areas up to the standards necessary for advanced graduate programs and research. Not only have there been substantial increases in the total library appropriations, but increasing proportions of the appropriations have been allocated· to the sciences. The library appropriation; for 1963-64 was $57,500--an increase of 19.8 per cent over the 1962-63 allocation. The appropriation for 1964-65 was increased to $76,000. It should also be noted that both the Life Sciences and the Psychology areas profited substantially from both journal and other library materials purchased for the School of Nursing. In 1963-64, the Library spent $5,872.13 in the area of education and psychology, $7,216.87 in the area of science, and $3,a96 in the area of nursing. These amounts do not include any funds spent for reference materials nor $5,600 for the Teaching Materials Center, from which education and psychology profit enormously. As has been pointed out previously in this report, the Director of Libraries is an ex officio member of the Graduate Committee and of its Program Development Sub-~ittee. As such, he is not only aware of the graduate programs from their inception, but also he is able to advise the committees as they consider new courses and new programs. One.~further

quotation from the Downs Report seems to be pertinent:

"Applications of the ACRL, NCA, and NCATE standards cited to library conditions at Indiana State College produce a high score for the library there. The relevance of the collections to the teaching and research program, the centralized, effective organization, the extent of present holdings, the strength of periodical files and of the reference section, the availability of substantial collections to support most departments of the College, outstanding strength in the field of education, and an excellent instructional materials center demonstrate careful attention to library growth and development over a period of years."

'I

Office of Research and Testing the ity ing for

The Office of Research and Testing provides instructional services to both university administrative and instructional staffs. One major responsibilof the Office of Research and Testing is testing and processing and utiliztest data. The Office administers the freshman orientation tests and tests individual students who are referred to it by counselors and deans.

The Office serves as a Test Center for such national testing programs as College Board Examinations, American College Tests, Naval Aptitude Tests, National Teacher Examinations, and Peace Corps Examinations. In addition, it administers the Graduate Record Examinations at least one time each semester and one time during the summer session.

15 Test scoring services for Indiana State University faculty are provided. In cooperation with the Division of Extended Services, the Office provides test scoring services 'for the public schools. A second major responsibility of the Office of Research and Testing is the carrying on of research projects and studies of concern to the University. During the 1963-64 school year, for example, ten such studies were completed on such topies as An Evaluation of the Probationary Admissions Policy i£E ~ ~ Fall Freshmen, ! Follow-Up Study of Master's Degree Students Certified~ Guidance, 1956-1962, and Comparison of Student Teaching Performance ~ ~­ lative Grade-Point Averages.

A

Two sets of data compiled by the Office for the School of Graduate Studies in 1964-65 were: Performance of Indiana State University Students on the Graduate Record Examinations, and Indiana State University Local Percentile Norms for Graduate Record Examinations. Considerable assistance is given by the Office of Research and Testing to faculty members in the preparation and processing of research proposals for financial support. The Office also serves as a depository for copies of such proposals. The Teachers College Journal. The Director of the Office of Research and Testing also serves as editor of the Jeachers College Journal. Volume XXXV, Nos. 1-6, was published during the 1963-64 school year. It has a circulation of approximately 3,000, including all state, regional, and national organizations and offices, and all college and university libraries and schools of education. The Journal is microfilmed by University Microfilms and its articles are indexed in the Education Index. While the Journal provides a publication outlet for Indiana State University faculty, it solicits and publishes articles that meet its standards from a variety of sources. The Journal also carries abstracts of all master's theses and summary articles of all sixth-year and doctoral theses produced by Indiana State students. Special issues from time to time center on topics such as the Laboratory School, the School of Education, School Reorganization, and the like. ~ University Research Committee. Although not a direct function of the Office of Research and Testing, the University Research Committee works closely with it. The Director of the Office is secretary of the Committee and all records are filed in his office.

The Audiovisual Center Established in 1953, the Audiovisual Center has developed into a division employing nine full-time staff members and four full-time secretaries. The extensive library of films and film-strips has been carefully selected to meet the needs of the university faculty as well as the public schools of the region. The Center works with various departments and individual faculty members in producing audiovisual materials for class use. For example, the Center produced most of the visual materials used in the closed-circuit television classes in psychology; with Dr. Lloyd Smith, of the Department of Education and

16 Psychology, and teachers and pupils in the Laboratory School, the Center has produced two sound films on methodology in social studies instruction in the elementary school. A conference- on audiovisual materials and utilization is held on the campus each year, and speakers and discussion groups present new ideas and methods of production and utilization of audiovisual materials. Three members of the Audiovisual Center staff hold faculty rank in the Department of Education and Psychology. They teach classes in audiovisual education at both the undergraduate and graduate levels. The Laboratory School Indiana State University has administered, staffed, and operated a Laboratory School throughout most of its history. The present Laboratory School building was constructed in 1935 to_ handle an enrollment of 700 to 800 students in grades 1-12. Since the school serves a district which has gradually decreased in population as the University has purchased and removed houses in the process of its expansion, there have been increasing numbers of students enrolled from outside the district. Thus, the enrollment of some 700 has remained fairly constant. Several changes have occurred, both as a result of study by the Laboratory School staff and as a result of increased requests for services from the University: 1. Nursery school and kindergarten programs have been established. 2. Student teaching has diminished, while observation and pre-student teaching experiences of working with children in classroom sit~ations by University students have greatly increased. 3. Considerable use is made of closed-circuit television. From a studio in the Laboratory School, University classes in the Education-Social Studies building may observe Laboratory School classes in action. In many cases, twoway communication between the University teacher and the Laboratory School teacher is possible. 4. Programs for gifted children, physically handicapped children, emotionally handicapped children, and mentally retarded children are conducted by the Laboratory School, in conjunction with the Department of Special Education which is also housed in the same building. It should also be pointed out that among the several considerations in the selection of staff for the Laboratory School, commitment to continuing professional study and research is of major importance. Counseling Laboratory Of especial significance to the doctoral program in Guidance and Psychological Services is the Counseling Laboratory. Completed in 1964, the Laboratory is located in the Education-Social Studies building. It offers graduate students in guidance and counseling the opportunity to counsel with secondary school students who are in need of counseling and who voluntarily choose to take part in the program. In-training counselors and their counsellees confer in one of four sound-proof interview rooms of the Laboratory, while other trainees and the

17 supervisor observe the procedure through one-way v~s~on glass. Interviews are tape..:recorded to-permit critiques from all trainees and the supervisor. The number of visits.by counsellees varies. The counsellees who participate ·do so with the full knowledge that they are being observed and their •statements recorded, Each counsellee signs a statement authorizing the use that may be made of his interviews and/or testing. Psychology Laboratory The Psychology Laboratory, located in the Education-Social Studies building, is described by Dr. Paul W, Horn, Director of the Psychology Laboratory and Associate Professor of Psychology as follows: "The experimental psychology laboratory at Indiana State University is one of the finest small psychology laboratories in the country. The laboratory is a complex of fourteen rooms located within 1,600 square feet of space. In addition to two offices, there are eight research or student project rooms, a seminar room, a shop, a control room, and a small animal room. A one-way vision mirror between the seminar room and one of the small research rooms permits undisturbed observation in either direction, according to the balance of lights. There is, in addition, a closed~circuit television system within the laboratory itself which has greatly expanded the possibilities for research. Work has already been done specifically in television research, and the facilities have also been used to expedite and refine student laboratory research problems in psychology. "The laboratory is equipped with the best apparatus available for psychological research and training. The aim has been to provide the student with the kinds of apparatus that he sees in his textbook and which are used in current basic and applied research. Apparatus is available for the study of problems in all the major areas of psychological inquiry, including learning, perception, motivation and emotion, verbal behavior and thinking, and physiological reactions." The Indiana State University Foundation Established in 1927, the Indiana State University Foundation has made significant contributions to the University. It is presently composed of 15 prominent business and professional men, of whom 13 are from Terre Haute, one from Franklin, Indiana, and one from Chicago, Illinois. Its original purpose was to acquire and hold land and other property until the University could purchase it. Its fund-raising activities actually did not begmn to be a significant part of its program until the appointment of a fulltime Director. In 1963, a full-time Executive Director was appointed. He coordinates the work of the Foundation and is especially active in promoting its fundraising activities. In 1963, the total funds received by the Foundation amounted to $29,588.28, representing gifts from 526 donors. In 1964, contributions amounted to $157,272.12, and represented 1,415 donors.

18

Of especial interest to the graduate programs of the University was the campaign launched by the Foundation in 1964 to establish the Raleigh W. Holmstedt Chair in Research in Educational Administration in the School of Education. In honor of President Raleigh W. Holmstedt, a fund of $•100,000 is being established, the interest from which will be used to underwrite the position in the School of Education of the Raleigh W. Holmstedt Professor of School Administration Research. Indiana State University Financial Information In order to initiate and to maintain high-level advanced graduate programs, it is essential that the financial resources of the University be adequate to their support. At the close of each month the Office of the Vice President and Treasurer prepares a balance sheet of all the funds, a summary of income and expenditures for all departments and auxiliary enterprises, and operating statements for the auxiliary enterprises. An annual report with supporting schedules and exhibits is prepared at the close of the fiscal year. The following condensed report for the 1963-64 year has been prepared for the purposes of this report for the North Central Association.

19 ';\

Current Income, 1963-64

.

''I !

Current general fund State appropriations Student fees All other Total current general fund

$5,525,190.96 1,455,040.64 315,948.45 7,296,180.05

Current restricted income Auxiliary enterprises income Student aid income

252,584.15 3,709,601.96 52,065.72

Total current income

$11,310,431.88 (1960-61)

$6,128,401.43

Current Expenditures, 1963-64 Total current general expenditures Current restricted expenditures Auxiliary enterprises (includes bond retirement) Student aid expenditures

$7,035,968.55 174,421.85 3,517,710.59 50,306.62

Total current expenditures

$10,779,407.61 (1960-61)

$ 5,700,153.03

Plant Investment, June 30, 1964 Educational equipment Educational buildings Campus land Heating plant and tunnels Real Estate Auxiliary enterprises equipment Auxiliary enterprises buildings

$

3,061~021.63

13,266,473.27 3,516,309.74 1,841,287.50 318,943.87 1,356,116.65 15,406,415.71

Total plant investment

,$38,766,468.37 (1960-61)

$22,529,977.34

20

A summary of receipts and e~penditures by activity and by function for the years 196·3-64 (actual) and 1964-65 (budget) is shown below:

Receipts Student fees State appropriations All other

1963-64

1964-65

$1,455,040.64 5,525,190.96 315,948.45

$1,645,000 6,527,188 480,100

7,296,180.05 7,035,968.55

8,652,288 8,707,059

Total receipts Expenditures

.·

Balance

$

260,211.50

$

Expenditures Summary by Activity Administration and General Instructional services Library Student services Physical plant Public services

$ 417,773.58 4,620,214. 74 263,996.54 347,753.28 1,087,963.23 298,267.18

$

Total

$7,035,968.55

$8,707.059

Summary by Function Personal service Supplies and expense Repairs and maintenance Capital expenditures

$5,391,392.42 1,026,215.12 164,814.37 452,846.64

$6,626,439 1,232,495 199,825 648,300

Total

$7,035,968.55

$8,707,059

(54, 771)

440,750 5,797,144 319,200 429,540 1,348,325 372,100

VI.

GENERAL GRADUATE REGULATIONS

As individuals, departments, and committees worked toward the setting up of strong Ph.D. degree programs, it became apparent that both the general regulations of the School of Graduate Studies and the graduate programs already in effect might well be examined. The planning for the doctoral programs, therefore, has resulted not only in the creation of these programs, but also in a comprehensive study of the total graduate program at Indiana State University, even though all current graduate programs had already received full accreditation by the North Central Association of Colleges and Secondary Schools. The new general graduate regulations as well as the Doctor of Philosophy Degree programs in the Life Sciences, Elementary Education, and Guidance and Psychological Services are submitted as a part of this report. Discussion at this point will center around changes effected in the general graduate regulations and summary statements with respect to regulations pertinent to the doctoral programs. Operating Principles Increasing Selectivity and Multiple Criteria. regulations state these two principles as follows:

The new general graduate

"The School of Graduate Studies has evolved two principles which operate in all graduate criteria: (1) The principle of increasing selectivity. As a student progresses through successive graduate programs he can be expected to satisfy increasingly higher criteria for admission and retention. (2) The principle of multiple criteria. As a student satisfies the multiple criberia for admission to and retention in successive graduate programs, and as he demonstrates increasing maturity and competence, no one criterion completely obviates all others. A stu¢ent who is somewhat below the required standard on one criterion, but who satisfies all other criteria, may petition the Executive Sub-committee of the Graduate Committee for admission or for retention. "The only exception to principle two, above, is found in the doctoral programs: there is no substitute for nor equivalency of high attainment on the written and oral examinations required by both the School of Graduate Studies and by the Various departments; there is no substitute for nor equivalency of demonstrated ability to initiate and carry through individual research and to report it adequately in a dissertation." It is the intent of the School of Graduate Studies that these principles shall operate at both the objective and the subjective levels--undergraduate and graduate grade point averages, GRE scores, thesis and dis'sertation requirements, examinations required by the School of Graduate Studies and by the depart~nts, recommendations, etc. Grade Point Average. An average of at least 3.00 is required for admission to candidacy and graduation on any graduate degree program. This is to be considered the minimum graduate requirement and may be increased in specific schools and departments.

22 As will be noted below, the School of Education has increased the m~n~mum to '3.25 for school services personnel and advanced teaching programs, and to 3.50 for the Ed.A. and the Ph.D. programs. Master's Degree Level Regular Admission. Regular admission to the School of Graduate Studies at the master's degree level requires that a student have earned a 2.50 (on a 4.00 scale) on all his undergraduate work, as well as a 2.50 average on all work in his chosen field of concentration. He must take the Aptitude Tests of the Graduate Record Examinations. Although no cutting score has been established at this time, an average score of 400 or above on the two sections of the test is tentatively considered to be "satisfactory." Probationary Admission. Probationary admission may be granted to the student whose undergraduate grade point average is below 2.50. On the Departmental Curriculum, the probationary student's first six semester hours of graduate work are "proving hours" and are in addition to the 32 hours normally needed for completing the master's degree. He must earn a 3.00 grade point average through the next 12 hours of work in order to be admitted to candidacy for the degree; a.nd he must maintain this average in all graduate work to complete the requirements for the degree. In general, the master's degree is considered to be the terminal degree for those students admitted on probation. On the Teacher Education Curricula, the same regulations apply, but their effects are somewhat broader. The probationary student is admitted to a teaching program only. He may not be admitted to curricula leading to certifi~n for school services personnel~ to advanced degree curricula, or to advanced professional programs for teachers. Indiana State University Seniors. Prior to the adoption of the new general graduate regulations, Indiana State University seniors in their last semester of undergraduate study could enroll in graduate work. No specific admission standards were set. The new regulations set the following standards: "The senior student at Indiana State University in his last semester of undergraduate work, with a grade point average of 3.00 or above, and who needs no more than 10 semester hours of undergraduate work to complete his degree, may be granted conditional admission to enroll in a limited amount of graduate work." Advanced Graduate Programs for School Services Personnel and for Teachers.

..

Up to the time of the adoption of the new regulations, any graduate student with the appropriate background training could pursue "advanced non-degree" programs leading to certification in most of the school services personnel areas. As of February 1, 1965, to be eligible for admission to one of these curricula, the student must have gained regular admission status, obtained a minimum average score of 450 on the Aptitude Tests and the Advanced Education Test of the Graduate Record Examinations, and maintained a 3.25 graduate grade point average. Admission to these programs may be accomplished only after the completion of 12 semester hours of graduate work or after the completion of the master's degree. Thus, those students preparing for leadership roles in the public schools must demonstrate somewhat higher academic ability than is required of those on the master's degree teaching curricula.

23 The same regulations as those cited above apply also to students who apply for admission to the advanced c~assroom teacher programs b·eing initiated by the School of Education. These programs require that at least half of the 30 hours of work beyond the master 1 s degree be outside the field of Education. The Advanced Degree in Education Two changes in the requirements for this degree since the 1962 Selfstudy reflect the concern of the faculty of the School of Education that advanced graduate programs have high academic standards. 1. For initial admission to the program, maintainance in it, and admission to candidacy for the degree, the student must have a graduate grade point average of 3.50, instead of the 3.25 previously required. 2. Admission to candidacy is accomplished after the completion of 10 to 12 hours of graduate work beyond the master 1 s degree, instead of after 10 to 20 hours as stipulated previously. This change gives the student earlier benefit of counsel with his committee. The Doctor of Philosophy Degree The general graduate regulations are intended to set forth the minimum standards of the School of Graduate Studies which must be met for admission to doctoral study, admission to candidacy, and. graduation. These regulations are stated in detail in the attached copy of the Graduate Regulations. Basic Premises. In addition to the statement of exception to the principle of multiple criteria for the doctoral programs as noted above, the general graduate regulations emphasize this point further in stating: ''The Doctor of Philosophy Degree is conferred only upon those students who have completed, with high distinction, a period of intensive study in a selected field. Candidates must have gained a thorough knowledge of the materials in the field, mastered the method of advanced study, and demonstrated this mastery through a dissertation. The dissertation must be the result of original research which makes a contribution to knowledge in the field. There is no equivalency for this po~r of independent investigation and the proof of its possession. "While it is true that grades above those earned by the average person in graduate school should be maintained by the doctoral student, the Doctor of Philosophy Degree is not granted on the basis of a mere collection of credits in prescribed courses. Multiple criteria are used for admission to the program, continuance in the program, admission to candidacy and graduation. Examinations in his chosen field may be required initially and at any point in the student's progress toward the degree, in addition to those required by the School of Graduate Studies. High attainment on these examinations and superior ability to carry through independent research and to report it ably in a dissertation are absolute prerequisites to the awarding of the degree."

24

The commitment of the Graduate Committee, the Graduate Faculty, and the School of Graduate Studies to the ~oncept of independent study and research as the basic ingredient of doctoral study is expressed in the above s ta temen t. Time Limitations. (1) The student must register for a m~n~mum of the equivalent of three academic years (6 semesters) of graduate study beyond the bachelor's degree. (2) The student must complete the degree within seven years after admission to the program, and within four years after being admitted to candidacy. (3) The student must spend a minimum of one academic year (two consecutive semesters) in which full time is devoted to his degree objective in residence on the campus of Indiana State University. Admission !£ Doctoral Study. The minimum standards for admission to the School of Graduate Studies at the Doctoral level are: (1) eligible for regular admission; (2) graduate grade point average. of 3.00 or above; (3) average score of 500 on the Aptitude Tests and the Advanced Tests of the Graduate Record Examinations appropriate to the student's chosen field of study; (4) recommendations and interviews; and (5) meet all requirements of the school or department of his chosen field of study. Admission to Candida£Y. The following standards apply: (1) must have completed a minimum of 20 hours of doctoral work at Indiana State University; (2) must have completed at least one of the required two consecutive semesters of residence credit; (3) must make application no later than the semester in which course work will be completed; (4) must have demonstrated proficiency in the research tools required of him; and (5) must have passed the written and oral preliminary examinations. The Dissertation. It is expected that the dissertation result from independent investigation by the student. It should be of enough significance to warrant publication. The dissertation will be microfilmed and the abstract of the dissertation will be published in Dissertation Abstracts and in the Teachers College Journal. No semester hours of credit are assigned to it. The student must pass an oral examination on his dissertation. Credit Hours. The Student must complete a minimum of 65 semester hours of graduate credit, with a minimum grade point average of 3.00 or above. The Doctor of Philosophy Degree will be awarded only upon favorable recommendation of the student's committee, the appropriate department and division chairmen, the appropriate dean, and the Dean or Assistant Dean of the School of Graduate Studies.

VII.

GRADUATE STUDENTS

The School of Graduate Studies and the State University are fully cognizant of the sive or extensive the programs, facilities, gram cam be no better than the students who

Graduate Faculty of Lndiana fact that no matter how intenand faculty, the doctoral propopulate it.

The bachelor's and master's graduates of Indiana State University are, of course, sources of doctoral students. Some evidence is available that Indiana State do~s produce, at these levels, students capable of completing doctoral work at high-level institutions. Thirty-four persons whose undergraduate degrees were granted by Indiana State were listed as having earned doctorates in 1962 and 1963 in the release from the Office of Scientific Personnel, National Research Council, National Academy of Sciences in December, 1964. These 34 received doctorates in speech and dramatic arts, organic chemistry, elementary education, secondary education, educational administration, English literature, English education, solid state physics, guidance and counseling, business education, business administration, special education, educational psychology, music education, foundations of education, art education, physical education, audiovisual education, science education, and journalism. Seventeen earned the Doctor of Philosophy Degree and seventeen earned the Doctor of Education Degree. The colleges and universitie.s. granting the degrees were: University of Illinois, University of Michigan, Michigan State University, Colorado State College, Indiana University, Purdue University, University of Tennessee, Ohio State University, Northwestern University, Washington University (St. Louis), State University of New York at Buffalo, Pennsylvania State University, George Peabody College for Teachers, University of Washington, and the State University of Iowa. Twenty-nine persons holding one or more degrees from Indiana State have become college and university presidents. Many Indiana State students have gone on to earn the Doctor of Medicine Degree--Alumni Office records show that of the graduates from 1958 to 1962, nine have received this degree. Graduate Degrees Granted The 1962 Self-study showed that from 1956 through 1961 Indiana State had granted a total of 1593 master's degrees. In the years 1962, 1963, and 1964, the University granted 348, 388, and 581 master's degrees, respectively, or a total of 1317. From its inception in 1958 through 1964, the Advanced Degree in Education has been granted to 13 students. In cooperation with Indiana University, Indiana State University has granted the Doctor of Education Degree to eight persons.

26 Students in Graduate Programs The total numoer of graduate students enrolled in classes on the Terre Haute campus during the first semester, 1964-65 was 903. Of these, 107 were carrying 12 semester hours or more, 97 were carrying 8 to 11 hours, and 699 were part-time students enrodled in evening and Saturday classes. The total number of graduate students in the active files (students who have taken graduate work in the past five years but who have not completed their objectives as of the first semester, 1964-65) is: master's degree, 2718; advanced non-degree, 552; Ed.A., 126; and Ed. D., 35. A comprehensive study of the characteristics of the graduate student population at Indiana State University is presently under way by Dr. Mary Ann Carroll and Dr. James Tyson, Assistant Deans of the School of Graduate Studies. The study is based on a one-third sample of students on master's degree programs who have taken courses within the past five years; a onehalf sample of students on advanced non-degree programs; and all of the students on the Ed.A. and Ed.D. programs. Tentative partial presentation of data from this study was prepared for this report (prior to the change in name from "college" to "university"). These data refer only to students on master's degree programs. The analysis of the data is not complete; however, since several characteristics of the master's level student population are shown by the data, the study, even in its tentative partial form has been attached to this report. No summary of the study is attempted here, but references to pertinent sections of it will be noted below. Graduate Record Examinations As was indicated previously, since September, 1961, the Aptitude Tests of the Graduate Record Exami.nations have been required of all students admitted to master's level graduate study. No cutting score has been established, although a total score of 800 (or an average score on the two tests of 400) was tentatively set as "satisfactory." Both the Aptitude and the Advanced Education Tests are now required of all students working toward advanced degree programs, school services personnel programs, and advanced teacher programs. An average score of 450 on the three tests is required for the school services personnel and advanced teacher programs; an average score of 500 on the three tests is required for the Ed.A. and the Ph.D. programs. For the Ph.D. program in the Life Sciences, an average score of 500 on the Aptitude and the Advanced Biology tests is required.

27 The study by Drs. Carroll and Tyson (see Table X) indicated that of the master's level students who had taken the Aptitude Tests 75 per cent had total scores above.722, 50 per cent above 841, and 25 per cent above 958. Data were tabulated by the Office of Research and Testing in October, 1964 showing performance of graduate students on the Graduate Record Examinations since 1961, and also listing local percentile norms based on these scores. Table I shows frequency distribution of scaled scores of fifth-year level students on the verbal and mathematics sections of the Aptitude Tests and total scores for 1169, 1172, and 1167 students, respectively. Mean scores of 421 (verbal), 437 (mathematics), and 851 (total) are shown. Table I also shows the frequency distribution of scaled scores of sixth-year level students on the verbal, mathematics, and Advanced Education tests for 90, 90, and 85 students, respectively. The means for this group are 454 (verbal), 480 (mathematics), and 511 (Advanced Education). It will be noted in Table II, Local Percentile Norms, that for total scores the 25th percentile falls at 730, the median at 850, and the 75th percentile at 980. The one-third sample of the Carroll-Tyson study showed the 25th percentile falling at 722, the median at 841, and the 75th percentile at 958. The closeness of these scores may give some indication of the validity of their sample. Norms for the 25th, 50th, and 75th percentiles for sixth-year level students, as shown in Table II, are: Percentile 25th 50th 75th

Verbal

Math.

385 450 525

385 475 565

Total 770 925 1,190

Advanced Education 465 520 572

To whatever extent the Graduate Record Examinations yield scores indicative of academic ability to carry on advanced graduate study, it would appear that Indiana State University has within its present student population many students capable of such study. Grade Point Average Referring to Table XII of the Carroll-Tyson study, it will be noted that of the master's level students 75 per cent had an undergraduate grade point average above 2.32 and 25 per cent above 2.91, with the median being 2.59. Seventy-five per cent of the students had a graduate grade point average above 3.07 and 25 per cent above 3.64, with a median grade point average of 3.33. To whatever extent undergraduate and graduat.e. grade point averages indicate academic ability to carry on advanced graduate study, it would appear that Indiana State University has within its present graduate student population many students capable of such study.

Table I 28

PERFORMANCE OF GRADUATE STUDENTS ON THE GRADUATE RECORD EXAMINATIONS INDIANA STATE UNIVERSITY Office of Research and Testing 5th Year --

Students

GRE APTITUDE TEST

Scaled

~

800-840 750-790 700-740 650-690 600-640 550-590 500-540 450-490 400-440 350-390 300-340 250-290 200-240

Mean i

.;J

:(.

October, 6th Year Students --------'TOTAL

GRE APTITUDE TEST

Verbal

Math

Scaled Score

2 6 13 31 66 133 186 226 254 167 68 17

3 2 17 30 62 85 122 208 181 194 164 92 12

1500-1599 1400-1499 1300-1399 1200-1299 1100-1199 1000-1099 900- 999 800- 899 700- 799 600- 699 500- 599 400- 499

1169

1172

421

437

f

Scaled Score

1 4 8 27 80 138 197 257 231 151 64 9

800-840 750-790 700-740 650-690 600-640 550-590 500-540 450-490 400-440 .... 350-390 300-340 250-290 200-240

Verbal

~

Advanced Education

1 0 2 5 7 14 16 18 15 10 2

1 2 3 9 11 13 13 14 14 9 1

1167

90

90

85

851

454

480

511

3 10 16 22 17

9 6 2

Table II

29

INDIANA STATE UNIVERSITY

I

LOCAL PERCENTILE NORMS GRADUATE RECORD EXAMINATIONS

5th Year -Percentile

99 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 1

• '

Students

6th Year Students

Verbal

Math

Total

670 590 550 525 505 486 473 455 443 428 418 405 394 383 370 350 346 332 313 280 240

720 645 600 560 530 508 490 475 463 450 433 417 403 385 370 355 343 328 310 285 250

1300 1160 1100 1050 1010 980. 950 910 890 870 850 830 810 790 755 730 710 675 635 590 500

Percentile

99 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 1

Verbal

Math

Adv. Ed.

700 630 590 560 540 525 505 490 475 462 450 440 428 415 400 385 370 356 340 315 275

750 670 632 610 585 565 546 525 508 490 475 458 442 428 410 385 380 365 345 325 300

670 640 620 600 585 572 560 548 540 530 520 510 500 487 478 465 450 430 405 370 340

30 Graduate Assistants and Teaching Fellows

.; '.t

'I I

"Although the graduate program has developed primarily as an evening, Saturday, summer program, the steady increase in full-time resident students during the academic year is due, in part, to a deliberate expansion of the support for graduate assistants and teaching fellows." (1962 Self-study, p. 190) The expansion in the number of graduate assistants and teaching fellows has continued. In 1962-63, forty graduate assistants and fourteen teaching fellows were assigned on an appropriation of $102,000. In 1964-65, 103 graduate assistants and 24 teaching fellows were employed at a cost of $205,900. Recognizing the importance of assistantships and fellowships to advanced graduate programs, the Graduate Committee, on January 8, 1963 adopted policies and procedures for their employment, to become effective in September, 1963. A copy of these policies and procedures is attached as a part of this report; however, it might be well to note here the first standard: "1. Persons shall be selected for graduate assistantships and teaching fellowships on the basis of their potentiality for graduate scholarship and service to the University."

.I ;I.,

The intent of the Graduate Committee in adopting these standards was to increase the probability that those persons employed as graduate assistants and teaching fellows would have the academic potential for pursuing advanced graduate study. In addition, it will be noted that the Division of Science was allotted three graduate assistants and no teaching fellows in 1962-63, but in 1964-65 this division was allotted 17 assistants and 5 teaching fellows. In 1962-63, the Department of Education and Psychology was allotted three assistants and one fellow; in 1964-65, the numbers were 23 and 3, respectively, for the School of Education. Thus, in practice the assistantships and fellowships are being used to strengthen the programs in these areas. At least two of the graduate assistants in Education during this period have already finished doctorates and ar~ now teaching in universities .

DOCTORAL PROGRAMS IN EDUCATION INDIANA STATE UNIVERSITY SCHOOL OF GRADUATE STUDIES SCHOOL OF EDUCATION I. INTRODUCTION ' t I

Indiana State University has offered approved graduate study since the inception of the master's degree program in 1927. Work at the sixth-year level commenced in 1947, and the Advanced Degree in Education formalized study at this level in 1958. Since 1947 the Joint Doctoral Program in conjunction with Indiana University has operated. Until very recently over 90 per cent of the graduate students at Indiana State were teachers and school services personnel. In 1959 the Graduate Committee established a sub-committee which, for the ensuing three years, gave careful study to all the conditions, aspects, and needs surrounding the development of the doctoral programs. In 1960 the School of Education came into being and in 1961 the School of Graduate Studies began. Since 1960 steady development of staff, facilities, materials, programs, research opportunities and aid, recruitment of graduate students, etc., have deliberately and progressively evolved with the considered intent of developing Indiana State's own doctoral programs.

I

-I

As with the fully approved Ed.A. programs, the School of Graduate Studies and School of Education have cooperatively developed the proposed initial programs. Firm support persistently has been rendered by President Holmstedt and all other administrative officials. Faculty involvement has been heavy and productive on the variety of committees necessary to plan and conduct self-studies and the new programs. Needs were carefully assessed, the contributions and service demands of the field were analyzed and the total picture of advanced higher education in the state, region, and nation was considered in detail. Consultant services were utilized with much value derived from both formal and informal contact with a variety of educational leaders. In almost every case speakers brought to campus for conferences and meetings were also asked to advise on our graduate prog~am development. For example, the staff enjoyed and learned from the experiences and aid of such noted figures as Dr. Gilbert Wrenn (then of the U. of Minnesota), Dr. Edward Roeber (U. of Michigan), Dr. Margaret Mead (Columbia U.), Dr. Ashley Montague (consultant), Dr. Harold Mitzel (Pennsylvania State U.), Dr. Julia M. Haven (U.S. Office of Education Specialist in Language Arts), and many others. North Central Association official consultants during this period have been Dr. Ronald Thompson (Ohio State U.) on the sixthyear programs and Dr. Sam Gates (Colorado State College) on the doctoral programs. In the extensive and intensive six year pro~ess of study and discussion a gradual conviction to offer initial programs in education in the fields of guidance and psychological services on the one hand, and elementary education on the other was apparent. Simply, the reasons for this decision were (1) the tremendous state, national, and even international needs for persons professionally prepared in these fields at the terminal degree level, and (2) the strength of Indiana State's program, facilities, staff, library, etc., in these fields. Doctoral planning committees have been at work on the specifics of these

32

programs ~or two years. Several features of these degree programs are apparent. The faculty is determined to evolve high quality programs hence the selective admissions and retention conditions tend also to be high. Materials, facilities and library must reflect: this commitment and' the development of these features has been accordingly planned and conducted. For example, the Counseling Laboratory was constructed to be one of the most efficient and flexible labo~atories among the few in major universities that can be found. The library has augmented its extensive holdings in the areas for the doctoral program on a deliberate basis despite the fact that Dr. Downs (U. of Illinois) in his special study of Indiana State University's Library in 1961 at the request of the Doctoral Sub-committee of the Graduate Committee found at that time that holdings were then sufficient for doctoral programs in the prospective fields within Education. The faculty has been and is concerned with developing doctoral students with high-level competencies in their research, understanding, knowledge, attitudes, values, and the like. A commitment to specialization, theoretical understandings, and research and practice in the student's program is apparent when the doctoral program is outlined. Approximately one-fourth of the minimum work required is in foundations, approximately one-fourth is "core" work in the general area of specialty, and approximately one-half is highly specialized in the major interest area with careful consideration given to each student's needed competencies in the academic field studied. Research, individual study, internship, etc., are important components of the specialized study area. Briefly, the program outlined is as follows:

:I

"

't

A.

FOUNDATIONSo Fifteen to twenty semester hours in foundations courses in the historical, philosophical, sociological, psychological, anthropological, and other research and theoretical bases of modern education. Basic research competence is developed.

B.

CORE. Fifteen to twenty semester hours of a core of study in Elementary Education (for Elementary Education students) and in the BehavioraL Sciences (for Guidance and Psychological Services).

c.

SPECIALIZATIONo Thirty to forty hours of specialized work in the major emphasis area such as Counseling and Guidance or School Psycholo-gy for the Guidance and Psychological Services students, and Language Arts or Science Education for the Elementary Education students. The special competencies desired will be developed through courses, research, seminars, clinical internships under supervision, and the like.

The Doctor of Philosophy Degree in Education will only be conferred upon a candidate after successful completion of all aspects of his prescribed program and satisfaction of all regulations of his Department, the School of Education, and the School of Graduate Studies. Recommendation for the degree will emanate from the faculty. The program to be completed by each student will be individually planned and the faculty will take cognizance of each candidate's needs, interests and professional goals as well as any prior or existing educational or experiential deficiencies. The faculty accepts the responsibility for leadership in the doctoral program with full awareness of the extensive demands for sch~larly inquiry, instruction, and research implicit in this leadership role.

.33 A m~n~mum program of seventy-two semester hours of graduate work is recommended in addition to the successful completion of a doctoral dissertation as described in the regulat~ons of the School o! Graduate Studies. II. A.

PURPOSES OF THE DOCTORAL PROGRAM

Elementary Education

The graduate program leading to the degree of Doctor of Philosophy in Elementary Education is designed to prepare selected persons for leadership roles in elementary education. It is concerned primarily with preparation for (1) positions in colleges and universities offering programs of teacher education, and (2) positions of leadership in public schools. The program of study is designed to assure both breadth and depth of preparation. The first half of the program will be rather equally divided between (1) foundations in education, and (2) an elementary education core; the second half, the major area of specialization, will be rather equally divided between (1) formal courses taught in the department(s) related to the student's area of specialization, and (2) formal courses, research, independent study, and other experiences aimed at professional competency in the specialization area. B.

Guidance and Psychological Services

The program leading to the degree of Doctor of Philosophy in Guidance and Psychological Services is designed to develop professional persons who can perform effectively, participate in research projects, and provide leadership in selected areas of student personnel work and in school psychology. It is directed toward the development of persons who may serve as (1) school psychologists, (2) directors of school psychological services, (3) school counselors, (4) directors of pupil personnel programs at the elementary, secondary, or higher education levels, (5) college instructors in school psychology, counseling and guidance, and related fields of psychology, or (6) research workers in these areas. III,

THE CURRICULUM--FOUNDATIONS

Each student must develop an acceptable degree of competency in basic areas undergirding the broad aspects of education. Understanding and application of contributions derived from history, philosophy, sociology, psychology, and related areas of research and study will be developed through appropriate course work. Fifteen to twenty semester ·hours of work in a pattern specified by each student's committee will be taken from among courses such as the following: A. r

History, Philosophy, Theory, and Related Courses Ed. Ed. Ed. Ed. Ed.

504, History of Education (3)+ 512, Philosophy of Education (3)+ Comparative Education (3) 603, Seminar in the Foundations of Modern Education (3) 700, Seminar in Educational Thought: Advanced Readings in Foundations and Theory (4)*+ *Especially recommended for Elementary Education +Especially recommended for Guidance and Psychological Services

34 Ed. ·710, Seminar in Higher Education (2) Ed. 711, Seminar in Teacher Education (2) B.

Psychology, Sociology, Anthropology, and'Related Courses

, I

Psy. 510, Theories of Learning (3)* Psy. 522, Adolescent Psychology (2) Psy. 623, Advanced Educational P~ychology (3) Soc. 572, Sociology of Education (3)+(also Ed. 513) Soc. 577, Modern Social Thought (2) Poli. Sci.---, Politics and Education (-) Anthro. 6--, Anthropology and Education (also Ed. 6--) H.B. 600, Interdisciplinary Seminar in Research in Human Behavior I (2) H.B. 700, Interdisciplinary Seminar in Research in Human Behavior II (2)

·.'·I

c.

Research Ed. Ed. Ed. Ed.

501, 502, 567, 604,

Research in Education (3)+ Statistical Method Applied to Ed. (3)+ Measurement and Evaluation in Ed. (3) Advanced Educational Statistics (3)''(+

*Especially recommended for Elementary Education +Especially recommended for Guidance and Psychological Services IV. A.

THE CURRICULUM--CORE

Elementary Education Core

The elementary education core will consist of fifteen to twenty semester hours of graduate credit. The hours will be rather evenly distributed among curriculum, child development, and elementary school administration and supervision in courses such as the following: 1. Curriculum Ed. Ed. Ed. Ed. Ed. Ed.

The Elementary Curriculum (3)'k Theory of Curriculum Development (3)7( Improving Social Studies in the Elementary School (3) Advanced Curriculum Seminar in Social Studies (2) Problems in Reading (3) Improving the Teaching of Language Arts in the Elementary School (3) Ed. 661, Advanced Curriculum Seminar in Language Arts (2) Ed. 663, Advanced Curriculum Seminar in Mathematics and Science (2)

!

563, 6--, 592, 662, 595, 596,

2.

Child Development Advanced Child Psychology (3)7( Psy. 521, Sp. Ed. 550, Education of Exceptional Children (2) Psychology of Personality and Adjustment (3) Psy. 526, Sp. Ed. 590, Education of the Gifted (2) Psy. 527, Theories of Personality (3)

3.

Elementary School Administration and Supervision Ed. 562, Administration and Supervision in the Elementary School (3) Ed. 579, School-Community Relations (2)

35

Ed. 584, Legal Aspects of School Administration (3) 'Ed. 561, Supervision of Instruction (2) Ed. 557, Principles and Techniques of Supervising Student Teachers (2) ~·~Especially

B.

retommended

Guidance and Psychological Services, Behavioral Sciences Core

Each student must complete a program which will enable him to develop deeper theoretical and philosophical understandings of human behavior. No student will be graduated from this program unless he has completed at least twenty hours of work from the areas indicated by the courses listed below. 1.

Psychology Psy. Psy. Psy. Psy. Psy. Psy. Psy. Psy. Psy. Psy. Psy.

510, 521, 522, 526, 527, 568, 528, 564, 566, 623, 524,

Theories of Learning (3)~'( Advanced Child Psychology (3) Adolescent Psychology (2) Psychology of Personality and Adjustment (3) Theories of Personality (3) Abnormal Psychology (3) Mental Measurements I (3) Clinical Method in Psy. (3) Mental Measurements II (3) Advanced Educational Psy. (3) Interaction Analysis (2)

*Indicates recommended courses for students with little background in these areas. 2.

Sociology Soc. 574, Juvenile Delinquency (3) Soc. 579, Advanced Social Psychology (3) Soc. 571, Social Classes (3)

3.

Anthropology Anthro. 505, Culture Contact and Change (3) Anthro. 506, Introduction to Social Anthro. (3) Anthro. 507, Culture and Personality (3) V.

A.

THE CURRICULUM--MAJOR AREAS OF SPECIALIZATION

Elementary Education

Each doctoral candidate must develop an area of specialization. Special emphasis will be placed on the selection of a field most appropriate to the student's needs. The area of specialization will consist of approximately thirty to forty semester hours of graduate work. The hours may be accrued through (1) formal course completion, and (2) independent study and research, seminars, practicums, internships, or other such direct, sup,ervised experiences. In selecting courses for an area of specialization, a student's committee will not limit his program of studies to courses taught in the Department of

36

'

''

Education and Psychology. Courses taught in departments related to the student's area of specialization will be included in order to achieve a balanced program. Where appropriate, such related courses will normally constitute approximately one-half of the student'~ area of specialization and the student's doctoral committee must have faculty representation upon it drawn from the area of specialization. All course work, research and related experiences in the maj6r area of specialization will be selected to strengthen the student's academic competence, creative research abilities, and theoretical understandings. Selection of an area of specialization may only be made by the student upon recommendation of his doctoral committee and the approval of the Dean of the School of Education. Areas of specialization available are evaluated on the basis of the graduate faculty, program, and research materials and facilities deemed necessary for the conduct of an outstanding program. At the present time areas of specialization are Science, Mathematics, Social Studies, Language Arts, Child Psychology, and Special E~ucation. The following models are illustrative of programs in the areas of specialization. Many available graduate courses in these areas are not separately listed here in the interests of brevity. 1.

Language Arts Course work selected from among graduate course offerings in the Department of English and other departments closely related. The student will normally take English 501, The History of the English Language (3), English 514, Studies in Grammar and Rhetoric (3), and English 5--, Structural Linguistics (being developed). All graduate courses in English except 599T are acceptable. All graduate courses in Library Science except 536 and 599T are acceptable. Graduate courses 570, 571 and 577 in Special Education, and selected graduate courses in Speech may be used. Illustrative of courses offered in Education are Ed. 506, Books for the Elementary School (2), Ed. 593, Teaching of Reading in the Junior and Senior High School (2), Ed. 594, Workshop in Reading (2), Ed. 595, Problems in Reading~'( (3), Ed. 596, Improving the Teaching of Language Arts in the Elementary School* (3), and Ed. 661, Advanced Curriculum Seminar in Language Arts *(2).

.'

*Highly recommended

I

2.

Social Studies At least nine but not more than 12 semester hours are to be taken from one of the following areas: Geography, Anthropology, Economics, History, Political Science, or Sociology as part of the normal onehalf of the area of specialization. Required will be Sociology 572, Sociology of Education (3), Ed. 592, Improving Social Studies Instruction in the Elementary School (3), and Ed. 662, Advanced Curriculum Seminar in Social Studies (2).

B.

•

Guidance and Psychological Services

The student must show possession and effective use of the technical knowledge and skills needed by every professional worker in his area of specialization. In addition, he must develop the independence of thought, the inquiring

37

attitudes, and the skills necessary for productive research work. Each student must complete a•common core of courses in Guidance and Counseling or in School Psychology which will comprise at least half of his area of specialization. Any or all of the core courses may be waived if the student, th.rough examination, shows that he possesses the desired technical knowledge and skills. Courses such as the following may be selected: Ed. 517, School Guidance Services (3)** Ed. 519, Techniques in Counseling (3 )~'o'( Ed. 527, The Information Service in Guidance (3)** Ed. 530, Guidance Workshop (2) Sp. Ed. 536, Introduction to Mentally Retarded (2)~'( Sp. Ed. 550, Education of Exceptional Children (2)* Sp. Ed. 556, Child Therapy - Theory and Techniques (3)* Psy. 525, Psychological Appraisal in Guidance (3)~b·~ Sp. Ed. 570, Introduction to Reading Disability (2)* Sp. Ed. 574, Administration of Special Classes (3)* Sp. Ed. 582, Personality, Appraisal I. Projective Techniques (2)* Ed. 620, Organization and Administration of Guidance Services (2)** Ed. 623, Student Personnel Services in Higher Ed. (2) Ed. 625, Group Procedures in Guidance (2) Psy. 687, Rorschach Techniques (3)* The remainder of the student's program will be designed to provide supervised experiences in his major emphasis area and to permit him to do advanced study and research in selected areas. The program will be planned jointly by the student and his doctoral committee. Courses such as the following will be used: Ed. Ed. Ed. Sp. Sp. Ed. Sp. Sp. Sp.

621, 520, 624, Ed. 557, Ed. 586, 622, Ed. 593, Ed. 688, Ed. 689,

Seminar in Guidance (3) Practicum in Guidance (3-6)~'o'( Research Seminar in Guidance (2) Child 'Xhe.r~BYPracticum (2,2)~'( Psychological Clinic (2-4)* Internship in Guidance (3-6)•b'~ Directed Readings in School Psy. (1-3) Seminar in School Psychology (3) Internship in School Psychology (3-6)*

*Recommended for students with special interest in School Psychology **Recommended for students with special interest in Guidance and Counseling All courses listed above are open to doctoral students in Guidance and Psychological Services. All pre-requisites must be met unless a waiver is recommended by the student's doctor·al committee. C.

Summary

It is clearly the intent of the graduate faculty in the School of Education that the student's major area of specialization should be carefully chosen and the course and other learning experiences should be so designed and conducted as to result in competencies of the highest possible order. Available to the student are the following courses planned to promote the conduct of his doctoral research and the development of his proficiences:

38

Ed. 598, Psy.!02, Ed. 796, Ed. 797, Ed. 798, Ed. 799D, *Required

Individual Study in Education (1-3) Experimental Design (3)~'• Internship (2-6) Independent Research and Study (1-4) Dissertat1on Seminar for Doctoral Candidates(l)* Dissertation~··

VI.

GENERAL REGULATIONS

Doctoral candidates in the School of Education will be guided by all the regulations established by the School of Graduate Studies. Additional requirements may be established. In order to be fully admitted to doctoral study the student must satisfy required regulations and be recommended by a graduate facult.y committee in his area of major emphasis. Recommendation for admission to candidacy and recommendation for awarding the Doctor of Philosophy degree will also emanate from the graduate faculty committee. Foreign Language and Research Requirements Each doctoral candidate must present proficiency in one or more foreign languages. The languages must have direct relationship to his advanced studies, his doctoral research, or his professional goals. The student is required to submit evidence of his proficiency and a statement of its relationship to his program or goals to his doctoral committee chairman. The statement subsequently will be reviewed by the candidate's committee, the Assistant Dean for Graduate Education and the Deans of the Schools of Education and Graduate Studies. Other research tools such as advanced proficiency in statistics, computer science and technology, etc.~ may be submitted by the student in lieu of the requirement for one or more roreign languages by special petition. In addition to the above foreign language and research tool requirements, collateral work in area studies may be required of the student who plans to devote part of his career to overseas service in international education. The tools of research requirements must be completed prior to committee approval of the dissertation proposal. VII.

THE DOCTORAL DISSERTATION

Each student will be assigned a doctoral committee of graduate faculty usually not exceeding five persons which will guide his program and make all appropriate recommendations. The student may be subject to examination at any point in his program. Examinations will be conducted prior to his admission to candidacy (written and oral examinations) and upon submission.of the dissertation (oral examination). The student must successfully complete a doctoral dissertation. The proposed study must be approved by his doctoral committee and the study will be written with the guidance and supervision of an approved graduate faculty member designated as the student's major research professor. Upon completion, the dissertation must be approved by his committee and submitted to the necessary officials. Normally the degree will not be awarded during the semester in which the student is admitted to candidacy.

39

DOCTORAL PROGRAM .IN EtEMENTARY EDUCATION (Example L) Student:

Vanita Gibbs --Completed Bachelor of Science Degree in Elementary Education 8/22/58; Master of Arts Degree in Elementary Education 6/10//!12; has only thesis to complete for Ed.A. Degree in Elemen.tar:y Education. Has 4.0 average in undergraduate and graduate work, six years of successful teaching experience, and scores of 540, 570, and 590 on the GRE. Admission to Program --application for admission would be approved since she meets admission requirements established by the Graduate School and the School of Education. Admission to Candidacy --must meet reside~ce requirements of two consecutive semesters with a work load of not less than eight semester hours each semester; take preliminary examinations and receive satisfactory rating by her committee; prove to the satisfaction of her committee that she has acquired the language or research proficiency required for the Ph.D. Program of Work --successfully complete course work and experience requirements established by her committee. Her committee would probably outline a program somewhat similar to the one below: (the program is based on the assumption that Mrs. Gibbs would choose Language Arts as her specialization area)

A.

Foundations--15 to 20 semester hours

Work Completed

Work to Do ---

Ed. 501, Research in Education 3 Ed. 502, Statistical Method Applied to Education 3 Ed. 504, History of Education 3 Ed. 567, Measurement and Evaluation in Education 3 Ed. 603, Seminar in the Foundations of Modern Education 3 Ed. 623, Advanced Educational Psychology 3 18 B. Work Completed

(i()

indicates required or highly recommended ;'(Ed. 604, Advanced Educational Statistics 3

Elementary Education Core--15 to 20 semes.ter hours Work to Do

Ed. 557, Principles and Techniques of Supervising Student Teachers 2 Ed. 561, Supervision of Instruction2 Ed, 562, Administration and Supervision in the Elementary School 3

(one of the following)

40 Work Completed

;I 'I

'

Ed. 571, Public School Administration 3 Ed. 584, Legal Aspects of School Administration 3 Ed. 521 Advanced Child Psychology 3 Sci.592, Laboratory Demonstration Techniques in Elementary Education 3 Ed. 592, Improving Social Studies Instruction in the Elementary School 3 Ed. 598, Independent Study in Social Studies 1 Ed. 663, Advanced Curriculum Seminar in Mathematics, Science, and Social Studies 2 25

c. Work Completed

*Ed. 6--, Seminar in Child Development; Implications for Educating the Elementary School Child 3 Psy.526, Psychology of Personality and Adjustment 3 Sp. Ed.550, Education of Exceptional Childreri 2 Sp. Ed.590, Education of the Gifted 2

Area of Specialization(Language Arts) 30 to 40 semester hours Work to Do --*Eng.501, History of the ·English Language 3 *Eng.5--, Structural Linguistics 3 *English elective 2-3 *Ed. 596, Improving Instruction in Language Arts 3 *Sp.Ed.571, Remedial Treatment of Reading Disability 2 :sp.Ed.570, Introduction to Reading Disability 2 Sp.Ed.577, Clinical Practice with ( Reading Disability 2 *take one(Ed. 506, Books for the Elementary ( School 2 (L.S.538, Basic Collection of Materials for the Elementary Library j *Ed. 796, Internship(teaching Ed. 4-8 req. 395, 396) 2-6 ·.·"/(Ed, 797, Independent Research and Study 1-4 *Ed. 798, Dissertation Seminar for Doctoral Candidates 1 *Ed. 799D, Dissertation (No Credit) 21-25

Sp. 526, Advanced Radio Workshop 3 Eng.514, Studies in Grammar and Rhetoric 3 Eng.562, Literature of the Middle West 3 Psy.595, Problems in Reading: 3 Ed. 661, Advanced Curriculum Seminar in Language Arts ___2__ 14

41

DOCTORAL PROGRAM IN ELEMENTARY EDUCATION (Example II) Student:

Susan Christina Huck --Completed Bachelor of Science Degree in Elementary Education 6/9/63 and has completed 21 semester hours 'of graduate work. Has better than a 3.5 average in undergraduate and graduate work. Miss Huck has no teaching experience, but is employed this year as assistant director of a women's residence hall at Indiana State University.

Admission to Program --must take GRE and average 500 or better on the Aptitude and Advanced Education sections; must present evidence of two years of successful teaching experience. Admission to Candidacy --must satisfy residence requirements; complete 20 semester hours of doctoral program work with a grade point average of 3.5 or higher; receive a satisfactory rating on the prelims; prove language or research proficiency required for the Ph.D. Program of Work --successfully complete course work and experience requirements established by her doctoral committee. The sample program outlined below is based on the assumption that Miss Huck would complete a masters degree in order to meet Indiana requirements for permanent certification. It is also based on the assumption that Miss Huck would choose Child Psychology as her area of specialization.

A.

Foundations--15 to 20 semester hours (minimum)

Work Completed Ed. 501, Research in Education Ed. 502, Statistical Method Applied to Education Ed. 567, Measurement and Evaluation in Education Ed. 513, Educational Sociology

Work to Do 3

*--indicates required or highly recommended 3 *Ed. 604, Advanced Educational Statistics 3 3 *Ed. 512, Philosophy of Education 3 3 ·kEd. 603, Seminar in the Foundations 12 of Modern Education 3 B. Elementary Education Core--15 to 20 semester hours 9 (minimum) Work Completed Work to Do

----

~·~Ed.

None

or

563, The Elementary Curriculum 3 ·kEd. 592, Improving Social Studies Instruction in the Elementary School 3 "~Ed. 595' Problems in Reading 3 *Ed. 596, Improving the Teaching of Language Arts 3 "~Ed. 663, Advanced Curriculum Seminar in Mathematics and Science 2 One of the following: Ed. 579' School-Community Relations 2 Ed. 584, Legal Aspects of School Administration 3 10-T7

42 C.

Area of Specialization (Child Psychology)--30 to 40 semester hours

Work Completed

. Ed.517, School Guidance Services 3 Psy.521, Advanced Child Psychology 3 Psy.526, Psychology of Personality and Adjustment_]_ 9

*Psy. 510, Theories of Learning 3 *Psy. 522, Adolescent Psychology, 2 i~Psy. 623, Advanced Educational Psychology 3 *Ed. 6~-, Seminar in Child Development 3 10 to 12 hours from following: Psy. 528, Mental Measurements I 3 Psy. 564, Clinical Method in Psychology 3 Sp.Ed.566, Mental Measurements II 3 Sp.Ed.536, Introduction to Mentally Retarded 2 Sp.Ed.538, Educational Problems of the Mentally Retarded 2 Sp.Ed.550, Education of Exceptional Children 2 Sp.Ed.590, Education of the Gifted 2 8 to 10 hours from following: Ed. 796, Internship (should include teaching Psy. 202) 2-6 Ed. 797, Independent Research and Study 1-4 30-32 ~·~Ed. 798, Dissertation Seminar for Doctoral Candidates 1 *Ed.799D, Dissertation (no credit)

43

DOCTORAL PROGRAM IN ELEMENTARY EDUCATION (Example III) Student:

Jerry Allen Jenkins--completed B.S. Degree in Secondary Education 8/24/56 (~ajar in P.E. and Health, minor in General Science), M.S. Degree in Secondary School Administration 8/21/59. Has since completed requirements for superintendent's certificate. Has several years of experience in teaching secondary science and is now serving as science coordinator for a city school system. Graduate index above 3. 5 .

Admission to Program--must take GRE and average 500 or better on the Aptitude and Advanced Education sections. Admission to Candidacy--must satisfy residence requirements, receive a satisfactory rating on the prelims, and prove language or research proficiency required for the Ph.D. Program of Work--Successfully complete course work and experience requirements established by his doctoral committee. The sample program outlined below is based on the assumption that Mr. Jenkins would choose Science as his area of specialization. A.

Foundations--15 to 20 semester hours

Work Completed Ed. Ed. Ed. Ed.

512, 522, 501, 567,

Ed. 571, Ed. 564, Ed. 580,

Work to Do --Philosophy of Education 3 Psy. 510, Theories of Learning Adolescent Psychology 2 2/3 or Research in Education 2 2/3 Psy. 623, Advanced Educational Measurement and Evaluation Psychology 3 in Education 3 Psy. 502, Statistical Methods ApPublic School Administraplied to Education 3 tion 2 2/3 Psy. 604, Advanced Educational Secondary School CurricuStatistics 3 lum 3 Public School Finance 3 B. Elementary Education Core--15 to 20 semester hours

Work Completed Ed. 563, The Elementary Curriculum 2 2/3 Ed. 542, Motion Pictures in Education 2 2/3 Ed. 584, Legal Aspects of School Administration 2 2/3

Work to Do Psy. 521, Advanced Child Psychology 3 (Take 2 of the following 3 courses) Ed. 592, Improving Social Studies Instruction in the Elementary School 3 Ed. 595, Problems in Reading 3 Ed. 596, Improving the Teaching of Language Arts 3 Ed. 663, Advanced Curriculum Seminar in Mathematics and Science 2 Ed. 562, Administration and Supervision in the Elementary School 3

44 C.

Area of Specialization (Science)--30 to 40 semester hours

Work Completed Sci. 513, Contribution of Physical Science to Human Welfare 2 2/3

Other work completed that does not apply directly to doctoral program Ed. 573, Administration of the American Secondary School 2 2/3 Ed. 517, Guidance Problems in Secondary Education 2 2/3 P.Ed. 556, Administration of High School Athletics 2 2/3 Ed. 582, School Business Management2 2/3 Ed. 541, Administration of Audio Visual Programs 2 2/3

Work to Do Sci. 560, Science Curriculum(K.-12)3 Sci. 561, Supervision in .Science (K-12) 3 Sci. 580, Research in the Teaching of Science 3 Ed. 796, Internship (teaching elementary science) 2-6 Ed. 797, Individual Research and Study (Science Research)l-4 Ed. 798, Dissertation Seminar for Doctoral Candidates 1 Ed. 799D,Dissertation (no credit) Total need 18-20

This student would also take approximately 20 semester hours of academic course work in science. Actual courses to be determined by his committee and the Science Department.

45 A Tentative Program Leading to the Doctor of Philosophy Degree in Education for Nick CarpeuteY Candidate: Proposed Major:

Nick Carpenter Guidance and Psychological Services (Guidance and Counseling Emphasis)

Date:

February 12, 1965

Data:

Education B.S., University of Michigan (1956) Major: History M.S., University of Michigan (1958) Major: Secondary Administration Minor: Elementary Administration Graduate work, 1962-65, Indiana State University Teaching Experience 1956-57, Psychiatric Hospital, University of Michigan, both elementary and secondary levels 1957-59, Dexter, Michigan, junior and senior high school levels 1959-62, Plymouth, Michigan, junior high school level 1962- , Laboratory School, Indiana State University, Counselor and Guidance Director

Academic Program: Courses Completed Foundations

Courses Suggested Hours

Ed. 512, Philosophy of Education 3 Ed. 504, History of Education 3 Ed. 502, Statistical Methods Applied to Education 3 Ed. 604, Advanced Educ. Statistics 3 (University of Michigan) Methods of Research in Education 2 Measurement and Evaluation 2 16 Behavioral Sciences Core Psych. 526, Psychology of Personality & Adjustment 3 Sp.Ed. 566, Mental Measurements II 3 (University of Michigan) Soc., Population Problems 2 Seminar in Child Development 2 __ 2 ~easurement of Aptitudes 12

None

Psych. 510, Theories of Learning Psych. 527, Theories of Personality Plus: One course selected from Sociology, Anthropology, or Psychology

Needs

3 3

3

9

Specialization (University of Michigan) Introduction to Guidance Occupational Information Counseling Techniques

2 2 2

Psych. 525, Psychological Appraisal in Guidance Ed. 625, Group Procedures in Guidance (possibly)

3 2

46

. Specialization,

Courses Completed

,'I

:,,~ .,'

(Cont'd)

(University of Michigan) Exceptional Children Sp.Ed. 556, Child Therapy--Interpersonal Relationships Ed. 620, Organization and Administration of Guidance Services Ed. 520, Practicum in Guidance Sp.Ed. 557A, Child Therapy Practicum &p.Ed. 557B, Child Therapy Practicum

Courses Suggested Hours

Hours

2

3 3 14 3 2 2

7

Needs

3-5

Approximately 13 to 20 hrs. ~ including: Ed. 624, Research Seminar in Guidance 3 Ed. 622, Internship in Guidance 2-6 Psych. 702, Experimental Design 3 Ed. 798, Dissertation Seminar for Doctoral Candidates 1 Ed. 799D, Dissertation Ed. 797, Independent Research and Study 1-4 9-17

Courses completed, in .addition to the above, but not applying directly toward the proposed program. (Completed at the University of Michigan) General Shop Teaching Science in the Elementary School Teaching Social Studies (Sociology) Major American Writers Principles of Educational Administration Elementary School Organization and Administration Secondary School Administration School Health Services Administration High School Supervision Supervision of Elementary School Instruction Current Problems (Economics)

2 2 2 2 2 2 2 2 2 2 2 22

Sununary: Hours Completed:

51 hours applying to program 22 hours additional work

Hours Needed:

21 hours minimum,but subject to revision as the candidate's strengths and weaknesses are assessed

47

A Tentative Program Leading to the Doctor of Philosophy Degree in Education for Phillip H. Hayes

··I

Candidate: Hayes, Jhillip Holbrook Proposed Major: Guidance and Psychological Services (Guidance & Counseling Emphasis) Date: February 23, 1965 Data:

Education B.S., Northwest Missouri State (1961) Majors: Business, English M.S. Ed., Southern Illinois University (1963) Major: Higher Education Related Experiences 1951-55, U.S. Airforce, ~ersonnel Specialist 1960-61, Assistant Supervisor and Supervisor of Cafeteria at Northwest Missouri State College 1961-62, Night and week-end manager of University Center at Southern Illinois University (one-half time) Su.l962, Full time managerial position at University Center at Southern Illinois University 1962-63, Graduate Assistant in Financial Assistance Office at Southern Illinois University; had major responsibility for processing all NDEA loans 1963- , Residence hall director at Indiana State University

Academic Program: Courses Completed Foundations Educational Statistics History and Philosophy of Higher Education

Courses Suggested Hours 2 2/3 2 2/3 5 1/3

Hours Ed. 501, Ed. 604, Choice of Ed. 700, Ed. 603, Soc.572, Soc. 577, Anthro.6

I

',I

Behavioral Sciences Core

Hours

Group Dynamics Theories of Personality

2 2/3 2 2/3 5 1/3

Psych. Plus Psych. Psych.

Research in Education 3 Adv. Educ. Statistics 3 two: Seminar in Ed. Thought 4 Seminar in Foundations of Modern Education 3 Sociology of Education 3 Modern Social Thought 2 , Anthropology and Education 3 Need 12-13 Hours

510, Theories of Learning choice of 4: 522, Adolescent Psychology 526, Psych. of Personality & Adjustment Psych. 568, Abnormal Psychology Psych. 623, Advanced Ed. Psych. Soc. 5 71, Social Classes Soc. 574, Juve~ile Delinquency Soc. 579, Adv. Soc. Psychology Anthro.505, Culture, Contact, and Change

3 2 3 3 3 3 3 3 3

48

Cour~es

Courses Suggested

Completed, (Cont'd) Behavioral Sciences~. (Cont'd)

. Anthro. 506, Intro. ::to Social Anthropology 3 Anthro. 507, Culture & Personalit~ Needs 14-15 Specialization Principles & Practices of the Counseling Program Career-College Student Personnel Psychological Tests and Measurement Functions and Org. of College Student Personnel Work Counseling Theory and Practice Assessment Proc. in Counseling Personnel Work, College Student Groups Internship in Student Personnel Services Special Research Problem (Thesis) (Effects of Working on Grade Point Ave{age of Undergraduates)

Ed. 527, Information Service in Guidance 1 1/3 Needs 2 2/3

2

3

2 2/3

2 2 1" 2 15

2/3 2/3 1/3 2/3 1/3

Ed. 520, Practicum 5 1/3 Ed. 624, Research Seminar in Guid. Psych. 702, Experimental Design Ed. 798, Dissertation Seminar for Doctoral Candidates 2 2/3 Ed. 799D, Dissertation 8 Ed. 796, Internship Needs

Courses completed, in addition to the above, but not applying directly toward the proposed program:

.;

3

Finances of Higher Education Seminar in Higher Education, Staff Personnel Administration Seminar in Higher Education, Student Values Seminar in Higher Education, Housing Administrative Practices in Higher Education Staff Management Policy Making in Higher Education Seminar, Higher Education Finance Seminar, Higher Education Academic Administration

2 1 1 1 2 1 2 1 1 16

2/3 1/3 1/3 1/3 2/3 1/3 2/3 1/3 1/3

Sununary: Hours Completed:

34 hours applying to program 16 hours additional work

Hours Needed:

40 hours minimum, but subject to rev~s~on as the candidate's strengths and weaknesses are assessed

3 2 3 1 2 11

49

A Tentative Program Leading to the Doctor of Philosophy Degree in Education for Julius A. Stratton Candidate: Stratton, Julius Augustus Proposed Major:Guidance and Psychological Services Date:

February 26, 1965

Data:

Education B.S., Hampton Institute (1947) Major: Mathematics Minor: Education M.Ed., Cornell University (1957) Major: Education, Guidance Emphasis Graduate work at:

Harvard University (Summers 1958, 59, 64)

Teaching Experience 1947-51 1951-52 1952-56 1956-

-Thomas Jefferson H.S. (Charlottesville, Va.), Mathematic~, Director of Pupil Activities -Pope H.S. (Burgaw, N.C.), Mathematics and Guidance -Theodore Roosevelt H.S. (Gary, Ind.), Mathematics -Theodore Roosevelt H.S. (Gary, Ind.), Guidance Counselor

Additional Experience

.i I

June-Aug., 1958 - Metropolitan State Hospital (Waltham, Mass.), Volunteer worker with psychiatric staff Academic Program: Courses Suggested Courses Completed Hours Foundations (at Cornell University) Ed. 700, Seminar in Educational 4 2 Educational Measurement Thought or 2 Philosophy of Education Soc.572, Sociology of Education 3 Introduction to EducationalStatistics 2 (at Harvard University) or Educational Statistics, Intermediate Anthro.6--,Anthropology and Educa4 Measurement tion 3 4 Educational Statistics, Advanced or (at Indiana University) Ed. 504, History of Education 3 3 Introduction to Research Needs 3 to 4 17

50 Courses Completed (Cont'd) Behavioral Sciences Core

Courses Suggested

.(at Cornell University)

Mental Measurement Educational Psychology Psychology of Adolescense

3 2 2 7 hrs.

Specialization (at Cornell University) Use and Interpretation of Tests in Guidance and Personnel Administration 2 Group Techniques in Guidance 2 Educational & Vocational Guidance 2

I

i

Psych.510, Theories of Learning 3 Psych.527, Theories of Personality3 plus choice of 2 or 3 courses from: Psych.526, Psychology of Personality and Adjustment 3 Psych.568, Abnormal Psychology 3 Soc.574, Juvenile Delinquency 3 Soc.579, Advanced Social Psychology 3 Soc.571, Social Classes 3 Anthro.505, Culture and Personality 3 Anthro.506, Introduction to Social Anthropology 3 Anthro.507, Culture and Personality 3 Needs 12-15 hrs.

Ed. 519, Techniques of Counseling 3 Ed. 620, Organization & Administration of Guid. Services 2 Needs 5 hrs.

(at Harvard University) Guidance: Measurement in Guidance and Guidance: Vocational Development and Guidance: Introduction to Counseling & Measurement: Test Construction 4 Guidance: Individual Psychological Assessment 4 (at Indiana University) Introduction to Guidance Workshop in Guidance: Groups Occupational Information (at Cornell University) Practicum in Measurement and Appraisal for Counselors

3 3 23 hrs.

2

Ed. 520, Practicum in Guidance 3-6 Ed. 621, Seminar in Guidance 3 Ed. 624, Research Seminar in Guidance 2 Ed. 796, Internship 2-6 Ed. 798, Dissertation Seminar for Doctoral Candidates 1 Ed. 799D, Dissertation Ed. 797, Independent Study and Research (possibly) 1-4 Needs 12-22 hrs.

51

Courses completed, in addition to the above, but not applying directly toward the proposed program. (at Cornell University) Principles and Procedures in Supervision Theory and Practice of Administration The Secondary School Principalship Reading and Study Skills in the Secondary Schools Student Activities (at Harvard University) The Secondary School: Its Organization, Administration, and Program Administration: Intro. to Administrative Problems in Education

2 2 2 2 2

4 14 hrs.

Summary: Hours Completed:

49 hrs. applying to program 14 hrs. additional work

Hours Needed:

32 hrs. m~nimum, but subject to revision as candidate's strengths and weaknesses are assessed

52

DOCTORAL PROGRAMS IN EDUCATION Graduate Facul,ty

Elementary Education Faculty Dr. Joel Burdin, Assistant Professor of Education, Ed.D., Michigan State University. Former elementary teacher, principal, supervisor, assistant principal of Laboratory School. Experienced in curriculum direction, research, public relations, and editing. Author of several articles. Dr. George Coon, Associate Professor of Education, Ed.D., Wayne State University. Experienced elementary teacher and Laboratory School supervisor. Former faculty member at National College of Education. Specialty in language arts and social studies in elementary schools. Author of "In Defense of Methods Courses" North Central Association Bulletin. Currently writing two children's books. Dr. Paul Koester, Associate Professor of Education, Ed.D., University of Illinois. Author "Purposeful Reading of Science Material in Elementary Grades". Major professor for reading and language arts. Taught in this area past five years and directed summer reading workshops. Former teacher and superintendent. Supervised student teachers in Indianapolis, Indiana "inner city" schools for three years. Formerly on faculty at Butler University. Member Advisory Board, Knapp Foundation School Library Project, Indianapolis. Director, I.S.U., N.D.E.A. Institute for Elementary Teachers of Reading to Culturally Disadvantaged Youth, Summer, 1965. Dr. Marjorie McDaniel, Professor of Education, Ed.D., Indiana University. Experienced elementary and junior high school teacher, supervisor, and principal. Former director of junior high school program, Laboratory School, I.S.U. Experienced in summer programs on Education of Gifted Junior High School students. Member Executive Board and President, National Association for Gifted Children. Author numerous articles on Education of the Gifted, Studies of Reading Growth, Outdoor Education, School Camping Programs, Grouping, etc. ·i

/

Dr. Eddie Ort, Assistant Professor of Education and Director, Pre-Student Teaching Laboratory Experiences, Ed. D., George Peabody College for Teachers. Author of works on behavior of beginning student teachers and chapters in Association for Student Teaching yearbooks. Editor of forthcoming A.S.T. yearbook. Experienced elementary and Laboratory School teacher. Former collegiate experience at Peabody College and Vanderbilt University. Dr. Ruth Runke, Professor of Education, Ed.D., Indiana University. Major professor in language arts Rnd early childhood education at Indiana State University since 1956. Author of "Teacher's Attitudes Toward Children of The Lowest Social Classes in Certain Indiana Cities," two chapters in N.C.T.E. Bulletin on children's writing, material in University of Chicago and Indiana University Bulletins on reading research. Experienced elementary teacher and supervisor. Prior collegiate experience at Indiana University and as Coordinator of Elementary Student Teaching at Washington State University. Recent

53

sabbatical spent on ~esearch and visitation in numerous nursery schools and early childhood'education programs on the East Coast and Midwest U.S.A. Editor of Newsletter for Indiana Association of Pre-School and Nursery Education. Dr. Lloyd Smith, Professor of Education, Ed.D., University of Missouri. Experienced elementary teacher, principal, supervisor. Prior experience.at the University of Missouri, West Texas State College, and Biarritz American University, Biarritz, France. Author of works on elementary and junior high school social studies, cooperative research activities, learning environments for children, human growth and development, Army teaching methods, etc. Major interest in elementary social studies. Dr. Edgar Tanruther, Professor of Education and Director, Elementary Student Teaching, Ph.D., State University of Iowa. Experienced elementary and secondary teacher, supervisor, and superintendent. Prior collegiate experience at the State University of Iowa, Purdue University, Minot State College, North Dakota, and as Director of Elementary Education at Miami University. Former President and numerous other offices in Association for Student Teaching; author of numerous articles and chapters on child development, student teaching, laboratory experiences, etc. Currently engaged in collegiate text writing. Dr. David Waterman, Assistant Professor of Education, Ph.D., University of Wisconsin. Experienced elementary teacher and principal. Research in teaching reading, language arts and arithmetic. Currently researching methods of teaching word pronunciation under grant from University Research Committee. Dr. Carlos Watson, Professor of Education, Ed.D., Indiana University. Experienced as elementary teacher and principal. Currently serving as Chairman of the Elementary Education Doctoral Committee. Extensive experience in collegiate teaching, school surveys, etc. Additional Supportive Faculty. Dr. Jacob Cobb, Professor of Education and Dean of the School of Graduate Studies. Has served many years at Indiana State University as a Professor of Elementary Education with specialized work in reading and language arts. Dr. Harley Lautenschlager, Principal of the Laboratory School holds his doctorate in elementary education as well and is a widely experienced elementary teacher and principal. Dr. Virginia Mitchell, teacher of elementary and junior high in the University Laboratory School also assists in instruction of college courses in language arts and reading.

Mr. Charles Hopkins, Director of Indiana State University Laboratory Schoolis affiliation with the Syracuse University and Webster College Elementary Mathematics Madison Project. Is an experienced elementary teacher and supervisor and is completing his doctorate in elementary mathematics in June, 1965. At least one additional elementary education faculty member in the Department of Education and Psychology at the doctoral level will be employed by September, 1965. In addition, Dr. Duane Peterson, Dr. Otto Shipla, Dr. Harriet Darrow, and

54

Dr. Betty Pogue, all staff members in the Elementary Division of Teaching, Indiana State Unfversity 9 s unit for student teaching supervision hold doctor's degrees in elementary education and may contribute to the doctoral program particularly through advanced labora~ory experiences where appropriate. · Guidance and Psychological Services Faculty Dr. Morey Appel, Professor of Education and Psychology, Ph.D., Ohio State University. A widely experienced public school and higher education faculty member having taught at Ohio State University, Brooklyn College, University of Maine, University of Wisconsin, New York University, etc. Author of We Are Six, Now I Have A Daddy Haircut, Glen Learns to Read, Child Development an~You (in proces~and many articles.-:Research experience~ale University Child Study Center, Institute for Group Psychotherapy, New School for Social Research, University of Wisconsin Teacher Education and Mental Health Project. Director of Indiana State University Family Life Center_. Dr. Charles Lawrence Beymer, Assistant Professor of Education and Psychology and former Research Associate on N.D.E.A. Title VII Research Project, Ph.D., Michigan State University. Experienced secondary school teacher and guidance director. Prior collegiate instructional experience at Michigan State University and the University of Tennessee. Author of more than a dozen articles, research reports, and reviews in the past four years.

Dr. Mary Ann Carroll, Assistant Professor of Education and Psychology, Assistant Dean, School of Graduate Studies, Ed.D., Indiana University. Experienced junior and senior high school teacher and Dean of Girls at both levels. Author of 91 Descriptive Analysis of the Professional Day of Selected Indiana High School Deans of Girls. 19 Dr. Gerald Foster, Assistant Professor of Education and Psychology and Supervisor, Counseling Laboratory, Ed.D., Arizona State University. Former Director of Student Personnel for Teacher Education at I.S.U. Experienced high school teacher and guidance director. Prior collegiate experience at University of Arizona. Author of 99An Analysis of the Effects of Counseling with Academically Talented Male University Freshmen," and articles on utilization of counseling laboratory. Dr. Frank William Jerse, Professor of Education and Psychology, Ed.D., Colorado State College. Experienced high school teacher, counselor, and guidance director. Prior collegiate experience at Western Michigan University, Arizona State College, and Sonoma State College, California. Former Editor of the Journal of the Arizona Guidance Association. Currently serving as Chairman, Guidance and Psychological Services Doctoral Committee. Dr. John Jessel, Assistant Professor of Education and Psychology, Ph.D., University of Wisconsin. Prior experience as elementary and secondary teacher and guidance counselor. Former research assistant at University of Wisconsin, research experience in parent-child-counselor counseling. Dr. Marguerite Malm, Professor of Psychology, Ed.D., Teachers College, Columbia University. Former high school teacher and supervisor with previous collegiate experience at University of Minnesota, Duluth, and Stephens College. Research in self-concept and identity of adolescence on recent sabbatical

55

,, i

and research grant from University Research Committee. Noted author of Adolescence (McGraw Hill), and Psychology for Living (McGraw Hill). Noted~ecturer to literally hundreds of organizations and institutions ranging from local groups to U.S. Air Force. Dr. Rutherford B~ Porter, Professor of Special Education, Chairman of Department of Special Education, Director of Special Education Clinic, Ed.D., Pennsylvania State University and post-doctoral work at UniversitY. of Illinois, University of Maryland, Northwestern University, New York University, etc. Author of dozens of articles, several tests, and many research studies in the areas of Special Education, exceptional children, reading research, achievement examinations, mentally retarded children, children's personality, etc. Experienced public school teacher, guidance counselor, and school psychologist. Former collegiate experience at Fairmont State College and Northern Michigan University. Coauthor of American Intelligence Tests (Bobbs-Merrill Company). Dr. Tom Venable, Professor of Education and Psychology, Ph.D., Peabody College. Experienced high school teacher, prior collegiate experience at Peabody College, Murray State College and as a state supervisor for the Kentucky Department of Education. Author of numerous professional articles and Patterns in Secondary School Curricula (Harpers). Experienced in many aspects of psychology as applied to education. Former consultant to the Kentucky Council on Human Relationships. Dr. Kenneth Walker, Assistant Professor of Special Education, Ph.D., State University of Iowa. Experienced teacher, school psychologist, and school psychology diagnostician. Former experience at the collegiate level in the State University of Iowa Reading Clinic and the State University of Iowa Hospital School for Severely Handicapped Children. Dr. Karl Zucker, Associate Professor of Special Education, Ph.D., Western Reserve University. Former teaching experience at Ohio Northern University, Kent State University, and Youngstown University. Former chief psychologist at Youngstown, Ohio Child Guidance Center. Experienced child therapist and member of the National Research Executive Committee of Children's International Summer Villages, Inc., engaged in on-going research on problems of developing attitudes favorable to peace on a world-wide basis. Author of research studies on investigations of correlates of projection and non-sexual significance of simple geometric symbols. Consultant to Vigo County School Corporation on emotionally handicapped child program. Additional Supportive Faculty in the Guidance and Psychological Services Area. In the student personnel program at Indiana State University Dr. John Truitt, Dean of Student Personnel Services, Dr. Alan Rogers, Dean of Men, and Dr. Florence Thompson, Dean of Women, all hold their doctorates in the field of guidance and student personnel work. In addition, Dr. William Vance (M.D.), the University's psychiatrist, is available for consultation. Dr. Daniel Jordan, Director, Institute for Research in Human Behavior holds his Ph.D. in social anthropology and psychology and the Institute will provide a means for doctoral students in this area of study to engage in interdisciplinary research. Graduate faculty holding doctorates in linguistics and anthropology will also serve part-time in the Institute during the 1965-66 academic year. Dr. William Engbretson, Dean, School of Education holds his Ph.D. in a combination of elementary education and guidance. He has instructed in both fields at Michigan

56

State University, Roosevelt University, Western Michigan University, University of Florida, •and Kansas State Teachers College. Education and Psychology Additional Graduate Faculty in Closely Allied Fields Many additional faculty in the Department of Education and Psychology, the Department of Special Education, and the Division of Teaching serve as graduate faculty at Indiana State University's School of Education. In the interest of brevity an extensive review of their respective backgrounds is not included. Faculty record forms are available for perusal by the North Central Association in Vice President Adkins' office and in the office of the School of Education. All of the following persons hold their doctor's degrees and have appropriate experiential backgrounds. Dr. Wayne Beasley, Assistant Professor of Education and supervisor of secondary student teaching, Ed. D., Indiana Univ~rsity. Dr. Max Bough, Associate Professor of Education, Ed.D., Indiana University. Dr. Wenonah Brewer, Professor of Education and Supervisor of Secondary Student Teaching, Ed.D., Indiana University. Dr. David Crispin, Assistant Professor of Education, Ed.D., Temple University. Dr. Donald Duncanson, Associate Professor of Education and Executive Secretary, Indiana State University Educational Development Council, Ph.D., University of Minnesota. (Recipient University research·grant.) Dr. Carroll D. Farrar, Associate Professor of Education and Supervisor of Secondary Student Teaching, Ed.D., University of Florida. Dr. Jerry Griffith, Associate Professor of Special Education, Ph.D., University of Illinois. Dr. James Hafner, Associate Professor of Psychology, Ed.D., Oklahoma State University. Dr. Russell Hamm, Associate Professor of Education (September, 1965), Ed.D., Indiana University. Dr. Charles Hardaway, Professor of Education and Director, Office of Research and Testing, Ed.D., Indiana University. (Recipient of U. S. Office of Education grant for research on teachers' and children's attitudes towards television instruction.) Dr. John Hill, Assistant Professor of Education (September, 1965), Ed.D., Indiana University. Dr. Harold Heller, Assistant Professor of Special Education, Ed.D., Colorado State College. Dr. Marvin Henry, Assistant Professor of Education and Supervisor of Secondary Student Teaching, Ed.D., Indiana University. Dr. Richard Holeman, Assistant Professor of Education, Ed.D., Washington University. (Recipient University research· grant.)

57

Dr. Paul Horn,· Associate Professor of Psychology, Ph.D., Vanderbilt University.

(Recipient Universrty ·rese'arch grant.) Dr. Robert Jerry, fossistant Professor ·of Education, Ed.D., Indiana University.

Dr. Dewey Moore, Associate Professor of Special Education, Ed. D.·, Indiana University. Dr. Daniel Norton, Assistant Professor of Education and Director of Research in Education, Ph.D., University of Minnesota. Dr. William Osmon, Assistant Professor of Education and Psychology, Ed.D., Indiana University. Dr. Thomas Phillips, Associate Professor of Education and Supervisor of Secondary Student Teaching, Ed.D., University of Illinois. Dr. Margaret Rowe, Professor of Special Education, Ed.D., Indiana University. Dr. Donald Sharpe, Professor of Education and Director, Secondary Student Teaching, Ed.D., University of Illinois. Dr. Richard Stephens, Assistant Professor of Education, Ed.D., Washington University. Dr. Fred Swails, Professor of Education and Chairman, Department of Education and Psychology, Ed. D., Indiana University. (Recipient of U. S. Office of Education Cooperative Research Program Grant in the Field of School Law.) Dr. James Tyson, Associate Professor of Education and Assistant Dean, School of Graduate Studies, Ed.D., University of Virginia. Dr. Byron Westfall, Professor of Education, Ph.D., University of Missouri. (Specialist in Secondary Education, U. S. Office of Education, on leave fall,

1964.) Dr. Chester Williams, Associate Professor of Education and Supervisor of Secondary Student Teaching, Ph. D. , Yale University. (Recipient University: -research grant.) Additional supportive faculty who hold their rank in the University's several academic departments, some of which serve as clinical professors teaching methods courses, supervising student teachers, etc., will particularly contribute to the behavioral sciences core of the guidance and psychological services doctoral program and to the academic specialization areas of the elementary education doctoral program. Such persons as Dr. Kenneth Uhlhorn, elementary science education specialist who holds his doctorate from the State University of Iowa, Dr. James Fejfar, specialist in elementary mathematics education who holds his doctorate from the University of Illinois, Dr. James Mason, specialist in English education who holds his doctorate from George Peabody College, and Dr. Mark Neville, specialist in English education who holds his doctorate from Teachers College, Columbia University are representative of these faculty.

58

Teaching Load, School of Education, 1964-65 In the School of Education the average class size of all undergr~duate and graduate classes over the past five yea~s has generally been around 32 students in the Department of Education and Psychology and has increased to around 25 students in Special Education. While the maximum teaching load in terms of semester credit hours is 12, the utilization of large sections of Psychology 201, General Psychology, coupled with the multiple sections of the same course taught via closed circuit television have enabled the Department of Education and Psychology gradualiy to:reduce average faculty teaching load. It should also be said that as schedules are being planned for 1965-66, teaching load for those members of the Graduate Faculty who are engaged in research and/or who are advising advanced level graduate students is being reduced. The following tabulation is of interest when reviewing the demands of increasing faculty time for research and related activities implicit in commencing the doctoral programs. The figures presented have been derived from the teaching assignments of the graduate faculties of the Department of Education and Psychology and the Department of Special Education. No full-time administrator was included. Department

Semester

Number of Faculty

Education and Psychology

Fall 1964-65 Spring

20.75

208

10.02

23.75

244

10.30

3.5

40

11.4

3.5

41

11.7

Special Education

Fall 1964-65 Spring

Semester Hour Load

---- ----

Average Load

LIFE SCIENCES PH.D. PROGRAM FEBRUARY 1965.

I 1.

INTRODUCTION A.

General Statement

Indiana State University has awarded the Master's Degree in Education, with majors and minors in specific academic areas, since 1929. The Life Sciences Department has been actively engaged in preparing students for a Departmental Master's Degree since 1961. Recent studies at the national level and numerous discussions by the Indiana Conference on Higher Education have indicated a dire need for trained college teachers in all areas of science. The University administration and the staff of the Life Sciences Department have felt that the strong background in teacher training of the University plus the overall ac-ademic background and research experiences of the Life Sciences Staff placed Indiana State University in an excellent position to present a Ph.D. program stressing b0th the teaching and the research aspects. During the past three years the Life Sciences Staff at Indiana State University has been formulating a Ph.D. program to be started in the Fall of 1965. Three committees, the graduate committees of 1962-63 and 1963-64, and the Graduate Steering Committee of 1964-65, have been studying the overall graduate program. The staff has been reorganized and has completed extensive and intensive studies on teaching and research procedures. Recommendations have been made to the administration on budgeting, library and building needs. During the 1962-63 school year the Life Sciences Department evaluated and revised its undergraduate patterns leading to the major and minor in biDlogy. These patterns were approved by the University and the State of Indiana and have been in effect since the Fall of 1963. In November of 1964, an Undergraduate Steering Committee was appointed to re-evaluate the undergraduate program with these specific goals in mind: 1. 2. _,3.

Comparison of our core curriculum with curricula as suggested by committees at the national level Consideration of the course content and specific objectives of all courses at the undergraduate level Consideration of the undergraduate program as a support to the graduate programs

This committee presented a preliminary report of its work at the January meeting of the Life Sciences Staff. The studies by both the Undergraduate and the Graduate Committees resulted in ·the proposal of a new MA degree in Life Sciences. This proposal was approved to go into effect during the Spring Semester of 1965. The administration has been very cooperative in extending help to the department as evidenced by sharp increases in library budgets, reduction in teaching loads, and initiation of plans for a new wing to the building. An outline of the Ph.D. program in Life Sciences is given in this report. It

B.

Aims and Objectives of the Life Sciences Department

The Department of Life Sciences of Indiana State University shows specific strengths in: ecology, including vertebrate natural history as well

60

as plant and animal ecology; microbiology, especially mycology; and physiology, including both plant and animal. Areas which need to be strengthened and expanded in the immediate future include histology, invertebrate zoology, plant taxonomy, radiation biology, and virology. The Department is maintaining and improving its present offerings, thereby giving students strong backgrounds in the life sciences. The major concern of the Department of Life Sciences is to give insight to students concerning the structure, function and evolution of life at all levels of organization. The specific objectives of the Life Sciences Department are: 1.

To provide courses to satisfy the general education requirements of the various curricula of the University.

2.

To provide courses needed for the major and minor curricula in the life sciences; To provide a broad selection of elective courses in life sciences; To provide courses to satisfy special requirements of various university curricula related to the life sciences; To provide for advanced training in Life Sciences at the Master's and the Ph.D. level.

3.

4. 5. C.

Reorganization of the Department and Selection of Steering Committee

The departmental graduate committee met during the 1962-63 school year to evaluate and expand the graduate program and to begin preliminary discussions of the doctoral program in Life Sciences. Their work culminated in a report in May, 1963. The members of the Life Sciences staff met with the Dean of Faculty, the Dean of the Graduate School, and the Chairman of the Science Division, in September, 1963 to discuss the establishment of a Ph.D. program in biology, in the light of the previous year's discussion. The following members were appointed by Dr. Hopp, Chairman of the Science Division, to serve on the Life Sciences Graduate Committee: Drs. Eversole, Hamon, Hennen, Profitt, Whitaker, and Brett (Chairman). During the school year of 1963-64 the Life Sciences Graduate Committee and their appointed sub-committees formulated a Ph.D. program to be initiated in September, 1965. A report was presented to the Life Sciences staff and to the administration. In November of 1964, the unofficial departments of biology, zoology, and botany were combined into an official Life Sciences Department by action of the Indiana State University Board. Dr. Brett was appointed Chairman of the Life Sciences Department. At this time the Life Sciences Graduate Committee was dissolved and the members of the Life Sciences staff elected a Steering Committee for the graduate program in Life Sciences. The Steering Committee of the Life Sciences has been meeting every week since its inception. The following is a report of work done by the Life Sciences Graduate Committees, the Life Sciences Steering Committee, and their appointed sub-committees. II.

SUBCOMMITTEES

The Life Sciences Graduate Committee met on October 15, 1963, and some of the broad aspects of the program were listed and discussed. It was decided that matters could be expedited by appointing the following sub-committees: A.

Needs of the Department in Developing the Program:

61 1.

2. 3. 4. B.

Graduate Student Requirements 1. 2. 3. 4.

III.

Study of pr-esent and future library needs: Drs. Dial and Rothwell Determination of space needs for graduate courses and research: Drs. Whitaker, Eversole, and Kemp Budget and Equipment: Drs. Hennen 7 Proffitt, and Clevenger Staff needs: Drs.Hennen, Whitaker, and Brett

Provision for teaching experience: Mr. Wallace and Dr. Brett Determination of student's proficiency in basic areas of biology: Drs. Eversole and Hamon Hours or time for courses and residence: Drs. Proffitt and Johnson Foreign language requirement: Drs. Hamon and Tamar

GENERAL OUTLINE OF THE PH.D. PROGRAM A.

The Steering Committee:

Membership-and Duties

The Life Sciences Graduate Committee proposed the establishment of a Life Sciences Graduate Steering Committee, or "Steering Committee" to direct and improve the Ph.D. program. This committee began functioning in November, 1964. 1.

2.

The committee consists of the head of the Life Sciences Department and four members elected by the Department: Drs. Dial, Eversole, Hennen, and Whitaker. The Dean of the Graduate School serves as an ex-officio member. The members regularly serve 2-year terms with the exception of the original committee members. These members will serve staggered terms in order to permit two new members to be elected each year starting with the 1966-67 academic year. The committee is constructed so that there will always be representatives serving from the two major areas of the life sciences. Duties of the Steering Committee: a. b. c. d. e. f. g. h.

B.

To select and give final approval of students for graduate work To represent Life Sciences in the selection of assistants and fellows To guide incoming students until such time as they have formulated their own graduate programs and have chosen and been accepted by their major professors To evaluate students, including supervision of qualifying examinations and supervision of making up of deficiencies To approve examiners for the Ph.D. candidate's preliminary examinations To approve the student's Ph.D. committee (research and thesis) To consider and act in any "unusual cases" involving graduate students, graduate faculty, or relationship between the two To act as liaison between Life Sciences Department and University Graduate Committee on matters relating to the graduate program

Standards for Admission to Ph.D. Program in Life Sciences 1. 2.

Meet general requirements for admission to Graduate School Secure approval by the Steering Committee on the basis of undergraduate record, graduate record, Graduate Record Examinations, letters of recommendation, publications, interviews, etc. Applicants for admission

62 to the P4.D. program are required to fulfill specific requirements beyond the general requirements for admission to graduate study. Take and pass qualifying examinations: Sometime during his. graduate work, and at.the latest during his first semester as a graduate student beyond the Master's degree or equivalent, a student will be required to take a qualifying examination in the basic areas of life sciences (developmental biology, genetics, ecology, taxonomy, evolution, physiology, and microbiology). If a student is deficient in his basic fund of general biological knowledge, he must correct this by formal coursework or independent study under the direction of a staff member. The qualifying examination may be conducted in conjunction with the master's examination.

3.

I

4,' C.

Secure an evaluation of his ability to complete successfully the program General requirements for graduate students beyond the Master's degree or its equivalent:

1. 2.

Residence. A minimum of one academic year (two consecutive semesters) Program time. A minimum of the equivalent of four semesters as a full time student

3.

A major professor will be selected by mutual consent of student and professor Seminar requirements

4.

a. b. c. 5. 6. 7.

8. D.

The General Life Science Seminar is required of all students each semester in attendance 2 semesters of a seminar in college teaching Area seminars will be required as determined by the student's major professor

Teaching experiences. Students will be required to participate in a supervised program of teaching. Dissertation. A dissertation based upon original research, written in a form suitable for publication, will be required Dissertation Examination. An oral examination on the dissertation will be conducted prior to the awarding of the degree. This examination will be conducted by the student's Ph.D. committee, consisting of the major professor and a minimum of three other members. Be recommended for graduation by the Graduate Faculty of the Life Sciences Department.

Requirements for Admission to Ph.D. Candidacy:

1.

Language and Statistics Proficiency. The student, upon the advice of his major professor, must meet the following requirements: a. Language: Demonstrate ability to read two foreign languages or Demonstrate proof of command of one foreign language ( evidenced by examination by the Foreign Language Department) Statistics: May be substituted for one of the languages under (1) above or may be required in addition to the languages (1)

(2)

b. 2.

Preliminary Examination.

The student must demonstrate proficiency in

63 two specialized areas of the Life Sciences (physiology, ecology, my' cology or vertebrate zoology), The student will be required to take a two-to-three day comprehensive written and oral examination over these areas. :A minimum of two faculty members will evaluate each area examination. The examining committee will consist of the major professor and four other faculty members. 3. IV.

Approval of proposed study for dissertation. The procedure concerning this is outlined in the Graduate Bulletin.

CRITERIA FOR SELECTION OF GRADUATE FACULTY

A member of the Graduate Faculty in the Life Sciences at Indiana State University must have an earned Doctor's degree in a biological or closely allied field. For the teaching of graduate courses, he must have had specialized graduate training or research experience in the subject area of the course. For the directing of graduate research, the faculty member must have published, either as sole or senior author, a full length paper in a recognized journal and must be currently engaged in research, V.

REPORTS OF SUB-COMMITTEES

A.Needs of the Department 1.

Library. The library is now subscribing to some ninety journals in the Life Sciences and to several journals in allied sciences (Chemistry & Physics). Thirty-three of these journals were started in 1964. Others have been started within the past five years, while some have been started and discontinued or have certain volumes missing. It is anticipated that as money becomes available back issues will be purchased to fill as many sets of journals as possible. At the same time, as the expansion of the program occurs, new journals will be added to the library holdings. The Department's immediate goal is to obtain as soon as possible adequate llbrary facilities for the areas in which the Ph.D. degree will be given. Orders for back files have been placed for some journals which are felt necessary for the Ph.D. areas. Other back files will be ordered as funds become available. The following is a list of periodical holdings applicable to Life Sciences as of January 15, 1965.

64 Titles· 1. Advances in Botanical Research 2. Advances in Genetics· 3. American Journal of Botany 4. American Journal of Diseases of Children 5. American Journal of obstetrics & Gynecology 6. American Journal of Physiology 7. American Journal of Surgery 8. American Medical Association Journal 9. American Midland Naturalist 10. American Naturalist

11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

American Scientist Anatomical Record Annual Review of Plant Physiology Auk Bacteriological Reviews Behavior Biochemistry Biochimics et Brophysica Acta Biological Abstracts Biological Bulletin Botanical Gazette Botanical Review Monthly British Mycological Society Transactions CMI Mycological Papers

25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47.

Cancer News Canadian Journal of Botany Canadian Journal of Microbiology Clinical Pediatrics Condor Copeia Cumulative Index to Nursing Literature Ecological Monographs Ecology Elisha Mitchell Scientific Society.Journal Endeavor Endocrinology Evolution Experimental Cell Research Federation Proceedings Gastroenterology Genetics Herpetologica Human Biology Index Medicus Ind. State Board of Health Bulletin Ind. State Medical Association Journal Journal of Bacteriology

48. 49.

Journal of the American Chemical Society Journal of Biological Chemistry

Holdings Vol. 1, 1963 ordered Vol. 1, 1951 Vol. 1, 1914 - Comp,lete file Vol. 85 (1953) - Current Vols. 51-83; V.88 - Current Vol. 1, 1898- Complete file Vol. 11, (1931) - Current Vol. 124, 1944- Current Vol. 64, 1960- Current Vol. 1, 1867- Current.Missing Vols. 52, 67, 93 Vol. 35, 1947- Current Vol. 1, 1906 n- Complete file 1964 1964-(Vols. 47 (1930)-80 (1963) ordered Vol. 6, 1942- Current Vol. 23, 1964 Vol. 1, 1962 - Complete file Vol. 79, 1964 Vol. 1, 1926 - Complete file Vol. 1, 1900 - Complete file Vol. 1, 1875 - Complete file Vol. 1, 1935 - Complete file 1964 1964 -(Papers from 1950-1963 ordered) Vol. 11 (1957) Current 1964 1964 Vol. 1, 1962- Current 1964 1964 Vols. 6-8, (1961-63) Current 1964 Vol. 1, 1920 - Complete file 1964 Vol. 12, 1953 Vol. 58, 1956-Vol. 73, 1963 1964 1964 1964 Vol. 1, (1943)- Current Vol. 1, 1916- Complete file Vol. 1, 1936- Complete file Vol. 1, 1929- Complete file Complete file Vol. 1, 1899- Current Dec. 1963 - Current Vol. 1, 1916; V.3, (1918)-V.5, 1920; V.7 1922-Current Vol. 2 & 6 ordered Vol. 47, 1964 Vol. 1, 1905 - Complete file

65 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81.

82. 83. 84. 85. 86. 87. 88.

89. 90. 91.

92. 93. 94.

Journal of Cell Biology Vol. 1, 1955- Comp.lete file ordered Journal of Cellular and Comparative Physiology 1964 Journal of Chronic Disease V. 11 (1960)-V.l5 (1962); V. 17 (1964) - Current Journal of Embryology and Experimental Morph. 1964 Journal of Experimental Biology 1964 Journal of Experimental Botany Vol. 15, (1964) Journal of Experimental Zoology Vol. 1, 1904-Vol. 109, 1948;1964 Journal of General Microbiology 1964 Journal of General Physiology Vol. 1, 1918 -Complete file Journal of Genetics Vol. 1, 1910 -Vol.26, 1932; 1964 Journal of Heredity Vol. 1, 1910 -Complete file Journal of Immunology Vol. 1, 1916 -Complete file Journal of Mammalogy Vol. 1, 1919 -Complete file Journal of The National Cancer Institute Vol. 1, (1940)-V.4(1944); V.6 (1946) C:urrent Journal of Parasitology Vols. 34, 1948 and 35: V.37 1951 and 38: 1964 Journal of Protozoology 1964 Journal of Wildlife Management 1964 Lloydia 1964 Mycologia Vol. 1, 1909- Complete file National Academy of Science Proceedings 1964 National Tuberculosis Assoc. Bulletin 1964 - Current Nature Vol. 1, 1869 -lacks vols.l48-153 North American Fauna Perspectives in Biology and Medicine Physiological Reviews Physician's Desk Ref. to Pharma. Specialties & Biologicals Physiological Zoology Phytochemistry Phytopathology Plant Physiology Quarterly Review of Biology Radiological Health Data Review of Applied Mycology Rho dora Science

1965 Vol. 1, 1921; Vol. 28, 1948; v. 44, 1964 1964 1964 Vols. 17, 1927-V.35, 1945; 1964 1964 1964 Vol. 1, 1960 - Current Vol. 43, 1964 1964 Vol. 1, 1885 -Vol. 19, 1892; Vol. 30, 1896 Vol. 1, 1845 - Complete file Vol. 35, 1937

Scientific American Society for Experimental Biology and Medicine Proceedings Stain Technology Vol. 1, 1926 - Complete file Sydowia 1964 Taxon 1964 U.S. Fish & Wildlife Service Reports some issues missing Virology Vols. 1, 4-18; V. 22 (1964) World Health 1963 - Current Wilson Bulletin 1964 Zoological Record 1964

66

4.

~

a. ',I

ne'eds

Fields covered by present staff. (1) BaGteriology (2) Biochemistry (3) Conservation (4) Ecology (5) (6) (7) (8) (9) (10)

(ll) (12) (13) (14) (15)

(16) (17) (18) (19)

b.

Endocrinology Entomology Embryology Genetics Ichthyology Limnology Mamma logy Mycology Ornithology Parasitology Physiology (a) Cellular (b) Comparative (c) Vertebrae (d) Plant Plant Pathology Plant Development & Morph. Protozoology Vertebrate Zoology

Johnson, Rothwell Clevenger, Dial, K€mp, Rothwell Jackson Hamon, Munsee~''\i\-"'lc*''k"J'c;'C'ic \-iC'"lC'"'k"k"'J'\"k"'k·k··](.,'(·{(··k·k-,'( \"k'i' 000000 KXXX) 000000 KXXX} 000000 KXXX 000000 ~~X~~ 000000 XXX 000000 KXXX>

3.57 3.28

H%H

J.BH

B~H /,/,/,/,/, ~~H~'

00000 00000 00000 00000 00000 00000 00000 00000 00000 00000 00000

TABLE XIV COMPARISON OF MEDIAN GRADUATE GRADE POINT AVERAGE OF PRACriCAL ARTS STUDENTS ,WITH OTHER CURRICULAR GROUPS DIFFERENCE BETWEEN MEDIANS

PROBABLE ERROR OF DIFFERENCE

CRITICAL RATIO

LEVEL OF SIGNIFICANCE

3.20 3.15 3.31

.25 . 30 .14

.047 .045 .045

5.32 6.67 3.11

1% 1/o 1%

3.28

.17

.048

3.54

1%

CURRICULAR GROUP

MEDIAN

Practical Arts

3.45

Non•Teaching Arts/Sciences Elementary School Service Personnel

The median GPA of secondary teachers•practical arts is significantly higher than any other curricular group. The largest difference occurs between the median GPA of secondary teachers•practical arts and the median GPA of secondary teachers•arts and sciences.

TABLE XV COMPARISON OF MEDIAN GRADUATE GRADE POINT AVERAGE OF ELEMENTARY TEACHERS WITH OTHER CURRICULAR GROUPS

CURRICULAR GROUP

MEDIAN

Elementary Teachers

3.31

School Service Personnel Arts/Sciences Non..,Teaching

3.28 3.15 3.20

DIFFERENCE BETWEEN MEDIANS

.03 .16 .11

PROBABLE ERROR OF DIFFERENCE

.036 .032 .045

CRITICAL RATIO

LEVEL OF SIGNIFICANCE

.83 5.00 2.44

1/o 5%

The median GPA of elementary teachers is significantly higher than the median GPA for the secondary teachers•arts and sciences and for non•teaching groups.

TABLE XVI COMPARISON OF MEDIAN GRADUATE GRADE POINT AVERAGE OF SCHOOL SERVICES PERSONNEL WITH OTHER CURRICULAR GROUPS .

CURRICULAR GROUP

MEDIAN

School Services Personnel

3.28

Arts/Sciences Non-Teaching

3.15 3.20

DIFFERENCE BETWEEN MEDIANS

,13 .08

PROBABLE ERROR OF DIFFERENCE

.036 .048

CRITICAL RATIO

LEVEL OF SIGNIFICANCE

3.61 1. 67

1/o

The median GPA of students working toward school services personnel certification is significantly higher than the median GPA of secondary teachers-arts and sciences.

TABLE XVII ACADEMIC APTITUDE OF DIFFERENT GROUPS OF STUDENTS WORKING TOWARD MASTER'S DEGREE AS DETERMINED BY THE APTITUDES TESTS OF THE GRADUATE RECORD EXAMINATIONS GRE NON,.,.TEACHING TOTAL 25 1250 1200 1150 1100 1050 1000 950 900 850 800 750 700 650 600 550 500 450

---·-·

~--

50

75

PERCENTILES SECONDARY TEACHERS ELEMENTARY TEACHERS rts and Sciences Practical Arts 50 50 50 25 75 25 75 25 75

SCHOOL SERVICES PERSONNEL 25 50 75

1100 00000 00000 00000 00000

950 879 /1/11188888 xxxx !!!!! 00000 xxxx 1/11//ooooo xxxx ~!!1//ooooo xxxx Ill! ooooo xxxx !!!!! 00000 xxxx 7,17,%%zooooo z . ooooo xxxx xxxx 1II 1I ooooo xxxx //1.!/.!ooooo xxxx z%7.%7. 00000 xxxx 00000 xxxx 1 ooooo xxxx 00000 xxxx 00000

z zzz 11177

---------

-------

1031 951

B~~

Ill!

HH BB HH %%%% 1111

000000 000000 000000 000000 000000 000000 000000 000000 000000 000000 000000 000000 000000 000000

TABLE XVIII COMPARISON OF MEDIAN TOTAL GRE SCORE OF NON•TEACHING STUDENTS WITH OTHER CURRICULAR GROUPS .

CURRICULAR GROUP

MEDIAN

DIFFERENCE BETWEEN MEDIANS

PROBABLE ERROR OF DIFFERENCE

CRITICAL RATIO

LEVEL OF SIGNIFICANCE

Non•Teaching

950

Arts/Sciences Practical Arts Elementary Scho10l Services Personnel

901 847 774

49 103 176

22.6 25.8 18.9

2.17 3.99 9.31

1%

843

107

26.9

3.98

1%

5% 1'7o

The median GRE score of students on a non•teaching curriculum is significantly higher than the median of any of the teaching groups. The largest difference occurs between the median GRE of the non•teaching students and the median GRE of the elementary teachers.

TABLE XIX COMPARISON OF MEDIAN TOTAL GRE SCORE OF SECONDARY TEACHERS• ARTS AND SCIENCES WITH OTHER CURRICULAR GROUPS

CURRICUlAR GROUP

MEDIAN

DIFFERENCE BETWEEN MEDIANS

PROBABLE ERROR OF DIFFERENCE

CRITICAL RATIO

LEVEL OF SIGNIFICANCE

1%

Arts/Sciences

901

Practical Arts Elementary School Services Personnel

847 774

44 127

27.4 19.7

1.60 6.45

843

48

26.4

1.82

The median GRE of secondary teachers of arts and sciences is significantly higher than the median GRE of elementary teachers.

TABLE XX COMPARISON OF MEDIAN TOTAL GRE SCORE OF SECONDARY TEACHERS .OF PRACTICAL ARTS A~D OTHER CURRICULAR GROUPS

CURRICULAR. GROUP

MEDIAN

DIFFERENCE BETWEEN MEDIANS

PROBABLE ERROR OF DIFFERENCE

CRITICAL RATIO

LEVEL OF SIGNIFICANCE

1%

Practical Arts

847

Elementary School Service! Personnel

774

73

23.3

3.13

843

4

30.1

.13

The median GRE score of secondary teachers of practical arts is significantly higher than the median GRE score of elementary teachers.

TABLE XXI COMPARISON OF MEDIAN TOTAL GRE SCORE OF SCHOOL SERVICES PERSONNEL GROUP AND ELEMENTARY TEACHERS

CURRICULAR GROUP

MEDIAN

School Services Personnel

843

Elementary

'774

DIFFERENCE BETWEEN MEDIANS

PROBABLE ERROR OF DIFFERENCE

CRITICAL RATIO

LEVEL OF SIGNIFICANCE

69

24.5

2.81

1%

Students working toward school services personnel certificates have a significantly higher median total score on the GRE than do elementary teachers.

STATEMENTS RELATIVE TO COMPARISON OF MEDIAN APTITUDE AND ACHIEVEMENT SCORES OF THE DIFFERENT CURRICULAR GROUPS 1.

Students working toward school services personnel certificates

do not differ significantly from secondary teachers of the arts and sciences on the GRE, but the school services personnel median grade point average is significantly higher than the GPA of students in the arts and sciences, 2.

The non•teaching GRE median is significantly higher than the

median of every other curricular group, but the

non~teaching

grade point

average is significantly lower than the median GPA of secondary teachers of the practical arts, 3.

There is not a significant difference between the median GRE

of secondary teachers of the arts and sciences and the median of teachers in the practical arts, but there is a significant difference between the grade point average of the two curricular groups. 4.

Secondary teachers of practical arts are significantly higher

than elementary teachers in both median grade point average and median GRE score. 5.

Secondary teachers of the practical arts have a significantly

higher median grade point average than do students working toward school services personnel certificates, but do not differ significantly in terms of median GRE.

OPERATIONAL SIGNIFICANCE OF CERTAIN ADMISSION AND RETENTION STANDARDS FOR MASTER'S DEGREE PROGRAMS

One purpose of standards for adtnission to a graduate school is the selection of a graduate student population capable of succeeding in the graduate program offered by the school.

Certain standards as outlined

in the current graduate bulletin are listed below.

In connection with

the statement of each standard, pertinent data will be given and the possible implications of the data indicated.

STANDARD I Regular Admission

Conditional Admission

Graduation with a bachelor's degree from a college or university accredited by the North Central Association of Colleges and Secondary Schools or one of the other five regional accrediting associations.

Graduation from a college or university accredited only by the Indiana State Department of Public Instruction.

Pertinent Data 1.

Ninety-· three per cent of the students working toward the master's

degree graduated from colleges or universities accredited by a regional association. 2.

Seven per cent of the students currently working toward the

master's degree graduated from colleges or universities accredited only by the State Department of Public Instruction . .3.

Nineteen per cent of the students who graduated from colleges or

universities accredited only by the State Department of Public Instruction are failing to maintain a graduate grade point average of 3.0 or better.

4. Si~teen per cent of all students working toward the master's , degree at Indiana State College are failing to maintain a graduate grade point average of 3.0 or better. Possible Implications of Data 1.

A very small percentage of students are admitted from colleges

or institutions not accredited by a regional association.

The great

majority of these students are doing acceptable work in the graduate program.

STANDARD II Regular Admission A minimum grade point average of 2.50 (when B=3.00) in all courses taken at the undergraduate level.

Conditional Admission A grade point average under 2.50 but work during the junior and senior years shows promise of improvement.

Pertinent Data 1.

Thirty-six per cent of all students admitted to the Graduate

School have an undergraduate GPA below 2.50. 2.

The product moment coefficient of correlation between under-

graduate GPA and graduate GPA at Indiana State College is .35.

This

,I

product moment coefficient of correlation is based upon a random sample of 605 students. Possible Implications of Data 1.

The undergraduate grade point average of 2.50 is used as a se-

lective factor only for regular admission to the master's degree program. 2.

The product moment coefficient correlation of .35 between under-

graduate GPA and graduate GPA at Indiana State College would seem to be

one indicatio~ that conditional admission of students with undergraduate

gr~de point averages below 2.50 is a justifiable practice.

STANDARD III Regular Admission

Conditional Admission

An undergraduate record which has no deficiencies in the area of study chosen for :-he master's degree program.

Make-up undergraduate deficiencies in the area of study chosen for the master's degree program.

Pertinent Data 1.

Three per cent of the students were admitted on a conditional

basis due to deficiencies in the area of study chosen for the master's degree program,

Course work required to make up these deficiencies does

not count toward completion of the 32 hours required for the master's degree.

STANDARD IV Regular Admission Satisfactory performance on the General Aptitude Test of the Graduate Record Examination. (Satisfactory performance is currently defined as a total score of 800.)

Conditional Admission Have not yet taken the Graduate Record Examination.

Pertinent Data 1.

Seventy-five per cent of the students admitted to the master's

degree have a total GRE score above 722. 2.

Eighty-one per cent of those with GRE scores below 800 are main-

taining an average of B or better.

3.

The product moment coefficient of correlation between the total

score on the Aptitude Tests of the GRE and the graduate grade point average at Indiana State·College is .22.

This product moment coefficient of

correlation is based upon a sample of 301 students.

This study will be

extended to include a larger sample. 4.

The product moment coefficient of correlation between the total

score on the Aptitude Tests of the GRE and the undergraduate grade point average is .23.

This product moment coefficient of correlation is based

upon a sample of 205 students.

This study will be extended to include

a larger sample. 5.

Fifty-five per cent of the students have not taken the Graduate

Record Examination.

(Students were not required to take the GRE prior to

1961.)

Possible Implications of the Data 1.

The Aptitude Tests of the Graduate Record Examinations have

been used up to the present experimentally.

No firm cut-off score has

been used, although an average score of 400 on the two tests has been considered tentatively to be "satisfactory." 2.

At Indiana State College there seems to be an insignificant

relationship between performance on the Aptitude Tests of the Graduate Record Examinations and academic success in graduate study at the master's degree level.

STANDARD V Students must maintain a "B" average or better in all graduate work.

Pertinent Data 1.

Sixteen per cent of the students have a graduate grade point

average below B.· The table below shows the percentage of these students who have completed a given number of semester hours of graduate work,

Semester Hours Completed 2- 6 7-13 14-20 21-27 28-32 33 or more

Per - -Cent -35 28 18 10 6

3

Possible Implications of Data 1.

The great majority of students are maintaining an average of B

or better. 2.

Sixty-three per cent of the students who have not maintained a

B average have completed not more than 13 semester hours. 3.

A very small percentage of students who have completed over 20

semester hours have been permitted to continue in the program even though they are not maintaining a B average.